There are two main schools of Buddhism, Theravāda and Mahāyāna. The former spread from southern India to Sri Lanka, Myanmar, Thailand, and the island of Java during King Asoka’s reign in ancient India. The latter spread from northern India to Tibet, China, Korea, Japan, and the Ryukyu Islands during the reign of the Chinese Emperor Ming of the Han dynasty. It has since disseminated into all parts of Malaysia in the last two or three hundred years. Buddhism has spread throughout the world in two thousand and five hundred years. Today, it is distributed vastly, found not only in the Southeast Asian countries, but also Europe and the United States. The religion is practiced by people in the East and West, and has a significant number of devotees.

Venerable Master Hsing Yun is the most important practitioner promoting the development of the contemporary Humanistic Buddhism movement. After
arriving in Taiwan, he devoted himself to various causes aimed at maintaining the Dharma in the human world. This has entailed extensive practical efforts
for its realization, focused specifically on six aspects: 1. popularizing Buddhism 2. propagating Buddhism 3. Buddhist education 4. establishing culture 5. building Dharma centers and 6. charitable works.

As an aspect of social life, religion has the adaptive function of helping humans overcome psychological and daily obstacles, attaining inner stability and peace of mind; the integrative function of consolidating group cohesion through common beliefs, bringing out the organizational power of human communities; and the cognitive function of solving the enigma of ultimate meaning, answering fundamental questions on life, the universe, existence, and morality for humans. These three functions of religion imply its capacity to meet the three essential needs of survival, community integration, and addressing the ultimate concern in life, hence its importance cannot be understated.

In his first preface to Humanistic Buddhism: Holding True to the Original Intent of Buddha, Venerable Master Hsing Yun adopted simple and easily understood words to summarize the articles of faith and essence of Humanistic Buddhism. In the second preface titled “My Understanding of Humanistic Buddhism,” Venerable Master Hsing Yun identified the general misconceptions and doubts many people have about Humanistic Buddhism.

Buddhism examines how to end the cycle of birth and death. When Siddhārtha Gautama renounced worldly life and sought enlightenment, his goal was to address the problem of life and death. In the Ming dynasty, Master Hanshan stated, “Since ancient times renunciation has been concerned with the issue of birth and death. The Buddha came into this world in order to teach all sentient beings about this. There is no other Dharma than that concerning birth and death; there is no birth or death other than what the Dharma teaches us.”

Venerable Master Hsing Yun once said that Humanistic Buddhism is the union of tradition and modernity; it fuses mountains and forests with society, temples with homes, monastics with lay practitioners, profound words with service and practice. Therefore, an important future direction for the practice of Humanistic Buddhism would be to embed the spirit and values of Buddhist traditions into all levels of society.

Buddhism has a long history with a vast body of texts and many schools of thought. Throughout its history, Buddhism has blended with cultures and ethnic groups of different regions, creating a Buddhist landscape where different schools of thought have blossomed. Especially in a modern society, there is a mixture of good and bad in this process. The ascetic style of Da Bei Monastery in Haicheng, the noisy style of Shaolin Monastery on Mount Song, the majestic style of Lingshan Temple in Wuxi, and of course Taiwan’s Chung Tai Temple style and Tzu Chi style are just a few of the many “blooms” that are accumulating in the “social image” and “social perception” of Buddhism.

Venerable Master Hsing Yun has actively promoted the propagation and practice of Humanistic Buddhism. He believes that, “In the twentieth century, due to the awakening of Buddhists, Buddhism returned to its traditional fundamental teachings, and at the same time adapted itself through modernization. Therefore, the ‘Humanistic Buddhism’ of the twenty-first century was born to meet the needs of the time,” and that “what is known as Humanistic Buddhism needs to have humanity, altruism, joy, universality, timeliness, and an emphasis on daily life. It should be based on bodhicitta and traveling the bodhisattva path, always moving upward, forward, toward truth, wholesomeness, and toward the ultimate and perfection of the Buddhist way.”

In this short essay, I look at “Humanistic Buddhism” as taught and practiced at Fo Guang Shan 佛光山 according to the vision of Venerable Master Hsing Yun 星雲 (born 1927). My first aim is to add some conceptual clarity around the misleading English term “Humanistic Buddhism,” and to propose alternative terms such as “Human World Buddhism” or “Anthropocentric Buddhism.” Secondly, I add some reflections about the tension between what I term “centripetal” (parochial, insider-oriented) and “centrifugal” (global/glocal, outreach-oriented) modes of engagement in the context of Fo Guang Shan. Finally, I look at the underlying ethos of dharmic “service” to the community in the context of “appropriate” or “skillful means.”

As is well known, in the nineteenth century, China faced a severe national crisis due to the invasion of Western powers. In particular, the import of Western
ideologies had a big impact on the idea of “Huaxia-centrism” (Huaxia zhongxin zhuyi 華夏中心主義), which caused Chinese intellectuals to have a strong
sense of crisis concerning the status of Chinese national-cultural identity. It was in this context that “nationalism” as a modern concept was introduced
to China from Europe and Japan in the late nineteenth century.

The teacher plays a key role in Buddhism. In some traditions, the practitioner is advised to remain patient and persistent in the search for a lifelong teacher, as the right teacher is said to appear only once the practitioner is “ready.” The teacher may be the abbot in a monastery, the geshe in a gompa, or the roshi or ajahn in a temple. However, in this late-modern world, it is becoming increasingly common for Convert Buddhists to have no link or personal connection to any such organization or individual Dharma teacher.

Venerable Master Hsing Yun writes that loving-kindness (maitri) and compassion (karuṇā) “are like a priceless passport—a person may own nothing, but no matter where they go happiness and safety will follow.” How might this statement be understood within the context of the Universal Vehicle (Mahāyāna) of Buddhism? As the Venerable Master writes, lovingkindness aims to bring others happiness, and compassion is the desire to alleviate the suffering of others. Here, I understand loving-kindness (maitrī) to love in its purest altruistic sense. Maitrī is not an erotic, passionate, selfish, or possessive love. All true love wants is the happiness of others. 

Yang was born in an eminent family of Confucian literati in Anhui Province in 1837, two years before the outbreak of the Opium War. He witnessed the years of turmoil in nineteenth century China: the Taiping Rebellion and subsequent series of China’s defeats and humiliations. When he was twenty-seven years old, his father died of illness and the following year Yang Renshan himself contracted the plague. After his recovery in Hangzhou, he continued to suffer from depression. By chance, he read two texts entitled Dacheng Qixin Lun (Mahāyānśraddhotpāda Śāstra; Mahayana Treatise on the Awakening of Faith) and Lengyan Jing (Śūraṅgama Sūtra).