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AN EXPLANATION BY
KHENPO TSULTRIM GYATSO
BY TONY DUFF
PADMA KARPO TRANSLATION COMMITTEE
Copyright and Fair Usage Notice
AN EXPLANATION BY
KHENPO TSULTRIM GYATSO
BY TONY DUFF
PADMA KARPO TRANSLATION COMMITTEE
This book is intended for free public distribution, however,
the content is copyrighted. For enquiries regarding
permission to reproduce this book or any portion of it, or
to obtain further books, please write to the given address
or contact the author via internet and e-mail.
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
iii
INTRODUCTION
v
vi THREE CHARACTERS OF THE MIND ONLY SCHOOL
Mind Only school states that mind gets confused and projects
external phenomena where there are none. When that mind
is unconfused it stops projecting outwardly and looks inward
at itself. Thus Mind Only divides all knowable phenomena
into two types: one type which belongs the situation created
when mind is looking outwardly and viewing things
accordingly. All the things involved in this situation are
summed up as the outwardly viewing aspect. The other
is the situation where mind is looking inwardly and viewing
thing accordingly. All the things involved in this situation
are summed up as the inwardly viewing aspect.
1
This is the most literal translation of the Tibetan kun btags. The
Sanskrit is parikalpita.
INTRODUCTION ix
2
Skt. paratantra, Tib. gzhan dbang. The term is widely used simply
to mean dependent and is one of a pair of terms, the other being
Skt. svatantra, Tib. rang dbang, independent. These words are
in wide use in normal culture, even today in India. For example,
an independent nation is called svatantra and is described as not
being paratantra meaning independent, not dependent, not subject
to someone elses control.
x THREE CHARACTERS OF THE MIND ONLY SCHOOL
In this way, the Mind Only school starts with mind and shows
how three levels of reality and unreality belong to it. These
can be connected with the two truths common to all of
Buddhas teaching, the fictional and superfactual truths4.
3
Skt. parinihpanna, Tib. yongs grub.
4
Fictional and superfactual are much better translations of the
key pair of Buddhist terms that have usually been translated mostly
as relative and absolute respectively.
The Sanskrit term behind fictional, saviti, is a common
INTRODUCTION xi
There are many words for karmic seeds, each one highlighting
a different aspect of the same thing. One commonly used
term is latency. The Sanskrit term vsan and the Tibetan
bag chags mean something that has been planted on the
mind no more and no less. The original Sanskrit is derived
from the idea of one thing being clothed by another or the
idea of an investment made. Latency is the meaning, not
habitual tendencies or the other variations on that which
have become popular but mistaken translations of it. The
latencies are mentioned in this explanation as the things that
have been imprinted on the eighth consciousness.
5
Tib. shes pa
xiv THREE CHARACTERS OF THE MIND ONLY SCHOOL
1
2 THREE CHARACTERS OF THE MIND ONLY SCHOOL
6
This is a specific use of the word thing that corresponds to the
Tibetan word dngos po. It means a composite thing that has been
produced by the process of cause and effect. Further use of it will
be marked by putting it in apostrophes: thing.
4 THREE CHARACTERS OF THE MIND ONLY SCHOOL
EXPLANATION BY KHENPO TSULTRIM GYATSO 5
7
Some translate as immutable fully existing.
EXPLANATION BY KHENPO TSULTRIM GYATSO 7
8
Or, you could say, unaltered.
8 THREE CHARACTERS OF THE MIND ONLY SCHOOL
that factor turns to being the Imagined. That being so, wisdom
free from elaborations has to be realized through meditation;
it is not possible to realize it as it is with conventions as the
basis. Why? Because when conventions and names arrive,
discursive thoughts will be shining forth and when that
happens, that is Imagined in character.
9
By Jamgon Kongtrul Lodro Thaye
10
Dngos po again.
