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MB), Washington, D.C DOCUMENT EE;SOME BD 156 61Q SO 011 019 sAUTHOR Moon4y,, Edward L. TITLE , Siddartha: An Introdiction.to Buddhism and HindUism Yegterday and Today., INSTITUTION Wright State Univ., Laytor, Ohio. Public Education Religion Studies Center.- SPONS AGENCY National Endowment for the Humanities (MB), Washington, D.C. PUB ' [761 NOTE 14p.; For related docinents, see SO 011 012.1024 AVAILABLE FROMPublic Education Religion Studies Center, Wright State Universityk Dayfci, Ohio 454.31 ($1.00, paper cover) EDES PRICE MF=$0.83 HC-$1.67 Plus Postage. DESCRIPTORS Asian History; Average Students; '*Cross Cultural, Studies; Grade 11; Learuing,Activities; *literary History; *Novels; *Religious Education; 'Secchdary Education; Teacher'Develcped Materials; Units of Study; *World Literature IDENTIFIERS Buddhism; Hinduism ABSTRACT This three -week. unit in. world literature for 11th grade, average-ability students was developed as part of ,a series by the Public- Education Religion Studies Center at Wright State 'University. An outline of they unit's ccntent and subject utter `is givens The novel "Siddhartha" is studied in its Hindu and Buddhist religious alnd cultural setting so that students learn of the historical origins bf Hinduism and Buddhism, the beliefs and world views of the adherents, and the religicus practices involved in these two faiths. Siddhartha's story is broken into three secticns:his goal, the conflicts encountered.in reaching his goal, and the resolution of his conflicts. A better understandi4g of the nature of religion and specifically the nature of Buddhism and Hinduism are two of seven cognitive object&xes listed. Greater tolerance of other religions and improved research skills,are examples from the seven affective and'skill objectives. Fourtegm initiatory, developmental,' and culminating_activities are desciibed including audiovisual 'presentations, written reports, and special speakers. Suggestions for evaluation and a unit evaluation Oesticanaire are given. The document concludes with teacher and student references, and audiovisual materials. (BC) *********************4********.***************4************************* , 31C Reproductions supplied by EDRS are the best that can )e made * . from the original document. * **0*'*******************************************4******************** U S OE PARi'ME NT OF HEALTH, ' EVicAyibN & WELFARE NATIONAL INSTITUTE OF N F EOUCATION THIS DOCUMENT HAS BEEN REPRO. DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OPFICIAL NATIONAL INSTITUTE OF I EDUCATION POSITION OR POLICY SIDDARTHA: VAN INTRODUCTION TO BdDDHISM AND HINDUISM "PERMISSION TO REPRODUCE YESTERDAY AND. TODAY MATERIAL,' HAS THIS BEEN GRANTEDBY prepared for Eleventh Grade' English TO THE EDUCATIONAL INFORMATION RESOURCES CENTER (ERIC)AND USERS OF THEERIC SYSTEM by' Edward L. Mooney Bethpage High Scholl Bethpage, New York for the Teacher Education Instituteon the Religious Dimension of WotldCultures '1976-77 S sponsored by the Public Education Religion Studies Center Wright State University DaytOn, Ohio 45.435 4 and made posgible byra grant from the National Endowment for the Humanities 1. 7 SIDDARTRA: .An Introduction to Buddhism and Hinduism Yesterday and Today INTRODUCTION The literary subject Tatter of-the 11th grade in our high school has traditiondlly been world literature. One of the novels taught for some years has been Siddhartha. In general the novel has been taught in somewhat of a vacuum. Asiee frOm a brief treatment of Afro-Asian cu tune in 9th grade, these,students have not been exposed to any of the religious cultures of the East. These 11th giade students are of average ability andcome from a socio -economic middle class that is for the post part both conservative and parochial. Although the majority of the students have little knowl,dge or appreciation of the wide cultural, diversity of the metropolitan New York area, they have-a passing acquaintance with the Hare Krishna movement and Transcandental Meditation. These cultural and .religious phenomena could provide a stepping stone to the investiga- tion of Hinduism and Buddhism suggested in Siddhartha. The unit would Cover.three weeks, 15-16 classes. CONTENT. A. Certain'generalizations underlying this unit are: 1) Religion is an important factor of daily life. 2) Religkon is found embedded in a particular aufture, not in a vacuum. 