School
The Drukpa Lineage of Tibetan Buddhism traces its origin back to the primordial Buddha Vajradhara (Dorje Chang in Tibetan) through an unbroken line of masters.
The early founders of the lineage include the great teachers Tilopa, Naropa, Marpa, Milarepa, Gampopa, Rechungpa, Phagmo Drupa and Lingchen Repa. Lingchen Repa was the guru of the first Gyalwang Drukpa, Tsangpa Gyare.
Tsangpa Gyare was recognized as the Bodhisattva of Great Compassion Avalokiteshvara (Tibetan Chenrezig) in human form, as well as an incarnation of the first Buddhist King of Tibet, Songsten Gampo, of the great saint Naropa and of Milarepa's son-like disciple Gampopa.
The Drukpa Lineage spread throughout Tibet, Ladakh, Northern India and Bhutan, and is renowned for the pure qualities of its practitioners and the numerous yogis who have attained enlightenment.
Following the death of the Fourth Gyalwang Drukpa, Pema Karpo, there were two reincarnations, as he prophesized. One, Pagsam Wangpo, remained in Central Tibet with the patronage of the King of Tsang. The other, Shabdrung Ngawang Namgyal, went to Bhutan after seeing in vision the deity Mahakala offering him the Kingdom. In Bhutan, the Drukpa lineage is now the official religious order of the state. Ever since Shabdrung Ngawang Namgyal appointed Pekar Jungne as the first Je Khenpo, the spiritual head of all monasteries in Bhutan, the successive Je Khenpos have acted as the Spiritual Regents of Bhutan.
Read more about this topic: Gyalwang Drukpa
Famous quotes containing the word school:
“It was Mabbie without the grammar school gates.
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And Mabbie thought life was heaven.”
—Gwendolyn Brooks (b. 1917)
“But I am not tragically colored. There is no great sorrow dammed up in my soul, nor lurking behind my eyes. I do not mind at all. I do not belong to the sobbing school of negrohood who hold that nature somehow has given them a lowdown dirty deal.... No, I do not weep at the world—I am too busy sharpening my oyster knife.”
—Zora Neale Hurston (1907–1960)
“Children in home-school conflict situations often receive a double message from their parents: “The school is the hope for your future, listen, be good and learn” and “the school is your enemy. . . .” Children who receive the “school is the enemy” message often go after the enemy—act up, undermine the teacher, undermine the school program, or otherwise exercise their veto power.”
—James P. Comer (20th century)