TIBETAN TEXT OF THE EXPLANATION
02,-(+-#<0-, 02,-(+-#<0-+-,-/)#<-#5,-
+/$-8$<-i/-#<0-:-02,-(+-#<0-5<-{-9+ +-,<-9-
Y$<-02,-(+-#<0-+-:-7'#-2:-)#-10-0-7l-/-8$-#-8+--
9+ +-#-/+-/-e+-,-,-/)#<-69-{-+-F0-D#-#--/)#<-
7-&-%#-:-,-/)#<-69-b-9+ -/)#<-7-#5-+-#5,-
+/$-9+ ,-/)#<-+$-#5,-+/$-#(<-`-Y$-70-#,<-
:#<-+-8$<-i/-9+ #6#<-73,-7-0#-;<-+$-8+-`-F0-
;<-P-/-%#-:-+$--9-,-/+-/-8$-#-9+ 0#-#-F0-;<-`<-
#6#<-0*$-/7-U/<-<-#6#<-73,-7-&-+-,-/)#<-9+
#6#<-73,-7-F0-;<-`-9$-#-#<:-9#-#-&-+-#5,-+/$-9+
;<--#<:-9#-#-&-+ ,-/)#<-+$-#5,-+/$-#(<-`-
#,<-:#<-+-8$<-i/-9+ +-/5,--7++-&#<-+$-5-Z$-P-
/-%#-:-9-,-7++-&#<-+$-5-Z$-<-/7-U/<-`-"-d-/P<-`-
[$-&-+-,-/)#<-9+ "-d-/P<-`-F0--%,-69-<-#6$-/-
+$-73,-7-F0--%,-8+--9+- 69-{-+-#-+!7-:<-"#--
9
10 THREE CHARACTERS OF THE MIND ONLY SCHOOL
9+ #-9-9+-69-,-(0<-$-#-2#-9+ "-d-/P<-`-F0--
+-,-/)#<-9+ +-,<-7++-&#<-+$-5-Z$-#-7l<-8,-,0
$-/-#<:-9#-#-&-%#-8+--9+ $-/-#<:-9#-#-&-+-#5,-
+/$-9+ 7++-&#<-`-$-/-#<:-9#-+$-5-Z$-#-$-/-#<:-
9#-#(-#-:-a/-7-<-o:-b-8-;<-+-8$<-i/-9+ +-8,--
7++-&#<-`-$-/-<0<-#<:-9#-+-+$-5-Z$-#-$-/-<0<-#<:-
9#-#(<-:-a/-7-<-o:-b-8-;<-+-:-$-/-:-a+-9-8+--0-
9+ 0(0--(+-9+ +-,<-H-:0-:-9-,-+9-/5#-,-H-
:0-b-U/<-<-:-b-H-:0-/)$-/-P-/-%#-:-9-,-"-d-/P<-`-
F0--%,-b-:-:-+0#<-7-&-+$-+7-+0#<-8:-b-:-#(-#-
,-/)#<-9+ #-9-9+-69-,-:-:-+0#<-7-;<--+-,-
/)#<-7+#<-e+-`-&-9+ :-+-D#--+<-/)#<--9+
+,-+#-:-+-,-/)#<-9+ +-:-+0#<-7-&-+-7+#<-e+
#-9-9+-69-,-/)#<---9+ +-#(-#-,-/)#<-7<-8$-#-
9+ :-H-:0-/)$-/7-U/<-`-;<--#<:-9#-#-&-+-#5,-
+/$-9+ #<:-;$-9#--+ ;<--#<:-9#-#-$-/-+
<-o:-b-8-;<-9+ <-o:-b-8-;<-+-8$<-i/-9+ +-
/5,--$-2-:-++--+$-0-++-7-F0-D#-7l-/-%#-<--%#-8,-
,-++-7-<0<-+$-0-++-7-<0<-"-d-/P<-`-F0--%,-+-,-
/)#<-9+ ++--+$-0-++-7-"-d-/P<-`-F0--%,-b-;<--
+7-$-/-#<:-9#-#-&-+-#5,-+/$-9+ ++-7-<0<-+$-0-
++-7-<0<-#<:-9#-+-#(-#-:-a/-7-<-o:-b-8-;<-+-8$-
i/-9+ +-,<-8$ d#<-#%#-#-/;+-2:-e+-, +-
INTRODUCTION 11
89-P-,-F0-D#-b<-/)#<--+-2-*0<-%+-#$-#-,-/)#<-9+
F0-D#-b<-/)#<-7-8:-7+-2-#$-#-,-/)#<-9+ +-,<-
0$-+$-F0-D#-b<-/)#<--0-8,-7-+$<--%#-:-#5,-+/$-
