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PHIL/RELG 213: Religions and Philosophies of India
Dr. Marwood Larson-Harris
Office: West 318
Phone: 375-2411
Email: [email protected]
Office Hours: M/T/W 12–1pm; Tu 1–2:00
and by appointment
Course Description
This class will explore three Indian traditions: Hinduism, Jainism, and Buddhism, through their ritual, narrative, painting, sculpture, music,
philosophy, and theology. We will read philosophical treatises, an epic, love poetry, devotional hymns, and meditational reflections. We will
examine how Goddesses and women saints have contributed some of the most central aspects of these traditions.
Required Texts
Living Hinduisms, Nancy Auer Falk.
Buddhism: The Illustrated Guide, Kevin Trainor, ed.
Additional resources: Brill’s Encyclopedia of Hinduism, Knut A. Jacobsen, ed.
(BL1105 .B75 2009 in Fintel’s Reference Section)
and The Encyclopedia of Buddhism, Robert Buswell, ed. (available on Fintel Library’s website)
Learning Outcomes
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Knowledge of three Indian philosophies and religions in their historical context;
Ability to analyze experience using core Hindu, Jain, and Buddhist philosophical concepts;
Familiarity with Hindu, Jain, and Buddhist visual culture;
Grades and Assignments
Weekly Jottings and Reading Questions (10%)
one 5-page paper (20%);
one 10-page research paper: proposal (5%); annotated bibliography (5%);
rough draft/final draft (25%)
Midterm (15%)
Final (20%)
The grading scale is as follows: A (93–100), A- (90–92), B+ (87–89), B (83–86), B- (80–2), etc. An F is 59 or below. Late papers will
be lowered one notch for every class day they are late (a B will become a B-).
Generally, college writing is assessed using the following guidelines:
A—this work is excellent in all aspects, error free, clearly argued, gracefully written, and goes beyond merely fulfilling the assignment
through creative thought, original insight, and the identification of diverse connections;
B—an above-average paper that does a nearly error-free job of completing the assignment in a competent way; it is well organized and
clearly written and argued;
C—an average paper: errors detract from this work, and it is unevenly written and organized;
D—contains many errors and doesn’t fully grasp the assignment;
F—fails in every aspect to adequately respond to the assignment.
How to Succeed in this Course: Participate!
Participation is essential to the life of this class. Participation means more than simply showing up for class! You will need to arrive with
an open and active mind. You will need to show up having read the material carefully, taken notes on it, and be ready to voice
your opinion. To participate you should above all come to class with your own reactions to and opinions about our reading assignments.
Think about how the texts connect with things in our own world. To do these things you will need a few hours to prepare for each class period.
The class can only thrive with your individual help.
Jottings and Reading Questions
Roughly every week you will be writing at least one jotting. Jottings are for you to reflect on a reading and then focus your thoughts
about it; they are usually in response to a specific question (given on the schedule) but sometimes are an open-ended opportunity for you to
identify what most grabs you about a text.
These 1-page papers should be printed, a full page long, double spaced, with only your name and RELG209 on one line at the top. They
must also contain at least one short quotation (but not lengthy block quotations).
Attendance
You may miss TWO classes: any absences beyond this will lower your COURSE grade by one notch. In other words, 3
absences will lower your final grade by one notch (a B+ becomes a B), and 4 absences will lower your final grade two notches. Please come see
me if you have a difficulty. If you are absent more than 5 classes you will be dropped from the course.
There are no excused absences. (If you are sick or must miss school for an athletic match, make sure you have no other
absences.) There will be no make-up quizzes. Make-up exams will be given for serious, legitimate reasons.
If you miss class it is essential that you get the notes from another student.
Religious Holidays
Students who miss a class for a religious holiday may make up the class without penalty, but you must write me a note before that
date. I will arrange the make-up work with you.
Electronic Devices and Laptops
Please turn off your cell phone when you enter the classroom. You may not use any electronic device during class, including a laptop. The
use of any electronic device during an exam is strictly prohibited.
Where can I get additional help on my writing?
The Writing Center @ Roanoke College is located in the basement of Fintel Library. Student writers working in any field of
study at any level of competence meet with trained peer writing tutors in informal, one-on-one sessions. Writers may meet with tutors at any
point in the writing process, from brainstorming to drafting to editing. The Writing Center is open Sunday through Thursday from 4 to 9 pm
starting Sunday, September 6th. Simply stop in or schedule an appointment ahead of time by going to MyRC: Academics and looking for the
Writing Center Schedule link. If you have questions, please email the [email protected] or call 375-4949. The Writing Center
also sponsors writing workshops, grammar crammers, and creative writing playshops. The Fall 2011 schedule will be posted at
www.roanoke.edu/writingcenter.
