Buddhist traditions
An editorial selection for comparing processes, events, and lives. The interval and counts describe selected records, not the historical boundaries or importance of the subject.
- Canonical records
- 100
- Events
- 52
- People
- 1
- Processes and periods
- 47
Topics represented
Religion (99) · Buddhist traditions (97) · Korean Buddhist traditions (7) · State (7) · Theravāda (6) · Japanese Buddhist traditions (5) · Mahāyāna (5) · Art and monasticism (3) · Chinese Buddhist traditions (3) · Tibetan Buddhist traditions (3) · Chan (3) · Vajrayāna (3)
View distribution by region and period
| Region | Before 3000 BCE | 3000–1 BCE | 1–1499 | 1500–1799 | 1800–1899 | 1900–1999 | Since 2000 |
|---|---|---|---|---|---|---|---|
| Africa | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Americas | 0 | 0 | 0 | 0 | 1 | 4 | 0 |
| Asia | 0 | 20 | 54 | 2 | 4 | 8 | 5 |
| Europe | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Oceania | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Global / no specific region | 0 | 0 | 0 | 0 | 2 | 8 | 2 |
Records and sources
Ordered by start date. Long lives and processes may begin before the period you want to study.
401
Kumarajiva arrives in Chang’anKumarajiva reached Chang’an in 401 and led a translation team that influenced Chinese Buddhism. His death is dated to 409 or 413; this entry dates his arrival, not a certain duration for all his activity.
c. 401–c. 800
Longmen GrottoesLongmen documents Chinese Buddhist patronage and art over several dynasties.
c. 401–c. 1300
Nalanda as a monastic-scholastic networkNalanda joins learning, monasticism, and trans-Asian contacts for centuries; it is not equivalent to a modern university.
c. 460–c. 520
Yungang GrottoesYungang makes adoption and transformation of Buddhist repertoires visible in north China.
c. 501–c. 600
Formation of TiantaiTiantai organizes doctrinal reading and practice in China; it does not represent all Chinese Mahayanas.
c. 501–c. 1100
Dvaravati networksCommunities and polities in present-day central Thailand participated in Southeast Asian Buddhist networks. Their boundaries and relationships differed from today’s national borders.
528
Silla officially sanctions BuddhismSilla officially sanctions Buddhism; the three kingdoms already had distinct histories.
538 or 552
Introduction to Japan via KoreaSources differ on 538 or 552; transmission comes via Korea and China and adapts to Japan.
c. 601–c. 1000
Development of ChanChan develops in diverse Chinese settings and later transforms in Korea, Japan, and Vietnam; it is not a universal synonym for meditation.
c. 601–c. 700
Founding of JokhangJokhang was founded to promote Buddhism and combines Tibetan, Chinese, Indian, and Nepalese influences.
c. 601–c. 900
Nalanda patronageHarsha and Pala rulers patronized Nalanda. The documentation includes support from Dharmapala and Devapala, and a monastery for Javanese monks promoted by Balaputradeva.
c. 601–c. 700
First dissemination in TibetSeventh-century temples and royal patronage anchor the first dissemination; this evidence does not by itself date every doctrine or lineage.
629–645
Xuanzang’s journey to IndiaXuanzang’s journey documents networks of study, translation, and pilgrimage between China and South Asia.
676–935
Unified Silla BuddhismState-sanctioned Buddhism profoundly influences arts, temples, and elites while maintaining exchanges with Tang and Japan.
c. 701–c. 900
BorobudurBorobudur materializes a Mahayana Buddhist cosmology in Java within local and maritime contexts.
c. 701–c. 800
Seokguram and BulguksaThe ensemble shows Korean forms of Buddhist architecture and sculpture in a Silla context.
c. 701–c. 800
Tang esoteric BuddhismsMandalas, rituals, and deities of Indic/Central Asian provenance flourish alongside Chan, Pure Land, and Tiantai.
710–794
Nara state BuddhismThe Nara court supports temples, texts, and rites in a changing relation to local cults and imperial politics.
752
Consecration of Todaiji’s Great BuddhaThe consecration marks imperial Japanese Buddhist patronage and transregional material mobilization.
c. 779
Samye and Tibetan translationSamye is associated with monasticism and major Sanskrit-to-Tibetan translation projects; different traditions recount details of its foundation and debate.
804–806
Kukai and ShingonKukai studied in China between 804 and 806 and developed Shingon in Japan. Transmission included doctrinal, ritual, and institutional adaptations.
804
Saicho’s mission to ChinaSaicho was sent to China on an official mission in 804. After returning he advanced Tendai in Japan, centered on the Lotus Sutra; this entry dates the journey.
816
Founding of Koyasan, by traditionTradition associates the foundation with Kukai; Koyasan becomes a Shingon and pilgrimage centre.
845–846
Tang restrictions on temples and clergyIn 845–846, the Tang state imposes especially severe measures on Buddhist temples and clergy; this state intervention does not reduce diverse Chinese communities to one experience.
845
Wuzong’s edict and religious regulationWuzong’s eighth-month edict treated Buddhist institutions as a religious, fiscal and political issue. The source records the emperor’s Daoist devotion, while the suppression reflected imperial policy and institutional competition rather than a shared position of all Daoists.
868
Printed copy of the Diamond SutraA printed copy of Kumarajiva’s translation of the Diamond Sutra is dated to 868; the object preserves a documented milestone in Buddhist reproduction and does not by itself mark the origin of all printing.
c. 901–c. 1100
Second Tibetan disseminationNew translations, teachers, and monastic networks reconfigure Tibetan traditions after political fragmentation; the new networks do not form a single school.
c. 1001–c. 1300
Bagan and Burmese BuddhismsBagan preserves a major concentration of Buddhist temples and production linked to regional networks and changes in patronage.
c. 1011–c. 1087
First Goryeo TripitakaThe Goryeo court sponsors a complete woodblock canon, linking state protection and textual authority.
1042
Atisha in TibetAtisha arrives from Bengal and his teachings become important in Tibetan lineages; they do not encompass the full diversity of schools.