69-b-8+--9+ +-,<-,-/)#<-+$-#5,-+/$-#(<-`<-Y$-
70-+-#(<-`-#,<-:#<-<-o:-b-8-;<-+-8$<-i/-9+
,-/)#<-+$-#5,-+/$-#(-#<-Y$-7-<-o:-b-8-;<-8$<-
i/-9+ +-7+7-+/$--e+-,-2-+-0$-+$-*-X+-+$-F0-D#-b<-
/)#<--9+ ,-/)#<-9+ +-,<-0$-+$-*-X+-+$-F0-
D#-#<-/)#<--0-8,--"-9$-#-+$<--%#-8+--9+ +-
#5,-+/$-9+ +$<--69-/-+-8$-*-X+-:<-7+<-7i-#-7#
%#-2-,-/)#<-9+ %#-2-5<-7-0$-7'#-7-#5-+-#5,-
+/$-9+ +-#(-#<-Y$--+-8$-8$<-i/-9+ 0+9-,-%#-
2-0*$-<-%#-27-/<0-< +-F0-D#-#<-%#-2-9+-69-/-
F0-D#-#<--/)#<-7-8:-9+ +7-/)#<-#5-8$-9$-#-$-
/<-0-i/--9+ 8,-,7$-%#-2-+$-/)#<-#5-73,-7-
<0<-) <0<-`-#,<-:#<-+-<-o:-b-8-;<-9+
<0<-:-29-7<-8$-+#<-`-7# +-,<-+-7'#-2:-#%#-
:-F0-9-D#--*0<-%+-#5,-+/$-9+ F0-D#-#-8:-+-,-
/)#<-9+ F0-D#-#-&<-(+-+-8$<-i/-9+ F0-D#-
*0<-%+-#5,-+/$-9+ F0-D#-#<-/)#<-7-8:-%#-8+--
9+-+-,-/)#<-9+ F0-D#-9$-#-&<-(+-+0-F0-D#-#-#,<-
:#<-<-o:-b-8-;<-+-8$<-i/-9+ F0-D#-9$-:-9-8+-
-9+ 8$-F0-D#-#-8:-+-,-/)#<-9+ F0-D#-9$-
12 THREE CHARACTERS OF THE MIND ONLY SCHOOL
#5,-+/$-9+ F0-D#-9$-#-#,<-:#<-+-8$<-i/-9+
+-02,-(+-#<0-b-7'#-2:-0+9-/Z<--8, /;+-2:-7+-
<0<-10-+$-#5,-Y$-,$-,<-)#-10-#5,-Y$-:-*#-(-/-8+--
9+ #-9-9+-69-,-8$<-i/-+-<-o:-b-8-;<-:-/5#-#-
7# <0<-10-7-:#<-:-;<-e-69-,-"-d-/P<-+$-
,$-/P<-#(<-8+--9+ "-d-/P<--#6#<--l-9-9#-e-:-
+0#<- ,$-/P<--9$-#-$-/-#<:-9#-#-&-f$-/ 9-
/)$-#<-<0<-10-7-:#<-:-"-d-/P<-+$-,$-/P<-#(<-
/5#--9+ <0<-10-7-:#<-:-/6$-73,-*-++--F0-
D#-b<-/)#<--9+ /6$-73,-*-++--8+--0-9+-+-F0-D#-
b<-.9--/)#<-,<-*-++-8$-#-8+--9+ +-d9-,-,-
/)#<-9+-69-b-7# /6$-73,-*-++-8,--+-F0-D#-#<-
/)#<--9+ +-#5,-+/$-/;+-{-8+ %#-1-#5,-
+/$-9+-69-< +-"-9$-*-X+-:<-7+<- "-:-0$-
/)#<-,7$-0-/)#<-,-"7-&-/Z+-`-9+ 7+9-/5#-+-89-
z#-7+-8+ .9--7+-89-z#-*/-`-9+ #5,-+/$-69-{-
+-{-z,-b-#5,-+/$--b9--9$-+/$-0+--:-69-b-9+
<0<-10-7-:#<-:-/6$-73,-[$-10-+-/6$-73,-*-++-0-8,-
-[$-10-+-73,--+-<0<-9+ /6$-/-+-<0<-`-[$-&-70-
<0<-`-F0--9+ <0<-b-F0--#(<--+-+$<--9+
9$-+/$-0+--;9-b-0+--9+-+-#5,-+/$-9+ +-,<-/6$-
73,-#(<-`<-Y$--+-8$-i/-9+ +,--/6$-73,-#(<-8+-
-0-9+ /6$-73,-#(<-`<-Y$- +-,<-/!7-{+-C$-
INTRODUCTION 13
