Buddha Vacana
— The words of the Buddha —
Should students be permitted to use personal technology at school?
gobbled by predatory Paradesi Bene Israeli 0.1% intolerant, cunning,
crooked, number one terrorists of the world, violent, militant, ever
shooting, lynching, lunatic, mentally retarded chitpavan brahmin RSS
(Rowdy Rakshasa Swayam Sevaks) and all its avathars Brashtachar Jiyadha
Psychopaths (BJP), VHP (Visha Hindutva Psychopaths) ABVP (All Brahmin
Vishs Psychopaths) and other instant mashrooming avathar forces full of
hatred, anger, jealousy, delusion which are defilement of the mind
requiring mental treatment in mental asylums. They are working against
99.9% Sarvajan Samaj including SC/STs/OBCs/Converted Religious
Minorities who are the aboriginal inhabitants of this country who are
now unbited and organised against these paradesi chitpavan brahmins as
they gobbled the Master Key by tampering the fraud EVMs. If Ballot
papers are used in elections after dissolving the central and state
governments which are selected by these fraud EVMs that negated the
Universal Adult Franchise guaranteed by our Marvelous Modern
Constitution will get less than 0.1% votes. Yet the Sarvajan Samaj is
happy, well and secure! They are calm,quiet, alert, attentive and have
equanimity mind with a clear understanding that everything is changing!
https://www.youtube.com/watch…
Jin Long Uen & Song Huei Liou - Hanshan Temple
26 Classical Filipino
2566 Tue 20 Mar 2018 ARALIN
Buddha Vacana
- Ang mga salita ng Buddha -
Dagdagan ang Pali online nang libre at madaling paraan.
Ang
website na ito ay nakatuon sa mga nagnanais na mas maunawaan ang mga
salita ng Buddha sa pamamagitan ng pag-aaral ng mga pangunahing kaalaman
sa wika ng Pali, ngunit wala na ang oras na magagamit para dito. Ang
ideya ay kung ang kanilang layunin ay para lamang mabasa ang mga teksto
ng Pali at magkaroon ng isang makatarungang pakiramdam ng pag-unawa sa
kanila, kahit na ang pag-unawa ay hindi sumasakop sa lahat ng mga
minutong detalye ng mga alituntunin sa grammatical, hindi nila
kailangang magastos ng magkano panahon na nakikipagpunyagi sa isang nakapanghihina ng loob na
pag-aaral ng nakakapagod na teorya ng gramatika na may kinalaman sa mga
bagay na maraming mga pagdedesisyon at conjugations.
Sa
kasong iyon, sapat na upang limitahan ang kanilang sarili upang malaman
lamang ang kahulugan ng pinakamahalagang salita ng Pali, dahil ang
paulit-ulit na karanasan sa pagbabasa ay nagbibigay ng isang empirical
at intuitive na pag-unawa sa mga pinaka-karaniwang istruktura ng
pangungusap. Ang mga ito ay kaya pinagana upang maging autodidacts, pagpili ng
oras, tagal, dalas, nilalaman at lalim ng kanilang sariling pag-aaral.
Ang
kanilang pag-unawa sa Buddha Vacana ay magiging mas tumpak habang
walang kahirap-hirap na matututunan at maisaulo ang mga salita at ang
mga mahalagang formula na pangunahing sa pagtuturo ng Buddha, sa
pamamagitan ng mga regular na pagbabasa. Ang kanilang pag-aaral at inspirasyon na kanilang makuha mula dito ay
lalong lalago habang ang kanilang pagtanggap sa mga mensahe ng Guro ay
magpapabuti.
Disclaimer: Ang website na ito ay nilikha ng isang autodidact at ito ay para sa autodidacts. Ang
webmaster ay hindi sumunod sa anumang opisyal na kurso ng Pali at
walang claim na ang lahat ng impormasyong ipinakita dito ay libre sa mga
pagkakamali. Ang mga nais ng akademikong katumpakan ay maaaring isaalang-alang ang pagsali sa isang pormal na kurso ng Pali. Kung sakaling mapansin ng mga mambabasa ang anumang pagkakamali, ang
webmaster ay nagpapasalamat kung iniuulat nila ito sa pamamagitan ng
mailbox na binanggit sa ilalim ng ‘Contact’.
En Français:
Maghanap sa website na ito
Sutta Piṭaka -Digha Nikāya
DN 9 -
Poṭṭhapāda Sutta
{sipi}
- Ang mga tanong ng Poṭṭhapāda -
Ang Poṭṭhapāda ay nagtatanong ng iba’t ibang mga tanong na muling binabanggit ang kalikasan ng Saññā.
Tandaan: plain text
http://www.buddha-vacana.org/suttapitaka.html
Sutta Piṭaka
- Ang basket ng discourses -
[sutta: diskurso]
Ang Sutta Piṭaka ay naglalaman ng kakanyahan ng pagtuturo ng Buddha hinggil sa Dhamma. Naglalaman ito ng higit sa sampung libong suttas. Ito ay nahahati sa limang mga koleksyon na tinatawag na Nikāyas.
Dīgha Nikāya
[dīgha: long] Ang Dīgha Nikāya ay nagtitipon ng 34 sa pinakamahabang diskurso na ibinigay ng Buddha. Mayroong iba’t ibang mga pahiwatig na marami sa kanila ang mga late na
pagdaragdag sa orihinal na corpus at ng kaduda-dudang pagiging tunay.
Majjhima Nikāya
[majjhima: medium] Ang Majjhima Nikāya ay nagtitipon ng 152 diskurso
ng Buddha ng intermediate length, na nakikitungo sa iba’t ibang bagay.
Saṃyutta Nikāya
[samyutta:
grupo] Ang Saṃyutta Nikāya ay nagtitipon ng mga sutsi ayon sa kanilang
paksa sa 56 sub-grupo na tinatawag na saṃyuttas. Naglalaman ito ng higit sa tatlong libong discourses ng variable na haba, ngunit sa pangkalahatan ay medyo maikli.
Aṅguttara Nikāya
[dharma: factor | uttara:
additionnal] Ang Aṅguttara Nikāya ay subdivized sa labing-isang
sub-grupo na tinatawag na nipātas, bawat isa sa kanila ay nagtitipon ng
mga diskurso na binubuo ng mga enumerasyon ng isang karagdagang salik
kumpara sa mga precedent nipāta. Naglalaman ito ng libu-libong suttas na karaniwang maikli.
Khuddaka Nikāya
[Khuddha:
maikli, maliit] Ang maikling mga teksto ng Khuddhaka Nikāya at
itinuturing na binubuo ng dalawang stratas: Ang Dhammapada, Udāna,
Itivuttaka, Sutta Nipāta, Theragāthā-Therīgāthā at Jātaka ay bumubuo sa
sinaunang sapin, samantalang ang ibang mga libro ay mga late na
pagdaragdag at ang kanilang pagiging tunay ay higit na kaduda-dudang.
http://www.buddha-vacana.org/formulae.html
Pali Formulas
Ang
pagtingin sa kung saan ang gawain ay batay ay ang mga sipi ng suttas na
iniulat na ang pinaka madalas na paulit-ulit ng Buddha sa lahat ng apat
na Nikāyas ay maaaring makuha bilang nagpapahiwatig kung ano ang
itinuturing niyang pinaka karapat-dapat na interes sa kanyang pagtuturo , at sa parehong oras kung ano ang kumakatawan sa pinaka katumpakan ang kanyang aktwal na mga salita. Ang walong ng mga ito ay pinaliwanag sa Gaṇaka-Moggallana Sutta (MN
107) at inilarawan bilang Sekha Paṭipadā o Path para sa isa sa ilalim ng
Pagsasanay, na halos nangunguna sa neophyte hanggang sa ikaapat na
jhna.
