“Fifth is the incense of liberated knowledge and understanding: this is just your own mind unaffected by anything good or bad, neither sinking into emptiness nor clinging to meditative stillness. Study extensively, be learned and well read; recognize your original mind and master the Buddhas’ teachings. Graciously welcome and get along with all creatures; have no notion of ‘self ’ and ‘other.’ Directly reach Bodhi, your unchanging true nature—this is called ‘the incense of liberated knowledge and understanding.’ ” —Dharma Jewel Platform Sūtra of the Sixth Patriarch

Our Mission Dharma Realm Buddhist University is a community dedicated to liberal education in the broad Buddhist tradition—a tradition characterized by knowledge in the arts and sciences, self–cultivation, and the pursuit of wisdom. Its pedagogical aim is thus twofold: to convey knowledge and to activate an intrinsic wisdom possessed by all individuals. Developing this inherent capacity requires an orientation toward learning that is dialogical, interactive, probing, and deeply self-reflective. Such education makes one free in the deepest sense and opens the opportunity to pursue the highest goals of human existence. Academic Calendar 2021–2022 FALL 2021 (AUG 16, 2021 - DEC 17, 2021) August 2 Last Day to Request Course Audit (For Fall 2021) New/Returning Students Move Into Residential Halls August 8 (International Students) New/Returning Students Move Into Residential Halls August 10 (Domestic Students) August 10-13 New Student Orientation August 12 Fall Enrollment and Registration (For New Students Only) August 13 Convocation August 16 Fall Semester Begins September 6 Labor Day (No Academic Classes) September 24 Last Day to Request Spring 2021 Grade Change November 1 Senior Essay Proposal Due by 5pm November 12 Last day to Petition to Return From Leave of Absence in Spring 2022 November 21 Students Move Out of Residential Halls November 22-26 Thanksgiving Break November 29 Last Day to Withdraw with a “W” November 29 Last Day to Request Leave of Absence for Fall 2021 November 29 Returning Students are Registered for Spring 2022 Core Curriculum December 14-17 Fall Student Conferences December 17 Last Day to Petition for Incomplete Grade December 17 Last Day to Register for Language Course (For Spring 2022) December 17 End of Fall Semester December 31 Last Day to Submit Fall Semester Grades January 14 Last Day to Turn in Work for Incomplete Grade (For Fall 2021)

SPRING 2022 Please visit https://www.drbu.edu/registrar/academic-calendar for the most up-to-date academic calendar. Table of Contents

LIBERAL EDUCATION AT DRBU 7 Introduction 8 Toward a Classics Curriculum 9 Learning Through Shared Inquiry 10 Contemplative Exercises Immersion

BACHELOR OF ARTS IN LIBERAL ARTS 11 Curriculum 13 Buddhist Classics 15 Western Classics 19 Indian Classics 21 Chinese Classics 23 Rhetoric and Writing 24 Language 26 Mathematics 28 Natural Science 30 Music 31 BA Essays and Examinations 32 Academic Standing for BA Students

MASTER OF ARTS IN BUDDHIST CLASSICS 33 Curriculum 40 MA Essays and Examinations 41 Academic Standing for MA Students

42 THE UNIVERSITY LIBRARY

ADMISSIONS 43 Bachelor of Arts 44 Master of Arts 45 Tuition and Fees 46 Financial Aid 47 International Students

ACADEMIC POLICIES AND PRACTICES 48 DRBU Educational Goals 50 Statement of Academic Freedom 50 Courses 50 Attendance Policy 51 Registering for Courses 51 Withdrawing from a Course 52 Refund Policy 52 Repeating Courses

DRBU 2021–2022 Catalog 3 52 Part-Time Study 53 Auditing 53 Essays and Examinations 53 Requirements for BA in Liberals Arts 53 BA Focus Strand Essays 53 Senior Essay and Oral Examinations 54 Requirements for MA in Buddhist Classics 54 MA Focus Strand Essays 54 Evaluating Academic Performance 54 Student Conferences 55 Credit Hours 55 Grade Reports 56 Incomplete Grades 57 Experiential Learning Credits 57 Transfer Credits 57 Retention of Student Records 57 Transcripts 57 Degrees and Certificates 58 Academic Probation 58 Dismissal for Academic Reasons 58 Satisfactory Academic Progress and Financial Aid 59 Leave of Absence, Withdrawal and Readmission 59 Leave of Absence 59 Withdrawal from the University 60 Readmission 60 Academic Integrity 61 Cohort Mentors 61 Symposium 61 Academic Resource Center 61 Instructional Services 61 Career Services 61 Services for Students with Disabilities 62 Computer Services

CAMPUS LIFE 63 Welcome to the DRBU Campus 63 A Community of Learning 64 A Community of Service 64 Environmental Responsibility 64 Office of Campus Life 65 Residential Life 65 Dining Services 65 Service Scholarship 65 Student Activities 66 Health Services 66 Spiritual Life

4 DRBU 2021–2022 Catalog POLICIES AND PROCEDURES 67 Guidelines for Students 67 Student Code of Conduct 68 Housing Guidelines 68 Community Consideration 69 Grounds for Dismissal 70 Conduct Process 70 Policy on Harassment 71 Notice of Non-Discrimination 71 Grievance Procedure 73 Health and Safety Information 73 Campus Security 73 Health Hazards 73 Asbestos 74 Black Widows 74 Poison Oak 75 Disaster and Emergency Procedures 75 Earthquakes 75 Fires 75 Power Outages 75 Policy on Digital Devices in the Classroom 76 Policy on Compliance with Student Tuition Recovery Fund (STRF)

77 FACULTY AND BOARD OF TRUSTEES

APPENDICES 81 Directions and Maps 84 Useful University Contact Information 84 Emergency Numbers 85 Acknowledgments 85 Accreditation 86 Regulatory Information

DRBU 2021–2022 Catalog 5 “Education is without beginning or end. There is not a single location that is not a place of learning, and there is not a single moment that is not a time for learning.” —Venerable Master Hsüan Hua, Founder of DRBU Liberal Education at DRBU

INTRODUCTION providing them with the tools to gain self-knowledge. This in turn is based on the belief that students Dharma Realm Buddhist University, founded in possess a latent capacity for understanding and that 1976, is a small private school dedicated to liberal education serves as a catalyst that helps precipitate education in the broad Buddhist tradition—a and release knowledge into active awareness. tradition characterized by knowledge in the arts Developing this inherent capacity requires an and sciences, self-cultivation, and the pursuit of orientation toward learning that is dialogical, wisdom. DRBU aims at educating the whole person interactive, probing, and deeply self-reflective. and thus strives to nurture individuals who see The foundational culture of the liberal arts instills learning as a lifelong endeavor in the pursuit of a breadth of learning that fosters sharp analysis, knowledge, self-understanding, and the creative sound judgment, and informed choices—essential and beneficial application of that learning to every qualities for becoming active, reflective, and sphere of life. responsible citizens of the world. It expands the When universities were first created, they were mind, stirs the heart, and inspires the soul. While meant to embrace and portray an endless and vast grounded in classical ideas, a liberal education vision, an expanse that encompasses humanity and fosters students who are at the same time acutely stretches throughout the universe. That is why a alive to and engaged with modern life. They bring “university” is so named. The Buddhist phrasing a nimble responsiveness to shifting possibilities in for this notion of the universe is Dharma Realm, an ever-changing and increasingly complex world. while the word buddha simply means “awakening.” They are confident, but not rigid, and have the Hence, the name Dharma Realm Buddhist University flexibility to constantly assess new and evolving expresses an Eastern rendering of the same idea: conditions, both inside and outside. Accordingly, the university as a place devoted to understanding they can reconsider, adjust, alter, or even abandon ourselves, the nature of the wider universe and its their course or stance. workings, and our place in it. Liberally educated persons are able to appreciate the unifying and complementary nature of the DRBU is guided and informed by enduring sciences, arts, and humanities across disciplines hallmarks of a liberal arts education from both and cultures. They can effectively integrate the East and West, which holds self-knowledge rooted intellectual, ethical, personal, and professional in virtue as its basis, insight and goodness as its dimensions of their lives into a meaningful whole. outcomes, and benefiting others as its application. This fundamental experience opens them to a The university’s pedagogical aim is thus two-fold: life of beauty, curiosity, accomplishment, and to convey knowledge and to activate an intrinsic continuing wonder. While the field of knowledge wisdom possessed by all individuals. Such learning over time has grown, the need for people to goes to the heart of a liberal education. It makes one ground themselves in the abiding sources of free in the deepest sense, as it is a liberation born human values and to keep an open mind at the of disciplined self-mastery rather than from desires same time remains unchanged—and is perhaps unrestrained, and it opens up the opportunity to more urgent than ever. Those capable of mastering pursue the highest goals of human existence. these two seemingly opposite approaches are the At its best, liberal education properly conducted rare individuals who bravely engage in the world does not indoctrinate, but rather disentangles. It is and benefit humanity no matter what profession carried out not so much by filling students’ minds they choose to practice. It is these individuals with a prescribed body of knowledge and beliefs as by whom DRBU seeks to nurture.

Liberal Education at DRBU 7 TOWARD A These works do not so much impart “Truth” as inspire a pursuit of truth—and convey the CLASSICS CURRICULUM methods, pitfalls, and excitement of that search. For these reasons, at DRBU deep engagement with They also remind us that genuine learning begins primary texts from both East and West and an with curiosity and is sustained by questions. integrated approach to learning constitute the Searching for answers often entails doubt and core curriculum. The seminal and abiding works of a healthy unsettledness. While the writers may both provide a solid foundation for understanding widely differ in views and beliefs, they share a the ideas, values, and ethos that govern common stance: earnestness for serious probing contemporary life and shape the interconnected and an uncommon quest for authenticity. world in which we live. What have come to be known as the “classics” represent humanity’s rich To achieve the broad sweep of a liberal arts legacy of thought, debate, and insight into the education informed by traditions both East abiding issues that confront humankind. and West, DRBU extends the Western classics legacy to include wisdom traditions of Asia. We The seminal texts of both Eastern and Western view these two approaches as complementary traditions continue to shed light on the persisting and mutually compatible, not as contradictory inquiries, challenges, and possibilities of opposites. Both aim at liberation and have at their human existence. They come embedded with base insights into human nature, the workings sophisticated methods of deep questioning, of causality, and the complex interconnections testing, and affirming. The highest inspirations between the individual, social, and natural and cautionary limitations of the human condition dimensions of existence. Together they offer find their clearest and most thoughtful expression multiple perspectives on the human condition in these enduring works. Because they are both in all its complexity, potential, nuance, and timeless and timely, when engaged deeply through diversity. close reading, genuine discourse, and embodiment, they tap into deeper sources that stimulate fresh When their constitutive works are read deeply and insights into our contemporary problems and into studied slowly, they tell us not only who we were, ourselves. Far from being outdated or impractical, but provide fresh insights into who we are and they are a bedrock that can provide students might become. They retain a power to stimulate us with a strong foundation for lifelong learning, by calling our attention both to abiding patterns discovery, and leadership in any field or specialty. and to new possibilities. We maintain that this potential for insight and meaning is not the The classical sources that form the heart of a limited domain of one tradition. Rather it belongs liberal education are neither homogeneous and pertains to any sincere and authentic body nor monolithic. They encompass a diversity of of thought that still retains its liveliness and approaches and experiences. They cover a vast purchase over centuries and millennia. expanse of knowledge, questions, and ways of knowing that bridge past and present and that prepare students to engage the crucial issues of At DRBU, classical texts are studied in integrated the day and to thrive in a changing world. curricula that weave together multiple curricular strands. DRBU’s BA and MA programs are “People wish to be settled; only as far as they integrated in that their curricular strands are unsettled is there any hope for them.” are not stand-alone modules each advancing —Ralph Waldo Emerson a compartmentalized area of study, but are intertwined threads (or ‘strands’) of a tightly

8 DRBU 2021–2022 Catalog woven fabric that as a whole result in a unified and Nor can teachers presume to be final authorities. requisite set of knowledge and intellectual skills. In this system of learning, teachers at best help Therefore, each of DRBU’s programs has an all- clarify the issues, demonstrate the methods, required and sequentially-built curriculum. These serve as sounding boards and mirrors that reflect, characteristics invite students and professors and thereby indirectly facilitate the student’s to reference all other parts of the curriculum own understanding. As faculty, they eschew the pertinent to discussions and extend the circle of more common role to “profess,” to interject their their conversations beyond the classroom into expertise, however well-intentioned. Instead, other parts of their lives at DRBU. they allow for students to wonder, even to be a bit bewildered, as they struggle to figure things out Overall, an integrated curriculum centered on for themselves. classical sources continues to offer students one of the best vehicles for stimulating the Casting the teacher as a guide rather than a qualities of intellect and character that we director of the students’ learning process reflects consider to be hallmarks of an educated person. an ancient pedigree both East and West. Here, Such individuals bring a probing examination good teaching does not tell the students what they to the present informed by a sense of the past. need to have or know, but helps them explore They are attentive to workings of causality what it is that’s worth wanting, and important, to and alert to connections among seemingly know. The primary function of the teaching faculty separate phenomena. Having explored diverse and the university itself, then, is to encourage and perspectives and insights into human nature, assist students in the bittersweet task of answering they are at ease in the wider world and able to these important questions for themselves. This is entertain ideas and outlooks other than their what is meant by “self-cultivation.” own. They exhibit a capacity for self-reflection In other words, the individual student, each in that refines their sense of ethical responsibility. his or her own way, needs to question and be The breadth of a liberal arts curriculum is questioned. Neither the text, nor the teacher, purposeful as it strives to develop a well-rounded nor the student alone can presume to be “the person whose appreciation of the natural world measure of all things.” All three mutually sound is enhanced by knowledge of science and the arts and respond. All need to be actively present, yet and who finds pleasure in art, music, and the each must challenge and be challenged. The texts aesthetic richness of life. in conjunction with the curious student and gently prodding teacher form a triangle of constructive LEARNING THROUGH tension, a delicate balance of “authorities” that SHARED INQUIRY together draw out latent knowledge into active awareness. While a direct encounter with primary texts is essential for achieving these desired outcomes, A dialectical discussion-driven instruction method it is not in itself sufficient. Students’ dialogue is designed to avoid predigested, passive learning, with the demanding classical works can be one- where the student is primarily concerned with sided because the authors cannot furnish further what he or she “needs to know for the test.” clarification and arguments about what they Instead, it is devised to stimulate thought, foster wrote. Moreover, viewing students themselves new ideas and insights, and create a living dialogue as “authorities” begs the question raised by both between the students and the texts. Such an traditions: How does one know? What is required open give and take allows students to reanimate to truly “know thyself ”? classical texts and creatively bring them into a

Liberal Education at DRBU 9 modern context. It is thus both an exercise in CONTEMPLATIVE EXERCISES intellectual freedom as well as a test to the claim that these works resonate beyond borders of time IMMERSION and place. “Opening the mind; touching the spirit”

To summarize, the pedagogical goals—the Educating the whole person entails both rationale for the texts, curricular strands, writing, formal study and self-discovery, shared inquiry discussion, supplementary lectures, laboratory and self-understanding. The liberal arts are materials, contemplative exercises, and language meant to instruct and inspire. Descriptions tutorials—all center on arriving at one outcome: and prescriptions for such self-cultivation are the students’ knowing for and through themselves. found across classical texts. Whether explicitly The text, teacher, and student form a triangular or implicitly, these diverse authors invite and relationship of inquiry where authority rests with encourage the reader to seriously consider and not one exclusively but through all in concert, know for themselves what it means to be fully even at times in tension. This pedagogy depends human—intellectually, socially, aesthetically, a great deal on the initiative and activity of the emotionally, and spiritually. So, along with our students for learning. With ardent and engaged regular academic offerings, DRBU sets aside students, the classroom atmosphere becomes time each semester exclusively devoted to catalytic, not didactic; teaching aims at drawing contemplative study and practice. out rather than pouring in. During this time, students can unplug from their The ultimate goal of such inquiry is to develop ordinary routines to directly experience a variety men and women who can stand on their own. By of disciplined forms of self-reflection, centering directly wrestling with the texts and, by extension, practices, and more intuitive modes of knowing—all their own thoughts, feelings, and tendencies, they aimed at increasing a subtler awareness within and acquire a hard-won confidence and clarity that without: of oneself, and one’s place in the larger serve as a foundation for engaging life to its fullest. world. Classes and non-essential service scholar- Amid all the conflicting desires and complex issues ships are suspended so that students can get the they will encounter, such individuals can discern, most out of this important “laboratory” experience. decide, and act upon what is true to themselves Taken together the contemplative program—quiet and responsible to others. reflection, training in meditation, mind-body inte- gration, and retreat-like immersions—exists to more In this way, the goal of a liberally educated person fully delve into what it means to “know thyself.” is exercised and exemplified in vivo, all along and throughout their learning experience. We adhere With guidance from classical texts and contem- to the dictum “as you hope to arrive, so proceed.” porary practitioners, the contemplative sessions If the goal is responsible, thoughtful, and creative offer DRBU students a chance and space to “look citizens, then in their formative experience, within”—to access and attend to their own hearts students must learn how to take responsibility and minds, and in so doing compass a profound free- for their own development at every turn. The dom to pursue the highest goals of human existence. Buddhist view of a liberated and enlightened This hands-on experiential learning can also open individual and the Western view of a liberally up fresh insights into what it means to be human, educated and responsible person clearly align on the workings of causality, and inspire new ways of this goal. In both views, the individual is radically imagining and engaging in the interconnected world free and radically responsible. of ourselves, others, and the natural environment.

10 DRBU 2021–2022 Catalog Bachelor of Arts in Liberal Arts

CURRICULUM an original source can often trigger a reexamination of assumptions and presuppositions—personal and The University offers an integrated curriculum cultural—about human nature and our place in the that weaves together ten distinct strands: world. A focus on classical texts can thus provide a Buddhist Classics, Western Classics, Indian foundation for a lifelong pursuit of learning, ever- Classics, Chinese Classics, Language, Mathematics, deepening inquiry, and self-reflection. Natural Science, Rhetoric and Writing, Music, Language learning, especially in the source and Capstone. The core curriculum consists of languages of primary texts, supports deeper primary texts—Buddhist, Western, Indian, and appreciation for and closer interpretation of Chinese Classics—studied and discussed in a pro- original meanings. Mathematics, a symbolic seminar setting, conducted in the spirit of shared language for reading and describing the natural interpretive inquiry. Through a close reading of world, forms a necessary complement to a deeper primary classics, students are able to enter into understanding of Natural Science, both as a the dynamic dialogues from which many of these universal discipline of empirical inquiry and a texts emerged. They engage the material more particular way of knowing. Music provides access intimately, as if sitting as participant-observers in to aesthetic sensibility, yet another essential discourses that stimulated critical inquiry and self- language through which ideas, insights, purpose, reflection then and reanimate it now. and values are discovered and conveyed.

The lively and trenchant quality of a classic text Regardless of the subject matter, all classes aim connects students not only to the “voice” and to encourage and guide students in their efforts energy of the author, but often also invigorates to activate their inherent wisdom and capacity them to reexamine their own capacities, goals, for direct and personal understanding. To this questions, and concerns. The direct encounter with end, students and faculty interact closely as they

Bachelor of Arts in Liberal Arts 11 mutually explore through dialogue and discourse. informed discussion on vital issues of our time, Discussion is intended to create a lively yet and form considered opinions on emerging trends respectful atmosphere in which to clarify, present, in the fields of science, technology, education, and exchange, and challenge ideas. Such thoughtful public policy. Overall, they will be ready to play a exchange is enhanced by training in the art of meaningful role in society and to enjoy a life that thinking, writing, and speaking effectively—the is purposeful, productive, and humane. aim of the Rhetoric and Writing strand. Course Requirements Graduates of this program acquire a breadth of The undergraduate program consists of 120 knowledge, intellectual skills, habits of mind, and semester units, with courses from ten strands. The ethical sensibilities that are essential to success following table illustrates the number of semester in almost any endeavor. They are equipped to units required from each strand over four years. be active, thoughtful, and caring citizens of the larger world and smaller communities to which The course code is italicized in the table below. they belong. They might enrich their lives with Each course is designated by a 4-letter program appreciation of one or more of the arts, engage in code, followed by a 3-digit course code. The LIBA

YEAR 1 YEAR 2 YEAR 3 YEAR 4 UNITS/ STRAND Fall Spring Fall Spring Fall Spring Fall Spring STRAND

Buddhist LIBA 111 LIBA 211 LIBA 311 LIBA 411 Classics 4 units 4 units 4 units 4 units 16 units

Western LIBA 121 LIBA 221 LIBA 321 LIBA 421 Classics 4 units 4 units 4 units 4 units 16 units

Indian LIBA 231 LIBA 232 LIBA 431 ­Classics 4 units 4 units 4 units 12 units

Chinese LIBA 131 LIBA 132 LIBA 331 Classics 4 units 4 units 4 units 12 units

Rhetoric and LIBA 141 LIBA 142 LIBA 441 LIBA 442 Writing 3 units 3 units 1 units 3 units 10 units

Language LIBA 151 LIBA 152 LIBA 251 LIBA 252 LIBA 351 4 units 4 units 4 units 4 units 4 units or or or or or 20 units* LIBA 161 LIBA 162 LIBA 261 LIBA 262 LIBA 361 4 units 4 units 4 units 4 units 4 units

Mathematics LIBA 271 LIBA 272 LIBA 371 4 units 4 units 4 units 12 units

Natural LIBA 372 LIBA 373 LIBA 471 Science 4 units 4 units 4 units 12 units

Music LIBA 381 LIBA 481 3 unit 3 unit 6 units

Capstone LIBA 491 LIBA 492 2 units 2 units 4 units

UNITS/ SEMESTER 15 units 15 units 16 units 16 units 16 units 15 units 15 units 12 units 120 units

*Students have the option to choose either Sanskrit and/or Classical Chinese to fulfill 20 units of Language.

