No More Learning

The Dharma That Illuminates All Beings Impartially Like the Light of the Sun and the Moon
by Kyabje Dorje Chang
KALU RINPOCHE
with a teaching by Lama Norlha translated by Janet Gyatso
Edited by The Kagyu Thubten Choling Translation Committee
THE DHARMA
That Illuminates All Beings Like the Light of the Sun and the Moon
State University of New York Press
The eight auspicious symbols are
from The Torch o f Certaint_l' by Jamgon Kongtrul, translated by Judith Hanson.
? 01977 Judith Hanson and Shambhala Publications, Inc. Reproduced by arrangement with Shambhala Publications, Inc. , 314 Danmouth Street, Boston, MA 02116.
The photographs facing the Introduction, Chapter 6, and Appendix I were taken by Sharon Mumby.
The cover photograph is by Felice Matare.
Published by
State University of New York Press, Albany
(C)1986, Kagyu Thubten Choling
All rights rese! Wd
Printed in the United States of America
No pan of this book may be used or reproduced
in any manner whatsoever without written permission except in the case of brief quotations embodied in critical anides and reviews
For information, address State Univenity of New York Press, State Univenity Plaza, Albany, N. Y. , 12246
Library of Congress Cataloging in Publication Data
Karma? ran? byun? kun-khyab? prin? las, Khenpo Kalu. The dharma that benefits all beings impanially
like the light of the sun and the moon.
Includes index.
I. Buddhism-Doctrines. I. Norlha. II. Gyatso, Janet. Ill. Title.
BQ. 4165. KS65 1986 294. 5'42 86-5941 ISBN 0? 88706? 156? 7
ISBN 0? 88706? 157? 5 (pbk. )
deb 'di mthong thos bklag pa'i 'gro ba kun skye ba 'di nas tshe rab thams cad du
dal 'byor Ius thob dge ba'i bshes dang mj'al
byang chub spyod pa'i sa lam rab rdzogs nas rang gzhan don gnyis mtha' ru phyin par shog.
ka lu rin po che
May all beings who see, hear, or read this book In this life and all successive lives - Obtain the precious human body and meet with
Fn? ends of Virtue.
Having completely perfected the paths and stages
ofBodhisattva conduct,
May they complete the Two ObJectives: benefitting
themselves and others.
Kalu Rinpoche

Table of Contents
Preface 1x Introduction: Kalu Rinpoche 1 Chapter 1: Kalu Rinpoche on Teaching in North America 7 Chapter 2: The Four Noble Truths IS Chapter J: The Four Dharmas of Gampopa 45 Chapter 4: Bardo 55 Chapter . 5: Mandala 65 Chapter 6: Vows 75 Chapter 7: Women, Siddhi, Dharma 91 Chapter 8: Mahamudra 109 Epilogue: The Eight Thoughts 157 Appendix 1: The Five Skandhas, by Lama Norlha 159 Appendix II: GlossaryofTechnical Terms 185 Index 215

Preface
Most of the teachings presented here were given orally by Kalu Rinpoche in 1982 at Kagyu Thubten Choling, his retreat center in upstate New York. They provide an authentic introduction to the foundations of Buddhism as taught in its three Vehicles-the Hinayana, Mahayana and Vajrayana-and offer groundings in Buddhist analysis, conduct, and practice for beginning and ad- vanced students.
The compilation is thoroughgoing, and addresses an unusually wide audience: scholars will find here otherwise hard-to-find materials from the Karma and Shangba Kagyii traditions, practi- cioners will find fundamentally useful methods, and others will find a fascinating account of human and non-human affairs and condi- tions.
Kalu Rinpoche is one of the great meditation masters of the Buddhist tradition, whose teachings have been sought by all four schools of Buddhism in Tibet. The original extemporaneous transla- tions of the teachings gathered here have been edited for the page in such a way as to preserve, at least partially, their oral character. The editors have also tried to preserve this quality in Lama Norlha's ac- count of the Five Skandhas. which combines formal academic ex- position with practical meditation instruction in a way that is characteristic of his lineage. (Lama Norlha, an accomplished meditation and retreat master, is Kalu Rinpoche's representative in the Eastern United States. )
Whenever a teaching is given in the Vajrayana tradition, it is the invariable custom for the teacher to begin by reminding the au- dience that the purpose of Buddhist learning and practice is to benefit all beings impartially, without exception. This is the idea that Kalu Rinpoche expresses in the title of his book, and this has been our purpose in bringing his teachings to a wider public. May all beings find happiness and be free from suffering.
Kagyu Thubten Choling Wappingers Falls, New York, 1986
A Note
Tibetan terms are given in two ways: a pronouncing transcrip- tion which by and large tries to reflect the pronunciation of the author's region, and a strict transliteration (in square brackets) ac- cording to the Turrell Wylie system.
The Translation Committee of Kagyu Thubten Choling is responsible for editing Kalu Rinpoche's chapters, while Lama Norlha's teachings on the Five Skandhas were translated by Dr.
janet Gyatso. The Committee wishes to express its gratitude for many suggestions, emendations and clarifications received from a number of generous scholars and students.

Introductz"on: Kalu Rz"npoche
Kalu Rinpoche was born in the district of Tresho Gang chi Rawa in the Hor region of Kham, Eastern Tibet, in 1905. This moun? tainous area, bordering on China, is known for the independent spirit of its people. His father, Karma Lekshe Drayang [karma legs bshad sgra dbyangs], the thirteenth Ratak Palzang Tulku, was noted for his skill in the practice of medicine, as well as for literary accomplishments and mastery of Vajrayana meditation practice. He and his wife, Drolkar Chung Chung [sgrol dkar chung chung], Rin? poche's mother, were students of jamgon Kongtrul Lodro Taye ['jam mgon kong sprul blo gros mtha' yas], jamyang Chentse Wangpo ['jam dbyangs mkhyen brtse dbang po] and Mipham Rin? poche, all founders and leaders of then? may [ris med] movement which revitalized the religious life of Tibet towards the end of the 19th Century by minimizing the importance of sectarian differences and emphasizing the common ground of the lineages and stressing the importance of meditation.
