Scope and Content of Course

The course is intended to introduce the student to the most up-to-date information, research and judgments in the multiple branches of Buddhist studies, so as to enable him/her to discover the new frontiers of the subject. Studies under this scheme, coordinated by three Departments of Study,extends from the primary sources of Buddhist Studies which exist in Pali, Sanskrit, Sinhala,Tibetan, Chinese etc., through Buddhist Thought to the culture of Buddhism, including social organization and development of fine arts and literature. A comprehensive range of courses
covering these areas will be provided at the Institute. Knowledge of a relevant language is not required although certain taught courses may only be taken by students with a language competence. Students will be encouraged to take advantage of the opportunity to enhance their language proficiency. Any student whose first degree has not been in a field closely allied to Buddhist Studies may be required to take one course of a general or comparative kind, as an introduction to the subject. The Master of Arts Degree offered by the Institute is regarded as a
preparation for in-depth studies and research in Buddhism or Comparative Religion, or for relevant careers or simply as an extension of a liberal education.

Eligibility for Admission 

Candidates seeking admission to the M.A. course in Buddhist Studies should have at least one of the following qualifications:

i. A Degree from a recognized university
 or
ii. A postgraduate Diploma in Buddhist Studies from a recognized University/ Institute
 or
iii. A pass at the final examination of the Oriental Studies Society (Sri Lanka)
 or
iv. Any other qualification deemed by the Faculty Board of the Institute as equivalent to the above

Requirements for the Course of Study

A student is required to take six taught course units selected from those announced for the academic year. The selection may tend towards specialization or widening out of the field. The student is also required to submit a 5,000-word essay on a theme related to one of the courses taken and selected with the guidance of the lecturers concerned. All candidates are required to inform their essay titles before the end of the second term of the academic year. The essay should be submitted within 30 days from the date of the last paper of the Final Examination.

Available Course Units (Prescribed for the Aacademic Year 2017)

ME 01 - Buddhist Doctrines of the Pali Nikāyas: Analysis and Interpretation
ME 02 - Theravada Abhidhamma: Origins and Development
ME 04 - Doctrinal Controversies of the Abhidharma Tradition
ME 06 - Origins of Mahayana and the Earliest Mahayana Sutras
ME 07 - Nāgārjuna’s Philosophy as Reflected in His Mūlamādhyamaka- kārikā
ME 09 - Buddhist Vinaya and the Monastic Organization
ME 16 - Chinese Buddhist Literature
ME 21 - Buddhist Aesthetic Concepts: Analysis and Evaluation
ME 22 - Buddhist Art and Architecture - I (Indian Subcontinent)
ME 23 - Buddhist Art and Architecture - II (Sri Lanka)
ME 26 - Buddhist Psychotherapy
ME 27 - Buddhist Social Dimension
ME 33 - Buddhist Economic Philosophy
ME 35 - Theravada Tradition: A Historical and Doctrinal Study
ME 39 - Basic Pali, Research Methodology and Logical Reasoning
ME 40 - Buddhist Philosophy of Education and Communication
ME 52 - History of Indian Buddhism: From its Origins to the Emergence of Mahayana
ME 54- Mahayana Buddhism: A Doctrinal Survey
ME 56 - The Pali Commentarial Literature
ME 57- The Buddha-concept and Bodhisatta Ideal in Theravada Buddhism
ME 60- Sarvastivada Abhidharma: Doctrines and Controversies
ME 61 - Methods of Spiritual Praxis in the Sarvastivada Tradition
ME 62 - The Doctrine of Śūnyatā (Emptiness): Prajñāpāramitā Scriptures and Early Mādhyamika
ME 63 - Doctrines of Early Indian Yogācāra
ME 64 - History of Chinese Buddhism
ME 65 - Japanese Buddhism: History and Doctrines
ME 66- Tibetan Buddhism: History and Doctrines
ME 67 - Readings in Pali Suttas
ME 68 - Readings in Buddhist Sanskrit Texts
ME 69 - Readings in Buddhist Tibetan Texts
ME 70 - Buddhist Doctrine: Modern Philosophical Perspectives

Courses may, however, vary from those given above depending on the interests and availability of the teachers involved, and additional courses may be offered from time to time. The Institute reserves the right to alter or withdraw any of the courses announced, or change the conditions governing them.

Evaluation
i. Two Assignments for each course unit: 10 marks per assignment
ii. Three-hour final year examination for each course unit: 80 marks per course unit
i. Essay: 100 marks
However, the evaluation method may be decided by the lecturer concerned on the approval of the Faculty Board.

Grades
75 - 100: A - Distinction
65 - 74: B - Credit
50 - 64: C - Pass
00 – 49: W - Weak

Merit Pass
Requires an average of 75 marks for all units with not less than 50 marks for any unit.
Pass
50 marks for each course unit.
Between 45 - 49 for one course unit with average of 50 for all units.
However, the evaluation method may be decided by the lecturer concerned on the approval of the Faculty Board.

Syllabus for Master of Arts (M.A.) Degree in Buddhist Studies

Course Code: ME 01
Course Title: Buddhist Doctrines of the Pali Nikāyas: Analysis and Interpretation

Aim
To give the students a critical and comprehensive knowledge of Buddhist doctrines of Pali Nikāyas

Content
Fundamental Teachings of early Buddhism, questions raised and solutions offered by modern scholars on the interpretation of early Buddhist doctrines, the diverse trends discernible in the early Buddhist discourses as to the nature of the world of sensory experience and the reasons that could be adduced in grasping their significance within the context of the religion. Philosophical system of early Buddhism will form an Integral part of this course. The course will be based on Suttapiṭaka and supplemented, where necessary, with the Abhidhammic and commentarial expositions. It is in the interests of the student to gain an ability to read the Pali suttas in the original texts.

Method of Teaching
Lectures, discussions and assignments

Expected Learning Outcomes
Ability to elaborate critically the fundamental teachings of Suttapiṭaka and to read and understand relevant discourses in the original sources.

Recommended for References
Pande, G. C. (1983). Studies in the Origins of Buddhism, New Delhi: Motilal Banarsidass.
Jennings, J. G. (Eds.). (1974). The Vedantic Buddhism of the Buddha, New Delhi: Motilal Banarsidass.
Murti, T. R. V. (2008). The Central Philosophy of Buddhism, London: Routledge.
Jayatilleke, K. N. (1980). Early Buddhist Theory of Knowledge, New Delhi: Motilal Banarsidass.
Radhakrishnan, S. (1941). Indian Philosophy, London: George Allen Unwin.
Grimm, George (1994). The Doctrine of the Buddha: The Religion of Reason and Meditation, New Delhi: Motilal Banarsidass.
Conze, E. (1967). Buddhist Thought in India, London: George Allen Unwin.
Warder, A. K. (1980). Indian Buddhism, New Delhi: Motilal Banarsidass.
Stcherbatsky, Th. (2005). The Central Conception of Buddhism, New Delhi: Motilal Banarsidass.
Stcherbatsky Th. (1965). The Conception of the Buddhist Nirvana, The Hague: Mouton and Co.
Keith, A.B. (1931). The Doctrine of the Buddha. Bulletin of the school of Oriental Studies, Vol.VI.
Davids, Rhys (1978). Sakya or Buddhist Origins, New Delhi: Oriental Books Reprint Coporation.
Winternitz, M. (1936). Problems of Buddhism, Visva-Bharati Quarterly, Vol. II.
Ling, Trevor, (1973). The Buddha, England: Penguine.
Johansson, E.A. Rune, (1970). The Psychology of Nirvana, London: George Allen Unwin.
(1979). The Dynamic Psychology of Early Buddhism, London: Curzon press.
Robinson, R. (1970). The Buddhist Religion, Califonia: Wadsworth Pub Co.Beyer, S. (1974).

Course Code: ME 02
Course Title: Theravada Abhidhamma: Origins and Development
Aim 
Knowledge of antecedent doctrinal trends and historical factors that led to the emergence of the Abhidhamma, its expository methodology and its fundamental concepts as found in the canonical Abhidhamma and their further elaboration in the commentaries and compendiums.

