DOCSLIB.ORG

RELG 252 Syllabus.Fall 2020

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
RELG 252 Syllabus.Fall 2020 RELG 252 HINDUISM & BUDDHISM Fall 2020 Mondays & Wednesdays 2:35 - 3:55 pm (This is the scheduled time, but all lectures will be asynchronous. They will be recorded and made available on myCourses by the start of the scheduled class time.) Prof. Lara Braitstein Prof. Hamsa Stainton Office: Birks 301 Office: Birks 307 Email: [email protected] Email: [email protected] Please email to set up an appointment via Please email to set up an appointment via Zoom or Zoom or phone phone Introduction This class begins by orienting students to the academic study of religion, with reference to study of “Hinduism” and “Buddhism” as “world religions.” The first half of the course is an introduction to the major practices, texts, deities, concepts, and communities of what has come to be called “Hinduism.” It explores the diversity and richness of Hindu traditions from the Vedic period to the present. The “Buddhism” section of the course is principally an introduction to the early development of Buddhist thought and traditions in South Asia, and additionally explores some of the manifestations of Buddhism as a living tradition in Asia and elsewhere. This class is a prerequisite for many higher-level courses in Asian religions at the School of Religious Studies. Textbooks and Readings • Hinduism section: Hinduism: the eBook - Second Edition (Hillary Rodrigues). Purchase at: www.jbeonlinebooks.org. Additional readings will be posted on MyCourses. • Buddhism section: Buddhism: the eBook -Fourth Edition (Charles Prebish and Damien Keown). Purchase at: www.jbeonlinebooks.org. Additional readings will be posted on MyCourses. Teaching Assistants • Ms. Sujata Chaudhary ([email protected]) • Mr. Chulthim Gurung ([email protected]) • Ms. Tahereh Tavakkoli ([email protected]) • Mr. Adrien Moevus ([email protected]) Assessment Four papers, 1200-1500 words each, each worth 25% of the final course grade. There is no final exam. Due dates Sept. 30 1st Hinduism paper Oct. 21 2nd Hinduism paper Nov. 16 1st Buddhism paper Dec. 3 2nd Buddhism paper Hinduism: Topics Covered Include— • Introduction to the Academic Study of Hinduism • Classical Concepts and Texts: Dharma and Karma; the Upanishads; the Bhagavad Gita; • Major Hindu Deities and Traditions: Vaishnava, Shaiva & Shakta • Hinduism in Practice: Bhakti, Puja, and Rituals • Social, Political, and Global Issues: Caste and Class in Modern India, Hindu Nationalism, Global Hinduisms Buddhism: Topics Covered Include— • The Invention of 'Buddhism' • Basic Worldview • Buddha: Past and Presence • Dharma: Philosophical Foundations • Sangha: Discipline and Practice in Buddhist Communities Email Correspondence • Please use formal salutations in all your electronic correspondence with the instructors and teaching assistants, identifying yourself with your full name and student number. • Please include the course number (RELG 252) in the subject line. • Please e-mail your TA first with questions about content, assignments, and grading. • Instructors and TAs respond to messages between 9h-17h, Monday to Friday. Course Participation This is a lecture-based, reading-intensive survey class. If you are unable to engage with the regular asynchronous lectures and complete assigned readings, please reconsider taking this course. Reassessment of Course Work Requests for reassessments must be made within 10 days of the date of return of the graded materials. The reviewer will assess the fairness of the original grade rather than re-mark the assignment as he or she would have graded it. Grades may be lowered or raised, or they may remain the same, as a result of the reassessment. The grade obtained on the reassessment takes precedence over the original grade. Review/discussion sessions Four times