Asian Philosophy > Chinese Philosophy > Chinese Buddhist Philosophy > The Huayan School of Chinese Buddhism
Edited by Nicholaos Jones (University of Alabama, Huntsville)
|Summary||The Huayan (Flower Garland) School of Buddhism flourished in China during the Tang period, roughly from the late 500s until the mid 800s. The school derives its name from the Huayan Sutra, and along with the Tiantai School it ranks among the most important schools of Buddhism indigenous to China. Distinctive theses endorsed within the school, and illustrated with famous analogies of the golden lion and the jeweled net of Indra, include the mutual penetration of all dharmas past-present-and-future as well as the mutual identity of parts and wholes. But the school is also known for its contributions to classification systems of Buddhist teachings, for its use of paradoxical language, and for its innovations in conceptualizing causation. Specific teachings of the school that have attracted scholarly attention include doctrines of the three natures, the four realms, the six characteristics, the ten times, and the ten mysterious gates.|
|Key works||Cook 1977 is a standard reference point for many other discussions in English. An early attempt to compare Huayan to process philosophy is Odin 1982, and a recent attempt to relate Huayan to postmodern ideas is Park 2008. For specific topics within the Huayan school, consult Lai 1977 on causation, Liu 1981 on hermeneutics, Wright 1982 on paradoxical language, Vorenkamp 2004 on faith, Jiang 2001 or Jones 2010 on mereology.|
|Introductions||General introductions to the Huayan School include Cook 1977 and Chang 1971. Lai 1977, Liu 1981, and Gregory 1983 situate Huayan relative to other schools of Chinese Buddhism.|
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