EFTA00286476.pdf

a manual of peace: 38 Steps towards Enlightened Living EFTA00286476  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 EFTA00286477  May the meritorious fruits accruingfrom 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 Fen wick, Annie Jarman, Dennis George, Dennis Arthur & Malcolm Woods, Emily Maly Casbon, William Jabez & Ethel Dawes, Moses Edmund, Gladys, Hilda, Cecil, Reginald and Marie Heaton wherever they have been reborn. EFTA00286478 EFTA00286479  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 S. Artfulness in Application 113 9. Artfulness in Usage 119 10. Artfulness in Speech 131 BLESSING GROUP IV.: HARMONY IN THE FAMILY LIFE 139 II. 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 IS. Blameless Work 213 EFTA00286480  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 VIIL: 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 35. A Mind Invulnerable to Worldly Wa litag NTS 393 395 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 EFTA00286481  Preface to the First Edition How this book should be used I Doing that virtue so regularly that it becomes our Most problems in the world can be traced back to the habit habits of the people inhabiting the world — the things 2 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. The important These habits can either be good or bad. Supposing you conclusion we get from this three-stage process of have good habits, the sort of things which you do, say acquiring the thirty-eight blessings of life is that we and think again and again will be the things that bring need to look deeply at ourselves to see how many of you happiness in life — especially the habit of being the virtues we have accrued for ourselves first. We responsible for human dignity on a personal level, should regard ourselves as still in our infancy as far as human dignity of others in society and responsibility for the spiritual teachings go, and make the appropriate fair economics. All the thirty-eight virtues discussed in adjustments. Only when we've mastered ourselves can this Manual of Peace need to become our habits if they we have something to offer to the world, to reach out to are to be of any use to us — simply to know `about' the others as a good friend to build up a network of virtue virtues is of no use to us. The aim in studying this in society. Manual for students of all levels should be to Sources used for this book incorporate the virtues as their habits following the This book draws primarily on translated transcripts of following four stage plan: eighty hours of lectures entitled Monkol Jivit given by in the short term to learn rules and regulations thaihe Most Ven. Phrabhavanaviriyakhun (Luang Phaw protect us from behaviours contrary to the virtues of the Dattajeevo), acting abbot of Dhammakaya Temple in blessings; Thailand in the mid-seventies to those of undergraduate 2 in the medium term to educate ourselves accordinggte The beauty of this lecture series was abundant use the information on each blessing in the text to get answers Br examples from the Buddhist scriptures and also from three questions about the virtue, namely: his own life experiences. A second major source used for this book, which was supposed to summarize • `what' they are (concept and definition); materials from the first source into a short book • `why' the Buddha taught them (why a particalignated for schoolchildren to do revision for their behaviour was either prohibited or advocated) and; Path of Progress Ethics Quiz Contest was Ven. Maha • `how' they can be put into practice in every . Somchai Thanavuddho's Monkol Jivit: Path of life Progress edition (1982). This latter gives no exam- EFTA00286482 pies, but offers a more structured version of the subjective practice by students. The level of difficulty Mangala Sutta materials, simplified in a way Asian of this book is designed for: people can understand. • students of Buddhist studies in the upper secondary. This text misses nothing of the core content of either In the U.K. curriculum this book would be suitable for these two sources. However, after teaching these students studying at Key Stages 4 materials to a group of western Buddhist newcomers in + 5. In Scotland, for Scottish Levels SG + HS. Al- Belgium, there were still many questions in the though study of Buddhism at Key Stage 4 is audience's minds left unresolved. Things like respect time-limited, use of the index can help students to and gratitude don't come as second nature to look in depth on selected aspects of the agreed sylla- westerners. Not drinking alcohol requires more than a bus. At Key Stage 5, the text can be used for re- fleeting