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a manual of peace: 38 Steps towards Enlightened Living EFTA01129103  A Dhammakaya Foundation Paperback First Edition 2005 Published by the Dhammakaya Foundation Department of International Relations 23/2 Moo 7., Khlong Sam, Khlong Luang Patumthani 12120 Thailand Tel. (+66 02) 524 0257-63 Copyright © 2005 by the Dhammakaya Foundation All Rights Reserved. No portion of this book may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior and express written consent of the publisher National Library of Thailand Cataloging in Publication Data Dhammakaya Foundation A Manual of Peace: 38 Steps towards Enlightened Living Bangkok: Dhammakaya Foundation, 2005 466p. 1. Buddhism I. Title 294.315 ISBN 974-93135-5-0 Printed in Thailand by : Craftsman Press Co.,Ltd 487/42 Soi Wattanasilp, Rajprarop Road, Makkasan, Rajthevee, Bangkok, Thailand Tel: +66-2-2533009, 2533298 EFTA01129104  May the meritoriousfruits accruing from the study of this book be dedicatedfor the benefit of George, Annie, Alice, Lilian, Richard, Harry, Alfred George, Arthur, Norman, Ivan (née Lee) & Evelyn Ayre, Ellen Mary Stokell, Hannah Can; George & Charles F. Lee, Elizabeth, John & Margaret Curry, Anne Fenwick, Annie Jarman, Dennis George, Dennis Arthur & Malcolm Woods, Emily Mary Casbon, William Jabez & Ethel Dawes, Moses Edmund, Gladys, Hilda, Cecil, Reginald and Marie Heaton wherever they have been reborn. EFTA01129105 EFTA01129106  Contents Preface to the First Edition 7 The Manual of Peace in Action 10 Abbreviations 18 Orientation 19 BLESSING GROUP I.: TURNING YOUR BACK ON UNWHOLESOMENESS 25 1. Not Associating with Fools 27 2. Associating with the Wise 37 3. Expressing Respect to those worth of respect 51 BLESSING GROUP II.: TURNING TOWARDS WHOLESOMENESS 65 4. Living in an Amenable Location 67 5. Having done Good Deeds in one's past 77 6. Setting Oneself up properly in life 91 BLESSING GROUP III.: SETTING ONESELF UP IN LIFE 101 7. Artfulness in Knowledge 103 8. Artfulness in Application 113 9. Artfulness in Usage 119 10. Artfulness in Speech 131 BLESSING GROUP IV.: HARMONY IN THE FAMILY LIFE 139 11. Cherishing our parents 141 12. Raising our children 153 13. Cherishing our husband or wife 165 14. Not Leaving one's work undone 177 BLESSING GROUP V.: BECOMING A PILLAR OF SOCIETY 183 15. Generosity 185 16. Dhamma Practice 197 17. Looking after one's extended family 205 18. Blameless Work 213 Contents 5 EFTA01129107 BLESSING GROUP VI.: PREPARATION OF MIND 223 19. Abstaining from Unwholesomeness 225 20. Restraint from Drinking Intoxicants 233 21. Non-recklessness in the Dhamma 243 BLESSING GROUP VII.: INSTILLING ONESELF WITH BASIC VIRTUES 251 22. Respect 253 23. Humility 261 24. Contentment 269 25. Gratitude 281 26. Listening Regularly to Dhamma Teachings 291 BLESSING GROUP VIII.: INSTILLING ONESELF WITH HIGHER VIRTUES 301 27. Patience 303 28. Openness to Criticism 311 29. The Sight of a True Monk 321 30. Regular Discussion of the Dhamma 331 BLESSING GROUP IX.: PRACTICE FOR THE ERADICATION OF DEFILEMENTS 345 31. The Practice of Austerities 347 32. Practising the Brahma-Faring 357 33. Seeing the Four Noble Truths 371 34. The Attainment of Nirvana 385 BLESSING GROUP X.: THE FRUITS OF HAVING PRACTISED UNTIL REACHING AN END OF DEFILEMENTS 393 35. A Mind Invulnerable to Worldly Vicissitudes 395 36. Sorrowlessness 403 37. Freedom from Subtle Defilements 411 38. The Blissful Mind 421 INDICES I. General Index 425 II. Pali Index 449 III. Index of Similes 454 IV. Index of Illustrated Examples 456 6 A Manual of Peace: 38 Steps towards Enlightened Living EFTA01129108  Preface to the First Edition how this book should be used 3. Doing that virtue so regularly that it becomes Most problems in the world can be traced back to the our habit habits of the people inhabiting the world —the things 4. train up the people around you to practise the we do, say and think until having become used to it. thirty-eight blessings as their habits. These habits can either be good or bad. Supposing The important conclusion we get from this three- you have good habits, the sort of things which you stage process of acquiring the thirty-eight blessings do, say and think again and again will be the things of life is that we need to look deeply at ourselves to that bring you happiness in life —especially the habit see how many of the virtues we have accrued for of being responsible for human dignity on a personal ourselves first. We should regard ourselves as still level, human dignity of others in society and in our