Teachers can’t add more minutes to a school day, but with mindfulness they can add depth to the moments they do have with students in their classroom. Compassionate Critical Thinking demonstrates how to use mindfulness with instructional effectiveness to increase student participation and decrease classroom stress, and it turns the act of teaching into a transformational practice. Many books teach mindfulness, but few provide a model for teaching critical thinking and integrating it across the curriculum. The purpose (...) of this book is to show teachers how to create a classroom culture of compassionate critical thinking. When students feel a lack of meaning and purpose in their school lives, they resist learning. Using a Socratic style of inquiry, Rabois changes the classroom dynamic to encourage self-reflection, insight, and empathy. Vignettes capture dialogue between teacher and students to illustrate how mindfulness practices elicit essential questions which stimulate inquiry and direct discovery. What bigger mystery is there, what more interesting and relevant story, than the story of one’s own mind and heart and how they relate us to the world? (shrink)

The view that charity consists in an expansion of existing interpersonal relations is rather misleading. We need to see it as a radical transformation, of existing relations, even if this suspension is only temporary. In charity we see a person as someone who is no longer capable of reacting appropriately. Someone who is no longer capable of behaving as a „person‟ nevertheless continues to be a person. She does not lose her personal sanctity or dignity even if she has lost (...) a practical grasp on controlling and guiding the course of her life. Today we often tend to reduce charity to a compassionate form of helping, or aid-giving, such as when materials, doctors and psychologists are sent to regions that are torn apart by war or famine. It is much easier to understand charity when it can be measured against the reduction of physical and emotional distress. It is much more difficult to understand charity in cases where aid proves to be powerless, when there is no measurable return or change that is brought about. While ethics cannot teach us what to do once compassion, benevolence and forgiveness fail to make any difference, prayer can help us to move forward. Praying for others, more specifically, the long-suffering involved in prayer, is a particularly important form of charity. It has the power to lift us above our inability to do anything helpful. We pray at the very moment when we experience our powerlessness to help. (shrink)

How does one teach dissent in a classroom which is a disciplinary space? As a pedagogue whose work is to instil philosophical and critical thinking in students, in this article I reflect on the modalities of teaching dissent versus teaching about dissent. While it is very possible that teaching about dissent may create a model for students to emulate, teaching dissent must involve a proactive learning process within the classroom that may depend on the ethical and (...) compassionate stand of the teacher. I draw from Indian philosophical traditions of argumentation and the tradition of debate and teaching to posit a methodology of two forms of dissent called Vimati, intellectual dissent and Upeksha, performative dissent. One notes that conceptualisations such as doubt, questioning, evidence, and advocacy are some of the epistemic ideas from Indian philosophical systems that can be adapted to contemporary pedagogy. Additionally, a form of performative dissent that involves ‘turning away’ from norms becomes a form of performative dissent. Such dissent is described through texts as practices in the lived worlds of people in the stories of epics and folk traditions. Finally, I conclude with similar concepts gleaned from contemporary thinkers in India to emphasise the ethical values of compassion and love that make teaching dissent possible. (shrink)

This article intends to identify and construct a Wesleyan perspective of business and entrepreneurship, drawing on how Wesley viewed and used business and entrepreneurship in relation to poverty in England, in order to identify helpful implications for the church which seeks to engage with poverty-related issues. Wesley did not repudiate or underestimate business and entrepreneurship in believers’ lives; rather, he provided believers with practical guidance and theological foundations for business and entrepreneurship particularly in the context of poverty. We argue that (...) Wesley should be viewed as a compassionate entrepreneur—with the compassion of a liberator and the practice of an entrepreneur, as he encouraged believers to actively participate in economic activities, and recognized entrepreneurship as a sustainable and significant way to empower the poor. Wesley’s example challenges the church today as his case study serves as a radical and faithful application of biblical economic teachings on business and entrepreneurship. (shrink)

Being empathetic (or compassionate) is an important trait that allows for those working in health care professions to successfully analyze cases and provide patients with adequate care. One standard and enormously important way to try and teach empathy involves the use of case studies. The case-study approach, however, has some unique limitations in teaching empathy. This paper describes an activity where students are asked to imagine that they have contracted a specific disease (one that lasts the entire semester) (...) through a process of random (or lottery) assignment. Having contracted a disease, students are then tasked with taking on the persona of that patient. In writing and adopting the perspective of that patient, students are better able to learn the kind of empathy needed to be a successful health care professional. (shrink)

A beloved Buddhist teacher and a psychologist specializing in Compassion-Focused Therapy (CFT) provide practical methods for living a life filled with compassion. A life overflowing with compassion. It sounds wonderful in theory, but how do you do it? This guide provides practical methods to living with this wonderful quality, based on traditional Buddhist teachings and on methods from modern psychology particularly a technique called Compassion-Focused Therapy (CFT). The methods presented by the two authors--a psychotherapist and a Tibetan Buddhist nun--turn out (...) to have a good deal in common. In fact, they complement each other in wonderful ways. Each of the 64 short chapters ends with a reflection or exercise for putting compassion into practice in various life situations. (shrink)

A Teaching Memoir That Crosses the Barriers Between Worlds A shaman is one who has learned to move between two worlds: our physical reality and the realm of spirits. For John Lockley, shamanic training also meant learning to cross the immense divide of race and culture in South Africa. As a medic drafted into the South African military in 1990, John Lockley had a powerful dream. "Even though I am a white man of Irish and English descent, I knew (...) in my bones that I had received my calling to become a sangoma, a traditional South African shaman," John writes. "I felt blessed by the ancient spirit of Africa, and I knew that I had started on a journey filled with magic and danger." His path took him from the hills of South Korea, where he trained as a student under Zen Master Su Bong, to the rural African landscape of the Eastern Cape and the world of the sangoma mystic healers, where he found his teacher in the medicine woman called MaMngwevu. In Leopard Warrior, John shares a gripping account of his experiences and the wisdom he learned over years of training. Here he invites you to discover: • Powerful insights into the spiritual tradition of the Xhosa lineage of South Africa—the tribe of Nelson Mandela and Desmond Tutu • Ubuntu—a core concept for recognizing and embracing our deep interconnection with all living things • Ancestor medicine—how we can learn to honor the blood in our veins, the heritage of our soul, and our shared humanity • Recovering our forgotten knowledge about the wisdom of our dreams, the spirits of plants and animals, and the power of the unseen world In traditional African healing circles, the leopard represents intuition, instinct, and harmony with nature and the spirit world. As John Lockley writes, "A leopard warrior is a spiritual soldier who mirrors the natural world and directs their gaze inward to answer the call of their spirit." With Leopard Warrior, he brings us an inspiring call to action—showing how we can bridge the barriers that divide us, embrace the gifts of our ancestors, and reclaim our rightful place as compassionate caretakers of our world. (shrink)

