Khenpo Chöying Dorje

Khenpo Chöying Dorje on the DRL

Khenpos • Tibetan Buddhist Teachers

ཆོས་དབྱིངས་རྡོ་རྗེ་

Wylie	chos dbyings rdo rje
English Phonetics	Khenpo Chöying Dorje

Tibetan calendar dates

Dates of birth

Day
Month
Gender
Element
Animal
Rab Jyung

Dates of passing

Day
Month
Gender
Element
Animal
Rab Jyung

About

Religious Affiliation

Sakya

Primary Professional Affiliation

Dzongsar Institute

Teachers

Khyentse, Dzongsar

Other Biographical info:

Links

Wiki Pages

• Khenpo Chöying Dorje on the DRL
• Khenpo Chöying Dorje on the LIB
• Khenpo Chöying Dorje on the BNW

Buddha Nature Project

Person description or short bio

Khenpo Chöying Dorje was born a student of the Khyentse lineage. His teacher was late Khenchen Kunga Wangchuk and he is a student of Dzongsar Khyentse Rinpoche. Khenpo joined Dzongsar Institute in 1992 and was granted many degrees over the years: in 1998 he was granted the Shastra Degree in Buddhism (equivalent to Bachelor’s Degree) and in 2001 the Archaya title (MA). He received his Khenpo title in 2002 and his Khenpo Degree (PhD) in 2004. Khenpo served as assistant principal of the shedra from 2008 to 2012, and Dzongsar Khyentse Rinpoche appointed him head principal of Dzongsar Institute for the 2013 to 2016 term. Khenpo Chöying Dorje is known not only for his scholarship but also for his kind and compassionate heart. He teaches in America, Asia, Australia and Europe and always strives to make the teachings understandable and practically applicable.

Expand to see this person's philosophical positions on Buddha-nature.

Is Buddha-nature considered definitive or provisional?
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All beings have Buddha-nature
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If "Qualified", explain:
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Which Wheel Turning
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Yogācāra vs Madhyamaka
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Zhentong vs Rangtong
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Promotes how many vehicles?
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Analytic vs Meditative Tradition
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What is Buddha-nature?
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Svātantrika (རང་རྒྱུད་) vs Prāsaṅgika (ཐལ་འགྱུར་པ་)
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Causal nature of the vajrapāda
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The Sakya tradition developed in the eleventh century in the Khön family of Tsang, which maintained an imperial-era lineage of Vajrakīla and which adopted a new teaching from India known as Lamdre.

Refers to something that is taught for a specific reason, rather than because it is entirely true.

Along with Madhyamaka, it was one of the two major philosophical schools of Mahāyāna Buddhism. Founded by Asaṅga and Vasubandhu around the fourth century CE, many of its central tenets have roots in the Saṃdhinirmocanasūtra and the so-called third turning of the dharma wheel (see tridharmacakrapravartana).

Along with Yogācāra, it is one of the two major philosophical schools of Mahāyāna Buddhism. Founded by Nāgārjuna around the second century CE, it is rooted in the Prajñāpāramitā Sūtras, though its initial exposition was presented in Nāgārjuna's Mūlamadhyamakakārikā.

The state of being devoid of that which is wholly different rather than being void of its own nature. The term is generally used to refer to the ultimate, or buddha-nature, being empty of other phenomena such as adventitious defiling emotions but not empty of its true nature.

The state of being empty of self, which references the lack of inherent existence in relative phenomena.

Tsen Khawoche's "meditative tradition" of exegesis of the Uttaratantra; it is one of two major Tibetan traditions of exegesis, both stemming from students of Sajjana.