07-8#-&-2-:-<0<-10-7-U/<-<-.:-&-/-+-:-7+-7l7-8+
/6$-73,-#(<-,-/)#<-) +#-:#<-<-#5,-+/$--
/5#--+-,-/)#<-9+ /6$-73,-#(<-`<-Y$-7-;<--
#<:-9#-+-#5,-+/$ ;<--#<:-9#-:-/6$-73,-#(<-
`<-Y$--+-8$<-i/ /6$-73,-#(<-,-/)#< ;<--
#<:-9#-#-&-+-#5,-+/$ ;<--#<:-9#-#-&-+-:-/6$-
73,-#(<-`<-Y$-7-X$--+-8$<-i/ <0<-10-7-U/<-
< 8$<-i/-+-;<--#<:-9#-:-/6$-73,-#(<-`<-Y$-
#5,-+/$-:-,-/)#<-`<-Y$- +-+-+9-,-*#--h-/-:-
:-+$-7h:-/7-U/<-< :-,-/)#< *#--#5,-
+/$ *#--:-b<-Y$--+-8$<-i/-b-+-:-/5#-#-
7# #5,-+/$-:-,-/)#<-`<-Y$--+-:-7b9-0+-8$<-
i/-9-7b9-/-0+-7-8$<-i/-69-9+ +$-7-U/<-/;+--
:-8$<-i/-7+-<-o:-b-8-;<-:-/5#--9+ #5,-Y$-#-
:#<-+$-*#-(--9+ +-P7-U/<-#(<-7-/;+--7+-<0<-
10-7-:#<-9+ <0<-10-7-U/<-<-7b9-0+-8$<-i/-
+-/6$-73,-#(<-`<-Y$-7-0+-+##-9+ d,-%-0-:#-7-
8$<-i/-+-;<--#<:-9#-#-&-+-:-/5#-#-9+-69 l-0<-
0-#<-7-#<:-9#-#-& 9-Y$<-8$<-i/-:-+e-/-+-10-
%#-/;+--9+-7# +-+$-/%-l#-<#<-/;+--8+--9+
/%-l#-/;+-7-U/<-<-Y$-(+-/%-l#-7+-9+ +-,<-+-#5,-
Y$-#-:#<-:-+-8$<-i/-<-o:-b-8-;<-9+ 9-
Y$<-8$<-i/-69-{-+-#-9-9+-69-,-8$<-<-i/--69-{-+-0-
14 THREE CHARACTERS OF THE MIND ONLY SCHOOL
/%<-7-+,-+#-7l-/ F0-D#-#<-I-/-,<-/6-/%<-0-e+-7-
+,-+#-9+ +-e+-,-<0<-`-#,<-:#<-<--+$-o:-b-8-
;<-+-*-X+-b<-0-/y+--l-0<-0-#<--F0-D#-#<-I-/-,<-
/6<-/%<-0-e+--9+ "-9$-:-*-X+-b-l-0<-#<-*/-b-0-
9+ F0-D#-#<-#$-8$-/6-*/-b-8+--0-9+ <-
o:-b-8-;<-+-69-,-8$<-i/-69-,-*-X+-+$-F0-D#-$-:-;9-/7-
&-,-/)#<-:-7i-#-8+--9+ 7+-e+-,-<-o:-b-8-;<-+-
/V0-,<-D#<-+#<-`-9+-0-#)#<-*-X+-b-Y$-,<-'-P-/-/5,-
-D#<-*/-`-8+--0-9+ #-9-9+-69-,-*-X+-+$-0$-8$<-
/7-U/<-<-F0-D#-:-;9-8$-#-9+ F0-D#-:-;9-/-+-,-
/)#<-9+ +-,<-8$<-<-i/--0-/%<-7-+,-+#-9+ +-
,<-#5,-+/$-69-{-#5,-+-;<-e-03+-:-7+-#<$<-7#
#5,-+-,-#5-F0-;<-`-Y$--/#-&#<-[-2#<-/5#--+-#5,-
69 +7-+/$-#<-[$-/-7+-+$<-7-[$-/-[-2#<--F0-;<-
/6$-73,-b-F0-;<--`-8+--9+ 7+7-&-,<-#5,-+/$-
#<$<-7# +9-,-$-2-#6#<--l-9-9#-e-73,-7-F0-
;<-[-2#<---`-8+--9+ F0-;<-+-#5,-+/$-9+ #-
9-9+-69-,-,-#57-Y$-:-/#-&#<-[-2#<--/5#-8+--9+
/#-&#<-+-#5, /#-&#<-+7-+/$-#<-F0-;<-7+-2--`-
8+--9+ +-$-2-#6#<--l-9-9#-e-73,-7-F0-;<--`-
7# 7+-e+-,-F0-;<-7+-2-#5,-+/$-9+