In his book Compassion and education, Andrew Peterson explores the concept of ‘compassion’ in three main areas: compassion as a virtue, compassion in relation to self and others, and compassion in relation to teaching and education. Peterson states that his ‘focus in this present book lies in particular on the cultivation of compassion within the education of young children in schools’. His work therefore contributes to the discussion of character education within the field of philosophy of education and makes (...) an interesting read for educational philosophers as well as practising teachers alike. To explore compassion as a virtue and linking it to teaching practice, Peterson uses a combination of traditional analytical philosophy as well as down-to-earth practical real-world examples in his line of argument, which makes this well-written book meaningful for educators across the board. (shrink)

This short paper argues that interreligious and intra-religious harmony is a necessary condition for social harmony, peace and progress. It is an attempt to develop arguments in favour of the above thesis with special reference to the teachings of Buddha and Vivekananda. Buddha taught human beings to be rational, analytical and moral in way of life. Buddha, therefore, taught openness, interdependence and middle path. Vivekananda also argues for universal religion which is based on scientific, rational and compassionate human relations. (...) He considers that the service of human beings is the service of God. It seems to be a direct impact of the compassionate teachings of Buddha upon Vivekananda. Both of them have indirectly contributed to what is called today the philosophical doctrine of Religious Pluralism which rests on the principle of ‘live and let live’. Both of them were against all kinds of ‘dogmatism, fanaticism and bigotry’. The proposed form of religious harmony is one of the golden ways or middle paths today for addressing many global issues for social harmony, peace and progress. Philosophy and Progress, Vol#67-68; No#1-2; Jan-Dec 2020 P 1-14. (shrink)

Many of us, even on our happiest days, struggle to quiet the constant buzz of anxiety in the background of our minds. All kinds of worries--worries about losing people and things, worries about how we seem to others--keep us from peace of mind. Distracted or misled by our preoccupations, misconceptions, and, most of all, our obsession with ourselves, we don't see the world clearly--we don't see the world as it really is. In our search for happiness and the good life, (...) this is the main problem. But luckily there is a solution, and on the path to understanding it, we can make use of the rich and varied teachings that have developed over centuries of Buddhist thought. With clarity and compassion, Nicolas Bommarito explores the central elements of centuries of Buddhist philosophy and practice, explaining how they can improve your life and teach you to live without fear. Mining important texts and lessons for practical guidance, he provides a friendly guide to the very practical goals that underpin Buddhist philosophy. After laying out the basic ideas, Bommarito walks readers through a wide range of techniques and practices we can adopt to mend ingrained habits. Rare for its exploration of both the philosophy that motivates Buddhism and its practical applications, this is a compassionate guide to leading a good life that anyone can follow. (shrink)

Clinical ethicists encounter the most emotionally eviscerating medical cases possible. They struggle to facilitate resolutions founded on good reasoning embedded in compassionate care. This book fills the considerable gap between current texts and the continuing educational needs of those actually facing complex ethics consultations in hospital settings. 28 richly detailed cases explore the ethical reasoning, professional issues, and the emotional aspects of these impossibly difficult consultations. The cases are grouped together by theme to aid teaching, discussion and professional (...) growth. The cases inform any reader who has a keen interest in the choices made in real-life medical dilemmas as well as the emotional cost to those who work to improve the situations. On a more advanced level, this book should be read by ethics committee members who participate in ethics consultations, individual ethics consultants, clinicians who seek education about complex clinical ethics cases, and bioethics students. (shrink)

In this third and last article on the evolution of religious capacity, the authors focus on compassion, one of religious expression's common companions. They explore the various meanings of compassion, using Biblical and early related documents, and derive general cognitive components before an evolutionary analysis of compassion using their model. Then, in taking on neural reuse theory, they adapt a model from linguistics theory to understand how neural reuse could have operated to fix religious capacity in the human genome. They (...) present a teaching tool on “Religious Capacity in Action,” and develop an example of compassionate decision making in very early Homo sapiens in North Africa. They round out their analysis of compassion by exploring theory in neuroscience on a standard decision-making model, and investigate what goes on in the human brain when a values-based decision is made. (shrink)

This book seeks to restore Homer to his rightful place among the principal figures in the history of political and moral philosophy. Through this fresh and provocative analysis of the Iliad and the Odyssey, Peter J. Ahrensdorf examines Homer's understanding of the best life, the nature of the divine, and the nature of human excellence. According to Ahrensdorf, Homer teaches that human greatness eclipses that of the gods, that the contemplative and compassionate singer ultimately surpasses the heroic warrior in (...) grandeur, and that it is the courageously questioning Achilles, not the loyal Hector or even the wily Odysseus, who comes closest to the humane wisdom of Homer himself. Thanks to Homer, two of the distinctive features of Greek civilization are its extraordinary celebration of human excellence, as can be seen in Greek athletics, sculpture, and nudity, and its singular questioning of the divine, as can be seen in Greek philosophy. (shrink)