Sekha Paṭipadā - Ang Path para sa isa sa ilalim ng Pagsasanay
Labindalawang formula na tumutukoy sa hakbang-hakbang sa mga pangunahing gawi na inireseta ng Buddha. Napakahalaga ng sinuman na nagnanais na matagumpay na sumulong, dahil
naglalaman ito ng mga tagubilin na magbibigay-daan sa tagapakinig na
i-set up ang mga kailangang-kailangan na kondisyon para sa mahusay na
pagsasanay.
Madaling pag-access:
Dīgha Nikāya
Majjhima Nikāya
Saṃyutta Nikāya
Aṅguttara Nikāya
http://www.buddha-vacana.org/sutta/digha.html
Dīgha Nikāya
- Ang mahabang diskurso -
[dīgha: mahaba]
Ang Dīgha Nikāya ay nagtitipon ng 34 sa pinakamahabang diskurso na ipinagkaloob ng Buddha.
Poṭṭhapāda Sutta (DN 9) {excerpt} - pinahusay na pagsasalin
Ang Poṭṭhapāda ay nagtatanong ng iba’t ibang mga tanong na muling binabanggit ang kalikasan ng Saññā.
Mahāpa
Ānāpānassati - Awareness of the Breath
Ang pagsasanay ng ānāpānassati ay lubos na inirerekomenda ng Buddha
para sa lahat ng mga uri ng mga kapaki-pakinabang na layunin at dito
maaari mong maunawaan ang tiyak na mga tagubilin na ibinigay niya.
Anussati - Ang Recollections
Narito kami ay may karaniwang paglalarawan ng Buddha (≈140 occ.), Ang Dhamma (≈90 occ.) At ang Sangha (≈45 occ.).
Appamāna Cetovimutti - Ang walang hangganang pagpapalaya ng isip
Kadalasang pinupuri ng Buddha ang pagsasagawa ng apat na appamany
cetovimutti, na ipinalalagay para sa proteksyon laban sa mga panganib at
para sa pagiging isang daan patungo sa Brahmaloka.
Arahatta - Arahantship
Ito ang pormula ng stock kung saan inilarawan sa mga suttas ang pagkakamit ng Arahantship.
Ariya Sīlakkhandha - Ang marangal na pinagsama-sama ng kabutihan
Iba’t ibang mga patakaran na dapat sundin ng mga bhikkus.
Arūpajjhānā - Ang Walang Hanggang Jhānas
Narito ang mga pormula ng stock na naglalarawan sa mga absorptions ng
samādhi lampas sa ikaapat na jhāna, na tinutukoy sa huli na Pali
litterature bilang arūpajjhānas.
Āsavānaṃ Khayañāna - Kaalaman tungkol sa pagkawasak ng āsavas
Kaalaman ng pagkawasak ng mga āsavas: Arahantship.
Bhojane Mattaññutā - Pag-moderate sa pagkain
Moderation sa pagkain: alam ang tamang halaga upang kumain.
Cattāro Jhānā - Ang apat na jhānas
Ang apat na jhānas: pagkakaroon ng isang kaaya-aya na pananatili.
Indriyesu Guttadvāratā - Pagmamatyag sa pasukan ng mga faculty ng pakiramdam
Mag-ingat sa pasukan ng mga pakiramdam ng kamalayan: pagpigil sa pag-iisip.
Jāgariyaṃ Anuyoga - Dedikasyon sa pagiging gising
Dedikasyon sa pagiging wakeful: araw at gabi.
Kammassakomhi - Ako ang aking sariling kamma
Ang formula na ito ay nagpapakita ng isa sa mga batong pundasyon ng
pagtuturo ng Buddha: isang subjective na bersyon ng batas ng sanhi at
epekto.
Nīvaraṇānaṃ Pahāna - Pag-alis ng mga hindrances
Pag-alis ng mga hindrances: overcoming obstructing mental estado.
Pabbajjā - Ang lumalabas
Ang lumalabas: kung paano ang isang nagpasiya na itakwil ang mundo.
Pubbenivāsānussatiñāna - Kaalaman sa pag-alaala ng mga dating lugar ng pamumuhay
Kaalaman ng pag-alaala ng mga dating lugar ng pamumuhay: pag-alala sa mga nakaraang buhay.
Satipaṭṭhāna - Presensya ng Awareness
Ito ang mga pormula kung saan tinutukoy ng Buddha sa maikli kung ano ang apat na satipaṭṭhānas ay (≈33 ok.).
Satisampajañña - Pag-iisip at masusing pag-unawa
Pag-iisip at masusing pag-unawa: isang tuluy-tuloy na pagsasagawa.
Satta saddhammā - Pitong magandang katangian
Pitong pangunahing mga katangian na dapat na pinagkadalubhasaan ng tagasanay upang maging matagumpay. Apat sa mga katangiang ito ang lumitaw din sa limang espirituwal na indriyas at ang limang balas.
Sattānaṃ Cutūpapātañāna - Kaalaman ng muling pagsilang ng mga diceased beings
Kaalaman tungkol sa muling pagsilang ng diceased beings.
Sīlasampatti - Pagkakamit sa kabutihan
Pagkamit sa kabutihan: isang maingat na pagtalima ng mga patakaran ng Pātimokkha.
Vivitta Senāsanena Bhajana - Nag-aalaga sa mga liblib na tirahan
Ang pagpili ng isang tamang lugar at ang pag-aampon ng tamang pisikal
at mental na pustura ay isa pang sine qua non condition ng matagumpay na
pagsasanay.
http://www.buddha-vacana.org/patimokkha.html
Pātimokkha
- Ang mga patnubay ng Bhikkhu -
Ito ang 227 na patnubay na dapat matuto ng bawat bhikkhu sa puso sa wika ng Pali upang makapagsalita sa kanila. Narito ang isang semantiko na pagtatasa ng bawat guideline ay (inaasahan) ay ipagkakaloob.
Pārājika 1
Ang sinumang bhikkhu - na nakikilahok sa pagsasanay at kabuhayan
ng mga bhikkus, na hindi itinakwil ang pagsasanay, nang hindi na
ipinahayag ang kanyang kahinaan - nakikipagtalik sa pakikipagtalik,
kahit na sa isang babaeng hayop, siya ay natalo at hindi na magkakasama.
Pātimokkha
Pārājika 1
yo pana bhikkhu bhikkhūnaṃ sikkhā · s · ājīva · samāpanno sikkhaṃ a ·
paccakkhāya du · b · balyaṃ an · āvi · katvā methunaṃ dhammaṃ
paṭiseveyya antamaso tiracchāna · gatāya · pi, pārājiko hoti a ·
saṃvāso.
Ang sinumang bhikkhu - na nakikilahok sa pagsasanay at kabuhayan ng
mga bhikkus, na hindi itinakwil ang pagsasanay, nang hindi na ipinahayag
ang kanyang kahinaan - nakikipagtalik sa pakikipagtalik, kahit na sa
isang babaeng hayop, siya ay natalo at hindi na magkakasama.
yo pana bhikkhu Dapat ang anumang bhikkhu
bhikkhūnaṃ sikkhā · s · ājīva · samāpanno na kalahok sa pagsasanay at kabuhayan ng mga bhikkus,
sikkhaṃ a · paccakkhāya nang hindi tinanggihan ang pagsasanay,
du · b · balyaṃ an · āvi · katvā nang hindi naipahayag ang kanyang kahinaan
methunaṃ dhammaṃ paṭiseveyya nakikipagtalik sa pakikipagtalik,
antamaso tiracchāna · gatāya · pi, kahit na sa isang babaeng hayop,
pārājiko hoti a · saṃvāso. siya ay bagsak at hindi na sa pakikipag-ugnayan.
http://www.buddha-vacana.org/download.html
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mag-atubiling mag-ulat ng anumang error, pagkakaiba, sirang link,
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http://www.buddha-vacana.org/sutta/samyutta.html
Sutta Piṭaka
Saṃyutta Nikāya
- Ang naiuri na mga diskurso -
[saṃyutta: pangkat]
Ang mga diskurso ng Saṃyutta Nikāya ay hinati ayon sa
ang kanilang mga tema sa 56 saṃyuttas, na kung saan ay ang kanilang mga sarili na naka-grupo sa limang
vaggas.
