Jomon Culture (ca. 10,500–ca. 300 B.C.) The Jomon period, which encompasses a great expanse of time, constitutes Japan's Neolithic period. Its name is derived from the "cord markings" that characterize the ceramics made during this time. Jomon people were semi-sedentary, living mostly in pit dwellings arranged around central open spaces, and obtained their food by gathering, fishing, and hunting. While the many excavations of Jomon sites have added to our knowledge of specific artifacts, they have not helped to resolve certain fundamental questions concerning the people of the protoliterate era, such as their ethnic classification and the origin of their language. All Jomon pots were made by hand, without the aid of a wheel, the potter building up the vessel from the bottom with coil upon coil of soft clay. Because the Jomon period lasted so long and is so culturally diverse, historians and archaeologists often divide it into the following phases: Incipient Jomon (ca. 10,500–8000 B.C.). Initial Jomon (ca. 8000–5000 B.C.).
How to do Everyday Buddhism - Ken Jones Zen Below I have tried to explain my understanding of ”Everyday Buddhism” in a concise paper designed to assist the reader, step by step, to learn what is involved in its practice. It incorporates the essentials learnt from over ten years of leading retreats. It is aimed at any reader -- student or teacher -- who would like to experience the practice at first hand, and hence includes framed DiY exercises. Exercises are offered for you to reflect and meditate on experiences in your life so as to bring a more personal and deeply felt awareness into whatever I am trying to define and describe. Everyday Buddhism is not a new kind of Buddhism, but is hospitable to most Buddhist traditions. My version of Everyday Buddhism owes much to the pioneers whose books will be found at the end of this section, and whose work I gratefully acknowledge. “Everyday Buddhism” is here, on this page, concerned exclusively with the canonical Buddhism of the textbooks and the Dharma talks. Our Authentic Nature
Monsoons at mrdowling.com Siddhartha Gautama was a prince who lived in the kingdom of Sakyas, near the present day border of India and Nepal, more than 2500 years ago. The young prince was raised in great luxury, but he was not happy. Siddhartha left his palace and lived as an ascetic. Siddhartha told other people of his enlightenment. The Buddha taught his followers to seek balance in their lives. neither through indulgence nor denial, but a “middle way.” Buddhists look within themselves to find peace; they believe they can find the path to Nirvana through meditation and karma. The Buddha did not want his teachings to replace other faiths, but today over three hundred million Buddhists in all parts of the world adhere to his philosophy. Download this lesson as Microsoft Word file or as an Adobe Acrobat file. c\
Triratna Buddhist Community The Triratna Buddhist Community (formerly the Friends of the Western Buddhist Order (FWBO)) is an international fellowship[1] of Buddhists, and others[2] who aspire to its path of mindfulness, under the leadership of the Triratna Buddhist Order (formerly the Western Buddhist Order). It was founded by Sangharakshita in the UK in 1967,[1] and describes itself as "an international network dedicated to communicating Buddhist truths in ways appropriate to the modern world".[3] In keeping with Buddhist traditions, it also pays attention to contemporary ideas, particularly drawn from Western philosophy, psychotherapy, and art.[4] Worldwide, more than 100 groups are affiliated with the community, including in North America, Australasia and Europe. The community has been described as "perhaps the most successful attempt to create an ecumenical international Buddhist organization,"[8] and "an important contributor to Buddhism on the world stage Practices and activities[edit] These phases are:
Teachers . Thematic Teaching . World Religions . Grades 3-7 Activity Ideas About the Authors | Grades 3-7 Activity Ideas | Grades 8-12 Activity Ideas | Related Resources Religious Buildings Many religions include some form of community worship. The religious community often gathers together to celebrate and worship in buildings: churches, temples, and mosques, for example. Have students research religious buildings and address the following issues: When was this building constructed? Have children construct their building out of cardboard, clay, or other materials, or render it in painting or drawing. Web Resources: General Buddhism Judaism Islam Christianity Hinduism Spring Celebrations Spring is a time of celebration in many parts of the world. The Jewish faith celebrates two holidays in the Spring, Purim and Passover. Learn more about the history of these celebrations by visiting the following Web sites: As a class, create a three-act puppet show or other dramatization that "tells the story" of each holiday; put them in chronological order. Native American Stories