12 DRBU 2021–2022 Catalog program code indicates courses offered in the critical discipline of inquiry—one characterized by Bachelor of Arts in Liberal Arts program. The first rigorous probing, radical questioning, and careful digit of the 3-digit course code indicates the year analysis of both the subject and object of study. in which the course is taken, the second digit This integration of the personal and philosophical indicates the strand to which the course belongs, seeks to harness knowledge with virtue and to and the third digit indicates the sequence in which guide action with insight. the course is taken. In the Buddhist Classics strand, the emphasis is Buddhist Classics placed on studying Buddhism not merely as an On the eve of his passing, the Buddha instructed historical event, but as a living philosophy and his students to take as their next “teacher” not an embodied discipline. Students learn about, from, individual, but “the teachings”—the philosophy and through the texts. This “laboratory” approach and practices leading to self-knowledge and a clear allows students to test theoretical soundness understanding of the nature of reality. This vast with an experiential index and to appreciate the body of knowledge, initially passed along in an Buddhist way from a vantage point within, rather oral tradition, gradually coalesced into a collection than at a sterile remove from that tradition. of works known as the Dharma and Vinaya—the Buddhist classics. Freshman Year (LIBA 111) The freshman year readings focus on the The use of the two terms Dharma and Vinaya philosophical and particular phenomenological rather than the single term philosophy highlights origins of the Buddha’s teachings. Despite their the central defining feature of these works: the antiquity, these teachings seem to retain a lively dynamic fusion of theory and praxis. Because the relevance in modern times and across cultures. “study of” and “doing of” philosophy mutually Students consider and explore the existential respond, the Buddhist classics were not intended concerns and conditions that prompted the merely as abstract doctrinal expositions of ready- Buddha’s own spiritual journey. The first year’s made knowledge. Rather, they were meant to both themes thus center on basic questions and issues inform and form, to explain and engage. Overall, concerning the individual living the examined life: they aim to stimulate a dialogue with oneself that identity, belonging, and alienation; the quest for encompasses the intellect, imagination, sensibility, knowledge and certainty in a contingent universe; and will; together this dialogue is known as “self- doubt, meaning, and purpose; mortality and its cultivation.” implications; conditioned existence; inspirations for and alternatives to the spiritual path; and liberation, self-determination, and potentials for freedom. The Buddha once compared these teachings in self-cultivation to a vast ocean: “Just as the great ocean has one taste, the taste of salt, so also this The year begins with the study of sacred texts Dharma and Vinaya has one taste, the taste of from the Pāli canon, including selections from the liberation.” The texts thus pose questions rather five Nikāyas, and transitions into Mahāyāna texts than dictate answers. How does each individual such as the Sixth Patriarch Sūtra, the Vimalakīrti construct a world of meaning, and how can that Sūtra, and The Sutra in Forty-two Sections. world be transformed and deepened into a site of liberation? The freeing up and broadening of the Sophomore Year (LIBA 211) human spirit to pursue such questions was the In the sophomore year, the readings shift original intent of the Buddhist classics and the students’ field of inquiry from the personal to the continuing purpose for studying them now. social. They move from the solitary individual The texts come embedded with a systematic and dimension to probe into those larger patterns,

Bachelor of Arts in Liberal Arts 13 shared structures, and determining factors that learning experience. Buddhist texts were designed shape the more universal human condition. The and used both to convey knowledge and guide texts highlight recurring patterns and universal practice. As such they can serve as laboratory guides elements that appear common to all humanity and for deepening understanding and appreciation of that in large measure frame our lives. The core the material. This laboratory approach activates themes and topics transition from the personal and engages the key modes of learning—cognitive, existential questions to the Buddha’s description of experiential, abstract, kinesthetic—into an deeply ingrained tendencies common to all living integrated experience. Students are invited to beings, habituation, the range and variety of paths investigate the nature of compassion, its role in of existence along this continuum, the primacy of spiritual practice, and its connection with insight, the “mind” and intentionality, the mechanism of and the role of precepts and spiritual practice. causality that underlies all phenomena, nonduality and its implications, and the ideas of innate Readings include the Śūraṅgama Sūtra, biographies potential or inherent capacity for wisdom and and autobiographies of eminent Buddhist prac- compassion shared by all living beings. titioners, Awakening of Faith in the Mahāyāna, and Nāgārjuna’s Bodhisaṃbhāra Śāstra (The Treatise on Key texts include the Lotus Sūtra, the Longer the Provisions for Enlightenment). Sukhāvatīvyūha Sūtra (Infinite Life Sūtra), selected passages from the Avataṃsaka Sūtra, the Essay on Senior Year (LIBA 411) the Resolve for Bodhi, the Heart Sūtra, the Vajra Sūtra, The themes of the final year explore the the Shastra on the Door to Understanding a Hundred pinnacle, or more comprehensive and inclusive Dharmas, and Ārya Nāgārjuna’s Letter to a Friend. philosophy, of Buddhism: the dynamic and complex interconnectivity and interdependence Junior Year (LIBA 311) of noumena and phenomena. Students read texts In the junior year, students address the pragmatic that describe the overarching “oneness” of the and applied aspects woven in and throughout nature of reality (the Dharma-realm) as well as the the texts. The focus turns from the descriptive mentality and methods to “enter” or comprehend to the prescriptive to examine the methods— it. Central to this broad embrace is the moral, intellectual, aesthetic, contemplative, paradigmatic Bodhisattva ideal—an individual who and behavioral—outlined in the texts for “doing is engaged in the world but not of the world, who philosophy” in the Buddhist tradition. Students liberates him- or herself while liberating others, explore the particular ways in which theory and and whose defining qualities are compassion, praxis interact to allow for a more direct and total kindness, joy, and equanimity.

BUDDHIST CLASSICS SAMPLE READING LIST

Dīgha Nikāya The Sūtra in Forty-two Sections Vasubandhu, Shastra on the Door Majjhima Nikāya Śūraṅgama Sūtra to Understanding a Hundred Saṃyutta Nikāya Huineng, Sixth Patriarch Sūtra Dharmas Aṅguttara Nikāya Longer Sukhāvatīvyūha Sūtra Nāgārjuna, Bodhisaṃbhāra Śāstra, Khuddaka Nikāya Mahāparinirvāṇa Sūtra Letter to a Friend Visuddhimagga Avataṃsaka Sūtra Biographies of great Buddhist Vimalakīrti Sūtra Aśvaghoṣa, Awakening of Faith in monastic practitioners Heart Sūtra the Mahāyāna Vajra Sūtra Xingan, Essay on the Resolve for Lotus Sūtra Bodhi

14 DRBU 2021–2022 Catalog Students are encouraged to consider their also better equipped to understand their own education not as an end, but as the first step of reactions to circumstances at play: an interplay of a lifelong journey of learning, critical inquiry, the personal, natural, and social worlds. cultivation of their character and mind, and service to society. This returns to and highlights The Western Classics curriculum provides the institution’s vision: a liberal education is students with interdisciplinary perspectives on learning that integrates all aspects of life. It is the important questions that have long intrigued characterized by a continuous sense of wonder; human beings: What is meaningful about being an ability to weigh, reflect, and wisely act even human? What does it mean to live a meaningful when faced with ambiguity; and a spirit that looks life? How we can learn to construct meaning for forward to a life of limitless possibilities. ourselves in this modern age? Students become acquainted with the works of great authors and The focal texts of the fourth year are the thinkers who have grappled with these vital Avataṃsaka Sūtra and the Mahāparinirvāṇa Sūtra. questions. By integrating literature, philosophy, The scope and aim of both are expansive and religion, economics, and politics, the curriculum is holistic. They stress an engaged liberation that designed to enable students to develop analytical sees a good life as the total interpenetration of and expressive skills; their ability to read, write, learning and action, self with others, and the and think clearly; and cultivate an appreciation human and natural world. of the original sources and their role in shaping modern societies.

Western Classics The major focus of the Western Classics strand is to The Western traditions are at the heart of take the student through a personal encounter with many important political, economic, and social seminal thinkers through the use of primary texts transformations that have helped create the as sources of inquiry and insight. From a Western modern world. To understand these important perspective, this means establishing grounds of influences is indispensible to DRBU’s liberal authority for truth and knowledge. The pursuit of arts education. Exposure to Western philosophy truth in the West is one of the most emphasized foci and literature aims to empower the student to in this tradition. Understanding the development understand the frames of reference and paradigms of knowledge over time, with philosophers and that shape their interpretive faculties. They are thinkers in dialogue with each other and building

Bachelor of Arts in Liberal Arts 15 16 DRBU 2021–2022 Catalog on the foundations that precede them, aims to enable the student to identify the dialectical nature and evolution of Western thought.

Central to DRBU’s education is the idea that there are a multitude of approaches to the foundational questions that contribute to a liberally educated person. Western approaches to these questions generally examine ideas such as freedom, responsibility, and rationality. These have certain similarities with Eastern and Buddhist approaches yet differ from both in important respects. In offering the Western Classics strand, DRBU expects each student to have an understanding Eastern traditions through the lenses of Western of some of the ways in which Western thinkers interpretive constructs. This background introduces have effectively approached these issues so that the student to a diversity of approaches. This the student will be able to not only invoke these diversity provides the student with an array of ideas in their own lives, but also in conversation creative alternatives, both personally and socially, with Eastern ways of thought. Just as there is an to face what it means to be part of the modern expectation that students will have a solid grasp world in all its complexity. of the methodologies and approaches in Buddhist and Eastern texts, so the student will have a Freshman Year (LIBA 121) clear understanding of the dominant themes and Freshman semester of the Western Classics methodologies that emerge from Western sources. strand is devoted to a study of ancient philosophy and literature. The year begins with the Epic of The differences between these approaches are Gilgamesh. The focus then turns to Homer’s Odyssey, important to identify and explore. These include which is considered among the most fundamental differing characterizations of human nature, works of literature in the Western tradition. society, causality, freedom, responsibility, and our Students read plays by Aeschylus and Sophocles, relationship to nature and nonhuman life. While followed by excerpts from the Hebrew Bible. The the Buddhist, Indian, and Chinese Classics strands focus shifts to careful reading of Plato and Aristotle, provide the student with invaluable approaches to whose work forms the foundation of year one. understanding notions such as freedom, causality, and theories of social interconnectedness, the Sophomore Year (LIBA 221) Western philosophical tradition lays down equally Sophomore semester focuses on significant solid foundations and frameworks in which to philosophical and religious literature, including analyze and express many facets of modern life. the ancient Stoics, the New Testament, and the works of Plotinus, Augustine, St. Anselm, Aquinas, The Western strand is indispensable to DRBU’s and Maimonides. Students also read principal mission, which is to equip the student with all contributors to Western literature, including the necessary skills for understanding and coping Virgil, Dante, Chaucer, Rabelais, Cervantes, and with life in the emerging modern world. Central Montaigne. Special attention is given to the works to this goal is an understanding of the roots and of Shakespeare. Political theory is examined implications of Western philosophy. Such exposure through the works of Hobbes, Machiavelli, is crucial to an understanding of the self in the and Rousseau. The revolutionary period of the current Western culture and context and also Renaissance is explored through a combined enables the student to translate and interpret the emphasis on literature, poetry, and art. Sophomore

Bachelor of Arts in Liberal Arts 17 Bentham and Mill), and Kantian ethics. The newly emerging economic theory (along with its critics) is explored through the works of Smith and Marx. Literature focuses on the works of Austen, Eliot, Kafka, Milton, Molière, Racine, Shelley, Thoreau, Twain, and Voltaire. The poetry of Baudelaire, Poe, Whitman, and Wordsworth is studied, analyzed, and interpreted. Art of the period introduces the aesthetic dimension as both a reflection of and lens into the larger currents of thought.

Senior Year (LIBA 421) Senior semester turns to the major figures of the modern and late-modern Western intellectual tradition. The semester begins with the formative works of Freud, Jung, Hegel, Heidegger, Husserl, Kierkegaard, de Beauvoir, Sartre, and students turn to increasingly humanistic questions. Wittgenstein. The evolving economic models and Different ways to understand the individual, social, their implications are highlighted with the works and natural dimensions of life are a major focus of Friedman and Keynes. Modern ethical theory of inquiry and discussion. The curriculum for and the alternatives it provides to utilitarianism the sophomore year strives to provide a careful and Kantian ethics are explored, including virtue treatment of the way in which the roots of ancient ethics, feminist ethics, and ethics of care. A wide philosophy and literature, which students read as variety of literature is offered, including Camus, freshmen, find new life in these works. Conrad, Dostoevsky, Faulkner, Flaubert, Goethe, Mann, Melville, Tolstoy, and Woolf. Modern poetry Junior Year (LIBA 321) and art are also introduced and explored. Junior semester of the Western Classics strand turns to the enormous paradigm shifts initiated Overall, the intention of the Western Classics by the work of Descartes. Major figures of this era strand is to introduce students to the richness are read closely and in depth, with a concentration and diversity of the Western tradition, to discern on the writings of Hume, Kant, Locke, Leibniz, the connections it holds for ideas and events, and Nietzsche, and Spinoza. Equal attention is given to to explore its contribution to understanding and foundation developments in modern ethical theory, illuminating the primary themes that are threaded with its utilitarianism (embodied by the works of through DRBU’s educational goals.

WESTERN CLASSICS SAMPLE READING LIST

Epic of Gilgamesh Shakespeare, King Lear Smith, Wealth of Nations Homer, Iliad Descartes, Meditations Freud, Civilization and Its Sophocles, Antigone Hume, Treatise of Human Nature Discontents Plato, Timaeus Spenser, Faerie Queen Heidegger, Being and Time Aristotle, Nicomachean Ethics Austen, Sense and Sensibility Hegel, Phenomenology of the Spirit Virgil, Aeneid Emerson, Self-Reliance Dostoevsky, The Brothers New Testament Thoreau, Civil Disobedience Karamazov Augustine, Confessions Eliot, Middlemarch Goethe, Faust Dante, Divine Comedy Complete Poems of Emily Dickinson Tocqueville, Democracy in America

18 DRBU 2021–2022 Catalog Indian Classics Through close reading of primary texts, students will consider issues fundamental to Indian systems India is home to one of the earliest records of of thought. For example, what is the influence human wisdom, meticulously preserved and of past karmic tendencies (saṃskāras) on present passed down orally for thousands of years before moment experience? What is the relationship being committed to writing. The Vedas, meaning between language and reality? What kind of knowledge, document the insight of the ancient behavior is socially responsible? Students will ṛṣis, those who could directly see reality for what read Indian insights into causation, human nature, it is. The Vedic corpus has always been venerated and the goals of human life (puruṣārtha). They for the probing vision of the seers, and yet the will explore South Asian perspectives on religious exposition of Indian wisdom has evolved over thought and practice, the structure of the human time in response to changing historical and mind and perception, paths to liberation, and cultural conditions as well as human receptivity. limitations to infinite freedom. Through their As a result, Indian classical texts present a rich engagement with the texts, students will grapple compendium of approaches to the age-old with the perennial riddles of existence and human questions of what it means to be human and to live potential. a fulfilled life in society. The Indian Classics Strand enables students to In India, philosophy is called darśana (seeing) develop a sincere appreciation for texts, while because it is the distinct product of the seeing or at the same time encouraging them to critically understanding of the ancient sages who dedicated evaluate the ideas presented. Following Indian their lives to observing the world and how their tradition, no views are to be accepted unless the minds form an understanding of it. Classical students’ direct experience corroborates what they Indian thinkers expounded elaborate theories of read. By understanding the texts in the spirit of an unconscious, the causal basis of the mind, a transformation intended by their authors, students cyclical process of time and history, as well as a will develop the capacity to see the world through unitary, limitless source for all life. The diverse a traditional Indian perspective. schools of thought—from the Upaniṣads and Sāṃkhya to the contemporary social philosophy of In the course of a year, the Indian Classics strand Swami Vivekananda and Mahatma Gandhi—offer aims to lead students not only in discovering students compelling descriptions of the human the content of particular knowledges spanning condition, not to mention vestiges of the stirring the history of Indian literature, but also in debates that ensued between schools. Proficiency generating the confidence to apply their skills in Indian classics will culturally contextualize to contemporary discourses. Through their Indian Buddhism and the classical literature encounter with Indian philosophical systems, comprising religiously diverse themes. students will explore the concept of self, the

SAMPLE FRESHMAN SCHEDULE

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

8:00–10:00 AM Chinese Buddhist Chinese Buddhist Classics Classics Classics Classics

12:30–2:00 PM Language Rhetoric and Language Rhetoric and Language Writing Writing

2:00–3:30 PM Language Language Language

Bachelor of Arts in Liberal Arts 19 process of knowing and experiencing the world, Sufism (although many practitioners of Sufism and the nature and function of knowledge. maintain it is not a religion). Reading classical Indian literature will contribute In semester one, students will read selections from to the students’ ability to live responsibly, Vedic literature, including the Vedas, Brāhmaṇas, think critically, value diverse perspectives, and and Upaniṣads, focusing on creation myths, unity troubleshoot from multiple vantage points. and multiplicity, religious practice, self-realization, Sophomore & Senior Year (LIBA 231, 232, 431) and concepts of the absolute, death, and desire. In the first semester, students will read a Students will also read from at least one school sampling of early Indian philosophy. Beginning of Vedic exegesis, such as Vedānta. Students will with selections of Vedic literature, students will then read Sāṃkhya, and Yoga philosophies, and proceed to read from at least one school that framing passages from the epic Mahābhārata and interprets the Vedas to consider philosophical its Bhagavadgītā. Through these texts, students will and exegetical responses to these texts. Students take up questions about the goals of human life, will read the texts in this order because the later nonviolence, a steady mind, and nonattachment. texts assume prior familiarity with earlier ones. In semester two, students will read classical In addition to Vedic literature, students will Indian poetry, drama, and prose literature, read from the epic Mahābhārata, of which the which build on the philosophies studied in Bhagavadgītā forms a part, and its philosophical the previous semester. After reading passages underpinnings. Passages from modern Indian texts from the epics—the Mahābhārata and Vālmīki’s by Swami Vivekananda and Mahatma Gandhi will Rāmāyaṇa—students will read theater masterpieces, also be read in order to show that classical texts, such as Kālidāsa’s Recognition of Śakuntalā and adapted for modern times, are still living traditions Bhavabhūti’s Rāma’s Last Act, the plots of which in Indian society. were adapted from these two epic tales. Prompted In the second semester, the philosophical notions by the entertaining medium of performance, the introduced in the first semester will be explored class will further explore enduring questions on through classical Indian literature. Building the human condition, social duty, and devotion, on the cultural understanding of philosophical before turning to poetry and doing a close reading texts, classical poetry, prose, and drama will be of texts like Aśvaghoṣa’s finest work, Handsome read to survey the development of ideas over Nanda. These Hindu and Buddhist literary works time. The journey across India’s classical literary investigate the psychological influences of past masterpieces is undertaken for the sake of the karmic impressions, enslavement to desire, students’ own self-reflection and transformation. human relationships, and the social conduct of an exemplary man. In the third semester, texts from other major Indian religious traditions will be read and In semester three, students will explore a range discussed, such as Jainism, Śāktism, Śaivism, and of religious traditions from a broadly conceived

INDIAN CLASSICS SAMPLE READING LIST

Vedas The Rāmāyaṇa by Vālmīki Devī Māhātmya Upadeśasāhasrī by Śrī Rāma’s Last Act by Bhavabhūti Paramārthasāra by Abhinavagupta Śaṅkarācārya The Recognition of Śakuntalā by The Enclosed Garden of the Truth by Swami Vivekananda Kālidāsa Hakim Sanai Yogasūtra by Patañjali Handsome Nanda by Aśvaghoṣa Kabir The Mahābhārata and Bhagavadgītā Ācārāṅgasūtra Hazrat Inayat Khan

20 DRBU 2021–2022 Catalog Subcontinent. Students will discuss key ideas from a good person? What does it mean to live a good Jain, Goddess, Śaiva, and Islamic traditions, such as life? What are the virtues? How can we achieve ahiṃsā (non-injury), śakti (energy), the true Self, personal transformation? How should we relate to ­nature, and harmony. The texts range from ancient other people as well as to the natural world? How to contemporary times and investigate the individu- should we face death? al’s place in the larger whole. A fascinating spiritual Through careful study of classic texts, students tradition which extends from Turkey in the west become familiar with a range of Chinese answers to Iran, Afghanistan, and India in the east—Sufism to these pressing questions. Students will includes some of the greatest poetry the world has familiarize themselves with concepts such as produced. The poetry of a few of these great Sufis the Dao, the Sage, the Exemplary Person (junzi), will comprise the bulk of the third semester read- methods of self-cultivation, the significance of ing, though there is also some wonderful prose. ritual, and other important ideas through which Chinese Classics Chinese thinkers have framed and debated the most basic of human questions. Through the The Chinese Classics strand focuses on giving process of close reading, students develop the students a personal encounter with seminal ability to take on different perspectives and to Chinese thinkers using primary texts as sources recommend, adjust, alter, and even abandon a of inquiry and insight. As one of the oldest previous position or stance. civilizations in the world, China’s longstanding tradition of classical literature confronts issues This strand invites students to explore China’s of universal human concern: What is the ideal of formative thinkers and dominant modes of

Bachelor of Arts in Liberal Arts 21 thought through the exploration of significant Freshman Year (LIBA 131 & 132) philosophical, literary, and aesthetic works. This first year of the Chinese Classics strand is Students will be introduced to a wide repertoire ­devoted to a study of the classic texts of early of literary genres as they progress through the ­China. Students begin their investigation of strand: poetry, essays, philosophical works, Chinese thought through a close reading of the historical writing, hagiography, short stories, Analects of Confucius, taking a brief look at one of novels, as well as ritual and divinatory texts. his adversaries, the philosopher Mozi, and then Through reading these foundational texts, students moving on to the writings of Mencius, Confucius’ witness the development of Chinese thought over most famous student. Next, students delve deeply time and experience firsthand the dialogues and into two Daoist classics, the Daodejing, a text debates between different texts and thinkers. in verse form that has been translated into as many languages as the Bible, and the Zhuangzi, a In a tradition where classics were so deeply collection of stories and essays by China’s famous revered that entry into the literati class required Daoist sage. Students then return to the Confucian mastery of and extensive examinations on a debate through an investigation of the Xunzi, classical canon, the development and exchange which expands on Confucius’s ideas but in ways of ideas in China invariably built upon mastery significantly different from Mencius. Finally, of foundational classical texts. Furthermore, students explore the social and political theories familiarity with the Chinese context is aimed of the last major thinker of the pre-Qin period, at deepening students’ understanding of the Hanfeizi. evolution of Buddhism as it traveled from India to China, where it both profoundly influenced and Interspersed among the philosophical readings was in turn deeply transformed by native Chinese above, selections from the Five Classics will also thought. Through deep investigation of a diverse be analyzed and discussed. These include the range of Chinese classics, students develop their Shijing (Odes), the earliest collection of poetry in ability to read, write, and think clearly. China; the Shujing (Documents), and the Chunqiu (Spring and Autumn Annals), two early historical The Chinese Classics strand is crucial to DRBU’s works; the three Rites Canons, consisting of the Yili mission, which is to equip students with the (Ceremonials), the Zhouli (Zhou Rites), and the Liji necessary skills for understanding and coping (Rites Records); as well as the Yijing (The Changes), with life in our increasingly globalized and a significant divinatory text. As some of the multi-cultural world. The complex understanding that comes from the investigation of the central philosophical, literary, and aesthetic works of China provides students with an increased range of resources with which to address pressing questions in their own lives. Furthermore, by devoting significant attention to a non-Western culture, students gain the ability to appreciate a diversity of worldviews and understand the challenges—as well as the necessity—of being able to communicate and translate between different languages and cultures. Through grounding students in an understanding of the seminal texts of China, the Chinese Classics strand provides students with fundamental skills for active participation as global citizens.

22 DRBU 2021–2022 Catalog earliest Chinese writings, the Five Classics are Students delve deeply into two chapters of the truly foundational in the sense that they are the Liji—the Daxue (The Great Learning) and Zhongyong building blocks upon which later intellectual and (Doctrine of the Mean)—which become canonized in literary writings are based. An understanding of the Song dynasty as two of the Four Books required these texts is crucial to comprehending almost all for exam candidates (along with the Analects and later Chinese thought. Mencius).

Junior Year (LIBA 331) Rhetoric and Writing The third semester of the Chinese Classics strand focuses on significant works of literature, Essential to the DRBU curriculum is an emphasis on philosophy, and religion from the Han through Ming writing. The ability to write is not viewed merely dynasties. Building on their understanding of early as a skill, but is instead considered integral to the Chinese classics, students can see how the arrival ability to think clearly and critically. With this of Buddhism begins to influence the development in mind, attention to writing is embedded in all of Chinese worldviews and practices. The year courses. All instructors will implement current opens with an examination of the Han dynasty writing pedagogy with an eye toward the way in syncretic work, the Huainanzi, which takes elements which reading, class discussion, and clear thinking from texts the students have read the previous are enhanced and articulated in the writing process. year and uses them to create what it claims to be a superior and comprehensive view on the world and Freshman Year (LIBA 141 & 142) governing. Students then turn to selections from Senior Year (LIBA 441 & LIBA 442) important writings from the Han dynasty such as Two courses will be dedicated in the freshman the Shiji (Records of the Grand Historian). year to ensure that by the end of the first year all students have met basic criteria for college-level A selection of poetries is offered, including Six writing. These abilities are practiced and refined Dynasties poems by Tao Yuanming and the Seven throughout the four-year program and culminate Sages of the Bamboo Grove, as well as Tang dynasty in a senior essay, written under the careful verses by Wang Wei, Li Bai, Du Fu, Bai Zhuyi, guidance of a faculty member. Students take two Hanshan, and others. Essays by writers such as Han courses in the senior year that are designed to Yu and Ouyang Xiu are examined before the class provide instruction and resources to complete turns to major Neo-Confucian thinkers of the Song their senior essays. A tutoring program will be and Ming dynasties, including Zhang Zai, Cheng available for any students requiring or requesting Yi, Zhu Xi, Lu Xiangshan, and Wang Yangming. additional support for their writing.