explanation in a western culture. The long lists search on project work. of meritorious fruits of various virtues had to be students of Buddhist Studies or Comparative replaced as far as possible by `why' rationale and where Religion at Bachelors' or Masters' level of university. possible examples of the damage which can happen • when certain virtues are neglected. The Most Ven. Phrabhavanaviriyakhun's Kamphi Gu Wikrit Chart • This book is useful supplementary reading for the (2000) helped to illustrate many social ills from the GB102 course of the Dhammakaya Open University. neglect of the Six Directions in this respect. Ven. Maha Dr. Somchai Thanavuddho's Nippon hen atta rear • overseas students of the Path of Progress Ethics Quiz anatta (1999) almost completely replaces the Contest explanation of Nirvana originally given in Blessing • Buddhists or those interested in Buddhism Thirty-four. Also some of the illustrative examples have wishing to supplement or consolidate their knowledge been replaced if repeated. Some have been of lifestyle-related Buddhist teachings supplemented by western anecdotes. Where sets of Dhamma headings are repeated, they are usually What does it offer to lecturers teaching these courses? described in MI at the first appearance and Lecturers will find this book has a good range of cross-referenced in subsequent appearances. Finally, illustrative examples and metaphors to support their wherever possible, illustrative examples and Dhamma teachings or assemblies. Scriptural references are given headings have been traced back to their scriptural for nearly every example. reference in the PTS Pali Buddhist Scriptures to allow students to cross-reference to other mainstream and Student learning features academic Buddhist works. In finding the references and In each chapter: fuller illustrative examples, heavy use was made of Definitions Ven. Paiboon Dhammavipulo's Dachanee Thamm Chabab Monkola Soot (1997, 2000, 2002). The Links to other chapters References At the end of resulting version of the Manual of Peace, dubbed the each chapter: theatsheet version' in its homepage form has been better received by western audiences, has had a good Metaphors web readership and is currently being translated into Illustrative other western languages Examples At the end of the Who should use this book buofteral index This book discusses key practical virtues in a sequential path of Buddhist practice. As such it offers more than Pali index just a dry, theoretical approach to Buddhist study, but index of similes can actually form the basis of index of illustrative examples EFTA00286483 Acknowledgements The publication of this book was made possible only by to Phra Jessadah Kittithano for help in tracking down the special efforts of many staff and volunteers at the references, to Lalita Prasertnopakhun, Peungpit Dhammakaya Foundation in Thailand. This includes Poopornanake & Chalom Srijarus (administrative most importantly the source works in the Thai language assistance), Anant Kittitawesin (cover design), the already mentioned by the Most Ven. Dhammakaya Foundation's still photography volunteers Phrabhavanaviriyakhun, Phra Maha Dr. Somchai (colour photography), Tassin- Thanavuddho and Phra Paiboon Dhammavipulo. Sipang-Pangbaramee-Pangboon Boontang, Thanks also to Phra Nicholas Thanissaro who has Manop-Vararat-Dhitinand Kawmark, Suwachara translated, compiled and field tested this version of the S.-Thanachapom Nishiyama & Sukultra-Sabrina Cants text in English. That (cover shoot). EFTA00286484  The Manual of Peace in Action Education on inner peace in the style laid before us in this ourselves better and know how to manage life properly. Manual of Peace, is a must for humanity today. Modem day As a result, it is the key success factor behind the world education has many shortcomings as illustrated ironically by peace that we are striving for. the fact that the majority of today's disasters, come from Provision of IPE is not as straightforward as supposedly the best educated being on this planet — namely conventional curriculum content. However, as the human being. The trouble with much of the curriculum compared with usual spiritual provisions in school, it materials taught in schools nowadays is that they ignore the has the advantage of not being based on belief or faith concept of peace completely. The higher one goes in — but rather experience and evidence. It is based on education, the narrower one's knowledge becomes and the practical knowledge. It's applied knowledge that offers further it becomes estranged from the concepts fundemental toeach person an individual approach to true happiness peace. Many