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Buddhist Critical Thinking Skills

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Abstract (Original Language): 
I have discovered that many monastic students have not read the Tipitaka, or if they have it is selective reading: mainly readings that focus on popular discourses. It is often my responsibility to convey the contents of various discourses to students. The inspiration behind this study of the discourses determines to give the greatest value to students, in terms of providing material that should generate greater intellectual ability amongst the students, if the chosen discourses are examined. Inside are several hermeneutical tools to assist students in examining material that they may be researching, such as: the sixteen hâras; sequences for conveying a meaning or for conveying phrases; the criteria from the Kesaputta Sutta; and for whatever else that there might be, many charts were designed from the compiled material from various sources to illustrate or explain the contents. The first section of discourses covers six selections related to social morality: five discourses and the Bhikkhu-Patimokkha. The second section of discourses covers training in higher mentality, and features seven discourses. The third section of discourses features material related to training in higher wisdom, as drawn from three selected discourses. The conclusion ascertains that the selected discourses also have the theme of 'progress' as a predominate characteristic, and therefore an analysis of progress concludes the study
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REFERENCES

References: 

1. George D. Bond: The Word of the Buddha The Tipitaka
and its Interpretation in Theravada Buddhism (Colombo:
Gunasena, 1982), p. 58
2. The Pathamakyaw Ashin Thittila (translator): The Book of
Analysis Vibhanga (Oxford: Pâli Text Society,
2002), from the Introduction by R. E. Iggledon, pp. lx-lxiii
Dion Peoples: “ The Religious Aspects of Socialistic
Viewpoints on Justice and Buddhism published for the 5
practicing monastic' is often taken away from what should be
one's true occupation.
3 .The Nettippakara, designed for teachers, suggests for
teachers to know the temperaments and abilities of Jürgen
Habermas: The Theory of Communicative Action Vol. I,
Reason and Realization of Society (Boston: Beacon Press,
1984), pp. 25-26

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