Vibhaṅga Sutta (SN 12.2) - salita ayon sa salita
Isang detalyadong paliwanag ng paṭicca samuppāda, na may kahulugan ng bawat isa sa labindalawang mga link.
Cetanā Sutta (SN 12.38) - pinahusay na pagsasalin
Narito ipinaliwanag ng Buddha kung paano ang cetanā, kasama ang
pagninilay at anusaya, ay kumikilos bilang batayan para sa viññāna.
Upādāna Sutta (SN 12.52) - pinahusay na pagsasalin
Ito
ay isang napaka-nakapapaliwanag na aralin na nagpapakita kung saan sikolohikal
ang mekanismo ng isa ay nagbibigay sa pita, at nagpapaliwanag kung paano ito madali
pinalitan ng masang pagsasaalang-alang upang mapupuksa ito.
Puttamaṃsūpama Sutta (SN 12.63) - pinahusay na pagsasalin
Nag-aalok ang Buddha dito ng apat na nakakagulat at nakasisiglang
similes upang ipaliwanag kung paano dapat ituring ang apat na āhāras.
Sanidāna Sutta (SN 14.12) - pinahusay na pagsasalin
A
kahanga-hangang paliwanag kung paano ang mga pananaw ay nagiging mga aksyon, higit pa
napaliwanagan ng simile ng nagliliyab na sulo. Manatiling masigasig
mapagpahalaga upang palayasin ang masasamang saloobin!
Āṇi Sutta (SN 20.7) - salita ayon sa salita
A
napakahalagang bagay ay ipinaalala sa atin ng Buddha: para sa ating sarili
benepisyo pati na rin para sa benfit ng mga henerasyon pa na darating, kami
dapat bigyan ng pinaka-kahalagahan sa kanyang sariling mga tunay na salita, at hindi kaya magkano
sino pa man ang nagpapanggap ngayon o nagkunwari sa nakaraan upang maging a
tamang (Dhamma) guro.
Samādhi Sutta (SN 22.5) - salita sa pamamagitan ng salita
Ang
Sinabi ni Buddha sa kanyang mga tagasunod na bumuo ng konsentrasyon upang magagawa nila
magsagawa ng pananaw sa pagbangon at paglipas ng limang
pinagsasama-sama, pagkatapos ay tinutukoy niya kung ano ang ibig sabihin niya sa pamamagitan ng paglitaw at pagpasa
malayo ang mga aggregates, sa mga tuntunin ng nakasalalay na pinagmulan.
Paṭisallāna Sutta (SN 22.6) - walang pagsasalin
Ang
Sinabi ni Buddha sa kanyang mga tagasunod na magsanay ng pag-iisa upang magagawa nila
magsagawa ng pananaw sa pagbangon at paglipas ng limang
pinagsasama-sama, pagkatapos ay tinutukoy niya kung ano ang ibig sabihin niya sa pamamagitan ng paglitaw at pagpasa
malayo ang mga aggregates, sa mga tuntunin ng nakasalalay na pinagmulan.
Upādāparitassanā Sutta (SN 22.8) - salita ayon sa salita
Ang nangyayari at pagtigil ng pagdurusa ay nagaganap sa limang aggregates.
Nandikkhaya Sutta (SN 22.51) - salita ayon sa salita
Paano patakbuhin ang pagkawasak ng tuwa.
Anattalakkhana Sutta (SN 22.59) - salita ayon sa salita
Sa sikat na sutta na ito, ipinaliwanag ng Buddha sa unang pagkakataon ang kanyang pagtuturo sa anatta.
Khajjanīya Sutta (SN 22.79) {sipi} - salita sa pamamagitan ng salita
Ang sutta na ito ay nagbibigay ng isang maikling kahulugan ng limang khandhas.
Suddhika Sutta (SN 29.1) - pinahusay na pagsasalin
Ang iba’t ibang uri ng nāgas.
Suddhika Sutta (SN 30.1) - pinahusay na pagsasalin
Ang iba’t ibang uri ng supaṇṇas (aka garudas).
Suddhika Sutta (SN 31.1) - pinahusay na pagsasalin
Ang iba’t ibang uri ng mga gandhabba devas.
Suddhika Sutta (SN 32.1) - pinahusay na pagsasalin
Ang iba’t ibang mga uri ng mga ulap devas.
Samāpattimūlakaṭhiti Sutta (SN 34.11) - pinahusay na pagsasalin
Pagkamit ng konsentrasyon kumpara sa pagpapanatili ng konsentrasyon.
Pubbesambodha Sutta (SN 35.13) - salita ayon sa salita
Ang
Tinutukoy ng Buddha kung ano ang ibig niyang sabihin sa pamamagitan ng pagsikat, kawalan at pagpapalaya sa
ang kaso ng mga panloob na panloob na kahulugan, at pagkatapos ay idineklara na ang kanyang
Ang paggising ay walang iba kundi ang pag-unawa sa kanila.
Abhinanda Sutta (SN 35.20) - salita ayon sa salita
Walang makatakas para sa sinumang nagagalak sa mga bagay na may kahulugan.
Migajāla Sutta (SN 35.46) - pinahusay na pagsasalin
Bakit
ay tunay na pag-iisa na napakahirap mahahanap? Ipinaliliwanag ng Buddha kung bakit, hindi mahalaga
kung saan ka pumunta, ang iyong mga pinaka-nakakainis na mga kasamahan ay laging tumutugma.
Avijjāpahāna Sutta (SN 35.53) - salita ayon sa salita
Ang isang napaka-simpleng diskurso, pa masyadong malalim, sa kung ano
ang dapat malaman at makita upang iwanan ang kamangmangan at makabuo ng
kaalaman.
Sabbupādānapariññā Sutta (SN 35.60) - salita ayon sa salita
Ang
Buddha, habang pinapaliwanag ang kumpletong pag-unawa sa lahat ng kalakip,
nagbibigay ng isang malalim at pa napakalinaw paliwanag: contact arises sa batayan
ng tatlong phenomena.
Migajāla Sutta Sutta (SN 35.64) {sipi} - salita sa pamamagitan ng salita
Ang ilan
Ang mga neophytes (at maaaring madalas nating bilangin ang ating mga sarili sa kanila) kung minsan ay gusto
upang maniwala na posible na kaluguran ang mga malibog na kasiyahan nang walang
pagbibigay ng pag-attach o paghihirap. Itinuro ng Buddha ang Migajāla
na ito ay talagang imposible.
Adantāgutta Sutta (SN 35.94) - salita ayon sa salita
Dito
ay isa sa mga nagpapayo na madaling maintindihan sa
pag-iisip, gayon pa man mahirap na maunawaan sa mas malalim na antas dahil sa ating
ang mga maling pananaw ay patuloy na nakagambala sa proseso. Samakatuwid kailangan natin
paulit-ulit na ulitin ito, kahit na tila boring sa ilang.http: //www.buddha-vacana.org/sutta/samyutta.html
Sutta Piṭaka
Saṃyutta Nikāya
- Ang naiuri na mga diskurso -
[saṃyutta: pangkat]
Ang mga diskurso ng Saṃyutta Ni
Pamādavihārī Sutta (SN 35.97) - salita ayon sa salita
Ano ang gumagawa ng pagkakaiba sa pagitan ng isang taong namumuhay nang may kapabayaan at isa na namumuhay nang may pagbabantay.
Sakkapañā Sutta Sutta (SN 35.118) - salita ayon sa salita
Ang Buddha ay nagbibigay ng isang simpleng simpleng sagot sa tanong ni
Sakka: ano ang dahilan kung bakit nakamit ng ilang tao ang panghuling
layunin habang ang iba ay hindi?
