Vision & Mission

The Centre for Contemplative Creative Science (CCCS) was created for a continuum of holistic services, we offer psychotherapy services and professional training programs with a contemplative creative approach. The vision is to guide and empower people to connect and develop their inner-wisdom and inner-compassion, their "Buddha-nature", with contemplative creative skills and practices in relation to self, to others, and our interaction with the environment. CCCS provides psychotherapy services and group skills and practices training with a contemplative creative approach; embodied mind training with contemplative creative education.

The contemplative creative approaches of CCCS are based on the Contemplative Creative Science (CCS) theoretical framework which is informed by the many forms of contemplative science and arts disciplines in traditional and modern Buddhism, and the latest research-based on contemplative science and contemplative arts, Buddhist psychology, neuroscience, mindfulness- and compassion-based interventions.

At CCCS, we acknowledge the origins of contemplative science and arts practices as manifested, developed, and taught by many ancestral Hinduist and Buddhist lineages before us in Asia (from India to Tibet, China to Japan, and other Asian countries). All the courses and programs we offer at CCCS are informed by the many forms of contemplative science and arts disciplines from traditional East Asian Buddhism and "Buddhist modernism*" (McMahan, 2008) developed in Europe and America since the 1900s. 


The Centre for Contemplative Creative Science (CCCS) was inspired by the advancements of "Westward Dharma", or "Buddhist modernism" with the integration of Dharma in North America and Europe with Nalanda Institute, Naropa University, and Shambhala. However, it is also inspired by the Asian Mahayanist Buddhist tradition with the  University of Nalanda and other Asian schools of mind. 

The Shambhala Legacy

The contemplative arts integrated into contemplative creative science (CCS) with contemplative creative education (CCE) courses and programs, as well as in the contemplative creative therapy (CCT) are based on the teachings of Shambhala International. They have been modified and adapted to follow the contemplative creative science theory and framework, but they are based on traditional Mahayanist Dharma arts and teachings from Asia (India, Tibet, Japan). 

The University of Nalanda Legacy

Nālandā was an ancient Mahavihara, a revered Buddhist monastery that also served as a renowned center of learning, in the ancient kingdom of Magadha (modern-day Bihar) in India. Nālandā flourished in the 5th century and obtained significant fame; at its peak, the school attracted scholars and students from near and far, with some traveling from Tibet, China, Korea, and Central Asia. Students of Nalanda studied the Great Vehicle (Mahayana) as well as the works of the eighteen (Hinayana) sects of Buddhism to propagate Buddha's teachings to end suffering for all beings around the world.

In Nālandā University in India, there were “five major sciences”

"These five primary divisions of study are also known as the “classic sciences”: Grammar, Logic, Fine arts, Medicine, and Philosophy.  In addition, students also were offered instruction in the “five minor sciences” known as the “ordinary sciences”. These included: Astrology, Poetics, Prosody (meter and sound), Lexicography (compiling of dictionaries, the study of synonyms), Dramaturgy. Why were these topics considered important? The rationale for including these disparate subjects is offered in a scriptural passage from the Sūtra of Great Skillful Means Repaying (The Buddha) with Gratitude addresses each aspect of study in turn" - *Jamgon Kongtrul, p. 9. 

Following the Buddhist model of Nālandā monastery and the "five major sciences", it was time to integrate the contemplative science and arts into the conception of the Contemplative Creative Science (CCS) theoretical framework which includes professional training and contemplative creative psychotherapy (CCP) with clinical approach and interventions.

*McMahan, D. L. (2008). The Making of Buddhist Modernism. Oxford University Press, New York: NY.

*Prebish, C. S., Baumann, M. (2002). Westward Dharma: Buddhism beyond Asia. University of California Press, London: UK. 

*Kongtrul, J. (2012). The treasury of knowledge: Indo-Tibetan classical learning and Buddhist phenomenology

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