Religious Belonging in the East Asian Context: an Exploration of Rhizomatic Belonging
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Religion 34:109*
Carleton University SUMMER 2015 The College of the Humanities Religion Program: RELI: 1716A “East Asian Religions” Professor: Melanie Coughlin Class Hours: Mon&Wed 18:05-20:55 Office: Patterson Hall 2A35 Class Location: LA A720 Office Phone: 613-520-2600, ext. 2103 Email: [email protected] Office Hours: Mon 17:00-18:00 Course Description This course surveys religion in China, Japan, and Korea in a range of ancient traditions and contemporary movements including Ancestor Worship, Confucianism, Daoism, Shamanism, Zen Buddhism, Pure Land Buddhism, Christianity, Feminism, and New Religions. Course Goals Students will become familiar with historical and contemporary East Asian religious traditions, apply that knowledge in order to interpret the meaning of key texts in those traditions, and relate what they have learned to current issues. Course Assessment *Students will require content from both the required readings and the course lectures in order to do well in this course. a) Textbook Reading Responses (10%) There are three textbook reading responses in total. For each one, choose one of the two possible questions in the course schedule, and write a thoughtful and detailed response of about 250 words. *submit via CULearn by 12 p.m. noon on July 8, 22, and August 3. b) Group Presentations (10%) Present your collective interpretation of a selected passage from the assigned primary source reading to the class. Passages and groups are accessible via CULearn. *each student presents in one group, one time, and presentations will take place in class between July 13 and August 10. c) Unit 1 Test (20%) Three parts: i) answer multiple choice questions about Chinese history, ii) give definitions of key terms for understanding Chinese religions, and iii) analyze passages from Confucius’ Analects and Zhuangzi’s Basic Writings. -
Shields, James Mark
H-Buddhism Shields, James Mark Page published by A. Charles Muller on Tuesday, January 15, 2019 My Life in Buddhist Studies James Mark Shields Professor of Comparative Humanities and Asian Thought Inaugural Director, Bucknell Humanities Center Bucknell University First, I’d like to thank Chuck Prebish for the opportunity to contribute to this interesting and valuable project. Second, I am sure that my version of this story is considerably less engaging than those of my peers—especially those who came of age in the generation before mine; i.e., in the 1960s and 1970s. With that caveat (always good to lower expectations!), let’s begin. Family Connections It was in the early 1980s that, as a late adolescent, my curiosity was first piqued by Asian cultures and civilizations. The primary causal force was very close to home: my mother. For it was at this time, roughly the age of 12, that it began to dawn on me that my mother—a seemingly ordinary middle-aged and middle-class Canadian woman—was in fact the product of a somewhat more exotic, even tragic, upbringing. Born in Manila, the Philippines in 1937, of Scots, Spanish, and a tiny sliver of native Filipino heritage, she found herself at the tender age of 4 rounded up by an invading Japanese military force and placed in an internment camp on the grounds of Santo Tomas University in Manila, where she and her family were forced to reside for the next 3 years. Needless to say, these were difficult times, and though my mother’s memories are vague, she does recall a clear distinction between the ‘nice’ and ‘nasty’ Japanese guards, as well as the decreasing supplies of food as the war wore on and Japan went from aggressor to defender of the islands. -
Buddhism: a Tale of the Dalai Lama a Teacher’S Resource Guide
1 Buddhism: A Tale of the Dalai Lama A Teacher’s Resource Guide Content Area Relevance: World History, World Religions Grade Level: Grades K-5 Duration: 4, 60-minute class periods Content Standards: See Appendix C below Authors: Shruthi Nagarajan, Cassidy Charles, and Arjun Kaul Email: [email protected] Driving Question ● How does learning about different religions help us develop our cultural awareness, and increase our understanding of global complexities? Learning Objectives: - Students will be able to identify and locate Tibet on a map. - Students will be able to identify Buddhism as a religion and list at least two or three teachings of Buddhism. - Students will learn about the Dalai Lama and core aspects of his teachings. - Students will learn about the spread of Buddhism to East Asia and the U.S. Quick Facts: - Buddhism began in India