of the violent acts committed in the world are regardless of race, nationality, religion, culture or perpetrated by highly educated persons and often the victims occupation. It is knowledge that can form a firm are those who have received little education. foundation to any other form of academic knowledge to guarantee that the applications of that knowledge are for peace. It is self-education that you can start upon anytime, anywhere (for as long as you are still a human Education for peace needs to start by imparting being!) — and can be practised throughout the day awareness of the consequences of one's own actions to alongside our regular daily activities in order to increase young people — because every action, whether good or our efficiency and effectiveness. It maximises the bad, has an effect on the doer's life and others' lives as efficiency of our time management, rather than being a well. One cannot afford to be complacent or burden on our time — if a certain period of time each irresponsible about one's actions. This is why any form day is allocated to it. It needs no formal classroom, and of education which advocates certain actions by a demands no tuition fees either! student has to have considerations of the peacefulness of those actions built into it, in order to prevent the sort of misdeeds done intentionally or unintentionally that upset However, more than conventional education, it society. demands time, concentration, perseverance, tolerance and goodwill. These are qualities which are too easily The sort of education that provides awareness of peace eroded away by materialism. It is only students who are issues is known as `Inner Peace Education' (IPE). It is a determined and motivated who can succeed in their form of education that helps us know studies of IPE. IPE is not yet EFTA00286485  of it are not it is evaluated icult to for pioneering of expertise in pie who realize .e and who are ) 2 obstacles that e of peace and bias which are tnd religion — can really start Thus although :mphasizes key iffercnces. It is every child's idea of IPE is be erased by ild's character, han emotional a sense of Teachers' round of the 'Path ofP rogress% Teachers =tot and dearest, become familiar with IPE materials & Issues before beingnment. To be able to communicate peace values before being able 10:d into learning communicate them effectively to their students. apt?tit pacer. Dying715padailafast-have activities urviractict tomtits made no small contribution to peace in the world community — I children too &MI pil sApet &te sisal micistaxithentaiiyndfaifehmenhe vibitalogrebtalfrigaiiiiceneoccs, celebratin similarities an omsysghualt c cact roatjnrcisr pfiarisis c in become familiar with IPE materials ee issues before being able ei life. ' co communicate peace values before being abk to communicate Youngsters, parents and teachers alike like to participate them effectively to their students. actively in peace education projects as participants and organizers and also form an active network of peace Thailand have been touched by the IPE curriculum volunteers throughout Thailand down to the present day, generation by generation through word-of-mouth. It is important that before becoming organizers and teachers of such programs that they first understand peace and means of nonviolent conflict resolution themselves — under this proviso, the organizers can even be older children organizing activities for their younger fellows. PATH OF PROGRESS ETHICS QUIZ CONTEST The main learning activity for implementing IPE amongst young people is the so-called 'Path of During the history of the 'Path of Progress' Ethics Quiz Progress' Ethics Quiz Contest which has been held Contest, the scale of participation has grown from one nationwide every year in Thailand since 1982. The aim person to a small team then a larger and larger one. of the project is to bring children's ethical development Over the last thirty years, the lives of total of over to higher levels resulting in positive behavioral changes twenty million young people in in a way that is relevant to those EFTA00286486  what they have learned. This is the reason why both programs are so beneficial for our school. At the beginning, we taught the Manual ofPeace 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 ofmeditation 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 virtues. Interreligious participation in the 'Path of Progress'. Kindergarten infants, do not join the assembly, but Christians, Buddhists tt Moslems take the teachers round of they will have a homeroom teacher. Most of the time, the 'Path of Progress' so that they can accurately pass