Tony Duff has spent a lifetime pursuing the Buddhas
teaching and transmitting it to others. In the early
1970's, during his post-graduate studies in molecular
biology, he went to Asia and met the Buddhist
teachings of various South-east Asian countries. He
met Tibetan Buddhism in Nepal and has followed it since. After his
trip he abandoned worldly life and was the first monk ordained in his
home country of Australia. Together with several others, he founded
the monastery called Chenrezig Institute for Wisdom Culture where
he studied and practised the Gelugpa teachings for several years
under the guidance of Lama Yeshe, Lama Zopa, Geshe Lodan, and
Zasep Tulku. After that, he offered back his ordination and left for the
USA to study the Kagyu teachings with the incomparable Chogyam
Trungpa Rinpoche. Tony was very active in the community and went
through all possible levels of training that were available during his
twelve year stay. He was also a core member of the Nalanda Trans-
lation Committee. After Chogyam Trungpa died, Tony went to live in
Nepal where he worked as the personal translator for Tsoknyi
Rinpoche and also translated for several other well-known teachers.
He also founded and directed the largest Tibetan text preservation
project in Asia, the Drukpa Kagyu Heritage Project, which he oversaw
for eight years. He also established the Padma Karpo Translation
Committee which has produced many fine translations and made
many resources for translators such as the highly acclaimed
Illuminator Tibetan-English Dictionary. After the year 2000, Tony
focussed primarily on obtaining Dzogchen teachings from the best
teachers available, especially within Tibet, and translating and
teaching them. He has received much approval from many teachers
and has been given the titles lotsawa and lama and been strongly
encouraged by them to teach Westerners. One way he does that is by
producing these fine translations.