infancy as far as the spiritual teachings go, responsibility for fair economics. All the thirty-eight and make the appropriate adjustments. Only when virtues discussed in this Manual of Peace need to we've mastered ourselves can we have something become our habits if they are to be of any use to us — to offer to the world, to reach out to others as a good simply to know 'about' the virtues is of no use to us. friend to build up a network of virtue in society. The aim in studying this Manual for students of all Sources used for this book levels should be to incorporate the virtues as their This book draws primarily on translated transcripts habits following the following four stage plan: of eighty hours of lectures entitled Monkollivit given 1. in the short term to learn rules and regulations that by the Most Ven. Phrabhavanaviriyakhun (Luang protect us from behaviours contrary to the virtues Phaw Dattajeevo), acting abbot of Dhammakaya of the blessings; Temple in Thailand in the mid-seventies to those 2. in the medium term to educate ourselves of undergraduate age. The beauty of this lecture according to the information on each blessing in series was abundant use of examples from the Bud- the text to get answers to three questions about dhist scriptures and also from his own life experi- the virtue, namely: ences. A second major source used for this book, • 'what' they are (concept and definition); which was supposed to summarize materials from • 'why' the Buddha taught them (why a the first source into a short book designated for particular behaviour was either prohibited or schoolchildren to do revision for their Path of advocated) and; Progress Ethics Quiz Contest was Ven. Maha Dr. • 'how' they can be put into practice in everyday Somchai Thanavuddho's Monkol livit: Path of life. Progress edition (1982). This latter gives no exam- Preface 7 EFTA01129109 pies, but offers a more structured version of the subjective practice by students. The level of diffi- Mangala Sutta materials, simplified in a way Asian culty of this book is designed for: people can understand. • students of Buddhist studies in the upper sec- This text misses nothing of the core content of ei- ondary. In the U.K. curriculum this book would ther these two sources. However after teaching these be suitable for students studying at Key Stages 4 materials to a group of western Buddhist newcom- + 5. In Scotland, for Scottish Levels SG + HS. Al- ers in Belgium, there were still many questions in though study of Buddhism at Key Stage 4 is time- the audience's minds left unresolved. Things like limited, use of the index cart help students to look respect and gratitude don't come as second nature in depth on selected aspects of the agreed sylla- to westerners. Not drinking alcohol requires more bus. At Key Stage 5, the text can be used for re- than a fleeting explanation in a western culture. The search on project work. long lists of meritorious fruits of various virtues had • students of Buddhist Studies or Comparative to be replaced as far as possible by 'why' rationale Religion at Bachelors' or Masters' level of and where possible examples of the damage which university. can happen when certain virtues are neglected. The Most Ven. Phrabhavanaviriyakhun's Kamphi Gu • This book is useful supplementary reading for Wikrit Chart (2000) helped to illustrate many social the GB102 course of the Dhammakaya Open ills from the neglect of the Six Directions in this re- University. spect. Ven. Maha Dr. Somchai Thanavuddho's • overseas students of the Path of Progress Ethics Nippan ben attn reu anatta (1999) almost completely Quiz Contest replaces the explanation of Nirvana originally given • Buddhists or those interested in Buddhism in Blessing Thirty-four. Also some of the illustrative wishing to supplement or consolidate their examples have been replaced if repeated. Some have knowledge of lifestyle-related Buddhist been supplemented by western anecdotes. Where teachings sets of Dhamma headings are repeated, they are usu What does it offer to lecturers teaching these courses? ally described in full at the first appearance and cross- Lecturers will find this book has a good range of referenced in subsequent appearances. Finally, wher- illustrative examples and metaphors to support ever possible, illustrative examples and Dhamma their teachings or assemblies. Scriptural references headings have been traced back to their scriptural are given for nearly every example. reference in the PTS Pali Buddhist Scriptures to al- low students to cross-reference