CHINESE CLASSICS SAMPLE READING LIST

Confucius, Analects Shijing (Odes) Tang Poetry Mozi Shujing (Documents) Daxue (Great Learning) Mencius Yijing (The Changes) Zhongyong (Doctrine of the Mean) Daodejing Xiaojing (Classic on Family Zhang Zai, Western Inscription Zhuangzi, Inner Chapters Reverence) Zhuxi Xunzi Huainanzi Wang Yangming, Instructions for Han Feizi Sima Qian, Shiji (Records of the Practical Living Grand Historian)

Bachelor of Arts in Liberal Arts 23 Language style in these works. Translating from a classical language to the student’s modern language affords The Language strand provides the opportunity a deeper appreciation of how different languages for students to examine Classical Chinese and work to solve common communication challenges. Sanskrit source texts in their original languages. Language Tutorials are designed to equip students In the Classical Chinese and Sanskrit Language with tools that aid in interpreting primary texts Tutorials students will work toward and engage and in better understanding how languages work in careful reading of selections from primary in general. Students venture to learn language texts in the original language, participate in skills sufficiently well to approach selected texts classroom discussion of those texts, and develop in the original; mastery is not the goal. Through and communicate their ideas about those texts the process of reading, translating, and analyzing in written format. They will develop the analytic passages from these texts, and with the guidance skills and aesthetic sensitivities to appreciate the and assistance of the instructor, students can more meaning and distinctive style of the texts. The closely appreciate the nuances of meaning and program goal is for students to improve their critical thinking abilities, creative sensibilities, and RHETORIC AND WRITING communication skills and to begin formulating SAMPLE READING LIST their own views on important issues and enduring questions of the human condition. As a result of Crider, The Office of Assertion: An Art of Rhetoric for participating in the Language Tutorials, students the Academic Essay will acquire some of the basic skills needed to read Plato, Phaedrus and translate short, straightforward passages in Essays by George Orwell a classical language and learn to use appropriate Bizzell and Herzberg, The Rhetorical Tradition: linguistic resources in order to analyze, discuss, Readings from Classical Times to the Present and write about these passages with the added Selections of poetry and prose discernment translation often gives.

24 DRBU 2021–2022 Catalog Students choose to study either Sanskrit or voicing of the ideas and fundamental questions Classical Chinese or both for the first five such works raise. semesters (20 units). By engaging with a primary text in its source Year One Classical Chinese (LIBA 151 & 152) language, students will grapple with the challenges In the first-year Classical Chinese Language and complexities of interpretation and translation, Tutorial, particular emphasis is devoted to thus acquiring a nuanced appreciation of how ideas learning the basic elements of Classical Chinese, and thoughts become distinctively formed and accompanied by close reading, translation, and conveyed through written words and language. discussion of selected passages from the Buddhist While teamwork is the primary learning format in and Chinese classics. Under the guidance of the this course, students will also develop individual instructor, students will read the texts line by line reading comprehension and translation skills. and translate them from Chinese into English with The texts for the language strand include the help of dictionaries, reference works, and in- selections from the Avataṃsaka Sūtra, Longer class discussion. Sukhāvatīvyūha Sūtra, Heart Sūtra, Dharma Jewel Year Two and Three Classical Chinese Platform Sutra, Shurangama Sutra, Diamond Sutra, (LIBA 251, 252 & 351) and The Sutra in Forty-two Sections, as well as During the second and third year of the Classical writings from Confucius, Mencius, Laozi, Zhuangzi, Chinese Language Tutorial, students will have and Xunzi. The texts are chosen to complement acquired a sufficient grasp of Classical Chinese the focus of the Chinese and Buddhist Classics to begin reading and translating more extended strands. This brings the students into a close passages from major Buddhist and Chinese encounter with the texts, allowing them to explore works. Students are encouraged to not merely multiple layers of interpretation and integrate translate the surface meaning of the words, but their learning experience into a more meaningful to engage in a deeper reading and conversation whole—thus keeping with the overall approach of with the text, paying close attention to the an integrated program. shades of meaning and concepts that may not be readily available in common English translations. Year One Sanskrit (LIBA 161 & 162) Through reading classical texts in their original In the first-year Sanskrit Tutorial, students will language, students encounter a subtler and direct learn the basics of Classical Sanskrit grammar

LANGUAGE SAMPLE READING LIST

Sanskrit Jātaka Nidānakathā Classical Chinese Rāmāyaṇa Vinaya Mahāvagga Avataṃsaka Sūtra Mahābhārata Sāmaññaphala Sutta Longer Sukhāvatīvyūha Sūtra Prajñāpāramitā sūtras Suttanipāta & Mahānidesa Heart Sutra Saddharmapuṇḍarīka Sūtra Dhammapada The Sutra in Forty-two Sections Sukhāvatīvyūha Sūtra Lalitavistara Huineng, Dharma Jewel Platform Avataṃsaka Sūtra Mahāvastu Sutra Vedas Mūlasarvāstivāda Vinaya Shurangama Sutra Upaniṣads Madhyamakārikā Diamond Sutra Yoga Sūtra Abhidharmakośa Selected writings from Confucius, Mencius, Laozi, Bhagavadgītā Buddhacarita Zhuangzi, and Xunzi Visuddhimagga Saundarananda

Bachelor of Arts in Liberal Arts 25 and the skills needed to read, translate, and throughout the Indian classics. Students will look interpret Classical Sanskrit texts. They will be at what these texts suggest about the nature of able to understand grammatical concepts as they reality, wisdom, and how to lead a meaningful life. relate to the translation of Indian texts from the Sanskrit tradition into East Asian and Western Buddhist readings will come from various languages, including Chinese and English. They Theravāda and Mahāyāna texts, including primary will also understand the history of the Sanskrit texts and commentaries. Non-Buddhist selections language and its role in India and beyond. will come from Vedic, Brāhmaṇic, Purāṇic, Students will be guided through readings from Epic, Jain, and other literature. Buddhist texts source texts in Sanskrit drawn from the two may include but are not limited to selections major traditions of classical India. from the Prajñāpāramitā literature, Lotus Sūtra, Sukhāhvatīvyūha Sūtra, Avataṃsaka Sūtra, Pāli Texts may include excerpts from the Rāmāyaṇa, suttas, Dhammapada, Visuddhimagga, Nikāyas, the Diamond Sūtra, the Heart Sūtra, selected texts Jātakas, Lalitavistara, Mahāvastu, Mūlasarvāstivāda from the Perfection of Wisdom literature, as well Vinaya, Mūlamadhyamakakārikā by Nāgārjuna, as additional readings in Sanskrit pertaining Abhidharmakośa by Vasubandhu, and Buddhacarita to the overall program curriculum. Students by Aśvaghoṣa. In addition to classical Sanskrit will be exposed to important Classical Sanskrit references, Pāli and Buddhist Hybrid Sanskrit vocabulary relevant to major philosophical dictionaries and grammars may be used. and literary themes that occur in Classical Sanskrit texts. They will learn to use scholarly The primary objective of the Sanskrit Language resources, such as dictionaries and grammars, Tutorials is to help students learn to interpret both in electronic and print media, to aid texts, analyze their philosophical and linguistic with translation. Reference texts may include framing, and explore their greater implications grammatical texts such as Devavāṇīpraveśikā, An for the personal, social, and natural spheres of life. Introduction to the Sanskrit Language by Robert and Students will be able to discuss and write about Sally Goldman, and A Sanskrit-English Dictionary by the meaning of significant texts in relation to Sir M. Monier-Williams. questions of classical and contemporary import in a way that meshes with overall program goals to Year Two and Three Sanskrit (LIBA 261, 262 & 361) develop critical thinking, enhance communication During the second and third year of the Sanskrit skills, and stimulate a love for lifelong learning. Language Tutorial, students will devote most of their time to reading and translating selections Mathematics from Classical Sanskrit source texts under the Mathematics encompasses an area of human guidance of an instructor. To facilitate integration endeavor that aids our grasp, construction, and of degree program curricula, Sanskrit and Pāli conveyance of notions such as quantity, ratio, texts will be chosen that reflect offerings from change, measure, value, and space and time—all the Indian and Buddhist Classics strands. The basic and integral to the human experience. This Sanskrit texts chosen will highlight the major statement arguably rings truer than ever today, themes that pertain to the individual, society, and as much of our communication, information the world as seen through the perspective of ideas exchange, and transactions flow over the digital about knowledge, values, and communication. highway, which is built on and most readily Consideration will be given to how Indian theories described by discrete mathematics. Therefore, about language and knowledge relate to Indian DRBU students study mathematics as part of an techniques for transformation. Works chosen integrated liberal arts curriculum and not as a from Hindu, Buddhist, and related traditions will separate specialty. In addition to gaining college- show common and contrasting themes that recur level mathematical skills, such as constructing

26 DRBU 2021–2022 Catalog explore and reflect on some of life’s deeper questions: What constitutes knowledge and what meaning does it have? How is such knowledge acquired? What assumptions, if any, are such knowledge contingent upon? Is the scope of knowledge limited? If so, what are the limits?

Sophomore Year (LIBA 271 & 272) The Mathematics strand of DRBU’s Bachelor of Arts in Liberal Arts program comprises of three consecutive semesters, beginning in the sophomore year, of two two-hour class sessions per week. Students will begin the first semester with “A point is that which has no part” from Euclid’s Elements and proceed to work through much of the thirteen books of this Greek classic on geometry. The second semester follows the transition from algebra to geometry through the study of Conics by Apollonius and Geometry by Descartes. Students learn to leverage their skills in geometry to further develop their understanding of the fundamental properties of curves generated from cutting an oblique circular cone. This study geometric and analytic proofs and applying simple provides the tools for understanding Descartes’ calculus operations, students will get to look into algebraic description of geometry and lays the and reflect on one of the main human processes foundation for modern mathematics in general for gaining knowledge. and calculus in particular. Junior Year (LIBA 371) In this strand, students will read and prepare A second transition takes place in the final demonstrations on assigned materials, includ- semester of mathematics: from figures and spaces ing selected primary texts, study guides, and to motions and changes. This last semester is supplements. Live demonstrations not only allow mostly devoted to reading Newton’s Principia students to work through the materials, but also to Mathematica. Attention is focused on sections of think about how to communicate their rationales and insights to others. Demonstrations also bring students closer to the thinking and learning pro- cesses the authors of primary texts went through MATHEMATICS in struggling to advance new human knowledge. SAMPLE READING LIST

Finally, developing in students the propensity Euclid, Elements to raise and ponder important questions and Apollonius of Perga, Conics providing them with the learning tools to Descartes, Geometry explore and address those questions are central Pascal, Generation of Conic Sections to DRBU’s educational goals. The main activities Viète, Introduction to the Analytical Art of the Mathematics strand—reading the primary Newton, Principia Mathematica texts, performing demonstrations, and engaging Dedekind, selected writings on the Theory of in discussions around the materials—serve this Numbers central objective well by inviting students to Selected writings from Taylor, Euler, and Leibniz

Bachelor of Arts in Liberal Arts 27 the Principia devoted to Newton’s construction Science is one of humankind’s most ambitious of calculus using geometric methods. Readings attempts to explore and experience the beauties from the Principia are supplemented with writings and mysteries of the universe. The focus of from Taylor, Euler, and Leibniz. Here, students are scientific explorations, their methods of inquiry, introduced to calculus from both geometrical and and the intriguing stories behind the scientists’ analytical approaches. They also develop skills in journeys of discovery are woven into DRBU’s applying some simple calculus techniques. Year Natural Science strand. Through reading primary two concludes with the reading of Dedekind’s sources and replicating classical experiments, writings on numbers theory, an area that allows students are introduced to the revolutionary and students to reflect on the nature of numbers and paradigm-changing discoveries that chronicle the their structural and symbolic significance in the history of science and fundamentally alter the way contemporary world. we view ourselves and the world, both in the past and present. Natural Science “The most beautiful thing we can experience The curriculum approaches the scientific is the mysterious. It is the source of all true art discipline from three perspectives: science as a and science.” method of inquiry, the scientific practitioner, and —Albert Einstein the complex relationship between science and

NATURAL SCIENCE SAMPLE READING LIST

Aristotle, Parts of Animals, Physics Mendel, Experiments in Plant Albert Einstein, Relativity Archimedes, On the Equilibrium of Hybridization Selected works by Goethe, Planes, On Floating Bodies Darwin, The Origin of Species Schwann, Lamarck, Pascal, On the Equilibrium of Galileo, Two New Sciences Torricelli, Boyle, Lavoisier, Bacon, Schrödinger, Liquids, On the Weight of the Newton, Opticks, Philosophy of Heisenberg, Feynman, Mass of the Air Nature Watson, and Crick Antoine Lavoisier, Elements of Descartes, Principles of Philosophy Chemistry

28 DRBU 2021–2022 Catalog the larger cultural milieu from which it grows. microscope. Students learn important skills in Emphasis centers on investigating how scientific observation, data recording, interpretation, and principles were first developed and continue classification. Laboratory work is accompanied to evolve over time. Through laboratory work, by reading the works of important biological students learn to tease out underlying assumptions scientists, such as Aristotle, Goethe, Harvey, and hypotheses as they devise and carry out Schwann, Mendel, Hardy, Lamarck, and Darwin. experiments. Analyzing their experimental data, We then turn our attention to the nature of non- students evaluate the validity of supporting living things. In search of the fundamental laws evidence before arriving at their conclusion. governing the material basis of our physical world, the class follows the explorations of great scien- The curriculum is also designed for students to tists in asking, “What is matter?” and “What is the gain a direct understanding and appreciation of world made of?” Key topics include measurements, what it means to practice science from a scientist’s weight, equilibrium of gases, pressure, tempera- perspective—his or her inspiration, struggles, ture, and atomic theory. The laboratory focuses uncertainties, and creative and intellectual on the problem of measurement and the use of journey. Furthermore, the class will consider how instrumentation, prompting students to examine the scientific community does not exist in isolation the various lenses through which science looks at but is constantly subjected to and shaped by the nature. Students begin their readings with Aristo- influences and pressures of the current time. tle, Archimedes, Pascal, Torricelli, and Boyle and move on to the writings of Lavoisier and Bacon. Junior Year (LIBA 372 & 373) The Natural Science strand begins with an The remainder of the year is devoted to topics in exploration of the nature of life and living physics, focusing on the study of motion, gravitation, things. What is life? How are living organisms optics, electricity and magnetism, and relativity. The varied? How do we study such variations? What mathematization of physical phenomena and the are the interactions between living things and mathematical tools used in physics are examined. their environment? The laboratory focuses on Whenever possible, laboratory work is designed to developing careful observation of living things allow students to reproduce classical experiments with our unaided eyes as well as through a working under conditions close to the original exper- imental setting. Laboratory work is accompanied by readings selected from the works of Galileo, Newton, Descartes, Franklyn, Coulomb, Volta, and Ampere.

Senior Year (LIBA 471) The senior year concludes with revolutionary discoveries of modern science, specifically in the areas of quantum mechanics, genetics, and molecular biology. Readings include primary works by physicists Einstein, Schrödinger, Heisenberg, and Feynman and biologists Watson and Crick. The natural science strand culminates by exploring the relationships among science, society, and the environment. Here particular emphasis is placed on the question: what responsibilities do people have to each other and to the environment as they participate in this interconnected web of life?

Bachelor of Arts in Liberal Arts 29 is universal among cultures; yet approaches to understanding this significance are as diverse as the musics of the world. Students in DRBU’s Music strand draw such approaches from the world’s classics traditions and integrate them with an embodied engagement in each musical tradition in order to explore and develop their musicality.

Students begin this exploration of musicality through direct engagement with primary sources, reading and listening in order to broaden their ­musical horizons. As students gain familiarity with the symbols, language, and style of each work, they will also practice exercises drawn from each musical tradition. This combined engagement in practice and analysis is simultaneously deeply intellectual Music and emotional, revealing over time not only the “Music is the means by which the sage stirs interconnected relationships between one’s own heaven and earth, moves the spirits, shepherds feelings and ideas, but also opening up new under- the multitudes, and perfects the myriad things.” standings of others’ perspectives and experiences. —Ying Shao The curriculum is organized around musical skills “Musical training is a more potent instrument grouped into topics that develop and unfold as than any other, for rhythm and harmony find various musical approaches are applied to them. their way into the inward places of the soul.” This exposes students to musical styles from across —Socrates cultures and centuries through a pedagogical focus around specific musical skills. Students develop Musicality, developed through musical training, skills to listen, understand, and communicate consists of skills, sensibilities, and knowledge used in yet another “language” while also gaining an to understand, reflect upon, and respond to musical appreciation of the diversity of expression possible content and context. A sense of its significance in musical languages.

MUSIC SAMPLE READING AND LISTENING LIST

Books Metta Sutta Traditional, Dikobo Damu Da Bharatamuni, Treatise on Lotus Sūtra Sombe Performing Arts Traditional, The Great Ambush Bach, Fugue in C-Sharp Minor Confucius, The Classic of Rites Varimezovo, Makedonsko Horo Monteverdi, Orpheo Nicomachus, Manual of Traditional, Sala Kpa Kpa Mozart, The Magic Flute Harmonics Brubeck, Three to Get Ready and Beethoven, Symphony No. 9 in D Rameau, Treatise on Harmony Four to Go Minor Shankar, An Introduction to Indian Smetana, Ma Vlast Music Music Traditional, Jin Yuan Seeks Her Vedas Traditional, Gending Bortang Son The Koran Babar Layar Gregorian Mass Josquin, Pange Lingua Mass

30 DRBU 2021–2022 Catalog Junior Year (LIBA 381) or allow an in-depth focus on a single overarching The first course of the Music strand begins with idea, work, or theme. Thus, the Capstone may the topic of common musical elements. We will highlight a particular author by delving deeply examine correspondences between music and into one or two works or by more closely reading musical instruments, relationships with poetry through one important text. Or it may take a single and ritual, and perspectives on rhythm and issue and examine it from and through multiple pitch. Examples include uses in religious ritual, perspectives. For some students, the in-depth study the human voice and other musical instruments, carried out in the Capstone Seminar may stimulate rhythmic patterns, repetition, intonation, and or complement their work on the senior essay. systems of musical notation. Tuning systems will be discussed from the perspectives of a number of musical traditions and their corresponding BA ESSAYS AND instruments. Students will develop basic musical skills in listening and performing, both through EXAMINATIONS practice and through textual explorations of the BA Focus Strand Essays significance of these skills in different traditions. A focus strand essay is intended to be a serious and thoughtful examination of a particular Senior Year (LIBA 481) question and its significance for one aspect of the This second course will expand on the topics of liberal arts curriculum. Students write a major melody and musical context to include such ideas essay in each of the four Classics strands. Based as texture, musical form, and the organization on class readings from the respective strand, of large-scale musical works. Examples include students choose a topic for their focus strand storytelling, repetition and variation, and essay. Students are encouraged to consult with functional harmony. Students will continue their professor while writing, and freshman to develop basic musical skills with greater students in particular are encouraged to work depth as they both broaden and deepen their closely with their Rhetoric and Writing professor musicality, allowing them to reflect on their throughout all phases of their writing. own development in these skills. They will also begin to understand more deeply the significance (For detailed guidelines on the BA focus strand of melodic voice and texture in various styles essays, refer to page 53 of this catalog.) of music, which will enable students to apply critical thinking to each work, its context, and its Senior Essay and Oral Examination potential significance. Seniors are required to present a final essay in the spring semester of their fourth year. This essay is Capstone a substantial and sustained intellectual endeavor Senior Year (LIBA 491 & LIBA 492) that epitomizes the culmination of a student’s The senior Capstone Seminar gives students an education at DRBU. The process of writing the opportunity to pursue an idea either more broadly senior essay begins in the fall of senior year, when a or more in-depth. This experience entails pulling student submits a senior essay proposal describing together the knowledge, skills, and interests they the topic and the organization of the essay, as well have developed from all facets of their education as the primary text(s) to be used. Students are then at DRBU into a culminating learning experience. assigned a senior essay advisor with whom they The form of the seminar, depending on student are encouraged to meet frequently to review their interests and with faculty guidance, might aim progress. Students are also given an hour-long oral to integrate their broad liberal arts learning by examination focusing on their senior essay. Both working on a theme across the multiple strands the senior essay and the oral examination must

Bachelor of Arts in Liberal Arts 31 be successfully completed before graduation. (For Grades detailed guidelines on the senior essay and oral As a university dedicated to educating the whole examination, refer to page 53 of this catalog.) person, DRBU strives to nurture individuals who see learning as a lifelong endeavor in the pursuit of knowledge and self-understanding. Students are ACADEMIC STANDING encouraged to pursue learning for its own sake. We FOR BA STUDENTS hope students will view grading as a means to this end rather than pursuing them as ends in themselves. Student Conferences Undergraduate students meet with their professors The faculty recognizes that grades often do not in conference once per semester. The student- give the complete picture of a student’s learning faculty conferences take the form of a conversation and academic achievement. Therefore, letter about the student’s work in which the professors grades are only one of the forms of evaluation used comment on the work of the student, taking into at DRBU. Narrative reports from faculty based on account the student’s preparation of the class student conferences and oral examinations are reading, participation in class discussion, and the also included in the student’s academic record. quality of written assignments. The student then Letter grades are assigned by the professor(s) of responds to the professors’ comments and presents each course at the end of every semester following an evaluation of his or her own work. The goals of a conventional grading scale of A, B, C, D, or F. the conference are threefold: to provide students A letter grade of C indicates satisfactory work with feedback on their academic work; to build for undergraduate students. Students whose students’ capacity to evaluate their own work and cumulative grade average falls below a C average to reflect upon ways to improve; and to enable will be placed on academic probation. (For more professors to gain a sense of students’ work and information on grade reports, refer to page 55 of progress as a whole. (For more information on this catalog. For more information on academic student conferences, refer to page 54 of this catalog.) probation, refer to page 58 of this catalog.)

