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Journal articles on the topic 'Vinaya Pitaka'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 March 2023

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1

Norman, K. R. "Index to the Vinaya-pitaka. Compiled by Yumi Ousaka, Moriichi Yamazaki and K. R. Norman." Buddhist Studies Review 14, no. 2 (June 16, 1997): 188–89. http://dx.doi.org/10.1558/bsrv.v14i2.14861.

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2

Heirman, Ann. "Die Vorschriften für die Buddhistische Nonnengemeinde im Vinaya-Pitaka der Theravadin. Ute Hüsken." Buddhist Studies Review 16, no. 1 (June 15, 1999): 87–91. http://dx.doi.org/10.1558/bsrv.v16i1.14681.

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Die Vorschriften für die Buddhistische Nonnengemeinde im Vinaya-Pitaka der Theravadin. Ute Hüsken. (Monographien zur indischen Archäologie, Kunst und Philologie 11) Dietrich Meier Veralg, Berlin 1997. 519 pp. ISBN 3-496-02632-4.

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3

YAMAZAKI, Moriichi. "Some Remarks on Oldenberg's Edition of the Vinaya-Pitaka." JOURNAL OF INDIAN AND BUDDHIST STUDIES (INDOGAKU BUKKYOGAKU KENKYU) 45, no. 1 (1996): 394–90. http://dx.doi.org/10.4259/ibk.45.394.

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4

YAMAGIWA, Nobuyuki. "Prescription or Description: cattara-nissaya in the Vinaya-pitaka." JOURNAL OF INDIAN AND BUDDHIST STUDIES (INDOGAKU BUKKYOGAKU KENKYU) 50, no. 1 (2001): 453–47. http://dx.doi.org/10.4259/ibk.50.453.

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5

Kumar, Pintu. "Mahatma Gautama Buddha as a Pertinent Teacher : Reflections from the Vinaya Pitaka." Journal of National Development 31, no. 1 (July 1, 2018): 103–11. http://dx.doi.org/10.29070/31/57443.

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6

김정천. "A Comparative Study of Vinaya-pitaka and the Codes of Chogye Order." BUL GYO HAK YEONGU-Journal of Buddhist Studies 20, no. ll (August 2008): 91–133. http://dx.doi.org/10.21482/jbs.20..200808.91.

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7

염중섭. "Consideration on Cause of Cakrabheda-Centering on the difference of view and reconciliation between Sutra pitaka and Vinaya pitaka." Journal of Eastern Philosophy ll, no. 52 (November 2007): 381–419. http://dx.doi.org/10.17299/tsep..52.200711.381.

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8

Kim, seng sik. "The System of Buddhist Dispute Resolution to Supplement ADR – Focusing on Vinaya Pitaka." Korea Journal of Buddhist Professors 28, no. 1 (April 30, 2022): 41–64. http://dx.doi.org/10.34281/kabp.28.1.3.

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9

YI, Jong-Eok. "A Bibliographical Study on Fundamental Buddhist Art: Focusing on Vinaya Pitaka and Āgama." Journal of the Humanities 94 (March 31, 2021): 175–204. http://dx.doi.org/10.21211/jhum.94.6.

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10

Linawati Linawati and Alexander Candra. "Korupsi Menurut Ariyo Aṭṭhaṅgiko Maggo di dalam Ajaran Buddha Gotama." Dhammavicaya : Jurnal Pengkajian Dhamma 4, no. 2 (November 24, 2022): 17–28. http://dx.doi.org/10.47861/dv.v4i2.29.

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Purpose - This study examines the problems of corruption in Buddhism to get a solution in an effort to prevent the increaseof corruption in the community according to the view of Buddhism based on the Tripitaka scriptures so that Indonesianpeople can live safely, peacefully and prosperously.Design/methodology/approach This research is a descriptive-qualitative method of normative approach using secondary datasourced from interviews with Buddhist leaders, print media, electronic media, the internet and literature books such as theBuddhist scriptures namely the Tripitaka (Sutta, Vinaya and Abhidhamma Pitaka) and the Eradication Law Corruption thenanalyzes and draws conclusionsResearch Limitation/Implication - Based on the study of theories from the literature book and the opinions of resourcepersons related to corruption in the view of Buddhism.

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11

JaeSoo Lee. "A Study on Life and Environment in the Vinaya Pitaka ─Based on the Fourfold Rules of Discipline." BUL GYO HAK YEONGU-Journal of Buddhist Studies 20, no. ll (August 2008): 135–64. http://dx.doi.org/10.21482/jbs.20..200808.135.

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12

Archana, Mokkapati. "UNDERSTANDING ETIOPATHOGENESIS OF SHEETAPITTA – A CRITICAL REVIEW." International Ayurvedic Medical Journal p5, no. 5 (July 25, 2021): 2998–3002. http://dx.doi.org/10.46607/iamj07p5052021.

