I’ve posted a copy of my teaching notes from Class 2 of the course “Important Topics in Mainstream Buddhism”.

The teaching notes were written in an outliner program (Omni Outliner Pro, for those who are interested), and the web page it created from the outline is a dynamic page; the little triangles to the left of the outline items are actually buttons, and you can use them to collapse and expand outline sections. That should make it a little easier to get an overview of the approach that I took to the topic - the Buddha’s Dhamma.

The first element in the outline is a link to the rendering of the Buddha’s first teaching, “Turning the Wheel of the Law” - the Dhammacakkappavattana Sutta. That’s the single most essential teaching in Buddhism, and all the other teachings derive from it or expand on it in one way or another. A number of years ago, a young linguistic scholar in Britain claimed that her linguistic analysis of the language of the Dhammacakkappavattana Sutta indicated that it could not have been composed by Siddhata Gotama. A prominent monk in Thailand was interviewed and asked about that claim, that the man we know as the Buddha could not have delivered that core teaching; what would be the impact of that finding, he was asked, on Buddhism. He chuckled and answered, “Well, whoever delivered that teaching, that was the Buddha.”

Throughout the teaching notes, I’ve included passages of text from several sources:

• The definitions of Pali terms - expecially the Pali terms for the eight factors of the Buddha’s path - are taken from the Pali Text Society’s Pali-English Dictionary; they’re a little confusing, but I just look for the meanings and the etymologies of the terms and ignore the references to the Pali texts in which those terms appear or which provide commentary on their meaning. I’ve found the Pali-English Dictionary site enormously useful in my study of the Buddha’s teachings, and I think that it’s quite marvelous that such a distinguished scholarly tool, which was only available to graduate students and professors at the world’s top universities just a decade or so ago, is now freely available, with a decent user interface, to anyone with a web browser.
• The passages from the various suttas are all taken from the excellent Access to Insight website. If you are interested in extending your understanding of Buddhism and the Buddha’s teachings, you would not be wasting your time to browse that site, just following links that look interesting, and begin to develop a sense of how it all holds together. Many of the teachings at Access to Insight are presented in two or three different translations, and all of the translations are scholarly, clear, and graceful. There are also a number of essays by prominent Buddhist teachers and monks, and pages of helpful references to good books and other useful websites.

I’d be interested to know whether you find the posting of these class notes helpful. Please use the Comments to give us your thoughts, ask questions, or suggest ways in which I might make this site, and the class itself, more interesting or more helpful.

One of the most significant changes that was accelerating in Northern India through the course of the Buddha’s life is the development of trade and the rise of an increasingly powerful merchant class. That development increased the net wealth of the region, and the increasing wealth meant more taxes for the reigning kings, which enabled them to consolidate power, raise armies, and, eventually, subordinate the representative republics that had been, up until then, the dominant form of government in the region. With disciplined armies under effective central control, the kings were also able to bring a measure of law and order to the roads and trade routes of the region, which had always been dangerous routes to follow - if the tigers didn’t get you, the highwaymen would. And safer trade routes, in turn, led to further increases in trade, more rich merchants, and even more taxes for the king.

I’ve posted my teaching notes from yesterday’s class. In future classes, I’ll make an effort to produce something with a little more narrative structure, and to get that posted in advance of our class; if I can’t do that (which, given the work load I’ve taken on, is likely to be the case on any given week), I’ll do what I’ve done here, and post the slightly cleaned-up outline of my teaching notes a day or so after the class; in either event, it should save you the trouble of taking detailed notes (if you’re the sort inclined to take notes).

I enjoyed the class yesterday; I appreciate the attention you gave me, and I thought your questions were perceptive and important. I think this is going to be fun. As we get into the course, the amount of time I spend talking should diminish, and the amount of time we have for questions and discussion should increase. I’m looking forward to that, and I hope that you are as well.

If you have additional questions, second thoughts, comments you’d like to make, please use the Comments feature of the blog software - just click on “Comments” below. I’ll pay attention to any comments you make, and if you have a question, I’ll do my best to answer it.

The Buddha’s teaching to the Kalamas has to be one of the most popular suttas in the Pali Canon. A Google search turns up more than 35,000 hits (most of which seem to be re-postings of Soma Thera’s translation). There are two excellent translations at Access to Insight, one by Soma Thera, and one by Thanissaro Bhikkhu. In addition, there is a fine essay by Bhikkhu Bodhi, cautioning us against reading the sutta as a simple-minded justification of subjectivism or relativism. And finally, there is an excellent brief introduction to the Soma Thera translation of the Kalama Sutta on the BuddhaNet website.

