level to its second stage ripening. Congruence
returns in the final stage, where the seed is
harvested, that is, removed and revealed as a mere
means to the end of enlightenment. The abandonment
noted here this extends even to doctrine itself, the
previously sown seed. The common core would seem to
be upaaya , the orthodos doctrine expounded
innumerable times by the Buddha that emphasizes
efficacy an flexibility. Both the T'ien-t'ai and
Ch'an schools thus may be seen as appropriate
responses to the cultural imperatives under which
Buddhist doctrine had to accomplish-and-hence
adapt-its message to the needs and sensitivities of
Chinese audiences.(36)
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(34) this threefold divison represents a movement
initiated by the Sixth Patriarch, Hui-neng, and
his "sudden enlightenment" school. See Heinrich
Dumoulin, Zen Buddhist; A History: Vol, I India
and China, James W.Heising and Paul Knitter,
trans. (New York Macmillan publishing company,
1988)pp.155-56.
(35) Soothill, p.55a.
p.363
The Ch'an of the Ancient Masters, reliance on
the scriptures, entails cognitive literalism, the
use of abstract language. Given its intellectual
content and concepts, hsin or consciousness comes to
the fore. While it is the beginning point of
awakening, it is by no means a complete answer, only
a partial answer. In seeking to cognitively solve
the existential quandary of life and death, it
remains ever incapable of dis-solving Samsaara
within Nirvaana.
When Buddhism arrived in China, it brought in
its wake a rich intellectual tradition. Many suutras
and volumes of philosophical commentaries were
available from original Indian sources and
increasingly in Chinese translation. This immense
foundation also proved to be a source of problems,
by mistaking the words written about awakening for
the experience itself. The temptation was to limit
oneself to the intellect, to assume that