during the term students may participate in an optional, synchronous (=live) discussion and Q&A session via Zoom at the scheduled time, as noted below. Because of the size of the class, we will almost certainly spend some of the time in smaller discussion groups with the professors and teaching assistants. The Zoom links for these optional sessions will be made available on myCourses shortly before the scheduled session. Schedule All readings should be completed by the day they are listed on the schedule below. Date Topic Readings Sept. 2 INTRO CLASS NO CLASS, Labour Sept. 7 Day Introduction to the Narayanan, “Diglossic Hinduism: Liberation and Sept. 9 Academic Study of Lentils”; and Rodrigues, Hinduism: the Ebook, Hinduism “Introduction,” pp. 1-9 Pre-Vedic and Vedic Rodrigues, “Introduction,” pp. 9-24; and “Ch. 1: Vedic Sept. 14 History Religion and the Sanskrit Language,” pp. 28-38 Rodrigues, “Ch. 1: Vedic Religion and the Sanskrit The Upanishads and Language,” pp. 39-48; Embree, “The Ultimate Reality Sept. 16 Vedanta in the Upanishads,” pp. 29-39; and Rodrigues, “Ch. 2: Karma, Time, and Cosmology,” pp. 63-72 The Bhagavad Gita and the Mahabharata Miller, selections from The Bhagavad-gita: Krishna’s Counsel in Time of War, and Rodrigues, “Ch. 6: The Sept. 21 Note: Topic for paper Epics, Bhagavad Gītā and the Rise of Bhakti,” pp. 167- #1 will be available on 169, 177-195 myCourses Rodrigues, “Ch. 3: Hindu Social Organization and Dharma and Social Sept. 23 Values,” pp. 75-89, 93-95; and “Ch. 4: Dharma and the Structures Individual,” pp. 99-113, 120-125 Optional, synchronous Sept. 28 review/discussion session via live Zoom Major Deities and Traditions Rodrigues, “Ch. 7: Major Hindu Sects, Deities and Sept. 30 Purāṇic Myths,” pp. 206-214, 217-249 Note: Paper #1 due via myCourses by 3:55 pm Puja and Embodied Rodrigues, “Ch. 8: The Hindu Temple and Worship Oct. 5 Religion Rituals,” pp. 264-286 Hawley and Juergensmeyer, “Introduction,” “Ravidas,” Oct. 7 Bhakti and “Mirabai”; and Hess, “An Open-Air Ramayana: Ramlila, the Audience Experience” NO CLASS, THANKSGIVING Oct. 12 Note: Topic for paper #2 will be available on myCourses Colonialism, Reform, Rodrigues, “Ch. 10: Colonization and Reform,” pp. Oct. 14 and Hindu Nationalism 310-330 Optional, synchronous Oct. 19 review/discussion session via live Zoom Global Hinduisms and the Hindu Diaspora Rodrigues, “Ch. 12: Revitalization and Modernity,” pp. Oct. 21 351-367, and “Ch. 13: Hinduism and the West,” pp. Note: Paper #2 due via 372-389 myCourses by 3:55 pm Introduction: the Almond, P.: “Introduction” and “The Discovery of Oct. 26 invention of Buddhism Buddhism” (MyCourses) Keown/Prebish, “Background to Buddhism” (Ch. 1 p. Oct. 28 Cosmology and Karma 9-24) Nov. 2 Buddha Keown/Prebish, “The Buddha” (Ch. 2 p. 25-41) Dharma Nov. 4 Note: Topic for paper Keown/Prebish, “The Dharma” (Ch. 3) #3 will be available on myCourses Nov. 9 Dharma Keown/Prebish, “The Dharma” (Ch. 3 cont’d) Optional, synchronous Nov. 11 review/discussion session via live Zoom Sangha Nov. 16 Keown/Prebish, “The Buddhist Sangha” (Ch. 4) Note: Paper #3 due via myCourses by 3:55 pm Nov. 18 Buddhism after Buddha Keown/Prebish, “Buddhism in India” (Ch. 5) Mahāyāna Nov. 23 Note: Topic for paper Keown/Prebish, “Mahāyāna” (Ch. 6) #4 will be available on myCourses Nov. 25 Theravāda Keown/Prebish, “Buddhism in South-east Asia” (Ch. 8) Optional, synchronous Nov. 30 review/discussion session via live Zoom Contemporary Keown/Prebish, “Buddhism in the Western World” (Ch. Dec. 2 Buddhism 11 p. 204-16), “Socially Engaged Buddhism” (Ch. 12 p. 217-234) Hinduism & Buddhism: final reflections Dec. 3 Note: Paper #4 due via myCourses by 3:55 pm Policy on Academic Integrity All students are responsible for educating themselves on the meaning and consequences of cheating, plagiarism, and other academic offences of McGill University. Please review the code of ‘Student Conduct and Disciplinary Procedures’ for a comprehensive overview of McGill’s policies: www.mcgill.ca/integrity If you have any doubts or concerns, contact your TA or one of the instructors. Policy on Language: Students may submit written work in either English or French. Policy on Copyright and Recordings: Instructor-generated course materials (lecture recordings, handouts, exam questions, etc.) are protected by law and may not be copied or distributed in any form or in any medium without explicit permission of the instructor. Note that infringements of copyright can be subject to follow up by the University under the Code of Student Conduct and Disciplinary Procedures. We'd like to remind everyone of their responsibility in ensuring that this video and associated material are not reproduced or placed in the public domain. This means that each of you can use it for your educational (and research) purposes, but you cannot allow others to use it, by putting it up on the Internet or by giving it or selling it to others who may also copy it and make it available. Please refer to McGill’s Guidelines for Instructors and Students on Remote Teaching and Learning for further information. Thank you very much for your help with this. The Lands and Waters on Which We Meet: McGill University is located on land which has long served as a site of meeting and exchange amongst Indigenous peoples, including the Haudenosaunee and Anishinaabeg nations. These nations are hereby honoured, recognized and respected as the traditional stewards of the (unceded) lands and waters on which we meet today. Bibliography for Hinduism Readings: Rodrigues, Hillary. 2016. Hinduism: the Ebook (Second Edition) [Ebook edition of Introducing Hinduism]. Journal of Buddhist Ethics Online Books. PDF Ebook. Narayanan, Vasudha. 2000. “Diglossic Hinduism: Liberation and Lentils.” Journal of the American Academy of Religion, Vol. 68, No. 4, December 2000. Pp. 761-777. Embree, Ainslie T., ed. and trans. 1988. “The Ultimate Reality in the Upanishads.” In Sources of Indian Tradition, Volume One: From the Beginning to 1800 (Second Edition). New York: Columbia UP. Pp. 29-39 Miller, Barbara Stoler, trans. 1986. The Bhagavad-gita: Krishna’s Counsel in Time of War. New York: Columbia UP. Pp.
Load more

Recommended publications
  • In the Name of Krishna: the Cultural Landscape of a North Indian Pilgrimage Town
    In the Name of Krishna: The Cultural Landscape of a North Indian Pilgrimage Town A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Sugata Ray IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Frederick M. Asher, Advisor April 2012 © Sugata Ray 2012 Acknowledgements They say writing a dissertation is a lonely and arduous task. But, I am fortunate to have found friends, colleagues, and mentors who have inspired me to make this laborious task far from arduous. It was Frederick M. Asher, my advisor, who inspired me to turn to places where art historians do not usually venture. The temple city of Khajuraho is not just the exquisite 11th-century temples at the site. Rather, the 11th-century temples are part of a larger visuality that extends to contemporary civic monuments in the city center, Rick suggested in the first class that I took with him. I learnt to move across time and space. To understand modern Vrindavan, one would have to look at its Mughal past; to understand temple architecture, one would have to look for rebellions in the colonial archive. Catherine B. Asher gave me the gift of the Mughal world – a world that I only barely knew before I met her. Today, I speak of the Islamicate world of colonial Vrindavan. Cathy walked me through Mughal mosques, tombs, and gardens on many cold wintry days in Minneapolis and on a hot summer day in Sasaram, Bihar. The Islamicate Krishna in my dissertation thus came into being.
    [Show full text]
  • 1. Hamsa Sandesam V1
    Thirumaliruncholai Thirupathi Thiruvarangam ThiruveLLarai Thirukkacchi Sincere Thanks To: 1. Smt.Krishnapriya for compilation of source document 2. Smt.Jayashree Muralidharan for eBook assembly sadagopan.org C O N T E N T S Introduction 1 Hamsa Sandesam - Rahasyartham 6 sadagopan.org sadagopan.org Swami Desikan - Satyagalam (Thanks:Sri.Laskhminarasimhan Sridhar) . ïI>. ïImte ingmaNtmhadeizkay nm> . INTRODUCTION sadagopan.org I want to share with you the tribute that Swami Desikan paid to Sri Ranganatha through one of his Kavyams known as Hamsa sandesam. The other Kavyams of Swami Desikan are: Subhashitaneevi, Yadavaabhudhyam and Padhuka Sahasram. Hamsa Sandesam is what is known as a Sandesa Kavyam. This Kavyam follows the style of AandaaL and Nammazhwar, when they requested clouds, birds and bees to take a message to their Lord and asked them to help in uniting them with their beloved Lord. In more recent times, Poet Kalidasa Composed Megha Sandesam, where he asks NamperumAL - SrIRangam (Thanks: Sri. Murali BhaTTar) 1 the hurrying clouds to take a message to his beloved one in the Northern region. Swami Desikan sets Hamsa Sandesam as a Kavyam, where Sri Ramachandra languishing from the sorrow of separation from His beloved Sita sights a Raja Hamsam and implores it to take a southward journey to Lankapuri and asks the hamsam to convey to Sita his sense of anguish and inconsolable desolation. There are 110 slokas in this Kavyam set by Swami Desikan in the Mandaakrantha Meter. Sri Rama points out the landmarks that the hamsam will fly over in its southward journey. In this Kavyam, we get a glimpse of the Sarva Tantra Swatantrar’s extraordinary knowledge about the geography of Bharata Desam.
    [Show full text]
  • Download Registration Number for Offline
    To download the Admit Card please enter your Registration Number and Date of Birth in the format (yyyy-mm-dd). Registration Number Name of Candidate Course1 Course2 Father Name CUJET/2012/000001 JAI SHREE BHARDWAJ M.Tech. Nano Technology M.Tech. Energy Engineering KUMAR SUNDRAM BHARDWAJ CUJET/2012/000002 DHRAMENDAR KUMAR M.B.A. M.A. International Relations Harinath CUJET/2012/000003 KAJOL M.Tech. Nano Technology M.Tech. Energy Engineering SUMAN KUMAR VERMA CUJET/2012/000004 Ashutosh Kumar M.Tech. Energy Engineering M.Tech. Water Engineering & Management Madan Murari Pandey CUJET/2012/000005 RAVI VIKASH TIRKEY M.B.A. M.A. Mass Communication LEO ABHAY TIRKEY CUJET/2012/000006 Ms. SAYANTANI MANDAL M.Sc. Environmental Science Mr. NISITH RANJAN MANDAL CUJET/2012/000012 Mr OMKAR SHARAN MISHRA M.B.A. M.A. International Relations Mr KAMAL KUMAR MISHRA Mr ABHIRAM SHARAN CUJET/2012/000013 MISHRA M.Tech. Energy Engineering M.Sc. Applied Chemistry Mr KAMAL KUMAR MISHRA CUJET/2012/000014 Samatha Tejavath M.Sc. Applied Mathematics M.Tech. Nano Technology Nageswara Rao Tejavath CUJET/2012/000015 ASHUTOSH GUPTA M.Tech. Energy Engineering M.Tech. Water Engineering & Management A K GUPTA CUJET/2012/000017 Shahid Hussain Rahmatullah CUJET/2012/000019 RAJIV RANJAN M.B.A. M.A. Mass Communication SURYADEO SINGH CUJET/2012/000020 Amit Kumar M.B.A. M.A. Mass Communication Rahul Kumar CUJET/2012/000021 arman khan M.Tech. Nano Technology M.Tech. Water Engineering & Management arif khan CUJET/2012/000023 AMIT ANAND M.B.A. M.Tech. Nano Technology VEER PRASAD MAHTO CUJET/2012/000024 MOHIT MAYOOR M.Tech.
