California State University Northridge s2

CALIFORNIA STATE UNIVERSITY NORTHRIDGE Department of Religious Studies

RS 390of Buddhism Dr. Robert E. Shore-Goss SP 2015 Office Hours: Wednesday 9:30-10:30 AM

[email protected] [email protected] Off Campus Phone: 818-762-1133

I am medicine for the sick and weary. May I be their physician and their nurse until disease appears no more, may I strike down the anguish of thirst and hunger may I be food and drink to them in famine and disaster may I be an inexhaustible treasure for those in need may I be their servant to give them all they desire...... Shantideva, The Entry into the Bodhisattva Path

Buddhism is for social as well as personal liberation....Sulak Sivaraksa. Loyalty Demands Dissent.

Developing a kind heart does not involve any of the sentimental religiosity normally associated with it. It i not just for the people who believe in religion; it is for everyone, irrespective of race, religion, and political affiliation...The Dalai Lama

COURSE OBJECTIVE: This course will examine the emergence of the Buddhism(s) in India, Southeast Asia, East Asia, Tibet, and in the United States. It will examine monastic and lay Buddhisms, the development of Mahayana and Vajrayana vehicles of Buddhism, and the emergence of Engaged Buddhism and contemporary meditation movements in Asia and the West. Attention will be paid to Buddhist saints, meditative practices and rituals, art and architecture, philosophy, and Buddhist responses to contemporary social issues.

Student Learning Objectives for RS390. Buddhism Students will be able to:

1. Identify and define the major Buddhist schools and their philosophies.

2. Show an ability to analyze Buddhist texts and describe in detail the central teachings and practices of Buddhism.

3. Demonstrate an understanding of the variations of Buddhism in the context of diverse Asian cultures.

4. Describe the growth of Buddhism in the West, especially in the United States.

Additional University Criteria met by RS 390 OL:

This course meets the requirements of Comparative Cultural Studies (Section F- 2) of the General Education program. It aims to help students to appreciate the diversity of world views and values so as to enable them to become aware of the importance of understanding people in non-Western cultures as well as gain the critical insight into the nature of their ethnocentric assumptions and traditions.

This course is certified for Information Competent Course.

WRITING INTENSIVE:

(GE Designation WI) Goal: Students will develop their abilities to express themselves and the knowledge they have obtained through practicing various forms of writing within different disciplinary contexts. Writing intensive courses will build upon the skills gained in the Analytical Reading and Expository Writing section of Basic Skills. In each WI course students will be required to complete writing assignments totaling a minimum of 2500 words. Student Learning Outcomes Students will:

1. Develop and clearly define their ideas through writing;

2. Ethically integrate sources of various kinds into their writing;

3. Compose texts through drafting, revising, and completing a finished product; 4. Express themselves through their writing by posing questions, making original claims, and coherently structuring complex ideas;

5. Revise their writing for greater cogency and clarity;

6. Utilize adopted communication modes and documentation styles of specific disciplines (MLA, APA, Chicago, CBE, etc) where appropriate.

COURSE REQUIREMENTS:

You are required to read the weekly assignments or do the internet assignments for class discussion. (5% of your grade) Students in this course who have done well have done the read and internet assignments.

There will be a midterm with three essays, you will choose to answer two out three) (30% of your grade)

Part of your semester assignment is an individual required field trip to the Thai Buddhist Wat on Coldwater and Roscoe and write up. This is a fun experience, and you might want to bring a friend along for the experience. (20% of your grade.)

There is a final paper (10-15 pages) due at the latest on December 15th (45%). The final research paper will be on Engaged Buddhist response to a modern issue. The book Engaged Buddhism in the West presents some suggestive topics. Do not wait till the end of the semester to decide on a topic.

Final Grade and the Grade on Research Paper will be letter grades, with plus and minus. There is no higher grade than A in this course.

There are times you may fall back. After two weeks, without some communication that is legitimate, you will be marked by 1 point. Most week assignments are graded 1-5 scale. After 5 weeks lateness, you will be marlked down by 2 points.