3) Religion comprises 'both a world view and an ethos, i.e., one's picture of the way things in reality are, and the feelihg, tone and attitude -4 4 towards that world view. 4) To correctly understand aftdther religion, one should first clearly understand his own reli-. gioug tradition,or overall set of values, and then attempt to put aside the natural bias this traditional viewpoint gives him in order to see another religion as its followers do. 5) A true understanding of anyreligion"presumeth not only a knowledge of beliefs held and customs followed, in that religion, but also a sfmpathetic appreciation of a life or living permeated with such.beliefs, pustoms and ..attitudes. (see 3 above). s' 6..Many young .people (e.g., Siddhartha) experience difficultpin accepting the religious tradition intowhich they have been born, and in which they have been trained. 3. A.(cont'd) 7) Some people, after searching and coming in con- tact with new attitudes and life styles, ch.pge their religious tradition, or modify it to meet what they consider problems posed by their lifel ' situations. Varlious concepts that should be clear to the students at the end of this'unit are: 1) the difference between material and spiritual on the religious plane 2) the nature of meditation9 3Y the nature and purpose of self-denial and asceti- , dism 4) "sacred" writings in religions (analogous to the Jewish-Christian Bible) 5) .the nature of rituals andtheir wide variety 6) the syucretic element min many religions .17) the difference between looking at the world and stressing the individuality of thingsand look- ing at the world and stressing the underlying unity of things 8) the nature of reincarnation (samsara) 9) the nature of karma 10) Ideas specific to Hinduism include:. -an,41timate reality, Brahman (or Brahman- Atman) with many inferior "gods" -caste - respect for all living things 7.,.ahimsa -yoga - dharma 11) Ideas specific to'Buddhism include: -Nirvana - monastic life - sangha Middle Way. /-bodhisattva B. Subject Matter Outline 1) Hinduism (2 1/2 days) 7 a) Origin: -influx of Aryans into Indus Valley -mingling of Aryan's and Dravidians ,b) Beliefs/World View: Brahman, the Supreme reality -lesser "gods" Under Brahman: 'Brahma, Shiva, Vishnu: Krishna, Prajapati r -Atman, the individual soul, sometimes jo3,ned with -Brahman % -Man cs.subject to reincarnation (samsara) and, Karma (cause and effect) . * . -fieedom from karma .is mokshalw(liberation) -from the no ion of karma ,follows caste , , - man's goal is union with Rrahman -man should act acCqrding to dharM4' .-man should be devo.4eddevoted to certain 4od4, e.g., , '4 -this is a later,development. t re- 4. 3 B. (cont' d) 1 - wisdom_ is found 'in sacred books: -Vedic literature: eig.;Rig Veda (hymns); Upanishads (philosophical reflections) - later works: :e.g.,Bhagavad Gita (an epic Wherein Krishna gives instructions-to 'his pupil Arjuna) . c) Religious Practices: - rituals of offeringi(originally no temples) -soma, grain; animals - ablutions - special Prayers offered only by Brahmins -practice of meditation..ind'yoga --celebratign-"of various festivals -special /Aspect for animals -pilgrimage to Benaresswashing away of sin d) Individual/family participatioh: . -many rituals are performed at the hOme shrine ,-family members share the same tradition, but may worship lIfferent "gods" -all theoreticallyo through the four stages:. - student: special thread ceremony for boys - hopseholder: marriage is a religious duty 1-hermit -wandering mendicant -funerals, frequentlyending by fire, have a special ceremony d) Unifying force: =the notionthat all beings, in some way, par- ticipate in the ultimate reality of Brahman -the four main castes and multitude of sub- castes keep the various elements o society' together -Hind 's adoption of new ideas, e.g., Buddhism, and adaptation to-different needs/ e.g.,de- voti al nature of "bhakti", has given` it a long and vigorous life. - 2) Buddhism: (2 days) a) Origin: -dissatisfaction with Brahmin ritualism -life of Buddha, ca. 563-483 BC bY Beliefs/World View: -Buddha is ah "enlightened" person, not divine -this idea is modified in Mahayana Buddhism -no special rituals - the Middle Way instead - this also was changed later is some groups -belief in rebirth and karma -no caste system -goal.of life is Nirvana, cessation of desire -goal of life is achieved by: -understanding the four Noble Truths -following the Eight-fold path . -by joining a monastic .community .-or, by building shrines, helping in the up- \ keep of, shrines,_ offering flowers to Buddha; 5 - 4 B. (cont'd) making pilgrimages to.sacred.places, etc. -these are all later developments -Buddhist "scrljtures" can be seen, in part, in a collection ike that in The Teachings of the Com assionate uddha c).Relig ous practi s: - the monk medita s dressesin a yellow robe, begs for his food, etc. - participation in ceremonies, e.g., see b) above - Buddhist practicesuse ;various symbolic objects, e.g.limages.of Buddha, -incense, flowers, the juzu (rosary); wheel 4 the law, etc. d)4.visions: -Theravada (Hinayana) - supposedly° more
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