on the IPE concepts to their schoolchildren. the teacher focuses on meditation practice. The teaching for them makes heavier use of illustrations to Interreligious participation in the 'Path of Progress'. Christians, Buddhists & Moslems take the teachers' round of overcome their reading difficulties. Also, they seem the 'Path of Progress' so that they can accurately pass on the to enjoy looking at the pictures too. We once had a IPE concepts to their schoolchildren. boy named Pruchya. He had received an 'Olympic' gold medal for winning a math contest. In all his of all nationalities, races and religions. The 'Path of interviews, Pruchya said that he always wishes to be a Progress' shares the same curriculum of the virtuous person rather than being merely a smart one. Thirty-Eight Blessings of Life described in this Manual From listening to his interview, it made us really ofPeace. The number of participants started with 382 in proud to see that he had lived up to our ideals of a 1982 and rose in 2002 to four million from 13,000 good student. In my opinion too, to be a virtuous educational institutes — ranging from kindergartens, child is more important than to be an intelligent universities, police and military colleges — students and one because at least virtuous people can co-exist teachers alike from all over Thailand. The winners of the peacefully in the world. If a person is endowed contest receive plaques of distinction from H.M. the King with self-discipline, they have the potential to of Thailand and representatives of many international develop intelligence and have a successful future. organizations. Besides honorary plaques, winners are When the youth have morality in their hearts, they granted scholarships and certificates for their success in can differentiate what is right or wrong. They have each category. awareness of the consequences of every action they do. Therefore they perform good deeds for the benefit of themselves, society and the world." Case Histories of Schools Participating in the Path of Progress IPE Scheme Suteetorn Kindergarten, Nakorn Prathom, Thailand. "We find that the teachings of the 'Path of Progress' programme eminently suitable to the curriculum at our school. The 'Path of Progress' program helps students realize the value of morality. Students can also adapt these morals to practice in their daily lives. The Home of Peace program (seep.16) focuses more on the practices of the learners, so students can really practice Headmistress EFTA00286487  School Track Record: to Grade 6 have• 3,800 high school students from Grade 7-12 Contest every yejoining the `Path of Progress' Ethics Quiz Contest every year from 1983 to present; school category for first prize in the team category for seven years running from 1993-9; earn category for first prize in the individual and team categories for the 19th contest. of Education as • first prize in the secondary school team dents' category in 2002. Thailand Recovery ofa former drug-addict `Path of "Ever since I was born, the person I remembered valuate the seeing the most is my mother. She always taught me 'ng the to be a good person and to do good things to others our students as well. Well, you may think I would probably turn ver, when I out to be just like Qualified teachers instruct their students. Teachers need to , the Manual be role models of IPP.. and knowledgable of its concepts to y with instil virtuous habits in their students. ter teaching uddha's teachings. I felt that 1 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 ofPeace to the students. I mean, can you imagine a person managing to teach Manual ofPeace 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 ofPeace 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 ow students." Sompong Hunsadee: Coordinating Teacher EFTA00286488 Student 'Path of Progress' 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 supeniscd by I BS volunteers. other kids but it's not so. asked her was, "Why did you help me, Mom?" My It started when I was in high school. I had a big mother did not say much. Just the sight of tears in argument with my teacher and therefore, I decided to her eyes had already killed me. All she said was, "I drop-out. I thought school was not necessary any love you. I can forgive and will always do so, son." more. Instead of helping my mother, I started to go After that day, I decided to stop doing all the bad out every night with my friends. I knew my mother things and avoided getting back into the vicious worried about me but I thought I could take care of circle again. myself. I decided to go back to school in order to avoid One night when I went to a