Both husband and wife were devoted to practice, and im? mediately after their marriage undertook a religious retreat. They saw little of each other during this period, but one night together each dreamed that they were visited by the great meditation teacher and scholar, Jamgon Kongtrul, who announced that he was coming to stay with them and asked to be given a room. Not long afterwards Drolkar Chung Chung discovered she was pregnant.
The dream had been auspicious; the pregnancy passed joyfully, without complications. Drolkar Chung Chung continued to work
2 The Dharma
with her husband, and was gathering medicinal herbs with him one day when she realized the baby would soon be born. As they hurried back to their house, they saw the sky full of rainbows.
Such signs were interpreted in the neighboring countryside as portending the birth of a special incarnation. Conventionally, a tulku would have been taken to be raised in a monastery at the earliest possible age, but Karma Lekshe Drayang refused to follow this course. If the boy were not a high incarnation, he said, the training would be wasted; if he were, he would be quite capable of seeking the appropriate teachers and education for himself. That is just what he did.
"In his early years," the young man, "when he had awakened the excellent habits of virtue, and abandoned concerns for posses- sions and pleasures of this life, wandered at times in the wilderness of mountains and gorges, cliffs and crags. Spontaneously, uncon- trived longing and resolution arose in him to nurture Dharma prac- tice. " Travelling freely in the mountains, Rinpoche would chant mantras, blessing the animals, IJSh or insects he might encounter.
At home, his education was supervised, rather sternly, by his father. After a preliminary training in grammar, writing and meditation, Rinpoche began his formal studies at Palpung [dpal spungs] monastery at the age of thirteen. At that time, the eleventh Tai Situ Rinpoche, Perna Wangcho Jalpo [pa dma dbang mchog rgyal po], gave him getsUl [dge tshul] ordination, naming the young monk Karma Rangjung Kunchap [karma rang byung kun khyab]. The prefix "Karma" identifies Rinpoche as a practitioner of the Karma Kagyu tradition, and "Rangjung Kunchap" means "self- arisen, all-pervading. "
At Palpung and elsewhere in Kham, Rinpoche studied the teachings of the sutras and tantras, receiving both instruction and empowerments from many of the great lamas. At the age of fifteen, during a yarnay [dbyar gnas], the traditional rainy-season retreat in- stituted by Buddha Shakyamuni, Rinpoche gave a profound and in- structive discourse on the three vows before an assembly of a hun- dred monks and lay people.
At sixteen, Rinpoche entered Kunzang Dechen Osal Ling, the retreat center (drup khang [sgrub khang]) founded by jamgon Kongtrul Lodro Taye, one of the two retreat facilities associated
with Palpung monastery. Here he completed the traditional three- year retreat under the direction of the retreat master, his Root Lama (tsa way Ia rna [rtsa ba'i bla rna]) the Venerable Lama Norbu Tondrup [nor bu don sgrub], from whom he received the complete transmission of the Karma Kagyii and Shangba Kagyii traditions.
At the age of twenty-five, Rinpoche departed to do an extend- ed solitary retreat in the desolate mountains of Kham, wandering without possessions, taking shelter wherever he could find it, seeking and needing no human company.
For twelve years he lived like this, perfecting his practice and offering everything to develop impartial love and compassion for all beings. "There is no higher siddhi than Compassion," his Root Lama had said. In this manner of life he would have been content to continue, had Situ Rinpoche not finally sent word that it was time for him to return to the world and teach.
Kalu Rinpoche returned to Palpung and assumed duties as director (drup pon [sgrub dpon]) of the three-year retreats. At this time Rangjung Rikpay Dorje, the late sixteenth Gyalwa Karmapa, recognized Rinpoche as the activity emanation (tin lay tiil ['phrin las sprul]) of jamgon Kongtrul Lodro Taye. ? It was recalled that
Jamgon Kongtrul had prophesied that his activity-incarnation would be a ri may master, dedicated to promoting practice and retreat.
In the 1940s he began visiting monasteries, traditional centers of many schools and lineages, all over Tibet, and on a visit to Lhasa gave teachings to the Regent of the young Dalai Lama.
In 1955, a few years before the full Chinese military occupation of Tibet, Rinpoche visited the Gyalwa Karmapa at Tsurphu, who asked him to leave Tibet in order to prepare the ground in India and Bhutan for the inevitable exile. Rinpoche first went to Bhutan, where he established two retreat centers and ordained three hun-
*There were at the same time four other incarnations ofjamgon Kongtrul, those of his body, speech, mind, and qualities. Of these the incarnation of mind, Jamgon Chentse Oser [mkhyen brtse 'od zer], was a resident tulku at Palpung and, along with Tai Situ Rinpoche, a root guru of the Gyalwa Karmapa. jamgon Chentse Oser was also a teacher and friend to Kalu Rinpoche, as wasjamgon Pema Trimay [pa dma dri med], another of the five Jamgon Tulkus and a teacher at the Nyingma monastery of Shechen in Eastern Tibet.
Introduction 3
4 The Dharma
dred monks. Proceeding to India, he made an extensive pilgrimage to all the great Buddhist sites. In 1965 he established his own monastery, Samdrup Tarjay Ling [bsam sgrub dar rgyas gling], at Sonada near Darjeeling, where he now resides. A few years after founding the monastery, Rinpoche established a three-year retreat facility there, and has founded others elsewhere in India.
