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PP: Aṣṭasāhasrikā Prajñāpāramitā

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ā ī ū
ñ
ś ź
š č ǰ γ    
Note on the transliteration:
The transliteration system of the BP/TLB is based on the Unicode/UTF-8 system. However, there may be difficulties with some of the letters – particularly on PC/Windows-based systems, but not so much on the Mac. We have chosen the most accepted older and traditional systems of transliteration against, e.g, Wylie for Tibetan, since with Unicode it is possible, in Sanskrit and Tibetan, etc., to represent one sound with one letter in almost all the cases (excepting Sanskrit and Tibetan aspirated letters, and Tibetan tsa, tsha, dza). We thus do not use the Wylie system which widely employs two letters for one sound (ng, ny, sh, zh etc.).
 
Important:
We ask you in particular to note the use of the ’ apostrophe and not the ' representing the avagrāha in Sanskrit, and most important the ’a-chuṅ in Tibetan. On the Mac the ’ is Alt-M.
 
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San: Vaidya (1960) 120
punar aparaṃ subhūte dhārmaśravaṇikaś chandiko bhaviṣyati prajñāpāramitām udgrahītukāmaḥ, dharmabhāṇakaś ca kilāsī bhaviṣyati na dharmaṃ deśayitukāmaḥ |
Tib: Kg, brgyad stong, ka 172a3-4
gzhan yang gnas brtan rab ’byor gyis lha’i bu de dag (4) la smras pa lha’i bu dag de ltar na gnas brtan rab ’byor ni de bzhin gshegs pa’i rjes su skyes so ||
Chi: 鳩摩羅什 Kumārajīva, T. 227 556c11-14
須菩(12)提。我於般若波羅蜜中。廣説方便應於中求。(13)而反於餘深經聲聞辟支佛法中。求索方便(14)於意云何。是人爲智不。不也世尊。
Eng: Conze (1973), corresp. ed. Mitra 1888 p. 243
Then again there are the deeds of Mara which wreck the chances of cooperation between teacher and pupil. First of all, it may be that the pupil is zealous, and desires to learn perfect wisdom, but that the teacher is indolent, and has no desire to demonstrate dharma.
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