Content
Doctrinal trends and historical factors that led to the emergence of Abhidhamma, its
expository methodology and fundamental concepts as found in the canonical Abhidhamma,
Abhidhammic elaborations in commentaries and compendiums; Abhidhamma's central
conception of dhamma, it's ancillary theory of the two levels of reality (paññatti and paramattha)
and two kinds of truth (Sammuti and paramattha); the commentarial interpretation of dhamma as
sabhāva and its significance in the context of Sarvāstivādins’ theory of tritemporal existence;the
Abhidhammic analysis of mind and matter, bhavaṅga and theory of perception; bhāva-sādhana
and other methods of definition, theory of time and instantaneous being, conditioned genesis
(paccayākāra-naya), mind- culture and higher reaches of mind.
Method of Teaching
Lectures, discussions and assignments
Expected Learning Outcomes
Ability to describe doctrinal and historical factors that led to the emergence of Abhidhamma, to
explain expository methodology and its fundamental concepts in the canonical Abhidhamma and
to elaborate on Abhidhammic expositions in commentaries and compendiums.
Recommended References
Ven. Nyanatiloka (1938). Guide through the Abhidhamma Piṭaka, Colombo: Associated
Newspapers of Ceylon.
Guenther, H. (1976). Philosophy and Psychology in the Abhidharma, Berkeley: Shambhala
Publications.
Davids, Rhys, (1923). Buddhist Manual of Psychological Ethics, New Delhi: Motilal Banarsidass.
Aung, S. Z. & Rhys Davids, (2016). Points of Controversy, New Delhi: Motilal Banarsidass.
Aung, S. Z. & Rhys Davids, (1910). Compendium of Buddhist Philosophy, London: PTS.
Ven. Nyanaponika, (1976). Abhidhamma Studies, Researches in Buddhist Psychology, Kandy:
Buddhist Publication Society.
Govern, Mc. (1923). A Manual of Buddhist Philosophy, Vol. I, London: London k. PaulWarder,
A.K. (1961). Mātikā Mohavicchedani, London: PTS.
Ven. Kasyapa, J. (1943). The Abhidhamma Philosophy, Vols. I & II, Benares.
Ven. Narada Thera, (1987). A Manual of Abhidhamma, Vols. I & II Colombo: Buddhist
Missionary Society.
Sarathchandra, E. R. (1994). Buddhist Psychology of Perception, Dehiwala: Buddhist Cultural
Centre.
Karunadasa, Y. (1989). Buddhist Analysis of Matter, Singapore: The Buddhist Research Society.
Watanabe, F. (1996). Philosophy and its Development in the Nikayas and Abhidhamma, New
Delhi: Motilal Banarsidass.
Aung, S. Z. (1910-12). Abhidhamma Literature in Burma. Journal of the Pali Text Society,
London: PTS.
Sayadaw, Ven. Ledi (1913-14). Some Points in Buddhist Doctrine. Journal of the Pali Text
Society, London: PTS.
_____, (1915-16). On the Philosophy of Relations. Journal of the Pali Text Society, London: PTS.
Chandawimala Maha Thera, Ven. R. (1985). Abhidharmaye Mūlika Karuṇu, Colombo: A.C.
Jayawardana.
_______, (1987). Abhidharmamārgaya, Colombo: A.C. Jayawardana.
Sasanaratana Thera, Ven. M. (1948). Abhidharmakoṣaya, Panadura: Perera.
Dhammajoti, Bhikkhu K.L. (2004). Abhidharma Doctrine and Controversy on Perception, Sri
Lanka: Centre for Buddhist Studies.
Frauwalner, Erich, (1995). Abhidhamma Literature and Origins of Buddhist Philosophical
Systems, New York: State University of New York Press.
Guenther, Herbert V (1991). Philosophy and Psychology in the Abhidhamma, New Delhi: Motilal
Banarsidass.
Jayasuriya, W.F. (1976). The Psychology and Philosophy of Buddhism, Kuala Lumpur: Buddhist
Missionary Society.
Karunadasa, Y. (2010). The Theravada Abhidhamma, University of Hong: Centre of Buddhist
Studies.
Karunadasa, Y. (1989). Buddhist Analysis of Matter. Singapore: Buddhist Research Society.
Karunaratne, W.S. et al (1961). Abhidhamma, Encyclopedia of Buddhism (Vol. I), Ministry of
Cultural Affairs: Colombo
Ven. Nyanaponika Thera (1998). Abhidhamma Studies, Kandy: Buddhist Publication Society.
Ven. Nyanatiloka (1938). Guide Through the Abhidhamma-piṭaka. Kandy: Buddhist Publication
Society.
Pieris, Aloysius, S.J. (2004). Studies in the Philosophy and Literature of Pali Abhidhammika
Buddhism, Colombo: The Ecumenical Institute for Study and Dialogue.
Potter, Carl H. (1996). Encyclopedia of Indian Philosophies, Abhidharma Buddhism. . Vol. VII.
Ronkin, Noa. (2005). Early Buddhist Metaphysics: The Making of a Philosophical Tradition,
London: Routledge Curzon.
Sarachchandra, E.R. (1994). Buddhist Psychology of Perception. Dehiwala: Buddhist Cultural
Centre.
Sayadaw, Ladi (1915). On the Philosophy of Relations. Journal of the Pali Texts Society, London:
PTS.
Watanabe, Fumimaro (1983). Philosophy and Its Development in the Nikāyas and Abhidhamma,
Delhi: Motilal Banarsidass.
Course Code: ME 04
Course Title: Doctrinal Controversies of the Abhidharma Tradition
Aim
To study critically the pre-Mahayana Abhidharma doctrines and new concepts developed within
the Abhidharma tradition.
Content
This course unit begins with a review, in historical perspective, of the division of Buddhism into
various pre-Mahayana sects around the time of the second Buddhist Council. This will be followed
by a detailed discussion of the following major controversial doctrines: sarvamastivāda,
pudgalavāda, karma theories of avijñapti, avipraṇāsa and bīja, theories of cognition,
Buddhalogical theories of the Mahāsāṅghika, the spiritual status of the arahant, and theory of
antarābhava.
Method of Teaching
Lectures, discussions and assignments
Expected Learning Outcomes
The student is able to explain the doctrinal views developed among the sectarian Buddhist schools.
Recommended References
Conze, E. (1962). Buddhist Thought in India, London: George Allen Unwin.
Masuda, J. (1925). Origin and Doctrines of Early Indian Buddhist Schools: A translation of the
Hsüan-chwang version of Vasumitra’s Treatise. Asia Major. Vol. 2, 1-78.
Dhammajoti, K.L. (2007). Abhidharma Doctrine and Controversies on Perception, Hong Kong:
The University of Hong Kong.
Dhammajoti, K.L. (2009). Sarvāstivāda Abhidharma, Hong Kong: The University of Hong Kong.
Dube, S.N. (1980). Cross-currents in Early Buddhism, New Dehli: Manoharlal Publications.
Stcherbatsky, Th. (1991). The Central Conception of Buddhism, New Delhi: Sri Satguru.
Karunadasa, Y. (1989). Buddhist Analysis of Matter, Singapore: The Buddhist Research Society.
______, (2010). The Theravāda Abhidhamma: Its Inquiry into the Nature of Conditioned Reality,
Hong Kong: The University of Hong Kong.
Course Code: ME 06
Course Title: Origins of Mahayana and the Earliest Mahayana Sutras
Aim
Studying the origins and development of Mahayana elements embedded in Nikāya Āgama Texts,
through those of the pre-Mahayana schools to the distinctly Mahayana doctrines in the earliest
Mahāyana Sūtras.
Content
Pre-Mahayana elements found in Nikāya and Āgama texts, pre-Mahayana schools (particularly
the Mahāsāṅghika and the Vibhājyavāda), causes that led to the emergence of Mahāyana taking
into account consideration contributing factors such as socio-economic conditions and doctrinal
influences from outside Buddhism, earliest Mahāyāna Sūtras based on materials from both
Sanskrit and Chinese Sources (especially translations in the 2nd and 3rd centuries), main doctrinal
features of these texts (to facilitate the understanding of the background of pro-Mahāyana
doctrines), relevant sections of texts such as the Kathāvatthu (with its commentary), the
Samayabhedopacaranacakra, and the Abhidharmamahāvibhāșā-sāstra.
Students are not required to be conversant in Sanskrit and Chinese languages, although some
acquaintance with important doctrinal terms will be an advantage
Method of Teaching
Lectures, discussions and assignments
Expected Learning Outcomes
The Student is able to explain the causes that led to the emergence of Mahāyana in relation to
Nikāya and Āgama texts and Pre-Mahāyāna schools and Mahayana concepts in relation to Early
Mahāyāna Sūtras.
Recommended References
Kimura, R. (1978). A Historical Study of the Terms Hinayana and Mahayana and the Origin of
Mahayana Buddhism, Patna: Indological Corporation.
Dutt, N. (1930). Aspects of Mahayana Buddhism and its Relation to Hinayana, London: Luzac Co.
Dayal, Har (1997). The Bodhisattva Doctrine in Buddhist Sanskit Literature, New Delhi: Sri
Satguru Publications.
Nakamura, H. (1957). Historical Studies on the Coming into Existence of Mahayana Sutras,
Bulletin of the Okuvayama, Oriental Resarch Institute, No. 2.
Conze, E. (1998). The Prajñāpāramitā Literature, S. Gravenhage, Tokyo: The Reiyakar.
Conze, E. (1958). Aśṭasāhasrikā Prajñāpāramitā, Bibliothica Indica.
W. E. Soothill, (1925) The Lotus of the Wonderful Law or the Lotus Gospel, London.
Warder, A. K. (1980). Indian Buddhism, New Delhi: Motilal Banarsidass.
Course Code:ME 07
Course Title: Nāgārjuna’s Philosophy as reflected in His Mūlamādhyamakakārikā
Aim
Studying Nāgārjuna's Philosophy from Primary Sources.
Content
Nāgārjuna is generally regarded as a Mahayanist. In India, he was claimed as the founder of the
Mahayana, and in China, the patriarch of all the eight Mahayana schools. Many works (preserved
mainly in Chinese translations) have been ascribed to him. Among them, some like the
Mahāprajñā-pāramitā-śāstra, certainly do deal with specifically Mahayana themes, particularly
the altruistic practice of the bodhisattva. Accordingly, many modern scholars continue to present
him as a great Mahayana expositor. However, some recent researchers have expressed serious
doubt as to the authorship of this and other such works ascribed to him. Some (e.g. A. K. Warder)
have even questioned whether he can be legitimately considered a Mahayanist as such. This course
aims at a careful examination of the Mūlamādhyamakakārikā, the work which is unanimously
agreed to be genuinely authored by him, and which establishes his fundamental ‘philosophical
position.’ Through a more or less chapter-by-chapter in-depth critical study of the text (along with
the ancient commentaries on it), it is intended that the students will be able to clarify for themselves
the true standpoint of Nāgārjuna.
Method of Teaching
Lectures, discussions and assignments
Expected Learning Outcomes
Student identifies works of Nāgārjuna and student can explain Nāgārjuna’s philosophical position
and basic concepts and the philosophy of emptiness.
Recommended References
Thomas, E. J. (1997). History of Buddhist Thought, New Delhi: Munishiram Manoharlal.
Dasgupta, S. N. (1992). A History of Indian Philosophy, Vol. I, New Delhi: Motilal Banarsidass.
Takakusu, J. (1956). The Essentials of Buddhist Philosophy, New Delhi: Motilal Banarsidass.
Murti, T. R. V. (2008). The Central Philosophy of Buddhism, (London: Routledge.
Poussin, L. de la Vallee, (1933). Reflections sur le Mādhyamika, Melanges chinois et bouddhiques,
Vol. II,1-59.
Poussin, L. de la Vallee, (1916). Mādhyamaka, Mādhyamikas, Encyclopaedia of Religion and
Ethics 235-237
E. Conze, (1962). Buddhist Thought in India, London: George Allen.
Sharma, C. (1952). Dialestics in Buddhism and Vedanta, Benares.
Jong, Jan. W. De, (1950). Le problem de 1'absolu dans 1'ecole mādhyamika, Reveu philosophique,
CXL, 322-27
Jong, Jan. W. De (1949). cinq chapitres de la prasannapada, Paris.
R. H. Robinson, (1967). Early Mādhyamaka in India and China, Madison: University of
Wisconsin.
Stcherbatsky, T. (1997). The Concept of Buddhist Nirvana, New Delhi: Motilal Banarsidass.
May, Jacques (1958). La philosophie bouddhique de la vacuite, Studia philosophica, XVIII, 123-
37
Streng, F. J. (1967). A Study in Religious Meaning, USA: Abingdon Press.
Kalupahana, D. J. (1986). Nagarjuma: The Philosophy of the Middle Way, New York: State
University of New York Press.
Walleser, Max, (1979). The Life of Nāgārjuna from Tibetan and Chinese Sources, Asia Major,
Hirth Anniversary Volume, 421-55.
Inada, Kenneth K. (1970). Nāgārjuna: A Translation of his Mūlamādhyamakakārikā with an
Introductory Essay,Tokyo: The Hokuseido Press.
Course Code: ME 09
Course Title: Buddhist Vinaya and the Monastic Organization
Aim
To examine how the earliest community of anchoretic monks, known as munis, gradually paved
the way for the emergence of a highly organized monastic order with a code of Vinaya rules.
Content
The practice of brahmacariya and the ideal of muni life, the monk and the graduated spiritual
course: Sīlasaṃvara and Pātimokkhasaṃvara; Sikkhā and Sikkhā-pada, ecclesiastical rules of the
Vinaya piṭaka and the recital of pātimokkha, the nature and objectives of the precepts included
in the Khandhakas; ecclesiastical offences and disputes; donation of monasteries and monastic
residences; the structure and the administration of the monastery; evolution of monastic life and
the attendant duties and responsibilities; monastic property, its use and management; divergent
views as to the aim and objectives of the monastic organization; khuddānukhuddaka precepts and
the problem of their interpretation.
Method of Teaching