to other mainstream Student learning features and academic Buddhist works. In finding the refer- In each chapter: ences and fuller illustrative examples, heavy use was • Definitions made of Ven. Paiboon Dhammavipulo's Dachanee TIMM! Outbid; Monkola Soot (1997, 2000, 2002). The • Links to other chapters resulting version of the Manual of Peace, dubbed the • References 'Cheatsheet version' in its homepage form has been At the end of each chapter: better received by western audiences, has had a good • Metaphors web readership and is currently being translated into other western languages • Illustrative Examples At the end of the book: Who should use this hook • general index This book discusses key practical virtues in a se- quential path of Buddhist practice. As such it of- • Pali index fers more than just a dry, theoretical approach to • index of similes Buddhist study, but can actually form the basis of • index of illustrative examples 8 A Manual of Peace: 38 Steps towards Enlightened Living EFTA01129110 Aclmowledgements The publication of this book was made possible to Phra Jessadah Kittithano for help in tracking only by the special efforts of many staff and vol- down references, to Lalita Prasertnopakhun, unteers at the Dhammakaya Foundation in Thai- Peungpit Poopornanake & Chalom Srijarus (ad- land. This includes most importantly the source ministrative assistance), Anant Kittitawesin (cover works in the Thai language already mentioned by design), the Dhammakaya Foundation's still pho- the Most Ven. Phrabhavanaviriyakhun, Phra Maha tography volunteers (colour photography), Tassin- Dr. Somchai Thanavuddho and Phra Paiboon Sipang-Pangbaramee-Pangboon Boontang, Dhammavipulo. Thanks also to Phra Nicholas Manop-Vararat-Dhitinand Kawmark, Suwachara Thanissaro who has translated, compiled and field S.-Thanachaporn Nishiyama & Sukultra-Sabrina tested this version of the text in English. Thanks Carts (cover shoot). Preface 9 EFTA01129111  The Manual of Peace in Action Education on inner peace in the style laid before us ourselves better and know how to manage life in this Manual of Peace, is a must for humanity today. properly. As a result, it is the key success factor Modem day education has many shortcomings as behind the world peace that we are striving for. illustrated ironically by the fact that the majority Provision of IPE is not as straightforward as of today's disasters, come from supposedly the best conventional curriculum content. However, as educated being on this planet — namely the human compared with usual spiritual provisions in school, being. The trouble with much of the curriculum it has the advantage of not being based on belief or materials taught in schools nowadays is that they faith — but rather experience and evidence. It is ignore the concept of peace completely. The higher based on practical knowledge. It's applied one goes in education, the narrower one's knowledge that offers each person an individual knowledge becomes and the further it becomes approach to true happiness regardless of race, estranged from the concepts fundemental to peace. nationality, religion, culture or occupation. It is Many of the violent acts committed in the world knowledge that can form a firm foundation to any are perpetrated by highly educated persons and other form of academic knowledge to guarantee often the victims are those who have received little that the applications of that knowledge are for education. peace. It is self-education that you can start upon Education for peace needs to start by imparting anytime, anywhere (for as long as you are still a awareness of the consequences of one's own actions human being!) — and can be practised throughout to young people — because every action, whether the day alongside our regular daily activities in good or bad, has an effect on the doer's life and order to increase our efficiency and effectiveness. others' lives as well. One cannot afford to be It maximises the efficiency of our time management, complacent or irresponsible about one's actions. rather than being a burden on our time — if a certain This is why any form of education which advocates period of time each day is allocated to it. It needs certain actions by a student has to have no formal classroom, and demands no tuition fees considerations of the peacefulness of those actions either! built into it, in order to prevent the sort of misdeeds However, more than conventional education, it done intentionally or unintentionally that upset demands time, concentration, perseverance, society. tolerance