Rūpārāma Sutta (SN 35.137) - salita ayon sa salita
Ang Buddha ay nagpaliwanag para sa atin minsan pa, sa isa pang paraan, ang sanhi at ang paghinto ng pagdurusa. Nagaganap ito nang tama sa gitna ng aming patuloy na ginagawa sa buong araw at buong gabi.
Aniccanibbānasappāya Sutta (SN 35.147) - salita ayon sa salita
Narito ang mga hardcore vipassanā na mga tagubilin sa pagharap sa
pang-unawa ng kawalan ng katiyakan para sa mga advanced na meditators na
umaasa sa attaining Nibbāna.
Ajjhattānattahetu Sutta (SN 35.142) - salita sa pamamagitan ng salita
Kung sinisiyasat ang mga dahilan para sa nagmumula sa mga organo ng
kahulugan, kung saan ang katangian ng sarili ay maaaring mas madaling
maintindihan, ay nagpapahintulot sa paglilipat ng pagkaunawa na ito sa
kanilang kaso.
Samudda Sutta (SN 35.229) - pinahusay na pagsasalin
Ano ang karagatan sa disiplina ng mga marangal. Mag-ingat na huwag lumubog dito!
Pahāna Sutta (SN 36.3) - pinahusay na pagsasalin
Ang ugnayan sa pagitan ng tatlong uri ng vedanā at tatlong ng anusayas.
Daṭṭhabba Sutta (SN 36.5) - pinahusay na pagsasalin
Kung paano ang tatlong uri ng vedanā (damdamin) ay dapat makita.
Salla Sutta (SN 36.6) - pinahusay na pagsasalin
Kapag
kinunan ng mga arrow ng pisikal na sakit, ang isang hindi kilalang tao
ay gumagawa ng mas masahol pa sa pamamagitan ng pagtatambak ng sakit sa
pag-iisip sa ibabaw nito, tulad ng kung siya ay kinunan ng dalawang
arrow. Ang isang matalinong tao ay nararamdaman ang pagkahilig ng isang arrow na nag-iisa.
Anicca Sutta (SN 36.9) - pinahusay na pagsasalin
Pitong katangian ng vedanā (damdamin), na naaangkop din sa iba pang
apat na khandhas (SN 22.21) at bawat isa sa labindalawang mga link ng
paṭicca · samuppada (SN 12.20).
Phassamūlaka Sutta (SN 36.10) - salita ayon sa salita
Ang tatlong uri ng damdamin ay na-root sa tatlong uri ng mga contact.
Aṭṭhasata Sutta (SN 36.22) - pinahusay na pagsasalin
Binabanggit ng Buddha ang mga vedanās sa pitong iba’t ibang paraan, na
pinag-aaralan ang mga ito sa dalawa, tatlo, lima, anim, labingwalong,
tatlumpu o anim na daan at walong kategorya.
Nirāmisa Sutta (SN 36.31) {sipi} - salita sa pamamagitan ng salita
Nauunawaan natin dito na ang piti, kahit na madalas na nakalista bilang isang bojjhaṅga, ay maaari ding minsan ay akusala. Kasama rin sa talatang ito ang kahulugan ng limang kāmaguṇa.
Dhammavādīpañhā Sutta (SN 38.3) - pinahusay na pagsasalin
Sino ang nagpapahayag ng Dhamma sa mundo (dhamma · vādī)? Sino ang gumagawa ng mabuti (su · p · paṭipanna)? Sino ang maayos na faring (su · gata)?
Dukkara Sutta (SN 39.16) - pinahusay na pagsasalin
Ano ang mahirap gawin sa Pagtuturo at Disiplina na ito?
Vibhaṅga Sutta (SN 45.8) - salita ayon sa salita
Narito ang Buddha ay tiyak na tumutukoy sa bawat salik ng walong ulong marangal na landas.
Āgantuka Sutta (SN 45.159) - pinahusay na pagsasalin
Paano gumagana ang Noble Path sa abhiññā na tumutukoy sa iba’t ibang
dhammas bilang guest-house na nakakausap ng iba’t ibang uri ng mga
bisita.
Kusala Sutta (SN 46.32) - salita ayon sa salita
Ang lahat ng kanais-nais ay magkaisa sa isang bagay.
Āhāra Sutta (SN 46.51) - pinahusay na pagsasalin
Inilalarawan ng Buddha kung paano natin maaaring “pakanin” o “gutom”
ang mga hadlang at ang mga kadahilanan ng paliwanag ayon sa kung paano
natin inilalapat ang ating pansin.
Saṅgārava Sutta (SN 46.55) {sipi} - pinahusay na pagsasalin
Isang magandang serye ng mga simile upang ipaliwanag kung paano
nakakaapekto ang limang nīvaraṇas (hindrances) sa kadalisayan ng isip at
kakayahang makita ang katotohanan na ito.
Sati Sutta (SN 47.35) - salita ayon sa salita
Sa ganitong sutta, ang Buddha ay nagpapaalala sa mga bhikkus na satos
at sampajānos, at pagkatapos ay tumutukoy sa dalawang salitang ito.
Vibhaṅga Sutta (SN 47.40) - salita sa pamamagitan ng salita
Ang satipaṭṭhānas ay itinuro sa maikli.
Daṭṭhabba Sutta (SN 48.8) - pinahusay na pagsasalin
Ang bawat isa sa limang espirituwal na indriyas ay sinabi na nakikita sa isang apat na dhamma.
Saṃkhitta Sutta (SN 48.14) - pinahusay na pagsasalin
Ang pagtupad sa mga ito ay ang kailangan nating gawin, at ito ang sukatan ng ating pagpapalaya.
Vibhaṅga Sutta (SN 48.38) - pinahusay na pagsasalin
Narito ang Buddha ay tumutukoy sa limang sensitibong indriyas.
Uppaṭipāṭika Sutta (SN 48.40) - pinahusay na pagsasalin
Ang sutta na ito ay nakakakuha ng isang kagiliw-giliw na parallel sa
pagitan ng pagtigil ng mga pakiramdam ng pakiramdam at ang mga
sunud-sunod na mga kakayahan ng jhānas.
Sāketa Sutta (SN 48.43) {excerpt} - pinahusay na pagsasalin
Sa ganitong sutta, sinabi ng Buddha na ang balas at ang indriyas ay
maaaring isaalang-alang bilang isa at ang parehong bagay o bilang
dalawang magkaibang bagay.
Patiṭṭhita Sutta (SN 48.56) - pinahusay na pagsasalin
May isang mental na kalagayan kung saan ang lahat ng limang espirituwal na kakayahan ay ginagampanan.
Bīja Sutta (SN 49.24) - pinahusay na pagsasalin
Ang
isang magandang simile na naglalarawan kung paano ang pangunahing
kabutihan ay para sa pagsasanay ng apat na karapatan na pag-uusap.
Gantha Sutta (SN 50.102) - pinahusay na pagsasalin
Ito
Ang sutta ay batay sa nakawiwiling listahan ng apat na ‘mga buhol sa katawan’, at
nagtataguyod ng pag-unlad ng limang espirituwal na lakas.
Viraddha Sutta (SN 51.2) - pinahusay na pagsasalin
Ang sinumang nagpapabaya ay pinababayaan nito ang marangal na landas.
Chandasamādhi Sutta (SN 51.13) - pinahusay na pagsasalin
Ang salitang ito ay malinaw na nagpapaliwanag ng kahulugan ng mga pormula na naglalarawan sa pagsasagawa ng iddhi · pādas.
Samaṇabrāhmaṇa Sutta (SN 51.17) - pinahusay na pagsasalin
Wether
sa nakaraan, sa hinaharap o sa kasalukuyan, sinumang gumagamit ng supernormal
ang mga kapangyarihan ay nag-develop at assiduously practiced apat na bagay.