    [Show full text]
  • Participant List
    Participant List 10/20/2019 8:45:44 AM Category First Name Last Name Position Organization Nationality CSO Jillian Abballe UN Advocacy Officer and Anglican Communion United States Head of Office Ramil Abbasov Chariman of the Managing Spektr Socio-Economic Azerbaijan Board Researches and Development Public Union Babak Abbaszadeh President and Chief Toronto Centre for Global Canada Executive Officer Leadership in Financial Supervision Amr Abdallah Director, Gulf Programs Educaiton for Employment - United States EFE HAGAR ABDELRAHM African affairs & SDGs Unit Maat for Peace, Development Egypt AN Manager and Human Rights Abukar Abdi CEO Juba Foundation Kenya Nabil Abdo MENA Senior Policy Oxfam International Lebanon Advisor Mala Abdulaziz Executive director Swift Relief Foundation Nigeria Maryati Abdullah Director/National Publish What You Pay Indonesia Coordinator Indonesia Yussuf Abdullahi Regional Team Lead Pact Kenya Abdulahi Abdulraheem Executive Director Initiative for Sound Education Nigeria Relationship & Health Muttaqa Abdulra'uf Research Fellow International Trade Union Nigeria Confederation (ITUC) Kehinde Abdulsalam Interfaith Minister Strength in Diversity Nigeria Development Centre, Nigeria Kassim Abdulsalam Zonal Coordinator/Field Strength in Diversity Nigeria Executive Development Centre, Nigeria and Farmers Advocacy and Support Initiative in Nig Shahlo Abdunabizoda Director Jahon Tajikistan Shontaye Abegaz Executive Director International Insitute for Human United States Security Subhashini Abeysinghe Research Director Verite
    [Show full text]
  • Name of the Centre : DAV Bachra No
    Name of the Centre : DAV Bachra No. Of Students : 474 SL. No. Roll No. Name of the Student Father's Name Mother's Name 1 19002 AJAY ORAON NIRMAL ORAON PATI DEVI 2 19003 PUJA KUMARI BINOD PARSAD SAHU SUNITA DEVI 3 19004 JYOTSANA KUMARI BINOD KUMAR NAMITA DEVI 4 19005 GAZAL SRIVASTVA BABY SANTOSH KUMAR SRIVASTAVA ASHA SRIVASTVA 5 19006 ANURADHA KUMARI PAPPU KUMAR SAH SANGEETA DEVI 6 19007 SUPRIYA KUMARI DINESH PARSAD GEETA DEVI 7 19008 SUPRIYA KUMARI RANJIT SHINGH KIRAN DEVI 8 19009 JYOTI KUMARI SHANKAR DUBEY RIMA DEVI 9 19010 NIDHI KUMARI PREM KUMAR SAW BABY DEVI 10 19011 SIMA KUMARI PARMOD KUMAR GUPTA SANGEETA DEVI 11 19012 SHREYA SRIVASTAV PRADEEP SHRIVASTAV ANIMA DEVI 12 19013 PIYUSH KUMAR DHANANJAY MEHTA SANGEETA DEVI 13 19014 ANUJ KUMAR UPENDRA VISHWAKARMA SHIMLA DEVI 14 19015 MILAN KUMAR SATYENDRA PRASAD YADAV SHEELA DEVI 15 19016 ABHISHEK KUMAR GUPTA SANT KUMAR GUPTA RINA DEVI 16 19017 PANKAJ KUMAR MUKESH KUMAR SUNITA DEVI 17 19018 AMAN KUMAR LATE. HARISHAKAR SHARMA RINKI KUMARI 18 19019 ATUL RAJ RAJESH KUMAR SATYA RUPA DEVI 19 19020 HARSH KUMAR SHAILENDRA KR. TIWARY SNEHLATA DEVI 20 19021 MUNNA THAKUR HIRA THAKUR BAIJANTI DEVI 21 19022 MD.FARID ANSARI JARAD HUSSAIN ANSARI HUSNE ARA 22 19023 MD. JILANI ANSARI MD.TAUFIQUE ANSARI FARZANA BIBI 23 19024 RISHIKESH KUNAL DAMODAR CHODHARY KAMLA DEVI 24 19025 VISHAL KR. DUBEY RAJEEV KUMAR DUBEY KIRAN DEVI 25 19026 AYUSH RANJAN ANUJ KUMAR DWIVEDI ANJU DWIVEDI 26 19027 AMARTYA PANDEY SATISH KUMAR PANDEY REENA DEVI 27 19028 SHIWANI CHOUHAN JAYPAL SINGH MAMTA DEVI 28 19029 SANDEEP KUMAR MEHTA
    [Show full text]
  • Studying Tibetan Identity