Pilgrim Foxes - Ken Jones Zen “Pilgrim Foxes: Haiku & Haiku Prose” (co-authored with James Norton and Sean O’Connor). Pilgrim Press, Aberystwyth. 2001. ISBN 0-9539901-0-9. Ken Jones’s contribution comprises six haibun and 53 freestanding haiku. Two of the haibun and seventeen of the haiku are reproduced below. The Samurai Paper Knife Rooted out in autumn livid again in spring the weed in the chimney stack In the mail it is the elegant grey envelope that stands out. A hint of scent this one delicately slit Two sheets of the same grey paper. The swivel chair squeaks awkwardly. I place the photo inside the unread letter and look about my well lived study. Field glasses case in battered leather its lid hangs open I get up from my desk and go over to the fire. Out of the darkness wind chimes made of bones Flintstone Millennium Unmistakably Saxon, that little window in the tower. The great key turns effortlessly, the door swings open without a sound. Among the hammer beamsa sudden rustlingof dusty angel wings Butterfly hovers
Basics of Buddhism The Four Noble Truths The Four Noble Truths comprise the essence of Buddha's teachings, though they leave much left unexplained. They are the truth of suffering, the truth of the cause of suffering, the truth of the end of suffering, and the truth of the path that leads to the end of suffering. More simply put, suffering exists; it has a cause; it has an end; and it has a cause to bring about its end. The notion of suffering is not intended to convey a negative world view, but rather, a pragmatic perspective that deals with the world as it is, and attempts to rectify it. The Four Noble Truths are a contingency plan for dealing with the suffering humanity faces -- suffering of a physical kind, or of a mental nature. The Third Noble Truth, the truth of the end of suffering, has dual meaning, suggesting either the end of suffering in this life, on earth, or in the spiritual life, through achieving Nirvana.
A Bite of Buddhism The four sublime mental states are qualities of mind that we cultivate in order to alleviate the suffering we experience in everyday life and to feel more connected to others—and the worries and fears we all share. In the language of the Buddha (Pali), they are called the brahma viharas , which means "the dwelling place of awakened beings." The good news for us unawakened beings is that it's easy to begin cultivating the brahma viharas . Indeed, they are an integral part of other religious, spiritual, and humanistic traditions. Metta . I like to think of metta as the simple act of well-wishing. Sylvia once said that she practices metta by just looking at a person and silently saying, "I love you." Karuna . The Vietnamese Zen master, Thich Nhat Hanh, helped me learn to cultivate compassion for myself. Mudita . Just as metta is an antidote for our judgmental tendencies, mudita is the perfect antidote for envy. Upekkha .
Books about World Religions for Kids This is the second post in a series on World Religions for Kids, a group of articles packed with resources to help teachers and parents teach their children about World Religions as a means to promote compassion, empathy, cultural understanding, and tolerance. These books are a sample of the incredible list of 300+ multicultural books featured in The Global Education Toolkit for Elementary Learners, a new book with hundreds of easy activities, resources, and projects to help busy educators incorporate global and cultural awareness in their classroom. Learn more here. The books contain affiliate links. Thank you for your support! General Books about World Religions Use these books to explore similarities and differences in traditions, rituals, beliefs, and celebrations of world religions for kids. Buller, Laura (2005). . DK Publishing (2011). New York, NY: DK. Glossop, Jennifer, & Mantha, John (2003). Lumbard, Alexis York (2014). Meredith, Susan (2012). . Osborne, Mary Pope (1996). Buddhism
Arrow of Stones - Ken Jones Zen “Arrow of Stones: Haibun by Ken Jones with Japanese translation by Nobuyuki Yuasa and Akiko Sakaguchi" British Haiku Society, Sheldon (Essex), 2002. ISBN 0-95223974-4. Comprises eleven haibun of which six are reproduced below. “…the work of a very gifted writer” – Lucien Stryk The Spirit Level Dedicated to fellow haijin John Crook, who died of cancer 16 April 2001 In this life we walk on the roof of hell and view the flowers -- Kobayashi Issa “Next Wednesday – we’ll phone the results to you between 4 and 5. After the biopsy, sweet coffee in a styroform cup. Coiling and drifting smoke from a new-lit fir sunbright blue Just enough worn old bricks to build the steps. She has set out our lunch with care. So sorry. I go wring out the washing hang it out to dry Back to the summer house, trying not to disturb the new steps. From west to east we flee together. Blackened niche last year’s nest where a saint once stood Home for more tests. Bone scan the length of a Brandenburg Concerto Judgement Day, at 11.30am.
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Religions - Zoroastrian: The Parsis