Dr. Gregory Seton

Tarpa's educational programs are designed and taught by Dr. Gregory Seton, who brings together extensive academic credentials in Buddhist studies with decades of contemplative practice experience, all presented through a secular, scholarly framework.

Academic Credentials

Doctoral Education:

- DPhil in Buddhist Studies, University of Oxford (2016)

- Supervised by leading scholars Harunaga Isaacson, Vesna Wallace, and Alexis Sanderson

- Dissertation focus: 11th-century Indian Buddhist philosophy and contemplative theory

Master's Degrees:

- MA in Indo-Tibetan Buddhist Studies, Naropa University (2004)

- MA in Religious Studies, University of California Santa Barbara (2008)

Additional Academic Training:

- BA in Film Studies, Wesleyan University (1990)

- MFA equivalent, American Film Institute (1992)

- Graduate and undergraduate study in Western Philosophy

Language Training:

- Classical Sanskrit, Pāli, and Gāndhārī

- Classical Tibetan

- German and French (for scholarly research)

University Teaching Experience

Dartmouth College (2016-Present):

Senior Lecturer in the Religion Department, teaching courses cross-listed in Religion, Philosophy, and Asian Societies Cultures & Languages, including:

- Tibetan Buddhism

- Buddhist Philosophy

- Buddhist Meditation Theory

- Buddhism and Film

- Identity East and West

- Himalayan Buddhist Lifeworlds

Mahidol University, Thailand (2014-2016):

Visiting Professor of Buddhist Studies in the doctoral program

University of Hamburg, Germany (2011-2013):

DAAD Research Fellow

Scholarly Publications and Research

In Press:

Scripture on the Perfection of Wisdom in Eight Thousand Verse Lengths

- 950-page annotated translation from Sanskrit

- One of the most central Mahayana Buddhist scriptures

- Includes annotations from primary commentators Haribhadra and Ratnākaraśānti

- Joint publication by AIBS and Wisdom Publications (expected 2027)

Forthcoming

Forthcoming Publication:

Ratnākaraśānti's Quintessential Commentary: An Annotated English Translation and Critical Edition

- 900-page, two-volume scholarly work based on 11th and 13th century Sanskrit manuscripts

- To be published by Manuscripta Buddhica

- Focuses on one of the most important 11th-century Indian Buddhist philosophers

Recent Chapter:

"Ratnākaraśānti: The Illumination of False Forms"

- Published in Routledge Handbook of Indian Buddhist Philosophy

- Examines the seminal philosophy of Ratnākaraśānti (ca. 975-1045)

- Highlights signature contributions to Buddhist intellectual history

Ongoing Work:

Buddhist Literary Heritage Project translator (2011-present)

Traditional Contemplative Training:

Dr. Seton has practiced Tibetan Buddhist meditation for over thirty-five years and received extensive training in the philosophical texts and meditative practices of the Nyingma and Karma Kagyu lineages of Tibetan Buddhism. This traditional training provides deep familiarity with contemplative methods from the inside, while his academic study provides the scholarly framework for presenting these methods in secular, educational contexts.

Educational Approach

Dr. Seton's teaching integrates three complementary dimensions:

Academic Rigor:

Employing scholarly methodologies from intellectual history, philosophy, anthropology, psychology, neuroscience, and cross-cultural studies to examine Buddhist traditions objectively.

Experiential Understanding:

Drawing on decades of personal contemplative practice to explain methods with precision and practical insight, while maintaining clear boundaries between personal experience and scholarly analysis.

Secular Presentation:

Teaching about Buddhist traditions as subjects of academic inquiry—examining philosophical arguments, psychological theories, and contemplative methods critically—rather than promoting religious adherence or belief.

This approach ensures that Tarpa's programs maintain the same educational standards and secular methodology that characterize university-level Buddhist studies.

Teaching Philosophy

Dr. Seton's educational philosophy emphasizes:

Student-Directed Discovery:

Using Socratic questioning and systematic inquiry to help students investigate consciousness and reach their own conclusions based on evidence rather than providing predetermined answers or spiritual authority.

Evidence-Based Methodology:

Integrating findings from neuroscience, psychology, and contemplative science while treating meditation as experimental methodology—systematic investigation under controlled conditions where students observe, document, and analyze results.

Critical Analysis:

Encouraging students to examine assumptions, test hypotheses through experience, and evaluate outcomes objectively rather than accepting doctrines on faith.

Practical Application:

Connecting contemplative insights with daily life, relationships, work, and community engagement rather than treating meditation as separate from ordinary existence.

Inclusive Accessibility:

Presenting material in ways that serve students from diverse backgrounds, belief systems, and learning styles without requiring adoption of any particular worldview.

Location and Availability:

Dr. Seton resides on the property neighboring Tarpa's retreat cabins in Vershire, Vermont, providing ready access for regular instructional meetings, guidance sessions, and educational support throughout each student's retreat. This proximity ensures that systematic instruction and ongoing mentoring remain integral to the retreat experience rather than occasional supplementary support.

Academic Verification

Dr. Seton's academic credentials, publications, and teaching positions can be verified through:

- Dartmouth College Religion Department faculty listings

- Oxford University doctoral records

- Published scholarly works in Buddhist studies

- Professional academic networks and conferences

For further questions about instructor qualifications or educational methodology, contact Tarpa directly.

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Tarpa's educational programs reflect the same secular, academic approach to Buddhist studies that Dr. Seton employs in his university teaching—examining contemplative traditions as subjects of scholarly inquiry while maintaining respect for their cultural and historical significance.