32 DRBU 2021–2022 Catalog Master of Arts in Buddhist Classics

CURRICULUM the Buddha saw himself as a healer of universal suffering, a physician of the mind who varied the The Master of Arts program in Buddhist Classics remedies according to the diseases to be cured. The provides an understanding and appreciation selection and sequence of texts, their importance of Buddhism through close reading and careful and value, thus can be effectively classified analysis of its primary sources: sūtras/suttas, according to their remedial purpose and how abhidharma and śāstras, and śīla texts. they were matched with potentials. This scheme locates the Buddha, by his own definition, as less a The choosing of primary texts and the order in theologian or religious figure and more as teacher, which they are studied poses a question that has spiritual guide, and “therapeutic” philosopher. faced Buddhists from the outset: how to compile The MA program in Buddhist Classics approaches the teachings? The Buddha, who lived in the North- the texts in the spirit of their original aim—as Eastern Bihar and Uttar Pradesh regions of India, a body of teachings whose primary function is died around 400 b.c.e. and left no written texts. Ini- soteriological: to facilitate awakening, liberation, tially, there was no corpus of sacred scriptures used and an end to suffering (duḥkha). Never intended by, or even penned by, the Buddha. The sermons, as a fixed canon of dogma and belief, the works dialogues, stories, moral guidelines, and commen- were conceived as pragmatic and psychological taries that now make up the collected works were catalysts for change. They present themselves initially passed through word of mouth. A written as a lively repository of expedient means (upāya- tradition did not emerge until centuries later. kauśalya) in diverse genres that, when taken together, cover a wide range of differing human The Buddha by all accounts adhered to a lively, capacities for inquiry, understanding, and insight. engaged oral tradition where in the course of his forty-nine-year teaching life he adapted his The curriculum, spread out over a two-year course teachings to the intellectual and moral dispositions of study, is designed to expose students to key of his listeners. From the remedial point of view, ideas and issues of the Buddhist philosophical

Master of Arts in Buddhist Classics 33 tradition as conveyed through its rich and diverse and the third digit indicates the sequence in which collected works. The curriculum consists of six core the course is taken. seminars focusing on major and minor works that cover the wide range of genres, styles, practices, Buddhist Classics and forms that make up the Buddhist experience. Across seven courses (21 units), students will This core is complemented by five courses on investigate Buddhist texts from the Mahāyāna and hermeneutics, comparative and Buddhist, which Theravāda traditions. Selections vary, but all will examine methods and theories of interpretation, be primary sources. and a language study component based on the idea Course 1: Dharma Jewel Platform Sutra (BUCL 511) that grasping the meaning of a text is enhanced by This course focuses on a close reading and analysis reading it in its original language. of the The Dharma Jewel Platform Sutra of the Sixth 六祖法寶壇經 Course Requirements Patriarch ( liù zǔ fǎ bǎo tán jīng). The sutra presents the teachings of Huineng (638-713) The Master of Arts program consists of a minimum who was the Sixth Patriarch in China, and the of 42 semester units, with courses from four thirty-third in Patriarchal descendents from the strands. The table below illustrates the number time of the Buddha in India. He was the immediate of semester units required from each strand over successor of Master Hongren (601-674). two years. The essence of the Sixth Patriarch’s philosophy The course code is italicized in the table below. is that all beings have the buddha-nature; all can Each course is designated by a 4-letter program become Buddha. Human nature is the buddha- code, followed by a 3-digit course code. The nature. Full awakening is not a future state or a BUCL program code indicates courses offered in distant place, but exists “right within your own the Master of Arts in Buddhist Classics. The first mind” and is directly and immediately available. digit of the 3-digit course code indicates the year Taken together, the text presents a powerful in which the course is taken, the second digit and resounding vision of a totalistic, unbounded indicates the strand to which the course belongs, human potential.

YEAR 1 YEAR 2

STRAND Fall Spring Fall Spring UNITS/STRAND

Buddhist BUCL 511, BUCL 513 BUCL 611, BUCL 613, 21 units Classics BUCL 512 BUCL 612 BUCL 614 6 units 3 units 6 units 6 units

Comparative BUCL 521 BUCL 522 6 units Hermeneutics 3 units 3 units

Buddhist BUCL 531 BUCL 631 BUCL 632 9 units Hermeneutics 3 units 3 units 3 units

Language BUCL 541 or BUCL 542 or (BUCL 641 or (BUCL 642 or 6–12* units Tutorial BUCL 551 BUCL 552 BUCL 651 BUCL 652 3 units 3 units 3 units*) 3 units*)

UNITS/ 12 units 12 units 9–12* units 9–12* units 42-48* units SEMESTER

*Students are required to take a minimum of 6 units of Language Tutorial. Students have the option to take an additional 3 or 6 Language Tutorial units.

34 DRBU 2021–2022 Catalog The Sixth Patriarch himself wrote nothing, nor insight resulting in a profound understanding left any record of his life or teaching. This work, of the ultimate nature of reality. Applied, prajñā compiled by his students, represents the only is exemplified in the vows and the extensive, account we have of his life and lectures. So highly compassionate deeds of the Bodhisattva. regarded is his place in the Buddhist tradition, that this text is the only one that has been accorded Paradoxically, while the “perfection of wisdom” the title “sutra,” a term traditionally reserved only reveals the emptiness of all things, it is also for teachings directly attributed to the Buddha. said to result in a joyous state of liberated (Taisho Vol. 48; Number 2008). It is placed among existence expressed as “true emptiness is just the “perfection of wisdom” (prajñāpāramitā) wondrous existence; wondrous existence is just literature, a grouping containing some of the true emptiness.” Exploring and understanding earliest philosophical and spiritual compilations of the tension of these seeming opposites lies at the Mahayana teachings. the heart of the Buddhist experience and is the main concern of the Prajñāpāramitā literature in Prajñā (wisdom), one of the core concepts of general, and the Platform Sutra in particular. Buddhism, is held to be primary among the six pāramitās, or perfections, that constitute the Course 2: Pāli/Theravāda Texts (BUCL 512) path to full awakening. It refers to a correct and Extensive evidence for the Buddha’s ideas and early accurate understanding of the way things really teachings resides in the Pāli canon. This seminar are acquired through three modes of study and will focus on the Nikāyas, part of a huge collection of practice: literary, contemplative, and unmediated texts translated into English from the Pāli language. or direct apprehension. The three function as an Pāli, derived from and closely related to pre- interconnected exercise of conceptual and non- Classical Sanskrit, is also probably closely related to conceptual discernment which, when perfected, the language the Buddha himself must have spoken can understand emptiness (śūnyatā), the truth of (though no record now exists of this language). no-self, and the intrinsic nature of all dharmas [the entities out of which we construct the world]. Using the Majjhima Nikāya (Middle Length Discourses Prajñā is not simply a philosophical outlook, but of the Buddha), the Saṃyutta Nikāya (Connected a state of clear consciousness marked by sharp Discourses of the Buddha), the Aṅguttara Nikāya analytical investigation and contemplative (Numerical Discourses of the Buddha), and the Dīgha

Master of Arts in Buddhist Classics 35 Buddhism it can be either a learned commentary on one of the sūtras or an independent treatise meant to elucidate some aspect or dimension of Buddhist philosophy. Śāstras represent a distinct and important genre of Buddhist literature as they discuss, clarify, and expand on essential concepts and practices. The MA program includes two śāstra courses on Abhidharma and Yogācāra.

Building on the foundation that students receive in the first semester class on Pāli texts, the course on Abhidharma is designed to explore more systematically how the mind can be understood to operate without an enduring self. Abhidharma breaks down phenomenal experience into dharmas—discrete and irreducible entities that Nikāya (Long Discourses of the Buddha), the class will always arise in a constellation to constitute each explore central questions and key elements of the moment of sentient experience in a ceaseless Buddhist experience. These include: flow of conditional cause and effect. The selected texts’ accounts of our conscious experience of • The impetus and content of the Buddha’s phenomena based on the concept of dharmas awakening or realization; raises further questions: What really exists? • The skillful adaptation of teaching (upāya) and Are dharmas all there is? What continues and the use of reasoned reflection, critical inquiry, endures if not the self? Who or what acts and and personal experience as a criteria for experiences the results of actions? What seems generating faith and making a commitment to at first blush to be only a complex theory of the the pursuit of awakening; mind, Abhidharma also provides a framework for • The emphasis on ethics, especially as it is meditation practice, leading to liberation. Texts rooted in what may be called analogical may include: Ācariya Anuruddha’s Abhidhammattha reflection (using oneself as a model for Sangaha and Nāmarūpapariccheda, Vīryaśrīdatta’s treating others); Arthaviniścayasūtranibandhana, and Vasubandhu’s • The Buddha’s analysis of the world and the Abhidharmakośabhāṣya. issues it raises for meaning, purpose, and possibilities for liberation; The second śāstra course probes into Yogācāra • The purpose and practice of meditation; philosophy, which grew out of the Abhidharma • The topology of “persons” the texts present tradition. Here students will read about with varying potentials for Buddhist practice the mechanism of mind that assumes eight and attainment; consciousnesses (vijñāna), including the • And the implications—economic, political, ālayavijñāna or storehouse consciousness. The personal/livelihood, and environmental—of a ālayavijñāna serves as a repository for all karmic Dhamma-based society. seeds until they ripen according to causes and conditions. When this happens, the first six Course 3 & 4: Śāstra (BUCL 513 & BUCL 612) consciousnesses are inundated with information Śāstra is a Sanskrit term generally used to denote from past experience. This process of passive technical or specialized knowledge in a defined informing in the mind consciousness (manovijñāna) area of practice and, by extension, refers to a text is called vijñapti. Studying the selected texts or treatise written in explanation of some idea. In encourages careful reflection on the impact of

36 DRBU 2021–2022 Catalog SAMPLE FIRST-YEAR FALL SEMESTER SCHEDULE

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

9:00–10:30 a.m. 9:00–10:30 a.m. 8:00–11:00 a.m. Platform Sutra Platform Sutra Pali/Theravada Texts

1:30–3:30 p.m. 2:00–5:00 p.m. 1:30–3:30 p.m. 1:30–3:30 p.m. Language Tutorial Comparative Language Tutorial Language Tutorial Hermeneutics the habituated patterns of perception, often Buddhism. It makes use of Buddhist Logic, with its hidden from conscious awareness, on the mind methods of syllogism and the fourfold negation and actions. These texts also invite exploration (catuṣkoṭi) first popularized by Nāgārjuna. on the methods of inquiry and praxis that aims at disentangling the mind from these habits to Some of the main themes of the Śūraṅgama Sūtra become free. Works may include: Maitreya’s are: the worthlessness of the Dharma when unac- Madhyāntavibhāga with Vasubandhu’s commentary, companied by samādhi power, the importance of The Scripture on the Explication of Underlying Meaning, moral precepts as a foundation for the Buddhist the Yogācārabhūmi, Vasubandhu’s Śāstra on the practice, and how one effectively combats delu- Door to Understanding the One Hundred Dharmas, sions that may arise during meditation. During the and commentaries on Vasubandhu’s Triṃśikā by past thousand years, Chinese and other East Asian Sthiramati and Xuan Zhuang. masters have used the Śūraṅgama Sūtra perhaps more than any other single text in the transmis- Course 5: Śūraṅgama Sūtra (BUCL 611) sion of the Dharma. Its wealth of theoretical and The Śūraṅgama Sūtra, one of the most important practical instruction in the spiritual life often and profound Mahāyāna texts in the entire made it the first major text to be studied by newly Buddhist canon, has been held in great esteem ordained monks, particularly in the Chan School. in the Buddhist countries of East and Southeast Asia for over a thousand years. Its appeal lies in Course 6: Lotus Sūtra (BUCL 613) the broad scope of its teachings and in the depth The Lotus Sūtra (Saddharma-puṇḍarīka Sūtra), or and clarity of its prescriptions for contemplative Sūtra of the (White) Lotus of the Wonderful Dharma, practice. The Śūraṅgama Sūtra contains teachings presents a discourse delivered by the Buddha from Yogācāra, Tathāgatagarbha, and Esoteric toward the end of his life and is widely regarded as one of the most important and influential sacred scriptures of Buddhism. Versions of it exist today in Sanskrit, Chinese, and Tibetan.

The Sūtra is divided into several chapters in which the Buddha or other beings offer sermons and parables. The text contains some of the most beautiful passages among the world’s spiritual literature. In terms of literary style, the Lotus Sūtra alternates between prose and poetry and illustrates a sense of timelessness and the inconceivable, often using large numbers and measurements of time and space. It avoids

Master of Arts in Buddhist Classics 37 discussions of abstruse metaphysics and is Flower Adornment Sutra, or Flower Ornament Scripture. expressed in vivid imagery and distinctive, The Avataṃsaka Sūtra is an encyclopedic work of appealing parables holding multiple layers of immense breadth and depth that encompasses meaning. Four major themes dominate: all of the essential concepts and dimensions of Buddhism. In particular, the Avataṃsaka Sūtra • That all beings have the Buddha-nature and shows the reader how the world and “reality” all universally can realize Buddhahood and appear to a completely enlightened Buddha or attain nirvāṇa. The Buddha is presented in advanced Bodhisattva. The text describes a cosmos the Lotus Sūtra as dharmakāya—the unity of made up of infinite and interdependent realms all things and beings, unmanifested, beyond upon realms, each distinct yet mutually containing existence or nonexistence, unbound by time one another. Each world arises, abides, and fades and space. away in response to the activities of the mind, and together they form a vast interconnected net, or • That Buddhahood is the goal of all ocean of worlds. It is perhaps the fullest and most practitioners of the Buddhist path. Thus, profound treatment of the Buddhist concepts of all vehicles are one vehicle (yāna; mode nonduality and conditioned existence. or method of spiritual practice). This replaces an older topology which divided The vision expressed in this work was the the Buddhist path into three distinct and foundation for the creation of the Huayan school provisional “streams,” as a simple expedient of Chinese Buddhism, which was characterized to accommodate those who would be by a philosophy of interpenetration. The Sūtra, frightened, discouraged, or wearied by the among the longest in the Buddhist canon, contains prospect of working towards full awakening forty chapters on disparate topics, although there (Buddhahood). Thus, this sūtra is known for are overarching themes: its extensive instruction on the concept and usage of skillful means (upāya). • The interdependency of all phenomena (dharmas) • That the Buddha does not leave the world • The progression of the Buddhist path to full after his nirvāṇa but out of compassion Enlightenment, or Buddhahood remains for those in need of teaching. A similar doctrine of the eternality of Two of the chapters serve as sūtras in their own Buddhas is repeatedly expounded in the right: Tathāgatagarbha sūtras, which share certain family resemblances with the teachings of the 1) Ten-Stages Chapter (Daśabhūmika) presents Lotus Sūtra. a detailed description of the course of the bodhisattva’s practice through ten levels. It • The importance of faith and practice. The is perhaps the most extensive and detailed Lotus Sūtra maintains that the absolute description of the Bodhisattva ideal and the teaching cannot be expressed in words or levels (bhūmi) and states of development a understood by ordinary cognition. Nor can bodhisattva must undergo to attain supreme Buddhahood be attained through intellect enlightenment. The ten stages are also alone; faith and practice are the means to the depicted in the Laṅkāvatāra Sūtra and the realization of enlightenment. Śūraṅgama Sūtra. The sūtra also touches on a key element of Buddhist psychology: Course 7: Avataṃsaka Sūtra (BUCL 614) the development of the aspiration for This sūtra’s title, Mahāvaipulya Buddhāvataṃsaka Enlightenment (Bodhicitta) and the resolve to Sūtra, is rendered in English as Flower Garland Sutra, attain full awakening.

38 DRBU 2021–2022 Catalog 2) Gaṇḍavyūha Chapter appears near the end of the Avataṃsaka and sometimes circulates as a separate and important text known as the Gaṇḍavyūha Sūtra. It details the pilgrim- age of the youth Sudhana, who at the behest of the bodhisattva Mañjuśrī undertakes an epic journey in search of enlightenment. The Gaṇḍavyūha depicts Sudhana’s journey as he travels from teacher to teacher, convers- ing with fifty-two masters in his quest for awakening.­ Along the way, his perspective shifts and expands until he experiences the falling away of all boundaries that separate his own body and mind from the larger ­reality, called the Dharma-realm. The penultimate master that Sudhana visits is Mañjuśrī Bodhi­ sattva, the Bodhisattva of great wisdom. for bringing Buddhist ideas and concepts into a That the journey ends where it began under- deep dialogue with the Western mind. scores one of Buddhism’s key concepts: that Readings may include selected works by: Plato, enlightenment is not something to be gained, Rene Descartes, David Hume, Immanual Kant, but “something” already inherent, though G.W.H. Hegel, Karl Marx, Arthur Schopenhauer, dormant. The final master that Sudhana visits Friedrich Nietzsche, William James, Sigmund Freud, is Samantabhadra Bodhisattva, who teaches Carl Jung, Edmund Husserl, Martin Heidegger, him that wisdom only exists for the sake of Ludwig Wittgenstein, Jean-Paul Sartre, Jacques putting it into practice; that it is only good Lacan, Pierre Hadot, Jean-François Lyotard, Gilles insofar as it benefits all living beings. Deleuze, Luce Irigaray, Slavoj Zizek, Judith Butler.

Comparative Hermeneutics Buddhist Hermeneutics (BUCL 521 & 522) (BUCL 531, 631 & 632) Two seminars (6 units) are devoted to exploring These three courses (9 units) are designed to the major methodological approaches to the introduce students to the theoretical framework, theory and practice of interpretation as framed interpretive models, and experiential elements through the cultural and intellectual thought-ways of learning derived from Buddhist sources and of the West. Particular attention will be given the Buddhist tradition itself. To fathom the to examining the strategies and preconceptions Buddhist sources within their own paradigm is to at work as Western thinkers view, present, and acknowledge that the intent of these texts was not attempt to interpret Buddhist texts and practices. merely intellectual debate or religious belief, but a The two courses examine the origins, aims, and pragmatic search for living a meaningful existence. scope of foundational Western philosophical They are orthopraxic in scope: concerned with approaches (Platonism, empiricism, rationalism, a purposeful and exemplary way of living which pragmatism, linguistic, existentialism, balances knowledge with virtue. phenomenology, psychoanalysis, post- structuralism) through their primary texts. The Each course emphasizes critical subjectivity—an course attempts to understand these approaches approach that entails close reading of primary as “lenses” through which Buddhism is interpreted sources done in conjunction with a “laboratory” in the West, and as potential hermeneutical “tools” experience consisting of meditation and

Master of Arts in Buddhist Classics 39 mindfulness exercises. This unique hermeneutical Biographical and autobiographical works include: tool, where intellectual inquiry is informed and Therīgāthā (Verses and Poems of Early Buddhist enhanced by contemplative practice, allows Nuns); The Dhamma Teaching of Acariya Maha Boowa; students to gain a fuller appreciation of the The Venerable Phra Acharn Mun Bhuridatta Thera; The Buddhist texts as both philosophical treatises and Autobiography of Phra Ajaan Lee; The Autobiography dynamic methods of inquiry. of Ch’an Master Han Shan; Empty Cloud: The Autobiography of the Chinese Zen Master by Xuyun; Included in this study is the body of literature The Ten Foot Square Hut (Hōjōki) by Kamo no Chōmei; centering on the lives of self-cultivation pursued and poetry selections. by Buddhist practitioners (teachers and students) from the beginnings of Buddhism to the present. Language Tutorial The emphasis is on examining the intersection (BUCL 540s, 550s, 640s & 650s) and interaction between theory and practice. The aim of the language course of study is to bring This collection of works forms an indispensable students into a direct encounter with primary complement to the study of Buddhist classics as it works in and through the source languages in records actual attempts to interpret and integrate which they were formulated. Students choose to those teachings into a firsthand, lived experience. study either Sanskrit or Classical Chinese or both The genre of personal diaries, records, journals, for two required semesters (6 units). Students poetry, and stories (often regarded as classics in who wish to pursue further language study may their own right) adds an invaluable dimension to take up to an additional six units. The goal is not a reading of the formal texts, as it presents yet mastery of the language, but rather for students another interpretive lens—direct experience. The to acquire sufficient familiarity with elements concrete attempt to fuse gnosis and praxis, to of the language so as to gain some insight into regard philosophy as a way of life, which lies at the its structure and reach. As all translation is heart of the Buddhist soteriological methodology, interpretation, Language Tutorials examine how is tested, challenged, and brought to life in these language emerges from and informs a framework biographical and autobiographical accounts. of philosophy in which overarching ideas, feelings, and insights about the nature of being human are A final dimension of the Buddhist hermeneutical shaped, articulated, and embodied. system is śīla, meaning “morality” or “virtue.” In Buddhism, śīla describes the normative behavioral This approach is intended to introduce students and psychological guidelines for self-cultivation to the challenges, complexities, and excitement held to be essential both for contemplative involved in translating primary works. It is also practice and textual insight. The ethical teachings meant to develop sensitivity to the often elusive are central to all schools of Buddhism and search for the nearest equivalents in one’s own underpin the broad range of its various practices: language. Through reading Buddhist texts in devotional, contemplative, esoteric, doctrinal their original languages, students encounter a study, and discipline-training. As such, they cover more nuanced and direct voicing of the ideas and both the letter and the spirit of śīla. fundamental questions they raise.

General readings include: Mahāpadesa (Discourse on the Great Authorities); Catuḥpratisaraṇasūtra MA ESSAYS AND EXAMINATIONS (Sūtra of the Four Refuges); Cullavagga; Aṅguttara Nikāya; The Ten Doors of the Avataṃsaka Prologue MA Focus Strand Essay by Qing Liang; selections from the Śūraṅgama- MA students submit a focus strand essay every sūtra; and Prajñāpāramitā texts: Diamond Sūtra semester. A focus strand essay is intended to be a (Vajracchedikā Prajñāpāramitā Sūtra); and Heart Sūtra serious and thoughtful examination of a particular (Prajñāpāramitā Hṛdaya). question and its significance to the study of classic

40 DRBU 2021–2022 Catalog Buddhist texts. Based on class readings, each Grades student chooses a topic, reflects upon its wider As a university dedicated to educating the whole implications, and explores its deeper meaning in person, DRBU strives to nurture individuals who relationship to the text. The essay is not intended see learning as a lifelong endeavor in the pursuit to be a work of specialized research, but rather of knowledge and self-understanding. Students are a careful examination based on a close reading encouraged to pursue learning for its own sake. We of the original text. Students are encouraged to hope students will view grades as a means to this end consult with their professor often in the process of rather than pursuing them as ends in themselves. writing their essay. The faculty recognizes that grades often do not give The schedule of focus strand essays is as follows: the complete picture of a student’s learning and academic achievement. Therefore, letter grades are • First year, fall semester: Buddhist Classics only one of the forms of evaluation used at DRBU. • First year, spring semester: Narrative reports from faculty based on student Comparative Hermeneutics conferences and oral examinations are also included • Second year, fall semester: in the student’s academic record. Letter grades are Buddhist Hermeneutics assigned by the professor(s) of each course at the • Second year, spring semester: Buddhist Classics end of every semester following a grade scale of A, B, C, or F. A grade of B- or higher is considered satis- (For detailed guidelines on the MA focus strand factory for graduate-level work. Graduate students essays, refer to page 53 of this catalog.) must earn at least a B- in the required courses. Stu- dents who earn a grade lower than B- in a required course will need to repeat the course. Students ACADEMIC STANDING whose cumulative grade average falls below a B average will be placed on academic probation. (For FOR MA STUDENTS more information on grade reports, refer to page 55 Student Conferences of this catalog. For more information on academic probation, refer to page 58 of this catalog.). Towards the end of every semester, MA students meet with a committee of their professors to review and discuss their academic progress. The student-faculty conferences take the form of a conversation about the student’s work in which the professors comment on the work of the student, taking into account the student’s preparation of the class reading, participation in class discussion, and the quality of written assignments. The student then responds to the professors’ comments and presents an evaluation of his or her own work. The goals of the conference are three-fold: to provide students with feedback on their academic work; build students’ capacity to evaluate their own work and to reflect upon ways to improve; and enable professors to gain a sense of students’ work and progress as a whole. (For more information on student conferences, refer to page 54 of this catalog.)

Master of Arts in Buddhist Classics 41 contains collections in literature, the humanities, The University Library the social sciences, and other areas.

The University Library has been serving the DRBU Library tours are available to DRBU students and community since the inception of the University in other users by appointment. During the library’s the late 1970s. Over time, the library has amassed normal hours of operation, library staff are more than 40,000 books, which includes a large available to provide students and other users with collection of Buddhist primary texts in several information, assistance, and training on using the scriptural languages, classical texts in Chinese, and library. Please contact the library at library@drbu Chinese language instruction books. In addition, it .edu for any question or additional information.

42 DRBU 2021–2022 Catalog Admissions BACHELOR OF ARTS • TOEFL score for students who speak English as a second language Dharma Realm Buddhist University admits • Personal or online video interview students on a rolling basis. There is a $30 fee to apply. Prospective students may apply at any Application is available on CommonApp.org. time after completion of their junior year of high school. The Admissions Committee reviews the Application materials are submitted via application after all parts have been received. CommonApp.org. Letters of reference, test scores Decisions are typically made within six weeks of and transcripts may be submitted by mail to the receiving a completed application. DRBU Office of Admissions and Financial Aid:

Application Requirements Office of Admissions and Financial Aid Dharma Realm Buddhist University • Common App application, including DRBU 1991 Virtue Way, Ukiah, California, 95482 essays • Minimum of two letters of reference, Acceptance remains provisional until after DRBU including one from a teacher has received and favorably reviewed the following: • All official high school (and college, if applicable) transcripts, sealed and mailed • Final high school transcript, establishing directly by the school(s) satisfactory grades through the second • SAT or ACT score is optional (College Board semester of senior year code 4282) • Student health and registration forms

Admissions 43 However, college-level course work, Advanced Placement, and International Baccalaureate courses are strong evidence of academic achievement. These courses are taken into account during the evaluation for admission to DRBU.

