The Javanese text being published here is not appearing in print for the first time: more than half Cli century ago it was published by B.J.O. Schrieke in his doctQr's thesis Ret Boek van Bonang ("The Book of Bonang") (1916). In Schrieke's work, however, the emphasis fell O'n the historical introductiQn to the text rather than on the text itself, the edition of which is nQt free of shortcomings. MoreQver, the analysis of the contents of the text appended to it could not make up Qf a complete translation. for the lack That a new edition and complete translation of this Qld and important text has nQt been made before now is due to the small number of scholars of Javanese - and the even smaller number of those amQng them who concern themselves with the Muslim works of Javanese literature. In short, it is the piQneering character which the study of Indonesian literatures still largely PQssesses that has caused people to be contented with preliminary surveys Qf this extensive field of study j it is true that a number of welcQme milestones have been erected, but it can in no way be said that the cha:rting Qf the whole field is yet complete. After the first publication of a text and summary of its contents people are only too readily inclined to proceed to other projects, mOore attractive because of their novelty.

Winner, 2024 Book Award, Dharma Academy of North America The Bhagavad Gītā is one of the treasures of world culture. Sacred in India, and beloved to hundreds of millions throughout the centuries and around the world, it is the best-known of all Sanskrit works in the West. There has been sustained interest in the Bhagavad Gītā for several centuries in the Anglophone world, and well over one hundred complete English translations have been published. This book presents the first comprehensive and accessible concordance of the Bhagavad Gītā. The concordance lists every word of the original, noting all its locations and instances within the text, along with related words. It is accompanied by various supportive references, including Sanskrit and English indexes. The concordance can be linked with any translation, giving readers in-depth access to the Sanskrit text. This book is designed for those with little or no knowledge of Sanskrit as well as those familiar with the original text. It allows readers to gain a greater reach into the Bhagavad Gītā and achieve a deeper understanding of its ideas, facilitating nuanced analyses of the text and its language. It is an essential reference for scholars, teachers, students, and other readers interested in India’s spiritual classics.

Text, History, and Philosophy. Abhidharma Across Buddhist Scholastic Traditions discusses Abhidhamma / Abhidharma as a specific exegetical method. In the first part of the volume, the development of the Buddhist argumentative technique is discussed. The second part investigates the importance of the Buddhist rational tradition for the development of Buddhist philosophy. The third part focuses on some peculiar doctrinal issues that resulted from rational Abhidharmic reflections. In this way, an outline of the development of the Abhidharma genre and of Abhidharmic notions and concepts in India, Central Asia, China, and Tibet from the life time of the historical Buddha to the tenth century CE is given. Contributors are: Johannes Bronkhorst, Lance S. Cousins, Bart Dessein, Tamara Ditrich, Bhikkhu Kuala Lumpur Dhammajoti, Dylan Esler, Eric Greene, Goran Kardaš, Jowita Kramer, Chen-kuo Lin, Andrea Schlosser, Ingo Strauch, Weijen Teng and Yao-ming Tsai.

The established canon of architectural pedagogy has been predominantly produced within the Northern hemisphere and transposed – or imposed – across schools within the Global South, more often, with scant regard for social, economic, political or ecological culture and context, nor regional or indigenous pedagogic principles and practices. Throughout the Global South, architecture’s academic community has been deeply affected by this regime, how it shapes and influences proto-professionals and by implication architectural processes and outcomes, too. The Routledge Companion to Architectural Pedagogies of the Global South resituates and recenters an array of pedagogic approaches that are either produced or proliferate from the ‘Global South’ while antagonizing the linguistic, epistemological and disciplinary conceits that, under imperialist imperatives, ensured that these pedagogies remained maligned or marginalized. The book maintains that the exclusionary implications of architectural notions of the ‘orders’, the ‘canon’ and the ‘core’ have served to constrain and to calcify its contents and in doing so, imperiled its relevance and impact. In contrast, this companion of pedagogic approaches serves to evidence that architecture’s academic and professional advancement is wholly contingent on its ability to fully engage in an additive and inclusive process whereby the necessary disruptions that occur when marginalized knowledge confronts established knowledge result in a catalytical transformation through which new, co-created knowledge can emerge. Notions of tradition, identity, modernity, vernacularism, post-colonialism, poverty, migration, social and spatial justice, climate apartheid, globalization, ethical standards and international partnerships are key considerations in the context of the Global South. How these issues originate and evolve within architectural schools and curricula and how they act as drivers across all curricula activities are some of the important themes that the contributors interrogate and debate. With more than 30 contributions from 55 authors from diverse regional, racial, ethnic, gender and cultural backgrounds, this companion is structured in four sections that capture, critique and catalog multifarious marginalized pedagogical approaches to provide educators and students with an essential source book of navigational steers, core contestations, propositional tactics and reimagined rubrics. The Routledge Companion to Architectural Pedagogies of the Global South pioneers a transposable strategy for academics from all disciplines looking to adopt a tested approach to decolonizing the curriculum. It is only through a process of destabilizing the hegemonic, epistemological and disciplinary frameworks that have long-prescribed architecture’s pedagogies that the possibility of more inclusive, representative and relevant pedagogical practices can emerge.