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The disease Sheetapitta (NAMC, Disease morbidity code ED 14) was kept forth by Madhavakara in Rigvinis- chayam. Vinaya Pitaka, a book from Buddhist literature of about 500 BCE mentioned a disease named Chavidosha- badha (literally mean skin disease) or Julpittee1 (a disease which causes red coloured wheals and itching on the body). Sheetapitta like manifestations named Udarda, Kotha, Utkotha., were explained in different contexts since the Samhita period. On the contrary with Ushna and Tikshna guna of Pitta, Sheeta guna was used to name the disease, Sheetapitta. Sheetapitta is characterized by Varati dastavat shotha, Kandu, Daha, Thoda, Jwara, Chardi, where all the tridosha involvement is seen. In this regard, there is uncertainty in determining the Nidana, Samprapthi and Samprapthi ghataka of the disease. Hence, here my present study deals with the nomenclature, detailed nidana, Samprapthi and Chikitsa of Sheetapitta. Keywords: Sheetapitta, Nomenclature, Nidana, Samprapthi, Chikitsa.

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13

Voyce, M. B. "The King's Enforcement of the Vinaya Pitaka: The Purification of the Sangha under Aśoka (c. B. C. 269-232)." Zeitschrift für Religions- und Geistesgeschichte 37, no. 1 (1985): 38–57. http://dx.doi.org/10.1163/157007385x00239.

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14

Wright, J. C. "South Asia - Y. Ousaka, M. Yamazaki and K. R. Norman (comp.): Index to the Vinaya-pitaka. vii, 700 pp. Oxford: The Pali Ṫext Society, 1996. £22.50. - K. R. Norman: Collected papers. Vol. vI. xvii, 284 pp. Oxford: The Pali Text Society, 1996. £18.95." Bulletin of the School of Oriental and African Studies 60, no. 2 (June 1997): 379–82. http://dx.doi.org/10.1017/s0041977x00036739.

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15

Lyssenko, Viktoria. "The Hard Task of Hitting the Mean: Aristotle’s Mean (Mesotes) and Buddha’s Middle Path (Majjhima Patipad)." Acta Orientalia Vilnensia 3 (December 1, 2002). http://dx.doi.org/10.15388/aov.2002.18296.

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The author compares Aristotle with the Buddha who, though incompatible with one another in their mode of thought (Aristotle was a theoretical thinker, inquiring into those very matters which the Buddha, as a practical religious thinker, considered to be completely futile), agreed at least about one point: they clearly realised the extreme difficulty of attaining the mean (or the middle), both understood it as something more complex than an equal distance from opposite ends, or an arithmetical mean, or a mechanical equilibrium (equipoise). They presented the mean regarding human beings as a state which is never given a priori, established spontaneously, or found by pure chance, but, on the contrary, is the subject of a constantly renewable creative search. The comparison is based on the analysis of Aristotle’s texts (Eud. Eth., Nic. Eth., etc.) and the Buddhist texts from the Pali Canon (Vinaya pitaka and Sutta pitaka).

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16

"Ute Hüsken, Die Vorschriften für die buddhistische Nonnengemeinde im Vinaya-Pitaka der Theravādin." Indo-Iranian Journal 42, no. 3 (1999): 262–63. http://dx.doi.org/10.1163/000000099124993518.

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17

Wickrama Kankanamge Don Keerthirathne. "A Comparative Study of Punishment in Buddhist and Western Educational Psychology." International Journal of Indian Psychology 3, no. 4 (June 25, 2016). http://dx.doi.org/10.25215/0304.023.

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This paper aims to offer a comparative examination of punishment methods in Buddhist and western education psychology. The Buddhist concept of punishment is more humanistic than punishment in criminology and in western educational psychology. Although the concept ‘punishment’ in western education psychology is somewhat similar to its Buddhist counterpart, I argue there are some lessons that can be taken from Buddhist psychology to direct punishment theories in western psychology towards a more humanistic approach. Most of mental punishments used in western psychology can identify in Buddhist psychology too. Therefore, it can be argued that some punitive methods in western psychology were not newly introduced by western psychologists. When conducting this research, it is expected to do it from critical and analytical perspectives in combination with descriptive and explanatory methods from the study of teachings in Sutta Pitaka and Vinaya pitaka. Furthermore, research works of previous scholars are examined as secondary sources to direct the research paper towards a more critical approach. This research would contribute to the enhancement of the knowledge of teachers, principals, curriculum developers, theory makers and psychologists, at both practical and theoretical level, to use punishment in a proper way and improve the quality of education while children receive and prevent them from dropping out of school.

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