and goodwill. These are qualities which The sort of education that provides awareness of are too easily eroded away by materialism. It is only peace issues is known as 'Inner Peace Education' students who are determined and motivated who (WE). It is a form of education that helps us know can succeed in their studies of IPE. IPE is not yet 10 A Manual of Peace: 38 Steps towards Enlightened Living EFTA01129112 widespread because the value and benefits of it are not yet widely known. Furthermore, because it is evaluated on the basis of inner experience, it is difficult to measure success in empirical terms. Nonetheless, great opportunities exist for pioneering work in IPE. There's already a great deal of expertise in this field, with an emerging group of people who realize their lack of knowledge concerning peace and who are willing to learn. If we can overcome the obstacles that prevent us from realizing the real nature of peace and avoid the influences of segregation and bias which are so easily instilled by race, nationality and religion — through interactive communication we can really start to understand peace from the inside out. Thus although IPE is derived from Buddhist values, it emphasizes key human qualities that transcend cultural differences. It is something that should be a part of every child's education from their earliest years.The idea of IPE is that the attitudes it instils, will not be erased by circumstances. It will remain in a child's character, shaping him to be reasonable rather than emotional when making decisions, instilling a sense of responsibility toward himself, his nearest and dearest, his economy, society and the environment. To be studied, IPE concepts need to be translated into learning activities by teachers Teachers' round of the 'Path ofProgress'. Teachers must become familiar with IPE materials & issues before being or parents. By intensive study of advanced IPE, able to communicate peace values before being able to young people can understand themselves better communicate them effectively to their students. and have a clearer sense of purpose in life. Youngsters, parents and teachers alike like to Thailand have been touched by the IPE curriculum participate actively in peace education projects as — and this can have made no small contribution to participants and organizers and also form an active peace in the world community — helping children network of peace volunteers throughout Thailand to open up their hearts to listen to the teacher inside down to the present day, generation by generation and understand the reality of life and the world — through word-of-mouth.It is important that before healing differences, celebrating similarities and becoming organizers and teachers of such programs promoting world peace through inner peace. that they first understand peace and means of non- violent conflict resolution themselves —under this PATH OF PROGRESS ETHICS QUIZ CONTEST proviso, the organizers can even be older children The main learning activity for implementing 1PE organizing activities for their younger fellows. amongst young people is the so-called 'Path of During the history of the 'Path of Progress' Ethics Progress' Ethics Quiz Contest which has been held Quiz Contest, the scale of participation has grown nationwide every year in Thailand since 1982. The from one person to a small team then a larger and aim of the project is to bring children's ethical larger one. Over the last thirty years, the lives of development to higher levels resulting in positive total of over twenty million young people in behavioral changes in a way that is relevant to those The Manual of Peace in Action 11 EFTA01129113  what they have learned. This is the reason why both programs are so beneficial for our school. At the beginning, we taught the Manual of Peace to small groups of students. As years went by, more students got interested, so we had to change the workshop format into assemblies. We had such an assembly each day for the students from first to sixth grade. Furthermore, our school has many activities that are involved with morals and ethics. For example, the school will let the students meditate along to an audio cassette of meditation instruction. The students usually attend Buddhist services and practise meditation afterwards. Later the students have their own group discussions to analyze and comment about how they can improve their Interreligious participation in the 'Path of Progress'. Christians, Buddhists & Moslems take the teachers' round of