Special Accommodations
If you are on record with the College’s Special Services as having special academic or physical needs requiring accommodations, please
meet with me during my regular office hours or schedule an appointment as soon as possible. We need to discuss your accommodations before
they can be implemented. Also, please note that arrangements for extended time on exams and testing in a semi-private setting must be made at
least one week before every exam.
If you believe you are eligible for accommodations but have not yet formally contacted Special Services, please call 375-2248 or drop
by the Center for Learning & Teaching in Fintel Library.
The Office of Special Services provides reasonable accommodations to students with identified disabilities. Although Roanoke
College does not have special programs for students with disabilities, reasonable accommodations are provided based on the diagnosed disability
and the recommendations of the professional evaluator. In order to be considered for special services, students must identify themselves to the
Office of Special Services. Students are required to provide specific current documentation of their disability. Reasonable accommodations may
include but are not limited to the following: extended time for tests and examinations, testing in a semi-private testing area, proctoring of
examinations, use of interpreters, assistive technology, audio recording of lectures, and/or student note-takers. If you believe you are eligible for
accommodations but have not yet formally contacted Disability Support Services, please contact Rick Robers, Coordinator of Disability Support
Services, at 375-2247 or email [email protected].
Academic Integrity
As members of a learning community, we enjoy important intellectual freedoms and are answerable to equally important academic
responsibilities. Doing our own work and properly acknowledging the work of others are bedrock values in a community of scholars. When you
arrived at Roanoke College you pledged to uphold these values and to abide by the practices and policies described in the brochure “Academic
Integrity at Roanoke College.” It is your responsibility to read this brochure carefully and to understand it well.
In a course such as this one, which involves independent scholarship and writing, it is especially important to cite and discuss your
sources as a part of our intellectual exchange. And, as a matter of honesty, it is imperative that you understand what plagiarism is and avoid
even unintended violations. Review carefully the section on plagiarism in the academic integrity brochure. If you have any questions, speak
with me or bring up your questions in class.
Inquire Postings
In addition to the books listed above, you will be reading articles posted on Inquire. Think of these as an alternative textbook: print
each file well in advance of class so you are certain your computer and printer are working properly. Read these selections carefully, take notes
on them, and bring them to class.
FAILURE TO BRING THE TEXTBOOK (OR INQUIRE READING) TO CLASS WILL RESULT IN
A HALF-ABSENCE.
ALL PAPERS MUST BE PRINTED (NOT HAND-WRITTEN) AND STAPLED.
PAPERS HANDED IN WITH MORE THAN 3 GRAMMATICAL ERRORS PER PAGE WILL BE RETURNED
AND CONSIDERED LATE UNTIL CORRECTED.
Schedule
NOTE: READINGS LISTED FOR A PARTICULAR DAY ARE DUE ON THAT DAY.
Aug 27–29
Critical Concepts in Religious Studies
W: Religious paradigms, personal and academic
F: View in class: The Long Search: Hinduism
Read: Carol Christ, “Paradigm Shift” (Inquire)
Part 1: Hinduism
Sept 1–5 Brahminic Traditions
M: Read: Falk, Living Hinduisms, ch 1 pages 21–31
Read: Rig Veda—excerpts (on Inquire)
Discussion Questions for Textbook:
1. What is a Veda? Why is it important to Brahmins? What other collections of Brahmin literature are important
in addition to the Vedas? (pp. 24–26)
2. What responsibilities did women have within the Brahmins’ four-fold social system? (pp. 30–31)
3. Name and be able to describe the four aims of an ideal twice-born life and the four stages of an ideal life
during which these were to be pursued. (p. 31)
W: Read: Falk, Living Hinduisms, ch 1 pages 31–41
View: Altar of Fire
1. What new ideas did the Upanishads introduce into Brahmin thinking? Why would their teachings be reserved
only for special people rather than being made accessible to the general public? (pp. 36–8)
2. On pages 39 and 40, the author describes jati, a second component of India’s actual working system of castes
that makes it far more complex than the four-fold varna system that the Brahmins’ teachings described. Be able
to explain the difference between varna and jati. Which of the two has had the greater effect on how Hindus
actually behave?
F: Discuss film
Sept 8–12
Sadhu Traditions
M: Read: Falk ch 2 pages 43–46, 52–53, and 60–61
Read: Upanishads (Inquire)
Jotting: answer one of the questions at the end of the Upanishads.
W: Advaita Vedanta: “Brahman,” “The Self,” and “Moksha” (Inquire)
F: Read: Falk ch 8, pages 193–202 and 209–14 and Dharmashastras (Inquire)
Sept 15–19
Indian Epic
M: Ramayana—read the first Introduction (through pg. xii), the Prologue, and chs. 1–3
1. Rama is an incarnation of Vishnu, but few people know this. But how is he made out to be exceptional, besides
his skill with weapons?
2. How do Dasaratha and his sons Rama, Laksmana, and Bharatha demonstrate dharma (right conduct or duty) in
their actions?