Here is an outstanding work for which two eminent scholars of Chinese Buddhism separated by 2000 miles of ocean collaborated for complete ten years during which the manuscript crossed the Atlantic four times. The authors aim has been to provide a key for the student with which to unlock a closed door and which does serve to reveal the riches of the great Buddhist thesaurus in China. In the absence of a dictionary of Chinese Buddhist Terms it was small wonder that the translation of Chinese texts has made little progress important thought these are to the understanding of Mahayana buddhism especially in its Far Eastern development.

This invaluable interpretive tool, first published in 1937, is now available for the first time in a paperback edition specially aimed at students of Chinese Buddhism. Those who have endeavoured to read Chinese texts apart from the apprehension of a Sanskrit background have generally made a fallacious interpretation, for the Buddhist canon is basically translation, or analogous to translation. In consequence, a large number of terms existing are employed approximately to connote imported ideas, as the various Chinese translators understood those ideas. Various translators invented different terms; and, even when the same term was finally adopted, its connotation varied, sometimes widely, from the Chinese term of phrase as normally used by the Chinese. For instance, klésa undoubtedly has a meaning in Sanskrit similar to that of, i.e. affliction, distress, trouble. In Buddhism affliction (or, as it may be understood from Chinese, the afflicters, distressers, troublers) means passions and illusions; and consequently fan-nao in Buddhist phraseology has acquired this technical connotation of the passions and illusions. Many terms of a similar character are noted in the body of this work. Consequent partly on this use of ordinary terms, even a well-educated Chinese without a knowledge of the technical equivalents finds himself unable to understand their implications.

Reprint of the original, first published in 1874.

The 16th-century North Indian religious devotee, poet and musician, Svāmī Haridās, composed lyrics in Braj Bhāṣā, dedicated to the divine couple Rādhā and Kṛṣṇa. One hundred twenty-eight of them were later compiled in two anthologies: the didactic Aṣṭādaś siddhānta and the rapturous Kelimāl, and became the theological basis of the Haridāsī sampradāya, a sect which still flourishes in Vrindaban, U.P. Neither of these important works has hitherto been edited, properly translated or studied academically. The focus of this book is the text of Haridās’s poetry: its transmission, edition and interpretation. Sixteen 18th-19th century manuscripts are collated for the edition and classified with the help of computer programmes originally employed in taxonomy. The apparatus criticus is followed by an annotated English translation in which readings are assessed and points of linguistic interest discussed. The language of Haridās’s text is thoroughly examined, and a comprehensive etymological glossary is included to enhance our knowledge of Braj. Going beyond textual criticism, the book sets Haridās’s verses in a broader context. The introductory chapter discusses the theological views of the Haridāsī tradition against the background of bhakti, analyses the sources of information about Haridās, and attempts to reconstruct his life. Since Haridās’s lyrics were composed to be sung some of their musical features are analysed. The text of the Kelimāl is also examined through the sectarian concerns of its main commentaries. This study will be an important source of information to all scholars of Braj language and Kṛṣṇa devotionalism.