virtues. the 'Path of Progress' so that they can accurately pass on the Kindergarten infants, do not join the assembly, IPE concepts to their schoolchildren. but they will have a homeroom teacher. Most of of all nationalities, races and religions. The 'Path of the time, the teacher focuses on meditation Progress' shares the same curriculum of the Thirty- practice. The teaching for them makes heavier Eight Blessings of Life described in this Manual of use of illustrations to overcome their reading Peace. The number of participants started with 382 difficulties. Also, they seem to enjoy looking at in 1982 and rose in 2002 to four million from 13,000 the pictures too. educational institutes — ranging from We once had a boy named Pruchya. He had kindergartens, universities, police and military received an 'Olympic' gold medal for winning a colleges —students and teachers alike from all over math contest. In all his interviews, Pruchya said Thailand. The winners of the contest receive plaques that he always wishes to be a virtuous person of distinction from . the King of Thailand and rather than being merely a smart one. From representatives o many international organ- listening to his interview, it made us really proud izations. Besides honorary plaques, winners are to see that he had lived up to our ideals of a good granted scholarships and certificates for their student success in each category. In my opinion too, to be a virtuous child is more important than to be an intelligent one Case Histories of Schools Participating in the Path because at least virtuous people can co-exist of Progress IPE Scheme peacefully in the world. If a person is endowed Suteetorn Kindergarten, Nakorn Prathom, Thailand. with self-discipline, they have the potential to "We find that the teachings of the 'Path of develop intelligence and have a successful Progress' programme eminently suitable to the future. When the youth have morality in their curriculum at our school. The 'Path of Progress' hearts, they can differentiate what is right or program helps students realize the value of wrong. They have awareness of the morality. Students can also adapt these morals consequences of every action they do. Therefore to practice in their daily lives. The Home of Peace they perform good deeds for the benefit of program (see p.16) focuses more on the practices themselves, society and the world." of the learners, so students can really practice Headmistress 12 A Manual of Peace: 38 Steps towards Enlightened Living EFTA01129114 School Track Record: School Track Record: • 2,600 students from kindergarten to Grade 6 have • 3,800 high school students from Grade 7-12 joined the 'Path of Progress' Ethics Quiz Contest joining the 'Path of Progress' Ethics Quiz Contest every year from 1990 to present; every year from 1983 to present; • first prize winner in the primary school category • first prize in the team category for seven years for 1998; running from 1993-9; • first prize in the primary school team category • first prize in the individual and team categories for 2000, 2001 and 2002; for the 19th contest • recognized by the Thai Ministry of Education as • first prize in the secondary school team category 'best school for cultivation of virtue in students' in 2002. Singha Samuita High School, Chonburi, Thailand Recovery of a former drug-addict "The intention of our school in joining the "Ever since I was born, the person I 'Path of Progress' scheme was originally only remembered seeing the most is my mother. She to evaluate the level of knowledge of our always taught me to be a good person and to students concerning the Buddha's teachings do good things to others as well. Well, you may and also to see where our students stood as think I would probably turn out to be just like compared to other schools. Qualified teachers instruct their students. Teachers need However, when I saw the students' to be role models of IPE and knowledgable of its concepts to enthusiasm in joining the competition, I too instil virtuous habits in their students. started to read the book, the Manual of Peace. I started to be involved gradually with tutoring the students for competitions. After teaching for a while, I became fascinated by the Buddha's teachings. I felt that I had become a better person morally as well as spiritually. ' I think one of the reasons has to do with the fact that I am teaching Manual of Peace to the students. I mean, can you imagine a person managing to teach Manual of Peace without understanding moral or ethics themselves? I couldn't