friend 's house, one probation. Though I knew that I didn't want to hurt night, he showed me a small pill that looked like a my mother's feelings any more, my subconscious painkiller. Curious and ignorant as I was, I decided still tempted me to sell drugs to my classmates. to have my first contact with drugs. After that, I There was a big fight in my mind between the good became addicted to drugs and had to steal money in and bad sides. I did not know what to do. order to buy them daily. At last, I became the drug dealer myself. At that time, I had no choice. Fortunately, when I was at the point ofrelapse, my teacher persuaded me to join ethics quiz contest However, I was caught by police and was sent to a called 'The Path of Progress'. At first, I saw no juvenile court. My mother then bailed me out from point in participating in such a program. Then she the juvenile prison. The first thing I gave me a reference book EFTA00286489  -. s!`mrA- I - re . yself for a )ugh it. content the ; point of my , my teachers, ve way. I was ;. to choose 'self in and to ,ople. attempted to ad things. I my mother in other and I at school and in the various t you' to the ny life. They . I will try to L :epic in my pie who are Interreligious participation in the 'Path of Progress'rot know how Christians, Buddhists & Moslems take the teachers' round of the 'Path of Progress' so that they can accurately pass on tete light at the In concepts to their schoolchildren. I ho ilia% day, the IBS is an umbrella organization of university students all over 1 who sacrifice thihetketil!WafiaatihteilticliVANVINATIor youth.IlibeictigurasvialicipsotheofrthhcdalirtatitArcImmialeork and devotion o all-volunteer staff, many of whom are former participants in IBS activitia19104.1S ihttltnitraft Mo:tihalerltilitttlititSelSetiftirrgttft4O19. 5,000 activt members in 2003. Most IBS activities are based on the concept of promagiathRfecaUeheloikEcY can accurately pass on the Mr. Visarut Komkaew Bang wirconcepts to their schoolchildren. Luang Vithaya High School Dhammakaya Foundation — a United Nakorn Pathom, Thailand Nations-accredited Non-Governmental Organization (NGO) associated with the Department of Public This is the true testimony written by one participant of Information (DPI). The founder's compassionate 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 youth. when he was in Grade 12 and had been elected as president of the student committee. THE INTERNATIONAL BUDDHIST SOCIETY The main coordinator of IPE in Thailand is the International Buddhist Society (IBS). IBS was established by a 1960 Alumni of Kasetsart University, Bangkok. After graduation, he took ordination as a Buddhist monk. At present, he is the Most Venerable Phrarajabhavanavisudh (Chaiboon Dhammajayo), President of the EFTA00286490  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 extracurricular 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 Thai royalty a International organizations award motivate them to want to improve themselves become more plaques. Whiners of 'Path of Progress' championships in productive. They transform by means of internally derived the various categories receive plaques and scholarships from the King of Thailand and numerous international discipline, rather than discipline needing to be imposed from organizations. IBS has become 94iler ThsfrFilmitvytiiilfi EffeelbiblifflitsalAciffenitilein promoting through a variety of peace education programs in Thai society. more responsible person. The 'Path of Progress' is complemented by a second project called the 'Home of Peace' — especially to supplement younger childrens' understanding of peace — to see if they differentiate peace and non-peace in their daily lives. The project provides a 'diary of peace' IBS ACTIVITIES for the children to write down their own good deeds and IBS activities are divided into two major levels — the good deeds done toward their parents, teachers and elementary and the advanced. extended family. Since any deeds done every day can On the elementary level, it aims to instill the normal inner become habits, the IBS seeks to value to overlook a peace core values in a child's mind. In order to prepare them child's seemingly insignificant good deeds because for more advanced levels of study when they grow up. Such these might be the root cause of their success in the standards will translate into a child's behaviours and become future. Every child tends to have his or her own hero. If his own second nature. It's a self- generated rather than an their hero is a worthy role model, it will inspire them to imposed discipline. That's why IPE has long tenn beneficial become a virtuous