The distinction between "the two truths" was initially developed to resolve seeming contradictions in the Buddha's teachings.1 The Buddha teaches that persons should act compassionately, that persons will be reincarnated, and that persons do not exist. The first two lessons seem inconsistent with the third. Consistency could be restored by distinguishing kinds of truth: the first and second lessons are conventionally true, but it is conventionally but not ultimately true that persons exist.2In addition to this semantic distinction, there is an (...) ontological distinction between modes of being that also promises to restore consistency. As many note, "the two truths" is a distinction between entities at least as much as... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Understanding and Experience of Compassion:Aquinas and the Dalai LamaJudith BaradHis Holiness the fourteenth Dalai Lama writes that the essence of Mahayana Buddhism is compassion.1 Although most people recognize compassion as one of the most admirable virtues, it is not easy to find discussions of it by Christian theologians. Instead, Christian theologians tend to discuss charity, a virtue infused by God into a person. Some of these theologians, such (...) as Cardinal Henri de Lubac,2 insist that Christian charity and Buddhist compassion are very different from each other. Are they correct? A good source to investigate this claim is in Aquinas's Summa Theologica, which contains a very developed discussion of charity. If we look at Aquinas's text and compare it to what the current Dalai Lama writes about compassion, we will recognize that they are discussing the same virtue. Moreover, by combining the insights from East and West, as expressed by the thoughts of the current Dalai Lama and St. Thomas Aquinas, we can achieve a better grasp of compassion so that we can more easily practice it in our daily lives. Though remarkably similar, the two accounts offer differing perspectives, which can be incorporated for mutual enrichment.Much of Aquinas's philosophy of compassion derives from his Christian beliefs, just as much of the Dalai Lama's teachings on compassion are based on Tibetan Buddhism. This explains some of the differences in their accounts. Unlike Christians, Buddhists neither believe in a personal God nor in a soul. Yet despite their theological differences, Aquinas and the Dalai Lama generally share a very similar view of compassion. In fact, one could well imagine Aquinas agreeing with the Dalai Lama who, after acknowledging his religious influence, writes that his goal is "to appeal for an approach to ethics based on universal rather than religious principles."3 It is appropriate, therefore, to begin by considering the similarities in their accounts of compassion, starting with their definitions of compassion. [End Page 11]DefinitionsEtymologically, the word "compassion"—compassio—comes from two Latin words: com means "with" and pati means "suffer." Literally, then, "compassion" means "to suffer with." Aquinas discusses compassion as an interior effect of charity, a theological virtue. It is interior because compassion is felt within the person who has charity. The cause of compassion, charity, Aquinas describes as the friendship between God's children and God Himself. Although Aquinas wrote prolifically on the subject of charity, someone could overlook his writing on compassion because he discusses it under the term "mercy." Diana Fritz Cates, for instance, who draws on an Aristotelian-Thomistic ethical framework to develop a theory of compassion, observes, "Aristotle and Thomas have little to say about compassion: hence, it will not be helpful to begin with their accounts."4 However, Aquinas uses the word misericordia (mercy) as a synonym of compassio (compassion). The synonymous relationship between compassion and mercy is also recognized by the Dalai Lama, who affirms, "Mercy and compassion are the same."5Aquinas defines mercy as "heartfelt sympathy for another's distress, impelling us to succor him if we can." If we experience this heartfelt sympathy, we're not discouraged if the person we try to help doesn't respond. Explicitly connecting mercy and compassion, Aquinas add that mercy, misericordia, gets its name "from denoting a person's compassionate heart (miserum cor) for another's unhappiness."6 The concept of "another's unhappiness" is important to his discussion. A necessary condition of being happy, in Aquinas's view, is that an individual must obtain what he or she wishes. Conversely, someone is unhappy when he suffers what he doesn't wish to suffer. Aquinas maintains that the suffering produced by one's frustrated desire for what he or she perceives as good is a sufficient condition for evoking mercy. In regard to the merciful response, it shouldn't matter what the suffering person perceives as good. So long as the person is suffering what he doesn't wish to suffer, this person should be treated mercifully. Suppose a teenager suffers from being unpopular with his peers. Although the compassionate person may not value popularity, she should extend compassion to the... (shrink)

In this essay I attempt to show that compassionate and imaginative action have the potential to extend some of the fundamental dimensions of democratic citizenship education: deliberative argumentation and the recognition of what is other and different. I argue that cultivating democratic citizenship in schools and universities cannot focus solely on teaching students deliberative argumentation and the recognition of difference and otherness. Students must also be taught what it means to act with compassion and imagination because the latter (...) seems to be desirable in promoting civic reconciliation — a practice necessary to building relations of care, justice, and trust in university and school dialogical actions. In this way, a different democratic citizenship education agenda can be engendered — one that not only connects with the lived stories of people but that also opens up possibilities for the realization of civic reconciliation. (shrink)

"The brightened mind is one that is able to make better choices," says Sumano Bhikkhu--choices appropriate to our true being that will lead to meaningful happiness and a fulfilled life. Having left the hectic world of Chicago real estate decades ago to become a Thai Buddhist monk, he knows what he's talking about. This simple, short introduction to meditation, particularly well suited to young people, can help anyone rattled with the stresses of living in today's society rife with financial uncertainty, (...) war, crime, and the psychological assaults of bosses, teachers, and the media. In plain language, Sumano explains techniques to sharpen alertness and quiet the mind. His methods increase awareness, strengthen positive mental states, and develop insight. Eventually, the feeling of being overwhelmed becomes replaced with a sense of innate brilliance and trust in one's natural abilities. Moreover, the meditation Sumano teaches opens access to the infinite wisdom of the Universal Mind. "We have the means to accomplish much more than we ever dreamed of," he says. "This connection to the divine realm is our birthright as human beings." An appendix on lovingkindness is an added benefit, providing the tools needed to face all challenges with a poised, cool, and compassionate heart. (shrink)

An ICU and Palliative Care specialist featured in the Netflix documentary Extremis offers a framework for a better way to exit life that will change our medical culture at the deepest level In medical school, no one teaches you how to let a patient die. Jessica Zitter became a doctor because she wanted to be a hero. She elected to specialize in critical care--to become an ICU physician--and imagined herself swooping in to rescue patients from the brink of death. But (...) then during her first code she found herself cracking the ribs of a patient so old and frail it was unimaginable he would ever come back to life. She began to question her choice. Extreme Measures charts Zitter's journey from wanting to be one kind of hero to becoming another--a doctor who prioritizes the patient's values and preferences in an environment where the default choice is the extreme use of technology. In our current medical culture, the old and the ill are put on what she terms the End-of-Life Conveyor belt. They are intubated, catheterized, and even shelved away in care facilities to suffer their final days alone, confused, and often in pain. In her work Zitter has learned what patients fear more than death itself : the prospect of dying badly. She builds bridges between patients and caregivers, formulates plans to allay patients' pain and anxiety, and enlists the support of loved ones so that life can end well, even beautifully. Filled with rich patient stories that make a compelling medical narrative, Extreme Measures enlarges the national conversation as it thoughtfully and compassionately examines an experience that defines being human. (shrink)

Drawing on my experiences at a teaching-focused university, I show how locating the health humanities in first-year or introductory composition courses improves learning and offers an economical, flexible, and far-reaching approach to bringing a health humanities education to all baccalaureate-level learners, regardless of whether they aspire to careers in the health professions. In terms of improving learning, health humanities composition courses support the disciplinary aims of both fields. Accessible, relevant issues in the health humanities, such as interventions in health (...) debates or representations of illness and healthcare settings, nourish the cognitive and social conditions needed to develop college-level writing skills. The health humanities’ emphases on interdisciplinarity and suspending judgment also inform students’ writing abilities. Composition trains students to write rhetorically by considering purpose, context, genre, mode, and other factors when addressing an audience. This approach to writing helps pre-health humanists communicate intentionally and compassionately about health topics as well as the larger issues they call into question. Because students enroll in health humanities composition courses at an early, formative moment in their studies, they are poised to carry or “transfer” their knowledge to other courses, including those that might prepare them for the workforce. (shrink)

