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NAMO
TASSA
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'THE
BUDDHIST HOUR'
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Hillside
Radio 1620 AM, 87.6 FM & 88.0 FM |
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The Buddhist Hour Radio Broadcast for Sunday 27 May 2001
Today’s
program is entitled:
In order to study successfully, obviously you first have to find a suitable study area that someone has provided. This area should be as quiet as possible. Do you intend to make space suitable for studies and improve your speed reading in your home? For the next two weeks, Members of our Centre will be setting up four different peak study areas in our Centre. We invite you to visit us to see how it is done with style. We are practical because we learn to study well and learn how to use resources more wisely. Eleven aspects of resource leverage we use for our study sites are: Converging study Centres by building consensus on strategic goals Focusing study Centres by specifying precise improvements goals Targeting study Centres by emphasizing high-value activities for them Learning in study Centres by fully using the brain of every user Borrowing from other sections for accessing resources of our partners for use in our study Centre Blending study Centres by combining skills in new ways Balancing study Centres by securing critical complementary assets for them Recycling existing old study Centres by reusing skills and resources available in them Co-opting study Centres by finding common cause with others who have study Centres Protecting our study Centre by shielding resources from competitors Expediting our study Centres by minimizing time to payback of the outlays involved. Over the next fortnight we will use all these resource levers to develop four more powerful reading and study sites for our users at our Centre. At present, we are in the Autumn season. The days are shortening and it is becoming cooler. With the Winter season coming to Upwey, in Victoria, Australia we gave much thought to provide adequate heating of the study areas. In all four cases, we increased the insulation in the walls and arranged curtains and blinds over the windows to reduce heat loss from our electric heaters. The catalyst needed for most persons to begin reading with good sense is to increase their time with good readers and watch them work. We provide this catalyst as a learning opportunity at our Centre. Many of our Members are University Graduates or have completed tertiary studies. We helped them to obtain distinctions and high distinctions on their tertiary studies by our training methods used for researching subject matter in our libraries and on-line. Our research work develops better than average reading and comprehension skills. We arranged for Members to undertake a series of speed reading training with audio tapes produced by Day-Timer, “Success Enhancement Series” by Kathleen Hawkins and Peter Turla. These are self-pacing. it is standard that most of our Research Assistants use the manuals of this speed reading package on site. Since we train in very small class sizes of 3 to 5 Members per session, motivation stays higher than usual among Members. At present, training times are in one hour sessions commencing at 10am and 2pm Monday to Friday. If you are interested in attending these speed reading sessions please contact us on (03) 9754 3334. Because use of this resource is limited by space restrictions at our Centre, we suggest you apply today if you wish to learn. We supply this learning service without cost to selected persons who can meet our guidelines. The main criteria for acceptance is we do not wish to expend our valuable learning resources on time wasters. Since we cannot teach foolish persons, we ask you to be sincere about learning. As you learn to speed read the way becomes open to you to speed learn. As part of the process we encourage persons to make offerings on our learning devata altars. This will make you happier. More and more of our Teacher’s students have received our quality training over 20 years to give them more reading and study power. His present research interests generates new 3rd order knowledge management projects in the areas of: Information Technology and website entry; Geology classification and recording with a digital camera his specimen collection; building maintenance; planning and development; and Ch’an painting recording and research studies. To begin the royal path towards speed learning this life. In one of these areas there are six things you must do to increase your learning rate instantly. These are: 1. Skim before you read 2. Pace yourself 3. Reduce subvocalization 4. Have a positive attitude about speed reading 5. Maintain good posture 6. Set time limits for intensity of learning sessions We set one hour intervals, twice a day, five days a week for advanced students. We have many precious rare texts in our collection and will make some of these available on safe display in the Reading Room. You may read them. Such viewing of text that are hundreds of years old is a form of cultivation that is important in your life. Members who have learnt to speed read enjoy more pleasure in general reading than those who did not make the effort to improve their study skills by this relatively simple tactic. Higher order of knowledge can be seen over time. In general, the information age needs more persons with more powerful reading skills because 3rd Order Knowledges appear in I.T. study. We have purchased and installed new software to get ease of retrieval of the information used by us to produce 3rd order knowledge. At present, 11 million words of our heritage written records can be searched by our ISYS Version 6.0 search engine. In time, we will be able to search photographs on-line. We can find most many references for our research writing in 2 seconds. Speed reading and speed learning is needed to scan the many references we can produce on the screen. To rest our eyes, no more than 25 minutes of a screen reading per session is recommended with 10 minute rest periods at our workstations. We provide super VGA or XGA monitors at our workstations to ease eye strain. Our immediate need is to provide more powerful reading areas by turning our resources into the modern study areas. In such suitable locations on site at our Centre means we will train a new generation of skillful readers. Our previous policy on workspaces was that these areas be suitable for multitasking has been amended to some degree. Now our Research Assistants can have linked access from our local area network (LAN) in two private virtual study areas in John D. Hughes’ home. The opportunity to read, study, learn and research at a virtual suitable private study site is very rare. Because our Teacher’s private study sites are serviced by selected Members and are well equipped and uncluttered, attending to them provides the merit and a cause for getting you your own study area. From such learning experiences at our Centre, persons generate the appropriate causes and knowledge for them to set up high grade study places in their own home or office. Then, they are ready for the pace of the 21st Century learning. Some of the mechanics of our secret preparation for four more powerful study sites will be taught to those who help us. To make any study site more powerful, we ought to arrange a special image of the devata of learning to be made visible. We obtained these images from Nepal. At our Centre, our main altar for the goddesses of learning had six images of the cohort of Manjushri the Bodhisattva of Learning and Knowledge. Three of the six devata images were moved from the original altar to each of the new altars of our learning areas. Within a Dhamma studies context, there are four topics of current special interest to John D. Hughes for study and research.