3. What is the role and importance of Brahmins in the story (they usually appear as sages, saints, counselors, and
gurus)?
4. Why are there so many digressive stories—especially in Chapter 1? What role do the stories fill while the main
characters’ travels?
W: Ramayana chs 4–9
1. How are women represented in Chapters 1–4?
2. Compare Ravana’s court life with that of the human kings.
Jotting: compare the monkey society with that of the humans. What does this comparison
tell us about what it means to be an exemplary Hindu?
F: Ramayana chs 10–14 and Epilogue
1. Does Ravana have any good qualities?
Slide show: Ramayana in art
2. Why does Rama go against the advice of his two closest advisors and choose to accept Vibishana (Ravana’s
youngest brother) into his army. Forget the fact that Hanuman adds his testimony and concentrate on Rama’s
reasoning.
3. Read the climactic scene carefully: what defeats Ravana?
4. What do you think about the trial of Sita?
Sept 22–26
Hindu Women and Goddesses
M: Velcheru Rao, “A Ramayana of Their Own: Women’s Oral Tradition in Telugu” (Inquire)
W: Wadley, “Women and the Hindu Tradition”
and “Devi Myths” and “Devimahatmya” (all three on Inquire)
Jotting: how are the female goddess depicted? How does this fit into Wadley’s
argument?
View: Satyagit Ray’s Devi—evening?
F: Shiva’s Castration (Inquire)
View: Sons of Shiva
Sept 29 and Oct 3
Krishna and the Bhagavad-Gita
M: “Childhood of Krishna” and “Life of Krishna” (two files on Inquire)
W: Midterm
F: Bhagavad-Gita Chapters 1–9 (pages 21–95)
Bring in a striking passage from the Bhagavad-Gita.
Jotting: write on one of the following questions:
1. We saw in the Krishna stories from Monday that Krishna overturns some of the traditional Hindu teachings (e.g.,
the duty of a wife). Do you see any signs in the Bhagavad-Gita that he challenges traditional Hinduism?
2. Does Chapter 2 urge us to be emotionless?
3. What are the primary forces within us that help us, and what are the forces that hinder us, according to
Krishna?
Oct 6–10
Bhagavad-Gita
M: Bhagavad-Gita Chapters 10–18 (pages 97–154)
Discussion: The Bhagavad-Gita and the Game of Golf
W: Hindu Nationalism
Read: Falk ch 11
—bring in or email me recent news stories about religion in India
F: Yoga Sutras (Inquire)
Oct 13–17—Fall Break
Part 2: Jainism and Buddhism
Oct 20–24
Jainism
M: Read: “Jainism” (Inquire)
Jotting: what are the main features of Jain philosophy?
W: View in class: Ahimsa
F: Read TBA
Diwali—week of Oct 27th
Oct 27–31
Jainism
M: No class
W: Read TBA
F: Read TBA
Nov 3–7 Buddhism
M: Life of the Buddha
Read: Trainor, Buddhism: The Illustrated Guide, Part I, Ch 2
1. Make an outline of the main episodes of the Buddha’s life.
2. What indications are there in the legends about his birth and early childhood that he had good karma?
3. What kinds of realizations did he experience while meditating under the pipal tree?
4. What is a stupa?
W: Slides: aniconic and iconic representations of the Buddha
F: 4-Noble Truths and 8-fold Path
Trainor: Part II, Ch 2 and 3
Jotting: Do you agree with the Buddha’s First Noble Truth—that all life entails
suffering? (Make sure you carefully read the explanation in the text.)
Nov 10–14
Buddhism
M: No-self
Trainor: Part II, Ch 1
W: Meditation
Trainor: Part II, Ch 4
1. What are the different kinds of mindfulness?
2. What other kinds of practices are used to concentrate the mind?
Jotting: try meditating for 15 minutes. What was it like? (Don’t worry about doing it correctly or
having any profound realizations!)
F: Sangha—Buddhist Communities
Trainor: Part II, Ch 5
View: Buddhist monk’s initiation
1. What is the role and what are the activities of lay Buddhists?
2. Why do monks have so many rules as compared to the less difficult guidelines for the laity?
3. What is the purpose of merit? How does one get it?
Nov 17–21
Buddhism
M: Women in Early Buddhism
Read: Elizabeth Harris, “The Female in Buddhism” (Inquire)
Jotting: What three possible arguments about women’s position in Buddhism does
the author outline in her opening paragraph, and how does her article demonstrate their
validity?
W: Mahayana Philosophy
Trainor: Part II, Ch 8
F: Heart Sutra excerpts (Inquire)
Nov 24–28
Dr. Harris gone / Thanksgiving Break
Dec 1–5 General Discussion / Review for the Final / Research Presentations
M: TBA
W: TBA
F: TBA
Final: December 10th, 2–5:00 p.m.