be like that. So I felt like my attitude towards life has completely changed because of this book. The most rewarding thing I have witnessed is to be able to transfer my knowledge about how to conduct good deeds to my students. I try to put the basic teaching from Manual of Peace into all of my mainstream lessons." One single teacher's effort, inspired senior students to organize a tutorial activity of peace for their juniors. Finally it became the most popular club amongst our students." Sompong Hunsadee: Coordinating Teacher The Manual of Peace in Action 13 EFTA01129115 Student 'Path ofProgress' Examinations take place throughout Thailand. Each year more than four million students throughout Thailand participate In the qualifying round of the 'Path of Progress' Ethics Quiz Contest at countless provincial centres supervised by IBS volunteers. other kids but it's not so. asked her was, "Why did you help me, Mom?" It started when I was in high school. I had a My mother did not say much. Just the sight of big argument with my teacher and therefore, I tears in her eyes had already killed me. All she decided to drop-out. I thought school was not said was, "I love you. I can forgive and will necessary any more. Instead of helping my always do so, son." After that day, I decided to mothec. I started to go out every night with my stop doing all the bad things and avoided friends. I knew my mother worried about me getting back into the vicious circle again. but I thought I could take care of myself. I decided to go back to school in order to One night when I went to a friend 's house, avoid probation. Though I knew that I didn't one night, he showed me a small pill that looked want to hurt my mother's feelings any more, like a painkiller. Curious and ignorant as I was, my subconscious still tempted me to sell drugs I decided to have my first contact with drugs. to my classmates. There was a big fight in my After that, I became addicted to drugs and had mind between the good and bad sides. I did to steal money in order to buy them daily. At not know what to do. last, I became the drug dealer myself. At that Fortunately, when I was at the point of time, I had no choice. relapse, my teacher persuaded me to join ethics However, I was caught by police and was sent quiz contest called 'The Path of Progress'. At to a juvenile court. My mother then bailed me first, I saw no point in participating in such a out from the juvenile prison. The first thing I program. Then she gave me a reference book 14 A Manual of Peace: 38 Steps towards Enlightened Living EFTA01129116  called A Manual of Peace to prepare myself for a contest. I did not know why I went through it. Surprisingly, I was very touched by the content the book offered. This book was the turning point of my life.I learned to love myself, my parents, my teachers, my friends and others in a more productive way. I was taught to think wisely before acting, to choose eloquent and useful words to express myself in and to do good deeds towards myself and other people. From then on, I avoided people who attempted to poison me with drugs or any other bad things. I stopped coming home late. I tried to help my mother in every way I could. Right now, my mother and I understand each other more. I do well at school and my friends now welcome me to join class activities with them. All I would like to say is a big 'thank you' to the Path of Progress. They have changed my life. They helped me find the way out of the dark. I will try tohelp spread the project to more people in my community. There are many young people who are still stuck in vicious circles. They do not know how to go out of them. Please show them the light at the end of the tunnel. And please try to reach us before Interreligious participation in the 'Path of Progress. the mistakes we make in our lives are too grave. Christians, Buddhists & Moslems take the teachers' round of the 'Path of Progress' so that they can accurately pass on the Mr. Visarut Komkaew IPE concepts to their schoolchildren. Bang Luang Vithaya High School Dhammakaya Foundation — a United Nations- Nakorn Pathom, Thailand accredited Non-Governmental Organization (NGO) associated with the Department of Public This is the true testimony written by one participant Information (DPI). The founder's compassionate of the Path of Progress Ethics Quiz Contest. After mission in setting up the IBS was to further public receiving this letter in 2000, the IBS interviewed him awareness of ethical issues, particularly in the when he was in Grade 12 