Numerous humans - in my opinion, far too many - continue to live apart from nature, rather than as a part of nature. In this personal essay I discuss various aspects of traditional science and suggest that holistic and heart-driven compassionate science needs to replace reductionist and impersonal science. I argue that creative proactive solutions drenched in deep caring, respect, and love for the universe need to be developed to deal with the broad range of problems with which we (...) are confronted. Simply put, I have had enough. I want the world to be a better place for all of its inhabitants and time is not on our side. I feel a deep sense of urgency and passionate impatience. We are worrying about wildness as it is disappearing right in front of our eyes - as I write and we discuss. Thus, I am willing to open myself to criticism, to be vulnerable for expressing views that are not part of main-stream science. Rather than take a doomsday view that the world will not even exist in 100 years if we fail to accept our unique responsibilities, it is more disturbing to imagine a world in which humans and other life coexist in the absence of any intimacy and interconnectedness. Surely we do not want to be remembered as the generation that killed nature. To illustrate some of my points, I discuss various aspects of translocation studies in which animals are moved about from one place to another in humans' attempts to "redecorate" nature. In these projects interdisciplinary collaboration is necessary and disciplinary boundaries must be trespassed. I also emphasize the importance of teaching children well for their and our futures rest on their developing a deeply-rooted caring ethic. My vision is to create a world-wide community in which humans perceive themselves as a part of nature and not apart from her, in which humans who are overwhelmed and whose spirits and souls have been robbed and squelched by living in and amongst steel, concrete, asphalt, noise, and a multitude of invasions of their private space reconnect with raw nature - with the wind in their faces, the odors of wild flowers, and the sounds, sights, odors, and touch of other animals and inanimate environs. A world in which sensing is feeling. Nature is our unconditional friend and reconnecting with nature can help overcome alienation and loneliness. The power of love must not be underestimated as we forge ahead to reconnect with nature. (shrink)

The topical theme of this paper explores the ethical principles of Mahayana Buddhism, based on Bodhicaryavatara(BC) of Santideva(7thcentury A.D.). According to him, only generation of enlightened mind (bodhicitta-intellect) and virtuous actions are not sufficient to attain the main objective i.e. Buddha-hood, the state of perfect enlightenment. But, for the fulfillment of this goal one must have to gain perfection to engage in the performance of six actions, termed as –Sadparmitas. It is necessary to stop present and future sufferings, and to (...) bring eternal pleasure, for all sentient beings. For this self-attitude and behavior in everyday affairs towards other beings is necessary. Thus, the ethics in Buddhism is directly associated with theory of Karman (action). Here, ethics means not only pure observance of virtuous actions but also good performance of one’s own duty and good actions in all affairs. It means while we work and act must be abstain from negative thinking doing harm for other beings. Therefore, Santideva emphasizes on applied form of teachings of the ethical theory. According to him, who has proper vision and understanding can act, of the work of compassionate, beyond the ethical code of conduct prescribed by the scriptures as warranted by circumstances and conditions for the sake of others. Thus, the ethical theory is based on good or bad intention of mind of an individual. This is so as what is virtuous and non-virtuous actions are not so easy to understand because it depends on purity of mind. In fact, nothing is good and nothing is bad, circumstances and intentions make it so. (shrink)

As secular culture exerts pressure on Catholic health care to conform to its standards, there is need for a clear response to those who claim that the body is not constitutive of the person but can be manipulated to suit a subjective view of the self. Patients who suffer from gender dysphoria deserve our compassionate support, but "therapies" that carry out or encourage the destruction of one's natal sexuality are contrary to the Christian tradition and to the teachings of (...) the Catholic Church. This book provides the arguments, evidence, and practical advice needed for Catholic health care to resist this ideology and courageously affirm the biological reality of the person. Through careful analysis, narrative case studies, and policy language, Transgender Issues in Catholic Health Care critiques current interventions for gender dysphoria and provides practical guidance for professionals and institutions committed to providing whole-person care. -- Provided by publisher. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:CompassionEdward J. VolpintestaTo the Editor: In his essay, “Can We Mandate Compassion?” (March–April 2011), Ron Paterson, a former health and disability commissioner in New Zealand, discusses the decline of physicians’ compassion—an issue that is receiving more attention in the media, and in our journals, hospitals, and medical societies, as well.He decided—and I agree—that compassion should not be mandated. How could it be? After all, it’s unquantifiable; it’s not meted (...) out in milliliters or grams. Compassion is a spontaneous emotion that arises from the individual caregiver’s spiritual reservoirs. Trying to regulate or mandate it would be absurd—the ultimate attempt at dehumanizing medicine. Giving students more exposure to the humanities, however, and teaching doctors what is not acceptable in “terms of conduct, attitudes, and behavior” may increase awareness of its importance. Putting that awareness into action is another thing.Could it be that physicians are too hard-pressed for time and too overstressed with ordering and interpreting tests that they have little time and energy left for compassion? Has the threat of malpractice suits made physicians distrust patients, seeing them more as potential lawsuits than as suffering human beings, as horrible as that may sound to some? Or has the vast amount of new medical knowledge that rapidly reaches doctors given them an information overload so great that they have room only for cognition and none for emotion? When one adds the pressure physicians feel to control costs and to follow guidelines that often clash with their judgment, it becomes clear why compassion has declined.As a primary care doctor, there are days when all I have to offer some patients is compassion. A divorce, problems with personal finances, depression, a recent death, a child in trouble with the law or with drugs, an unwanted pregnancy—these are some of the problems that are the most difficult and time-consuming for me. They do not require any new scientific knowledge. Like compassion, they are not quantifiable, and there are no board exams to test how well I help my patients cope with them. There is also no code that I can send to an insurance company that will accurately convey what I have done, or its value to my patients. Only my patient and I are aware of whether I was able to use compassion in a way that helped. How could it be otherwise?It is much easier for me to treat a patient with pneumonia or conjunctivitis. I doubt that there ever will be a foolproof way to teach compassion to physicians. Perhaps performing psychological tests on incoming medical students may be the best way to determine which are most inclined to become compassionate physicians.The Flexner Report of 1910, which contained many recommendations for improving medical education, may have overstressed the importance of science while neglecting the human dimensions of medical practice. The Carnegie Foundation, which funded the original study, has undertaken a second examining any unintended consequences of the first. Unlike the first, which was dominated by one man, the second comprises a broad team of educators, doctors, philosophers, and psychologists. Perhaps this broader approach will restore compassion to its rightful place.Letters to the editor may be sent by e-mail to [email protected], or to Managing Editor, Hastings Center Report, 21 Malcolm Gordon Road, Garrison, NY 10524; (845) 424-4931 fax. Letters appearing in the Report may be edited for length and stylistic consistency.Statement of Ownership, Management, and CirculationThe Hastings Center Report is a bimonthly journal published by The Hastings Center, 21 Malcolm Gordon Road, Garrison, NY 10524. The editor is Gregory Kaebnick, at the same address. The annual subscription price is $80; contact person is Anne Marie Schoonhoven; telephone number is 845-424-4040. The tax status of the organization has not changed during the preceding twelve months.As of the filing date of September 6, 2011, the average number of copies of each issue during the preceding twelve months was 3,342; the actual number of copies of the single issue published nearest to the filing date was 3,150. The journal has a total paid and/or requested circulation... (shrink)