The boundaries between the 4 study areas altars are seamless. The geology study area and painting study area are on private property, but can be experienced through our LAN. Because we wish to create conditions for “textual transmission” in these areas, each of the 4 study areas has been marked with an altar sign, a framed Bodhi Leaf from Wat Patumwanaram, Thailand, blessed by Phra Sithichoke Sithiyakaro May 2001 and a devata of learning image. High level learning is an experience. Sitting in one of our learning areas allows a person a taste of what it feels like to be involved in a high scholarship learning area without too much fatigue. We invite you to come and “see for yourself”. Obviously, we attend to the expected things, like suitable ventilation, heating and tasteful furnishing will make the trainee research assistants to feel comfortable during concentrated study effort held in such places. By improving the context of learning experiences, our Teacher plans to improve the level of our writing content, through one hour of writing development papers and practical reports about the various topics studied. To achieve this goal, he is targeting a general increase in our speed reading skills. Starting next week, set times have been scheduled for use of the study areas for speed reading exercise training. These one hour sessions commence at 10am and again at 2pm daily, five days a week, Monday to Friday at 33 Brooking Street, Upwey 3158 Victoria. Our Teacher has appointed two senior Research Assistants in the IT area. Further senior Research Assistants will be appointed from those who attain “textual transmission” during the 5 day June course this year. In Chinese, Mongolian and Tibetan Buddha Dhamma the bestowal of textual transmission is an essential prerequisite to the study of most religious texts. The ritual of transmission protects the lineage for a sacred text, ensuring, in principle at least, that it is only passed on to a person who is considered capable of understanding it properly. In most cases the transmission is accomplished by the lama’s reading the entire text in the presence of those who are to receive the transmission. This transmission through reading is known as “ljags lung” (literally “transmission by tongue”) or “dpe cha’i lung” (“book transmission”), but much more often it is simply called lung. When the text is to be used for Vajrayana meditation practice, the bestowal of initiation (dbang bskur) is also required. Along with the basic transmission, the lama may pass on an oral commentary upon the text, and in this case the ritual of transmission establishes and maintains a formal lineage for one particular way of reading the text. When, therefore, a Chinese or Mongolian or Tibetan Buddhist Teacher recounts the lineage for the transmissions that he or she has received, he or she is demonstrating that he or she has been considered fit to receive them by the Teachers who passed them onto him or her. If he or she can trace this lineage all the way back to its source, which in many cases will be the Lord Buddha Sakyamuni himself, he or she can show that the link of approved transmission has never been broken, that is, that every person in the lineage has been of as an appropriate vessel for the transmission. Moreover, he or she can argue that the particular interpretation that he or she gives to a text is not a personal invention, but is based in tradition. If entry to these levels of adult learning topics are of interest to you please contact us on (03) 9754 3334 to enroll. These learning sessions are delivered free of charge in the Prajna Paramita teachings run every Tuesday evening commencing from 7.00pm. If you need further advice in setting up your study area please visit us. Because we work by email more and more our Research Assistants are determined to improve their reading, learning and managerial skills and are encouraged to reflect on virtual experiences in two of our four study areas for ideas to transfer to their own home offices. The higher level of learning is termed “textual transmission”. Some of our Research Assistants have obtained the “textual transmission” recently by coming for induction training to our Centre. The next five day induction training course on introduction to “textual transmission” commences on 9 June and concludes on 12 June 2001. Times are 10 am to 6 pm daily over the five days of the course. May you be well and happy and come to ease in learning this life.
Disclaimer:
As we, the Buddhist Discussion Centre (Upwey) Ltd., do not control the actions of our service providers from time to time, make no warranty as to the continuous operation of our website(s). Also, we make no assertion as to the veracity of any of the information included in any of the links with our websites, or an other source accessed through our website(s).
Accordingly, we accept no liability to any user or subsequent third party, either expressed or implied, whether or not caused by error or omission on either our part, or a member, employee or other person associated with the Buddhist Discussion Centre (Upwey) Ltd.
Prahalad, C.K. Gary Hamel., (1994), “Competing for the Future (175)”, Harvard Business School Press Schaik, Sam van (Winter 2000) “Sun and Moon Earrings: the Teachings Received by ‘Jigs med gling pa The Tibet Journal Vol. XXV No. 4. Distributed by Biblia Impex Pvt. Ltd. New Delhi India For more information, contact the Centre or better still, come and visit us. |
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This Radio Script is for Free Distribution. It
contains Buddha Dhamma material and is provided for the purpose of
research and study. © Copyright. The Buddhist Discussion Centre (Upwey) Ltd. |