and had been elected as youth. president of the student committee. In the present day, the IBS is an umbrella organization of university students all over THE INTERNATIONAL BUDDHIST SOCIETY Thailand who sacrifice their time to organize ethical The main coordinator of IPE in Thailand is the activities primarily for youth. Their success is a International Buddhist Society (IBS). IBS was result of the dedication, hard work and devotion established by a 1960 Alumni of Kasetsart of an all-volunteer staff, many of whom are former University, Bangkok. After graduation, he took participants in IBS activities. This is a new wave of ordination as a Buddhist monk. At present, he is student activity boasting nearly 5,000 active the Most Venerable Phrarajabhavanavisudh members in 2003. Most IBS activities are based on (Chaiboon Dhammajayo), President of the the concept of promoting peace through education. The Manual of Peace in Action 15 EFTA01129117  These two projects have about 4 million students participating annually throughout Thailand and receive cooperation from 13,000 schools and educational institutions. The 'Path of Progress' provides students with a peace manual for students to study as an extra- curricular activity and an annual contest to compete in. Winners in each category receive honorific plaques, certificates and scholarships to motivate and stimulate their interest. By reading the Manual of Peace different topics will capture each student's imagination according to their disposition. It will guide them to see the good and bad sides of their own character and motivate them to want to improve themselves become more productive. They transform by means of internally Thai royalty & international organizations award plaques. Winners of 'Path of Progress' championships in derived discipline, rather than discipline needing the various categories receive plaques and scholarships from to be imposed from outside. They change by their M. the King of Thailand and numerous international own willingness to become a more responsible organizations. person. IBS has become a major player in Thai youth The 'Path of Progress' is complemented by a development an active role in promoting peace second project called the 'Home of Peace' — through a variety of peace education programs in especially to supplement younger childrens' Thai society. understanding of peace — to see if they differentiate peace and non-peace in their daily IBS ACTIVITIES lives. The project provides a 'diary of peace' for IBS activities are divided into two major levels — the children to write down their own good deeds the elementary and the advanced. and good deeds done toward their parents, On the elementary level, it aims to instill the teachers and extended family. Since any deeds normal inner peace core values in a child's mind. done every day can become habits, the IBS seeks In order to prepare them for more advanced levels to value to overlook a child's seemingly of study when they grow up. Such standards will insignificant good deeds because these might be translate into a child's behaviours and become his the root cause of their success in the future. Every own second nature. It's a self- generated rather than child tends to have his or her own hero. If their an imposed discipline. That's why IPE has long hero is a worthy role model, it will inspire them to term beneficial effects on its students. On the become a virtuous global citizen. On the contrary, advanced level, meditation by students with a negative role model, they can become public consolidates the process of IPE in the long run. enemy no.1. In this respect, adults play an Meditation is a good catalyst, becauseit helps youth important role in presenting a model of peace to see and understand themselves better, know their the young people around them. By reading, own needs and serve those needs in a more writing and practising peace every day, with the productive way. The IBS see IPE as lifelong co-operation of parents and school, IPE will education. eventually become a child's second nature The main learning activities at the elementary allowing them to respond to every situation by level, used by the IBS is the 'Path of Progress' Ethics peaceful means. Quiz Contest' and 'the Home of Peace' (HOP). For young people who show their readiness to 16 A Manual of Peace: 38 Steps towards Enlightened Living EFTA01129118 learn at the advanced level, there are a hither three study and practice spiritual values projects: incorporated into their daily routine to make • Leadership