Lectures, discussions and assignments
Expected learning Outcomes
The Student is able to explain the evolution of the earliest community of monks and the parallel
development of the monastic code.
Recommended References:
Vinaya Pitaka, Oldenburg, H. (Eds.) Vol. I. (1969). London: PTS
Davids, T. W. Rhys & H. Oldenburg (1974). Vinaya Texts, Vol. I, New Delhi: Sacred Books of
the East.
Horner, I. B. (1949). The Book of the Discipline, Vols. I-III, London: PTS.
Olivelle, P. (1974). The Origin and the Early Development of Buddhist Monachism, Colombo:
Gunasena Publication.
Dutt, N. (1981). Early Monastic Buddhism, Calcutta: Firma Kim Pvt.
Dutt, S. (1996). Early Buddhist Monachism, New Delhi: Munshiram Manoharlal.
Dutt, S. (1988). Buddhist Monks and Monasteries of India, New Delhi: Motilal Banarsidass.
Dhirasekera, J. (1981). Buddhist Monastic Discipline, Colombo: Ministry of Higher Education.
Pachow, W. (1955). A Comparative Study of the Prātimokṣa, New Delhi: Motilal Banarsidass.
Jayawickrama, N. A. (1961). The Inception of Discipline and the Vinaya Nidāna, London: Luzac
Company Ltd.
Bhagavat, D. (1940). Early Buddhist Jurisprudence, Poona: Deccan College and Post Graduate
Research Institute.
Deo, S. B. (1956). History of Jaina Monachism, Poona: Deccan College and Post Graduate
Research Institute.
Course Code: ME 16
Course Title: The Chinese Tripitaka: A Historical and Analytical Study
Aim
Inculcating Comprehensive Understanding of Chinese Buddhist Literature
Content
The introduction of Buddhism into China, nature of the texts translated at the early Chinese
Buddhist literature, translation process related methods and issues, and new additions to the
Buddhist literature, comparative reading of Pali Nikayas with Chinese Agama texts paying
attention to both textual and conceptual comparison; and finally, the Vinaya and Abhidhamma
texts extant in Chinese.
Method of Teaching
Lectures, discussions and assignments
Expected Learning Outcomes
The students will be able to engage in comparative readings between Pali and Chinese Buddhist
Texts
Recommended References
Akanuma, Chizen, (1991). Comparative Catalogue of Chinese Agamas and Pali Nikayas, New
Delhi: Sri Satguru Publications.
Analayo, Bhikkhu (2011). A Comparative Study of the Majjhima-nikāya Volume I&I, Taipei:
Dharma Drum Publishing.
______, (2012). The Madhyama-āgama Studies, Taipei: Dharma Drum Publishing.
______, (2015). Samyukta-āgama Studies, Taipei: Dharma Drum Publishing.
Chau, Bhiksu Thich Minh, (2009). The Chinese Madhyama Āgama and the Pali Majjhima Nikaya:
A Comparative Study, New Delhi: Motilal Banarsidass Publishers.
Dhammdinna (Ed.) (2014). Research on the Dīrgha-āgama, Taipei: Dharma Drum Publishing.
Jan, Nattier, (2008). A Guide to the Earliest Chinese Buddhist Translations, Tokyo: The
International Research Institute for Advanced Buddhology.
Pannaloka, Wadinagala, A Comparative Study of the Mahādukkhakkhandhasutta with Its Three
Chinese Parallels, URL: www.ykbi.edu.tw/addpage/thesis/inter_data94/inter_thesis_94_4.pdf
Red, Pine, (2001). The Diamond Sutra: The Perfection of Wisdom (text and commentaries),
Washington: D.C. Counterpoint.
Shayne, Clarke, (2001). The Mūlasarvāstivāda Vinaya Muktaka”, Bukkyo kenkyo, Buddhist
Studies, 30: 8–107.
Yinshun, Venerable, (1968). Study of the Abhidharma, Texts and Commentators of the
Sarvāstivāda, (說一切有部為主的論書與論師之研究), Korea: hengwen Publishing.
Course Code: ME 21
Course Title: Buddhist Aesthetic Concepts: Analysis and Evaluation
Aim
To examine the Buddhist teachings and observation on beauty
Contents
As a religio-philosophical system embracing the multiplex dimensions of human life, Buddhism's
teachings and observations on beauty and its appreciation will constitute the main body of this
study. It will take into consideration the following aspects in order to identify the Buddhist
aesthetic concepts: the Buddhist teaching on compassionate kindness and love for all forms of life;
art and artistic creativity in Buddhist perspectives; poetry (kävyo); analysis and appreciation; the
udāna form of poetry; the early Buddhist literature and the concept of aucitya and anaucitya;
Buddhist observations on rasa, hāsa, pïti, pamoda and, kāma; the concept of sukha in Buddhist
perspectives; how the Buddha and the earliest disciples saw the mundane beauty of life and nature;
the supra-mundane experience and the highest level of harmony. This study will be concluded with
an evaluation of the Buddhist contributions in the field of painting, sculpture, iconography,
architecture and other forms of artistic creation, together with an examination of their theoretical
background.
Methods of Teaching
Lectures and class discussion
Method of Evaluation
Essay assignments and in-class participation
Expected Learning Outcomes
The students will be able to admire, appreciate and express beauty in accordance with Buddhist
teachings
Recommended References
Dhirasekera, J. D., (1980). Buddhism and Beauty, Bodhi Leaves A Il, Kandy: Buddhist Publication
Society.
Agrawala, P. K. ( 1980). Aesthetic Principles of Indian Art , Varanasi: Prithivi Prakashan.
Aryan, K. C. ( 1981). Basis of Decorative Elements in Indian Art, New Delhi:Rekha Prakashan.
Zimmer, H. (1972). Myths and Symbols in Indian Art and Civilization, Princeton: Princeton
University Press.
Coomaraswamy, A. K. (2004). The Transformation of Nature in Art, New Delhi: Munshiram
Manoharlal Publishers.
Seckel, Dietrich, (1964). The art of Buddhism, New York: Crown Publishers.
Course code: ME 22
Course Title: Buddhist Art and Architecture - I (Indian subcontinent)
Aim
A descriptive knowledge of monastic art and architecture in Indian subcontinent
Content
Evidence of Buddhist architecture from the Pali Canon; the monastic residence and its gradual
evolution from early timber structures to buildings of a permanent nature; the rock-cut sanctuaries
and their functions as residences and places of worship; Stupa and its evolution as symbol of
religious worship; stupa-decorations as a form of mass media; the an iconic representation of the
Buddha and the subsequent introduction of the Buddha image as an object of worship; the different
schools of Buddhist iconography and the areas of their origin; the development of the Bodhisattva
image and other Buddhist deities; Buddhist sculpture and painting in the Gupta era; the Gandhara
school of Buddhist art; the Greek and Iranian influences on its sculpture and iconography; the part
it played in the diffusion of Buddhist art in Central and East Asia; Buddhist art and architecture in
South India with special reference to Amaravati, Nagarjunikonda and Jaggyyapeta; the last phase
of Buddhist art under the Pala and Sena dynasties; refinements of its sculpture; the heavy
dependence of Tantrayana on sculpture; the development of the śakti cult and its influence on
Buddhist iconography.
Method of Teaching
Lectures and class discussion
Method of Evaluation
Essay, assignments and in-class participation
Expected Learning Outcomes
The student is able to describe the origins of Buddhist monastic art and architecture in Indian
Subcontinent, socio-economic influences on ancient monastic art and architecture, and
characteristics of relevant art works and architectural constructions.
Recommended References:
Foucher, A.(1918). The Beginnings of Buddhist Art and other Essays on Indian and Central Asian
Archaeology, London.
Brown, P.(1949). Indian Architecture (Buddhist and Hindu), Bombay. Second Edition.
Zimmer, H. (1955). The Art of Indian Asia, New York.
Rowlands (Jr.), A. (1953). The Art and Architecture of India, London.
Smith, V. A. (1911). A History of Fine Art in India and Ceylon, Oxford.
Marshall, J. (1960). Taxila, Cambridge.
Marshall, J. and A. Foucher, (1940). Monuments of Sanchi, Calcutta.
Bhattacharyya, B. (1958). Indian Buddhist Iconography, Calcutta.
Coomaraswamy, A. K. (1927). History of Indian and Indonesian Art , London.
Getty, A. (1914). The Gods of Northern Buddhism, Oxford.
Rawson, P. (1959). Indian Painting , London.
Yazdani, G. (1983). Ajanta, Pts. l, Il, Ill, IV, New Delhi.
Barett, D. (1954). Sculpture from Amaravati in the British Museum, London.
Ingholt, H. (1957). Gandharan Art in Pakistan, New York .
Course Code: ME 23
Course Title: Buddhist Art and Architecture - II (Sri Lanka)
Aim
A descriptive knowledge of monastic art and architecture in ancient Sri Lanka
Content
The beginnings and growth of monastic architecture in ancient Sri Lanka, its basic structure and
socio-religious significance; the techniques of construction and its evolution into a specific Sinhala
architecture; a survey and assessment of ecclesiastical buildings such as parivenas, padhānaghara, uposathagharas and other appurtenant buildings; their architectural features; the origin
and development of the stūpa with reference to the different techniques and styles, and its deviation
from Indian proto types; Buddhist iconography with reference to the styles and techniques peculiar
to Sri Lanka; the symbolic representations; the adaptation of non-Buddhist deities and their
representation in iconography; the utilization of religious symbols and the representation of flora
and fauna in sculpture on pillars, moonstones and guard stones; Buddhist paintings: the Local
techniques and the backgrounds; the fresco and tempera styles; the use of Buddhist legends and
local traditions in paintings; the social and religious relevance of these paintings and their success
as a form of mass media.
Method of Teaching
Lectures, discussions, assignments and field Studies
Expected Learning Outcomes
The student is able to describe the origins of Buddhist monastic art and architecture in Sri Lanka,
socio-economic influences on ancient monastic art and architecture and characteristics of relevant
art works and architectural constructions.
Recommended References
Godakumbura, C. E. (1964). Polonnaruwa Bronzes, Colombo.
Godakumbura, C. E. (1964). Buddha Statues, Colombo.
Godakumbura, C. E. (1964). Guard Stones, Colombo.
Godakumbura, C. E. (1964). Moonstones, Colombo.
Dhanapala, D. B. (1950). Buddhist Paintings from Shrines and Temples in Ceylon, Colombo: New
American Library.
Manjusri, L. T. P. (1977). Design Elements from Sri Lanka Temple Painting, Colombo:
Archaeological Society of Sri Lanka.
Paranavitana, S. (1971). Art and Architecture of Ceylon: Polonnaruwa Period, Colombo.
Paranavitana, S. (1971). Art of the Ancient Sinhalese, Colombo: Lake House Investment.
Paranavitana, S. (1964). The Stupa in Ceylon, Colombo: Ceylon Government Press.
Bandaranayake, S. (1974). Sinhalese Monastic Architecture, Leiden: Brill Academic Press.
Boisselier, J. (1979). Ceylon: Sri Lanka (Archacological Mundi), Geneva.
Coomaraswamy, A.K. (1964). The Arts and Crafts of India and Ceylon, London: Farrar.
Coomaraswamy, A.K. (2003). Medieval Sinhalese Art, New Delhi: Munshiram Manoharlal.
Smith, V. A. (1969). A History of Fine Art in India and Ceylon, Oxford: D.B. Taraporevala
Devendra, D. T. (1957). The Buddha Image in Ceylon, Colombo.
Devendra, D. T. (1958). Classical Sinhalese Sculpture, London: Tiranti.
Wijesekara, N. D. (1962). Ancient Paintings and Sculpture of Sri Lanka, Colombo: Department of
Cultural Affairs.
Mudiyanse, N. (1963). Art and Architecture of the Gampola Period, Colombo: Gunasena
Publication.
Gunasinhe, S. (1978). An Album of Buddhist Paintings from Sri Lanka, Kandy Period, Colombo:
National Museum of Sri Lanka.
Gunasinhe, S. (1956). Medieval Sinhales Art, New York.
Course Code: ME 26
Course Title: Buddhist Psychotherapy
Aim
A descriptive knowledge of Buddhist analysis of mind and Buddhist approach to physical and
mental health
Content
Buddhist concept of the individual and the related world with reference to the analyses of
aggregates, elements, faculties, senses, and four great elements, analysis of personality types based
on internal and external facts, causes and conditions that influence the personal behavior with
reference to the teaching of dependent co-origination; analysis of citta, mano, viññāna and the
process of mental behavior, analysis of psycho-physical problems, behavioral, spiritual and herbal
treatments recommended for psycho-physical problems.
Method of Teaching
Lectures, discussions, assignments and field studies
Expected Learning Outcomes
Student describes the usefulness of Buddhist teachings for physical and mental health.
Recommend References
Galmangoda, Sumanapala, (2006). Buddhist Social Philosophy and Ethics, Colombo: Author.
Nissanka, H. S. S. (1993). Buddhist Psychotherapy, New Delhi: Vikas Publishing House.
Silva, Padmasiri De, (1978). Buddhist and Freudian Psychology, Colombo: Lake House
Investments Ltd.
Jung, C. G. (1978) Psychology and the East, USA: Princeton University Press.
Harischandara, D. V. J. (1998). Psychiatric Aspects of Jataka Stories, Galle.