It is perhaps our noblest cause, and certainly one of our oldest: to end suffering. Think of the Buddha, Chuang Tzu, or Marcus Aurelius: stoically composed figures impervious to the torments of the wider world, living their lives in complete serenity—and teaching us how to do the same. After all, isn’t a life free from suffering the ideal? Isn’t it what so many of us seek? Absolutely not, argues Todd May in this provocative but compassionate book. In a (...) moving examination of life and the trials that beset it, he shows that our fragility, our ability to suffer, is actually one of the most important aspects of our humanity. May starts with a simple but hard truth: suffering is inevitable. At the most basic level, we suffer physically—a sprained ankle or a bad back. But we also suffer insults and indifference. We suffer from overburdened schedules and unforeseen circumstances, from moral dilemmas and emotional heartaches. Even just thinking about our own mortality—the fact that we only live one life—can lead us to tremendous suffering. No wonder philosophies such as Buddhism, Taosim, Stoicism, and even Epicureanism—all of which counsel us to rise above these plights—have had appeal over the centuries. May highlights the tremendous value of these philosophies and the ways they can guide us toward better lives, but he also exposes a major drawback to their tenets: such invulnerability is too emotionally disengaged from the world, leading us to place too great a distance between ourselves and our experience. Rather than seeking absolute immunity, he argues most of us just want to hurt less and learn how to embrace and accept what suffering we do endure in a meaningful way. Offering a guide on how to positively engage suffering, May ultimately lays out a new way of thinking about how we exist in the world, one that reassures us that our suffering, rather than a failure of physical or psychological resilience, is a powerful and essential part of life itself. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 25 (2005) 49-65 [Access article in PDF] The Three Minds and Faith, Hope, and Love in Pure Land Buddhism Sharon Baker Southern Methodist University,Messiah College Generally, the Buddhist path to nirvana calls a person to leave the mundane life and live as a monk, a sage, or a saint who continually works toward the pure state, toward nirvana. The way to Buddhahood can take the practitioner through (...) the process of death and rebirth for many centuries until he attains enlightenment and nirvana. Hence, Pure Land Buddhism is good news to those forced by karma to live mundane lives keeping house, working a trade, raising children. In other words, Pure Land Buddhism is good news for the common person. Pure Land Buddhism, especially in the thought of Shinran and Tanabe, seeks to provide a straight and easy way for the "small, foolish beings," for the greatest of sinners and those who are most evil. Even the most evil person possessed by blind passions is grasped by the great compassion of Amida Buddha. This great compassion, as revealed in Amida's Vow, knows no limits. Even a person's karmic evil, deep and heavy as it is, is not oppressive for the one who is embraced by the love of Amida Buddha—love that never tires, blessing that constantly protects, compassion that never abandons. The love and compassion of Amida Buddha are realized through his Vow of Great Compassion. Shinran states that "the joy of knowing the wonder and benevolence of the Vow of great compassion that Amida established for us, beings of karmic evil, is boundless and can never be fully expressed, for it surpasses all thought and all words."1 The Vow of Great Compassion The Vow of Great Compassion does not take into consideration whether or not one is good or evil, young or old; only faith matters. Indeed, through faith, the Vow saves all sentient beings, especially those burdened with powerful sins and those torn by great evils. Believing in the Vow, therefore, does not depend upon any other good—no matter how hard he tries, no human being can ever be good enough for salvation without belief in the Vow of Great Compassion.2In an attempt to discover a salvation by faith not generated by an act of human will, Shinran is drawn to the three spiritual attitudes described in the Eighteenth Vow, which states: "If, when I attain Buddhahood, the sentient beings of the ten [End Page 49] quarters with sincere mind entrusting themselves, aspiring to be born in my land, and saying my Name even ten times, should not be born there, may I not attain the supreme enlightenment. Excluded are those who commit the five grave offenses and those who slander the right dharma."3 This is the Vow upon which true shinjin4 is based—the Vow of sincere mind and trust. Those who practice the Vow include all the good, the evil, and the foolish, who, after realizing shinjin, are certain of attaining salvation—that is, enlightenment in the Pure Land. Shinran states that "this shinjin is the very cause for the attainment of the supreme enlightenment."5 Birth in the Pure Land, along with supreme enlightenment, is assured for those who have been given true shinjin. Amida and the countless Buddhas in the ten quarters watch over believers and protect them so that they cannot be led astray into strange teachings or tormented by demonic forces. In fact, "Shinran might have said in the modern situation that just as assuredly as the sun rises in the morning, our enlightenment is guaranteed by the Vow."6It is important to note that faith in the Vow of Great Compassion is brought about only by the power and compassion of Amida Buddha. By using various compassionate means, Amida Buddha (and even Sakyamuni) awakens the supreme shinjin in people. Amida and Sakyamuni grasp the person in whom they have awakened shinjin and they never abandon him. There is no calculation on the part of the person whatsoever; there is only... (shrink)

Destined to be classic: a tale from the Buddhist sutras told in the memorable and engaging rhyming verse in the tradition of Dr. Seuss and Shel Silverstein. Children and their parents will both love it, and be encouraged. Illustrated in a style that brings both humor and tradition, by the renowned and award-winning illustrator of Wisdom's Illustrated Lotus Sutra, and many other books. I See You, Buddha will help children (and their parents) difficulty with patience and learn to see the (...) good in everyone-including themselves! I See You, Buddha is based on a chapter in the Lotus Sutra, one of the most influential Buddhist texts worldwide-a classical scripture that has inspired a whole genre of works, especially in Japan, known as Lotus Literature. The Lotus Sutra teaches the Way of the Bodhisattva-beings engaged in compassionate, enlightened activity in the service of all-by offering examples of what this activity might look like in the world. One such model in the text is Bodhisattva Never Disrespectful (or Never Disparaging), who, despite troubling encounters with and even harsh treatment from others, bows down respectfully to everyone, recognizing their Buddha Nature and honoring their own journeys along the bodhisattva path to enlightenment-whether they know they're future Buddhas or not! (shrink)

In Lucas's universe, the Jedi have a special capacity to connect with the Force. There is nothing more powerful in human psychology than the power of attraction in the love of one person for another. The power of passionate love between persons – sexual‐love or love of the body – is experience of the Force. The Jedi also teach their trainees to have a detached, compassionate love for others that is sometimes called “Platonic love.” Anakin's transformation into Darth Vader (...) seems to contradict a prophecy about him: that he's the Chosen One who would bring balance back to the Force. Star Wars doesn't leave the original love, Anakin's passionate love for Padmé, behind. The Force love of Rey and Ren concludes the drama of love that finally achieves the balance of the Force in the sequel trilogy. (shrink)