DRBU does not have an articulation or transfer agreement with any other college or university. Official transcripts from other institutions that have been submitted for admission and evaluation of credit become the property of the University.

MASTER OF ARTS

Dharma Realm Buddhist University admits students on a rolling basis. There is no application deadline, and there is no application fee. Undergraduate applicants are required to have Prospective students may apply at any time after graduated from high school by the time they enroll completion of their junior year of college. The in DRBU. The University may provisionally admit Admissions Committee reviews the application applicants based on their academic preparation after all parts have been received. Decisions are through the junior year of high school. Applicants typically made within six weeks of receiving a who have earned a Certificate of General Education completed application. Development (GED) or have passed the California High School Proficiency Examination are also eligible. Application Requirements • Graduate application, including essays Applicants are required to demonstrate • Minimum of two letters of reference, competence in the English language. Applicants including one from a professor who speak English as a second language must • Official and sealed transcripts from all demonstrate their English-language proficiency colleges and universities attended as an with a minimum score of 90 iBT on the Test of undergraduate or graduate student English as a Foreign Language (TOEFL) or the • GRE score is optional equivalent. • TOEFL score for students who speak English as a second language Applicants are required to submit a completed • Personal or online video interview application and complete an interview with a member of the Admissions Committee. Applications are available on the University website at www.drbu.edu. Dharma Realm Buddhist University is authorized under Federal law to enroll nonimmigrant alien students. For further information, contact the Application materials are submitted by mail to the Office of Admissions and Financial Aid. DRBU Office of Admissions and Financial Aid:

The DRBU curriculum is fully integrated and all- Office of Admissions and Financial Aid required. Therefore, all students are admitted as Dharma Realm Buddhist University freshmen, and we do not accept transfer credits. 1991 Virtue Way, Ukiah, California, 95482

44 DRBU 2021–2022 Catalog Acceptance remains provisional until after DRBU GRADUATE PROGRAM has received and favorably reviewed the following: Tuition $14,000 Room and Board Fees $7,000 • Final undergraduate transcript, establishing satisfactory grades through the second Total Direct Cost $21,000 semester of senior year • Student health and registration forms As a community dedicated to Buddhist liberal education, DRBU strives to make the opportunity Graduate applicants are required to have to study here a reality for all accepted students, graduated from college by the time they enroll regardless of financial circumstances. Financial aid in DRBU. The University may provisionally admit is available from DRBU for the expenses of tuition, applicants based on their academic preparation room and board fees. through the junior year of college.

Applicants are required to demonstrate compe- ESTIMATED COST FOR INSTRUCTION tence in the English language. Applicants who Program Per Year Total for speak English as a second language must demon- Program strate their English-language proficiency with a Undergraduate $21,000 $84,000 minimum score of 90 iBT on the Test of English as a Foreign Language (TOEFL) or the equivalent. Graduate $14,000 $28,000

Applicants are required to submit a completed All undergraduate students are required to live on application and complete an interview with a campus unless otherwise approved by the Dean of member of the Admissions Committee. Students. Payment of room and board fees entitles the student to the use of a double room and 21 Dharma Realm Buddhist University is authorized meals per week for the duration of the semester. under Federal law to enroll nonimmigrant alien Tuition and room and board fees are refundable. students. For further information, contact the (For more information, refer to the refund policy Office of Admissions and Financial Aid. on page 52 of this catalog.)

DRBU does not accept credits from other institutions because our curriculum is fully Estimated Other Expenses integrated and all-required. Official transcripts In addition to tuition and room and board fees, from other institutions that have been submitted there are other expenses that a student and his or for admission and evaluation of credit become the her family will need to plan for. These include: property of the University.

Books and Supplies The average cost for books and supplies is TUITION AND FEES approximately $600-$700 per year. DRBU Cost of Attendance 2021–2022 Personal Incidental Expenses UNDERGRADUATE PROGRAM This category covers routine expenses that will be Tuition $21,000 incurred during the school year for things such as laundry, personal items, and entertainment. We Room and Board Fees $7,000 estimate $500 to be a reasonable amount for these Total Direct Cost $28,000 expenses during the school year.

Admissions 45 Transportation Financial aid at DRBU is entirely need-based, Students may travel home during the school year. and the University is committed to meeting the The expense of traveling will vary according to demonstrated need of all students. Any student the location of the student’s home and the mode accepted into the University may receive aid to of transportation. It is reasonable to assume meet demonstrated financial need. Financial aid travel expenses of $500 for students from within is available for all four years of the undergraduate California and $1,000 for students from other states. program and two years of the graduate program. Students apply for aid annually, and each year we Health Insurance review the financial needs for all students, taking Students should factor in the cost of basic medical into account changes in students’ or families’ insurance as part of their total expenses. DRBU financial circumstances. does not provide medical insurance. Full-time students are required to have their own medical While the primary responsibility to pay for college insurance in case of emergencies. lies with the student and the family, DRBU is committed to making sure family income does Miscellaneous Expenses not distract students from their academic goals. This category includes other expenditures such Each financial aid package is customized to meet as clothing, personal computer, phone, etc. We the needs of the particular student through a estimate students’ miscellaneous expenses to be combination of Service Scholarships (work-study) $1,500–$2,000 per year. However, it is possible to and University Grants. spend far less than this amount for students with Service Scholarships conservative spending habits. The first type of assistance provided by the Other Fees and Charges University is in the form of on-campus work-study under the Service Scholarship program. Students • Auditing fees: $200 per unit who are awarded a full Service Scholarship are • Cap and gown: cost expected to work 13 hours per week in such areas • Damage to University property: cost as food services, buildings maintenance, grounds • ID card replacement: $10 per card maintenance, the library, or office clerical work. • Library overdue fines (per item): $1 per day, If a student does not perform his or her Service maximum $50 Scholarship duties in a satisfactory manner, as • Library lost item replacement: $100 per item determined by his or her supervisor, the student • Key replacement: $25–$50 per key may be found ineligible for financial assistance • Returned or bounced check fee: $10 per (Service Scholarship and University Grant) from incident the University in subsequent semesters. • Room & board during summer months: $500 per month University Grants • Student Tuition Recovery Fund (STRF) fees: DRBU provides students with University Grants to $0.00 per $1,000 institutional charges meet remaining need. Students are not expected • Transcript fees: $10 per copy to repay the grants. A student must accept the maximum amount of Service Scholarship in order FINANCIAL AID to receive a University Grant.

As a community dedicated to Buddhist liberal Each financial aid request is reviewed carefully in education, DRBU strives to make the opportunity an effort to arrive at an accurate determination of to study here a reality for all accepted students, need for financial assistance. This process takes regardless of financial circumstances. into account the family’s income, assets, family

46 DRBU 2021–2022 Catalog size, number of students in college, and other When to Apply pertinent information. The University does its best Incoming students must complete their application to address each family’s individual circumstances for financial aid by March 2 of the preceding while maintaining equity and fairness. The school year or within 30 days of acceptance for a University reserves full discretion in determining degree program, whichever is later. what constitutes demonstrated financial need in any particular case. Continuing students must complete the financial aid application annually by March A student may not be eligible for financial assis- 2 of the preceding school year. Continued tance from the University (Service Scholarship or eligibility requires students and their families to University Grant) for a semester in which he or demonstrate need year by year and to meet their she was previously enrolled for more than three obligation under the previous year’s award. weeks. Exceptions to this policy may be granted by the Dean of Students in cases of an involuntary withdrawal due to serious illness or other severe INTERNATIONAL STUDENTS and mitigating circumstances. The University Dharma Realm Buddhist University welcomes reserves full discretion in determining when insti- international student applications. DRBU tutional aid for a repeated semester is warranted. is authorized under Federal law to enroll nonimmigrant alien students. The University may adjust financial awards, including Services Scholarships and University International students must meet the same Grants, during the school year to reflect significant admissions standards as U.S. students and must changes in students’ demonstrated financial need. maintain a full time course of study. International applicants whose native language is not English For the 2021–2022 academic year, students and are required to take an English proficiency test parents will not be asked to take out a loan as such as the Test of English as a Foreign Language a part of the financial aid package. DRBU does (TOEFL) and receive a minimum iBT score of 90 not participate in federal or state financial aid or equivalent, in addition to the other application programs at this time. Nevertheless, DRBU is requirements. required to notify students that if a student International students are encouraged to apply as obtains a loan to pay for an educational program, early as possible. Once accepted to the program, the student will have to repay the full amount an international applicant must enroll in the SEVIS of the loan plus interest, less the amount of system in order to receive an I-20 and complete any refund; and if the student receives federal the F-1 visa application, which may includes an student financial aid funds, the student is entitled interview at a U.S. embassy or consulate. These to a refund of the money not paid from federal steps can take weeks or months, so international financial aid funds. students are encouraged to prepare accordingly. Students are responsible for all fees associated How to Apply with student visa application. • Complete the DRBU Financial Aid Application Financial aid for international students at DRBU • Submit a signed copy of the 2020 Federal Tax is limited. International applicants should be Return prepared to prove their financial ability to fund • Mail all forms to: their education at DRBU as part of the student visa application process. Office of Admissions and Financial Aid Dharma Realm Buddhist University International applicants may contact the Office of 1991 Virtue Way, Ukiah, California, 95482 Admissions and Financial Aid for more information.

Admissions 47 Academic Policies and Practices

DRBU EDUCATIONAL GOALS sphere of life. The following three institutional learning outcomes further elaborate the aims set Mission Statement forth in the mission of DRBU: Dharma Realm Buddhist University is a community dedicated to liberal education in the broad Buddhist • A liberally educated person will develop and tradition—a tradition characterized by knowledge in practice skills for lifelong learning, which the arts and sciences, self-cultivation, and the pur- encompass sound judgment; the flexibility suit of wisdom. Its pedagogical aim is thus twofold: to constantly assess evolving internal and to convey knowledge and to activate an intrinsic external conditions; and accordingly, the wisdom possessed by all individuals. Developing this ability to reconsider, adjust, alter, or even inherent capacity requires an orientation toward abandon his or her course or stance. learning that is dialogical, interactive, probing, and deeply self-reflective. Such education makes one • A liberally educated person will appreciate free in the deepest sense and opens the opportunity the methods of inquiry and insights suggested to pursue the highest goals of human existence. by the primary texts, particularly in the study of human nature, the workings of causality, Institutional Learning Outcomes and the complex interconnections among the As an institution aiming at educating the whole personal, the social, and the natural worlds. person, DRBU strives to nurture individuals who see learning as a lifelong endeavor in the pursuit • A liberally educated person will communicate of knowledge, self-understanding, and the creative in a clear, nuanced, candid, and skillful and beneficial application of that learning to every manner.

48 DRBU 2021–2022 Catalog Program Learning Outcomes Based on DRBU’s institutional learning outcomes, Bachelor of Arts in Liberal Arts and Master of Arts the following program-level student learning in Buddhist Classics programs. outcomes have been developed for DRBU’s

DRBU’S INSTITUTIONAL BA IN LIBERAL ARTS MA IN BUDDHIST CLASSICS LEARNING OUTCOMES PROGRAM LEARNING PROGRAM LEARNING OUTCOMES OUTCOMES

A liberally educated person • Demonstrate ethical • Exercise ethical sensibility. will develop and practice skills awareness. for lifelong learning, which • Cultivate a flexibility of encompass sound judgment; the mind to adapt to evolving flexibility to constantly assess conditions. evolving internal and external • Demonstrate critical thinking conditions; and accordingly, skills. the ability to reconsider, adjust, alter, or even abandon his or her • Exercise quantitative course or stance. reasoning skills.

A liberally educated person • Appreciate and defend • Assess and articulate major will appreciate the methods different systems of Buddhist methods and of inquiry and insights thought as conveyed within practices. suggested by the primary texts, the primary texts in the • Explain insights gained from particularly in the study of curriculum. close reading of texts and human nature, the workings • Demonstrate fluency in the their implications for the of causality, and the complex use of tools and methods personal, the social, and the interconnections among the of inquiry from different natural worlds. personal, the social, and the traditions and disciplines natural worlds. presented in the curriculum.

A liberally educated person • Practice thoughtful and • Create sustained, coherent will communicate in a clear, probing dialogue combined expositions and reflections for nuanced, candid, and skillful with close listening to assess both general and specialized manner. the context and the character audiences. of the audience. • Compose coherent arguments and narratives. • Evaluate and responsibly use and share information resources.

Academic Policies and Practices 49 STATEMENT OF ACADEMIC FREEDOM

Although Dharma Realm Buddhist University (DRBU) has a religious affiliation—that is, the University is embedded in the broader Buddhist institution of Dharma Realm Buddhist Association—academic freedom is one of its central tenets. Indeed, all aspects of DRBU’s pedagogical design and curriculum center on one goal: that each student develops the capacity to be an independent thinker. A core assumption underlying the University’s teaching methodology is that the text, instructor, and student form a triangular relationship of inquiry in which none of the three may be presumed as “the measure of all things.” Rather, “authority” is posited to emerge through the interaction among the three.

The context of the school is unmistakably Buddhist. In the course of a student’s studies and campus life, he or she will encounter Buddhist ideas and practices. It is up to the student, not subject to any pressure, overt or otherwise, to however, to decide which, if any, of these to hold subscribe to a particular ideology. and accept. In the classroom, Buddhist ideas are Any member of the University community, held to the same level of questioning and scrutiny including a professor or a student, who feels that as any others. Students are free, and explicitly he or she has endured a grievable act or acts encouraged, to examine and to consider all related to academic freedom should follow the the views they encounter, including their own. appropriate grievance procedure outlined on page No student is subject to any pressure, overt 72 of this catalog and in section eight of the Faculty or otherwise, to subscribe to a particular Governance Manual. ideology.

Professors are citizens, members of a learned COURSES profession, and members of the University community. When they speak or write as Attendance Policy citizens, they shall be free from DRBU censorship Attendance and student participation are essential or discipline, but their special position in the in a discussion-driven method of instruction. community imposes special obligations. As Learning through shared inquiry assumes a shared scholars and teachers, they should remember that responsibility from all members of the class in the public may judge their professions and DRBU the process of learning. One cannot simply read by their utterances. Hence, they should at all times a book to replace a missed discussion. Therefore, be accurate, exercise appropriate restraint, show all students are required to attend all scheduled respect for the opinions of others, and make every classes for which they have registered. Students effort to indicate that they are not speaking for are also expected to attend orientations and DRBU. Professors are free to hold any view and are lectures given by visiting scholars.

50 DRBU 2021–2022 Catalog Due to the importance of attendance, instructors along with the written request. Confidentiality will are asked to report student absences to the Office be maintained regarding the circumstances around of Academic Affairs on a weekly basis. Students the request. may consult their own attendance records at the Office of Academic Affairs at any time. The Registering for Courses maximum number of absences per semester is set Students in the BA in Liberal Arts and the MA in at four for courses meeting twice a week and six Buddhist Classics programs follow an integrated for courses meeting three times a week. Students curriculum in which every course is a requirement. who exceed the maximum number of absences in a Students are expected to register each semester given course will be required to repeat the course. during the registration period as announced in the An O (absent) will appear on the transcript until Academic Calendar. the course is repeated, at which time the original O will be replaced with RP (a repeated course) on Withdrawing from a Course the transcript, and a letter grade will be given Because each degree program consists of an for the repeated course in the current semester. integrated curriculum, withdrawing from an An incomplete course due to absences must be individual course is only permitted in special repeated within the following academic year. If circumstances. Students requesting to withdraw the student fails to complete the repeated course, from a course must fill out the Course Enrollment an F will appear on the student’s transcript, and Modification form at the Office of Academic the student will be placed on academic probation. Affairs for review by the Dean of Academics. A Students who exceed the maximum number of student withdrawing for medical reasons must absences in a second course will be placed on submit a letter from the attending medical academic probation. (Refer to the “Academic professional stating that it has become inadvisable Probation” section for detailed information.) for the student to continue the current course load for medical reasons and briefly stating the A letter of warning will be sent to students via medical issues. Confidentiality will be maintained email who are approaching their maximum regarding the circumstances around the request. number of absences. Parents of dependent If a student withdraws prior to the end of the students may also be notified. (A dependent thirteenth week of instruction, a “W” will appear student is a student who is being claimed as a on the transcript. If a student withdraws after the dependent on one or both parents’ tax return.) end of the thirteenth week of instruction, a grade Students are advised to keep a record of their own of “F” will appear on the student’s transcript. absences and avoid approaching the maximum number of absences to allow for unavoidable If a student is withdrawing due to extraordinary absences, as in case of an emergency. Students circumstances, the Dean of Academics, in who have reached the maximum number of consultation with the course professor, will absences will be withdrawn from the course and decide what appears on the student’s transcript. notified by the Office of Academic Affairs. Students are responsible for consulting the current academic calendar for the last day to withdraw In cases of extraordinary circumstances, the Dean without receiving a failing grade. of Academics, in consultation with the professor of the course, may increase the maximum number The quality of the student’s work up until the of absences for a particular student at the written point of his or her withdrawal will be recorded in request of the student. If the reason for the request the student’s academic file. Whenever possible, concerns medical issues, a supporting letter from an unofficial, not-for-credit letter grade will be a physician or a psychiatrist must be submitted assigned to the student based on the student’s

Academic Policies and Practices 51 work prior to withdrawal. This internal grade semester (nine weeks of instruction). After the will not appear on the student’s transcript but first 60 percent of the semester, students are will become part of the student’s academic file liable for the full amount of tuition that they were at DRBU. charged.

Refund Policy A student on financial aid who is considering The student has the right to cancel the Student withdrawal is urged to consult the Director of Enrollment Agreement without obligation and Admissions and Financial Aid. A student may not obtain a refund of refundable charges paid through be eligible for financial assistance for a semester attendance of the first class session or the seventh in which he or she was previously enrolled. day after enrollment, whichever is later. Exceptions to this policy may be granted by the Dean of Students in cases of an involuntary withdrawal due to serious illness or other severe Cancellation shall occur when the student submits and mitigating circumstances. a written notice of cancellation to the University. The written notice of cancellation, if given by mail, is effective when deposited in the mail properly Repeating Courses addressed with postage prepaid. The written A student is not ordinarily permitted to repeat notice of cancellation need not take a particular a course unless he or she has either received a form and, however expressed, is effective if it failing grade (F) for the course, failed to complete indicates the student’s desire not to be bound by the course due to absences (O), or withdrawn (W) the Student Enrollment Agreement. from the course. Students who failed a course or failed to complete a course will be allowed to The written notice of cancellation shall be repeat the same course only once. If the course submitted by mail or in person to: is successfully repeated, the original grade (F, O, or W) will be replaced with an RP (a repeated Office of Admissions and Financial Aid course) on the transcript. Only the new grade Dharma Realm Buddhist University will contribute to the student’s cumulative grade 1991 Virtue Way, Ukiah, California, 95482 point average. Students who fail to successfully complete the same course a second time will The University shall remit a refund as described be placed on academic probation. Students below within 45 days following the student’s requesting to repeat a course must fill out the withdrawal. Course Enrollment Modification form at the Office of Academic Affairs for review by the Dean of When a student cancels the enrollment agreement Academics. prior to or on the first day of instruction, the University will refund 100 percent of the amount Part-Time Study paid for tuition and other refundable fees. Fees Classroom conversations at DRBU assume for instructional materials purchased will be familiarity with previous course materials as well refunded provided that the materials are returned as with materials studied in concurrent courses. undamaged and unused. Students who are attending the program part-time may find themselves at a disadvantage both in When a student withdraws after the first day of the course work and in the contribution they can instruction, refunds are calculated on a per diem make to class discussion. For this reason, part-time basis starting the first day of instruction through study is highly discouraged. Nevertheless, the the date of withdrawal. Tuition is charged on a Dean of Academics may permit students to enroll daily basis through the first 60 percent of the part-time under extraordinary circumstances.

52 DRBU 2021–2022 Catalog Auditing Due to the integrated nature of DRBU’s curriculum,­ auditing is permitted only under extremely rare circumstances (e.g., DRBU alumni wishing to audit a course or students seeking readmission). Audit- ing a class is a special privilege and requires the permission of both the Dean of Academics and the professor of the course. The number of students enrolled in the class as well as the auditor’s com- mitment to completing all course assignments and attending all the classes will be taken into consid- eration in the decision to allow auditing. Auditors pay an auditing fee of $200 per unit. Grades for audited classes will only appear on the transcripts of currently enrolled degree students: • AUD — Audit • WAU —Withdrawn from audit that epitomizes the culmination of a student’s ESSAYS AND EXAMINATIONS education at DRBU. The required length for senior essay is 20–25 pages. Requirements for BA in Liberal Arts The process of writing the senior essay begins in the BA Focus Strand Essays fall of senior year, when a student submits a senior A focus strand essay is intended to be a serious and essay proposal to the instruction committee, de- thoughtful examination of a particular question scribing the topic and the organization of the essay, and its significance for one aspect of the liberal as well as the primary text(s) to be used. Proposals arts. Students write a major essay in each of the are due at 5 p.m. on the first Monday of November. four classics strands during their first three years. The instruction committee will evaluate the pro- Based on the class readings from the respective posal and assign a senior essay committee to each strand, each student chooses a topic for their focus student. Each committee consists of a main senior strand essay, to be approved by the focus strand essay ­advisor and two additional faculty members. professor. Students are encouraged to consult with ­Students are encouraged to meet frequently with their focus strand professor while writing, and their main advisor to review their progress. freshman students in particular are encouraged to work closely with their Rhetoric and Writing Seniors are given four weeks without classes at professor throughout all phases of their writing. the beginning of the spring semester to focus on writing their senior essays. Senior essays are due by Essays are graded by the focus strand professor and 5 p.m. on the last Friday of February. The deadline become a substantial part of the student’s focus for submission is strictly enforced. Exceptions will strand course grade. Students whose papers are be made only in extraordinary circumstances with deemed unsatisfactory may submit a revision before the approval of the Dean of Academics. the end of the semester. A copy of the essay will be kept on file as part of the student’s academic record. The senior essay committee will evaluate the Senior Essay and Oral Examination senior essay. If the committee considers the essay Seniors are required to present a final essay in the to be unacceptable, the student may submit a spring semester of their fourth year. This essay is revision or a new essay to the same committee by a substantial and sustained intellectual endeavor 5 p.m. on the last Friday of March.

Academic Policies and Practices 53 Students are also given an hour-long oral Focus strand essays are graded by the focus strand examination focusing on their senior essay. Both professor and become a substantial part of the the senior essay and the oral examination must be student’s focus strand course grade. successfully completed before graduation.