The Kalamas lived in a town called Kesaputta, which was, apparently, on the edge of a large and rather dangerous forest, through which a major road passed. Travellers on that road would frequently stop at Kesaputta until enough of them had gathered to traverse the forest in relative safety. In this way, Kesaputta was similar to the oasis towns of Arabian peninsula, where caravans assembled to make the dangerous crossing of the desert.

Given its location, Kesaputta received more than its share of visits from the various ascetics, sages, and dharma teachers who wandered through Northern India at the time of the Buddha, and the Kalamas had more opportunity than residents of other towns to hear the gossip of the day and get some feel for the reputation of the teachers who came their way. When the Buddha came, they were waiting for him, and they hit him with a tough question—tough then, and tough now. All these teachers come through here, they told him, and each one has his own particular point of view; and each one claims that he’s the only one with the truth, and all of the others are full of baloney (or whatever passed for baloney in 400BCE India). How do we know, they asked the Buddha, which of these teachers we should follow?

In this course, we will, each week, read and discuss one discourse from the Pali Canon, the oldest and most probably authentic collection of the Buddha’s teachings. (Several of the classes, rather than concentrating on a single discourse, will discuss passages selected from two or three related discourses.) Each reading will either be introduced or immediately followed by a brief explanation of the role of the teaching in the development of Buddhist doctrine, and we will look at what we can learn from the teaching about the Buddha’s life, the nature of his times and of the culture in which he taught, and the nature of the Buddha himself, the man Siddhatta Gotama—his style, his personality, his position in the society of his times.

The purpose of the course is not to teach everything there is to know about Buddhism, or even about those teachings that have been passed down to us in the Pali Canon, but rather, for those who find the Buddha’s message interesting and the Buddha’s path in some way relevant to the problems of their lives and of our times, to give those people a foundation from which they can continue their investigation independently.

The course is structured by the different audiences to which the Buddha spoke through his long teaching career. Each different audience brings its own expectations and its particular viewpoint to its audience with the Buddha, and we will see how skillfully the Buddha understands those expectations and viewpoints and uses his compassionate understanding to present his distinctive path in a form that’s most easily understood and accepted by each different audience. The readings that we will use will also offer us an opportunity, through the eight weeks of the course, to follow the Buddha’s life, from birth to death.

We will make heavy use of the Internet in finding readings relevant to each class’s content; sometime early in the week prior to each class after the first one, I’ll publish a set of annotated links to translations of the discourses we will be discussing in the next class, along with links to other readings or resources that might help our understanding of the topics dealt with in those discourses. If you don’t have an Internet connection, or if you’re not comfortable using the Internet in this way, it might be a good idea to make arrangements with a friend to print the relevant texts for you to read offline. Note that it is not necessary to do the Internet readings to get some significant benefit from the class; we will read highlights from the recommended texts in each class, and, for the most part, the discussion will focus on the ideas and doctrines in the sections we will read in that way.

The Buddha’s Teachings

• Class 1: Teaching to those seeking answers

  We’ll look at one of the most famous Suttas in the canon, in which the Buddha addresses the residents of a village visited by a succession of teachers, all of whom teach conflicting doctrines and each of whom claims that his doctrine is the only true one. The Buddha shows the householders of Kesaputta that they really don’t need those teachers and that they can’t rely on any of the different authorities that various teachers claim; the answers they seek are in their own sense of what constitutes good behavior, and if they pursue the ways they know to be good ways, ways that are approved by people they know and respect for their own wisdom and goodness , they will find a life filled with contentment and joy.

• Class 2: Teaching to a householder

  The Buddha lived in a time when cities were growing, a new merchant class was developing, and trade was flourishing; in the Dighajanu Sutta, he gives a wealthy householder guidance on a Dhamma that will preserve and increase his worldly success, and then demonstrates that such a Dhamma is part and parcel of the more comprehensive path that leads to happiness and a good life in the future.

• Class 3: Teachings to the Brahmins

  We will use passages from two of the Buddha’s discourses to look at how the Buddha took the Brahminic culture into which he was born and ethicized the teachings of that culture, re-defining brahminic purity, not as an attribute that adheres to one born into a particular caste, but as an attribute that anyone can develop through purity of thought and deed. In the Sonadanada Sutta, the Buddha questions a prominent Brahmin elder and teacher on what it means to be a Brahmin; in the Sigalovada Sutta, the Buddha reminds a Brahmin youth that his ritual worship of the cardinal directions is useless unless he establishes that worship on the foundation of a life lived ethically and honorably; he then goes on to redefine the meaning of Sigala’s actions themselves, so that the youth’s ritual worship of the six directions work to remind him of and reaffirm his commitment to the mutually equivalent obligations of parent and child, husband and wife, teacher and student, master and servant, etc.