Affectionately known as "Lady Ruth" at the Jivamukti Yoga School in New York City where she teaches, Ruth Lauer-Manenti has presented dharma talks on daily life from a yogic perspective for many years (collected in An Offering of Leaves and Sweeping the Dust, both published by Lantern Books). Fell in Her Hands is an altogether more ambitious work: a commentary and reflection on the venerable yogic text, the Yoga Sutra of Patanjali--written in the form of a series of interlaced stories (...) that grow out of the sutras, with the various characters evolving through the obstacles and challenges that are presented in the Yoga Sutra. Deeply personal, humane, expressive, and even humorous, Fell in Her Hands is a fresh and insightful examination of the yoga--the yoke--that ties us to our friends and family and acquaintances, to the past and the future, and to all creation. The result is a unique insight into the heart of yoga by a much-loved and compassionate practitioner. (shrink)

_La Peste_, originally published in 1947 by the Nobel Prize-winning writer Albert Camus, chronicles the progression of deadly bubonic plague as it spreads through the quarantined Algerian city of Oran. While most discussions of fictional examples within aesthetics are either historical or hypothetical, Camus offers an example of "pestilence fiction." Camus chose fiction to convey facts--about plagues in the past, his own bout with tuberculosis at age seventeen, living under quarantine away from home for several years, and forced separation from (...) his wife who remained in Algiers while he was abroad in Nazi-occupied France. His own lived experiences undergird an imaginative account of shared human realities with which we can identify: vulnerability to the disease, isolation, fear, and finally humanitarianism. _The Plague_ teaches us to neither covet nor expect what we so casually took for granted. This collection of original essays on philosophical themes in _The Plague_ is of special relevance during and in the aftermath of Covid-19 but also provides reflections that will be of lasting value to those interested in this classic work of literature. The novel explores questions of enduring importance. Do we collectively meet the threshold of ethical behavior posed by Camus who wrote, "What's true of all the evils in the world is true of plague as well. It helps men to rise above themselves"? Or does the absurd undermine the compassionate? Do "heroes" dutifully fight a plague with "common decency," or does human nature resign itself to the normalization of uncontrollable suffering and death? There are myriad ways to approach the novel and this volume encourages readers to ponder human dilemmas in fictional Oran informed by our current pandemic. Series editor forward by Richard Eldridge. List of Contributors includes Steven G. Kellman, Jane E. Schultz, Andrew Edgar, Kathleen Higgins, Edward B. Weiser, Cynthia A. Freeland, and Margaret E. Gray; see "Introduction" by Peg Brand Weiser below. (shrink)

This essay is an attempt to propose an outline of a new respiratory animal philosophy. Based on an analysis of the forgetting of breath in Western philosophy, it aims to gesture towards a future, breathful and compassionate world of co-sharing and co-breathing. In the first part, the basic features of forgetting of breath are explained based on David Abram’s work in respiratory ecophilosophy. This part also introduces an important contribution to modern philosophy by Ludwig Klages. The second part is (...) dedicated to reflections on what I understand as an unfortunate transition from soul and pneuma to spirit and Geist. Based on these analyses, I proceed towards an idiosyncratic thought on the nocturnal mystery of pneuma, with references to ancient Upanishadic and 20th-century phenomenological Levinasian thought. Based on these teachings, I argue that, at the bottom of her existence, the subject is a lung partaking in an immense external lung (Merleau-Ponty). In the fourth part of the essay, I extend my reflections toward comparative animal respiratory phenomenology and argue for the immense compassion for all our fellow breathing beings. Finally, in the concluding, fifth part of this essay, I am arguing for a future biocentric and breathful environment, signifying and bringing a new compassionate-respiratory alliance into the world. (shrink)

In this inspirational discourse, scholar Sarah Wider and Buddhist leader Daisaku Ikeda celebrate the great spiritual and literary figures, East and West, who have inspired their own work as educators, poets, and peace builders, including both the men and the women of the American Renaissance. They reserve their highest praise, though, for the lesser-known influences, especially teachers and mothers, whose humble, compassionate actions provide the truest foundation for the realization of ever-greater peace. Ultimately, the book is a tribute to (...) the bonds that give life meaning. These bonds are the ones built between friends and family; those who teach and those we might learn from; with the great thinkers of the past who live on in books, poetry, and art; with nature; and most of all with the best version of ourselves. (shrink)

Igniting a long-overdue dialogue about how the legacy of racial injustice and white supremacy plays out in society at large and Buddhist communities in particular, this urgent call to action outlines a new dharma that takes into account the ways that racism and privilege prevent our collective awakening. The authors traveled around the country to spark an open conversation that brings together the Black prophetic tradition and the wisdom of the Dharma. Bridging the world of spirit and activism, they urge (...) a compassionate response to the systemic, state-sanctioned violence and oppression that has persisted against black people since the slave era. With national attention focused on the recent killings of unarmed black citizens and the response of the Black-centered liberation groups such as Black Lives Matter, Radical Dharma demonstrates how social transformation and personal, spiritual liberation must be articulated and inextricably linked. Rev. angel Kyodo williams, Lama Rod Owens, and Jasmine Syedullah represent a new voice in American Buddhism. Offering their own histories and experiences as illustrations of the types of challenges facing dharma practitioners and teachers who are different from those of the past five decades, they ask how teachings that transcend color, class, and caste are hindered by discrimination and the dynamics of power, shame, and ignorance. Their illuminating argument goes beyond a demand for the equality and inclusion of diverse populations to advancing a new dharma that deconstructs rather than amplifies systems of suffering and prepares us to weigh the shortcomings not only of our own minds but also of our communities. They forge a path toward reconciliation and self-liberation that rests on radical honesty, a common ground where we can drop our need for perfection and propriety and speak as souls. In a society where profit rules, people's value is determined by the color of their skin, and many voices--including queer voices--are silenced, Radical Dharma recasts the concepts of engaged spirituality, social transformation, inclusiveness, and healing. (shrink)

A profoundly inspiring yet practical guide to well-being from one of modern Judaism's most beloved sages.As a congregational rabbi for half a century and the bestselling author of When Bad Things Happen to Good People and twelve other books on faith, ethics, and how to translate the timeless wisdom of religious thought into dealing with everyday challenges, Harold Kushner knows a thing or two about living a good life. In this compassionate new work, Kushner distills nine essential lessons from (...) the sum of his teaching, study and experience, offering a lifetime's worth of spiritual food for thought, pragmatic advice, inspiration for better living, and strength for trying times. With vital, original insights into everything from belief ("there is no commandment in Judaism to believe in God"), to conscience (the Garden of Eden story as you've never heard it), to mercy ("forgiveness is a favor you do yourself, not a favor to the person who offended you"), grounded in Kushner's brilliant readings of Scripture, history and popular culture, Nine Essential Things I've Learned About Life is a capstone addition to Kushner's oeuvre. (shrink)