If a student is granted an “I” grade for the Senior EVALUATING Essay and/or Oral Examination, the deadline for ACADEMIC PERFORMANCE removing it cannot be extended by the Rhetoric IV professor beyond the first day of the Fall Student Conferences semester, without exceptions. If a student does not As a university dedicated to educating the whole complete the required essay and oral examination person, DRBU strives to nurture individuals who by the first day of the Fall semester, the student see learning as a lifelong endeavor in the pursuit will receive a default grade of NP for the Rhetoric of knowledge and self-understanding. Learning IV course and will be required to register for lies at the heart of all endeavors and activities at and repeat the course in that semester. Once DRBU. Learning through shared inquiry requires the student completes the Rhetoric IV course by a healthy learning community that supports open submitting the senior essay and oral examination, inquiry and supportive collaboration. the NP grade in the previous Rhetoric IV course will be replaced by an RP (repeated course). With these ideals in mind, each DRBU student meets with a committee of their professors once Requirements for a semester to review and discuss their academic MA in Buddhist Classics progress. The intention is for students to learn how to evaluate, reflect upon, and improve their MA Focus Strand Essays own work, while allowing their professors to gain a MA students submit a focus strand essay every better sense of their skills, self-understanding, and semester. A focus strand essay is intended to be a academic progress as a whole. serious and thoughtful examination of a particular question and its significance to the study of classic During the conference, professors may provide Buddhist texts. Based on class readings, each feedback about the student’s preparation of class student chooses a topic, reflects upon its wider readings, participation in class discussion, and implications, and explores its deeper meaning the quality of his or her written assignments. The in relationship to the text. Essay topic needs to student then responds to the professors’ feedback be approved by the focus strand professor. The and also comments on his or her own work. essay is not intended to be a work of specialized Professors, in turn, welcome students’ feedback on research, but rather a careful examination based how their classes might be more rewarding. on a close reading of the original text. Students are encouraged to consult with their professor often in A report on the conference, written by the the process of writing their essay. conference committee chair, is then submitted to the Office of Academic Affairs and becomes The focus strand assignment for each semester is part of the student’s academic record. If the as follows: conference committee regards the student’s • First year, fall semester: Buddhist Classics work as satisfactory, the committee makes the • First year, spring semester: Comparative recommendation to the Dean of Academics to Hermeneutics grant permission for the student to advance to the • Second year, fall semester: Buddhist following semester. If the conference committee Hermeneutics regards the student’s work as unsatisfactory, • Second year, spring semester: Buddhist the committee may recommend to the Dean Classics of Academics that the student be placed on

54 DRBU 2021–2022 Catalog academic probation. A professor, dean, or associate by the institution, including laboratory work, dean may request a special conference at any internships, practica, studio work, and other time with a student whose work is found to be academic work leading to the award of unsatisfactory. a credit hour.

Credit Hours Grade Reports DRBU follows the federal government’s definition Academic evaluation at DRBU is intended to for credit hours, defined in the Code of Federal nurture a holistic view of knowledge and learning. Regulations, section 600.2, which states: The faculty recognizes that grades alone can fall short of this ideal, often giving an incomplete One credit hour is an amount of work picture of each student’s learning and academic represented in intended learning outcomes achievement. Because overemphasis on grades and verified by evidence of student may result in thoughtless competition and achievement that is an institutional- encourage an unexamined sense of success or established equivalence that reasonably failure, students at DRBU are encouraged to pursue approximates no less than: learning for its own sake. DRBU views grading as a means to this end and discourages students from 1) One hour of classroom or direct faculty pursuing grades as ends in themselves. instruction and a minimum of two hours of student work out of the classroom each BA in Liberal Arts week for approximately fifteen weeks for one Letter grades are assigned by the professor(s) semester hour of credit. of each course at the end of every semester following a conventional grade scale of A, B, C, 2) At least an equivalent amount of work as D, or F. A letter grade of C indicates satisfactory required in paragraph (1) of this definition work for undergraduate students. Students for other academic activities as established whose cumulative grade average falls below a C average will be placed on academic probation. Students who receive a failing grade in a course are also placed on academic probation. (For more information on academic probation, refer to page 58 of this catalog.)

Grades are assigned according to the following grade point scale:

A—Excellent (A+ = 4.0, A = 4.0, A- = 3.7) B—Good (B+ = 3.3, B = 3.0, B- = 2.7) C—Satisfactory (C+ = 2.3, C = 2.0, C- = 1.7) D—Minimal Pass (D+ = 1.3, D = 1.0) F—Failing (F = 0.0) I—Incomplete (see “Incomplete Grades”) O—Absent (see “Attendance Policy”) W—Withdrawn (see “Withdrawing from a Course”) RP—Repeated course (see “Repeating Courses”) P—Pass (P = 0.0, only for BA students) NP—No Pass (NP = 0.0, only for BA students)

Academic Policies and Practices 55 Grade point averages are determined by dividing average will be placed on academic probation. the total number of grade points earned by the Students who receive a failing grade in a course total number of units attempted. are also placed on academic probation. (For more information on academic probation, refer to page A student who believes he or she has received an 58 of this catalog.) undeserved grade should consult the professor of the course immediately. In exceptional Grades are assigned according to the following circumstances, the Dean of Academics may grade point scale: facilitate the discussion between the professor and the student. The final decision regarding grade A—Excellent (A+ = 4.0, A = 4.0, A- = 3.7) changes resides with the professor of the course. B—Good (B+ = 3.3, B = 3.0, B- = 2.7) Petition for a grade change may be submitted C—Unsatisfactory (C+ = 2.3, C = 2.0) to the Registrar no later than six weeks into the F—Failing (F = 0.0) subsequent semester. I—Incomplete (see “Incomplete Grades”) O—Absent (see “Attendance Policy”) To qualify for graduation, undergraduate seniors W—Withdrawn (see “Withdrawing from a are required to earn a grade of C- or higher in Course”) every class during their senior year. On rare RP—Repeated course (see “Repeating occasions, the faculty may recommend that a Courses”) BA degree be awarded to a student who did not satisfy this requirement. Such a recommendation Grade point averages are determined by dividing may involve the successful completion of the total number of grade points earned by the supplementary work assigned by the professor of total number of units attempted. the class in which work has been unsatisfactory.

MA in Buddhist Classics Incomplete Grades Letter grades are assigned by the professor(s) An incomplete grade (I) may be given only in of each course at the end of every semester the case of a serious emergency (e.g., medical following a grade scale of A, B, C, or F. A grade emergency or a death in the family) at the of B- or higher is considered satisfactory for discretion of the professor. Outstanding course graduate level work. Graduate students must earn work must be completed before the beginning at least a B- in the required courses. Students of the succeeding academic semester or no later who earned a grade lower than B- in a required than four weeks after the end of the semester, course will need to repeat the course. Students whichever is sooner. The professor may set whose cumulative grade average falls below a B an earlier or a later deadline for pedagogical

56 DRBU 2021–2022 Catalog reasons or extenuating circumstances. Appeal build sequentially, DRBU does not award credits of final grade received for an incomplete may be for a student’s prior experiential learning. submitted to the Office of the Registrar no later than eight weeks into the subsequent semester. Transfer Credits Because the curricula in the BA in Liberal Arts and Under no circumstances should a student re-enroll MA in Buddhist Classics are fully integrated and in a class to complete an I grade. Once the final build sequentially, DRBU does not accept transfer grade is received by the registrar, the initial I credits from other institutions. Degree students grade will disappear from the transcript. Students are admitted only as freshmen or first-year must submit a form requesting an incomplete graduate students. grade before the end of the semester. Check the DRBU Course Schedule for the deadline to request an incomplete grade. Retention of Student Records Paper and electronic student records are The student must fill out a request form for an maintained in the DRBU Office of the Registrar on incomplete grade and seek approval from the campus. Paper records are filed for a minimum professor of the course. The Incomplete Grade of 5 years after a student completes a degree, and Form includes the following information: electronic transcripts are retained permanently.

1) The reason for requesting an incomplete Transcripts grade. Transcripts for current students and alumni may 2) A brief description of the outstanding be requested from the Office of the Registrar either work to be completed and the deadline for in person or by email. Contact the Office of the submission if different from the registrar’s Registrar ([email protected]) for a copy of the regular deadline. Request for Official Transcript form. The cost for each transcript is $10. Please allow two weeks for 3) The default grade that is to be recorded processing. Transcripts are normally delivered permanently on the transcript if the by USPS first-class mail; express shipping is also outstanding work is not made up. The default available for an additional charge. grade reflects the grade the student would have earned in the class prior to submitting Degrees and Certificates the outstanding work (e.g., “I/C” or “I/F”, etc.). In order to graduate, students must complete the Incomplete grades are restricted to cases where the Application for Graduation form. The deadline student has satisfactorily completed a substantial for submitting the application is the 11th week portion of the course work and has not exceeded of the term in which the student intends to the maximum number of allowed absences. graduate. Please refer to the Academic Calendar Students who exceed the maximum number of for graduation application deadlines. ­absences will receive an O (absent) for the course and are required to repeat the course to receive After the student submits the Application for credit. (Please refer to the section “Repeating a Graduation form and upon satisfactory completion Course” for more detailed information.) of all graduation and program requirements, a degree certificate along with a transcript is issued Experiential Learning Credits to the student. However, the degree and certificate Because the curricula in the BA in Liberal Arts and will not be awarded if there is a hold on the MA in Buddhist Classics are fully integrated and student’s account.

Academic Policies and Practices 57 Academic Probation A graduate student who fails a course is also placed on academic probation. Students who BA in Liberal Arts failed a second course may be dismissed from The Dean of Academics places on academic the University. When a graduate student has probation a student whose cumulative grade point been placed on probation, a special mid-term average falls below 2.0 (C average) or a student student conference, consisting of all the student’s who receives a failing grade in a course. The Dean current professors, will convene in the middle of may also place a student on probation when the the following semester to monitor the student’s student’s conference committee determines his progress and to provide feedback and support. or her work is unsatisfactory in many respects. Students who fail to perform satisfactorily by Academic probation permits the student to the time of the special mid-term and the regular continue at DRBU in the hope that his or her conferences will be dismissed from the University. performance will improve. A special student conference, consisting of all of the student’s Dismissal for Academic Reasons current professors, will be convened in the middle of the following semester to monitor the student’s It is anticipated that every admitted student has progress and to provide feedback and support. If the the ability to successfully pursue a course of study student’s work is determined to be unsatisfactory at DRBU. However, as stated above, a student at the time of the mid-term special conference, the may be dismissed for academic reasons under the student may be dismissed from the University. following circumstances:

Academic probation involves a trial period of, • If a student on academic probation performs unless otherwise stated, one semester, by the unsatisfactorily as deemed by the Dean of end of which the Dean, in consultation with the Academics in consultation with the special student’s conference committee, will determine mid-term student conference committee. whether the student is returned to good standing or is dismissed at the end of the probationary • If a student on academic probation performs period for failure to perform satisfactorily. unsatisfactorily as deemed by the Dean of Academics in consultation with the regular end-of-term student conference committee. DRBU’s BA program is built on an integrated curriculum, with classes organized into cohorts • If a student fails a second course. that ideally progress through their programs in the specified number of years. When a degree The final decision for dismissal resides with the student fails a class at DRBU, he or she falls Dean of Academics and the Instruction Committee. behind in a sequential and cumulative learning Students who have been dismissed for academic process. Therefore, one failure results in academic reasons, however, may apply for readmission at a probation and two failures may lead to dismissal later date. Students who wish to seek readmission from the University. should consult with the Dean of Academics, who will stipulate conditions for readmission. MA in Buddhist Classics The Dean of Academics places on academic probation a student whose cumulative grade point Satisfactory Academic Progress average falls below 3.0 (B average). The Dean and Financial Aid may also place a student on probation when the The following criteria are used by DRBU in the student’s conference committee determines his determination of satisfactory academic progress or her work is unsatisfactory in many respects. for students receiving financial aid:

58 DRBU 2021–2022 Catalog • A student is considered to be making the last semester of their leave of absence. Upon satisfactory academic progress when he or returning, students need to resume their studies she is permitted to advance to the following with the appropriate courses for their integrated semester. The Dean of Academics grants this curriculum. Students who do not return from a permission at the end of every semester, leave within the specified time will be withdrawn upon the recommendation of the student’s from the University and will be required to apply conference committee. for readmission.

• A student on academic probation is Withdrawal from the University considered to be eligible for financial aid. Deciding whether or not to withdraw from the University is a difficult and serious decision. • A student’s financial aid may be reduced Students who are considering withdrawing from during a semester in which he or she is the University are encouraged to discuss the repeating a course. Exceptions to this policy issue with family, friends, counselors, academic may be granted by the Dean of Students in advisors, professors, and academic deans before cases of an involuntary withdrawal due to making a final decision. Students who withdraw serious illness or other severe and mitigating from the University and wish to return after circumstances. an extended period of absence must apply for readmission.

LEAVE OF ABSENCE, Students who decide to withdraw during the WITHDRAWAL, AND academic year should make an appointment to READMISSION discuss the matter with the Dean of Academics. Students obtain the signature of the Dean for Leave of Absence the official form to withdraw, indicating that a Any degree student in good academic standing meeting with the Dean has taken place. Students may request a leave of absence from the Office who are withdrawing for medical reasons should of Academic Affairs. A leave of absence may be submit a supporting document written by granted for one full academic year at a time. attending medical professionals. Students who Degree students who take an approved leave of decide to withdraw when school is not in session absence while in good academic standing may should contact the Office of the Registrar directly return to the University within the specified time to arrange the withdrawal process. without applying for readmission. Students must submit the request for leave of absence no later Students requesting to withdraw from the than the end of the thirteenth week of instruction University must fill out the Request for during which the leave takes effect. Registration Withdrawal from Degree Program form at the for the current semester will be cancelled for a Office of Academic Affairs. The form will then be student who is granted a leave of absence. Degree reviewed by the Dean of Academics. students who take an approved leave of absence while in good academic standing may return to Students who withdraw during an academic the University within the specified time without term prior to the end of the thirteenth week of applying for readmission. Students who intend to instruction effectively cancel their registration return from a leave of absence must submit the and grades in all subjects for that term. Students Petition to Return from Leave of Absence form to who withdraw after the thirteenth week of the office of the Registrar by the end of week 11 of instruction will receive a grade for the courses

Academic Policies and Practices 59 in which they were registered. The Dean, in ACADEMIC INTEGRITY consultation with a student’s professors, will decide what grades the student will receive. A Every student enrolled at DRBU is expected to student who stops attending classes and leaves support the principles of academic integrity and the University without officially withdrawing is should therefore not tolerate any form of academic subject to failing grades. dishonesty. Academic dishonesty includes but is not limited to the following:

Students withdrawing should review the Refund • Plagiarism in the form of deliberate or Policy on page 50 of this catalog for information reckless representation of another’s words, on refunds and consult the Director of Financial thoughts, or ideas as one’s own without Aid for consequences regarding financial aid attribution in connection with submission of awards. academic work, whether graded or otherwise.

Readmission • Falsification, fabrication, or misrepresentation of data, other information, or citations in con- The readmissions process is designed to verify nection with an academic assignment, whether that the student is ready to return successfully to graded or otherwise. DRBU. Former students contemplating a return to DRBU should schedule an appointment with • Unauthorized assistance or unauthorized the Dean of Academics no later than one month collaboration in connection with academic prior to the application submission to discuss the work, whether graded or otherwise. process and criteria for readmission. A copy of • Cheating on examinations or other academic the Application for Readmission may be obtained assignments, whether graded or otherwise, from the Office of Admissions and Financial Aid. either through use of unauthorized materials Readmission applications should be submitted to and methods (notes, books, electronic the Office of Admissions and Financial Aid and will information, phones or other forms of be reviewed on a rolling basis. The application electronic communication, or other sources is reviewed by the admissions committee in or methods), or representing another person’s conjunction with the Dean of Academics. Students work as one’s own. will be notified of the readmission decision in six weeks. Since readmission is not guaranteed, Violation of academic honesty may lead to serious students are encouraged to develop contingency consequences and is handled on a case-by-case plans in the event that their application is denied. basis. Academic consequences within the course itself are determined by the professor(s) of the Readmitted students who withdrew while on course in conjunction with the Dean of Academics. academic probation will return on probation and Such action may include: are required to follow the procedure set forth in • Requiring the student to repeat the the academic probation policy. assignment for a lowered grade. • Assigning the student a failing grade for the Students should contact the Director of Admissions assignment. and Financial Aid as soon as they are considering • Assigning the student a failing grade for the readmission. Financial aid may be available for course. readmitted students, provided the applicant demonstrates sufficient financial need and applies In addition, the student may be subject to a full by the appropriate deadline. Applying for financial range of disciplinary action, including academic aid should be done after readmission has been probation, dismissal from the University, or other granted. educational sanctions.

60 DRBU 2021–2022 Catalog COHORT MENTORS Career Services Career Services provides resources for students Two members of the teaching faculty are assigned exploring employment opportunities while to each student cohort in the degree program at attending DRBU or when graduating. Career the beginning of every academic year. Students counseling will be provided throughout all aspects meet informally as a cohort with their mentors, of services to ensure student feels supported who guide them through the academic curriculum and to identify what barriers might obstruct and help make their studies at DRBU successful. pathways to certain jobs and how these might be Mentors can help students understand their circumvented. academic plans, identify specific academic challenges, and locate appropriate academic While DRBU does not train students for particular support services. Students may request individual vocations, our intention is for our students to meetings with their mentors to discuss specific graduate well equipped to thrive in the world’s questions, issues, or challenges. dynamic economic and social environments. DRBU’s Career Services provide students with SYMPOSIUM resources to research opportunities, construct plans, and continue to adapt to the changing Symposium events extend learning outside the world. Information on job search tools, classroom, complementing DRBU’s academic graduate schools, standardized test preparation, programs with activities in contemporary issues scholarships, fellowships, and grants, as well as and scholarship. These activities aim to build assistance with résumés and cover letters are all community and raise awareness of global issues available through the Academic Resource Center. in ethics, politics, spirituality, culture, and the environment, with a goal to inspire and broaden Services for Students with Disabilities discussions around DRBU’s academic programs. DRBU offers equal access to and full participation The juxtaposition of the classical texts and the in educational and co-curricular activities to co-curricular activities mutually illuminate the students with disabilities as mandated by the curriculum and these contemporary issues. ADAAA and Section 504 of the Rehabilitation Act of 1973. Disability Services aims towards encourage ACADEMIC RESOURCE students to exercise self-advocacy. DRBU does not discriminate against any student based on CENTER any disability and readily makes accommodations Instructional Services for such students as mandated by federal law. Students are not required to publicly disclose DRBU Instructional Services offers students their disabilities. If special accommodations or assistance for coursework through tutors. The adjustments are needed regarding housing or tutoring support at DRBU offers a range of living accommodations, and/or academic services, support that assists students in their academic the student must inform the Academic Resource development. Support includes appointments and Center and complete a confidential disability drop-in assistance for coursework, guided study, disclosure accompanied by the signature of a and group study sessions. Tutors include both credentialed medical doctor or mental health hired professional teaching faculty and peer- professional. student tutors.

Academic Policies and Practices 61 Computer Services account. This is available for as long as the student is enrolled at DRBU. DRBU’s email system is Learning activities in DRBU’s programs are based on Google’s Gmail and can be accessed on centered around study of primary classical any connected device via a Web browser such as texts and do not require computing capacity, Microsoft’s Internet Explorer, Mozilla Firefox, equipment, and software beyond those of general Apple’s Safari, and Google’s Chrome. Google use personal computers (PCs) capable of word- provides tutorials and information on its website processing, creating and editing spreadsheets on the use of Gmail. and presentation slides, language learning and searching, and accessing learning resources such The campus-wide content filter screens out as library catalogs and digital books and journals. content deemed inappropriate. Internet usage DRBU offers a computer lab for student usage. may be monitored if there is reasonable cause to The lab provides computer, printing, and internet believe that University Internet policy or any laws facilities to students for the purpose of supporting are being violated. Improper usage such as private their study, work, and personal communications. business activities, gambling, sexually related Five Microsoft Windows–based PC workstations and activities, pornographic materials, violation one black-and-white printer are available at the of copyright, harassment, or other prohibited computer lab located in the main DRBU building for activities is a violation of the Student Code of student use. The computer lab is open from 7 a.m. to Conduct and will normally result in termination 9 p.m. daily. Basic office productivity software tools of personal Internet privileges in addition to the such as the Microsoft Office Suite and Google Apps applicable consequences for rules violations. are available on these workstations. Tutorials on Students are welcome to use their own computers how to use these software tools can be found on the with the wireless services provided by DRBU. software vendors’ websites. DRBU is not responsible for damages to software DRBU provides all students enrolled in a full- or hardware incurred during setup or use of the time degree program with an “@drbu.edu” email Internet.

62 DRBU 2021–2022 Catalog Campus Life WELCOME TO THE Throughout campus, there are areas set aside DRBU CAMPUS as sanctuaries, often for spiritual practice or as a space for a particular gender. These quiet and Traveling up the Pacific Coast along the Russian contemplative spaces are a valuable part of the River, through the rolling hills and redwood peaceful atmosphere of the DRBU environment. forests of northern California, one comes upon Our campus is free of alcohol, tobacco, and drugs. the Ukiah Valley, home to Dharma Realm The campus is primarily pedestrian with vehicle Buddhist University. The peaceful rural campus parking also available. rests just outside the town of Ukiah, with its shops, restaurants, and cafés. The quiet country The main DRBU building houses classrooms, landscape, relatively mild climate, and fresh air faculty and administrative offices, two computer of this beautiful valley give DRBU residents an labs, a library, study rooms, a student lounge, tea ideal environment for study, spiritual growth, and rooms, and a meditation room. wholesome fellowship.

The natural surroundings of the DRBU campus A Community of Learning include mountains, meadows, groves, and forested At DRBU, students gain many opportunities to paths ideal for group hiking and occasional engage in hands-on learning through community outdoor classes and provide habitat for a variety life, student activities, and service scholarship of local wildlife. Because of DRBU’s proximity to (work study). They develop leadership and nature, it is not uncommon to encounter deer, teamwork skills as well as an appreciation for rabbits, squirrels, and many types of birds all the personal, social, and natural world that are around campus. There exists a shared exchange invaluable aspects of a DRBU education. Merely between the natural surroundings and the calm taking part in such a community can itself be one quiet brought about by the community’s focus on of the most beneficial and inspiring experiences study and spiritual practice. among all the opportunities at DRBU.

Campus Life 63 Our University’s community of faculty, staff, environments—that are essential elements and students embraces a diverse international of DRBU’s academic programs. This shared culture. This range of backgrounds is as diverse investigation in turn infuses community life as the views presented in our academic programs. with a quality of genuine questioning, inspires It stimulates self-reflection, encourages deeper our philosophy of service, and provides the basis investigation, and challenges us to integrate for our code of conduct. (For information on the perspectives and arrive at new understandings. “Student Code of Conduct,” please refer to page 65 While we are diverse in our roles and cultural of this catalog.) backgrounds, our shared aspiration to foster basic goodness and inherent wisdom unites us as a A Community of Service community. In this endeavor we are all learners Service is an essential part of life at DRBU. Faculty, and we are all teachers. staff, and students often meet with opportunities to be of help in small and large ways, experiencing As we investigate the ideas and ideals of the the joy of generosity through doing so. DRBU world’s classics traditions, we mutually support believes that this engagement engenders a sense of each other not just in our studies, but in our responsibility and relationship to the community efforts to embody these ideals outside the and environment as well as the understanding classroom. This investigation is based on a sense that service and self-improvement are inseparable. of personal responsibility and consideration for These opportunities also enable students to learn our communities and the world—a consideration valuable skills that they will be able to apply the that is fundamentally ethical. It creates a sense of rest of their lives, acquiring the character and harmony within our diverse community and also virtue that is brought about by selfless service to a creates deeper opportunities for learning—for community in the process. understanding ourselves as well as our social Environmental Responsibility As part of its mission to promote understanding of our personal, social, and natural worlds, DRBU welcomes students to participate in CTTB’s environmentally sustainable practices. CTTB’s commitment to environmental sustainability is evidenced by campus-wide efforts to reduce waste through a simple lifestyle, the recycling program, and our custom of not wasting food that we take in the dining hall. Waste on campus is divided into trash, recycling, and compost so that as much of our waste as possible is returned to the environment in a responsible way.