Since 1971 Kalu Rinpoche has travelled four times to Europe and North America, establishing Dharma centers and facilities for Westerners to undertake the traditional three-year retreat. At Sonada in 1983 he gave to the four great heart-sons (tuk say [thugs sras]-i. e. , close disciples or successors) of the late Gyalwa Kar- mapa, as well as to thousands of tulkus, lamas, monks, nuns, and lay people, the great cycle of empowerments called the "Rinchen Ter Dzo" [rin chen gter mdzod], one of the "Dzo Chen Nampar Nga" [mdzod chen mam par nga] or "Five Great Treasuries" of teachings and empowerments gathered by jamgon Kongtrul Lodro Taye.
Kalu Rinpoche's recent activities, and particularly his four trips to the West, are discussed in the first chapter of this book.


1
Kalu Rinpoche on Teaching in North America
have been four times now to the North American con? Itinent. My first visit was in 1971; the Venerable Chogyam Trungpa Rinpoche was already teaching here and the characteristic style he had found it necessary to adopt was to present Buddhism from the point of view of Americans. Instead of teaching in the traditional manner, he found many skillful ways of presenting the teachings in the light of worldly fields of knowledge, so that people unacquainted with Buddhism could adapt their thinking to the Buddhist view. In this way he was gradually able to introduce the
teachings to a large number of people.
This was a splendid undertaking, made possible by his own per?
sonal qualities, his superb command of English, and the fact that he was to reside regularly in the United States. For my own part, I was only staying here for about a year at most, that first time, so I felt very strongly that if I were going to accomplish anything, I would have to teach the Dharma in a traditional way, without combining it with any other viewpoints.
To do this as clearly as possible, I gave teachings that I felt were basic to the understanding and actual practice of Dharma. So I
8 The Dharma
taught extensively on the Four Thoughts that Tum the Mind-the four basic contemplations in Buddhist practice-and, in particular, on the concept of karma, the law of cause and effect that shapes our experience.
Before the introduction of the Buddhadharma to Tibet, the Land of Snows was a very barbaric place; there was little difference between its people and cannibal demons or primitive savages. Then a king arose among the Tibetan people whose name was Song-tsen Gampo [Srong btsan sgam po] and who is believed to have been an emanation of the Bodhisattva of Compassion, Chenrezi. Because of his miraculous powers, this king was able to bring the entire region we know as Tibet under his control, and from that political base he spread the Dharma throughout Central Asia. He was particularly devoted to meditation on Chenrezi, and under his influence that teaching spread very widely. As a result, Tibet became a sphere of activity for the Bodhisattva of Compassion, and Chenrezi became so embedded in the Tibetan consciousness that any child who could say the word "mother" could also recite the mantra OM MANI PADME HUNG*. Through this widespread meditation on Chenrezi, many people came to Realization.
From this beginning, the entire corpus of Buddhist teachings, both sutra and tantra traditions, with all the root texts and com- mentaries, was gradually brought from India to Tibet, and was translated and transmitted effectively and completely, without any element missing. to the Tibetan people.
In the great hope that this same sort of transmission will occur in the United States, Canada, Europe and all the countries of the West, I taught the Four Thoughts, the four contemplations that turn the mind from samsara towards practice. With this as a foun- dation, I taught extensively the Buddhist concept of Refuge and gave the Refuge vows. I also encouraged practice of Chenrezi meditation by giving the initiation (wang [dbang]) and instruction (tri ['khrid]) for it wherever I went. The results I felt to be very favorable.
The concept of Refuge and actually taking Refuge are fun- damental to Buddhist practice; without this initial commitment, any further level of ordination or involvement is impossible. Refuge is the indispensable foundation for travelling the Buddhist path to
? Tib~tans oft~n pronounc~ this mantra: OM MANEE PAYMAY HOONG.
enlightenment. During the actual refuge ceremony I gave 'Refuge Names' to the participants, each beginning with "Karma. " This is like a family or generic name, and indicates not only that these men and women had become Buddhists and had accepted the Three Jewels as sources of inspiration, but that they were connected, in particular, with the Karma Kagyii lineage. To the present day I have never changed my custom of giving this kind of Refuge name along with the vows of Refuge.
Because all meditational deities (yidams) are emanations of enlightenment, not one of them is without blessing-the power to aid and benefit beings. The form of Chenrezi, however, represents the quintessence and union of the love and compassion of all Bud- dhas and Bodhisattvas, of all enlightened beings. Meditation on Chenrezi can arouse that love and compassion in practitioners and thus can create a movement towards the realization of Emptiness and meditative absorption. That is why I chose this particular yidam to present to Western audiences.
The second journey I made to North America was in 1974. Because of the groundwork laid on my previous visit, I was able to present the Extraordinary Preliminary practices, the Ngondro [sngon 'gro]. (These involve five practices each performed 100,000 times. ) This stage of the teachings was emphasized during my sec? ond trip.
All the main schools of Tibetan Buddhism-Sakyapa, Gelugpa, Kagyiipa, and Nyingmapa-teach the Four Ordinary Foundations (the four thoughts that turn the mind towards Dharma practice) and the extraordinary preliminaries. I chose to teach the particular form of Ngondro belonging to my own lineage, the Kar? ma Kagyii; these practices are known as the preliminaries for the development of Mahamudra. In doing so, I encouraged people to focus on four aspects of meditation:
- T o develop their devotion and sense of taking Refuge in the Three Jewels, and to develop bodhicitta-the enlightened or altruistic attitude of benefitting others which is based on love and compassion for all beings;
- T o purify themselves of negative factors and obscura? tions through practicing the Dorje Sempa [rdo rje sems dpa'] meditation;
Teaching in North America 9
10
The Dharma
- T o accumulate merit and deepen their awareness through the mandala offering; and
- T o open themselves to the blessing of the lineage through Guru Yoga.