• Class 4: The first teaching to the five monks

  We will look at the events that precipitated Siddhatta Gotama’s decision to leave his privileged home and enter the live of a renunciant, and at some of the events that transpired over the next five years. For most of that time, he was accompanied in his wanderings by five Brahmins from his home community, who had themselves entered the homeless life and had accepted Siddhatta as their teacher. Those were the group of five to which Siddhatta Gotama, having achieved his awakening and become the Buddha, delivered the first two discourses. In this first teaching, the Buddha establishes the four truths that will form the foundation for all of the other teachings he will deliver: the truth of suffering, the truth that suffering has a cause, the truth that suffering can be brought to an end, and the truth of the eightfold path that will lead to an end to suffering.

• Class 5: The second teaching to the five monks

  In his second discourse, still to the same group of five, the Buddha establishes the understanding that is essential to respond skilfully to the processes he outlined in his first discourse, i.e. that any conception of a permanent and lasting self prevents full understanding of the four ennobling truths and blocks one from the path that leads to the realization of those truths and the freedom they can deliver.

• Class 6: Teachings to the sangha

  At the conclusion of the second teaching, all five monks had attained stream-entry—the first step toward enlightenment. They were the first members of the Buddha’s sangha, the assembly of followers who heard his teachings and carried those throughout Northern India. Over the next forty years, the sangha continued to grow, and an elaborate set of rules were formulated to ensure the peaceful governance of the assembly and to guide the monks in the celebate, renunciant life they’d chosen. In this class, we will read selections from the discourse in which the Buddha outlines the way the monks should practice so as to live mindfully aware of what they were doing and where the holy life was leading them.

• Class 7: Teachings to kings and princes

  Throughout his teaching career, the Buddha received patronage from and delivered his teachings to the most powerful kings of his time. The time itself was one in which those kings were gaining power, centralizing control of their kingdoms, and taking over the small republican federations like the Buddha’s own birth state of Sakya. Toward the end of his life, the two kings to whom he had been closest, King Pasenadi of Kosala, and King Bimbisara of Magadha, had both died through treachery, and their thrones had been assumed by the sons who had connived in their deaths. We will look at some of the teachings that the Buddha delivered through his life, and especially toward the end, to those kings and to their sons, and we will try to get a sense for the Buddha’s understanding of what role there is in the affairs of the world for someone who has accepted the Dhamma as a life practice.

• Class 8: The final teachings

  One of the longest Suttas in the Pali Canon is the Mahaparinibbana Sutta, detailing the last months and days of the Buddha; as he and Ananda wandered through Northern India, two old men, weary and frail, they encountered various people along the way, all of whom had questions for the Buddha. The teachings recorded in this Sutta have a certain elegaic tone; the Buddha resumes themes that he had developed earlier, making certain that those themes are understood with the proper emphasis and in the proper context, and, to some small extent, he measures the success he’s had with the challenge that he accepted 45 years earlier, to teach the Dhamma that was so subtle, so profound, so difficult to understand. We will look at a few passages from the Mahaparinibbana Sutta, with special reference to passages that seem resonant with other teachings we have looked at in the previous classes. And we will try to come to a final assessment of the meaning of the Buddha’s Dhamma and his life, and the relevance of that to our troubled times.

In the eight weeks of this course, we will look into eight topics that have concerned the followers of the Buddha since the very early days of his teaching. To the extent that there is some consensus within the Buddhist community regarding these topics, it is partly that consensual understanding that defines Buddhism itself, and to the extent that there is disagreement, it is the nature of that disagreement that distinguishes one Buddhist tradition from the others. I make no claim that these are the most important topics in Buddhism; someone else might make another list of eight that’s different, but any list is bound to cover, in some way or another, such topics as the Dhamma, the nature of Enlightenment, and the notion of kamma.

The topics I’ve chosen, and the order in which I’ve chosen to present them, will, I hope, result in a comprehensible and reasonably accurate overview of the Buddha, the path he taught, and the fundamental unity of the many traditions that have developed their very different ways of practicing the Buddha’s path.

