Tung Lin Kok Yuen International Conference

Buddhist Canons: In Search of a Theoretical Foundation for a Wisdom-oriented Education

27 & 28 November, 2021 (HKT) | Online & On-site at HKU

Jointly organized by

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The Conference is sponsored by

Tung Lin Kok Yuen.

Speaker
Presentation Topic
Ven. K. L. Dhammajoti
Chair Professor, School of Philosophy, Renmin University of China
(Topic - to be confirmed)
Wu Jiang
Professor of the Department of East Asian Studies, University of Arizona
Opening the Canon: New Challenges to Buddhist Studies in Humanities Education
Jin Y. Park
Professor and Chair, Department of Philosophy and Religion, American University, Washington
Buddhism and Engaged Citizenship
Albert Welter
Head, Department of East Asian Studies, The University of Arizona
Retrieving the Dharma Wheel: Searching for Meaning in the Sino-East Asian Buddhist Canon
Huaiyu Chen
Associate Professor, Buddhism and Chinese Religions, Arizona State University
Shaping the Order of Ritualized Community in Medieval Chinese Buddhist Monasticism
Ven. Bhikkhuni Dhammadinna
Director, Āgama Research Group, Department of Buddhist Studies, Dharma Drum Institute of Liberal Arts, Taiwan
Knowledge tied to or freed from identity? Epistemic reflections through the prism of the early Buddhist teachings
Guang Xing
Director and Associate Professor, Centre of Buddhist Studies, The University of Hong Kong
Educating the Confucians about Filial Piety: Qisong’s Treatise on Filial Piety
Georgios T. Halkias
Associate Professor, Centre of Buddhist Studies, The University of Hong Kong
Translations and Transmissions of Wisdom from the Earliest Canonical Collections of Tibetan Buddhism.
Oren Hanner
Visiting Assistant Professor, Department of Philosophy, New York University Abu Dhabi
Vasubandhu on the Role of the Teacher and the Features of Wisdom-Oriented Education
Ernest C. H. Ng
Adjunct Assistant Professor, Centre of Buddhist Studies, The University of Hong Kong
From Tradition to Innovation: Wisdom-oriented Education in Buddhist Theory and Practice
Chengzhong Pu
Assistant Professor, Centre of Buddhist Studies, The University of Hong Kong
On ‘foshuo佛説’ in the Title of Some Chinese Buddhist Sutras
Ven. Sik Hin Hung
Senior Fellow and Former Director, Centre of Buddhist Studies, The University of Hong Kong
The Utilization of the Three Types of Knowing in the Development of Buddhist-based Psychotherapeutic Intervention
G. A. Somaratne
Associate Professor, Centre of Buddhist Studies, The University of Hong Kong
Conjoining Scientific Knowledge and Dhamma Knowledge for Creating an Authentic Person
Ven. Sumana Thera
Ph.D. candidate, Centre of Buddhist Studies, The University of Hong Kong
The Utilization of the Three Types of Knowing in the Development of Buddhist-based Psychotherapeutic Intervention
Asanga Tilakaratne
Emeritus Professor of Buddhist Studies, Department of Buddhist Studies, University of Colombo, Sri Lanka
Knowledge and Wisdom from an early Buddhist Perspective
Chung-hui Tsui
Honorary Assistant Professor and Tung Lin Kok Yuen Scholar in Buddhist Art and Culture, HKU Centre of Buddhist Studies
The Buddhist texts translation in Dharmarakṣa’s team
Bonnie W. Y. Wu
Lecturer, Centre of Buddhist Studies, The University of Hong Kong
The Utilization of the Three Types of Knowing in the Development of Buddhist-based Psychotherapeutic Intervention
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Oren Hanner

Visiting Assistant Professor

Department of Philosophy

New York University Abu Dhabi

Oren Hanner is a Visiting Assistant Professor of Philosophy at New York University Abu Dhabi. He studied philosophy at the Hebrew University of Jerusalem and Tel-Aviv University and holds a PhD in Buddhist Studies from Hamburg University. His research focuses on Indian and Buddhist thought, with particular interest in ethics and cross-cultural dialogue between Asian and Western philosophical traditions. A volume on Buddhism and skepticism that he edited was published with Hamburg Buddhist Studies Series in 2020. He is currently working on a book dedicated to the nature of selfless moral agency in Vasubandhu’s thought.

Vasubandhu on the Role of the Teacher and the Features of Wisdom-Oriented Education

At the beginning of his teaching manual entitled the Principles of Exegesis(Skt. Vyākhyāyukti; Tib. rNam par bshad pa'i rigs pa), the Indian Buddhist philosopher Vasubandhu states that his purpose in composing the text is to give advice to those who wish to explain the Buddha’s discourses in order to help others. Motivated by this goal, the Principles of Exegesis describes and exemplifies skills, capacities, methods, and forms of knowledge that a teacher should master (or at least be reasonably familiar with) in order to be able to properly pass on liberating knowledge to his or her disciples. Given that large portions of the manual concern the role of the teacher in transmitting knowledge (that is, the ideas and doctrines presented in Buddhist scriptures) and explicate the ways of elucidating this knowledge, the question then arises as to what distinguishes wisdom education from plainly providing students with knowledge. In the present paper, I will seek to address this question by looking at the role of the teacher as explained in the Principles of Exegesis. In the first part of the talk, I will introduce the five aspects of elucidating the Buddha’s discourses that the teacher is advised to apply in teaching the Dharma—the purpose of the teaching, the summary of the teaching, the meaning of words, connections, and objections and replies—and elaborate on some of the skills and capacities they involve. Based on this set of methods and techniques, I will suggest in the second part of the talk that wisdom-oriented education is marked by several features that set it apart from a mere conveyance of knowledge. This includes the particular content of the knowledge, the ways in which this knowledge is imparted and acquired, and the dynamics of teacher-student interactions that characterize the act of teaching.

Enquiry
-----------------------------
Centre of Buddhist Studies of
The University of Hong Kong
 
Email - cbsevent@hku.hk

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