Vidhā Sutta (SN 53.36) - pinahusay na pagsasalin
Ang
Ang mga jhānas ay inirerekomenda upang mapupuksa ang tatlong uri ng pag-ibig, na kung saan
ay may kaugnayan sa paghahambing ng sarili sa iba. Ginagawang malinaw na kung
Mayroong anumang hierarchy sa Sangha, para lamang sa praktikal na layunin,
at hindi ito dapat gawin bilang kinatawan ng anumang katotohanan. Ito ay
hindi pa malinaw kung ito ay isang sutta paulit-ulit na 16 beses ang parehong
bagay, o 16 suttas na pinagsama-sama, o 4 na mga suttas na naglalaman ng bawat 4
repetitions.
Padīpopama Sutta (SN 54.8) - salita ayon sa salita
Dito
ang Buddha ay nagpapaliwanag ng ānāpānassati at recommands ito para sa iba’t ibang
Mga layunin: mula sa pag-abandon sa mga mahalay na impurities, sa pamamagitan ng pagbuo ng lahat ng
walong jhānas.
Saraṇānisakka Sutta (SN 55.24) - pinahusay na pagsasalin
Sa
ang kagiliw-giliw na diskurso na ito, ang sabi ng Buddha na ang isa ay hindi
dapat magkaroon ng malakas na tiwala sa Buddha, Dhamma at Sangha
upang maging isang stream-winner sa oras ng kamatayan.
Mahānāma Sutta (SN 55.37) - pinahusay na pagsasalin
Ang ibig sabihin nito ay maging isang lay lay disciple, pinagkalooban ng kabutihan, kombiksyon, kabutihang-loob at kaunawaan.
Aṅga Sutta (SN 55.50) - salita ayon sa salita
Ang apat na sotāpattiyaṅgas (mga kadahilanan para sa stream-entry).
Samādhi Sutta (SN 56.1) - salita ayon sa salita
Ang Buddha ay pinapayuhan ang bhikkus na magsagawa ng samādhi,
sapagkat ito ay humahantong sa pag-unawa sa apat na marangal na
katotohanan sa kanilang tunay na kalikasan.
Paṭisallāna Sutta (SN 56.2) - salita sa pamamagitan ng salita
Ang
Sinabi ni Buddha ang mga bhikkus upang magsagawa ng paṭisallāna, sapagkat ito ay humahantong sa
pag-unawa sa apat na marangal na katotohanan sa kanilang tunay na kalikasan.
Dhammacakkappavattana Sutta (SN 56.11) - salita ayon sa salita
Ito ay tiyak na ang pinaka sikat na sutta sa Pali litterature. Ipinaliwanag ng Buddha ang apat na ariya-saccas sa unang pagkakataon.
Saṅkāsanā Sutta (SN 56.19) - pinahusay na pagsasalin
Ang
pagtuturo ng apat na marangal na mga katotohanan, subalit nakakapagod na maaaring mukhang sa
libot na isip, ay talagang malalim at ang isip ay maaaring gumastos ng buo
oras na sinisiyasat ito.
Siṃsapāvana Sutta (SN 56.31) - salita ayon sa salita
Ang
sikat na sutta kung saan sinabi ng Buddha na wala siyang interes sa anumang
mga aral na hindi kaagad na nauugnay sa pag-abot sa layunin.
Daṇḍa Sutta (SN 56.33) - pinahusay na pagsasalin
Ang pagsasabi simile ng stick.
—— oooOooo ——
http://www.buddha-vacana.org/sutta/anguttara.html
Sutta Piṭaka
Aṅguttara Nikāya
- Ang mga discourses ng isang karagdagang kadahilanan -
[dharma: factor | uttara: karagdagang]
Ang Aṅguttara Nikāya ay naglalaman ng libu-libong
ng maikling discourses, na may partikularidad na nakabalangkas bilang
enumerations. Ito ay nahahati sa labing-isang seksyon, ang unang pakikitungo sa
enumerations ng isang item, ang pangalawang sa mga ng dalawang mga item atbp Ang
Ang Buddha, na hindi kailanman gumamit ng pagsulat, ay nagtanong sa kanyang mga tagapakinig na maging
matulungin at kabisaduhin ang kanyang mga tagubilin. Upang gawin ang kanyang mga salita
bilang malinaw hangga’t maaari at upang mapadali ang memorization na ito, siya ay madalas
iniharap ang kanyang pagtuturo sa anyo ng enumerations.
Nipātas
1. Ekaka Nipāta 7. Sattaka Nipāta
2. Duka Nipāta 8. Aṭṭhaka Nipāta
3. Tika Nipāta 9. Navaka Nipāta
4. Catuka Nipāta 10. Dasaka Nipāta
5. Pañcaka Nipāta 11. Ekādasaka Nipāta
6. Chakka Nipāta
—— oooOooo ——
1. Ekaka Nipāta
Rūpādi Vagga (AN 1.1-10) - woord voor woord
Er zijn vijf soorten zinsobjecten die de geest van (de meeste) menselijke wezens sterker overweldigen dan anderen.
Nīvaraṇappahāna Vagga (AN 1.11-20) - woord voor woord
De vijf dhammas die de vijf hindernissen het meest efficiënt voeden, en de vijf meest effectieve manieren om ze te verdrijven.
Akammaniya Vagga (AN 1.21-30) - woord voor woord
De geest kan onze ergste vijand of onze beste vriend zijn.
Adanta Vagga (AN 1.31-40) - verbeterde vertaling
De geest kan onze ergste vijand of onze beste vriend zijn.
Udakarahaka Suttas (AN 1.45 & 46) - verbeterde vertaling
Het verschil tussen een heldere geest en een modderige geest.
Mudu Sutta (AN 1.47) - verbeterde vertaling
Een vergelijking voor een geest die soepel is.
Lahuparivatta Sutta (AN 1.48) - verbeterde vertaling
De Boeddha, normaal zo bedreven in het vinden van vergelijkingen, is hier verloren.
Accharāsaṅghāta Peyyāla (AN 1.53-55) - woord voor woord
Het beoefenen van goede wil maakt iemand geschenken waardig.
Kusala Suttas (AN 1.56-73) - woord voor woord
Wat produceert en wat gezonde en ongezonde mentale toestanden elimineert.
Pamāda Suttas (AN 1.58-59) - verbeterde vertaling
Niets is zo nadelig als dit.
Pamādādi Vagga (AN 1.81-97) - woord voor woord
De Boeddha waarschuwt ons met regelmaat tegen achteloosheid.
Kāyagatāsati Vagga (AN 1.563-574) {fragmenten} - verbeterde vertaling
De Boeddha spreekt vol lof over de op het lichaam gerichte aandacht.
—— ooooooo ——
2. Duka Nipāta
Appaṭivāna Sutta (AN 2.5) - verbeterde vertaling
Hoe we onszelf zouden moeten trainen als we het ontwaken willen bereiken.
Cariya Sutta (AN 2.9) - verbeterde vertaling
Wat is het immers dat harmonie, beleefdheid,
eerlijkheid, broederschap in een woord vrede binnen een bepaalde samenleving? De Boeddha
legt hier uit welke de twee bewakers van de wereld zijn.
Ekaṃsena Sutta (AN 2.18) - verbeterde vertaling
Hier is één ding dat de Boeddha categorisch verklaart.
Vijjābhāgiya Sutta (AN 2.32) - woord voor woord
Hier verbindt de Boeddha Samatha met rāga en cetovimutti en Vipassanā met avijjā en paññāvimutti.
—— ooooooo ——
3. Tika Nipāta
Kesamutti [aka Kālāmā] Sutta (AN 3.66) - woord voor woord
In
deze beroemde sutta, de Boeddha herinnert ons eraan om uiteindelijk alleen onze te vertrouwen
een directe ervaring van de werkelijkheid hebben, niet wat door anderen wordt verklaard,
zelfs als ze toevallig onze ‘gerespecteerde leraar’ zijn.
Sāḷha Sutta (AN 3.67) - verbeterde vertaling
Het advies dat hier wordt gegeven, lijkt veel op dat van de Kalama’s.