I will introduce each class by talking about the day’s topic, trying to explain what it is that makes it a distinct topic, and what it means in the context of Buddhism in general. Whenever possible, I’ll use the Buddha’s own words, as those have been transmitted in the Pali Canon, as the starting point for my explanation, although I will also feel free to use classic texts from later Buddhist traditions, especially those of the Mahayana traditions of Nepal, China, and Eastern Asia. When the topic is one (as it almost always will be) that is interpreted differently in different Buddhist traditions, I’ll do my best to explain what those differences are and what their significance is to those who practice in each tradition.

The last part of each class will be devoted to questions and discussion. I am particularly interested in exploring how the ideas of Buddhism appear to those who follow other traditions, both classical Western religious traditions and the more skeptical philosophical traditions that underlie humanism, atheism, and scientific materialism.

We will be making heavy use of the Internet for the readings that I will recommend for each class; there’s a wealth of material out there, much of it of very high quality—intelligent, scholarly, useful. If you don’t have an Internet connection, or if you are not comfortable with using it, I’d recommend that you make some arrangements with a friend to print out the study texts each week. The class is simply too large for me to print those out for all the members.

What follows is an outline of what I plan, at this point in time, to be discussing in each class; if it turns out that this is more ambitious than we can handle in an eight-week course, the outline may change.

• Class 1: Who (and what) was the Buddha?

  “The Buddha” is a descriptive term, similar to “the Christ”; it means, approximately, “the awakened one”, and Buddhist tradition views Siddhatta Gotama, the Buddha we know, as the latest in a long line of Buddhas, each separated from the next by eons. In this class, we’ll look at the life of Siddhatta Gotama, the man whose teachings we’ve received, and we’ll explore the way in which various traditions view his Awakening, his person, and his Buddha-nature.

• Class 2: The Dhamma

  The truth that the Buddha taught, indeed, the fundamental truth about how the world works, is known as the Dhamma (Dharma in Sanskrit, which is the more familiar term for most Westerners). In this class, we’ll look at what that word means, with special reference to the formulation of the Dhamma that the Buddha presented in his first sermon and which establishes the foundation for all the rest of his teachings:

  • The Middle Way

  • The Four Authentic Truths

  • The Eightfold Path

• Class 3: Dependent arising

  This class will build on the preceding class, taking a more detailed look at the idea of contingent existence that provides the dynamic for the establishment of the Dhamma. The idea is simple: everything is process, and every process unfolds dependent upon pre-existing conditions. But when you apply that idea to concepts such as the “self”, or “perception”, it can get complicated pretty fast. And very interesting. And uncommonly convincing and relevant to the processes we see unfolding around us.

• Class 4: The nature of the Buddha’s Enlightenment

  In this class, we will build on the understandings we’ve developed by now to re-examine exactly what happened when the Buddha became enlightened, when he “woke up” to an understanding of contingency and the nature, cause, and cessation of suffering in this world. We’ll look at the nature of nibbana (nirvana in Sanskrit), the state that the Buddha experienced and in which he dwelt following his awakening, and we’ll examine how the ideas of Enlightenment and nibbana have been understood by various Buddhist traditions.

• Class 5: Kamma and rebirth

  This one is a sticking point for many Westerners, particularly those who are attracted to Buddhism because of its non-theistic nature. We’ll see how kamma (Skt. karma), i.e. intentional action, determines who we are and who we will become, and we’ll see how those notions derive from the Brahminic culture in which the Buddha lived, the radical way in which he re-interpreted them, and how they might be understood to co-exist comfortably with rationalist world views.

• Class 6: Buddhist cosmology

  The Buddhist canonical texts are full of gods, but those are very different from our Western Abrahamic Yahweh. In this class, we’ll see where the elaborate and complex Buddhist cosmology developed out of Brahminic traditions and how the Buddha re-interpreted those traditions to bring them into the service of the ethical path that he taught.

• Class 7: The Pali Canon

  Here we will examine how the Buddha’s teachings were preserved after his death, how they were compiled into several different canons, how those different canons relate to one another, and how the canons themselves and attitudes toward them have changed through the ages.

• Class 8: Schools, traditions, lineages: the transmission and transmutation of the Dhamma

  As the Buddha’s teachings spread from Northern India, where he lived and taught, the different varieties of Buddhism that developed took on forms and practices derived from the cultures into which they spread. We’ll see how that process occurred as Buddhism moved to the South, the North, and the East, and how it is occurring now as Buddhism continues to evolve distinctively Western forms.