Another practice I introduced during this second visit was the practice of the Green Tara Meditation. This particular form of Tara is associated with her ability to protect and deliver us from fears and sufferings in this life and to aid us in our Dharma progress. With this threefold structure of formal practice- the preliminaries, the Chenrezi and the Green T ara Meditations- I established many centers that have continued to grow to the present day.
Although in each of the four schools of Tibetan Buddhism there are lineages leading to complete enlightenment, and although there is no difference at that ultimate level between the schools, I felt very strongly that it was important to maintain the identity of the Kagyii lineage. There were several reasons for this. First, the transmission of blessing is likely to be broken if the lineages are con- fused or if there is a sudden breakdown in their continuity. Second- ly, I felt it important for people to understand exactly each transmission of the teaching they were practicing, so that they could receive the particular blessing associated with that lineage. To keep this Kagyii Mahamudra lineage very clear, then, I composed a prayer to allow an unending identification on the disciple's part with the actual lineage of the Mahamudra teachings.
During my third visit, in 1977 and 1978, I felt it was time to take one more step in presenting the teachings, and I decided to em- phasize especially what in Tibetan we call shi nay (zhi gnas] and lha tong (lhag mthong], respectively tranquility meditation and the meditation that develops insight into the nature of the mind. I em- phasized both ordinary techniques, common to all schools of Bud- dhism, and also some special instructions which are particular to my lineage. This was the main focus of my third visit.
Up to this point quite a lot of ground had been covered. There had been a presentation of the particular preliminary practices associated with the Mahamudra lineage, and of the teachings of the Chenrezi meditation, and of the techniques of shi nay and lha tong.
When His Holiness the sixteenth Kannapa arrived in India from the West in 1980, he landed at Siliguri airport before travelling by car to Rumtek in Sikkim; everyone from my monastery came down from Darjeeling to meet him. He spent the night in a hotel in Siliguri, and that evening said something along these lines to me: "If we add them all up, we now have some three hundred twenty Kagyii centers throughout the world. Every one of them needs guidance and support so that the people associated with them can come to a pure and sincere practice of Buddhadhanna. Now, even though you're quite old, you're presently enjoying good health, so it's necessary for you to go to the West again, to visit these centers and give them all the help and guidance you can. "
His Holiness then insisted that I perform the Kalacakra Em? powerment in New York City in order to aid the general process of transmitting the teachings to the West. He was quite finn about this. He wouldn't accept any answer but yes and wanted me to return to New York as soon as possible for this purpose. So I agreed and came here as soon as I could.
That Empowerment has now been given, and through receiv- ing it, people have made a good connection with the teachings, since the Kalacakra may be considered a summit of the Vajrayana tradi- tion. I feel, therefore, that at least one good foundation has been established for the presentation of Mahamudra, the pinnacle of Kagyii meditation. But in order to present these Teachings proper? ly, I need first to discuss the concept of emptiness, or Sunyata, and must first say something about the nature of consciousness. Without this I don't feel that actual Mahamudra teaching will be very effec? tive or that people will be able to perceive its profundity or relate to it effectively. Nonetheless, certain foundations have been laid and I believe we can begin to think about the presentation of Mahamudra teachings. I sincerely hope that the benefits people have experienced so far will continue and help them benefit from further teachings that discuss the nature of mind.
In presenting teachings like these, I speak about anything and everything I can, as much as I can, in order to transmit what I understand about Dharma.
If we have a piece of white cloth and we want to dye it another color-red, yellow, green-we make a pot of dye and we dip the
Teaching in North America 11
12 The Dharma
cloth in. Now if that dye is effective, if it takes, the cloth changes color so that when we pull the cloth out it is no longer a white cloth but a green cloth or a red cloth or a yellow cloth. If we pull it out and it's still white, we know something's gone wrong, the dye hasn't taken. I feel the same way about teaching: if I teach and my teaching influences people's minds, changing their lives and benefit? ting them, then I feel that it has taken, that it has been effective. If on the other hand I teach and people don't understand, or having understood don't do anything about it, if they listen and don't prac? tice, then the dye has not taken.
2
The Four Noble Truths
The First Turning of the Wheel of Dharma
Two thousand five hundred years ago, after the Buddha achieved Enlightenment at Bodhgaya in India, he decided to present the teachings we now know as Buddhadharma to all sentient beings in order to liberate them. But he also understood that even if he did present these profound teachings, very little benefit would arise, since few would listen and accept what he said. In fact, seeing that people were unfit to receive the nectar-like teachings of the Dharma, the Buddha at first chose to avoid teaching altogether and went into the forest to rest and meditate alone. For three weeks he remained absorbed in the experience of Enlightenment and gave no
. teaching at all. But then two of the highest gods in the realm ofsam- sara, Indra and Brahma, approached him; Indra presented him with a large white conch shell and Brahma presented a golden wheel with a thousand spokes. These gifts were symbols of the turning of the wheel of Dharma, and also signified a sincere request to present the teachings for the benefit of all beings. In response, the Buddha left the forest and at a place known as the Deer Park, in Samath, near Varanasi, India, he gave his first formal teaching. This teaching we now know as the teaching on the Four Noble Truths (pak pay denpa shi ['phag pa'i bden pa bzhi]).
14 The Dharma
Although the Buddha was completely aware of all the teachings that would ultimately be needed to discipline and lead beings to Enlightenment, and even though he was fully capable of presenting them, he also realized that the time had not yet come to introduce people to the profound concepts of the higher vehicles, the Mahayana and Vajrayana. He saw that serious misunderstandings would follow if he began by telling people that all phenomena were empty, that all experience was essentially empty, and that everything was really a projection of mind.
The dharma that benefits all beings impanially
like the light of the sun and the moon.
Includes index.