Aññatitthiya Sutta (AN 3.69) - verbeterde vertaling
De
drie wortels van het ongezonde worden uitgelegd met hun respect
karakteristiek, de oorzaak van hun ontstaan en de manier om dit tot stand te brengen
hun stopzetting.
Uposatha Sutta (AN 3.71) - verbeterde vertaling
In deze sutta definieert de Boeddha hoe leken Upasatha moeten beoefenen en de verschillende soorten deva’s beschrijven.
Sīlabbata Sutta (AN 3.79) - verbeterde vertaling
Ānanda legt uit waardoor heel eenvoudige creteria-rituelen en -rituelen als nuttig kunnen worden beoordeeld of niet.
Samaṇa Sutta (AN 3.82) - verbeterde vertaling
Hier zijn de drie ascetics-taken van een asceet.
Vajjiputta Sutta (AN 3.85) - verbeterde vertaling
EEN
bepaalde monniken kunnen niet met zoveel regels trainen. De Boeddha legt hem uit
hoe hij zonder hen kan en dat gaat best goed.
Sikkhattaya Sutta (AN 3.90) - woord voor woord
De Boeddha definieert de drie trainingen, d.w.z. adhisīlasikkhā, adhicittasikkhā en adhipaññāsikkhā.
Accāyika Sutta (AN 3.93) - verbeterde vertaling
Drie dringende taken van een asceet die als drie dringende taken van een boer zijn.
Sikkhattaya Sutta (AN 3.91) - woord voor woord
Hier geeft de Boeddha een alternatieve definitie van adhipaññāsikkhā.
Paṃsudhovaka Sutta (AN 3.102) - enkele informatie · bubbels
In
deze sutta, de Boeddha vergelijkt de verwijdering van mentale onzuiverheden
door de beoefening tot het werk van een goudsmid. Het is bijzonder
interessant, omdat het een geleidelijke uiteenzetting van de onzuiverheden oplevert
men heeft te maken met tijdens de oefening, wat een handig gegeven is
referentie.
Nimitta Sutta (AN 3.103) - enkele informatie · bubbels
Do
je merkt dat je wegknikt of heel geagiteerd raakt tijdens je
meditatie praktijk? Dit is een zeer nuttig discours voor de mediteerders
die de twee overeenkomstige spirituele vermogens van de inspanning in evenwicht willen brengen
en concentratie, samen met gelijkmoedigheid. Velen van ons zouden profiteren
aanzienlijk van het correct toepassen van deze instructies.
Ruṇṇa Sutta (AN 3.108) - woord voor woord
Hier
de Boeddha legt uit wat er zingt en danst in de discipline van
de edelen, en geeft vervolgens zijn instrunction over lachen en
glimlachend.
Atitti Sutta (AN 3.109) - verbeterde vertaling
Drie verkeerde dingen, waarvan velen helaas dol zijn, die nooit tot verzadiging kunnen leiden.
When asked to picture public examinations, most people will
imagine a cavernous hall, with students sat at rows and rows of
desks beavering away at questions using pen and paper.
But has pen and paper had its day – and should we be letting pupils do their exams on their own laptops and tablet?
One teacher thinks so. Caron Downes, a classics teacher at St Peter’s
School in York, is an evangelist for integrating technology into
assessment. She set out her pitch for students to take their own devices
into exams at a Westminster Education Forum event in London today.
Downes – who has also worked as a marker – can’t understand why pen
and paper still holds sway in exams at a time when every other area has
been opened up to technology.
“To prepare for an exam, a pupil can sit down and type their notes,
carry out their research online, collaborate on an essay plan with other
pupils or with their teacher, they can complete online tests, they can
write and edit their essays,” she says. “All of that is typed.”
Written exam papers fail to prepare students for a future in which
they will overwhelmingly work on and with computers and other devices,
she believes.
“Everything now is building up to this changing world. And yet [the
exam room] hasn’t changed…we will tell them to leave their tech at the
door.”
Under current regulations, pupils are allowed to type their answers
out in exams. But they have to prove this is their ”normal way of
working” and do it on a pre-prepared, secure school laptop.
However, Downes says that pupils who would prefer to type their
answers often baulk at this option. For example, they might not be
comfortable with the school’s antiquated exam laptop because they do
most of their work on a tablet.
“You get out one of the exam laptops, which has been living in the
cupboard for 10 years, you cannot imagine the look of horror on that
poor child’s face,” she says. “[The pupil says] ‘Actually, I’ll just
find a pen – it’s OK’, because they’re so horrified by the idea of
something they’ve not used.”
“The regulations say their ‘normal way of working’ – their normal way
of working is the tech that they have at home or that they carry around
with them.”
While some teachers might worry about greater potential for cheating
if pupils are allowed to bring in their own devices, Downes points out
that programmes already exist that allow devices to be locked down so
all the pupil can do is type.
However, other people are wary about more technology penetrating the exam hall.
Nicole Hodge, an exam officer at Wellington College, says: “Every
year I have an absolute nightmare with a flurry of people wanting to use
computers in their exams because they say it’s the normal way of
working.
“We cannot physically have 200 pupils doing their GCSE English on a computer, printing it off, etc.”
And those tasked with delivering and overseeing exams are worried
about the implications for fairness if there’s a big increase in the use
of technology.
Research by the Organisation for Economic Co-operation and Development (OECD), which runs the Programme for International Student Assessment (Pisa), has found that paper and computer-based testing can lead to different student outcomes.
Dale Bassett, head of curriculum strategy at the AQA exam board,
says: “In high stakes qualifications like GCSEs…we would not move to a
system where we allowed students to use technology on an opt-in basis
until we could be confident that level of fairness is enshrined.”
“If that is having a material impact on how students actually perform
in the exam, it’s really hard for us to compensate for that after the
event.”
Richard Garrett, Ofqual’s director of strategic relationships, says
he can see some benefits from a greater take-up of
technology, particularly in the logistics of delivering and collecting
scripts. But he too sounds a note of caution.
“There are at least two issues around fairness. There’s the fairness
about making sure [technology] doesn’t differentially impact or
advantage students – particularly those who might have had less exposure
to [IT] systems.”
The second issue relates to “system-level capacity” – access to technology, network speed and so on will vary between schools.
“It’s very difficult to move faster than the speed of the slowest,” he says.
But Downes still believes that by not giving pupils greater choice
about whether they want to use technology rather than pen and paper, the
exam system is stuck in the past.
“When else in our lives will you ever be told that you have to go and
sit in a room and write, as quickly as you possibly can, in two hours,
and make sure it’s coherent, make sure your handwriting is really neat –
and make sure that you get everything you know – everything that you’ve
learned over the past two years onto that piece of paper…? There’s no
other time.”
Want to keep up with the latest education news and opinion? Follow Tes on Twitter and Instagram, and like Tes on Facebook
Students and pupils should be allowed to use their own devices. It’s been done in Scandinavia for years.
http://articles.dailyamerican.com/2011-01-12/entertainment/29153826_1_cell-phones-personal-technology-study-halls
·
http://articles.dailyamerican.com/…/29153826_1_cell-phones-…
Should students be permitted to use personal technology at school?
January 12, 2011|By JESSICA GARLESKY
Conemaugh Township
I think students should be allowed to use their cellphone/iPods in
class as long as there is not an exam taking place. It should be their
choice whether they want to listen or not. I think that before the exam
is given out the students should put their technological devices in a
basket before the exam and then get them returned to them afterwards.
By BREA NERI
Windber
I believe that, with certain restrictions, students should be permitted
to use personal technology in school. I believe this because although
some insist that students would only use this technology negatively, to
either cheat on tests or share answers with other students, this is in
my opinion, rarely the case.
In any instance I have ever been
aware of, students that text in school are typically texting either
students from other schools, people that aren’t in school, or their
parents. I rarely hear of students texting people within the school
because they very obviously could just find the person and speak to
them. I think that if teachers could find a way to positively embrace
cell phones for their technological worth that they could be
instrumental in the classroom. At my school we are not permitted to use
cell phones or iPods in classrooms, hallways, study halls, or the
cafeteria. I think this rule could be touched up and that perhaps
allowing students to use their cell phones, with certain restrictions,
in study halls and the cafeteria would discourage them from doing it in
other classes that demand attentiveness.