Hall, Manly, P. (1978). Buddhism and Psychotherapy:The Healing of Heart Doctrine. California.
Kawai, Hayao (1996). Buddhism and the Art of Psychotherapy, USA: Texas A & M University
Press.
Magid, Barry, (2002). Ordinary Mind, Exploring the Common Ground of Zen and Psychotherapy,
Boston: Wisdom Publications.
Course Code: ME 27
Course Title: Buddhist Social Dimension
Aim
A comprehensive and critical analysis of the selected topics pertaining to the Buddhist social
Philosophy
Content
The Social and Political background of Buddhism as reflected in the Buddhist discourses, Buddhist
stratification of society, Buddhist theory of state, Social significance of Buddhist path, five
precepts and their social application, Buddhist attitude towards the functional problems of
language, Buddhist way of conflict resolution, the importance attached to the teaching and learning
in Buddhism, ethnic identity, Buddhist attitude towards fine arts, position of woman in Buddhism,
position of rites and rituals in Buddhism, the Buddhist concept of development, the Buddhist
norms on environmental impact assessment, Buddhism and sociological interpretation of
Buddhism. In this study, pride of place is given to the data available in the discourses of the
suttapiṭaka in the Pāli canon to show all pervasive present day social relevance of Buddha's
teachings.
Method of Teaching
Lectures, discussions and assignments
Expected Learning Outcomes
Student gains ability to critically and comprehensively explain topics of Buddhist social
philosophy with reference to piṭaka sources and understands their relevance to present day society.
Recommended References
Tilakaratne, Asanga, (2012). Therevada Buddhism; The View of the Elders, Hawai: University of
Hawaii Press.
Abeynayake, O. (1995). Fundamentals of Buddhist Polity, Colombo: Author.
Guruge, Ananda W.P. (Eds.). (2004). His Lai Journal of Humanistic Buddhism, Vol:5. California:
International Academy of Buddhism, University of the West.
Bhagavat, D. (1940). Early Buddhist Jurisprudence, Poona: Cosmo Publications.
Queen, Christopher S & Sallie B. King (Eds.). (1996). Engaged Buddhism, New York: State
University of New York Press.
Mallikarachchi, Desmond, (2003). Buddha and Marx: on Man and Humanity, Colombo: Author
Publication.
Hettiaracchi, Dharmasena, (2001). Buddhist Economic Philosophy, Battaramaulla: Education
Department.
Frauwallner, E. (1956). The Earliest Vinaya and the beginning of Buddhist Literature, Rome:
M.E.O.
Jones, Ken, (2003). The New Social Face of Buddhism: A Call to Action, Boston: Wisdom
Publications.
Deegalle, Mahinda, (Eds.). (2006). Buddhism, Conflict and Violence in Modern Sri Lanka,
London: Routledge.
Jayatilake, K.N. (1969). Aspects of Buddhist Social Philosophy, Kandy: BPS.
Jayatilake, K.N. (1958). Buddhism and the Race Question, Kandy: BPS.
Ratnapala, Nandasena, (1997). Buddhist Democratic Political Theory and Practice, Ratmalana:
Wishwa Lekha.
Spiro, M. (1982). Buddhism and Society, California: University of California.
Cakravarti, Uma, (1987). The Social Dimensions of Early Buddhism, Delhi: Munshiram
Manoharlal Publisher.
Gnānārāma, Ven. Pategama, (1996). An Approach to Buddhist Social philosophy, Singapore:
Thisarana Buddhist Association.
Weber, Max, (1958). Religions of India, Delhi: Munshiram Manoharlal Publisher.
Swaris, Nalin, (1999). The Buddha’s Way to Human Liberation A Socio Historical Approach,
Author Publication.
Ratnapala, Nandasena, (1997). Buddhist Democratic Political Theory and Practice, Colombo:
Wishwa Lekha.
Pachow, W. A. (1955). Comparative Study of the Prātimokkha, Santiniketan, New Delhi: Motilal
Banarsidass.
Gross, Rita M. (2000). Soaring and Setting: Buddhist Perspective on Contemporary Social and
Religious Issues, New York: Continuum.
Seneviratne, H.L. (1999). The Work of Kings: The New Buddhism in Sri Lanka, Chicago: The
University of Chicago Press.
Sivaraksa, Sulak, (2005). Socially Engaged Buddhism, Delhi: Thai Inter-Religious Commission.
Wijesekara, O. H. de. A. (1972). Buddhism and Society, Kandy: PBS.
Course Code: ME 33
Course Title: Buddhist Economic Philosophy
Aim
To analyze the fundamental Buddhist teachings with a view to discovering possible solutions for
the contemporary problems in the sphere of the world economy.
Content
This course highlights the fundamental Buddhist teachings related to what may be termed a
Buddhist perspective of economics. The analysis is based on the Pali suttas and vinaya texts. A
comparison will be made between the pertinent Buddhist teachings and the existing economic
models and theories, with a view to discovering possible solutions, inspired by the Buddhist
teachings, for the contemporary problems in the sphere of economics in the world. The topics
discussed in this course include: the economic social structure in India during the Buddha’s time
which had paved the way for the emergence of Buddhism; the influence of Buddhist thinking on
economy in India, especially during the period of King Asoka as well as on the Sri Lankan
economy in the subsequent era; etc. A central emphasis of the course is on the necessity for the
adjustment and orientation of the economy of both the individual and the state in relation to the
Buddhist path of liberation from the existential unsatisfactoriness (dukkha) of humanity.
Method of Teaching
Lectures, discussions and assignments
Method of Evaluation
In-class participation
Two Assignments
Final Year Examination
Expected Learning Outcomes
The student gains the ability to explain the concepts of Buddhist economic philosophy and its
applicability to provide possible solutions for the contemporary problems in the world economy.
Recommended for Reference
Hettiaracchi, Dharmasena, (2001). Buddhist Economic Philosophy as Reflected in Early
Buddhism, Battaramulla: Education Publication Department.
Karunatilake, H.N.S. (1976). This Confused Society, Colombo: Buddhist Information Centre.
Macy, Mark, (1987). Solutions for a Troubled World, Earthview Press
De Silva, Padmasiri, (1975). Value Orientation and Nation Building, Colombo: Lake House.
_______, The Search for Buddhist Economics, Kandy: Buddhist Publication Society.
Schumacher, E.F. (1974). Small is Beautiful, London: Abacus.
Weber, Max, (2000). The Sociology of Religion, New Delhi: Munshiram Manoharlal
Course Code: ME 35
Course Title: Theravada Tradition: A Historical and Doctrinal Study
Aim
Tracing the historical data adequately, studying profoundly the Theravada as a tradition of
interpretation of the teachings of the Buddha
Content
Theravada basically refers to the tradition of the Sangha and traces its history to the very beginning
of Sāsana during the time of the Buddha. While it developed as a distinct monastic tradition first
in Sri Lanka and subsequently in countries such as Myanmar, Thailand, Laos and Cambodia, it
also developed a line of interpretation of the dhamma and the Vinaya with its own flavour. The
purpose of this course unit is while paying due attention to historical aspects, to make an in-depth
study of Theravada as a tradition of interpretation of the dhamma and the Vinaya. The historical
beginning of Theravada is studied with special emphasis on whether there is a distinction between
early Buddhism and Theravada, the councils, traditionality, emphasis on the Vinaya, attitude
toward bhikkhuni-sāsana etc.
Method of Teaching
Lectures, Discussions and Assignments
Expected Learning Outcomes
The student describes the identity of Theravada as a Buddhist tradition of interpretation of
Dhamma and Vinaya.
Recommended for Reference
Tilakaratne, Asanga, (2012). Therevada Buddhism: The View of the Elders, Hawai: University of
Hawaii Press.
Pande, G.C. (2006). Studies in the Origins of Buddhism, New Delhi: Motilal Banarsidass.
Jennings, J. G. (1947). The Vedantic Buddhism of the Buddha, London: Oxford University Press.
Conze, E. (1982). Buddhist Thought in India, London: University of Michigan Press.
Jayatilake, K. N. (1963). Early Buddhist Theory of Knowledge, New Delhi: Motilal Banarsidass.
Stcherbatsky, T. (2005). The Central Conception of Buddhism, London: South Asia Books.
_______, (1978). The Conception of Buddhist Nirvana, Leningrad: Red Wheel.
Davids, Rhys, (1978). Sakya or Buddhist Origins, London: South Asia Books.
Winternitz, M. (1936). Problems of Buddhism, Visva-Bharati Quarterly. Vol. ii.
Ling, Trevor, (1976). The Buddha, London: Penguin.
Beyer, S. (1974). The Buddhist Experience, New York: Wadsworth Publications.
Rominson, R. (1978). The Buddha Religion, Wisconsin.
Radhakrishnan, S. (1967). Indian Philosophy, London: Princeton University Press.
Grimm, George, (1958). The Doctrine of the Buddha: The Religion of Reason and Meditation,
Berlin: Akademie-Verlag.
Warder, A. K. (2008). Indian Buddhism, New Delhi: Motilal Banarsidass.
Murti, T. R. V. (2003). The Central Philosophy of Buddhism, New Delhi: Munshiram Manoharlal.
Kalupahana, D. J. (1975). Causality: The Central Philosophy of Buddhism, Honalulu: University
of Honalulu.
Johanson, Rune E. A. (1979). The Psychology of Nirvana, New York: Anchor Books.
Harvey, Peter, (1990). An Introduction to Buddhism: teachings, History and Practices, New Delhi:
Munshiram Manoharlal Publishers.
Hamilton, Sue, (2000). Early Buddhism: A New Approach, Surrey: Richmond.
Course Code: ME 39
Course Title: Basic Pali, Research Methodology and Logical Reasoning (Compulsory)
Aim
To improve the ability of students to read and understand mainly the text in Pali, which are relevant
to Buddhist studies and to enhance the understanding of research methodology and Buddhist
logical reasoning.
Content
01. Basic Pāli
i. Pāli alphabet
ii. Declension and conjugation (nouns and verbs)
iii. Sandhi – Euphonic Combination, Indeclinables (Nipāta, Upasagga)
iv. Compounds (Samāsa), Secondary Derivatives (Taddhita), Participial (Kitaka)
v. Understanding Pali passages from unspecified texts
vi. Recommended readings – Khuddakapāțha, Dhammapada (Selected Parts)
vii. A general knowledge of the above aspects is expected.
02. Research Methodology
i. Basic characteristics of a research
ii. Preparing a research proposal
iii. Knowledge, classification of knowledge, Buddhist attitude towards knowledge
 and scientific knowledge
iv. Types of research
v. Preparing data and information
vi. Research methods of social sciences
vii. Systems of referencing
viii. Writing theses and research papers
ix. Research ethics
03. Logical Reasoning
i. Propositions
ii. Limbs of logical statements
iii. Causes and fallacies
iv. Criteria of debates
v. Study of doctrinal discussions available in the texts such as the Milindapañha, the
Kathāvatthu, the Nettippakaraṇa and the Peṭakopadasa
Method of Teaching
Lectures, discussions and assignments
Expected Learning Outcomes
The student reads and understands passages of relevant primary sources especially in Pāli, shows
general knowledge of Buddhist Literature in Pāli, Sanskrit, Chinese and Tibetan and demonstrates
knowledge of research methods and critical approach.
Recommended References
Alston, Margaret & Bowles Wendy, (2003). Research for Social Workers. An Introduction to
Methods, New Delhi: Raw at Publications.
Cryer, Pat, (1999). the Research Student Guide to Success, Mumbai: VIVA Books Private Ltd.
Gupta, S.P. (1978). Logic and Scientific method, Delhi: Ajanta Publications India.
Glough Peter & Nutbrown Cathy, (2002). A Student guide to methodology Justifying Enquiry,
London: SAGE Publications Company.
Jayatilaka, K.N. (2004). Early Buddhist Theory of Knowledge, New Delhi: Motilal Banarsidas.
Jayawardhana, Somapala, (1994). Hand book of Literature, Colombo: Karunarathne and Sons Ltd.
Jeffrey, Richard C. (1980). Formal Logic: Its Scope and Limits, New Delhi: Tata Mcgraw – Hill
Publishing Company Ltd.
Law, B.C. (1933). A History of Pali Literature, Vol. I & II, London: Kegan Paul Trench Trubner
& Company Ltd.
Malalasekera, G.P. (1994). The Pali Literature of Celon, Kandy: Buddhist Publication Society.
Potter, Stephen (Eds.). (2002). Doing Postgraduate Research, London: SAGE Publications
Company London
Raghavendra, Pandeya, (1984). Major Hetvabhasas, A Formal Analysis with reference to Nyaya
and Buddhism, New Delhi: Eastern Book Linkers.
Kuppuswami, S.A. Sastri, (1951). Primer of Indian Logic, Chennai: Kuppuswami Sastri Research
Institute.
Singh, B.N. (1982). Indian Logic, Varanasi: Ratna Printing works.
Gokhale, Pradeep P. (Ed.). (1993). Vadanyaya of Dharmakirti, the Logic of Debate, New Delhi:
Sri Satguru Publications.
Nicholas, Walliman, (2005). Your Research Project, New Delhi: Vistaar Publications
Course Code: ME 40
Course Title: Buddhist Philosophy of Education and Communication
Aim
To study the concept of Education as Reflected in Buddhist literature with a focus on Western
Principles of Education.
Content
1. Buddhist concept of education, aims and objectives of Buddhist education, the definition of