Overall weekly assignments constitute 30% of your final grade.

REQUIRED TEXTS: Charles S. Prebish & Damien Keown, Introducing Buddhism, New York, Routledge, 2006 John Powers, Introduction to Tibetan Buddhism, 2nd edition, Ithaca, Snow Lion Publications, SUNY, 2008. Christopher Queen (ed) Engaged Buddhism in the West, Boston, Wisdom Publications, 2000. (kindle edition) You can download the kindle app to computer or mobile device. .

Plus Internet Assignments.

RECOMMENDED RESOURCES Ken Jones, The New Social Face of Buddhism: A Call to Action, Sommerville, Wisdom Publications, 2003. Susan Moon (ed), Not Turning Away, The Practice of Engaged Buddhism, Boston, Shambhala, 2004. Christopher Queen, Engaged Buddhism: Liberation Movement in Asia, Albany, SUNY, 1996. Christopher Queen (ed), Action Dharma: New Studies in Engaged Buddhism, Routledge, Curzon, 2003.

SOME VIRTUAL RESOURCES:

Buddhist Studies Virtual Library http://www.ciolek.com/WWWVL-Buddhism.html Buddhist Studies Art Resources http://kaladarshan.arts.ohio- state.edu/anu/buddhart.html Tibetan Studies http://www.ciolek.com/WWWVL-TibetanStudies.html Engaged Buddhism http://www.dharmanet.org/engaged.html Thich Nhat Hanh and Engaged Buddhism http://buddhism.kalachakranet.org/resources/14_precepts.html Buddhist Peace Fellowships http://buddhism.kalachakranet.org/resources/14_precepts.html

1) Week of January 20 Introduction Lesson 1 Prebish & Keown, pp. 1-42

Explore Buddhist Studies Virtual Library http://www.ciolek.com/WWWVL- Buddhism.html

Watch PBS The Buddha. http://video.pbs.org/video/1461557530/

Answer the Following Questions: Due January 27 (email: do not upload to moodle)

1) What religious values does the story of the life of the Buddha communicate? 2) What elements from the life of the Buddha speak to you on a personal level?

3) Explain the Buddhist notion of karma and nirvana.

4) What is the significance of impermanence in the life of the Buddha and for Buddhists?

*Please note that students who have been successful in online courses wrote more than one page per question.

Email back to [email protected]

2) Week of September 2 The Buddha and His Message Lesson 2 Prebish and Keown , pp. 43-71

Explore Buddhist Studies Art Resources http://kaladarshan.arts.ohio- state.edu/anu/buddhart.html The Four Noble Truths, http://www.buddhanet.net/4noble.htm

Answer the questions below. (Remember one page per question) Due February 3 (email: do not upload to moodle)

1) What were the four sights that drove Siddartha in his religious quest? Explain them.

2) Explain the four Noble Truths (Do not just list) Explain the progression of the 4 truths and how they are related.

3) Describe what you learned on your virtual tour? (A virtual tour is a playful exploration of the internet site and affiliated links. Enjoy and follow your curiosity and be able to discuss what you discovered)

3) February 3 The Sangha: From Wilderness Movement to Institution Lesson 3 Powers, pp. 56-80 Explore Stupas http://www.stupa.org.nz/ http://www.buddhanet.net/stupa.htm http://www.shambhalamountain.org/stupa.html http://www.stupa.org.nz/stupa/intro.htm

Answer the questions below (1 page per question) Due Feb. 10 (email: do not upload to moodle)

1) What are Buddhist notions: karma no-soul (anatman), dependent arising, arhat?

2) How did the sangha originate, and what are the main principles governing daily lives of monks and nuns?

3) What role does a stupa play in Indian Buddhism?

4) What did you discover on your virtual tours? Email back to [email protected]

4) February 10 Ashoka and Meditation Lesson 4 Powers, pp. 56-80

Explore Stupas http://www.stupa.org.nz/ http://www.buddhanet.net/stupa.htm http://www.shambhalamountain.org/stupa.html http://www.stupa.org.nz/stupa/intro.htm

1) Are the rock edicts expressions of Buddhist values? Be specific.