I. Buddhism-Doctrines. I. Norlha. II. Gyatso, Janet. Ill. Title.
BQ. 4165. KS65 1986 294. 5'42 86-5941 ISBN 0? 88706? 156? 7
ISBN 0? 88706? 157? 5 (pbk. )
deb 'di mthong thos bklag pa'i 'gro ba kun skye ba 'di nas tshe rab thams cad du
dal 'byor Ius thob dge ba'i bshes dang mj'al
byang chub spyod pa'i sa lam rab rdzogs nas rang gzhan don gnyis mtha' ru phyin par shog.
ka lu rin po che
May all beings who see, hear, or read this book In this life and all successive lives - Obtain the precious human body and meet with
Fn? ends of Virtue.
Having completely perfected the paths and stages
ofBodhisattva conduct,
May they complete the Two ObJectives: benefitting
themselves and others.
Kalu Rinpoche

Table of Contents
Preface 1x Introduction: Kalu Rinpoche 1 Chapter 1: Kalu Rinpoche on Teaching in North America 7 Chapter 2: The Four Noble Truths IS Chapter J: The Four Dharmas of Gampopa 45 Chapter 4: Bardo 55 Chapter . 5: Mandala 65 Chapter 6: Vows 75 Chapter 7: Women, Siddhi, Dharma 91 Chapter 8: Mahamudra 109 Epilogue: The Eight Thoughts 157 Appendix 1: The Five Skandhas, by Lama Norlha 159 Appendix II: GlossaryofTechnical Terms 185 Index 215

Preface
Most of the teachings presented here were given orally by Kalu Rinpoche in 1982 at Kagyu Thubten Choling, his retreat center in upstate New York. They provide an authentic introduction to the foundations of Buddhism as taught in its three Vehicles-the Hinayana, Mahayana and Vajrayana-and offer groundings in Buddhist analysis, conduct, and practice for beginning and ad- vanced students.
The compilation is thoroughgoing, and addresses an unusually wide audience: scholars will find here otherwise hard-to-find materials from the Karma and Shangba Kagyii traditions, practi- cioners will find fundamentally useful methods, and others will find a fascinating account of human and non-human affairs and condi- tions.
Kalu Rinpoche is one of the great meditation masters of the Buddhist tradition, whose teachings have been sought by all four schools of Buddhism in Tibet. The original extemporaneous transla- tions of the teachings gathered here have been edited for the page in such a way as to preserve, at least partially, their oral character. The editors have also tried to preserve this quality in Lama Norlha's ac- count of the Five Skandhas. which combines formal academic ex- position with practical meditation instruction in a way that is characteristic of his lineage. (Lama Norlha, an accomplished meditation and retreat master, is Kalu Rinpoche's representative in the Eastern United States. )
Whenever a teaching is given in the Vajrayana tradition, it is the invariable custom for the teacher to begin by reminding the au- dience that the purpose of Buddhist learning and practice is to benefit all beings impartially, without exception. This is the idea that Kalu Rinpoche expresses in the title of his book, and this has been our purpose in bringing his teachings to a wider public. May all beings find happiness and be free from suffering.
Kagyu Thubten Choling Wappingers Falls, New York, 1986
A Note
Tibetan terms are given in two ways: a pronouncing transcrip- tion which by and large tries to reflect the pronunciation of the author's region, and a strict transliteration (in square brackets) ac- cording to the Turrell Wylie system.
The Translation Committee of Kagyu Thubten Choling is responsible for editing Kalu Rinpoche's chapters, while Lama Norlha's teachings on the Five Skandhas were translated by Dr.
janet Gyatso. The Committee wishes to express its gratitude for many suggestions, emendations and clarifications received from a number of generous scholars and students.

Introductz"on: Kalu Rz"npoche
Kalu Rinpoche was born in the district of Tresho Gang chi Rawa in the Hor region of Kham, Eastern Tibet, in 1905. This moun? tainous area, bordering on China, is known for the independent spirit of its people. His father, Karma Lekshe Drayang [karma legs bshad sgra dbyangs], the thirteenth Ratak Palzang Tulku, was noted for his skill in the practice of medicine, as well as for literary accomplishments and mastery of Vajrayana meditation practice. He and his wife, Drolkar Chung Chung [sgrol dkar chung chung], Rin? poche's mother, were students of jamgon Kongtrul Lodro Taye ['jam mgon kong sprul blo gros mtha' yas], jamyang Chentse Wangpo ['jam dbyangs mkhyen brtse dbang po] and Mipham Rin? poche, all founders and leaders of then? may [ris med] movement which revitalized the religious life of Tibet towards the end of the 19th Century by minimizing the importance of sectarian differences and emphasizing the common ground of the lineages and stressing the importance of meditation.
Both husband and wife were devoted to practice, and im? mediately after their marriage undertook a religious retreat. They saw little of each other during this period, but one night together each dreamed that they were visited by the great meditation teacher and scholar, Jamgon Kongtrul, who announced that he was coming to stay with them and asked to be given a room. Not long afterwards Drolkar Chung Chung discovered she was pregnant.
The dream had been auspicious; the pregnancy passed joyfully, without complications. Drolkar Chung Chung continued to work
2 The Dharma
with her husband, and was gathering medicinal herbs with him one day when she realized the baby would soon be born. As they hurried back to their house, they saw the sky full of rainbows.
Such signs were interpreted in the neighboring countryside as portending the birth of a special incarnation. Conventionally, a tulku would have been taken to be raised in a monastery at the earliest possible age, but Karma Lekshe Drayang refused to follow this course. If the boy were not a high incarnation, he said, the training would be wasted; if he were, he would be quite capable of seeking the appropriate teachers and education for himself. That is just what he did.
"In his early years," the young man, "when he had awakened the excellent habits of virtue, and abandoned concerns for posses- sions and pleasures of this life, wandered at times in the wilderness of mountains and gorges, cliffs and crags. Spontaneously, uncon- trived longing and resolution arose in him to nurture Dharma prac- tice. " Travelling freely in the mountains, Rinpoche would chant mantras, blessing the animals, IJSh or insects he might encounter.