Buddhist concept of education; the Buddhist concept of human mind, the Buddhist theory of
human Motivation; human mind, its scope, its nature and the ways of overcoming mental
obsessions and realization of ultimate goal (arahantatā); the comparison of the Buddhist concept
of being with those of Western attitudes and the concept of liberation (vimutti); mental culture
(bhāvanā) and the total development of human being; the importance of cognitive (pariyatti),
affective (paṭipatti), and comprehension (paṭivedha), in the light of early Buddhist Sources.
2. The Buddhist concept of knowledge (vijjā), conduct (caraṇa) and psychomotor skills (kosalla);
the Buddhist theory of communication and methods of teaching; the Buddhist Theory of
Motivation and its relevance to modern class-room situations, human character traits (carita) and
importance of attention (cittekaggatā) in teaching learning situations; different methods of
teaching and Buddhist approach to concept formation.
3. The Buddhist approach to moral educational, definition of Buddhist morality; the Noble EightFold Path and moral education, place of meditation in mental culture; nature of teacher-pupil
relationship reflected in early Buddhist texts and its impacts on moral education.
Method of Teaching
Lectures, discussions and assignments
Expected Learning Outcomes
Students identify the Buddhist approach to education and are able to explain elements of education
in Buddhist literature comparing them with western theories of education.
Recommended References
Jayalilleke, K.N. (1963). Early Buddhist Theory of Knowledge. London: Allen & Unwin.
Olivelle, O. (1974). The Origin and the Early Development of Buddhist Monachism, Colombo.
Weerasinghe, Henry, (1992). Education for Peace: The Buddha’s Way, Ratmalana: Sarvodaya
Book Publishing Service.
Radha Kumud, Mookherji, (1989). Ancient Indian Education, Brahmanical & Buddhist, Delhi:
Motilal Banarsidas.
Jayasekara, U. D. (1969). Early History of Education in Ceylon (From Earliest Times up to
Mahasena), Colombo: Department of Cultural Affairs.
Course Code: ME 52
Course Title: History of Indian Buddhism: From its Origins to the Emergence of
Mahāyāna
Aim
To have an objective understanding of the development of any Buddhist tradition presupposes a
proper historical perspective.
Content
The course is designed to provide students with a foundational and general, but not superficial,
survey of Indian Buddhism from a historical perspective highlighting all the important
developments up to the emergence of Mahāyāna. The main themes for the course include: the
origins of Buddhism and the Indian Background; process of the compilation of the Canon; the
classification of the Buddha's teachings; the Councils; the popularization of Buddhism; the
emergence and development of the major Buddhist sects; King Asoka and his contribution .to the
Buddhist cause; spread of Buddhism outside India; rise of Mahāyāna Buddhism and other related
topics.
It is expected that students taking this course will have acquired sufficient knowledge of the major
historical development as a solid foundation for the further understanding of the contents of other
courses offered by the programme, which deal in depth with specific historical and doctrinal issues
in the various Buddhist traditions.
Methods of Teaching
Lectures and class discussion
Method of Evaluation
Essay assignments
Final Written Examinations
In-class participation
Expected Learning Outcomes
At the end of this course, the student will be able to:
1. gain a foundational knowledge of the history of Indian Buddhism up to the emergence of the
Mahayana movement;
2.critically examine different views and theories related to the history of Buddhism in India;
3.apply the knowledge derived from this foundational course to examine and appreciate the
subsequent developments of Buddhism in Indian and beyond.
Recommended for References
Pande, G.C. (1995). Studies in the Origins of Buddhism, New Delhi: Motilal Banarsidass.
Hazra, K.L. (1995). The Rise and Decline of Buddhism in India, New Delhi: Munishiram
Manoharlal.
Warder, A.K. (2000). Indian Buddhism, New Delhi: Motilal Banarsidass.
Hirakawa, Akira (tr.& ed. by Paul Groner). (1990). A History of Indian Buddhism: from
Sakyamuni to Early Mahayana, New Delhi: Motilal Banarsidass.
Nakamura, Hajime, (1980). Indian Buddhism: A survey with bibliographical notes, New Delhi:
Motilal Banarsidass.
Bapat, P.V. (1959). 2500 Years of Buddhism, New Delhi: Government of India.
Anuruddha, K. et al. (2008). The First and Second Buddhist Councils: Five Versions: English
translation from Pali and Chinese (with an introduction by Dhammajoti, KL)
Thapar, Romila, (1998). Asoka and the Decline of the Maurya, OUP india: New Delhi.
Lamotte, E. (1988). History of Indian Buddhism: From the origins to the Saka era
Dutt, Nalinaksha. (1998 reprint) Buddhist Sects in India, Wilsele: Peters Publishers.
Course Code: ME 54
Course Title: Mahāyāna Buddhism: A Doctrinal Survey
Aim
To provide a foundational knowledge of Mahāyāna Buddhism for students with no or little
background in Buddhist Studies
Content
This is a foundation course. At the end of the course, students are expected to have acquired
sufficient fundamental knowledge on the Mahāyāna tradition, to be able to better understand and
appreciate the other more specialized courses on the various specific historical and doctrinal
aspects within the vast tradition of the Mahāyāna, and indeed within the whole spectrum of the
courses offered by PGIPBS. In keeping with this aim, its contents are mainly focused on the
historical and doctrinal development in early Indian Buddhism - the source for all later
development. The course begins with a survey on the contemporary theories of the origins of the
Mahayana, and proceeds to examine the conception and formulation of the Bodhisattva Ideal in
the earliest extant Mahāyāna texts, such as the Aśṭa-sāhasrikāprajñāpāramitā, Ugra-paripṛcchā,
etc. (including those preserved in Chinese translation). It further examines the question of the
Primitive Prajñāpāramitā, the emptiness doctrine (śūnyatā) expounded by Nāgārjuna, the
doctrines of the early Yogācāra and tathāgatagarbha thoughts. Other fundamental Mahāyāna
doctrines examined include the trikāya, the six pāramitās, and the ten-stage progression
(daśabhūmi). Some important scriptures are also selected for discussion, including the Diamondcutter sutra, the Vimalakīrti-nirdeśa, and the Saddharmapuṇḍarīka.
Methods of Teaching
Lectures and class discussions
Method of Evaluation
Essay Assignments
In-class participation
Expected Learning Outcomes
At the end of this course, the students will be able to:
1. gain an informed and objective historical perspective of the doctrinal development of the early
Mahāyāna tradition, which is necessary for a proper comprehension and appreciation of the
subsequent development of later Mahāyāna doctrines;
2. demonstrate the ability to critically examine the fundamental doctrines of Indian Mahāyāna;
3. critically appraise traditional and modern scholars' accounts on doctrinal and historical issues
related to Buddhism in general and Mahāyāna in particular;
4. apply their knowledge of the ethical and spiritual teachings of Mahāyāna - such as compassion,
wisdom, the perfection practices (pāramitās), etc - in their living, and thereby adding a spiritual
dimension to their individual existences.
Recommended References
Chang, C.C. (1971). The Buddhist Teaching of Totality, Pennsylvania: Pennsylvania State
University Press.
Conze, Edward, (1958). The Perfection of Wisdom in Eight Thousand Lines and its Verse
Summary, New York: South Asia Books
Conze, Edward, (1957). Vajracchedikā-prajñāpāramitā: Edited and translated with introduction
and Glossary, Rome: M.E.O.
Conze, Edward, (1975). The Larger Sūtra on Perfect Wisdom, California: University of
California.
Lamotte, Étienne et Boin, Sara, (1962, 1976). The Teaching of Vimalakīrti (Vimalakīrtinirdeśa):
from the French translation with introduction and notes
Hajime, Nakamura, (2007). Indian Buddhism: A Survey with Bibliographical Notes, New Delhi:
Motilal Banarsidass.
Jan, Nattier (2005). A few Good Men: The Bodhisattva Path according to The Inquiry of Ugra
(Ugraparipṛcchā), Hawaii: University of Hawaii.
Sangharakshita (2004) (9th end). A Survey of Buddhism: Its Doctrines and Methods Through the
Ages, Australia: Windhorse Publications.
Sangharakshita, (2006). The Eternal Legacy of the Buddha: An Introduction to the Canonical
Literature of Buddhism, Cambridge: Windhorse Publications.
Suzuki, D.T. (1968). Studies in the Lankāvatāra, London: Routledge.
Suzuki, D.T. (1983). The Essence of Buddhism, Kyoto: The Buddhist Society.
Warder, A.K. (1980). Indian Buddhism, New Delhi: Motilal Banarsidass.
Williams, Paul, (2009) (2nd end). Mahāyāna Buddhism: The doctrinal foundations, London:
Routledge.
Course Code:ME 56
Course Title: The Pāli Commentarial Literature
Aim
To provide critical knowledge of different aspects of Pali commentaries
Content
The course is designed to critically examine and analyze different aspects of the Pāli
commentaries. The course consists broadly of the following two areas: i. A textual examination of
the commentaries; ii. An examination of the commentaries contents.
Under the first category the following areas of study will be examined: the sources of the present
Pāli Aṭṭhakathā known collectively as the Sīhala-aṭṭhakathā; the date of the composition of Sīhalaaṭṭhakathā and the sequence of their translation into Pāli after the fifth century A.C.; the
commentators, Buddhaghosa, Dhammapāla, etc., their lives and works; etc.
The second category will include individual concepts as reflected in the commentaries, different
interpretations between Buddhaghosa and Dhammapāla, doctrinal and other differences between
the Mahāvihāra and Abhayagiri fraternities, value of the Pāli commentaries as source-material for
the Study of Buddhism etc.
Methods of Teaching
Lectures and class discussions
Method of Evaluation
Essay assignments
In-class participation
Expected Learning Outcomes
At the end of this course, the student will be able to:
1.acquire comprehensive information relating to the development of Pāli
commentarial literature;
2.understand the historical development and the main aspects of the Sīhala sources;
3.comprehend the significance and implications of the Pāli commentaries as a source for the
study of the development of Buddhist thoughts;
4.apply the knowledge gained from reading the commentarial texts to further textual and doctrinal
studies at a higher level.
Recommended References
Adikaram, E.W. (1994) Early History of Buddhism in Ceylon, Colombo: Buddhist Cultural Centre.
Endo, T. (2012). Studies in Pali Commentarial Literature: Sources, Controversies, and Insights,
Sri Lanka: Centre of Buddhist Studies.
Mori, Sodo. (1999).Studies of the Pali Commentaries: A Provisional Collection of Articles Tokyo:
Author.
Bhikkhu Ñanamoli. (1992). The Life of the Buddha, Kandy: BPS.
Bhikkhu Ñanamoli. (1991). The Path of Purification (Visuddhimaggo), Berkeley: Shambhala
Publications.
Bhikkhu Ñanamoli. (1991). The Dispeller of Delusion (Sammohavinodanī) Part l, London: PTS.
Bhikkhu Ñanamoli. (1978). The Illustrator of Ultimate Meaning (Paramatthajotika). Part I,
London: PTS.
Maung Tin, Pe. (1976). The Expositor (Atthasālinī), London: PTS.
Law, B.C. (1969). The Debates Commentary (Kathāvatthuppakaraṇa-Aṭṭhakathā), London: PTS.
Masefield, Peter. (1994). The Udāna Commentary (Udānaṭṭhakathā), London: PTS.
Masefield, Peter. (1997). Vimana stories (Vimānavatthu-Aṭṭhakathā), London: PTS.
Jayawickrama, N.A. (1962). The Inception of Discipline and the Vinaya Nidhāna, London: Luzac
Company.
De Silva, Lily. (1970). Dighanikāya Aṭṭhakathā Tikā (Līnattavaṇṇaṇā), London: PTS.
Horner, I.B. (1978). The Clarifier of the Sweet Meanings (Madhuratthavilāsinī), London: PTS.
Ba kyaw, U. (1980). Elucidation of the Intrinsic Meaning (Petavatthu-aṭṭhakathā), London: PTS.
Malalasekara, G.P. (Eds.) (1996). Encyclopaedia of Buddhism Vols. I-VI, Colombo: Government
of Sri Lanka.
Course Code: ME 57
Course Title: The Buddha-concept and Bodhisatta Ideal in Theravada Buddhism
Aim
To provide the students with knowledge of historical perspective of the Buddha-concept and
Bodhisatta Ideal from the earliest Canonical texts to the exegetical literature of Theravada
Buddhism
Content
This course is designed to examine from a historical perspective the Buddha-concept and
Bodhisatta Ideal from the earliest Canonical texts to the exegetical literature of Theravada
Buddhism. For this, the main topics for examination will include: the Buddha's biography;
beginnings of his apotheosis; ‘great man’ (mahāpurisa); ‘great compassion’ (mahākaruṇā); ‘four
