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This thesis presents a comparative study between two reforming movements emanating from the Aryan (Indo-Iranian) tradition: Early Zarathushtrianism and Early Buddhism. Although this thesis establishes the common origin of Zarathushtrianism and Buddhism, the principal purpose of this research is to demonstrate the social commitment of the two movements. / Zarathyshtra and the Buddha are discerned in this discussion as reformers struggling against the religious institutions (worshipped gods and observed rites) and the social system of their time as the latter represented exclusively the aspirations of the dominating knightly or priestly classes. / This treatise is primarily interested in the social message conveyed by Zarathushtra's and the Buddha's "religious" discourses. It aims to establish their statements as one supporting the emancipation of the classes who secured the economic prosperity of their society. / Finally, as regards the outline of this thesis, the first two sections are preliminary chapters dedicated to separate studies of Zarathushtrianism and Buddhism. They pave the way for the comparative study between the two Aryan movements recorded in the last chapter.

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Thesis (Ph. D.)--University of Adelaide, Discipline of Anthropology, 1991. / Includes bibliographical references (leaves 318-325).

Thesis (M.A.)--Catholic Theological Union at Chicago, 1993. / Vita. Includes bibliographical references (leaves 149-154).

Thesis (D.D.)--Catholic University of America, Washington, D.C., 1900. / Bibliography: p. [325]-344.

Thesis (Ph. D.)--University of Wisconsin, Madison, 1988. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 983-1001).

Thesis (Ph. D.)--University of Washington, 1996. / Vita. Includes bibliographical references (leaves [245]-266).

Thesis (Ph. D.)--Columbia University, 1984. / Includes bibliographical references (leaves 590-616).

This study chronicles a non-modern pedagogical tradition, Indo-Tibetan (Gelugpa) Buddhist education, as it negotiates a modern, global context in exile in India. As an enlightenment tradition, Buddhism emphasizes investigative inquiry over scriptural orthodoxy and belief, making it compatible with some aspects of modern, secular culture. This is a study of the relationship between these two educational cultures within one educational institution—Dolma Ling Nunnery and Institute of Dialectics in the Indian Himalayas. The text itself is arranged in the form of a mandala, which is divided into five sections or stages of learning: intention, path, inference, experience, and realization. The intention section highlights the value of cultural and educational diversity, and includes a brief synopsis of Indo-Tibetan Buddhist educational history. The path section describes specific Buddhist approaches to ethnography and social research. The inference chapter is the empirical (ethnographic) component of the study, and considers the practice of dialectical debate as a case of what Wittgenstein called a "language game." This chapter includes photographic documentation and the text of a public (Western-style) debate held at Dolma Ling on the subject of the merits of their traditional debate system. The experience chapter considers the unique role of direct perception (experience) in Buddhism, and how it can be educated through combined meditational and testimonial practices. The author explores the tendency to segregate experiential from rational paths, especially when liminal experiences of suffering, bliss, and death are involved. She concludes that such experiences strain our powers of reason and, in some cases, representation, resulting in a tendency to marginalize such experiences within formal, rational education systems and their knowledge bases. Narrative, poetic, and direct experiential methods of meditation are better suited to deal with these subjects. The "realization" chapter discusses conceptions of realization, praxis and embodiment, that is, rational inferences translated into direct experience and action, as of particular relevance to educators. In the Buddhist view, such realizations are the desired end of all inquiry. This end is accomplished through creative and direct "conversations" (testimonies, dialogues) between reason and direct experience on the path of learning. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate