Layout Philosophy.Qxd
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Religion 34:109*
Carleton University SUMMER 2015 The College of the Humanities Religion Program: RELI: 1716A “East Asian Religions” Professor: Melanie Coughlin Class Hours: Mon&Wed 18:05-20:55 Office: Patterson Hall 2A35 Class Location: LA A720 Office Phone: 613-520-2600, ext. 2103 Email: [email protected] Office Hours: Mon 17:00-18:00 Course Description This course surveys religion in China, Japan, and Korea in a range of ancient traditions and contemporary movements including Ancestor Worship, Confucianism, Daoism, Shamanism, Zen Buddhism, Pure Land Buddhism, Christianity, Feminism, and New Religions. Course Goals Students will become familiar with historical and contemporary East Asian religious traditions, apply that knowledge in order to interpret the meaning of key texts in those traditions, and relate what they have learned to current issues. Course Assessment *Students will require content from both the required readings and the course lectures in order to do well in this course. a) Textbook Reading Responses (10%) There are three textbook reading responses in total. For each one, choose one of the two possible questions in the course schedule, and write a thoughtful and detailed response of about 250 words. *submit via CULearn by 12 p.m. noon on July 8, 22, and August 3. b) Group Presentations (10%) Present your collective interpretation of a selected passage from the assigned primary source reading to the class. Passages and groups are accessible via CULearn. *each student presents in one group, one time, and presentations will take place in class between July 13 and August 10. c) Unit 1 Test (20%) Three parts: i) answer multiple choice questions about Chinese history, ii) give definitions of key terms for understanding Chinese religions, and iii) analyze passages from Confucius’ Analects and Zhuangzi’s Basic Writings. -
Shields, James Mark
H-Buddhism Shields, James Mark Page published by A. Charles Muller on Tuesday, January 15, 2019 My Life in Buddhist Studies James Mark Shields Professor of Comparative Humanities and Asian Thought Inaugural Director, Bucknell Humanities Center Bucknell University First, I’d like to thank Chuck Prebish for the opportunity to contribute to this interesting and valuable project. Second, I am sure that my version of this story is considerably less engaging than those of my peers—especially those who came of age in the generation before mine; i.e., in the 1960s and 1970s. With that caveat (always good to lower expectations!), let’s begin. Family Connections It was in the early 1980s that, as a late adolescent, my curiosity was first piqued by Asian cultures and civilizations. The primary causal force was very close to home: my mother. For it was at this time, roughly the age of 12, that it began to dawn on me that my mother—a seemingly ordinary middle-aged and middle-class Canadian woman—was in fact the product of a somewhat more exotic, even tragic, upbringing. Born in Manila, the Philippines in 1937, of Scots, Spanish, and a tiny sliver of native Filipino heritage, she found herself at the tender age of 4 rounded up by an invading Japanese military force and placed in an internment camp on the grounds of Santo Tomas University in Manila, where she and her family were forced to reside for the next 3 years. Needless to say, these were difficult times, and though my mother’s memories are vague, she does recall a clear distinction between the ‘nice’ and ‘nasty’ Japanese guards, as well as the decreasing supplies of food as the war wore on and Japan went from aggressor to defender of the islands. -
Buddhism: a Tale of the Dalai Lama a Teacher’S Resource Guide