confidences’ (catu-vesārajja); ‘omniscient knowledg’ (sabbaññuta-ñāna); ‘spiritual power’ and
‘physical power’; ‘80 minor bodily marks’ (asītianuvyañjana); and ‘18 qualities of the Buddha’
(aṭṭhārasabuddhadhamma). The course will also examine the Bodhisatta Ideal, an integral part of
the Buddha-concept in Buddhism, and the topics for discussion will include the ‘perfections’
(pāramitā), ‘aspirations’ (abhinīhāra), ‘18 impossible states of birth for a bodhisatta’, and others.
Methods of Teaching
Lectures and class discussions
Method of Evaluation
Essay assignments
In-class participation
Expected Learning Outcomes
At the end of this course, the student will be able to demonstrate:
1.acquire a clear understanding of the Buddha-concept and Bodhisatta Ideal as developed in
Theravada Buddhism;
2. comprehend clearly the differences of the Buddha concept among various Buddhist traditions;
3.gain a basic knowledge of the development of the Buddha-concept and Bodhisatta doctrine in
the Pali commentarial literature.
Recommended References
Nakamura, Hajime, (1989). Indian Buddhism: A Survey with Bibliographical Notes, New Delhi:
Motilal Banarsidass.
______, (1974). Gotama Buddha: The Life of Sakyamuni, Tokyo: Kosei Publishing.
Dayal, Har. (1978). The Bodhisattva Doctrine in Buddhist Sanskrit Literature, Samuel Weiser.
Dube, S.N. (1980). Cross Current in Early Buddhism, New Delhi: Manohar Publication.
Dutt, Sukumar. (1987). The Buddha and Five After-centuries, London: Luzac and Company.
Endo, Toshiichi. (1997). Buddha in Theravada Buddhism, Colombo: Author.
Hirakawa, Akin. (Eds.). (1993). A History of lndian Buddhism, New Delhi: Motilal Banarsidass.
Horner, I.B. (1979). The Early Buddhist Theory of Man Perfected, New Delhi: Oriental Books.
Horner, I.B. (1978). The Clarifier of the Sweet Meaning (Madhuratthavilāsinī), London:
Routledge.
Horner, I.B. (1969). Milinda's Questions, 2 vols, London: PTS.
Katz, Nathan. (1982). Buddhist Images of Human Perfection, New Delhi: Motilal Banarsidass.
Kern, H. (1974). Manual of Indian Buddhism, New Delhi: Motilal Banarsidass.
Khantipalo, Phra. (1976). The Splendour of Enlightenment —A Life of the Buddha, 2 vols,
Bangkok: Mahamakut Rajavidyalaya Press.
Kloppenborg, Ria. (1974). The Paccekobuddha: A Buddhist Ascetic — A Study of the Concept of
the Paccekabuddha in Pali Canonical and Commentarial Literature, Kandy: BPS.
Bhikkhu Ñānamoli. (1992). The Life of the Buddha, Kandy: BPS.
Oldenberg, H. (1992). Buddha, New Delhi: Indological Book House.
Thomas, E.J. (1993). The Life of Buddha as Legend and History, USA: Kessinger Publishing.
Course Code: ME 60
Course Title: Sarvāstivāda Abhidharma: Doctrines and Controversies
Aim
To enable students to understand basic knowledge of Abhidharma in general and doctrinal and
controversial teachings in Sarvāstivāda Abhidharma
Content
The period of the Abhidharma represents the historical stage when Buddhist "philosophy" socalled truly began. A foundational knowledge of the Abhidharma doctrines will enable the students
to acquire an integrated perspective of the Buddhist development as a whole: On the one hand,
equipped with this knowledge which serves as a commentarial guide, they will be in a better
position to comprehend the Buddhist tradition's conceptions of the sūtra teachings in the preceding
stage. On the other hand, they will be able to meaningfully relate the subsequent Mahāyāna
development to the Abhidharma development, thereby gaining a deeper insight of the teachings of
the former.
This course has as its scope the Abhidharma development in the northern tradition. It focuses
primarily on the doctrines of the Sarvāstivāda-Vaibhāṣikas and the Dārṣṭāntika-Sautrāntikas.
While detailing the Abhidharma controversies, the relevant doctrines of the Mahāsāṅghikas and
Vātsīputrīya-Sāṃmitīyas, etc., will also be discussed. The early part of the course will outline the
historical and doctrinal background necessary for understanding the controversial doctrines to be
examined in detail subsequently. The bulk of the course that follows will focus on selected
controversial doctrines of importance, such as the tri-temporal existence of all dharma-s
(sarvāstitva), simultaneous causality, the ontological status of the cittaviprayukta-sanskāra-s, the
avijñapti and the unconditioned dharma-s, etc. The discussion on these controversies will mainly
be based on the Abhidharmakośabhāṣya, supplemented with commentarial material from the
Abhidharma-mahãvibhāṣā, the Nyāyānusāra of Saṅghabhadra, the Abhidharmadīpa with
Vibhāṣā-prabhāvrtti, and the Sphuṭārthā Abhidharmakośa-Vyākhyā of Yaśomitra. By studying
these controversies, the students will gain a deeper insight into the doctrinal and spiritual concerns
of the ancient masters in this period, and how these concerns fervently stimulated progressive
articulation and development of Buddhist thoughts.
Method of Teaching
Lectures and class discussions
Method of Evaluation
Essay assignments
In-class participation
Expected Learning Outcomes
At the end of this course, the student will be able to:
1. demonstrate proper understanding of the intellectual roles and doctrinal contribution of the
Abhidharmika masters of the different affiliations;
2. critically examine the specific Buddhist doctrines in the Abhidharma literature;
3. show deeper insights into the doctrinal and spiritual concerns of the ancient masters in this
period, and how these concerns fervently stimulated progressive articulation and development
of Buddhist thoughts.
Recommended References
Cox, Collet, (1995). Disputed Dharmas: Early Buddhist Theories on Existence, Tokyo:
International Institute for Buddhist Studies.
Dhammajoti, K.L. (2009) (4th end). Sarvāstivāda Abhidharma, Colombo: Centre for Buddhist
Studies.
Dhammajoti, K.L. (2007) (3rd end). Abhidharma Doctrines and Controversies on Perception,
Hong kong: University of Hong Kong.
Dhammajoti, K.L. (2008) (2nd end). Entrance into the Supreme Doctrine, Skandhila's
Abhidharmāvatāra, Colombo: PGIPBS.
Frauwallner, Erich. (1995). Studies in Abhidharma Literature and Origins of Buddhist
Philosophical Systems, Translated from the German by Sophie Francis Kidd under the
supervision of Ernst Steinkellner, New York: State University of New York Press.
Jaini, P.S. (1959). Abhidharmaadipa with Vibhasa-prabhavrtti, Patna: Kashi Prasad Jayaswal
Research Institute.
Jaini, P.S. (2001). Collected Papers on Buddhist Studies.
Karuandasa, Y. (1996). The Dhamma Theory: Philosophical Cornerstone of the Abhidhamma,
Kandy: BPS.
Karuandasa, Y. (2014). The Theravada Abhidhamma: Its lnquiry into the Nature of Conditioned
Reality, Hong Kong: Centre for Buddhist Studies.
La Vallee Poussin, Louis de & Lodro Sangpo. (2012). Abhidharmakośa-bhāṣya of Vasubandhu.
4 vols, Berkely: Asian Humanities Press.
Willemen et al. (1998). Sarvāstivāda Buddhist Scholasticism, Brill.
Course Code:ME61
Course Title: Methods of Spiritual Praxis in the Sarvāstivāda Tradition
Aim
To provide a comprehensive understanding of the Sarvāstivādin doctrines and practices pertaining
to spiritual praxis
Content
The Sarvāstivāda was undoubtedly the most influential school for the whole development of the
northern Buddhist tradition, including the Mahāyāna. The school leaves behind a legacy of
extremely important textual material, mainly preserved in Classical Chinese, which is
indispensable for a proper understanding and appreciation of, among other things, the Buddhist
tradition of spiritual praxis. This course examines the Sarvāstivādin doctrines and practices
pertaining to spiritual praxis, as expounded in the gigantic Abhidharma-mahāvibhāsā and the
Abhidharmakośa-bhāsya. Where appropriate, corresponding or parallel textual material from the
Theravāda and Yogācāra tradition will also be discussed from a comparative perspective. No prior
acquaintance of the doctrines of the Sarvāstivāda or Classical Chinese is assumed, as all the
selected textual expositions for discussion will be translated into English for the students.
Methods of Teaching
Lectures and class discussions
Method of Evaluation
Essay assignments
In-class participation
Learning Outcomes
At the end of this course, the student will be able to:
1. demonstrate a clear and comprehensive understanding of the meditative system of the
Sarvāstivāda Abhidharma tradition;
2. show a proper perspective of the development of the doctrines and practices of the whole of
the Buddhist tradition which is traceable to the broad Sarvāstivāda lineage;
3. better appreciate the diverse forms of meditative praxis transmitted within the various
Buddhists schools.
4. enrich, basing on the knowledge derived from this course, the spiritual dimension of his
individual existence.
Recommended References
Dhammajoti, K.L. (2009). Sarvāstivāda Abhidharma, Colombo: Centre for Buddhist Studies.
Dhammajoti, K.L. (2008). The Sixteen-mode Mindfulness of Breathing, Journal of Buddhist
Studies, Vol. VI, 251- 88.
Dhammajoti, K.L. (2009). The Doctrine of the Six-stage Mindfulness of Breathing, Dhammajoti,
KL et al. Karunadasa, Y. (Ed.). Buddhist and Pali Studies in Honour of the Venerable Professor
Kakkapaliye cf Anuruddha, 639-50.
Dhammajoti, K.L. (2009). The asubhā meditation in the Sarvāstivāda, Journal of Buddhist
Studies, Vol. VI.
Dhammajoti, K.L. (2010). The Apramāṇa Meditation in the Sarvastivada. With Special
Reference to Maitrī-bhāvanā, Journal of Buddhist Studies, Vol. Vlll,165-86.
Frauwallner, Erich (1995). Studies in Abhidharma Literature and Origins of Buddhist
Philosophical Systems, New York: State University of New York Press.
La Vallée Poussin, Louis de. & Lodro, Sangpo (2012). Ahhidhormokośo-bhasya of Vasubandhu.
4 vols.
Suen, Stephen, (2009). Methods of Spiritual Praxis in the Sarvastivada: a study primarily based
on the Abhidharma-mahavibhasha. Unpublished PhD thesis, Hong Kong: The University of
Hong Kong.
Willemen et al. (1998). Sarvāstivāda Buddhist Scholasticism, Brill.
Bronkhorst, Johannes. (1993). The Two Traditions of Meditation in Ancient India, New Delhi:
Motilal Banarsidass.
Santani, N.H. (2002). Gathering the Meanings. The Arthaviniścaya Sūtra and its Commentary
Nibandhana.
(Abhidharma-mahāvibhāshā) Taisho Tripitaka, Vol. 27, no. 1545.
(Abhidharmakohśa) Taisho Tripitaka, Vol. 29, no. 1558.
Course Code: ME62
Course Title: The Doctrine of Śūnyatā (Emptiness): Prajñāpāramitā Scriptures and Early
Madhyamika
Aim
To educate students of the doctrine of emptiness as expounded in the Prajñāpāramitā sutras and
the Early Mādhyamika school
Content
This course introduces the doctrine of emptiness as expounded in the Prajñāpāramitā sutras and
the Early Mādhyamika school. It highlights the historical fact that this doctrine was undoubtedly
inspired by the early Buddhist teachings as preserved in the Pāli suttas and Chinese āgamas.
Nāgārjuna, generally regarded as the effective "founder" of the Mādhyamika school, certainly
declares that his śūnyatā doctrine is none other than the Buddha's teaching of Conditioned Coarising (pratītya-samutpāda). The course will begin by examining the Sūnyatā doctrine in the
Asṭasāhasrika Prajñāpāramitā, demonstrating that, just as the early Buddhist teachings, the early
portion of this text—constituting the stratum of “primitive prajñāpāramitā teaching” as well as
the Vajracchedikā Prajñāpāramitā, in fact, consistently emphasizes the doctrine of non-Self
(nairātmya) and non-attachment, rather than the term śūnyatā. This will be followed by a
discussion on the development of this doctrine in the Pañcavimsati-sāhasrikā Prajñāpāramitā
where the term śūnyatā came to be increasingly emphasized and distinctively elaborated. In
conjunction with the discussion of the Aśṭasāhasrikā, important stanzas from Nāgārjuna's
Mūlamadhyamaka-kārika will also be critically examined.
Methods of Teaching
Lectures and class discussions
Method of Evaluation
Essay assignments
In-class participation
Expected Learning Outcomes
At the end of this course, the student will be able to demonstrate:
1. a comprehensive understanding of the doctrine of sūnyatā in the early Prajñāpāramitā texts
and Nāgārjunas exposition;
2.gain a proper historical perspective of the development of the śūnyatā doctrine from the
Buddha's teaching of pratītya-samutpāda in the discourses of Early Buddhism;
3.distinguish the subsequent development of the śūnyatā doctrine in the relatively later
prajñāpāramitā textual materials from its earliest or primitive form in the earliest period (as
discernible from the earliest portion of the Asṭasāhasrikā Prajñāpāramitā).
Recommended References
Conze, Edward. (1955). Selected Sayings from the Perfection of Wisdom.
Conze, Edward. (1957). Vajracchedikā-prajñāpāramitā: Edited and translated with Introduction
and Glossary.
Conze, Edward. (1958). Perfection of Wisdom in 8,000 Lines and its Verse Summary.
Conze, Edward. (1960). The Prajñāpāramitā Literature.