Animals are frequently utilized as a teaching-learning tool in multiple educational settings. It is, therefore, important to understand what students think about this topic, in particular medical and veterinary students as “life caregivers” and competent people for a dynamic and responsible social intervention. In this context, this research aims to characterize and disseminate a set of issues related to animal welfare/wellbeing in higher education in the North of Portugal, particularly as regards the teaching of students of the Integrated (...) Master in Medicine (MIM) and Veterinary Medicine (MIMV). After ethical approval, a survey was delivered on paper to 180 undergraduate MIM (n = 100) and MIMV (n = 80) students. After collecting 139 questionnaires partially or fully completed, with varying response rates for each question, it was concluded that most of the students consider that animal experimentation is ethically acceptable when the benefits balance the harms and assuming that refinement of animal procedures is warranted; they also agree to the establishment, maintenance and performance of animal procedures solely for educational purposes as a way of ensuring optimal acquisition of theoretical knowledge, attitudes and behaviors and technical skills. Nevertheless, it is the responsibility of teachers to explore and implement pedagogical methodologies thar are equally effective but more humane and compassionate towards sentient living beings. (shrink)

This essay argues that service-learning pedagogy is an important tool in pre-health humanities education that provides benefits to the community and produces more compassionate, culturally competent, and community-responsive future healthcare professionals. Further, beginning this approach at the baccalaureate level instills democratic and collaborative values at an earlier, crucial time in the career socialization process. The discussion focuses on learning outcomes and reciprocity between the university and community in a Medical Humanities course for junior and senior premedical students, an elective (...) in the premedical curriculum. The course includes an experiential learning element in which students shadow physicians and a service-learning component in which students complete medically-relevant service work, working with partners such as the veteran’s hospital, a hospice home, and organizations that serve individuals with disabilities. We cover topics such as narrative medicine, ethics, cross-cultural medicine, patient/practitioner relationships, the human life cycle, and the illness experience, and the writing, discussion, and reflection we engage in is enriched by the real-world experiences from which the students are able to draw. The shadowing and service experiences and the classroom texts and topics combine to form a symbiosis that leads to especially meaningful teaching and learning outcomes. (shrink)

With more than two million members and supporters, People for the Ethical Treatment of Animals (PETA) is the world’s largest animal-rights organization, and its founder and president, Ingrid Newkirk, is one of the most well-known and most effective activists in America. She has spearheaded worldwide efforts to improve the treatment of animals in manufacturing, entertainment, and elsewhere. Every day, in laboratories, food factories, and other industries, animals by the millions are subjected to inhumane cruelty. In this accessible guide, Newkirk teaches (...) readers hundreds of simple ways to stop thoughtless animal cruelty and make positive choices. For each topic, Newkirk provides hard facts, personal insight, inspiration, ideas, and resources, including: • How to eat healthfully and compassionately • How to adopt animals rather than support puppy mills • How to make their vote count and change public opinion • How to switch to cruelty-free cosmetics and clothing • How to choose amusements that protect rather than exploit animals. With public concern for the well-being of animals greater than ever—particularly among young people—this timely, practical book offers exciting and easy ways to make a difference. (shrink)

Making good moral choices should not be difficult, says Fr. Al McBride in this thoughtful book. In Christ Our Compass, he focuses on the moral teachings of the Church as found in the Catechism of the Catholic Church (Part Three, Life in Christ), emphasizing throughout that at the heart of these teachings is the love of God for humankind. Above all, a deep sense of joy and grace is woven throughout the course of this book. The book guides with a (...) gentle hand in discussing topics such as sin and moral sense; family values; medical and moral issues; war; the death penalty; sexuality; honesty; grace and joy; the Church as teacher; and the Beatitudes. It offers contemporary examples of situations where moral choices were made, pointing out the relationship of actions taken to the teachings of the Church. It touches on the Ten Commandments as cornerstones of a moral life, while encouraging consideration of the Great Commandment as the guidestar in our choices. Christ Our Compass is a practical, faith-filled look at living rightly. It will be of great benefit to all who seek to live a Christian life guided by the compassionate example of Jesus and teachings of the Catholic Church. (shrink)

With the rapid development of biotechnology, the physician is now more able to keep a patient's life going indefinitely on a life support system. The question of whether we should switch off the machine often arises when, according to the medical prognosis, there is no hope of recovery, or in a no-win situation where you are 'damned if you do and damned if you don't'. In a case which seems without hope, the dilemma of whether to prolong a life or (...) let it go disturbs many people, including health professionals as well as the family of the patient. In this painful situation, an ethics consultant who has received intensive training can help the concerned parties to arrive at what may be the best decision. How do Asians, especially those living in countries influenced by Confucian teachings, reach their answers? Three aspects are usually considered: (1) motivation and situation; (2) reasonableness and propriety; and (3) lawfulness and legality. More specifically, three questions are deliberated, as follows. (1) Where an action has already been taken, what motivated it and in what situation? Or, where a decision has still to be made, what should motivate it, and what are the relevant features of the situation? (2) Was the attempted resolution of the dilemma, or is its prospective resolution, reasonable and in accordance with traditional principles of ethical behaviour? (3) Was the action taken lawful, or would the intended action be lawful? This approach to finding an answer has been practised for centuries in Confucian society. But what is legal may not always be reasonable, what is reasonable may not always be compassionate, and what is compassionate may not always be either legal or reasonable. Principles to guide decision-making are therefore called for. This article, written by Michael Cheng-tek Tai in collaboration with Donald Hill, discusses the Confucian method of solving a problem and examines its principal features and how they are applied in ethics consultations. The article is followed by a series of questions and answers and a commentary by Donald Hill. (shrink)

What do we know of the wife and child the Buddha abandoned when he went off to seek his enlightenment? For the first time, The Buddha's Wife brings this rarely told story to the forefront, offering a nuanced portrait of this compelling and compassionate figure while also examining the practical applications her teachings have on our modern lives. Princess Yasodhara's journey is one full of loss, grief, and suffering. But through it, she discovered her own enlightenment within the deep (...) bonds of community and "ordinary" relationships. While traditional Buddhism emphasizes solitary mediation, Yasodhara's experience speaks of the Path of Right Relation, of achieving awareness not alone but together with others. The Buddha's Wife is comprised of two parts: the first part is a historical narrative of Yasodhara's fascinating story, and then the second part is a reader's companion filled with life lessons, practices, and reflections for the modern reader. Her story gives readers a relational path, one which speaks directly to our everyday lives and offers a doorway to profound spiritual maturation, awakening, and wisdom beyond the solitary, heroic journey. (shrink)