At home, his education was supervised, rather sternly, by his father. After a preliminary training in grammar, writing and meditation, Rinpoche began his formal studies at Palpung [dpal spungs] monastery at the age of thirteen. At that time, the eleventh Tai Situ Rinpoche, Perna Wangcho Jalpo [pa dma dbang mchog rgyal po], gave him getsUl [dge tshul] ordination, naming the young monk Karma Rangjung Kunchap [karma rang byung kun khyab]. The prefix "Karma" identifies Rinpoche as a practitioner of the Karma Kagyu tradition, and "Rangjung Kunchap" means "self- arisen, all-pervading. "
At Palpung and elsewhere in Kham, Rinpoche studied the teachings of the sutras and tantras, receiving both instruction and empowerments from many of the great lamas. At the age of fifteen, during a yarnay [dbyar gnas], the traditional rainy-season retreat in- stituted by Buddha Shakyamuni, Rinpoche gave a profound and in- structive discourse on the three vows before an assembly of a hun- dred monks and lay people.
At sixteen, Rinpoche entered Kunzang Dechen Osal Ling, the retreat center (drup khang [sgrub khang]) founded by jamgon Kongtrul Lodro Taye, one of the two retreat facilities associated
with Palpung monastery. Here he completed the traditional three- year retreat under the direction of the retreat master, his Root Lama (tsa way Ia rna [rtsa ba'i bla rna]) the Venerable Lama Norbu Tondrup [nor bu don sgrub], from whom he received the complete transmission of the Karma Kagyii and Shangba Kagyii traditions.
At the age of twenty-five, Rinpoche departed to do an extend- ed solitary retreat in the desolate mountains of Kham, wandering without possessions, taking shelter wherever he could find it, seeking and needing no human company.
For twelve years he lived like this, perfecting his practice and offering everything to develop impartial love and compassion for all beings. "There is no higher siddhi than Compassion," his Root Lama had said. In this manner of life he would have been content to continue, had Situ Rinpoche not finally sent word that it was time for him to return to the world and teach.
Kalu Rinpoche returned to Palpung and assumed duties as director (drup pon [sgrub dpon]) of the three-year retreats. At this time Rangjung Rikpay Dorje, the late sixteenth Gyalwa Karmapa, recognized Rinpoche as the activity emanation (tin lay tiil ['phrin las sprul]) of jamgon Kongtrul Lodro Taye. ? It was recalled that
Jamgon Kongtrul had prophesied that his activity-incarnation would be a ri may master, dedicated to promoting practice and retreat.
In the 1940s he began visiting monasteries, traditional centers of many schools and lineages, all over Tibet, and on a visit to Lhasa gave teachings to the Regent of the young Dalai Lama.
In 1955, a few years before the full Chinese military occupation of Tibet, Rinpoche visited the Gyalwa Karmapa at Tsurphu, who asked him to leave Tibet in order to prepare the ground in India and Bhutan for the inevitable exile. Rinpoche first went to Bhutan, where he established two retreat centers and ordained three hun-
*There were at the same time four other incarnations ofjamgon Kongtrul, those of his body, speech, mind, and qualities. Of these the incarnation of mind, Jamgon Chentse Oser [mkhyen brtse 'od zer], was a resident tulku at Palpung and, along with Tai Situ Rinpoche, a root guru of the Gyalwa Karmapa. jamgon Chentse Oser was also a teacher and friend to Kalu Rinpoche, as wasjamgon Pema Trimay [pa dma dri med], another of the five Jamgon Tulkus and a teacher at the Nyingma monastery of Shechen in Eastern Tibet.
Introduction 3
4 The Dharma
dred monks. Proceeding to India, he made an extensive pilgrimage to all the great Buddhist sites. In 1965 he established his own monastery, Samdrup Tarjay Ling [bsam sgrub dar rgyas gling], at Sonada near Darjeeling, where he now resides. A few years after founding the monastery, Rinpoche established a three-year retreat facility there, and has founded others elsewhere in India.
Since 1971 Kalu Rinpoche has travelled four times to Europe and North America, establishing Dharma centers and facilities for Westerners to undertake the traditional three-year retreat. At Sonada in 1983 he gave to the four great heart-sons (tuk say [thugs sras]-i. e. , close disciples or successors) of the late Gyalwa Kar- mapa, as well as to thousands of tulkus, lamas, monks, nuns, and lay people, the great cycle of empowerments called the "Rinchen Ter Dzo" [rin chen gter mdzod], one of the "Dzo Chen Nampar Nga" [mdzod chen mam par nga] or "Five Great Treasuries" of teachings and empowerments gathered by jamgon Kongtrul Lodro Taye.
Kalu Rinpoche's recent activities, and particularly his four trips to the West, are discussed in the first chapter of this book.


1
Kalu Rinpoche on Teaching in North America
have been four times now to the North American con? Itinent. My first visit was in 1971; the Venerable Chogyam Trungpa Rinpoche was already teaching here and the characteristic style he had found it necessary to adopt was to present Buddhism from the point of view of Americans. Instead of teaching in the traditional manner, he found many skillful ways of presenting the teachings in the light of worldly fields of knowledge, so that people unacquainted with Buddhism could adapt their thinking to the Buddhist view. In this way he was gradually able to introduce the
teachings to a large number of people.
This was a splendid undertaking, made possible by his own per?
sonal qualities, his superb command of English, and the fact that he was to reside regularly in the United States. For my own part, I was only staying here for about a year at most, that first time, so I felt very strongly that if I were going to accomplish anything, I would have to teach the Dharma in a traditional way, without combining it with any other viewpoints.
