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approaches to the study of Buddhism and Buddhist approaches, we immediately . Buddhology may be defined as the objective, scientific study of the various.
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Learning and teaching Close. International at Otago Close. Alumni and Friends Close. Contact Otago Close. Pacific at Otago Close. Search the University of Otago Search. I started taking a weekly meditation class in October , and continued this over the years, later adding a weekly class in Sunderland, and a monthly class for more experienced meditators.
Lance Cousins was a meditation pupil of Boonman Poonyathiro, a Thai who had been a monk for 15 years and who, while in India, disrobed to travel to the UK with a friend on a motorbike — It is a lay organization with around 90 teachers, mostly in the UK, but also in the US. It teaches a carefully structured form of mindfulness of breathing, along with a range of other meditations and Pali chanting which I find a great, heart-related practice for developing energy, joy and calm.
I have happily been a member of it for many years. Other Buddhist Studies scholars in this tradition are:. XXXII, pp. I taught at Sunderland from September As people retired, we were later reduced to three people in each of these subject areas. Sutcliffe, who specialised in New Age spirituality and issues in the study of religion.
In Philosophy, there was David Over, John Mullarkey and Pamela Sue Anderson, who specialised in philosophy of religion, feminist philosophy and continental philosophy, especially Ricoeur. I also taught one third of Ethics in Buddhism, Christianity and Islam, which helped develop my understanding of Buddhist ethics, and an interdisciplinary humanities course on Perspectives on Human Nature.
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We never had a single honours degree in Religious Studies, but always contributed to a humanities and social sciences joint honours programme. For research students, I taught Pali. Especially during the s, I regularly attended the annual Symposium of Indian Religions, held in Oxford.
There I met many developing and established scholars, and gave a number of academic papers. That was helpful feedback. My pre-University education was much stronger in science than the humanities, including English. So, I got a good push to improve my English. My training in maths and philosophy, though, has meant that I have always aimed, in my writing, to be as clear as one can be, both in argumentation and in expression of ideas.
We can all improve how we write, and learning to write more clearly can aid thinking more clearly. That said, not everything can be said fully clearly, and in deep meditation, it is good to go beyond thought to an inner stillness and silence. In terms of clear English and argumentation, I also have come to help authors with this as editor of the Buddhist Studies Review journal on which, see below. Even where I disagree with a point of view, I sometimes say how the argument for it can be improved. More broadly, I do not like waffle, or the use of pretentious jargon, as can occur in resenting fashionable administrative or academic ideas.
I think that one should generally avoid writing in a way that assumes expert knowledge and may thus make some readers excluded. Explanations may not be needed for some readers, but may be very helpful for others. I also try to address natural questions that are likely to occur to an alert, or sometimes not so alert, reader. Also, to give clear references. If I have not understood something, whether in Buddhism or other areas, I have, so to speak, given it a good shaking by firing questions at it. If the explicit or implied answer coming back were satisfactory and illumination, good.
If they led on the further explorations, fine. If neither of these, then what I was examining was perhaps self-contradictory or woolly waffle.
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Lance Cousins gave me some useful feedback on my draft chapters. The series was to be published by Ward Lock, but while the volume on Judaism was published, the series then collapsed, so mine was never published. However, one day at work, a representative of Cambridge University Press was visiting, in part looking for new authors.
I gave him my draft of the Buddhist Arts book, and this led in time to a contract to write An Introduction to Buddhism. In the Arts and Practices manuscript, I had tried to bring alive Buddhist art, and show its relationship to Buddhist teachings and practices: perhaps this is what CUP appreciated. Lance Cousins gave me extensive feedback and advice relating to my draft chapters for this, and it was published in It seems he was impressed by a number of my papers, several of which drew on my doctoral thesis, and he helped me get a contract with Curzon Press to publish a book based on my thesis.
John Bowker, another noted scholar of religions, also asked me to write chapters on Buddhism in three of the volumes that he was editing with Jean Holm in a Themes in Religious Studies series.
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I was later to have edited the Routledge Encyclopedia of Buddhism , but pressure of work led to me handing this on to Damien Keown and Charles Prebish. Over the years, I had progressed from Lecturer to Senior Lecturer and then to the research-related role of Reader in Buddhist Studies. In , I was promoted to Professor of Buddhist Studies, perhaps being the first person in the UK to have this specific title. While originally my research was done over the summer, the University as it had become in then granted me several semesters of research leave over the years.
I never applied for or was granted any research grants from outside the University, though helped attract national research funding to the University as a result of taking part in the national Research Assessment Exercises from I have given papers at:.
In the context of Buddhist practice, I have given scholarly talks at: Chithurst forest monastery , Sussex ; Ratanagiri monastery —, Northumberland , seven day-long seminars on aspects of the Sutta s and their teachings; Sharpham College of Buddhist Studies and Contemporary Enquiry and , Devon , on chanting and on Buddhist ethics. Unknown to me, he was in the audience. Given my criticism of him, he had the good grace to invite me, along with Ian Harris, of St. While there, I mentioned to Ian Harris that I was thinking of starting some kind of association in the north-east of England, where I lived, to bring together scholars with interest in Buddhist-related matters e.
Ian responded: why not make it a national association?
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Lance Cousins was also at the Hawaii conference, and he encouraged us in our efforts. Bristol, Cardiff, Oxford, Lancaster or Leeds. I have been external examiner for doctoral or M. Phil theses, or research transfers at: Oxford University , , , , , Bristol University , , School of Oriental and African Studies, London , , Dundee University ?
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At Sunderland Polytechnic then University of Sunderland, there was a time, perhaps in the late s, when there was an attempt to shut down Religious Studies, due to its relatively low recruitment numbers. I successfully fought this, with the support of colleagues in other humanities subjects.
However, in the later s, with financial pressure on the University, but growth areas in subjects such as Media Studies, Psychology and Business Studies, pressure again fell on us, along with Philosophy. Our intakes to Combined Arts, the degree on which we had taught for many years, was closed down, and colleagues retired or moved to other Universities. I remained, however, as the University was interested in developing distance learning online courses, and I had become very involved in such things as the Buddha-L e-list and the online Journal of Buddhist Ethics and its online conferences.
The university thus supported me in developing a part-time online 3-year MA in Buddhist Studies. For each of their two units a week, I set seminar questions. These online seminars were the most intellectually stimulating seminars I had ever been involved with. Dissertations or essays from 4 students were submitted to journals and published.
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The course recruited around 20 students a year from around the world, but especially the UK, the US, Canada, Europe and Australia, with an average age of Most had been Buddhists for a number of years, and they wanted to deepen their understanding of Buddhism. Each module generated two to three thousand discussion emails between the students and myself. It was a lot of work, but very rewarding. It was mainly taught by myself, but with the Pali module taught by Tomoyuki Kono, another student of Richard Gombrich, then based in Edinburgh, and with help also from Sarah Shaw.
The MA ran from to For most of these years, this was the only academic teaching I did, mainly run from my office at home, as I only needed to go into the University to see research students, to attend meetings and take a weekly meditation class. Since October , I have taught a weekly samatha meditation class in York and have also run, with several other Samatha Trust meditation teachers, a free online samatha meditation, using written teachings I have developed over the years in my face-to-face meditation classes, weekly Skype one-to-one meditation reports, and some online group discussion.
Buddhist Studies has a long history at the University of Pennsylvania with special focus on Indian, Chinese, and Japanese Buddhist traditions and more recently on Buddhism in Southeast Asia. Both anthropological and textual approaches are highly encouraged. Coursework and research using advanced language skills esp.