The AIR Modelsm of Reflective Ethical Inquiry (Cohen et al. 2005) is a practical framework that leads toward more caring, compassionate and appreciative ethical actions in administration, teaching, research and student life. In this article, we consider a corollary of the model: AIR practitioners are prepared to effectively meet anticipated and unanticipated ethical challenges. By being present to, curious about and responsive to ethical concerns as they arise in everyday situations, AIR practitioners emerge as both ‘direct ethical leaders’ (...) (Gardner 1995) who embody an ethical tone and set an ethical direction, as well as an ‘indirect leaders’ (ibid.) who exert an impact through personal and collective works. The underlying AIR process is the foundation for individual and shared ethical leadership and leadership training, both of which reduce costly mistakes and enhance productivity. (shrink)

We all need to Chop Wood and Carry Water". In Thich Nhat Hanh's latest teachings on how to use applied Buddhism in daily life, he looks at how we deal with workplace scenarios, handle home and family responsibilities, and endure traffic jams and other challenges of modern life. By carefully examining our everyday choices he encourages us to become a lotus in a muddy world by building mindful communities, learning about compassionate living, and come to an understanding of our (...) inert "Buddha nature." Part-time Buddha aims at contributing to new models of leadership and doing business, but is also full of life-coaching advise and finding our true happiness. (shrink)

Life-support technology may become a death-prolonging horror, and some people may fear that an over-intellectualized interpretation of traditional moral teaching has led us astray from what a compassionate God wills for the dying. The author addresses this fear. Those who defend “orthodox” teaching on end-of-life issues have a serious obligation not to obscure the compassion implicit in the traditional distinction between ordinary and extraordinary means. There is no medical or moral obligation to prolong dying or make it (...) more burdensome with interventions that offer little benefit, and there is nothing immoral about pain relief. What is prohibited is killing: any action or omission that has the express or implicit purpose of ending a life. National Catholic Bioethics Quarterly 10.4 (Winter 2010): 695–705. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Masao Abe: D. T. Suzuki’s Legacies and an “Academic Dharma Lineage” in North AmericaMichiko YusaProfessor Abe is generally regarded as the torch bearer of D. T. Suzuki. But how did that come about? This essay sheds light on the relationship between Suzuki and Abe.Abe’s professor, Hisamatsu Shin’ichi, had come to know Suzuki through his mentor Nishida Kitarō. Suzuki was one of Nishida’s closest friends. It appears that Hisamatsu’s and (...) Suzuki’s cordial relationship became closer after Nishida’s death in 1945. Hisamatsu in turn was the link for Abe to come to know Suzuki. Abe recalls his first encounter with Suzuki, which took place in the winter of 1947, when Suzuki was in bed with a bad cold and Abe was sent by Hisamatsu to make a sick call on his behalf. Abe was then Hisamatsu’s teaching assistant ( joshu). Seeing Suzuki in person for the first time, Abe could not help but feel the unique spiritual presence of this man. At that time, Abe, though a committed follower of Pure Land Buddhism, was deeply troubled with his spiritual quest. Perhaps sensing Abe’s agony, Suzuki gave him a copy of his imperial lecture The Essence of Buddhism, in which he had treated Zen and Pure Land thought as sharing the same Mahayana roots.1Abe’s second visit to Suzuki came in the spring of 1949, when Suzuki was preparing to leave for the United States to spend “the rest of his life in order to bring the message of Zen Buddhism” to the West. At that time Abe was to convey Hisamatsu’s concern that Suzuki ought to remain in Japan and contribute to internationalizing Zen by translating Zen texts into English, for, in Hisamatsu’s mind, there was no one better qualified than Suzuki to carry out that task.2Suzuki was ready to make a bold move, however. Having witnessed Hiroshima-Nagasaki, he was convinced that the message of wisdom and compassion based on the awakening to the “true self” that Zen speaks of was an effective and necessary antidote to the egocentric mindset, which manifested also as national ego-centrism, rampant in the post–World War II world. He was convinced that the message of awakening and compassion would give the humanity a better chance at peace. In fact, by the early 1950s, with the intensification of the Cold War and the turmoil in Korea, there was a palpable fear that World War III might break out any day, and Suzuki certainly shared that ominous sense.3 [End Page 111]Zen Must Adopt New ExpressionsSuzuki left for the United States on June 16, 1949, to attend the Second East-West Philosopher’s Conference and to teach at the University of Hawai‘i in the summer and the fall semesters. Through his interaction with Western and Asian thinkers at the conference as well as with his students at the university, he came to feel strongly that (1) it was important to emphasize compassion (hi) in the face of an excessive Zen emphasis on the koan practice, (2) Zen Buddhists must develop their “logical” expression to articulate Zen teaching in language understandable to Westerners, and, in this connection, (3) it was incumbent on him to introduce the thought of Nishida Kitarō to the West. In Suzuki’s own words, “Contemporary Zen is short of compassion (hi). Therefore, it lacks the momentum to engage society and work from within it. Again, it lacks a logical discourse (riron). This is something Nishida always used to say. In order to make Western thinkers understand Zen teaching, one must have a logical system (ronri).” 4These three points are clearly present and developed in Abe’s works. In his introduction to Zen and Western Thought (1985), Abe wrote that (1) Zen embraces a profound philosophy (echoing Suzuki’s concern for the necessity for logical articulation), (2) the ultimate in Zen and in Buddhism is “absolute Nothingness” or “Emptiness” (echoing Nishida’s philosophy), (3) Buddhism is a radical realism and a compassionate way of life (echoing Suzuki’s concern for compassion), and (4) a new cosmology, not a new humanism, is needed in... (shrink)

Remembering pain - Hitting the jackpot - The bundle of life - The kingdom family - It's the economy, stupid! - Gospel economics - Ekklesia: a community of blessing - Biblical sexuality: an occasion for joy - Walking humbly with God - A humble FIRE - A humble Biblicism - A compassionate traditionalism - A committed affirmation - "May all be one" - Receiving the kingdom.

Some common conceptions of Buddhist meditative practice emphasize the elimination of emotion and desire in the interest of attaining tranquility and spiritual perfection. But to place too strong an emphasis on this is to miss an important social element emphasized by major figures in the Mahāyāna and Chan/Zen Buddhist traditions who are critical of these quietistic elements and who stress instead an understanding of an enlightenment that emphasizes enriched sociality and flexible readiness to engage, and not avoid, life's fluctuations in (...) fortune and essential impermanence. It is argued here that these criticisms of quietism are bolstered by recent advances in the philosophy and psychology of the emotions that highlight the role of emotions in framing the context of decision making—that is, in sorting out the relevant from the irrelevant, identifying salience, and directing decisions when uncertainty prevents definitive judgment. This research makes clearer why self-liberation is fundamentally a matter of liberation from judgmental habit and inflexibility, and lends support to a view of enlightenment that emphasizes compassionate engagement with others. It also provides for a more plausible picture of the cognitive transformation involved in liberation and sheds light on the rationale for certain traditional Chan and Zen teaching tactics, such as those involving koan introspection. (shrink)