Four Noble Truths
Suffering, its origin, its ending and the path. The Buddha’s teaching in excerpts from the early discourses.
Accounts of experience, causality, selfhood and reality.
Suffering, its origin, its ending and the path. The Buddha’s teaching in excerpts from the early discourses.
Intention, action and consequences, and why past action does not explain every experience.
The arising and cessation of suffering, right view, and the conditions supporting liberation.
Change, death and the impermanence of the five aggregates.
Form, feeling, perception, formations and consciousness, and the distinction between aggregates and clinging.
The five aggregates, identification and the teaching of not-self.
Ṭhānissaro frames not-self as a strategy for releasing clinging. Mipham makes an explicit philosophical case against a truly existing self and phenomena. Thích Nhất Hạnh explains the aggregates through their lack of separate existence. These are different formulations of what the teaching is doing.
Emptiness in MN 121, the Heart Sūtra and Mipham’s teaching on selflessness.
MN 121 follows a progressively refined dwelling in emptiness. The Heart Sūtra and Mipham address the emptiness of persons and phenomena in Mahāyāna settings. Their questions and explanatory frameworks overlap without being identical.
Perception, reasoning, selfhood and consciousness in Buddhist philosophy.
Dharmakāya, saṃbhogakāya and nirmāṇakāya in Mahāyāna accounts of Buddhahood.
Channels, winds, chakras and drops in Tibetan Buddhist tantric teachings.
Buddhist treatises, their authors and their relationship to sūtras and commentaries.
Mental states, emotional patterns and Buddhist psychology.
Mindfulness of mind, changing consciousness and Dōgen’s account of zazen.
Pleasant, painful and neutral feeling, and the states of mind that accompany them.
Mental afflictions, the three unskillful roots, and a Tibetan Buddhist account of six root afflictions.
The three kinds of craving and their place in the arising and cessation of suffering.
The early discourse calls for the abandonment of taṇhā. It also recognizes desire that supports the path. Lama Yeshe describes a tantric use of desire’s energy within a different method and set of prerequisites. The shared English word “desire” covers several distinctions.
Ill will, resistance to pain and the cultivation of goodwill.
Restraint, goodwill and patience in responding to anger and resentment.
Abandoning resentment, patiently caring for anger and recognizing the nature of an emotion involve different instructions. The Tibetan example presupposes its teaching context; these approaches should be understood with their aims and prerequisites.
Fear, mortality and separation in early discourses and contemporary teachings.
Death, separation and sorrow in Buddhist texts and teachings on grieving.
Investigation, confidence and doubt as a hindrance to meditation.
Buddhist teachings, psychological theories and research on meditation.
Conduct, generosity, relationships and life as a householder.
Giving, its motivations, and care for donor and recipient in the early discourses.
The five ethical commitments undertaken by Buddhist lay practitioners.
AN 8.39 presents the commitments as gifts of safety; Sn 2.14 adds householder guidance and distinguishes an eightfold observance. The guide’s contemporary practice examples are editorial applications. Plum Village’s Five Mindfulness Trainings are a separate modern formulation.
Timely, true, gentle, beneficial, and loving speech, in the early Buddhist discourses.
Lay practice through livelihood, relationships, community, ethics, generosity and meditation.
Caring for children, family relationships, and practice for parents, caregivers and educators.
Gain and loss, praise and blame, reputation and disrepute, pleasure and pain—and attachment or aversion toward them.
Methods and qualities cultivated in meditation.
Breathing, goodwill, contemplation and other meditation practices in the early discourses.
Buddhist meditation includes training attention, cultivating qualities, investigating experience and enacting or recognizing realization. The following are selected entry points; each belongs within ethical training and a particular path.
Body, feeling tone, mind and dhammas in the Satipaṭṭhāna discourse.
The sixteen breath trainings and their connection with mindfulness and awakening.
MN 118 is a shared point of reference for these sources. The differences here concern wording and the relationship among the sixteen trainings, rather than incompatible objects of meditation.
Loving-kindness, compassion, appreciative joy and equanimity: the brahmavihāras.
Mettā: goodwill toward all beings and its cultivation.
Balance amid gain and loss, praise and blame, pleasure and pain.
Sensual desire, ill will, dullness, restlessness and doubt, and the conditions that sustain them.
The four absorptions, with the methods and criteria taught by named meditation teachers.
Ajahn Brahm requires the five senses to be absent in jhāna. Ṭhānissaro’s presentation allows background sense impressions while attention remains with the breath. This is a disagreement about what qualifies as jhāna within Theravāda-derived teaching, as well as a difference in method.
Mindfulness, investigation, energy, joy, calm, concentration and equanimity.
Buddha forms, visualization, generation stage and completion stage in Vajrayāna.
Inner heat, illusory body, dream yoga, clear light, bardo and transference.
Placement or settling meditation: resting steadily with an object, understanding or cultivated state, often alternating with analytical reflection.
Examining a teaching or experience through reasoning and reflection to deepen understanding and transform the mind.
Insight or clear seeing: discerning the nature of experience, cultivated alongside calm abiding in Tibetan Buddhist traditions.
A compassion practice of imagining receiving suffering and offering happiness and well-being, often coordinated with the breath.
Training frameworks, stages of development and awakening.
Ethical conduct, concentration and wisdom, and their relationship to the Eightfold Path.
MN 44 groups the eight path factors under ethics, concentration and wisdom. The six perfections offer a Mahāyāna framework that gives these qualities a place within the bodhisattva path.
The eight factors of the path as defined in SN 45.8.
The eight factors here follow SN 45.8 and MN 117. A Mahāyāna account may explain these trainings within the bodhisattva path and its perfections; that wider context changes how the path is presented.
The sequence of ethical and meditative training described in MN 107.
Seven sets of teachings comprising the 37 qualities associated with awakening.
MN 103 lists the seven sets together. Ṭhānissaro’s anthology groups their factors under five faculties to explain connections; this regrouping provides the highlighting on this page.
Liberation, Buddhahood and practice-realization in Buddhist texts and traditions.
These sources describe the path through the ending of afflictions, the Lotus Sūtra’s one Buddha vehicle, and Sōtō practice-realization. Their goals, language and criteria require their own context. Scientific studies below examine specified experiences and outcomes.
The vehicle frameworks used in Tibetan teachings and Mahāyāna sūtras.
The wish to awaken for all beings, and its expression in the training of a bodhisattva.
Bodhicitta in everyday life, Chekhawa’s seven points, and the teachers and commentaries of the mind-training tradition.
Generosity, ethics, patience, effort, meditation and wisdom on the bodhisattva path.
The ten grounds of bodhisattva realization and their relationship to the five paths.
Sūtra, tantra and the role of transmission in Vajrayāna.
Precious human life, impermanence and death, karma, and the suffering of saṃsāra: four contemplations that turn the mind towards the Dharma.
Refuge, prayer, sacred figures and ritual practices.
Refuge in the Buddha, Dhamma and Saṅgha, as presented in early Buddhist texts.
The bodhisattva of compassion, known as Guanyin, Kannon and Chenrezig.
Green and White Tārā, the twenty-one praises and their practice and art lineages.
Prayer, visualization and meditation connecting the practitioner with the teacher’s awakened qualities in Tibetan Buddhist traditions.
Invoking Padmasambhava through prayer, with traditional instructions and a teacher’s visualization guide.
Initiation, transmission and commitments in Tibetan Vajrayāna and Shingon.
Common and uncommon preliminary practices in Tibetan Buddhist lineages.
Cutting through attachment to self: the Tibetan practice associated with Machig Labdrön.