マンダラ

Japanese

Etymology

Ultimately from Sanskrit मण्डल (maṇḍala, literally “circle”).

Pronunciation

• (Tokyo) まんだら [màńdárá] (Heiban – [0])
• IPA^(key): [mã̠nda̠ɾa̠]

Noun

マンダラ • (mandara) 

1. 曼荼羅: (Hinduism, Buddhism) a mandala
   • 2017 July 28, “Inori no katachi, Bosuton Bijutsukan no shihō ten [Praying figures, Boston Museum of Fine Arts’ greatest treasures displayed]”, in Nihon Keizai Shimbun, page 9:

     不(ふ)動(どう)堂(どう)を囲(かこ)むように置(お)かれた大(だい)小(しょう)さまざまな岩(いわ)はコケむし、岩(いわ)の上(うえ)には石(いし)に彫(ほ)られた仏(ぶつ)像(ぞう)が配(はい)されて、まるでマンダラのような神(しん)秘(ぴ)的(てき)な空(くう)間(かん)をつくり出(だ)している。

     Fudōdō o kakomu yō ni okareta daishō samazama na iwa wa kokemushi, iwa no ue ni wa ishi ni horareta butsuzō ga haisarete, marude mandara no yō na shinpiteki na kūkan o tsukuri dashite-iru.

     Surrounding Fudō’s shrine are various large and small stones covered in moss, and above these a large stone carved statue of Buddha, creating a mysterious atmosphere like a mandala.

2. (by extension) a diagram; a graphic depiction (of something complex)
   • 2015, Kamekura Masahiko, “Shippai mandara o katsuyō shita akutiburāningu jugyō no shippai jirei bunseki to sono chishiki-ka [Applying failure mandala analysis to active learning lesson failure, and knowledge gained]”, in NUCB Journal of Economics and Information Science‎^[1], page 123:

     失(しっ)敗(ぱい)学(がく)では、失(しっ)敗(ぱい)を「原(げん)因(いん)」・「行(こう)動(どう)」・「結(けっ)果(か)」のつながりとしてとらえ、事(じ)例(れい)を共(きょう)有(ゆう)化(か)するとともに、失(しっ)敗(ぱい)に共(きょう)通(つう)する要(よう)素(そ)を「マンダラ」として構(こう)造(ぞう)化(か)し、その分(ぶん)析(せき)に基(もと)づいて、知(ち)識(しき)化(か)を行(おこ)なっている。

     Shippai gaku de wa, shippai o “gen'in” “kōdō” “kekka” no tsunagari toshite torae, jirei o kyōyūka suru totomoni, shippai ni kyōtsū suru yōso o “mandara” toshite kōzōka shi, sono bunseki ni motozuite, chishikika o okonatteiru.

     In failure analysis, failure is captured by linking “cause”, “action”, and “result” and considering them together in a componential “mandala” structuralization, and grounding the analysis in this information.

   • 2016, Kurimoto Hirokazu, Kurimoto Kōki, “Shishitsu nōryoku o jōsei suru gakushū puroguramu no kaihatsu [Developing a program of study to foster talents and abilities]”, in Nagoya Journal of Higher Education‎^[2], page 8:

     しかしながら、多(た)種(しゅ)多(た)様(よう)な取(とり)組(くみ)事(じ)例(れい)と学(がく)習(しゅう)効(こう)果(か)が公(こう)表(ひょう)される反(はん)面(めん)、アクティブ・ラーニングで明(あき)らかになった課(か)題(だい)を事(じ)例(れい)分(ぶん)析(せき)し、マンダラの形(けい)式(しき)で問(もん)題(だい)行(こう)動(どう)と結(けっ)果(か)及(およ)びその要(よう)因(いん)をまとめ、学(まな)び合(あ)いを促(うなが)す計(けい) 51(ごじゅういち) の工(く)夫(ふう)や留(りゅう)意(い)点(てん)を提(てい)示(じ)している

     Shikashi nagara, tashutayō na torikumi jirei to gakushū kōka ga kōhyō sareru hanmen, akutibu rāningu de akirakaninatta kadai o jirei bunseki shi, mandara no keishiki de mondai kōdō to kekka oyobi sono yōin o matome, manabi ai o unagasu kei gojūichi no kufū ya ryūiten o teiji shiteiru

     However, although a large variety of sample initiatives and study cases are introduced, in order to clarify the analysis of active learning, the methods and results or factors leading to conclusions are presented in the form of a mandala, in order to stimulate further study of the 51 interventions and points of analysis presented.