after Prince Siddhartha Gautama freed himself from the cycle of desire and suffering over 2500 years ago - The religion is based on the Buddha’s teachings of the Four Noble Truths and The Eightfold Path which allow us to reach Nirvana and end suffering - The three main tiers of the Eightfold Path are Wisdom, Morality, and Meditation - The three main sects of Buddhism are Theravada, Mahayana, and Vajrayana Buddhism which each spread to different regions of Asia - Tibetan Buddhism follows a mix of Mahayana and Vajrayana Buddhism - The Dalai Lama is essential to Tibetan Buddhism as the head monk of the religion and a crucial part in Tibetan politics 2 TABLE OF CONTENTS 1. Background Information………………………..……………………….……3-4 2. Teacher Guidance…………………………………………………………… 5-9 a. -
MA-Religions of Asia and Africa And
Programme Specification I. Programme Details Programme title Religions of Asia and Africa Religions of Asia and Africa & Intensive Language (any available) Final award (exit awards will be made as BA ☐ MA ☒ outlined in the Taught Degree Regulations) BSc ☐ MSc ☐ Other ... ☐ Mode of delivery Distance-learning ☐ On-campus ☒ Professional body accreditation (if applicable) n/a Academic year this specification was created 2016/17 Dates of any subsequent amendments II. Programme Aims: What will the programme allow you to achieve? 1. Advanced knowledge and understanding of selected approaches, methods and theories in the study of religions, with particular reference to the religious traditions of Asia and Africa. 2. Advanced skills in researching and writing about topics in religious studies, also as a platform for further research at doctoral level. 3. Advanced skills in presentation or communication of knowledge and understanding of topics in religious studies. 4. Specialisation in one area from among those covered by the units listed in the programme structure. 5. In the two-year pathway, the student will also be provided with a near proficient ability in a language. III. Programme Learning Outcomes: What will you learn on the programme? There are four key areas in which you will develop: Learning Outcomes: Knowledge 1. Students will learn how to assess data and evidence critically, locate and synthesise source materials, critically evaluate conflicting interpretations and sources, use research resources (library catalogues, journal databases, citation indices) and other relevant traditional sources. 2. Subject specific skills, such as manuscript transcription, textual bibliography, the editing of texts; familiarity with the study of religions as an academic field of study and its varieties. -
China-Southeast Asia Relations: Trends, Issues, and Implications for the United States
Order Code RL32688 CRS Report for Congress Received through the CRS Web China-Southeast Asia Relations: Trends, Issues, and Implications for the United States Updated April 4, 2006 Bruce Vaughn (Coordinator) Analyst in Southeast and South Asian Affairs Foreign Affairs, Defense, and Trade Division Wayne M. Morrison Specialist in International Trade and Finance Foreign Affairs, Defense, and Trade Division Congressional Research Service ˜ The Library of Congress China-Southeast Asia Relations: Trends, Issues, and Implications for the United States Summary Southeast Asia has been considered by some to be a region of relatively low priority in U.S. foreign and security policy. The war against terror has changed that and brought renewed U.S. attention to Southeast Asia, especially to countries afflicted by Islamic radicalism. To some, this renewed focus, driven by the war against terror, has come at the expense of attention to other key regional issues such as China’s rapidly expanding engagement with the region. Some fear that rising Chinese influence in Southeast Asia has come at the expense of U.S. ties with the region, while others view Beijing’s increasing regional influence as largely a natural consequence of China’s economic dynamism. China’s developing relationship with Southeast Asia is undergoing a significant shift. This will likely have implications for United States’ interests in the region. While the United States has been focused on Iraq and Afghanistan, China has been evolving its external engagement with its neighbors, particularly in Southeast Asia. In the 1990s, China was perceived as a threat to its Southeast Asian neighbors in part due to its conflicting territorial claims over the South China Sea and past support of communist insurgency. -
Religion in China BKGA 85 Religion Inchina and Bernhard Scheid Edited by Max Deeg Major Concepts and Minority Positions MAX DEEG, BERNHARD SCHEID (EDS.)
