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:
“A school is not a factory. Its raison d’être is to provide opportunity for experience.”
—J.L. (James Lloyd)
“School days, school days; dear old golden rule days.
Readin’ and ‘ritin’ and ‘rithmetic; taught to the tune of a hick’ry stick.”
—Will D. Cobb (1876–1930)
“Nevertheless, no school can work well for children if parents and teachers do not act in partnership on behalf of the children’s best interests. Parents have every right to understand what is happening to their children at school, and teachers have the responsibility to share that information without prejudicial judgment.... Such communication, which can only be in a child’s interest, is not possible without mutual trust between parent and teacher.”
—Dorothy H. Cohen (20th century)