Early Buddhist schools in the context of "Bodhisattva"

⭐ In the context of Bodhisattvas, Early Buddhist schools distinguished the term from a general aspiration by requiring what additional element?

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👉 Early Buddhist schools in the context of Bodhisattva

In Buddhism, a bodhisattva is a person who has attained, or is striving towards, bodhi ('awakening', 'enlightenment') or Buddhahood. Often, the term specifically refers to a person who forgoes or delays personal nirvana or bodhi in order to compassionately help other individuals reach Buddhahood.

In the Early Buddhist schools, as well as modern Theravāda Buddhism, bodhisattva (or bodhisatta) refers to someone who has made a resolution to become a Buddha and has also received a confirmation or prediction from a living Buddha that this will come to pass. In Theravāda Buddhism, the bodhisattva is mainly seen as an exceptional and rare individual. Only a few select individuals are ultimately able to become bodhisattvas, such as Maitreya.

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Early Buddhist schools in the context of Bhakti

Bhakti (Sanskrit: भक्ति; Pali: bhatti) is a concept common in Indian religions which means attachment, fondness for, devotion to, trust, homage, worship, piety, faith, or love. In Indian religions, it may refer to loving devotion for a personal God (like Krishna or Devi), a formless ultimate reality (like Nirguna Brahman or the Sikh God) or an enlightened being (like a Buddha, a bodhisattva, or a guru). Bhakti is often a deeply emotional devotion based on a relationship between a devotee and the object of devotion. A devotee is a bhakta or bhakt.

One of the earliest appearances of the concept is found in the early Buddhist Theragatha (Verses of the Elders) through the term bhatti. Early texts such as the Shvetashvatara Upanishad and the Bhagavad Gita, describe bhakti as contemplating God as a form of yoga.

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Early Buddhist schools in the context of Pre-sectarian Buddhism

Pre-sectarian Buddhism, also called early Buddhism, the earliest Buddhism, original Buddhism, and primitive Buddhism, is Buddhism as theorised to have existed before the various Early Buddhist schools developed, around 250 BCE (followed by later subsects of Buddhism).

The contents and teachings of this pre-sectarian Buddhism must be deduced or re-constructed from the earliest Buddhist texts, which by themselves are already sectarian. The whole subject remains intensely debated by scholars, not all of whom believe a meaningful reconstruction is possible.

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Early Buddhist schools in the context of Triple Gem

In Buddhism, refuge or taking refuge refers to a religious practice which often includes a prayer or recitation performed at the beginning of the day or of a practice session. Its object is typically the Three Jewels (also known as the Triple Gem, Three Treasures, or Three Refuges, Pali: ti-ratana or ratana-ttaya; Sanskrit: tri-ratna or ratna-traya), which are the Buddha, the Dharma, and the Sangha. Taking refuge is a form of aspiration to lead a life with the Triple Gem at its core. In early Buddhist scriptures, taking refuge is an expression of determination to follow the Buddha's path, but not a relinquishing of responsibility. Refuge is common to all major schools of Buddhism.

Since the period of Early Buddhism, all Theravada and mainstream Mahayana schools only take refuge in the Triple Gem. However, the Vajrayana school includes an expanded refuge formula known as the Three Jewels and Three Roots.

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Early Buddhist schools in the context of Arhat (Buddhism)

In Buddhism, an Arhat (Sanskrit: अर्हत्) or Arahant (Pali: अरहंत्, 𑀅𑀭𑀳𑀦𑁆𑀢𑁆) is one who has gained insight into the nature of existence, has achieved Nirvana, and has been liberated from the endless cycle of rebirth.

The understanding of the concept has changed over the centuries, and varies between different schools of Buddhism and different regions. A range of views on the attainment of arhats existed in the early Buddhist schools. The Sarvāstivāda, Kāśyapīya, Mahāsāṃghika, Ekavyāvahārika, Lokottaravāda, Bahuśrutīya, Prajñaptivāda, and Caitika schools all regarded arhats as imperfect in their attainments compared to buddhas.

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Early Buddhist schools in the context of Mahayana

Mahayana is the largest branch of Buddhism, followed by Theravada. It is a broad group of Buddhist traditions, texts, philosophies, and practices developed in ancient India (c. 1st century BCE onwards). Mahāyāna accepts the main scriptures and teachings of early Buddhism but also recognizes various doctrines and texts that are not accepted by Theravada Buddhism as original. These include the Mahāyāna sūtras and their emphasis on the bodhisattva path and Prajñāpāramitā. Vajrayana or Mantra traditions are a subset of Mahāyāna which makes use of numerous Tantric methods Vajrayānists consider to help achieve Buddhahood.

Mahāyāna also refers to the path of the bodhisattva striving to become a fully awakened Buddha for the benefit of all sentient beings, and is thus also called the "Bodhisattva Vehicle" (Bodhisattvayāna). Mahāyāna Buddhism generally sees the goal of becoming a Buddha through the bodhisattva path as being available to all and sees the state of the arhat as incomplete. Mahāyāna also includes numerous Buddhas and bodhisattvas that are not found in Theravada (such as Amitābha and Vairocana). Mahāyāna Buddhist philosophy also promotes unique theories, such as the Madhyamaka theory of emptiness (śūnyatā), the Vijñānavāda ("the doctrine of consciousness" also called "mind-only"), and the Buddha-nature teaching.