Religions of foreign origin have shaped Chinese cultural history much stronger than generally assumed and continue to have impact on Chinese society in varying regional degrees. The essays collected in the present volume put a special emphasis on these “foreign” and less familiar aspects of Chinese religion. Apart from an introductory article on Daoism (the BKGA 85 BKGA Religion in China prototypical autochthonous religion of China), the volume reflects China’s encounter with religions of the so-called Western Regions, starting from the adoption of Indian Buddhism to early settlements of religious minorities from the Near East (Islam, Christianity, and Judaism) and the early modern debates between Confucians and Christian missionaries. Contemporary Major Concepts and religious minorities, their specific social problems, and their regional diversities are discussed in the cases of Abrahamitic traditions in China. The volume therefore contributes to our understanding of most recent and Minority Positions potentially violent religio-political phenomena such as, for instance, Islamist movements in the People’s Republic of China. Religion in China Religion ∙ Max DEEG is Professor of Buddhist Studies at the University of Cardiff. His research interests include in particular Buddhist narratives and their roles for the construction of identity in premodern Buddhist communities. Bernhard SCHEID is a senior research fellow at the Austrian Academy of Sciences. His research focuses on the history of Japanese religions and the interaction of Buddhism with local religions, in particular with Japanese Shintō. Max Deeg, Bernhard Scheid (eds.) Deeg, Max Bernhard ISBN 978-3-7001-7759-3 Edited by Max Deeg and Bernhard Scheid Printed and bound in the EU SBph 862 MAX DEEG, BERNHARD SCHEID (EDS.) RELIGION IN CHINA: MAJOR CONCEPTS AND MINORITY POSITIONS ÖSTERREICHISCHE AKADEMIE DER WISSENSCHAFTEN PHILOSOPHISCH-HISTORISCHE KLASSE SITZUNGSBERICHTE, 862. -
The Heritage of Non-Theistic Belief in China
The Heritage of Non-theistic Belief in China Joseph A. Adler Kenyon College Presented to the international conference, "Toward a Reasonable World: The Heritage of Western Humanism, Skepticism, and Freethought" (San Diego, September 2011) Naturalism and humanism have long histories in China, side-by-side with a long history of theistic belief. In this paper I will first sketch the early naturalistic and humanistic traditions in Chinese thought. I will then focus on the synthesis of these perspectives in Neo-Confucian religious thought. I will argue that these forms of non-theistic belief should be considered aspects of Chinese religion, not a separate realm of philosophy. Confucianism, in other words, is a fully religious humanism, not a "secular humanism." The religion of China has traditionally been characterized as having three major strands, the "three religions" (literally "three teachings" or san jiao) of Confucianism, Daoism, and Buddhism. Buddhism, of course, originated in India in the 5th century BCE and first began to take root in China in the 1st century CE, so in terms of early Chinese thought it is something of a latecomer. Confucianism and Daoism began to take shape between the 5th and 3rd centuries BCE. But these traditions developed in the context of Chinese "popular religion" (also called folk religion or local religion), which may be considered a fourth strand of Chinese religion. And until the early 20th century there was yet a fifth: state religion, or the "state cult," which had close relations very early with both Daoism and Confucianism, but after the 2nd century BCE became associated primarily (but loosely) with Confucianism. -
How Do East and Southeast Asian Cities Differ from Western Cities? a Systematic Review of the Urban Form Characteristics
sustainability Article How do East and Southeast Asian Cities Differ from Western Cities? A Systematic Review of the Urban Form Characteristics Tzu-Ling Chen 1,*, Hao-Wei Chiu 2,3 and Yu-Fang Lin 4 1 Department of Urban Development, University of Taipei, Taipei 11153, Taiwan 2 Department of Bioenvironmental Systems Engineering, National Taiwan University, Taipei 10617, Taiwan; [email protected] 3 Graduate Institute of Urban Planning, National Taipei University, New Taipei 23741, Taiwan 4 Department of Landscape Architecture, National Chiayi University, Chiayi 60004, Taiwan; v.yfl[email protected] * Correspondence: [email protected]; Tel.: +886-02-2871-8288 (ext. 3110) Received: 11 February 2020; Accepted: 17 March 2020; Published: 19 March 2020 Abstract: The Fifth Assessment Report released by the Intergovernmental Panel on Climate Change (IPCC AR5) revealed that the scale of greenhouse gas (GHG) emissions in Asian cities is similar to those from developed economies, which are driven predominantly by economic growth. Due to variations in geographic and climatic contexts, culture and religion, living style and travel behavior, governance and institutions, and a wide range of density and land use mixes, there are significant variations in urban form patterns across Western and Asian cities. This paper uses a systematic review, which is a critical interpretive synthesis methodology, to review keywords of studies related to urban form among East and Southeast Asian cities. From 3725 records identified through database searching, 213 studies were included in qualitative analysis. The results show that, although the population density in built-up areas is higher, annual population density is declining significantly in East and Southeast Asia. -
Comparative Foundations of Eastern and Western Thought