OFFICE OF CAMPUS LIFE

The Office of Campus Life oversees most non- academic student services, including housing and dining, service scholarship, student activities, health services, and spiritual life. We strive to create a supportive environment for learning, self-cultivation, and the application of inherent

64 DRBU 2021–2022 Catalog wisdom. We are committed to assisting students in diet is vital to living harmoniously with all achieving their educational goals and facilitating members of our ecosystem. their growth not just as learners but as whole human beings. We believe that education at DRBU While school is in session, Dining Services provides is a process of self-transformation grounded in three meals a day, a snack program, and a weekly virtue and guided by insights derived from the DRBU community dinner. In accordance with study of the texts. This process encompasses the principle of compassion toward all beings, all all aspects of the student experience. Students meals served on campus are vegetarian. Students are encouraged to meet with Campus Life staff with food allergies should notify Campus Life prior with any concerns or interests relating to their to enrolling. experience at DRBU. Alternatively, students may dine at their own Residential Life expense at various local establishments. Located The residential experience at DRBU is fertile on campus is the Jyun Kang Vegetarian Restaurant. ground for embodying wisdom and kindness. To It is open Wednesday–Monday from 11:30 am – facilitate this opportunity for growth, Residential 3:00 pm. The restaurant is closed on Tuesdays. Life strives to create dormitory environments that support students in their academic studies, Service Scholarship self-cultivation, and participation within a caring, Service Scholarship allows students to receive interdependent community. financial aid through work study and serve in many essential functions at DRBU and CTTB. Residential Life oversees the student dormitories, Service Scholarship is crucial in running the maintaining a staff presence to offer programming University and keeping its programs affordable. and support students in their various needs. In addition, service provides an opportunity to Residential Life also enforces conduct guidelines put into practice the myriad self-transformative pertaining to dorm life and facilitates conflict principles learned in the classroom. resolution among students. Residential Life services are provided by a team of Residential Life Work study jobs at various departments at Coordinators and Resident Assistants. DRBU and the wider CTTB campus are assigned by the Service Scholarship Coordinators. The Full-time BA Degree students at DRBU live on cam- coordinators follow up with students and pus except in special cases approved by the Dean of supervisors to help resolve any issues that may Students. Campus housing is available for all full- arise. Also, they are responsible for ensuring that time BA students, and for full-time MA students students fulfill their work responsibilities. subject to availability. Students living in the dorms should abide by the Student Housing Agreement Students applying for financial aid are required and other dorm policies. Off-campus housing is to apply for and complete their awarded work- also available locally. It costs around $700 a month study as a prerequisite for receiving DRBU to rent a room. DRBU does not offer assistance to grants. Students who apply are awarded a service find off-campus housing arrangements. scholarship in addition to other financial aid.

Dining Services Student Activities Dining Services nourishes students, faculty, Student Activities offers diverse opportunities for and staff with a vegetarian diet to support the learning, encourages student leadership and com- community’s intellectual and spiritual growth. We munity engagement, and promotes healthy, bal- believe that a wholesome, modest, and sustainable anced and active lifestyles among the student body.

Campus Life 65 Student Activities organizes campus-wide social integrates their studies, contemplative practices, gatherings, opportunities for community service, and daily life. To this end, DRBU provides services recreational activities, and programs with invited and facilities to promote holistic development guests. Student Activities also oversees and among students and to nurture their spiritual supports student-run clubs. Students with ideas for pursuits. DRBU is committed to supporting the clubs, projects, or events can contact the Student spiritual pursuits of students from all religious and Activities Coordinator for more information. spiritual traditions.

Health Services The main religious center at the CTTB campus Health Services promotes the health, safety, and is the Hall of Ten Thousand Buddhas, which well-being of students, faculty, and staff by coordi- maintains a regular daily schedule of ceremonies nating adequate personnel, facilities, and resourc- conducted by Buddhist monastics, with special es in order to meet DRBU’s community needs. ceremonies during holidays and Dharma sessions. In addition, meditation and ceremonies are offered The Health Services on-site licensed Nurse Practi- at the main DRBU building and the Sudhana Center tioner is available for consultation, basic medical campus on certain days of the week. Students are care and support, and referrals for specialized welcome, but not required, to participate in these medical services. A mental health counselor is also activities. available by referral through the Nurse Practitioner. For medical emergencies, call 911. DAILY SCHEDULE OF THE HALL OF TEN THOUSAND BUDDHAS

Additionally, the University is near the following 4:00 am – 5:00 am Morning Ceremony healthcare facilities in the city of Ukiah: 5:00 am – 6:00 am Universal Bowing 7:00 am – 8:00 am Sutra Recitation Ukiah Valley Medical Center 10:30 am – 11:00 am Meal Offering 275 Hospital Drive, Ukiah, CA 12:30 pm – 2:00 pm Great Compassion Repentance (707) 462-3111 • uvmc.org 6:30 pm – 7:30 pm Evening Ceremony 7:30 pm – 9:00 pm Sutra Lecture Mendocino Community Health Clinic 9:00 pm – 9:30 pm Mantra Recitation 333 Laws Avenue, Ukiah, CA (707) 468-1010 • mchcinc.org There are also several other spaces on campus set aside for quiet contemplation, meditation, and Although limited medical services are provided by spiritual practice. the University without additional cost to students, DRBU does not provide medical insurance. As such, DRBU Chaplains are also available for advice and all students are required to have their own medical feedback, to address questions about ethics or insurance. practice, or simply to discuss aspects of spiritual life. DRBU is committed to serving students of all Spiritual Life religious and spiritual backgrounds. Chaplains can Spiritual Life supports the spiritual aspirations and help students connect with nearby religious cen- well-being of students in a holistic manner that ters appropriate for students’ beliefs and practices.

66 DRBU 2021–2022 Catalog Policies and Procedures

GUIDELINES FOR STUDENTS Student Code of Conduct

Students at DRBU join a community dedicated to The goal of the Code of Conduct is to nurture ideals of personal and social integrity. We take personal development in DRBU students by the investigation of an ethical life as a matter of providing support for their active learning our commitment to study and self-cultivation. It process. The formal structure of the Code of expresses our sincerity in examining our own lives Conduct is put in place to define and communicate and our earnestness in undertaking thoughtful guidelines that support our community of study and responsible investigation into life’s deepest and self-cultivation. Earnest engagement with questions. Thus, as the basis of all regulations these guidelines supports students’ education for students, DRBU places its trust in students’ concerning the human condition in general and, in commitment to embody the values of honesty, particular, the development of their own personal respect for others, and personal responsibility. A character. student’s primary responsibility with regard to these regulations is to honestly reflect upon one’s In Buddhist thought, shila, or virtuous conduct, is own sense of values, how those values relate to built upon underlying ideals of respect, humility, one’s community, and how best to conduct oneself and kindness. This serves as the foundation for in order to realize those values in the world. In a kind of mental integrity and focus upon which order to understand the University’s expectations, wisdom and compassion are cultivated. Just as in students should carefully read over the Student the classroom, where students’ minds engage with Code of Conduct, Student Housing Agreement, the philosophical and social ideals contained in and the section on Community Consideration. The profound texts, outside the classroom students’ most current policies and procedures can be found lives are engaged in a process of realizing these on the Campus Life website. ideals in their daily lives. The Code of Conduct

Policies and Procedures 67 provides guidelines by which students can work • Dignified Atmosphere of Learning: In keeping with their own habits and ideals in a process with a dignified atmosphere of learning, we leading to greater self-knowledge. Within this dress modestly and appropriately and refrain self-examination, students develop their own from wearing suggestive or revealing attire natural appreciation of a more compassionate and on campus. harmonious way of living. • Clarity and Focus: To minimize distraction, • Safe Learning Environment: We support Internet access is limited to the University each other’s learning inside and outside buildings and residential common rooms. the classroom by being considerate and Digital devices are permitted in the classroom respectful. We refrain from threatening, only at the discretion of the instructor. violent, or aggressive actions, gestures, and speech. Housing Guidelines Students living in campus dormitories should • Compassion: Out of respect for all forms of abide by the Student Housing Agreement and life, we observe a vegetarian diet and do not other Residential Life policies. A full list of these intentionally kill or harm living beings. We policies can be found in the relevant housing also do not bring non-vegetarian foods to documents. campus or have weapons on campus. Community Consideration • Clarity and Wisdom: To maintain an DRBU is unique in that it shares its campus with environment conducive to mental clarity both a monastic community and a K–12 school and wisdom, we do not use alcohol, tobacco, system. This infuses the campus with both a marijuana, or illegal drugs. We also do not serene and spiritual atmosphere and a wholesome bring these items to campus, nor do we come family environment where residents can focus to campus in an intoxicated state. on their studies or immerse themselves in

• Trust: To maintain an environment of trust, we recognize what is and is not ours. We refrain from stealing, i.e., taking the property of others, the community, or the university.

• Skillful and Harmless Speech: To not create suffering for ourselves and others through unskillful speech, we refrain from using profanity, abusive speech, deceptive speech, and divisive speech.

• Study and Self-Cultivation: To foster a culture of study and self-cultivation, we refrain from visiting the residence halls of the opposite gender. We do not engage in public displays of affection or bring inappropriate music, images, or media to campus. In addition, we abstain from promiscuous behavior and sexual activity on campus.

68 DRBU 2021–2022 Catalog spiritual practice. Given the special opportunities and outdoor common areas have established rules and considerations of being located in such a and norms of conduct. These guidelines support setting, the University asks that students conduct the harmony and spiritual practice of the greater themselves in such a way as to be sensitive to the CTTB community. Students are encouraged to surrounding community. Here are some general learn about these guidelines and abide by them. guidelines to be familiar with:

• Respectful and appropriate attire: no Grounds for Dismissal revealing clothing—this includes no tank tops, While the University’s guidelines for students are sleeveless tops, short skirts, shorts, strapless intended to promote harmony and shared growth tops, swimwear of any sort, etc. within the DRBU community, the University also recognizes its responsibility in keeping its • Respect gender privacy: women should not community free of unhealthy, disruptive, or be in areas designated for men (i.e., Tathagata unethical behavior. For this reason, students may Monastery and Great Compassion House), and be dismissed from DRBU for violation of civil vice versa, men should not go to the areas and criminal laws, for visiting residences of the south of Bodhi Way and east of the CTTB opposite gender, or for the repeated violation of Administration Office. Speaking with monastics any rules set forth in the Student Code of Conduct. of the opposite gender should always be done with at least one other person present. With regard to DRBU’s academic community, • Respect the Buddhist vegetarian diet: no meat, the University is ultimately responsible for eggs, leeks, shallots, onions, garlic, or chives; maintaining the quality of its academic standards please do not bring any foods or products for both its faculty and its student body. For this containing these ingredients to CTTB. reason, students on academic probation may be dismissed for failure to regain good academic In addition, spaces shared with the CTTB standing; also, students may be dismissed for community such as the Dining Hall, Buddha Hall, violation of DRBU’s policies on academic integrity.

Policies and Procedures 69 (See “Academic Integrity” on page 58 and (e.g., complaint of prohibited discrimination or “Dismissal for Academic Reasons” on page 56 of participation in the complaint process). this catalog for more information.) Additional information regarding harassment and Conduct Process the University’s grievance procedures is available from the Human Resources Administrator. DRBU has established a student conduct process to respond to rule violations. This process 2. Definitions ­incorporates Restorative Practices, a philosophy and accompanying set of practices. Restorative Harassment: For purposes of this Policy, Practices acknowledges that when a person does “harassment” means verbal or physical conduct harm—e.g., by violating the Code of Conduct, that denigrates or shows hostility or aversion Student Housing Agreement, or other guidelines— toward an individual because of his or her race, it affects others, the community, and themselves. color, gender, national origin, religion, age, The conduct process thus attempts to facilitate disability or handicap, or any other protected the understanding and repair of any harm that classification or protected activity that: has been caused. It involves a range of informal a. Has the purpose or effect of creating an to formal procedures based on the nature of the intimidating, hostile, or offensive working or violation. learning environment; For more information, refer to the Campus Life b. Has the purpose or effect of unreasonably website or the Office of Campus Life. The Policy interfering with an individual’s job or on Harassment and the Grievance Procedure academic performance; or supersede the student conduct process. c. Otherwise adversely affects an individual’s POLICY ON HARASSMENT employment or educational opportunities

DRBU deeply values the trust and amity of our Harassing conduct includes but is not limited community. In a small and intimate community to epithets, slurs, negative stereotyping, or such as ours, harassment can be even more threatening, intimidating, or hostile acts that destructive of this trust and amity than it would relate to race, color, gender, national origin, be in a larger setting. DRBU will not tolerate religion, age, disability or handicap, or any other harassment of any member of the University protected classification or protected activity. community and will provide resources and programs to educate the University community Sexual Harassment: For purposes of this Policy, about these issues. This policy is itself an instance “sexual harassment” includes unwelcome sexual of that educational effort. advances, requests for sexual favors, or other verbal or physical conduct of a sexual nature which: 1. Statement of Policy a. Implies or states that a person’s response may The University supports and will comply with the affect his or her employment or education; or provisions of applicable Federal, State, and local laws (including Title VII and Title IX) that prohibit b. Has the purpose or effect of unreasonably harassment of any member of the University interfering with a person’s job or academic community (student, faculty, or staff) on the basis performance; or of race, color, gender, religion, national origin, age, disability or handicap, or any other legally c. Creates an intimidating, hostile, or offensive protected classification or protected activity working or learning environment.

70 DRBU 2021–2022 Catalog 3. Procedures NOTICE OF a. Teaching faculty should report harassment NON-DISCRIMINATION issues to the Associate Dean of Academic Affairs. Administrative faculty and staff DRBU does not discriminate on the basis of race, should report to the Human Resources religion, age, gender, national origin, color, Administrator. Students should report to the disability or handicap, or any other protected Associate Dean of Campus Life. classification or protected activity in the administration of any of its educational programs b. All complaints will be investigated promptly, and activities or with respect to admission or thoroughly, and impartially. Confidentiality employment. will be maintained to the extent possible.

c. If the complainant is dissatisfied with GRIEVANCE PROCEDURE the University’s response to the report of harassment, including the results of any The University has established this grievance investigation, the complainant may file a procedure for resolving complaints of grievance as set forth below in the Grievance discrimination or harassment. Procedure. 1. “Grievance” shall mean any complaint by d. Consistent with applicable Federal, State, one or more students or employees of the and local laws (including Title VII and Title University that there has been a violation of IX), the University will take steps to prevent University policies or procedures because retaliation and will take strong responsive of race, religion, age, gender (including action if retaliation occurs. Any retaliation, complaints of sexual harassment or sexual reprisal, or intimidation directed toward the violence), national origin, color, disability complainant or anyone else as a result of or handicap, or any other protected the filing or investigation of a harassment classification or protected activity. complaint is strictly prohibited and should be 2. Grievance procedures should be initiated reported immediately. within thirty days from the time the e. Members of the University community who grievant knew, or should have known, of the are determined to have violated this Policy circumstances giving rise to the grievance. may be subject to sanctions, depending on The time limit may be extended under special the nature and severity of the offense and the circumstances. individual’s disciplinary record, regardless 3. Teaching faculty should present their of whether the harassment is the subject grievance to the Associate Dean of Academic of a criminal investigation or results in a Affairs. Administrative faculty and staff criminal conviction. Some possible sanctions should approach the Human Resources include but are not limited to: suspension Administrator. Students should report to the or expulsion from the University, with Associate Dean of Campus Life or without refund of fees, in the case of students; suspension with or without pay or 4. If the grievance is not satisfactorily resolved, termination of employment, in the case of the grievant should present the grievance in employees; formal reprimand (to be included writing to the appropriate lead administrators: in the permanent record of the student or teaching faculty should report to the Dean employee); and expulsion from campus of Academics, administrative faculty and residences. staff should report to the Vice President for Finance and Administration, and students

Policies and Procedures 71 should report to the Dean of Students. The procedure. However, both the respondent and lead administrator will form a Grievance the complainant shall have the right to be ac- Committee composed of at least three people: companied at the hearing by another member (1) a lead administrator, (2) a teaching faculty of the University community chosen by them. member, and (3) an administrative faculty e. The University will make reasonable or staff member. If a grievance involves the efforts to preserve the confidentiality of the lead administrator, or if it would otherwise allegations and the proceedings. be a conflict of interest for one of them to be involved in the investigation, the grievance f. The Grievance Committee shall keep a should be presented to the President, who written record of the hearing will form the Committee to complete the g. The Grievance Committee shall use a investigation of the complaint. If the grievance “preponderance of the evidence” standard to involves the President, then the complaint will determine the outcome of a complaint (i.e., be presented to the Chair of the DRBU Board of whether it is more likely than not that the Trustees to form a Grievance Committee. harassment or discrimination occurred). 5. The complaint will then be presented to 6. The recommendation of the Grievance the Grievance Committee according to the Committee shall be determined within following procedure: ten days after the hearing and reported to a. The Associate Dean of Academic Affairs, the appropriate lead administrator: Dean Human Resources Administrator, or the of Academics, Vice President for Finance Associate Dean of Campus Life will present and Administration, or Dean of Students. the complaint to the Grievance Committee The lead administrator will implement within ten days after completion of the the recommendations of the Grievance investigation. The Grievance Committee will Committee whether the grievant or promptly schedule a hearing. The person respondent is a student, faculty member, or against whom discrimination or harassment is staff member. alleged (the respondent) will be given notice 7. Both the complainant and the respondent shall in writing of the allegations at least ten days be notified of the outcome of the grievance before any hearing is held. procedure. For cases of sexual harassment or b. Both the respondent and the complainant violence, the University must disclose to the will be given an opportunity to speak to the complainant information about the sanction Grievance Committee separately. imposed on the perpetrator when such sanction directly results from the perpetrator’s c. The Grievance Committee shall have conduct toward the harassed individual. the authority to call witnesses as it deems appropriate. Both the complainant and the 8. If dissatisfied with the outcome, either respondent may request that the Grievance party may file a final written appeal to the Committee call specific witnesses. The President within ten days of being notified of Committee will make reasonable efforts to the outcome of the grievance procedure. do so, but reserves the right to decline any 9. At any stage, an equitable resolution may be request when it concludes that a witness does reached and the grievance concluded at that not possess relevant information, that the point. A complainant may file a complaint or witness’s evidence would be cumulative, or charge simultaneously with the Bureau for when a witness is unavailable Private Postsecondary Education or other d. Legal representation during the hear- external agency, where permitted by such ing is not part of the University’s grievance agency.

72 DRBU 2021–2022 Catalog HEALTH AND SAFETY Associate Dean of Campus Life or to the appropri- ate Residential Life Coordinator. The presence INFORMATION of strangers in areas of the campus where they Campus Security would not ordinarily be, or any generally suspi- cious activity, should also be reported. Campus Life The DRBU campus is situated in a rural area, staff will help any student contact the Mendocino surrounded by a small and relatively safe County Sheriff’s Department or other law enforce- community. Campus security measures can further ment agencies to report a crime, if necessary. improve upon this safety with the cooperation and assistance of students, faculty, and staff members. The University community will be alerted if any Our awareness of security problems only improves situation or incident is reported that threatens our ability to prevent crimes before they occur. the health or safety of its members. Notification We encourage students to join us in our efforts is normally made via student mail, email, phone, to provide a secure and safe environment. In the and/or public announcements. event of a criminal offense occurring on campus, Pursuant to Public Law 101-542, The Student Right- it is imperative to report it immediately to the to-Know and Campus Security Act, the University Associate Dean of Campus Life or to the male will make the statistics kept on the following or female Residential Life Coordinator. (See the crimes available in the DRBU Administrative “Appendix” for contact information as well as Office: murder, rape, robbery, aggravated assault, emergency phone numbers.) burglary, and motor vehicle theft. Crime statistics Students can help keep the campus free of crime are also available online at https://ope.ed.gov/ and protect themselves by taking reasonable campussafety. precautions. Dormitory rooms and buildings should be kept locked, particularly at night. Money Health Hazards or other valuables should not be left in plain sight. Asbestos Electronics, portable computers, and other such Asbestos is a name for a group of naturally- items should not be left unattended in unlocked occurring fibrous minerals that, due to their rooms or rooms with public access. strength, insulation, and fireproofing properties, DRBU does not allow students to invite overnight were widely used as building materials before guests onto campus unless special permission 1978. Buildings constructed before 1980, including is given. Requests should be made to one’s most buildings on the DRBU campus, are presumed Residential Life Coordinator. to contain asbestos. We are all exposed to low If students plan to leave the campus for more than levels of asbestos in the air we breathe. These a day, they are to provide their Residential Life levels range from 0.00001 to 0.0001 fibers per Coordinator with contact information where they milliliter of air and generally are highest in cities can be reached in case of emergency. and industrial areas.

The CTTB campus front gate is closed after 10 p.m. Exposure to high levels of asbestos, usually as a result of long-term work in industries that make Those who have no other choice but to arrive after or use asbestos, can result in internal scarring of this time should contact their Residential Life the lungs and the lining of the lungs, which has Coordinator to make arrangements for their entry been shown to increase the risk of a number of to campus. lung-related health issues. As a precaution, DRBU’s Thefts, assaults in any form, destruction of prop- campus facilities plan includes a program to reduce erty, unwanted intrusions, obscene phone calls, the levels of breathable asbestos on campus. and other forms of malicious or criminal ­activity More information is available at http://www.atsdr. should be reported as soon as possible to the cdc.gov/phs/phs.asp?id=28&tid=4.

Policies and Procedures 73 Black Widows with items or clothing that have touched plants, or A black widow can be identified by the red by inhaling particles from burning plants. Symp- hourglass pattern on its relatively large black toms include itching, rashes, bumps, blisters, and abdomen. They are usually found in undisturbed swelling. Inhalation due to burning the plants can places such as woodpiles, fences, and storage cause severe respiratory problems. areas. Black widow spiders build webs between objects, and bites usually occur when humans The best way to avoid exposure is by learning to come into direct contact with these webs. A identify the plant and being careful not to touch bite from a black widow is distinguished by two it with skin or clothing. When walking outside in puncture marks. Bites are painful and treatable areas known to have poison oak, one should wear with over-the-counter pain relievers. Anti-venom long sleeves, long pants, boots, and gloves and is also available, although this is usually reserved wash these clothes immediately upon returning. for high-risk cases and multiple bites. Never burn plants that look similar to poison oak. Poison oak can be treated by rinsing skin with More information is available at http://www.cdc rubbing alcohol or by washing with degreasing .gov/niosh/topics/spiders/. soap, such as dishwashing soap or detergent. After scratching itchy poison oak rashes, make sure to Poison Oak wash under one’s fingernails, ideally with a brush. Poison oak is a poisonous plant that can be identi- A number of over-the-counter lotions can be used fied by its shiny, three-lobed leaves. There are two to reduce itching and blistering. species in Northern California that grow either as a shrub or a vine. Poison oak exposure can occur More information is available at http://www.cdc. as a result of direct contact with plants, by contact gov/niosh/topics/plants/.

74 DRBU 2021–2022 Catalog Disaster and Emergency Procedures of the fire, meet the firefighters and inform them of the exact location of the fire. The following procedures are recommended in case of these emergencies: • For small CLASS A fires (wood, paper, fabric, etc.) use a foam or water extinguisher. Earthquakes • If you are inside when the shaking starts, • For small CLASS B fires (grease, motor vehicle, drop, cover, and hold on. Move as little as flammable liquids) use foam, dry chemical, possible. Stay away from windows to avoid carbon dioxide or vaporizing liquid. being injured by shattered glass. • NEVER use a water-type extinguisher on live • If you are in bed, stay there, curl up, and hold electrical equipment. The electrical current on. Protect your head with a pillow. following the water stream to your body can electrocute you instantly. • Stay indoors until the shaking stops and you are sure it is safe to exit. If you must leave the • NEVER throw a stream of water on a CLASS B building after the shaking stops, be careful of fire. You can splatter flaming liquids over a possible aftershocks, power outages, or other wide area, spreading the fire out of control. damage.