    34 Studying Tibetan Identity Ben Hillman INTRODUCTION This chapter explores the various ways in which Tibetan identity in contemporary China has been studied and understood, paying close attention to how historical circumstances and evolving trends in the social sciences have shaped different perspectives on the subject. The focus is on the available Anglophone literature, but includes references to translations of Tibetan and Chinese sources. The chapter covers debates about (i) Tibetan nationhood that emerged in the pre-People’s Republic of China period and intensified following the PRC’s annexation of Tibetan territories in 1949–51, (ii) the ‘mythical Tibet’ literature that accompanied the nationalist discourse, (iii) the post-colonial literature of the 1980s and 1990s that sought to demystify Tibetan identity, (iv) the post-2000s critical Tibetan stud- ies literature that interrogates the meaning of ‘Tibetan-ness’ and explores the rela- tionship between ethnic identity and other forms of identity, including gender, religion, language and locality and (v) the ethnic awakening literature that exam- ines the changing contours of Tibetan identity and cultural life following the recent wave of political protests. The chapter begins with a brief discussion of the differ- ent theoretical approaches used in the study of ethnic identity. APPROACHES TO STUDYING TIBETAN IDENTITY The subject of Tibetan identity began to attract scholarly interest in the early part of the twentieth century during China’s transition from empire to BK-SAGE-WU_FRAZIER_V1-180090-Chp34.indd 713 6/9/18 12:04 PM 714 THE SAGE HANDBOOK OF CONTEMPORARY CHINA, 2V (multi-) nation-state. Whereas previously only religious scholars had shown much interest in Tibetan culture, the question of ‘who are the Tibetans?’ gained new currency as borders were being redrawn to make way for emerging nation- states.
    [Show full text]
  • The Hand of Hamsa: Interpretation Across the Globe
    Research on Humanities and Social Sciences www.iiste.org ISSN (Paper)2224-5766 ISSN (Online)2225-0484 (Online) Vol.6, No.20, 2016 The Hand of Hamsa: Interpretation across the Globe Dr. Nafisa Ali Sayed Dubai, UAE Abstract : Symbolism cultivates artistic and hum an endeavors, things that can’t be expressed through words. This paper highlights the different interpretations of the Hand of Hamsa that have been adopted by different sects across the world along similar lines. The prime rationale of the Hand of Hamsa or Hand of Fatima was o serve as an amulet or talisman to ward off evil. It aims to capture the essence of its origin and draw similarity amongst different cultures adopting it as a talisman with diverse philosophical and religious connotations. Keywords: Hand of Hamsa, Amulet, Talisman, Hand of Fatima Introduction Symbols are reflective expressions of human nature and transpire in all cultures at various phases of human development. The human communication fundamentally relies on symbols in different forms such as written or spoken words, imagery or even bodily movements. These symbols are mindful and clear representations of veracity of objects, actions and perceptions in the world around us. Furthermore, symbolism is closely associated with our inner emotional and religious world. A symbol can be powerful source to correspond to some deep perceptive knowledge that may not be expressed directly. The civilizations of the past captured the power of symbols and used them extensively through rituals, art, religions and myths. This paper highlights the different interpretations of the Hand of Hamsa that have been adopted by different sects across the world along similar lines.