For some students, being
able to listen to their iPod in a study hall would be a break from the
monotony of the day and could be relaxing. As long as a student using
his or her personal technology doesn’t interfere with any other student
going about their normal business then I think that students should be
permitted to use personal technology in school.
By DANIELLE DIEHL
Salisbury-Elk Lick
Students should be able to have personal technology in schools. I
understand teachers’ concerns about cheating; however, I do believe the
use of the personal technology be limited and monitored. Many school
districts act like iPods and cell phones are evil, but they’re really
not. As society is becoming more mobile, so is education. Many schools
are adapting with the integration of iPads and laptops, and just like
any other school computer, they are monitored.
While I understand
that a school can’t monitor a students use of the Internet on phones or
other devices in class, they could monitor when they use them. During
tests, a teacher could ask that all cell phones be place on their desk
and each student could pick up their cell phone after they finish doing
exams. Students also could only use these devices during free time,
lunch, or any break. Also, I know many students who prefer to do work
with music in the background, but also some that need quietness. An MP3
player or iPod would make a compromise for these students.
By JULIE DAY
Berlin
Students should be allowed to use personal technology during
appropriate times throughout the school day when given permission by a
teacher. The restriction of personal technology is important to be
enforced while classes are in session because it can be a distraction to
other students, but when students have free time, like during study
halls, lunch period, or after assigned work has been completed, there is
no reason students should not be able to quietly use personal
technology.
If the technology becomes a distraction to others, or
if the student is not able to use the technology appropriately,
teachers have the right to restrict use of the technology. There is a
fine line between using and abusing the right to personal technology
during school hours, but if students are willing to cooperate with
teachers and use personal technology appropriately, students should be
able to access their technologies in school.
By MARIO CATANESE
Shade
I am under the impression that at school a student’s responsibility is
to learn. The use of personal technology, namely cell phones, in any
educational environment will only hamper a student’s learning ability.
Of course, there are actually applications for smart phones that could
help the student. Since there isn’t a viable way to ensure that a
student is using the technology for educational purposes (e.g. e-books,
calculator apps, etc.), the safest and most effective way to handle this
situation would be to ban all personal technology from the educational
system.
By TAYLOR CLARK
Johnstown Christian
The
question should be, what electronics should we be allowed to use in the
classroom? We should be allowed to use all electronics in school;
however, only certain ones should be in the classroom itself. We should
be allowed to use laptops in the classroom for note taking, looking up
different information on-line and other class related tasks. However,
there should be a zero-tolerance policy of using your laptop for other
purposes while in the classroom. If you are caught using it for other
purposes once, your privileges should be revoked, never to be given
back.
All other electronics including iPads, cell phones,
electronic reading devices, and any other electronic device (of course
the non-controversial ones) should be allowed to be used between
classes, at lunch and at free periods. There is no reason why any of
those electronics should not be allowed outside the classroom.
By SHELBIE SLADE
Shanksville
School policy at the Shanksville-Stonycreek School District
specifically states that personal technology (cell phones, iPods, etc.)
is prohibited. I neither support nor oppose this rule. I believe that
there are specific times when personal electronic devices are useful.
For instance, at home while doing my homework, background noise is a
must for me, whether it is music or the television. So given the
assignment to write a paper or even take a test in the silence of a
classroom, is difficult for me to complete my tasks without ambient
noise. I do not understand what disturbance it would create if I
listened to my iPod during an assignment or during a study hall. Cell
phones can also have educational purposes. These hand held devices are
easier to handle then a laptop or desktop computer and are considerably
much more accessible. Think of the money school districts could save on
technology if they just allowed students to use their cell phones.
However I do realize that allowing cell phone use in school could become
a mounting problem. If a phone rang in school and a student was allowed
to answer it, what would they say to the teacher, “Oh, I’m sorry I’ve
got to take this. Would you please put today’s lesson on hold?”
Actually I would like to see that happen in one of my own classes. Cell
phones could have a detrimental effect on the test taking process as
well. Students could use their cell phones to take pictures of the test
and/or text the answers to their classmates that have the class later on
in the day. Personal electronic devices can have both positive and
negative effects in the classroom. I believe that with the proper rules
and regulations personal technology should not only be allowed in
schools, but may also improve a student’s ability to perform.
By JOE ABRAMOWICH
North Star
I believe that students should be allowed to use certain types of
technology such as cell phones and iPods in school, but they should be
limited in their usage to a certain point. Obviously cell phones should
not be permitted to be used during class, however students should be
allowed to text their friends and or family members between classes and
during lunch.
Kids hate being in school to begin with, so why
make it even more unbearable by not letting them text friends who they
may not see during the day, between classes or during lunch when they
have some time to kill. iPods should also be allowed to be used in the
same fashion. If the student has a study hall and has nothing to do or
just doesn’t want to do anything, then he or she should be allowed to
listen to music. Most likely the student already does nothing to begin
with and there is probably no way anyone will be able to get him to do
work. There are some flaws that would need to be worked out in this plan
but for the most part I think it’s pretty sound.
By LIZ HELMICK
Somerset
Due to security purposes, students should not be able to use their own technological devices in school.
A great chance exists that students able to use cell phones may text
outsiders and invite them to come into the school. This poses a threat
to not only students within the school, but any individual in the
building.
By allowing students to use computers, cell phones, or
any other device, cheating may become an issue. Answers could be passed
via text messages from pupil to pupil.
School should be an
environment where students are learning. Personal technology would only
provide distractions; therefore, a school is not a place for these
items.
By BRITTANY HOOVER
Meyersdale
Texting –
Everybody does it. Some students fall asleep with their phones next to
their ears at night, some even seem to treat their cell phones like a
siblings. So what is more important to this type of person, education or
texting? I think most know what the answer is. It has become quite an
emerging issue over the past few years; it seems that more and more kids
get caught with their cell phones or iPods in the hallway, leading to
some type of punishment. If everybody, including the teachers, uses
these devices, why is it such a big deal?
In my opinion, the use
of cellular devices and or iPods should be allowed during lunch hours
only. It’s not fair at all when a teacher is allowed to text during the
day, but the students get punished for it. And the worst thing about it
is when the teacher uses the excuse “I have a degree,” and texts away.
How is that fair? It’s bad enough that students have to sit in a dull
building all day; why not let them have a sliver of what’s going on
outside of those walls? Considering most of the websites at schools are
blocked, due to the annoying firewalls, texting or escaping to the world
of music should at least be allowed at some point in the school day.
By TAYLOR BASINGER
Turkeyfoot
It is becoming very evident that this day in age technology is a big
part of everyone’s daily life. Teenagers and school aged kids are no
exception to this. The majority of students have at least one piece of
technology that they carry with them everywhere. I know personally that
it is almost torture to have to come to school because you know that you
are required to give up all your privileges to stay connected to the
outside world. I feel that students should be permitted to use personal
technology in school. With this being said, there are times when
personal technology should not be used. There is the obvious chance of
cheating through texting and other means of communication so in the
classroom and during class hours are not appropriate times for
technology use.
During lunch or even study halls would be a
perfect opportunity to allow students to use their technology. Teachers
get a break during the day and have the chance to use any personal cell
phones or anything of that nature, students should be allowed to have
the same privileges. I see no harm in being allowed to use cell phones
during lunch hours. Also, when I am at home, I find it calming to listen
to music while studying and working on homework. Music seems to help a
teenager to focus and concentrate on their assignments rather than be
distracted by the outside world.
iPods would be a resource to be
permitted to use during study halls. If students enjoy their time in
study hall they may be more prone to actually make some progress and get
something accomplished. I see no harm in being allowed to use IPods
during study times or any free time a student might have during the day
that is normally used to study or get work done. In most classrooms
today, there is some form of technology present; I don’t see why
students are still not allowed to have their own technology at
appropriate times.