global citizen. On the contrary, with a effects on its students. On the advanced level, meditation by negative role model, they can become public enemy students consolidates the process of IPE in the long run. no. 1. In this respect, adults play an important role in Meditation is a good catalyst, because it helps youth see and presenting a model of peace to the young people around understand themselves better, know their own needs and serve them. By reading, writing and practising peace every those needs in a more productive way. The IBS see IPE as day, with the co-operation of parents and school, IPE lifelong education. will eventually become a child's second nature allowing them to respond to every situation by peaceful means. The main learning activities at the elementary level, used by the IBS is the 'Path of Progress' Ethics Quiz Contest' and the Home of Peace' (HOP). For young people who show their readiness to EFTA00286491 learn at the advanced level, there are a father three study and practice spiritual values incorporated into their projects: daily routine to make sure that improved habits are • Leadership Training Program: this scheme attracts properly instilled and that those habits will survive the young people by providing advanced IPE training in transfer back to daily life when they return to their personality enhancement, public speaking, meditation and everyday life. social affirmation — and it is these young people who go on to become `supervisor' volunteers who organize the 'Path of Ladies, Dhammadayada Training Scheme: the Progress' throughout Thailand annually. Ladies version of the Dhammadayada training is as • Dhammadayada Ordination Scheme: During theintensive in IPE concepts as that of the gentlement, but Ordination Scheme, the IPE used includes Buddhist teachiM'riciparits are not required to ordain as nuns. made relevant to the needs of young men in Thai society. This activity is rooted in the Thai tradition that when a man reaches the age of twenty he should take temporary ordination as a At the advanced level, IPE projects seek to train Buddhist monk for a period to learn spiritual values first heersitY students who can act as organizers of IPE This course comprises two months of intense study of IPEProject managers themselves. It is because of the Participants trainees of these sort of courses that the IBS has managed to run activities such as the 'Path of Progress' continuously now for more than twenty years. The unifying feature of the advanced projects for IPE is an increased emphasis on meditation. EFTA00286492  Abbreviations A. Alguttara NikAya (PTS Edition) AA. ManorathaptraAE Alguttara NikAya Commentary (PTS Edition) Ap. ApadAna (PTS Edition) D. DEgha NikAya (PTS Edition) DA. Sumaigala VilAsinE - DEgha NikAya Commentary (PTS Edition) Dh. Dhammapada (PTS Edition) DhA. Dhammapada Commentary (PTS Edition) DhSA. AtthasAlinE DhammasalgaAE Commentary (PTS Edition) It. Itivuttaka (PTS Edition) J. JAtaka (PTS Edition) KhpA. KhuddakapAEha Commentary (PTS Edition) M. Majjhima NikAya (PTS Edition) MA. Papatica StdanE - Majjhima NikAya Commentary (PTS Edition) MT. MahAvaOsa-TEkA Milindapailha (PTS Edition) MNidA. MahA Niddesa Commentary (PTS Edition) Nd MahA Niddesa (PTS Edition) 2 [gala Niddesa (PTS Edition) Nd'A. CEla Niddesa Commentary (PTS Edition) PsA. PaEisambhidAmagga Commentary (PTS Edition) PTS Pali Text Society of London S. SaOyutta NikAya (PTS Edition) SA. SAratthappakAsinE - SaOyutta NikAya Commentary (PTS Edition) SadS. Saddhammasalgaha (P.T.S. Journal 1890) SN. Sutta NipAta (PTS Edition) SNA. Sutta NipAta Commentary (PTS Edition) ThagA. TherAgathA Commentary (PTS 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) EFTA00286493  Orientation A. INTRODUCTION the means to nurture or nourish the mind. For all our Welcome to the Manual of Peace. This orientation qualifications and diplomas we might have, none of deals with the principles of ethical study and the value them can guarantee us against hunger of the mind. On of the Thirty-Eight Blessings contained in this manual. the contrary, the irresponsible people may use their The Manual ofPeace contains subject matter which is cunning to do more heinous crimes than they would do not difficult — indeed it is very popular in Thailand if they weren't educated. Thus worldly education especially amongst school children where over cannot guarantee us a happy life or guarantee that we 4,000,000 annually take examinations in it. In schools will not end up in jail. This is why we make the distinction between worldly and spiritual knowledge — where vocational subjects rob the curriculum of more because spiritual knowledge properly