• If you are outside when the shaking starts, Power Outages find a clear spot away from buildings, power • Use flashlights for emergency lighting. Never lines, trees, and streetlights and drop to the use candles due to the risk of fire. ground. Stay there until the shaking stops. • Turn off electrical equipment you were using • If you are in a vehicle, pull over to a clear when the power went out. Leave one light on location and stop. Avoid bridges, overpasses, so that you know when the power is back. and power lines, if possible. Stay inside with • Avoid opening refrigerators or freezers. your seatbelt fastened until the shaking stops. Then, drive carefully, avoiding bridges • Eliminate unnecessary travel, especially by and ramps that may have been damaged. If car. Traffic signals will stop working during a a power line falls on your vehicle, do not get power outage. out. Wait for assistance. • Listen to a portable radio. Use landlines only • Listen to a portable radio. Use landlines only for emergencies. for true emergencies.

Fires POLICY ON DIGITAL DEVICES • If you see a fire, sound the fire alarm and IN THE CLASSROOM evacuate the building. If you hear the alarm, find the nearest exit and go to the designated At DRBU, much of our time will be spent reading fire-safe location. and reflecting on assigned texts. Digital devices such as e-readers have made the texts more • Close all doors to confine the fire and stay low accessible; at the same time, however, they can be if there is smoke. a distraction to having the engaged conversations • Warn people in the area immediately of a fire. that are at the heart of the educational experience at DRBU. Therefore, digital devices are allowed • Once you are outside, dial 911 to reach the in DRBU classrooms only at the instructor’s Fire Department. If you know the location discretion.

Policies and Procedures 75 POLICY ON COMPLIANCE in an educational program within the 120 day WITH STUDENT TUITION period before the program was discontinued. 3. You were enrolled at an institution or a RECOVERY FUND (STRF) location of the institution more than 120 The State of California established the Student days before the closure of the institution or Tuition Recovery Fund (STRF) to relieve or mitigate location of the institution, in an educational economic loss suffered by a student in an education- program offered by the institution as to which al program at a qualifying institution, who is or was the Bureau determined there was a significant a California resident while enrolled, or was enrolled decline in the quality or value of the program in a residency program, if the student enrolled in more than 120 days before closure. the institution, prepaid tuition, and suffered an 4. The institution has been ordered to pay a economic loss. Unless relieved of the obligation to refund by the Bureau but has failed to do so. do so, you must pay the state-imposed assessment 5. The institution has failed to pay or reimburse for the STRF, or it must be paid on your behalf, if loan proceeds under a federal student loan you are a student in an educational program, who is program as required by law, or has failed to a California resident, or are enrolled in a residency pay or reimburse proceeds received by the in- program, and prepay all or part of your tuition. stitution in excess of tuition and other costs. You are not eligible for protection from the STRF 6. You have been awarded restitution, a refund, and you are not required to pay the STRF assess- or other monetary award by an arbitrator or ment, if you are not a California resident, or are court, based on a violation of this chapter by not enrolled in a residency program. an institution or representative of an institu- It is important that you keep copies of your tion, but have been unable to collect the enrollment agreement, financial aid documents, award from the institution. receipts, or any other information that documents 7. You sought legal counsel that resulted in the the amount paid to the school. Questions regarding cancellation of one or more of your student the STRF may be directed to the Bureau for Private loans and have an invoice for services ren- Postsecondary Education, 1747 North Market Blvd., dered and evidence of the cancellation of the Suite 225, Sacramento, California, 95834, (916) 574- student loan or loans. 8900 or (888) 370-7589. To qualify for STRF reimbursement, the applica- To be eligible for STRF, you must be a California tion must be received within four (4) years from resident or are enrolled in a residency program, the date of the action or event that made the prepaid tuition, paid or deemed to have paid the student eligible for recovery from STRF. STRF assessment, and suffered an economic loss as A student whose loan is revived by a loan holder or a result of any of the following: debt collector after a period of noncollection may, 1. The institution, a location of the institution, at any time, file a written application for recovery or an educational program offered by the from STRF for the debt that would have otherwise institution was closed or discontinued, and been eligible for recovery. If it has been more than you did not choose to participate in a teach- four (4) years since the action or event that made out plan approved by the Bureau or did not the student eligible, the student must have filed a complete a chosen teach-out plan approved written application for recovery within the origi- by the Bureau. nal four (4) year period, unless the period has been 2. You were enrolled at an institution or a extended by another act of law. location of the institution within the 120 day However, no claim can be paid to any student period before the closure of the institution or without a social security number or a taxpayer location of the institution, or were enrolled identification number.

76 DRBU 2021–2022 Catalog Faculty and Board of Trustees

PROFESSORS Director, Berkeley Buddhist Monastery, 1994–; Adjunct Professor, Pacific School of Religion, Susan A. Rounds, President Graduate Theological Union, 1996–; Global B. A., Wellesley College, 1962; M. Ed., Harvard Councillor (Buddhist), United Religions Initiative, University, Graduate School of Education, 2002–2009; Board of Trustees, Dharma Realm 1963; Ph. D., University of California, Berkeley, Buddhist University; President, Board of Directors, School of Education, 1981; Director, Dominican Dharma Realm Buddhist Association University of California, Ukiah Campus Credential Programs, 1988–2000; Professor, Dharma Realm Douglas M. Powers, Vice President for Buddhist University, 1989–2011; Assistant Finance and Administration Professor of Education, Dominican University B.A., 1968, M.A.T., 1969, University of Redland; of California, 1989–1992; Associate Professor of M.A., Graduate Theological Union, 1973; Education, Dominican University of California, Instructor, Berkeley High School, 1975–2009; 1992–1997; Professor of Education, Dominican Director, Buddhist Council for Refuge Rescue University of California, 1997–2000; Professor and Resettlement, 1980–86; Professor, Dharma Emerita, Dominican University of California, Realm Buddhist University, 1982–; Vice President 2011–; Professor Emerita, Dharma Realm Buddhist for Finance and Administration, Dharma Realm University, 2012–; President, Dharma Realm Buddhist University, 1995–; Adjunct Faculty, Buddhist University, 2014- Pacific School of Religion, Graduate Theological Union, 2003–; Board of Trustees Member Ex- Reverend Heng Sure Officio, Dharma Realm Buddhist University; Board B. A., Oakland University, Rochester, Michigan, of Directors, Dharma Realm Buddhist Association 1970; M.A., University of California, Berkeley, 1976; Ph.D., Dharma Realm Buddhist University, 1979; Martin J. Verhoeven, Dean of Academics Ph.D., Graduate Theological Union, 2003; Professor, B.A., 1969, M.A., 1971, Ph.D., 1997, University of Dharma Realm Buddhist University, 1994–; Wisconsin-Madison; Ph.D., Dharma Realm Buddhist

Faculty and Board of Trustees 77 University, 1980; Ford Fellowship Visiting Scholar, Public Health Nurse and Registered Nurse, 1996–; Stanford University, 1972–74; Lecturer, University Instructor, Dharma Realm Buddhist University, of California, Berkeley, 1976; Professor, Dharma 1976–2011; ESL Instructor, Buddhist Council for Realm Buddhist University, 1997–; Adjunct Refuge Rescue and Resettlement, 1981–1984; Professor, Pacific School of Religion, Graduate Instructor, Sangha and Laity Training Program, Theological Union, 1997–; Dean of Academics, 1994–; Public Health Nurse, Mendocino County Dharma Realm Buddhist University, 2010–; Board Community Health, 2004–2011; Professor, Dharma of Trustees Member Ex-Officio, Dharma Realm Realm Buddhist University, 2012–; Board of Buddhist University; Board of Directors, Dharma Trustees, Dharma Realm Buddhist University Realm Buddhist Association Franklyn Shihyu Wu Bhikshuni Jin Jr B.S., McGill University, 1999; M.S., Stanford B.A., San Francisco State University, 2005; M.A., University, 2001; Co-founder, Courtroom Connect, Stanford University School of Education, 2006; 2001; Research Yield Engineer, Advanced Micro Ed.D., Teachers College Columbia University, 2017; Devices, 2001–2005; Senior Consultant, Stanford Instructor, Dharma Realm Buddhist University, Research Institute Consulting, 2005–2010; 2006–2009; Assistant Professor, Dharma Realm Assistant Professor, Dharma Realm Buddhist Buddhist University, 2010–2021; Associate Dean University, 2010 –2020; Professor, Dharma Realm for Academic Affairs, Dharma Realm Buddhist Buddhist University, 2020– University, 2012–; Professor, Dharma Realm Buddhist University, 2021– ASSISTANT PROFESSORS Stacy Y. Chen Bhikshu Jin Chuan B.S., Massachusetts Institute of Technology, 2002; B.S., Stanford University, 2004; M.A., Stanford Ph.D., University of California, San Francisco, University, 2005; M.A., Dharma Realm Buddhist 2009; Director of Summer Session and Short-term University, 2016; Instructor, Dharma Realm Programs, Dharma Realm Buddhist University, Buddhist University, 2016-2021; Chaplain, Dharma 2010–2012; Assistant Professor, Dharma Realm Realm Buddhist University, 2013-; Assistant Buddhist University, 2012– 2020; Professor, Professor, Dharma Realm Buddhist University, Dharma Realm Buddhist University, 2020–; 2021-; Board of Trustees, Dharma Realm Buddhist Associate Dean for Program Development, Dharma University Realm Buddhist University, 2013–; Board of Trustees, Dharma Realm Buddhist University Bhikshuni Heng Yi Shari Ruei-Hua Epstein B.A., San Francisco State University, 2005; M.A., B.A., 1992, M.A., 1992, Ph.D., 2006, Stanford California State University, Long Beach, 2006; University; Instructor, Santa Clara University, Ph.D., University of California, Los Angeles, 2010; Summers 2002 & 2003; Graduate Seminar Assistant Professor, Dharma Realm Buddhist Instructor, Stanford University, 2004–2005; Dean University, 2011– of Academics, Dharma Realm Buddhist University, 2006–2009; Assistant Professor, Dharma Realm Lauren Bausch Buddhist University, 2006–2020; Professor, Dharma B.A., University of California, Berkeley, 2004; M.A., Realm Buddhist University, 2020– Graduate Theological Union, 2006; M.A., 2011, Ph.D., 2015, University of California, Berkeley; Barbara Waugh Program Assistant, Institute for World Religions, B.A., 1972, M.A., 1976, University of California, 2005-2008; Assistant Professor, Dharma Realm Berkeley; B.S.N., Pacific Union College, 1996; Buddhist University, 2015-

78 DRBU 2021–2022 Catalog EMERITUS FACULTY Vice President for Financial Affairs, Dharma Realm Buddhist University, 1976–1982; Dean of Snjezana Veljacic-Akpinar, President Emerita Academics, Dharma Realm Buddhist University, Diploma, University of Belgrade, 1963; Ph.D., 1990–1991 and 1993–1998; Professor Emerita, University of Istanbul, 1966; Assistant Professor, Dharma Realm Buddhist University, 2005–; Board University of Akron, 1967–72; Post-Doctoral of Directors, Dharma Realm Buddhist Association, Scholar, University of California, Berkeley, 1980– 1972–; Board of Trustees, Dharma Realm Buddhist 84; Associate Professor, Dharma Realm Buddhist University, 1976– University, 1989–91; Dean of Academics, Dharma Realm Buddhist University, 1991–93; President, Bhikshuni Heng Syin, Dean Emerita Dharma Realm Buddhist University, 1995–; Adjunct B.A., National Chengchi University, Taiwan, 1969; Professor, Pacific School of Religion, Graduate M.A., Dharma Realm Buddhist University, 1999; Theological Union, Berkeley, 2002–; Board of Registrar, Dharma Realm Buddhist University, Trustees Member Ex-Officio, Dharma Realm 1991–1993; Director of Admissions and Financial Buddhist University; Board of Directors, Dharma Aid, Dharma Realm Buddhist University, 1991– Realm Buddhist Association 1993; Dean of Chinese Studies, Dharma Realm Buddhist University, 1993–2009; Dean Emerita, Bhikshuni Heng Chih, Professor Emerita Dharma Realm Buddhist University, 2012– B.A., 1980, M.A., 1980, Ph.D., 1982, Dharma Realm Buddhist University; Monastic Advisor, DRBA Ernest Waugh Monasteries in Seattle, Vancouver, Calgary, and B.A., University of California, Berkeley, 1972; Ph.D., Queensland, 1992–; Professor, Dharma Realm University of California, Berkeley, 1982; M.A., San Buddhist University, 1994–; Chief Operating Diego State University, 2002; Associate Instructor, Officer, Sangha and Laity Training Program, Sonoma State U., 1981-1987; ESL Instructor, BCRRR, Ukiah, 2000–; Adjunct Assistant Professor, Bond 1982-1986; Associate instructor, Mendocino University, 2011–; Executive Committee, Australian College, 1983-1985; Director, Employment & Sangha Association, 2010–2011; Board of Directors, Training, C.E.M.R., 1987-1990; Counselor, Dept. Dharma Realm Buddhist Association; Chair, Board of Rehabilitation, 1990-2010; Supervisor, Dept. of Trustees, Dharma Realm Buddhist University of Rehabilitation, 2010-2013; Assistant Professor, Dharma Realm Buddhist University, 2013-2021; Ronald Epstein, Chancellor Emeritus Professor Emeritus, Dharma Realm Buddhist B.A., Harvard University, 1965; M.A., University University, 2021– of Washington, 1969; Ph.D., University of California, Berkeley, 1975; Lecturer, San Francisco ADMINISTRATIVE FACULTY State University, 1971–2003; Professor, Dharma Realm Buddhist University, 1977–2011; Visiting President Assistant Professor, University of California, Davis, Susan Rounds 1986–1987; Adjunct Professor, Pacific School of Dean of Academics Religion, Graduate Theological Union, 1998–1999; Martin Verhoeven Lecturer Emeritus, San Francisco State University, 2003–; Professor Emeritus, Dharma Realm Buddhist Dean of Students University, 2012– Bhikshuni Heng Liang

Bhikshuni Heng Hsien, Professor Emerita Vice President for Finance and Administration B.A., University of California, Berkeley, 1964; Douglas Powers M.A., Brandeis University, 1965; Ph.D., University of California at Berkeley, 1975; Professor, Associate Dean of Academic Affairs Dharma Realm Buddhist University, 1976–2005; Bhikshuni Jin Jr

Faculty and Board of Trustees 79 Associate Dean of Program Development Bhikshuni Heng Liang, Secretary Stacy Chen Ukiah, California

University Librarian Bhikshuni Heng Jiao Bhikshuni Jin Deng Ukiah, California

Director, Institute of World Religions Peggy Brevoort Snjezana Akpinar Hawi, Hawaii Cynthia Chang, Vice Chair Director, International Institute for the Saratoga, California Translation of Buddhist Texts Bhikshuni Heng Yi Yu-Chung Chang Arcadia, California Associate Dean of Campus Life Yuen-Lin Tan and Kien V. Po Stacy Chen Berkeley, California Registrar Bhikshuni Heng Liang Ronald Epstein Ukiah, California Director of Admissions and Financial Aid Wayne Chen Ming-Lu Huang Arcadia, California Director of Finance Bhikshuni Heng Jiao Prajna Murdaya Jakarta, Indonesia Director of Development and Strategic Planning Wayne Chen Terri Nicholson Ukiah, California Director of Campus Planning and Design Birju Pandya Kristine Ang Go Berkeley, California Director of University Relations Douglas Powers, Ex Officio Meghan Sweet Berkeley, California

Director, DRBU Extension Susan Rounds, President, Ex Officio Kien V. Po Ukiah, California

Fujiing Shiue BOARD OF TRUSTEES New Taipei, Taiwan Bhikshu Heng Sure Carol Ruth Silver Berkeley, California San Francisco, California Bhikshu Jin Chuan Li-Li Tang Berkeley, California Arcadia, California

Bhikshuni Heng Chih, Chair Martin Verhoeven, Ex Officio Burlingame, California Berkeley, California

Bhikshuni Heng Hsien, Honorary Member Franklyn Wu Ukiah, California Berkeley, California

80 DRBU 2021–2022 Catalog From San Francisco Airport Appendices (by public transportation) 1. Take BART (Bay Area Rapid Transit, www. DIRECTIONS AND MAPS bart.gov) to the Embarcadero Station in All instruction will be provided at DRBU’s Ukiah San Francisco, a 45-minute ride. Depart campus, which is located at the City of Ten SFO via BART by 2:00 p.m. at the latest since Thousand Buddhas, 2001 Talmage Road, Talmage, Greyhound (www.greyhound.com) only 95481-0217. The campus is open to visitors daily makes one trip to Ukiah daily at 3:35 p.m. from 8:00 a.m. to 6:00 p.m. For prospective students, 2. From Embarcadero Station, walk to the please email [email protected] or call (707) 621-7000 Greyhound Station at 425 Mission Street, San to schedule a visit. Francisco. (Head southwest on Market Street, turn right to First Street, then turn left to Driving from the South Mission Street. The Greyhound Station will be on the right.) 1. Cross the Golden Gate Bridge and drive north 3. Purchase a Greyhound ticket in advance or on U.S. 101 for about two hours. allow ample time to purchase a ticket at the 2. Exit on Talmage Road. station (if seats are available). Take the 3. Turn right onto Talmage Road and drive for 3:35 p.m. bus to Ukiah, arriving at 6:35 p.m. about five minutes. 4. DRBU is about three miles from the Grey­ 4. Arrive at the front gate of the City of Ten hound stop at the Ukiah Airport. Call Hey Taxi Thousand Buddhas. (www.heytaxiinc.com) at (707) 467-1200 to arrange a ride to DRBU. Driving from the North

1. Take U.S. 101 South. From San Francisco or Oakland Airport (by car) 2. Exit on Talmage Road. Rent a car from Enterprise (www.enterprise.com) 3. Merge onto Talmage Road and drive east or Hertz (www.hertz.com) and return the car at toward Talmage for about five minutes. the Ukiah branch location. 4. Arrive at the front gate of the City of Ten Thousand Buddhas. From Sonoma County Airport (by public transportation) Flying In Take the once-daily 3:05 p.m. Mendocino Transit Fly into San Francisco International Airport (SFO), Authority (MTA, www.mendocinotransit.org) Bus Oakland International Airport (OAK), or Sonoma #65 to Ukiah. Call Hey Taxi (www.heytaxiinc.com) County Airport (STS). at (707) 467-1200 to arrange a ride to DRBU. 82 DRBU 2021–2022 Catalog Appendices 83 USEFUL UNIVERSITY Academic Resource Center Career and Disability Services Counselor CONTACT INFORMATION University Outreach Coordinator Candie Dickinson, [email protected] Administrative Office Dharma Realm Buddhist University CTTB Administrative Office City of Ten Thousand Buddhas 4951 Bodhi Way, Ukiah, CA 95482 4951 Bodhi Way, Ukiah, CA 95482 [email protected] • (707) 621-7000 [email protected] • (707) 462-0939

Office of Admissions and Financial Aid (707) 621-7000 extension 1 EMERGENCY NUMBERS Police Admissions Coordinator [email protected] City of Ukiah Police (non-emergency), (707) 463-6262 Financial Aid Coordinator Mendocino County Sheriff (non-emergency), [email protected] (707) 463-4411 City of Ukiah Police (emergencies only), Office of Academic Affairs 911 (707) 621-7000, extension 2 Fire Office of Campus Life City of Ukiah Fire Department, (707) 463-6262 (707) 621-7000, extension 3 Ukiah Valley Fire Department, (707) 462-7921 https://campuslife.drbu.edu California Forestry & Fire Protection, Residential Life Coordinator (707) 459-4441 Jason Tseng, [email protected] Medical Student Activities Coordinator DRBU Health Services, (707) 273-1110 TBD Ukiah Valley Medical Center, (707) 462-3111 Mendocino Community Health Clinic, Nurse Practitioner, Health Services Administrator (707) 468-1010 Donna Farmer, [email protected] Mendocino County Public Health Department, Service Scholarship Coordinator (707) 472-2600 or (800) 734-7793 TBD Mendocino County Red Cross, (707) 463-0112 or (800) 876-4766 Dining Services Coordinator California Poison Control Center, (800) 876-4766 TBD Traffic Chaplains Caltrans State Road Conditions, (800) 427-7623 Bhikshu Jin Chuan, [email protected] Bhikshuni Jin Deng, [email protected]

Spiritual Life Coordinator TBD

84 DRBU 2021–2022 Catalog ACKNOWLEDGMENTS The Grievance Procedure was adapted from John Paul the Great Catholic University Employee The Statement of Academic Freedom was Handbook 2010. adapted from American Association of University Professors’ Statement of Principles on Academic Material on the Campus Security and the Policy Freedom and Tenure and Cornell University’s on Use of Digital Devices in the Classroom were Faculty Grievance Procedure. adapted from St. John’s College Santa Fe Student Handbook 2012–2013. The following sections in the Academic Policies and Practices were adapted from St. John’s College The section on Health Hazards was adapted from Santa Fe Student Handbook 2012–2013: Courses, the website of the Centers for Disease Control and Essays and Examinations, Evaluating Academic Prevention (http://www.cdc.gov/niosh/topics). Performance, and Leave of Absence, Withdrawal and Readmission. The section on Disaster and Emergency Procedures was adapted from the website of the American Material on Academic Integrity was adapted from Red Cross (http://www.redcross.org/prepare/ the handout on plagiarism from the University disaster). of North Carolina Chapel Hill’s Writing Center (http://writingcenter.unc.edu/handouts/ plagiarism) and MIT’s website on academic ACCREDITATION integrity (http://web.mit.edu/academicintegrity). Dharma Realm Buddhist University is accredited by the WASC Senior College and University The Policy on Harassment was adapted from Commission (WSCUC), 985 Atlantic Avenue, John Paul the Great Catholic University Student Suite 100, Alameda, CA 94501, 510.748.9001. Handbook 2012.

Appendices 85 REGULATORY INFORMATION some or all of your coursework at that institu- tion. For this reason, you should make certain Dharma Realm Buddhist University (DRBU) is a pri- that your attendance at this institution will vate institution located at 4951 Bodhi Way, Ukiah, meet your educational goals. This may include California 95482. DRBU is financially solvent and contacting an institution to which you may does not have a pending petition in bankruptcy, is seek to transfer after attending DRBU to deter- not operating as a debtor in possession, nor has it mine if your credits or degree will transfer. filed a petition within the preceding five years that Any questions a student may have regarding this resulted in reorganization under Chapter 11 of the catalog that have not been satisfactorily answered United States Bankruptcy Code (11 U.S.C. Sec. 11-1 or resolved by the institution may be directed to et seq.). the Bureau for Private Postsecondary Education at Since 1984, DRBU has maintained Approval to 1747 North Market Blvd., Suite 225, Sacramento, Operate as a California Degree-Granting Institution CA 95834, www.bppe.ca.gov, toll-free telephone pursuant to the California Education Code, Section number (888) 370-7589, or fax (916) 263-1897. 94310 (c), and is currently approved to operate under As a prospective student, you are encouraged to the California Bureau for Private Postsecondary review the catalog prior to signing an enrollment ­Education. Approval to operate means compliance agreement. You are also encouraged to review with state standards as set forth in the California the School Performance Fact Sheet, which must Private Postsecondary Education Act of 2009. be provided to you prior to signing an enrollment Notice Concerning Transferability of Credits and agreement. Credentials Earned at Our Institution: A student or any member of the public may file a • The transferability of credits you earn at DRBU complaint about this institution with the Bureau is at the complete discretion of an institution to for Private Postsecondary Education by calling which you may seek to transfer. Acceptance of them toll-free telephone number (888) 370-7589 the degree you earn in the educational program or by completing a complaint form, which can be is also at the complete discretion of the institu- obtained on the Bureau’s Internet website, www tion to which you seek to transfer. If the credits .bppe.ca.gov. or degree that you earn at this institution are All information in the contents of the DRBU not accepted at the institution to which you Catalog is current and correct for the programs seek to transfer, you may be required to repeat offered July 1, 2021–June 30, 2022.

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