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Early Buddhist schools in the context of Sarvāstivāda

The Sarvāstivāda (Sanskrit: 𑀲𑀭𑁆𑀯𑀸𑀲𑁆𑀢𑀺𑀯𑀸𑀤; Pali: 𑀲𑀩𑁆𑀩𑀢𑁆𑀣𑀺𑀯𑀸𑀤, romanized: Sabbatthivāda Chinese: 說一切有部; pinyin: Shuōyīqièyǒu Bù; Japanese: せついっさいうぶ; Korean: 설일체유부; Vietnamese: Nhất thiết hữu bộ; Thai: สรวาสติวาท; Sinhala: සර්වාස්තිවාද) was one of the early Buddhist schools established around the reign of Ashoka (third century BCE). It was particularly known as an Abhidharma tradition, with a unique set of seven canonical Abhidharma texts.

The Sarvāstivādins were one of the most influential Buddhist monastic groups, flourishing throughout North India, especially Kashmir and Central Asia, until the 7th century CE. The orthodox Kashmiri branch of the school composed the large and encyclopedic Abhidharma Mahāvibhāṣa Śāstra around the time of the reign of Kanishka (c. 127–150 CE). Because of this, orthodox Sarvāstivādins who upheld the doctrines in the Mahāvibhāṣa were called Vaibhāṣikas.

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Early Buddhist schools in the context of Mahasanghika

The Mahāsāṃghika (Brahmi: 𑀫𑀳𑀸𑀲𑀸𑀁𑀖𑀺𑀓, "of the Great Sangha", Chinese: 大眾部; pinyin: Dà zhòng bù; Vietnamese: Đại chúng bộ) was a major division (Nikāya) of the early Buddhist schools in India. They were one of the two original communities that emerged from the first schism of the original pre-sectarian Buddhist tradition (the other being the Sthavira Nikāya). This schism is traditionally held to have occurred after the Second Buddhist council, which occurred at some point during or after the reign of Kalashoka. The Mahāsāṃghika Nikāya developed into numerous sects which spread throughout ancient India.

Some scholars think that the Mahāsāṃghika Vinaya (monastic rule) represents the oldest Buddhist monastic source, although some other scholars think that it is not the case. While the Mahāsāṃghika tradition is no longer in existence, many scholars look to the Mahāsāṃghika tradition as an early source for some ideas that were later adopted by Mahāyāna Buddhism. Some of these ideas include the view that the Buddha was a fully transcendent being (term "lokottaravāda", "transcendentalism"), the idea that there are many contemporaneous buddhas and bodhisattvas throughout the universe, the doctrine of the inherent purity and luminosity of the mind (Skt: prakṛtiś ćittasya prabhāsvarā), the doctrine of reflexive awareness (svasaṃvedana) and the doctrine of prajñapti-matra (absolute nominalism or pure conceptualism).

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Early Buddhist schools in the context of Termez

Termez (/tɜːrˈmɛz/ tər-MEZ) is the capital of Surxondaryo Region in southern Uzbekistan. Administratively, it is a district-level city. Its population is 182,800 (2021). It is notable as the site of Alexander the Great's city Alexandria on the Oxus, as a center of early Buddhism, as a site of Muslim pilgrimage, and as a base of Soviet Union military operations in Afghanistan, accessible via the nearby Hairatan border crossing.

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Early Buddhist schools in the context of Rebirth (Buddhism)

Rebirth in Buddhism refers to the teaching that the actions of a sentient being lead to a new existence after death, in an endless cycle called saṃsāra. This cycle is considered to be dukkha, unsatisfactory and painful. The cycle stops only if Nirvana (liberation) is achieved by insight and the extinguishing of craving. Rebirth is one of the foundational doctrines of Buddhism, along with karma and Nirvana. Rebirth was a key teaching of early Buddhism along with the doctrine of karma (which it shared with early Indian religions like Jainism). In Early Buddhist Sources, the Buddha claims to have knowledge of his many past lives. Rebirth and other concepts of the afterlife have been interpreted in different ways by different Buddhist traditions.

The rebirth doctrine, sometimes referred to as reincarnation or transmigration, asserts that rebirth takes place in one of the six realms of samsara, the realms of gods, demi-gods, humans, the animal realm, the ghost realm and hell realms. Rebirth, as stated by various Buddhist traditions, is determined by karma, with good realms favored by kusala karma (good or skillful karma), while a rebirth in evil realms is a consequence of akusala karma (bad or unskillful karma). While nirvana is the ultimate goal of Buddhist teaching, much of traditional Buddhist practice has been centered on gaining merit and merit transfer, whereby one gains rebirth in the good realms and avoids rebirth in the evil realms.

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