2) How did Ashoka help the spread of Buddhism?

3) Give a definition of Engaged Buddhism. Explain the three characteristics of Engaged Buddhism.

5) What did you discover on your virtual tours? Email back to [email protected] 5 February 17 Mahayana Buddhism and Meditation Rituals Lesson 5 Prebish & Keown , 94-129 Powers, 101-131 Queen, pp. 95-124

Listen to Roshi Bernie Glassman on YouTube http://www.youtube.com/watch? v=9IPIgskqXxg

1) Describe the following: Bodhisattva, Emptiness, Karuna (compassion), Nagarjuna

2) What are the chief features of Mahayana doctrine?

3) What is the difference between calming meditation (shamatha) and insight meditation (vipashyana)?

4) What are the differences between Mahayana and Theravada (earlier Buddhist) forms of meditation?

5) How does Bernie Glassman make explicit Mahayana values of bodhisattva in his engaged Buddhist practice?

6 February 24 Theravadan: Sri Lanka, Burma, and Thailand Lesson 6 Prebish & Keown, pp. 137-153.

Theravadan Buddhism http://en.wikipedia.org/wiki/Theravada

Thai Watt Visit (North Hollywood, Rosco and Coldwater) Due March 3

Answer the questions below (1 page per question) Due March 3 (email: do not upload to moodle) 1) Write up your visit to the Thai Buddhist Watt. Describe any rituals, the Temple complex, and any conversations that you may have. What acts of piety and ritual are non-monks performing? 2) Often Theravadan Buddhism has two forms-- lay and monastic Buddhism. What are the orientations or goals of each?

3) What are the general features of Buddhism in Southeast Asia?

4) What is meant by “Great Tradition” and the “Little Tradition”? Give an example of the “Little Tradition”?

7 March 3 Indian Vajrayana Buddhism Lesson 7 Powers, pp. 249-318 Queen, pp. 67-92 Prebish and Keown, pp. 129-132

The Buddhist Peace Fellowship: http://bpf.org/html/home.html The 84 Siddhas: http://en.wikipedia.org/wiki/Mahasiddha

Answer the questions below (1 page per question) Due March 10 (email: do not upload to moodle)

1) What are the general doctrines of Tantric Buddhism?

2) Describe Tantric forms of meditation? How does it differ from earlier forms of Buddhist meditation?

3) Who are the 84 siddhas? How does the notion of siddha contrast with Buddhist notions of arhat and bodhisattva?

4) Explain the goals of the Buddhist Peace Fellowship. What did you learn about the Buddhist Peace Fellowship?

8 March 10 East Asian Buddhism: Lesson 8 Prebish & Keown, 129 & 133, 154-174. Queen, pp. 247-278 Article by Dr. Goss will be emailed to you. Internet The Gay Buddhist Fellowship, http://www.gaybuddhist.org/frame_right.html.

Answer the questions below (1 page per question) Due MARCH 17 (email: do not upload to moodle)

Answer the Following Questions: Due March 17

1) What are the differences between Hua-yen, Pure Land, and Ch’an (Zen) Buddhism?

2) Why were Pure Land and Ch’an Buddhism able to survive anti-Buddhist persecution in China?

3) Describe two Japanese Buddhist Schools?

4) What are the issues of gays/lesbians and transgendered folks with Buddhism?

5) How do gays/lesbians integrate sexuality into their meditation practices?

9 March 17 Tibet Lesson 9 Powers, pp. 137-179 Prebish & Keown, pp. 176-192. Rent the DVD Kun-Dun Internet: Pema Chodron on YouTube, http://www.youtube.com/watch?v=m7qFi52FX1Q

1) What means do Tibetans use to discover and validate the incarnation of the Dalai Lama?

2) What are your reflections on Kun Dun?

3) Describe your experience in watching Pema Chodron. What did you learn? 4) Tibetans divide their history into the first and second dissemination of Buddhism. Characterize the events of both periods in the spread and inculturation of Buddhism in Tibet.