Conze, Edward. (1961). The Large Sutra on Perfect Wisdom with division Abhisamayalaṅkāra,
California: University of California Press.
Conze, Edward. (1967). Materials for a Dictionary of the Prajñāpāramitā Literature.
Conze, Edward. (1967). Thirty Years of Buddhist Studies: Selected Essays, Delhi.
Conze, Edward. (1974). The Short Prajñāpāramitā Texts.
Conze, Edward. (1975). Further Buddhist Studies: Selected Essays, Bruno Cassirer.
Siderits, Mark & Katsura, Shoryu, (2013). Naāgārjuna's Middle Way: Mūlamadhyamakakārikā.
Inada, Kenneth (1970). Nagarjuna: A Translation of His Mūlamadhyamaka-kārikā with on
Introductory Essay.
Nagao, Gadjin M. (1989). The Foundational Standpoint of Madhyamika Philosophy.
Lankaster, Lewis (Eds.). (1977). Prajñāpāramitā and Related Systems: Studies in Honour of
Edward Conze, Berkeley: Group in Buddhist Studies.
Edelglass, William & Garfield, Jay. (Eds.). (2009). Buddhist Philosophy: Essential Readings,
Oxford University Press.
Course Code: ME 63
Course Title: Doctrines of Early Indian Yogācāra
Aim
To introduce students to the doctrinal development of Indian Yogācāra up to the period of
Dharmapāla.
Content
This course introduces the students to the doctrinal development of Indian Yogācāra up to the
period of Dharmapāla. The survey begins with a brief survey of the doctrinal contribution from
the Sarvāstivādins in the milieu of the Abhidharma-mahāvibhāsā, particularly the early yogācāras.
It will then proceed to examine the doctrines in the Basic Section (本地分)(maulī bhūmi) of the
Yogācāra-bhūmi, which on the whole constitutes the earliest stratum of the textual sources of the
Yogācāra as a Mahāyāna school. Particular emphases are laid here on its doctrines of the two
intrinsic natures, prajñaptivāda-svabhāva and nirabhilāpya-svabhāva, and its epistemological
doctrines - both representing a realistic standpoint characteristic of this Section. This will be
followed by a study of the relatively more developed doctrines in the texts of the Maitreya-Asaṅga
complex and of Vasubandu, et al., including the system of eight consciousnesses (particularly the
ālaya-vijñāna doctrine), the Threefold Intrinsic Nature, the Threefold Absence of Intrinsic
Natures, vijñaptimātratā and āśrayaparāvrtti. The course will end with a discussion on the
developed doctrines in Xuanzang's Vijñaptimātrā-siddhi (成唯識論).
Methods of Teaching
Lectures and class discussions
Method of Evaluation
Essay assignments
In-class participation
Expected Learning Outcomes
At the end of this course, the student will be able to demonstrate:
1. adequate understanding of the historical background of the origins and development of the
Indian Yogācāra tradition;
2.critically analyze the doctrinal signification of the major Indian Yogācāra teachings developed
in the various texts pertaining to the different historical strata;
3.understand and apply the Yogācāra teachings related to spiritual praxis in their own lives.
Recommended References
Deleanu, F. (2006). The Chapter on the Mundane Path (Laukikamārga) in the Śrāvakabhūmi. 2
vols.
Dhammajoti, K.L. (2009). Sarvāstivāda Abhidharma, Colombo: Centre for Buddhist Studies.
Dhammajoti, K.L. (2007). Abhidharma Doctrines and Controversies on Perception, Hong Kong:
University of Hong Kong.
Chatterjee, K.N. (1980). Vasubandhu's Vijñaptimātratā-siddhi. With Sthiramati's Commentary
(Text with English Translation).
De La Vallée Poussin. (1928-1948). Vijñaptimātrasiddhi. La Siddhi de Hiuan-tsang.
Powers, John. (1995). Wisdom of the Buddha: The Samdhinirmocana Sūtra. Tibetan Translation
Series 16.
Sakuma, Hidenori S. (2011). “The Historical Development of the Āsrayaparivṛtti Theory”. In
Nagoya Studies in Indian Culture and Buddhism (Sambhāṣā) 29: 39-59.
Schmithausen, Lambert. (1987). Ālayavijñāna. On the Origin and the Early Development of a
Central Concept of Yogācāra Philosophy.
Schmithausen, Lambert. (2000a). “On the Yogācārabhūmi Passages Mentioning the Three
Svabhāvas or Lakshanas.” In: Silk 2000 (ed.). Wisdom, Compassion and the Search for
Understanding. The Buddhist Studies Legacy of Godjin M. Nagao: 245-263.
Schmithausen, Lambert. (2014). The Genesis of Yogācāra-Vijñānavāda. Responses and
Reflections, International Institute for Buddhist Studies.
Wei Tat. (1973). Ch'eng Wei-shih Lum The Doctrine of Mere-consciousness by Tripitaka Master
Hsuan Tsang,
Course Code: ME 64
Course Title: History of Chinese Buddhism
Aim
To provide knowledge of history of Chinese Buddhism and its major characteristics
Content
This course examines the major events and thoughts in the history of Chinese Buddhism with a
particular emphasis on the establishment of Chinese Buddhist Schools. A major aim is to show
how Buddhism came to be gradually and successfully incorporated into and became one of the
three pillars of Chinese thought and culture. The important Chinese Buddhist masters will also be
examined against their historical background to show their contribution to the development of
Chinese Buddhism.
It is expected that, at the end of the course, students will have acquired sufficient familiarity with
the basic historical events, major Buddhist schools of thoughts and important personages together
with their contribution to the development of Chinese Buddhism.
Methods of Teaching
Lectures and class discussion
Method of Evaluation
Essay assignments and in-class participation
Expected Learning Outcomes
At the end of this course, the student will be able to demonstrate:
1. the ability to critically examine historical issues related to Chinese Buddhist tradition from an
informed objective;
2. critically appraise the doctrinal issues in the various Chinese Buddhist schools;
3. develop an appreciation of the Chinese Buddhist tradition and their influence and impact to
Chinese culture.
Recommended for References
Ch'en, K. S. Kenneth. (1972). Buddhism in China, A Historical Survey, Princeton University
Press.
Ch'en, K. S. Kenneth. (1973). The Chinese Transformation of Buddhism.
Tsukamoto, Zenryu. (1985). A history of early Chinese Buddhism: from its introduction to the
death ofl-lui-yuan. Translated from the Japanese by Leon Hurvitz.
Wright, Arthur F. (1959). Buddhism in Chinese History, Stanford University Press.
Wright, Arthur F. (1957). "Buddhism and Chinese Culture: Phases of Interaction", In: The
Journal of Asian Studies, Vol.17, No. l, 17-42.
Zurher, Erik. (2007) (first published in 1959). The Buddhist Conquest of China: The Spread and
Adaptation of Buddhism in Early Medieval China. 2 vols. (Chinese translation:
2003)
De Bary, Theodore et Bloom, Irene, with the collaboration of CHAN, Wing-tsit(eds). 1999.
Sources of Chinese tradition, Vol. 1 & 2.
Chang, Garma Chen-chi. (1971). The Buddhist Teaching of Totality: The Philosophy of Hwa-yen
Buddhism, Penn State University Press.
Cleary, Thomas. (1983). Entry into the Inconceivable: An Introduction to Hua Yen Buddhism,
Hawaii: University of Hawaii Press.
Cook, Francis H. (1977). Hua-yen Buddhism: The Jewel Net of Indra, Penn State University
Press.
Gimello, Robert & Peter N. Gregory. (1983). Studies in Ch'an and Hua-Yen, University of
Hawaii Press.
Gregory, Peter N. (Ed.). (1987). Sudden and Gradual. Approaches to Enlightenment in Chinese
Thought, Chaina: Shanghai ancient books publishing house.
Yampolsky, Philip. (1967). The Platform Sutra of the Sixth Patriarch, Columbia: Columbia
University Press.
Donner, Neal & Stevenson, Daniel. (1993). The Great Calming and Contemplation: A Study and
Annotated Translation of the First Chapter of Chih-i's Mo-ho Chih-Kuan, Hawai: University of
Hawaii
Lopez, Donald S. Jr. (Ed.). (1996). Religions of China in Practice, Princeton: Princeton
University Press.
Journal of Chinese Philosophy. Cheng, Chung-Ying (Editor.). Published by the University of
Hawaii.
Course Code: ME 65
Course Title: Japanese Buddhism: History and Doctrines
Aim
To educate students on the history, teachings, practice, and institutional realities of Japanese
Buddhism
Content
This course introduces students to the history, teachings, practice, and institutional realities of
Japanese Buddhism. The course focuses especially on the introduction of Buddhism to Japan,
Prince Shotoku’
s contribution to its spread, the Taika Reforms, the Nara Buddhism, its formation
and further development in the Heian and Kamakura periods, its transformation in the Edo period,
its encounter with modernity in the Meiji period, and recent developments within Japanese
Buddhism since the end of World War ll. The founders of different schools of Buddhist thought
such as Saicho, Kukai, Honen, Shinran, Eisai, Dogen, Nichiren and others together with their main
teachings are also examined. The course will further examine the Buddhist impact upon the ways
of thinking of the Japanese people with a view to understanding Japan and her culture.
Methods of Teaching
Lectures and class discussions
Method of Evaluation
Essay assignments and in-class participation
Expected Learning Outcomes
At the end of this course, the student will be able to demonstrate:
1. a comprehensive understanding of the teachings and history of Japanese Buddhism;
2.appreciate the legacies of the ancient Japanese Buddhist masters and the traditions to which they
belonged;
3.apply understanding of the uniqueness and richness of the Japanese Buddhist culture to a study
of human civilization from a comparative perspective.
Recommended References
Tamura, Yoshiro. (2001). Japanese Buddhism: A Cultural History, Korea: Kosei Publishing
Company.
Kashiwahara, Yusen & Sonoda, Koyu. (1994). Shapers of Japanese Buddhism, Korea: Kosei
Publishing Company.
Matsunaga, Daigan & Matsunaga, Alicia. (1978). Foundation of Japanese Buddhism. vol.
1(1978),Vol 2(1984) Buddhist Books Intl.
George J. et Jr. Tanabe (Eds.). (1999). Religions of Japan in Practice, Princeton University
Press.
Groner, Paul & Chai, Po Chin. (1984). Saicho: The Establishment of the Japanese Tendai
School, Hawai: University of Hawaii Press.
Plustschow, Herbert. (2003). Rediscovering Rikvu and the Beginning of the Japanese Tea
Ceremony.
Dumoulin, Heinrich. (1988). Zen Buddhism: A History (Japan), Vol. 11.by James W. Heisig and
Knitter, Paul.
Suzuki, D.T. (1934). An Introduction to Zen Buddhism, Grove Press
Suzuki, D.T. Essays in Zen Buddhism. First Series, 1925.Second Series, 1933. Third Series, 1934
Suzuki, D.T. (1971). Shin Buddhism.
Williams, Duncan Ryuken. (2005). The Other Side of Zen: A Social History of Soto Zen:
Buddhism in Tokugawa Japan, Princeton University Press.
Porcu, Elisabetta. (2008). Pure Land Buddhism in Modern Japanese Culture, Brill Academic
Publication.
Basho, Matsuo. (2004). Tr. By Barnhill, David Landis. Basho's Haiku: Selected Poems, New
York: State University of New York Press.
Nakamura, Hajime. (1968). Ways of Thinking of Eastern Peoples (Japan), Hawaii: University of
Hawaii Press.
Nakamura, Hajime. (2002). History of Japanese Thought. 592-1868: Japanese Philosophy before
western culture entered Japan.
Course Code: ME 66
Course Title: Tibetan Buddhism: History and Doctrines
Aim
To provide historical, doctrinal and sociological dimensions of Tibetan Buddhism
Content
This course aims at providing historical, doctrinal and sociological dimensions of Tibetan
Buddhism. It mainly consists of the following topics: the historical context and events of the
transmission of Buddhism to Tibet; the various Buddhist traditions of Tibet; their history and
institution of the Dalai Lamas and Panchen Lama; Tibetan sacred art and symbolism and the
mysticism and religious experience. Where appropriate, some aspects of the meditative practices
of the Tibetan Buddhist tradition will be discussed.
Methods of Teaching
Lectures and class discussion
Method of Evaluation
Essay assignments and in-class participation
Expected Learning Outcomes
At the end of this course, the student will be able to demonsrate:
1.a comprehensive understanding of the historical, doctrinal and sociological dimensions of
Tibetan Buddhism;
2.acquire a basic knowledge of the system of spiritual praxis of the Tibetan tradition;
3. an appreciation of the rich religious and cultural heritage of the Tibetan people.
Recommended for References
Powers, John. (2007) (revised edition). Introduction to Tibetan Buddhism, USA: Snow Lion.
Halkias, Georgios. (2013). Luminous Bliss: A Religious History of Pure land Literature in Tibet,
Hawaii: University Press of Hawaii.
Samuel, Geoffrey. (2012). Introducing Tibetan Buddhism, London: Routledge.
Kapstein , Matthew. (2006). The Tibetans, Oxford: Wiley-Blackwell.
Tucci, Giuseppe. (1980). The Religions of Tibet, Translated by G. Samuel. Bombay: Allied
Publisher.
Snellgrove, David. (2004) (Revised edn). Indo-Tibetan Buddhism: Indian Buddhists and Their
Tibetan Successors, Shambhala.
Course Code: ME 67
Course Title: Readings in Pali Suttas