To do this as clearly as possible, I gave teachings that I felt were basic to the understanding and actual practice of Dharma. So I
8 The Dharma
taught extensively on the Four Thoughts that Tum the Mind-the four basic contemplations in Buddhist practice-and, in particular, on the concept of karma, the law of cause and effect that shapes our experience.
Before the introduction of the Buddhadharma to Tibet, the Land of Snows was a very barbaric place; there was little difference between its people and cannibal demons or primitive savages. Then a king arose among the Tibetan people whose name was Song-tsen Gampo [Srong btsan sgam po] and who is believed to have been an emanation of the Bodhisattva of Compassion, Chenrezi. Because of his miraculous powers, this king was able to bring the entire region we know as Tibet under his control, and from that political base he spread the Dharma throughout Central Asia. He was particularly devoted to meditation on Chenrezi, and under his influence that teaching spread very widely. As a result, Tibet became a sphere of activity for the Bodhisattva of Compassion, and Chenrezi became so embedded in the Tibetan consciousness that any child who could say the word "mother" could also recite the mantra OM MANI PADME HUNG*. Through this widespread meditation on Chenrezi, many people came to Realization.
From this beginning, the entire corpus of Buddhist teachings, both sutra and tantra traditions, with all the root texts and com- mentaries, was gradually brought from India to Tibet, and was translated and transmitted effectively and completely, without any element missing. to the Tibetan people.
In the great hope that this same sort of transmission will occur in the United States, Canada, Europe and all the countries of the West, I taught the Four Thoughts, the four contemplations that turn the mind from samsara towards practice. With this as a foun- dation, I taught extensively the Buddhist concept of Refuge and gave the Refuge vows. I also encouraged practice of Chenrezi meditation by giving the initiation (wang [dbang]) and instruction (tri ['khrid]) for it wherever I went. The results I felt to be very favorable.
The concept of Refuge and actually taking Refuge are fun- damental to Buddhist practice; without this initial commitment, any further level of ordination or involvement is impossible. Refuge is the indispensable foundation for travelling the Buddhist path to
? Tib~tans oft~n pronounc~ this mantra: OM MANEE PAYMAY HOONG.
enlightenment. During the actual refuge ceremony I gave 'Refuge Names' to the participants, each beginning with "Karma. " This is like a family or generic name, and indicates not only that these men and women had become Buddhists and had accepted the Three Jewels as sources of inspiration, but that they were connected, in particular, with the Karma Kagyii lineage. To the present day I have never changed my custom of giving this kind of Refuge name along with the vows of Refuge.
Because all meditational deities (yidams) are emanations of enlightenment, not one of them is without blessing-the power to aid and benefit beings. The form of Chenrezi, however, represents the quintessence and union of the love and compassion of all Bud- dhas and Bodhisattvas, of all enlightened beings. Meditation on Chenrezi can arouse that love and compassion in practitioners and thus can create a movement towards the realization of Emptiness and meditative absorption. That is why I chose this particular yidam to present to Western audiences.
The second journey I made to North America was in 1974. Because of the groundwork laid on my previous visit, I was able to present the Extraordinary Preliminary practices, the Ngondro [sngon 'gro]. (These involve five practices each performed 100,000 times. ) This stage of the teachings was emphasized during my sec? ond trip.
All the main schools of Tibetan Buddhism-Sakyapa, Gelugpa, Kagyiipa, and Nyingmapa-teach the Four Ordinary Foundations (the four thoughts that turn the mind towards Dharma practice) and the extraordinary preliminaries. I chose to teach the particular form of Ngondro belonging to my own lineage, the Kar? ma Kagyii; these practices are known as the preliminaries for the development of Mahamudra. In doing so, I encouraged people to focus on four aspects of meditation:
- T o develop their devotion and sense of taking Refuge in the Three Jewels, and to develop bodhicitta-the enlightened or altruistic attitude of benefitting others which is based on love and compassion for all beings;
- T o purify themselves of negative factors and obscura? tions through practicing the Dorje Sempa [rdo rje sems dpa'] meditation;
Teaching in North America 9
10
The Dharma
- T o accumulate merit and deepen their awareness through the mandala offering; and
- T o open themselves to the blessing of the lineage through Guru Yoga.
Another practice I introduced during this second visit was the practice of the Green Tara Meditation. This particular form of Tara is associated with her ability to protect and deliver us from fears and sufferings in this life and to aid us in our Dharma progress. With this threefold structure of formal practice- the preliminaries, the Chenrezi and the Green T ara Meditations- I established many centers that have continued to grow to the present day.
Although in each of the four schools of Tibetan Buddhism there are lineages leading to complete enlightenment, and although there is no difference at that ultimate level between the schools, I felt very strongly that it was important to maintain the identity of the Kagyii lineage. There were several reasons for this. First, the transmission of blessing is likely to be broken if the lineages are con- fused or if there is a sudden breakdown in their continuity. Second- ly, I felt it important for people to understand exactly each transmission of the teaching they were practicing, so that they could receive the particular blessing associated with that lineage. To keep this Kagyii Mahamudra lineage very clear, then, I composed a prayer to allow an unending identification on the disciple's part with the actual lineage of the Mahamudra teachings.
During my third visit, in 1977 and 1978, I felt it was time to take one more step in presenting the teachings, and I decided to em- phasize especially what in Tibetan we call shi nay (zhi gnas] and lha tong (lhag mthong], respectively tranquility meditation and the meditation that develops insight into the nature of the mind. I em- phasized both ordinary techniques, common to all schools of Bud- dhism, and also some special instructions which are particular to my lineage. This was the main focus of my third visit.
Up to this point quite a lot of ground had been covered. There had been a presentation of the particular preliminary practices associated with the Mahamudra lineage, and of the teachings of the Chenrezi meditation, and of the techniques of shi nay and lha tong.