1 Buddhism: A Tale of the Dalai Lama A Teacher’s Resource Guide Content Area Relevance: World History, World Religions Grade Level: Grades K-5 Duration: 4, 60-minute class periods Content Standards: See Appendix C below Authors: Shruthi Nagarajan, Cassidy Charles, and Arjun Kaul Email: [email protected] Driving Question ● How does learning about different religions help us develop our cultural awareness, and increase our understanding of global complexities? Learning Objectives: - Students will be able to identify and locate Tibet on a map. - Students will be able to identify Buddhism as a religion and list at least two or three teachings of Buddhism. - Students will learn about the Dalai Lama and core aspects of his teachings. - Students will learn about the spread of Buddhism to East Asia and the U.S. Quick Facts: - Buddhism began in India after Prince Siddhartha Gautama freed himself from the cycle of desire and suffering over 2500 years ago - The religion is based on the Buddha’s teachings of the Four Noble Truths and The Eightfold Path which allow us to reach Nirvana and end suffering - The three main tiers of the Eightfold Path are Wisdom, Morality, and Meditation - The three main sects of Buddhism are Theravada, Mahayana, and Vajrayana Buddhism which each spread to different regions of Asia - Tibetan Buddhism follows a mix of Mahayana and Vajrayana Buddhism - The Dalai Lama is essential to Tibetan Buddhism as the head monk of the religion and a crucial part in Tibetan politics 2 TABLE OF CONTENTS 1. Background Information………………………..……………………….……3-4 2. Teacher Guidance…………………………………………………………… 5-9 a. -
MA-Religions of Asia and Africa And
Programme Specification I. Programme Details Programme title Religions of Asia and Africa Religions of Asia and Africa & Intensive Language (any available) Final award (exit awards will be made as BA ☐ MA ☒ outlined in the Taught Degree Regulations) BSc ☐ MSc ☐ Other ... ☐ Mode of delivery Distance-learning ☐ On-campus ☒ Professional body accreditation (if applicable) n/a Academic year this specification was created 2016/17 Dates of any subsequent amendments II. Programme Aims: What will the programme allow you to achieve? 1. Advanced knowledge and understanding of selected approaches, methods and theories in the study of religions, with particular reference to the religious traditions of Asia and Africa. 2. Advanced skills in researching and writing about topics in religious studies, also as a platform for further research at doctoral level. 3. Advanced skills in presentation or communication of knowledge and understanding of topics in religious studies. 4. Specialisation in one area from among those covered by the units listed in the programme structure. 5. In the two-year pathway, the student will also be provided with a near proficient ability in a language. III. Programme Learning Outcomes: What will you learn on the programme? There are four key areas in which you will develop: Learning Outcomes: Knowledge 1. Students will learn how to assess data and evidence critically, locate and synthesise source materials, critically evaluate conflicting interpretations and sources, use research resources (library catalogues, journal databases, citation indices) and other relevant traditional sources. 2. Subject specific skills, such as manuscript transcription, textual bibliography, the editing of texts; familiarity with the study of religions as an academic field of study and its varieties. -
Religion in China BKGA 85 Religion Inchina and Bernhard Scheid Edited by Max Deeg Major Concepts and Minority Positions MAX DEEG, BERNHARD SCHEID (EDS.)
Religions of foreign origin have shaped Chinese cultural history much stronger than generally assumed and continue to have impact on Chinese society in varying regional degrees. The essays collected in the present volume put a special emphasis on these “foreign” and less familiar aspects of Chinese religion. Apart from an introductory article on Daoism (the BKGA 85 BKGA Religion in China prototypical autochthonous religion of China), the volume reflects China’s encounter with religions of the so-called Western Regions, starting from the adoption of Indian Buddhism to early settlements of religious minorities from the Near East (Islam, Christianity, and Judaism) and the early modern debates between Confucians and Christian missionaries. Contemporary Major Concepts and religious minorities, their specific social problems, and their regional diversities are discussed in the cases of Abrahamitic traditions in China. The volume therefore contributes to our understanding of most recent and Minority Positions potentially violent religio-political phenomena such as, for instance, Islamist movements in the People’s Republic of China. Religion in China Religion ∙ Max DEEG is Professor of Buddhist Studies at the University of