Abstract This article seeks to determine if Buddhism can best be understood as primarily a functionalist tradition. In pursuing this, some analogies arise with various Western strands?particularly James? ?pragmatism?, Dewey's ?instrumentalism?, Braithwaite's ?empiricism?, Wittgenstein's ?language games?, and process thinkers like Hartshorne and Jacobson. Within the Buddhist setting, the traditional Therav?da framework of sila (ethics/precepts), sam?dhi (meditation) and pañña (wisdom) are examined, together with Therav?da rituals. Despite some ?correspondence? approaches with regard to truth claim statements, e.g. vipassan? ?insight? and Abhidharma analysis, (...) a more profound functionalism seems present. This is even more clear with the Mah?y?na. Apart from the basic and explicit Mah?y?na underpinning of up?ya, the M?dhyamika, Tantras and Ch'an (Zen) schools are clearly functionalist. Moreover, despite initially seeming more ?absolutist? in their positions, other strands like the Pure Land and Nichiren faith traditions, and Dharmakirti's Vijñ?nav?da epistemology can also be tied into this functionalist setting. (shrink)

This paper examines the recent events following the bhikkhuni revival in Sri Lanka, and looks at the position of the Burmese Sangha, which has traditionally seen itself as the custodian of an ‘authentic’ Buddhist legacy, thrown into a debate by the action of a Burmese bhikkhuni who was recently ordained in Sri Lanka. It introduces the early initiatives of revivalist monks in Burma as well as the viewpoints of Burmese Sangha and the nuns in regard to the bhikkhuni issue. Since (...) most debate on the position of nuns take place without much reference to the local political contexts in which they stand, the state monastic organization in Burma is introduced to aid understanding of the framework in which the nuns operate today. At another level, the paper draws attention to the tension created between the international bhikkhunis who promote liberal ideologies of gender equality, individual rights and universalism into a faith based community, and local nuns who adhere to the traditional norms of religious duty, moral discipline and service to the community, and questions the ultimate aim in endorsing such secular ideals. (shrink)

Western scholarship and culture usually ignore the contributions from other civilizations, in the field of education even more clearly than anywhere else. While the advocates of integral education, for instance, pay attention to the Western pedagogues only, there has been a profound educational philosophy in other contexts such as the Indian or the Buddhist. This paper tries to open the Western educational scenario to the Buddhist tradition in particular, outlining some achievements like the Buddhist university of Nalanda that can certainly (...) inspire and enrich the educational world, in Asia or in the West. Hence, this introductory paper wishes to contribute to the needed intercultural dialogue in Western education and scholarship. (shrink)