When His Holiness the sixteenth Kannapa arrived in India from the West in 1980, he landed at Siliguri airport before travelling by car to Rumtek in Sikkim; everyone from my monastery came down from Darjeeling to meet him. He spent the night in a hotel in Siliguri, and that evening said something along these lines to me: "If we add them all up, we now have some three hundred twenty Kagyii centers throughout the world. Every one of them needs guidance and support so that the people associated with them can come to a pure and sincere practice of Buddhadhanna. Now, even though you're quite old, you're presently enjoying good health, so it's necessary for you to go to the West again, to visit these centers and give them all the help and guidance you can. "
His Holiness then insisted that I perform the Kalacakra Em? powerment in New York City in order to aid the general process of transmitting the teachings to the West. He was quite finn about this. He wouldn't accept any answer but yes and wanted me to return to New York as soon as possible for this purpose. So I agreed and came here as soon as I could.
That Empowerment has now been given, and through receiv- ing it, people have made a good connection with the teachings, since the Kalacakra may be considered a summit of the Vajrayana tradi- tion. I feel, therefore, that at least one good foundation has been established for the presentation of Mahamudra, the pinnacle of Kagyii meditation. But in order to present these Teachings proper? ly, I need first to discuss the concept of emptiness, or Sunyata, and must first say something about the nature of consciousness. Without this I don't feel that actual Mahamudra teaching will be very effec? tive or that people will be able to perceive its profundity or relate to it effectively. Nonetheless, certain foundations have been laid and I believe we can begin to think about the presentation of Mahamudra teachings. I sincerely hope that the benefits people have experienced so far will continue and help them benefit from further teachings that discuss the nature of mind.
In presenting teachings like these, I speak about anything and everything I can, as much as I can, in order to transmit what I understand about Dharma.
If we have a piece of white cloth and we want to dye it another color-red, yellow, green-we make a pot of dye and we dip the
Teaching in North America 11
12 The Dharma
cloth in. Now if that dye is effective, if it takes, the cloth changes color so that when we pull the cloth out it is no longer a white cloth but a green cloth or a red cloth or a yellow cloth. If we pull it out and it's still white, we know something's gone wrong, the dye hasn't taken. I feel the same way about teaching: if I teach and my teaching influences people's minds, changing their lives and benefit? ting them, then I feel that it has taken, that it has been effective. If on the other hand I teach and people don't understand, or having understood don't do anything about it, if they listen and don't prac? tice, then the dye has not taken.
2
The Four Noble Truths
The First Turning of the Wheel of Dharma
Two thousand five hundred years ago, after the Buddha achieved Enlightenment at Bodhgaya in India, he decided to present the teachings we now know as Buddhadharma to all sentient beings in order to liberate them. But he also understood that even if he did present these profound teachings, very little benefit would arise, since few would listen and accept what he said. In fact, seeing that people were unfit to receive the nectar-like teachings of the Dharma, the Buddha at first chose to avoid teaching altogether and went into the forest to rest and meditate alone. For three weeks he remained absorbed in the experience of Enlightenment and gave no
. teaching at all. But then two of the highest gods in the realm ofsam- sara, Indra and Brahma, approached him; Indra presented him with a large white conch shell and Brahma presented a golden wheel with a thousand spokes. These gifts were symbols of the turning of the wheel of Dharma, and also signified a sincere request to present the teachings for the benefit of all beings. In response, the Buddha left the forest and at a place known as the Deer Park, in Samath, near Varanasi, India, he gave his first formal teaching. This teaching we now know as the teaching on the Four Noble Truths (pak pay denpa shi ['phag pa'i bden pa bzhi]).
14 The Dharma
Although the Buddha was completely aware of all the teachings that would ultimately be needed to discipline and lead beings to Enlightenment, and even though he was fully capable of presenting them, he also realized that the time had not yet come to introduce people to the profound concepts of the higher vehicles, the Mahayana and Vajrayana. He saw that serious misunderstandings would follow if he began by telling people that all phenomena were empty, that all experience was essentially empty, and that everything was really a projection of mind. Without proper prepara? tion people might simply adopt a nihilistic approach and conclude that nothing was meaningful or made any difference. They might think that whatever they did had no real consequence, and that they therefore were free to do whatever they wished. Furthermore, if everything was just a projection of mind, there was nothing they could do to improve their situation-things simply had to work themselves out. All such misunderstandings, the Buddha saw, were likely to occur if people heard the profound teachings of the Bud? dhadharma without proper preparation.
Even today, many people develop such erroneous views when they hear Mahayana teachings, and the very profound transfor? mative techniques of the Vajrayana tantras are equally open to misinterpretation. If these people hear, for example, that in the Vajrayana there is theoretically no need to suppress or alter emo? tional confusion, because simply seeing the nature of emotional con? flict is sufficient for Liberation, they can easily misunderstand, and take this to mean that nothing has to be done about the emotions. Some people even think the Vajrayana teaches that lust and anger should be indulged when they arise in the mind. So, even though the Buddha was capable of providing all Mahayana and Vajrayana teachings, he recognized that beings had not been suitably prepared to accept them, and chose, in his first formal teaching, the basic and simple Hinayana approach.
Half of this teaching is devoted to our situation in the world, and half to the transcendence of samsara- the achievement of Nir- vana (nya ngen lay day pa [mya ngan las 'das pa]). First, he exam? ined thoroughly what we experience as the world, and discerned ig- norance as its basic cause, and emotional confusion and suffering as the results. Then, after stating this first Truth of Suffering (du ngal
ji denpa [sdug bsngal gyi bden pa]) and the second Truth of the Origin of Suffering (kun jung gi denpa [kun 'byung gi bden pa]), he examined the next two: Enlightenment itself, which, because it brings about the cessation of all suffering, is known as the Truth of Cessation (gok pay denpa ['gog pa'i bden pa]) and the Path we travel toward Enlightenment, the Truth of the Path (lam ji denpa [lam gyi bden pa]).