10 March 24 Tibetan Buddhism Lesson 10 Powers, 219-248 Queen, pp. 159-179

See State Oracle and Robert Thurman on Global Warming on YouTube Google: Buddhism, ecology

1) Describe three Tibetan Buddhist festivals. What is uniquely Tibetan about these rituals? How are they Buddhist?

2) What do the rituals say about the synthesis of indigenous culture/religion with Buddhism?

3) What traditional Buddhist notions are useful to ecological action?

4) How are Buddhists becoming environmentally active? What notions within Buddhism provide for Buddhist eco-activism?

11 March 31 Tibetan Book of the Dead Lesson 11 Powers. pp. 283-345

Goss, “Tibetan Buddhism and the Bardo of Grief, “http://ccbs.ntu.edu.tw/FULLTEXT/JR-ADM/goss.htm Tibetan Book of the Dead, http: http://www.youtube.com/watch? v=bRT_AXiKFpA&feature=related (watch a couple of segments) It is very good.

Answer the questions below (1 page per question) Due April 7 (email: do not upload to moodle) 1) What does bar-do mean? What are the 3 bar-dos of the death process? Explain each of the three stages 2) How does a deceased achieve liberation from the cycles of rebirth? .

3) The Tibetan Book of the Dead is described as a guidebook for the dead. But it is equally a guidebook for the living. Explain how? How do Tibetan Buddhists handle their grief?

4) What are the distinctive characteristics of Nyingmapa Buddhist School?

5) Who is Padmasambhava?

April 6-10 Spring Recess

12 April 14 Tibetan Buddhism: Kagyu and Sakya Lesson 12 Powers, pp. 399-428; 433-464. Queen, pp. 328-344 Google Chogyam Trungpa, Naropa Universit, and Shambhala Meditation Centers. Listen to a couple of segments of talks from Chogyma Trungpa on YouTube

Answer the questions below (1 page per question) Due April 21 (email: do not upload to moodle)

1) What are the distinctive teachings of the Kagyu school? Who is Milarepa?

2) What did you learn about Chogyam Trungpa’s life and his notion of crazy wisdom? As a controversial figure?

3) What programs do the Shambhala Meditation Centers offer American Buddhists?

4) Explain how Naropa University has become a degree program for engaged Buddhism?

Email back to [email protected] 13 April 21 The Geluk School and the Dalai Lama Lesson 13 Powers, 181-218, 467-494 Queen, 218-242, 307-387, 397-506

Choose 3 Different Topics that Dalai Lama addresses on YouTube Read the Dalai Lama’s Acceptance Speech of the Nobel Peace Prize, http://www.tibet.com/DL/nobelaccept.html

Answer the questions below (1 page per question) Due April 28 (email: do not upload to moodle)

1) What are the distinctive teachings of the Geluk school?

2) What did you learn from the Dalai Lama in your choice of youtube presentations?

3) What are the chief points of the Dalai Lama’s speech accepting the 1989 Nobel Peace Prize?

4) What are the distinctive teachings of the Gelukpa school? As opposed to the Nyingmapa and Kagyupa?

14 April 28 Engaged Buddhism Internet Assignment: Google search on Asian Engaged Buddhists: Aung San Sui Kyi, Thich Nhat Hanh, Dr. B. R. Ambedkar, Sulak Sivaraksa Google Search: Think Sangha and Buddhist Network of Engaged Buddhism Listen to Dr. Ambedkar on Mahatma Gandhi on youtube http://www.youtube.com/watch?v=_FNSQcEx02A

Answer the questions below (1 page per question) Due May 5 (email: do not upload to moodle)

1) Write on your two favorite Asian Engaged Buddhists (1 page per person).

2) Buddhists are divided on whether “Engaged Buddhism” is a new development in Buddhism or an expression of traditional Buddhism. Be specific as possible as you weigh in on this debate.

3) What did you discover about the Think Sangha and Buddhist Network of Engaged Buddhists Mail to: [email protected]

May 13th Final Paper Due: emailed to me