By SAMANTHA NEIMILLER
SCTC
I believe that students should be permitted to use technological
devices at school. Cell phones are essential in a teenager’s life. The
way I see it, if they pay for their phones, why shouldn’t they be
permitted to use them? As long as the students aren’t disrupting the
class or causing others not to learn, then they should be allowed to use
their phones.
IPods and mp3 players should be permitted on a
situational basis. I don’t believe that musical devices should be
permitted during a class but if a student has a study hall they should
be permitted. Students should also have the option to use their musical
devices during their lunch period. If a student elects to listen to
music during their lunch time, then they should be permitted to do so.
That’s their time and how they spend it should be up to them.
https://mail.yahoo.com/d/folders/1/messages/48784
99.9% Sarvajan samaj is aware of all these natak Baaz.
Yet they are happy, well and secure!
They are calm, quiet, alert,attentive and have equanimity mind with a clear understanding that everything is changing!
Prabuddha Bharat is the largest territory which is gobbled by
predatory Paradesi Bene Israeli 0.1% intolerant, cunning, crooked,
number one terrorists of the world, violent, militant, ever shooting,
lynching, lunatic, mentally retarded chitpavan brahmin RSS (Rowdy
Rakshasa Swayam Sevaks) and all its avathars Brashtachar Jiyadha
Psychopaths (BJP), VHP (Visha Hindutva Psychopaths) ABVP (All Brahmin
Vishs Psychopaths) and other instant
mashrooming avathar forces full of hatred, anger, jealousy, delusion
which are defilement of the mind requiring mental treatment in mental
asylums.
https://mail.yahoo.com/d/folders/1/messages/48740
There cannot be any design to trigger riots by stealth,shadowy,
discriminatory hindutva cult agenda by just 0.1% intolerant, cunning,
number one terrorists of the world, violent, militant, ever shooting,
lynching, lunatic, mentally retarded Bene Israeli chitpavan brahmin RSS
(Rowdy Rakshasa Swayam Sevaks) and all its avathars the BJP
(Brashtachar, Jiyadha Psychopaths( Visha Hindutva Psychopaths (VHP)
etc., as 99.9% Sarvajan Samaj is awakened with Awareness.
The worst governance of the Murderers of democratic institutions (Modi)
is forcing the chitpavan brahmins to do all sorys of natak bazz
plotting designs to trigger hindutva-versus-99.9% Sarvajan Samaj riots
in the name of the Ram the epic hero created by Valmiki a Scheduled
Caste to consolidate political one-upmanship by RSSising the Epic hero.
Entire Sarvajan samaj have united for ‘Modi the stooge of chitpavan brahmin Mukt Prabuddha Bharat’.
http://www.thehindu.com/news/cities/Coimbatore/reforming-evaluation-method-to-test-their-intellect/article3669361.ece
http://www.thehindu.com/…/reforming-eval…/article3669361.ece
Reforming evaluation method to test their intellect
‘Opinions of all stakeholders should be considered before implementing new system’
Debates on the pattern of evaluation system followed in schools have
gained momentum again with the proposal of open-book examination system
in Standards X and XII in Central Board of Secondary Examination Schools
by the Ministry of Human Resource Development recently.
Though
the committee to reform school examination headed by CBSE Chairman
Vineet Joshi is yet to finalise the proposal being planned to be
implemented in 2013, many aspects of it had met with mixed response from
educationists. Though termed as open-book examination, according to the
committee, the students would not be allowed to carry books to the exam
hall instead would be informed of the portions based on which
analytical and application-oriented questions would be asked.
While the students appeared thrilled about the idea, experts say that it
would take time to prepare the teachers and students to follow the new
pattern and it should be implemented in stages. Purni Krishnakumar,
Consultant Special Educationist and psychologist, said that the new
evaluation pattern will improve the cognitive and analytical skills of
the students if implemented properly. “Though it is too early to comment
on the new examination method, boiling it down by not allowing students
to carry their books might fail the purpose behind the reform,” she
said.
While many teachers said that the merits of the new system
could be analysed only after the proposal is finalised, others said that
opinions of all stakeholders should be considered before implementing
it.
Harini Ananth, a Standard IX student of National Model
Matriculation School, after attending an open-book exam as part of
formative assessment of Comprehensive Evaluation Method, said that she
liked the new method, but it was tougher than she had imagined. “We do
not have to memorise things but we cannot copy the text as such. We
should be familiar with the textbook and should have an understanding of
the topic to answer the questions, “she said. The introduction of
Continuous and Comprehensive Evaluation (CCE) had brought in a positive
shift in pedagogical methods with focus on analytical and
application-oriented evaluation system. Brining in open-book system
would strengthen these reforms already initiated by the CBSE, said
Vijayalakshmi Menon, principal, the Western Ghats International School.
According to Geetha Laxman, principal, National Model CBSE School, the
school had been following the open-book examination for formative
assessment as per the CCE method for two years. But, unlike the new
proposal, the students were allowed to carry their textbooks and
notebooks to the examination hall and were provided reference books. Now
the proposal is to change the way summative evaluation is conducted.
“Earlier, only those who could memorise and reproduce answers scored
good marks but when experimented with open-book examination around 80
per cent of the students performed well,” said K. Saraswathi, a science
teacher.
The CBSE has also recently decided to stop providing
blue prints, sample question papers and marking schemes in classes IX
and X for summative assessment.
http://forums.welltrainedmind.com/…/57866-students-not-all…/
students not allowed to bring their books home
9th grade school allows him to take books home. he writes in his math
texts as they are consumable. (actually, the math books should be burned
the program is so bad but that’s for another thread!) he was actually
told to take his science textbook home and leave it there for the year.
http://www.nairaland.com/…/examination-really-true-test-kno…
Is Examination Really The True Test Of Knowledge?
Culled from http://ourstoryandover.blogspot.com/
Personally i don’t think examination is the true test of knowledge.
Why? I’m gonna give my personal experience. I hope it helps though.
WELL THESE ARE MY REASONS.
I was young then, a Junior Secondary School student, It was time for
our exam, Maths exam to be precise, and this kid who sat next to me (He
was a friend of mine) Didn’t prepare for the exam, He told me he didn’t
even open his books, so time for the exam came, I told this Kid
everything, I basically wrote the exam for him.
He asked me questions during the exam, I answered him, I didn’t give
Him any wrong answer, after the exam, our result was given to us, and i
realized this Kid scored 88/100, while I scored 76/100. That score, made
him the highest in class.
Now, what would a normal Human being
think after seeing our scores? He would simply think that kid is smarter
than me, not knowing that i thought him everything in the examination
Hall.
Secondly, there is the case of examination malpractice. We’ve
had cases where students see question papers before exam (E.X.P.O), and
most of those students come out with excellent grades and at the end of
the day, some of these students can’t even spell their names correctly.
Even in cases where expo aren’t used, some teachers fail students
deliberately simply because they’ve got a beef with the student e.t.c.
We also have cases of students having intimate relationships with
teachers, which we all know, is not allowed, Now take for example, Lets
say a student has sexual intercourse with a teacher, Biology Teacher,
now tell me Is a student like that expected to fail the exam? That
student is assured of an A+ or Minimum B.
We also have students who
cram, these students cram for their exams and come out with A’s and B’s,
but at the end of the day, they can’t even answer straight forward
questions. We also have cases of students who carry text books into the
Examination Hall, some even copy it, on pieces of paper.
Due to these acts, I personally don’t believe examination is the true test of knowledge.
OR WHAT DO YOU THINK? grin
Re: Is Examination Really The True Test Of Knowledge?
No it’s not… wink
Re: Is Examination Really The True Test Of Knowledge? by sadiik45(m): 1:50pm On May 20, 2013
During my collage time i was a member of Debate-club. We treated the
same motion like dis that “Examination is not a true test of one’s
ability” we support and we won.