Cardiff. His research interests include in particular Buddhist narratives and their roles for the construction of identity in premodern Buddhist communities. Bernhard SCHEID is a senior research fellow at the Austrian Academy of Sciences. His research focuses on the history of Japanese religions and the interaction of Buddhism with local religions, in particular with Japanese Shintō. Max Deeg, Bernhard Scheid (eds.) Deeg, Max Bernhard ISBN 978-3-7001-7759-3 Edited by Max Deeg and Bernhard Scheid Printed and bound in the EU SBph 862 MAX DEEG, BERNHARD SCHEID (EDS.) RELIGION IN CHINA: MAJOR CONCEPTS AND MINORITY POSITIONS ÖSTERREICHISCHE AKADEMIE DER WISSENSCHAFTEN PHILOSOPHISCH-HISTORISCHE KLASSE SITZUNGSBERICHTE, 862. -
The Heritage of Non-Theistic Belief in China
The Heritage of Non-theistic Belief in China Joseph A. Adler Kenyon College Presented to the international conference, "Toward a Reasonable World: The Heritage of Western Humanism, Skepticism, and Freethought" (San Diego, September 2011) Naturalism and humanism have long histories in China, side-by-side with a long history of theistic belief. In this paper I will first sketch the early naturalistic and humanistic traditions in Chinese thought. I will then focus on the synthesis of these perspectives in Neo-Confucian religious thought. I will argue that these forms of non-theistic belief should be considered aspects of Chinese religion, not a separate realm of philosophy. Confucianism, in other words, is a fully religious humanism, not a "secular humanism." The religion of China has traditionally been characterized as having three major strands, the "three religions" (literally "three teachings" or san jiao) of Confucianism, Daoism, and Buddhism. Buddhism, of course, originated in India in the 5th century BCE and first began to take root in China in the 1st century CE, so in terms of early Chinese thought it is something of a latecomer. Confucianism and Daoism began to take shape between the 5th and 3rd centuries BCE. But these traditions developed in the context of Chinese "popular religion" (also called folk religion or local religion), which may be considered a fourth strand of Chinese religion. And until the early 20th century there was yet a fifth: state religion, or the "state cult," which had close relations very early with both Daoism and Confucianism, but after the 2nd century BCE became associated primarily (but loosely) with Confucianism. -
The Three Teachings of Ancient China
Social Studies – 6 Name: ______________________ The Three Teachings of Ancient China Taoism Laozi (Lao-tzu) wandered out to the western border of his state, riding his water buffalo. When he was eighty years old he set out for the western border of China, toward what is now Tibet, saddened and disillusioned that men were unwilling to follow the path to natural goodness. He searched for a place to live a simple life, close to nature and without trouble. With him, he carried his ideas. Before he could cross the boarder, officials made him write down his ideas: “Live a simple life, be free, be yourself, and be close to nature. Do these things and you will be happy.” Theses words have been kept in a little book called Tao Te Ching, the “Writing of God’s Way for a Good Life.” Like Confucius, Laozi had been troubled by the violence if his times. He thought it was a mistake to try to change people. He believed that people were naturally good. Man didn’t have to be “controlled.” Too much control was spoiling man. He saw that men were trying to live by “man-made” laws, customs, and traditions. They couldn’t do this and were unhappy. If men follow the ways of Tao, they will lead a good life. He really told each man to “do your own thing” – be yourself. Laozi wanted people to be closer to nature. He wanted to get away from the rules made by the government or society. To him, the government was selfish and power-hungry. -
Integrating Việt Nam Into World History Surveys