    [Show full text]
  • Arts-Integrated Learning
    ARTS-INTEGRATED LEARNING THE FUTURE OF CREATIVE AND JOYFUL PEDAGOGY The NCF 2005 states, ”Aesthetic sensibility and experience being the prime sites of the growing child’s creativity, we must bring the arts squarely into the domain of the curricular, infusing them in all areas of learning while giving them an identity of their own at relevant stages. If we are to retain our unique cultural identity in all its diversity and richness, we need to integrate art education in the formal schooling of our students for helping them to apply art-based enquiry, investigation and exploration, critical thinking and creativity for a deeper understanding of the concepts/topics. This integration broadens the mind of the student and enables her / him to see the multi- disciplinary links between subjects/topics/real life. Art Education will continue to be an integral part of the curriculum, as a co-scholastic area and shall be mandatory for Classes I to X. Please find attached the rich cultural heritage of India and its cultural diversity in a tabular form for reading purpose. The young generation need to be aware of this aspect of our country which will enable them to participate in Heritage Quiz under the aegis of CBSE. TRADITIONAL TRADITIONAL DANCES FAIRS & FESTIVALS ART FORMS STATES & UTS DRESS FOOD (ILLUSTRATIVE) (ILLUSTRATIVE) (ILLUSTRATIVE) (ILLUSTRATIVE) (ILLUSTRATIVE) Kuchipudi, Burrakatha, Tirupati Veerannatyam, Brahmotsavam, Dhoti and kurta Kalamkari painting, Pootha Remus Andhra Butlabommalu, Lumbini Maha Saree, Langa Nirmal Paintings, Gongura Pradesh Dappu, Tappet Gullu, Shivratri, Makar Voni, petticoat, Cherial Pachadi Lambadi, Banalu, Sankranti, Pongal, Lambadies Dhimsa, Kolattam Ugadi Skullcap, which is decorated with Weaving, carpet War dances of laces and fringes.
    [Show full text]
  • Namdev Life and Philosophy Namdev Life and Philosophy
    NAMDEV LIFE AND PHILOSOPHY NAMDEV LIFE AND PHILOSOPHY PRABHAKAR MACHWE PUBLICATION BUREAU PUNJABI UNIVERSITY, PATIALA © Punjabi University, Patiala 1990 Second Edition : 1100 Price : 45/- Published by sardar Tirath Singh, LL.M., Registrar Punjabi University, Patiala and printed at the Secular Printers, Namdar Khan Road, Patiala ACKNOWLEDGEMENTS I am grateful to the Punjabi University, Patiala which prompted me to summarize in tbis monograpb my readings of Namdev'\i works in original Marathi and books about him in Marathi. Hindi, Panjabi, Gujarati and English. I am also grateful to Sri Y. M. Muley, Director of the National Library, Calcutta who permitted me to use many rare books and editions of Namdev's works. I bave also used the unpubIi~bed thesis in Marathi on Namdev by Dr B. M. Mundi. I bave relied for my 0pIDlOns on the writings of great thinkers and historians of literature like tbe late Dr R. D. Ranade, Bhave, Ajgaonkar and the first biographer of Namdev, Muley. Books in Hindi by Rabul Sankritya)'an, Dr Barathwal, Dr Hazariprasad Dwivedi, Dr Rangeya Ragbav and Dr Rajnarain Maurya have been my guides in matters of Nath Panth and the language of the poets of this age. I have attempted literal translations of more than seventy padas of Namdev. A detailed bibliography is also given at the end. I am very much ol::lig(d to Sri l'and Kumar Shukla wbo typed tbe manuscript. Let me add at the end tbat my family-god is Vitthal of Pandbarpur, and wbat I learnt most about His worship was from my mother, who left me fifteen years ago.
    [Show full text]
  • Om: One God Universal a Garland of Holy Offerings * * * * * * * * Viveka Leads to Ānanda
    Om: One God Universal A Garland of Holy Offerings * * * * * * * * Viveka Leads To Ānanda VIVEKNANDA KENDRA PATRIKĀ Vol. 22 No. 2: AUGUST 1993 Represented By Murari and Sarla Nagar Truth is One God is Truth . God is One Om Shanti Mandiram Columbia MO 2001 The treasure was lost. We have regained it. This publication is not fully satisfactory. There is a tremendous scope for its improvement. Then why to publish it? The alternative was to let it get recycled. There is a popular saying in American academic circles: Publish or Perish. The only justification we have is to preserve the valuable contents for posterity. Yet it is one hundred times better than its original. We have devoted a great deal of our time, money, and energy to improve it. The entire work was recomposed on computer. Figures [pictures] were scanned and inserted. Diacritical marks were provided as far as possible. References to citations were given in certain cases. But when a vessel is already too dirty it is very difficult to clean it even in a dozen attempts. The original was an assemblage of scattered articles written by specialists in their own field. Some were extracted from publications already published. It was issued as a special number of a journal. It needed a competent editor. Even that too was not adequate unless the editor possessed sufficient knowledge of and full competence in all the subject areas covered. One way to make it correct and complete was to prepare a kind of draft and circulate it among all the writers, or among those who could critically examine a particular paper in their respective field.