Training Program: this scheme sure that improved habits are properly attracts young people by providing advanced instilled and that those habits will survive the IPE training in personality enhancement, transfer back to daily life when they return to public speaking, meditation and social their everyday life. affirmation — and it is these young people • Ladies' Dhammadayada Training Scheme: the who go on to become 'supervisor' volunteers Ladies version of the Dhammadayada who organize the 'Path of Progress' training is as intensive in IPE concepts as that throughout Thailand annually. of the gentlement, but participants are not • Dhammadayada Ordination Scheme: During required to ordain as nuns. the Ordination Scheme, the IPE used includes At the advanced level, IPE projects seek to train Buddhist teachings made relevant to the university students who can act as organizers needs of young men in Thai society. This of IPE project managers themselves. It is because activity is rooted in the Thai tradition that of the trainees of these sort of courses that the when a man reaches the age of twenty he IBS has managed to run activities such as the should take temporary ordination as a 'Path of Progress' continuously now for more Buddhist monk for a period to learn spiritual than twenty years. The unifying feature of the values first hand. This course comprises two advanced projects for IPE is an increased months of intense study of IPE. Participants emphasis on meditation. The Manual of Peace in Action 17 EFTA01129119  Abbreviations A. Aliguttara Nilcitya (PTS Edition) AA. Manorathaparahi - Aiiguttara Nikaya Commentary (PTS Edition) Ap. Apadana (PTS Edition) D. Digha Nikaya (PTS Edition) DA. Sumahgala Vilasini - Digha Nikaya Commentary (PTS Edition) Dh. Dhammapada (PTS Edition) DhA. Dhammapada Commentary (PTS Edition) DhSA. Atthasalini - Dhammasarigahi Commentary (PTS Edition) It. Itivuttaka (PTS Edition) J. Jataka (PTS Edition) KhpA. Khuddakapitha Commentary (PTS Edition) M. Majjhima Nikaya (PTS Edition) MA. Papaftca Sfidani - Majjhima Nikaya Commentary (PTS Edition) MT. Mahavaipsaillka Mil. Milindapafiha (PTS Edition) MNidA. Maha Niddesa Commentary (PTS Edition) Maha Niddesa (PTS Edition) bld! Cula Niddesa (PTS Edition) NrPA. Cella Niddesa Commentary (PTS Edition) PsA. Patisambhidarnagga Commentary (PTS Edition) PTS Pali Text Society of London S. Saipyutta Nikiya (PTS Edition) SA. Saratthappakisini - Sazatta Nikaya Commentary (PTS Edition) SadS. Saddhammasarigaha (=. Journal 1890) SN. Sutta Nipata (PTS Edition) SNA. Sutta Nipita Commentary (PTS Edition) ThagA. Theragatha Commentary (PIS Edition) Ud. Udana (PTS Edition) Vbh. Vibhanga (PTS Edition) Vin. Vinaya (PTS Edition) Vism. Visuddhimagga (PTS Edition) Vv. Vimanavatthu (PTS Edition) VvA. Vimanavatthu Commentary (PTS Edition) 18 A Manual of Peace: 38 Steps towards Enlightened Living EFTA01129120  Orientation A. 1811ROOM,11ON the means to nurtur or nourish the mind. For all Welcome to the Manual of Peace. This orientation our qualifications and diplomas we might have, deals with the principles of ethical study and the none of them can guarantee us against hunger of value of the Thirty-Eight Blessings contained in this the mind. On the contrary, the irresponsible people manual. The Manual of Peace contains subject mat- may use their cunning to do more heinous crimes ter which is not difficult — indeed it is very popu- than they would do if they weren't educated. Thus lar in Thailand especially amongst school children worldly education cannot guarantee us a happy life where over 4,000,000 annually take examinations or guarantee that we will not end up in jail. This is in it. In schools where vocational subjects rob the why we make the distinction between worldly and curriculumof more and more time previously dedi- spiritual knowledge — because spiritual knowl- cated for spiritual studies, the Thirty-Eight Bless- edge properly studied can guarantee that we will ings have been forming an extra-curricular recom- not be put in jail — it is not only something to fill pense in spiritual studies for children in Thailand up our brains — it has transformative power to since 1982. upgrade the way we think, speak and act. In the ideal world, our system of education would A.1 Why study spiritual knowledge ? give us the answers we need to the questions in- The first question that comes to mind for many peo- side ourselves, but in practice, the secular educa- ple studying this book is to ask why academic or tion doesn't manage to fill this gap — and maybe, materia