Comparative Foundations of Eastern and Western Thought Daniel Memmi UQAM Montreal, QC, Canada [email protected] Abstract: Modern science and technology originated in Western Europe within a specific culture, but they have now been adopted and developed by several Eastern countries as well. We analyze the features of Western culture that may explain the rise of modern science with its associated economic development. A comparative analysis of Eastern cultures will then help us evaluate how far could contemporary science be successfully integrated within very different cultures. In this way, we try to estimate the importance of the cultural framework for the development of science and technology. “East is East and West is West, and never the twain shall meet” (Kipling) Prologue I usually live in Montreal, a North-American city with a somewhat European atmosphere. Though known for ferociously cold winters, it is in many ways a typical example of Western urban life: a grid-like design in most of the city, a narrower layout in the historical center, but on the whole streets are straight and wide, with clearly marked pavements, and crossing each other at right angles. Buildings are laid out along the streets like a marching army. The general impression is of open, easily navigable space, because the city design is so obvious. But I now write this in an older neighborhood (with a rather dilapidated look) of a middle-size Japanese town, where I have been living for some time. The place is 1 bewildering for a Westerner: the layout seems essentially haphazard. Dwellings and buildings are thrown together in a jumble without any discernible plan, traditional houses mixing with more recent apartment buildings, small stores and workshops. -
The Three Teachings of Ancient China
Social Studies – 6 Name: ______________________ The Three Teachings of Ancient China Taoism Laozi (Lao-tzu) wandered out to the western border of his state, riding his water buffalo. When he was eighty years old he set out for the western border of China, toward what is now Tibet, saddened and disillusioned that men were unwilling to follow the path to natural goodness. He searched for a place to live a simple life, close to nature and without trouble. With him, he carried his ideas. Before he could cross the boarder, officials made him write down his ideas: “Live a simple life, be free, be yourself, and be close to nature. Do these things and you will be happy.” Theses words have been kept in a little book called Tao Te Ching, the “Writing of God’s Way for a Good Life.” Like Confucius, Laozi had been troubled by the violence if his times. He thought it was a mistake to try to change people. He believed that people were naturally good. Man didn’t have to be “controlled.” Too much control was spoiling man. He saw that men were trying to live by “man-made” laws, customs, and traditions. They couldn’t do this and were unhappy. If men follow the ways of Tao, they will lead a good life. He really told each man to “do your own thing” – be yourself. Laozi wanted people to be closer to nature. He wanted to get away from the rules made by the government or society. To him, the government was selfish and power-hungry. -
HST 363: History of Premodern East Asia
1 HST 363 Dr. Yixin Chen Fall 2014 Office: MO 230 Class Hours: TR 11:00–12:15 Office Hours, TR 12:30-2 Classroom: MO 206 History of Premodern East Asia COURSE DESCRIPTION: This course surveys East Asian history from ancient times to the end of the eighteenth century, with emphasis on the development of Chinese and Japanese civilizations. It pursues following themes: the founding of Chinese culture; the making of Chinese bureaucratic state and gentry society; the rise of Ming-Qing commercialized economy; the growth of Japanese culture; the establishment of Japanese shogunate system and feudal society, and the role of Korea in East Asia. It tries to show how Chinese and Japanese in traditional times developed their social, political, religious and cultural values that continue to define their people’s worldviews today. For detailed course objectives and learning goals, please refer to http://uncw.edu/hst/learninggoals.html. This course adopts Patricia Ebrey and Anne Walthall, Pre-Modern East Asia to 1800: A Cultural, Social, and Political History as the main textbook. The other supplementary readings are used for class discussions on in-depth understanding of the East Asian history and for students to write essays. The course combines lectures, readings, discussions, and visual materials. Although no extensive background knowledge is presumed, students should be aware that the required readings include a large number of unfamiliar names and terms. TEXTBOOKS (AVAILABLE AT THE BOOKSTORE): Patricia Ebrey and Anne Walthall. Pre-Modern East Asia to 1800: A Cultural, Social, and Political History Arthur Waley. Three Ways of Thought in Ancient China Robert Van Gulik. -
East Asian Integration Towards an East Asian Economic Community
ADBI Working Paper Series EAST ASIAN INTEGRATION TOWARDS AN EAST ASIAN ECONOMIC COMMUNITY Christopher M. Dent No. 665 February 2017 Asian Development Bank Institute Christopher M. Dent is a professor of international political economy at the University of Leeds, United Kingdom. The views expressed in this paper are the views of the author and do not necessarily reflect the views or policies of ADBI, ADB, its Board of Directors, or the governments they represent. ADBI does not guarantee the accuracy of the data included in this paper and accepts no responsibility for any consequences of their use. Terminology used may not necessarily be consistent with ADB official terms. Working papers are subject to formal revision and correction before they are finalized and considered published. The Working Paper series is a continuation of the formerly named Discussion Paper series; the numbering of the papers continued without interruption or change. ADBI’s working papers reflect initial ideas on a topic and are posted online for discussion. ADBI encourages readers to post their comments on the main page for each working paper (given in the citation below). Some working papers may develop into other forms of publication. ADB recognizes “China” as the People’s Republic of China; “Hong Kong” as Hong Kong, China; and “Korea” as the Republic of Korea. Suggested citation: Dent, C. M. 2017. East Asian Integration Towards an East Asian Economic Community. ADBI Working Paper 665. Tokyo: Asian Development Bank Institute. Available: https://www.adb.org/publications/east-asian-integration-towards-east-asian-economic- community Please contact the authors for information about this paper.