    [Show full text]
  • Bani of Bhagats-Part II.Pmd
    BANI OF BHAGATS Complete Bani of Bhagats as enshrined in Shri Guru Granth Sahib Part II All Saints Except Swami Rama Nand And Saint Kabir Ji Dr. G.S. Chauhan Publisher : Dr. Inderjit Kaur President All India Pingalwara Charitable Society (Regd.) Amritsar-143001 Website:www.pingalwara.co; E-mail:[email protected] BANI OF BHAGATS PART : II Author : G.S. Chauhan B-202, Shri Ganesh Apptts., Plot No. 12-B, Sector : 7, Dwarka, New Delhi - 110075 First Edition : May 2014, 2000 Copies Publisher : Dr. Inderjit Kaur President All India Pingalwara Charitable Society (Regd.) Amritsar-143001 Ph : 0183-2584586, 2584713 Website:www.pingalwara.co E-mail:[email protected] (Link to download this book from internet is: pingalwara.co/awareness/publications-events/downloads/) (Free of Cost) Printer : Printwell 146, Industrial Focal Point, Amritsar Dedicated to the sacred memory of Sri Guru Arjan Dev Ji Who, while compiling bani of the Sikh Gurus, included bani of 15 saints also, belonging to different religions, castes, parts and regions of India. This has transformed Sri Guru Granth Sahib from being the holy scripture of the Sikhs only to A Unique Universal Teacher iii Contentsss • Ch. 1: Saint Ravidas Ji .......................................... 1 • Ch. 2: Sheikh Farid Ji .......................................... 63 • Ch. 3: Saint Namdev Ji ...................................... 113 • Ch. 4: Saint Jaidev Ji......................................... 208 • Ch. 5: Saint Trilochan Ji .................................... 215 • Ch. 6: Saint Sadhna Ji ....................................... 223 • Ch. 7: Saint Sain Ji ............................................ 227 • Ch. 8: Saint Peepa Ji.......................................... 230 • Ch. 9: Saint Dhanna Ji ...................................... 233 • Ch. 10: Saint Surdas Ji ...................................... 240 • Ch. 11: Saint Parmanand Ji .............................. 244 • Ch. 12: Saint Bheekhan Ji................................
    [Show full text]
  • Philosophical Ideas of Ramananda and Kabir on Humanistic Values and Ethics
    International Journal of Multidisciplinary Research and Development International Journal of Multidisciplinary Research and Development Online ISSN: 2349-4182, Print ISSN: 2349-5979 Impact Factor: RJIF 5.72 Received: 12-04-2018; Accepted: 18-05-2018 www.allsubjectjournal.com Volume 5 Issue 5; May 2018; Page No. 204-206 Philosophical ideas of Ramananda and Kabir on humanistic values and ethics Dr. Seema Arora Principal, CT Institute of Higher Studies, Shahpur, Jalandhar, Punjab, India Abstract The Indian brand of humanistic values and ethics coming from the ancient Vedas, the Upaniṣads, and the Bhagavad Gita. This will be further clear by the analysis of the Neo-Vedanta trend in contemporary Indian philosophy. While fundamentally, there is no essential difference between the Western and Indian values, the later is represented by the traditionalist group of Indian philosophers. There-fore, it is their values which form the essential element of Indian philosophy. The existence of relationship between God and devotee is not of now it is there since the Vedic times i.e. about 5000 years ago. This relationship is considered to be devotional. Keywords: humanistic, devotional, synchronization, values, ethics & prejudices Introduction spread to the other parts of Northern India by his great disciple The Bhakti Movement is remarkable of its kind for the Ramananda. His concept of God is that he is a person who religious unity and for the emancipation of poverty. They have cares for all men and rewards their devotion. Ramananda advocated equality between men and women. They have brought a radical reform. He made no distinction between condemned idol worship.
    [Show full text]