Southeast Asia in the Humanities and Social Science Curricula Integrating Việt Nam into World History Surveys By Mauricio Borrero and Tuan A. To t is not an exaggeration to say that the Việt Nam War of the 1960–70s emphasize to help students navigate the long span of world history surveys. remains the major, and sometimes only, point of entry of Việt Nam Another reason why world history teachers are often inclined to teach into the American imagination. Tis is true for popular culture in Việt Nam solely in the context of war is the abundance of teaching aids general and the classroom in particular. Although the Việt Nam War centered on the Việt Nam War. There is a large body of films and docu- ended almost forty years ago, American high school and college stu- mentaries about the war. Many of these films feature popular American dents continue to learn about Việt Nam mostly as a war and not as a coun- actors such as Sylvester Stallone, Tom Berenger, and Tom Cruise. There Itry. Whatever coverage of Việt Nam found in history textbooks is primar- are also a large number of games and songs about the war, as well as sub- ily devoted to the war. Beyond the classroom, most materials about Việt stantial news coverage of veterans and the Việt Nam War whenever the Nam available to students and the general public, such as news, literature, United States engages militarily in any part of the world. American lit- games, and movies, are also related to the war. Learning about Việt Nam as erature, too, has a large selection of memoirs, diaries, history books, and a war keeps students from a holistic understanding of a thriving country of novels about the war. -
Corriculum Vitae
Ori Tavor CURRICULUM VITAE (last updated July 27, 2019) Department of East Asian Languages and Civilizations 255 S 36th Street, 847 Williams Hall Philadelphia, PA 19104 [email protected] https://ealc.sas.upenn.edu/people/prof-ori-tavor PROFESSIONAL APPOINTMENTS University of Pennsylvania Senior Lecturer in Chinese Studies; MA Program Director. East Asian Languages and Civilizations, 2019- present. University of Pennsylvania Lecturer in Chinese Studies; MA Program Director. East Asian Languages and Civilizations, 2014-2019. The George Washington University Adjunct Professor. Religion, 2013-2014. SERVICE 2017- Treasurer, Society for the Study of Chinese Religions 2017- Steering committee member, Daoist Studies Unit, American Academy of Religion 2017- Editorial board member, Journal of the American Academy of Religion 2018-2019 Co-editor, East Asian Traditions Section, Religion Compass Ongoing Referee: Dao: Journal of Comparative Philosophy, Georgetown Journal of Asian Affairs, Journal of the American Academy of Religion, Religion Compass EDUCATION University of Pennsylvania Ph.D. in East Asian Languages and Civilizations, 2012. Tel-Aviv University MA in Philosophy, 2007. Tel-Aviv University BA in philosophy and East Asian Studies, 2004. Ori Tavor PUBLICATIONS Books In preparation Putting Action into Words: Theorizing Ritual in China Refereed Journal Articles In preparation “The Body at War: Inner Gods and Demon Soldiers in Daoist Religion” In Press “Embodying the Dead: Ritual as Preventative Therapy in Chinese Ancestor Worship and Funerary Practices,” Journal of Ritual Studies 34.1 2017 “Ritual, Rejuvenation Practices, and the Experience of Aging in Early Chinese Religion,” Body and Religion 1.1: 31-47. 2016 “Authoring Virile Bodies: Self-Cultivation and Textual Production in Early China,” Studies in Chinese Religions 2.1: 45-65. -
Curriculum Vitae
CURRICULUM VITAE Robert Ford Campany CONTACT INFORMATION Office Asian Studies Program Vanderbilt University, VU Station B #351806, 2301 Vanderbilt Place Nashville, TN 37235-1806 phone (615) 322-7329 Home 2507 Blair Blvd., Nashville, TN 37212 phone (615) 440-1892 (mobile/voicemail) Fax (office) (615) 322-2305 E-mail [email protected], or [email protected] TEACHING and RESEARCH AREAS Primary History of Chinese religions (Daoism, Buddhism, Confucianism, and popular religion); methods and history of the cross-cultural study of religion and culture; religion, culture, and thought in late classical and early medieval China (ca. 300 B.C. – 600 A.D.); comparative religious studies Secondary East Asian religions; Asian religions and philosophy; Chinese literature and religion; classical Chinese language ACADEMIC APPOINTMENTS Tenured and tenure-track appointments 2010- Professor, Asian Studies and Religious Studies, Vanderbilt University 2006-2010 Professor, School of Religion, University of Southern California (with adjunct Professorship in the Department of East Asian