This course consists of two parts, each equivalent to a single-semester course unit:
ME 67 Readings in Pali Suttas I: Grammatical Foundation (30 lecture hours);
ME 67 Readings in Pali Suttas II: Readings of Selected Sutta Passages (30 lecture hours).
Unless specially exempted, the intending student for ME 67 Il must have acquired a pass
in ME 67 1 as the prerequisite,
Aim
To familiarize students with Pali idioms and systematically provide them with an elementary
grammatical foundation for reading the Pali-suttas
Content
This is an introductory course meant for the students who have no knowledge of the Pali language.
The purpose of this course is to familiarize students with Pali idioms and systematically provide
them with an elementary grammatical foundation for reading the Pali-suttas. It is expected that,
at the end of the course, the students will be able to read the Pali discourses at least with the help
of a good dictionary. The course is divided into two parts. In the first part, basic grammar is taught
along with Pali exercises.
The contents of this grammatical part include the following: Pali phonetics, parts of speech,
different nouns and their declension, different verbs and their conjugation, participles and their
function, absolutives, sandhi, Syntax and classification of sentences. The second part is mainly
devoted to the understanding and translating of selected Pali-suttas and to progressively build up
sufficient vocabularies for the purpose of reading the Pali-suttas.
Methods of Teaching
Lectures and class discussion
Method of Evaluation
Mid-term Test, final written examinations and in-class participation
Expected Learning Outcomes
At the end of this course, the student will be able to:
1.critically analyze the sentence patterns and read the Pali sentences correctly;
2.demonstrate mastery of the Pali language and comprehend the content of the prescribed texts;
3.demonstrate the ability to understand the Buddhist teachings as shown in selected Pali passages;
4.begin to access the Pali original sources for research involving textual studies.
Recommended References
Buddhadatta, A.P. (1997). The New Pali Course - Parts 1, II, Dehiwala: Buddhist Cultural
Centre.
Anuruddha, Kakkapalliye. (2010). A Guide to the Study of Pali The Language of Theravada
Buddhism, Hong Kong: Centre of Buddhist Studies.
De Silva, Lily. (1994). Pali Primer, New Delhi: Vipassana Institute.
Warder, A. K. (3rd edition) (1995). Introduction to Pali, London: PTS.
Norman, K.R. (1983). Pali Literature: Including the Canonical Literature in Prakrit and
Sanskrit of All the Hīnayāna Schools of Buddhism. Wiesbaden: Otto Harrassowitz.
Chaṭṭha Saṅgāyana Tipiṭaka (online resources).
Course Code: ME68
Course Title: Readings in Buddhist Sanskrit Texts
This course consists of two parts, each equivalent to a single-semester course unit:
ME 68 Readings in Buddhist Sanskrit Texts I: Grammatical Foundation (30 lecture hours);
ME 68 Readings in Buddhist Sanskrit Texts Il: Readings of Selected Buddhist Sanskrit Texts (30
lecture hours).
Unless specially exempted, the intending student for ME 68 Il must have acquired a pass in ME
68 I as the prerequisite.
Aim
To familiarize students with Sanskrit texts and systematically provide them with an elementary
grammatical foundation for reading the primary Sanskrit texts
Content
The design of this course is guided by the reasonable assumption that the most interesting and
rewarding way to learn Classical Sanskrit as a beginner is to actually read some simple Sanskrit
texts that interest him, under the guidance of a teacher. Classical Buddhist Sanskrit texts have their
own styles, idiomatic expressions and technical terminologies with which the student must first be
familiarized. As the course proceeds, the student is being gradually and systematically introduced
to both Buddhist textual materials, and elementary grammar on the other.
For pedagogical reasons, all vocabularies, examples, and passages for the exercises in each lesson
(except, understandably, the first one or two) are selected from the Prajñāpāramitā texts,
particularly the Aṣṭasāhasrikā, to ensure linguistic and contextual homogeneity as much as
possible. The selection is made on the basis of (i) simplicity in terms of grammatical structure and
doctrinal meaning, and (ii) the existence of corresponding Chinese versions (particularly those
translated by Xuan Zang and Kumārajiva). Occasionally, however, the need arises to select a few
sentences from other Buddhist sources (such as the Abhidharmakośabhāsya). Hybrid Sanskrit
passages will be excluded. It can be an advantage if the student already has some familiarity with
elementary Sanskrit grammar. However, neither familiarity with Buddhist scriptures and Classical
Chinese nor knowledge of Sanskrit is an absolute prerequisite of this course.
Method of Teaching
Lectures and class discussion
Method of Evaluation
Mid-term Test, final written examinations, and in-class participation
Expected Learning Outcomes
At the end of this course, the student will be able to:
1. demonstrate adequate proficiency in the Sanskrit grammar for the purpose of textual analysis;
2. read and understand Classical Buddhist Sanskrit texts with the help, where necessary, of a
Sanskrit dictionary;
3. Properly comprehend the meaning of fundamental Sanskrit Buddhist terminologies and
idiomatical expressions - especially those in the Prañāpāramitā texts;
4. begin postgraduate research studies involving textual analysis of Buddhist Sanskrit sources.
Recommended References
Dhammajoti K.L. (2015) (3rd edn). Reading Buddhist Sanskrit Texts: An Elementary
Grammatical Guide, Hong Kong: The Buddha Dharma Center.
Bucknell R. S. (1994). Sanskrit Manual, New Delhi: Motilal Banarsidass.
Conze, Edward. (1990). The Perfection of Wisdom in Eight Thousand Lines and its Verse
Summary, South Asia Books.
Conze, Edward. (1990). Vajracchedikā-prajñāpāramitā: Edited and translated with Introduction
and Glossary, Rome: M.E.O.
Conze, Edward. (1979). The Larger Sūtra on Perfect Wisdom, New Delhi: Motilal Banarsidass.
Edgerton, Franklin. (2004). Buddhist Hybrid Sanskrit Grammar and Dictionary 1 & 11, New
Delhi: Motilal Banarsidass.
Takayasu, Kimura. (Eds.). (2007-2009). Pañcavimśatisāhasrikā Prajñāpāramitā 1-VI.
Vaidya, P.L. (Eds.). (1960). Aṣṭasāhasikā Prajñāpāramitā, Darbhanga: Mithila Institute of
Sanskrit Learning.
Monier Williams. (1979). A Sanskrit English Dictionary, New Delhi: Bharatiya G.N.
Course Code: ME 69
Course Title: Readings in Buddhist Tibetan Texts
Aim
To enable students to read and understand basics of Tibetan texts
Content
This is an introductory course on learning how to read Tibetan Buddhist texts. It does not
presuppose any prior knowledge of literary Tibetan. The course is divided in two major parts. In
the first part, students learn to read and write Tibetan, while acquiring a practical understanding of
the grammar and the ability to translate sentences and short passages mainly from Tibetan to
English, and also from English to Tibetan. In the second part, students are trained to translate texts
and selected passages from various genres of Tibetan Buddhist literature, while learning additional
grammar and specialized Buddhist terms in their doctrinal contexts. At the end of this course, the
students are expected to be able to read the less complicated Tibetan Buddhist scriptural passages
at least with the help of a good dictionary.
Method of Teaching
Lectures and class discussion
Method of Evaluation
Mid -term Test, final written examinations and in-class participation
Expected Learning Outcomes
At the end of this course, the student will be able to:
1.read and write literary Tibetan and learn how to use Tibetan-English dictionaries;
2.learn Tibetan grammar and syntax and become familiar with Tibetan pronunciation;
3.recognize and appreciate different genres of Tibetan Buddhist literature;
4.translate Tibetan Buddhist texts into English and acquire a working level of Tibetan Buddhist
vocabulary.
Recommended References
Hodge, Stephen. (2003). An Introduction to Classical Tibetan, Bangkok: Orchid Press.
Hackett, Paul G. (2003). A Tibetan Verb Lexicon: Verbs, Classes, and Syntactic Frames, New
York: Snow Lion.
Jäschke, H.A. (2003). A Tibetan-English Dictionary, US: Dover Publications.
DAS, Sarat Chandra. (1970). A Tibetan-English Dictionary with Sanskrit Synonyms, New Delhi:
Motilal Banarsidass.
Nagano, Yasuhiko. (1997). A Morphological Index of Classical Tibetan, Japan: Seishido.
Wilson, Joe B. (1992). Translating Buddhism from Tibetan: An Introduction to the Tibetan
Literary Language and the Translation of Buddhist Texts from Tibetan, New York: Snow Lion.
Course Code: ME70
Course Title: Buddhist Doctrine: Modern Philosophical Perspectives
Aim
To provide critical knowledge on gradual developments of the Buddhist thought in modern era to
examine how Buddhist teachings developed as a Philosophical thought through ages and how those
doctrines have been interpreted in terms of modern western philosophy.
Content
This is a course on Buddhist Philosophy. It aims at training students to acquire philosophical
perspectives on Buddhist doctrines. The course begins by considering the nature of philosophy,
whether and how Buddhism is a philosophy. It further discusses what the pre-Buddhistic
philosophies were, and how Buddha debated and advanced his own viewpoint. The course includes
study of philosophical questions that arise in Buddhist moral philosophy and ethics, theory of
knowledge (epistemology), doctrine of mind, ontology, and metaphysics. The Buddhist doctrines
critically examined include the four Noble Truths, the Eight-Fold Noble Path, Dependent
Origination, three marks of existence, kamma and effect, saṃsāra, nirvāṇa, and Abhidhamma.
Some important later philosophical developments in Buddhist thought will also be critically
examined, including the teachings of the pramāṇa school of thought. Competency to approach
philosophical problems from Buddhist perspectives will be developed so that students can
meaningfully compare Buddhist philosophical views with those in the West. The latter includes
existentialism, pragmatism, experientialism, psychology, psychotherapy, and analytic philosophy.
Method of Teaching and Learning
Lectures, discussions in class, providing written lecture notes, mentoring outside class as needed.
Method of Evaluation
30% for Paper One (1500 words)
60% for Paper Two (3000 words)
10% for Class Participation
Expected Learning Outcomes
1.Recognize the philosophical implications of Buddhist doctrine.
2.Identify distinctive Buddhist ideas in comparison and contrast with pre-Buddhist philosophies.
3.Be able to expound and critically discuss Buddhist philosophy in modern comparative
perspective.
Recommended Readings:
Conze, Edward. (2000). Thirty Years of Buddhist Studies and Further Buddhist Studies, Berlin:
Bruno Cassirer
Conze, Edward. (2008). Buddhist Thought in India, London: Routledge.
Dhammajoti, K.L. (2002). Sarvāstivāda Abhidharma, Colombo: Centre for Buddhist Studies,
2002.
Dhammajoti, K.L. (2004). Abhidharma Doctrines and Controversies on Perception, Hong Kong:
The University of Hong Kong.
Dharmasiri, Gunapala. (1984). Buddhist Critique of the Christian Concept of God, Colombo:
Lake House.
Dunne, John D. (1710). Foundations of Dharmakīrti 's Philosophy, U.S.: Wisdom Publication.
Edelglass, William & Garfield, Jay (2002). Buddhist Philosophy: Essential Readings, New York:
Oxford University press.
Govinda, Lama Anagarika. (1975). Psychological Attitude of Early Buddhist Philosophy, New
Delhi: Nag Publishers.
Griffiths Paul J. (1995). On Being Buddha, New York: State University press.
Herman, Arthur L. (1998). Community, Violence, and Peace: Aldo Leopold, Mohandas K.
Gandhi, Martin Luther King, Jr., and Gautama the Buddha in the 21st Century, New York: State
University press.
Hoffman, Frank J. (1987). Rationality and Mind in Early Buddhism, New Delhi: Motilal
Banarsidass.
Hoffman, Frank J. & Deegalle Mahinda (Eds.). (1996). Pāli Buddhism, London: Routledge.
Hospers, John. (1956). An Introduction to Philosophical Analysis, London: Kegan.
Jayatilleke, K.N. (1980). Early Buddhist Theory of Knowledge, New Delhi: Motilal Banarsidass.
Johannsson, Rune E. A. (1979). The Dynamic Psychology of Early Buddhism, Oxford: Curzon
Press.
Kalupahana, David J. (1979). Buddhist Philosophy, Honolulu: University Press of Hawaii.
Kalupahana, David J. (2007). A Sourcebook of Early Buddhist Philosophy, Dehiwala: BCC.
Karunadasa, Y. (2013). Early Buddhist Teachings: The Middle Position in Theory and Practice,
Hong Kong: Centre for Buddhist Studies.
Sangharakshita. (2004). Know Your Mind: the psychological dimension of ethics in Buddhism,
An Introduction to the philosophy of Dharmakīrti, Delhi: Windhorse Publications.