Cultures and Religions of the Himalayan Region

Summer 2004

Mr. John De Lisa
Religious Studies Department
St. Joseph Hill Academy
Staten Island, New York

Lesson 1

Lesson 2

Tibetan monks: a life of ascesis in the pursuit of true wisdom (prajna)

The stage is now set to examine the flourishing of Tibetan Buddhism in the Himalayan region. Students will be asked to read chapter two, "The Impermanence of Life" from a further source utilized in the institute, Words of My Perfect Teacher by Patrul Rinpoche (1808-1887), known as the "Second Buddha" whose labors were instrumental in perpetuating and disseminating the spiritual heritage of Tibet. Having students enter into direct dialogue with this primary document is consonant with the "Rules for Doing Comparative Religion," guidelines originally formulated by Rev. Krister Stendhal of Harvard and further developed and presented by Professor Lewis to the institute participants. While reading this material the students will be advised to discern the text's attitudinal stance and reaction to life and the human condition. They will be responsible for producing a written evaluation of the text's suggested human response.

Discussion will follow analyzing the text's monastic optic on life within this world, the inevitability of death, and the certainty of life after death. When there has been sufficient familiarity gained with this Buddhist response to these inherently and unavoidably human issues, the students will be asked to go online. (St. Joseph Hill is a lap top school: each student possesses her own wireless computer and carries it to each of her classes.)

Here we will view several works of Christian art:
1. Albrecht Dürer's St. Jerome
2. José de Ribera's St. Onufri
3. Nicolas Poussin's St. Anthony and St. Paul in the Desert
4. Francisco de Zurbaran's St. Francis in Ecstasy

After examining these paintings, the students will be asked if they notice the appearance of any common, yet unusual, element within the respective compositions. Students will not fail to note the presence of a skull, upon the significance of which they will be invited to speculate. The Christian ascetic concept of memento mortis will be introduced into the discussion. When the students have assimilated the religious import of the skull, they will be asked to formulate a synthesis of their knowledge of the Buddhist conception of impermanence as a "mark" of existence with the Christian iconic skull as memento mortis. The object of this lesson is to bring the students to an ultimate consideration of the fragility of human life and the vanity of the "world of illusion." Their newly acquired perception of a transcendental vision of mortal existence garnered from the Buddhist text will be broadened by a more mature reacquaintance with their own Christian spiritual tradition. The upshot of this encounter will demonstrate a fundamental, religious commonality within two major religious traditions.

This site was created by Mr. John De Lisa at the NEH Summer Institute "Cultures and Religions of the Himalayan Region," held at the College of the Holy Cross, Summer 2004