Languages and Cultures) 2004-2006 Professor, Department of Religious Studies, Indiana University (with adjunct membership in the Department of East Asian Languages and Cultures) 1995-2004 Associate Professor, Department of Religious Studies, Indiana University (with adjunct membership in the Department of East Asian Languages and Cultures) 1988-95 Assistant Professor, Department of Religious Studies, Indiana University (with adjunct membership in Department of East Asian Languages and Cultures) Other appointments 2008 Directeur d’études invité, École Pratique des Hautes Études, 5e Section, Sciences Religieuses, Sorbonne, Université de Paris EDUCATION Curriculum Vitae Robert Ford Campany Ph.D. with distinction The University of Chicago, 1988 (History of Religions) M.A. -
Yr7 RPE Topic 4: Buddhism Knowledge Organiser Topic Knowledge Origins of *Buddhism Began 2500 Years Ago in Northern India and Was Founded by a Prince Siddharta Gotama
Yr7 RPE Topic 4: Buddhism Knowledge Organiser Topic Knowledge Origins of *Buddhism began 2500 years ago in northern India and was founded by a Prince Siddharta Gotama. He was born in 563BC and when he grew up he went in search of the truth about life and became known as The Buddha. When he died in 483 BC his followers took his message to other parts of India. It gradually spread eastwards to countries such as Sri Lanka, Myanmar, Thailand, Nepal, Bhutan, Japan and Buddhism China. There are 353 million Buddhists worldwide, they worship in a temple and their holy book is called Tripitaka. * Siddharta was born in Lumbini and belonged to a royal family. Before his birth his mother had a strange dream. She dreamt that a white elephant had entered her side and felt this was a sign that the child would be unusual. It is said that the birth of Siddharta caused her no pain. A wise man predicted that the boy would either be a great and powerful ruler or if he saw suffering a holy man. His father did not want his son to be a holy man so kept him in a castle to ensure he saw no pain or suffering. This led to him being haunted by a feeling of restlessness, so he persuaded a servant to take him out of the palace. The things he saw outside the palace changed his life. He saw a sick person in pain, a dead body, and a poor holy man. This led to Siddharta giving up his life in the palace to find the truth about suffering. -
Religious Belonging in the East Asian Context: an Exploration of Rhizomatic Belonging
religions Article Religious Belonging in the East Asian Context: An Exploration of Rhizomatic Belonging Daan F. Oostveen 1,2 1 Faculty of Religion and Theology, VU Amsterdam, De Boelelaan 1105, 1081 HV Amsterdam, The Netherlands; [email protected] 2 Faculty of Philosophy, Renmin University, 59 Zhongguangcun Street, Beijing 100872, China Received: 7 December 2018; Accepted: 7 March 2019; Published: 12 March 2019 Abstract: This article explores the hermeneutical challenges to understand religious belonging and religious identity in the East Asian context. In East Asia, religious identities have not always been as exclusively delineated, as is the case in Western models of religious diversity, for example in the so-called World Religions paradigm. Various theoretical frameworks are discussed in religious studies, sociology and anthropology of religion in China and East Asia, to acquire a better understanding of religious belonging. It is observed that two hermeneutical frameworks are used by scholars to discuss religious diversity: a hermeneutics of multiple religions and a hermeneutics of religiosity. The former analyses “religious belonging” as a “belonging to religious traditions”. In the latter, “religious belonging” is understood as transcending particular religious traditions. It is argued that we need to take another look at the philosophical concept of “multiplicity” to understand religious diversity and religious belonging. We can use the Deleuzian concepts of “rhizome” and “assemblage” to describe religious belongings in East Asia specifically and also religion in general. A rhizomatic thinking about religion enables us to reimagine the concept of religious belonging as rhizomatic belonging, and also, as is argued by Haiyan Lee and Mayfair Yang, make it possible to subvert power structures inherent to religion.