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Asian Religions
REL 2027
TTh 9:10-10:30
139 Allen Hall
LSU
Fall 2009
Dr. Paula Arai
Tel. 578-2673
[email protected]
315 Coates Hall
Office Hours:
TTh 10:45-11:45 am
or by appointment, phone, email
Course Description and Rationale
The rationale for this course is to become more culturally literate in a multicultural world. Asian
civilizations have a long history with far-reaching impact and influence on our global community
today. One does not need to even travel to Asia to be affected by Asian people, economic and
political activities, cuisine, arts and entertainment, health treatment options, and religious
orientations, including sushi and Feng Shui. Despite the increased interaction between
civilizations around the world, greater knowledge and understanding about each other is needed.
A well-rounded education that will prepare you for navigating in a multicultural world requires
basic understanding of various civilizations, including Asian civilizations.
Moreover, to understand Asian civilizations, one must know the contours of the religious
landscape. To that end, the course will enable you to acquire knowledge about a variety of Asian
religious traditions that includes fundamental teachings of Hindu, Confucian, Taoist, Shinto, and
Indian, Tibetan, Chinese and Japanese Buddhist traditions. We will read primary scriptures, poetry,
and secondary scholarship. Viewing documentaries and art images will enhance our insight into
these traditions, including the dynamics of ritual practices. This course will deepen one’s
understanding of the cross-cultural interaction and transformation of religious traditions. It will
provide a broader base from which to do further study of religion and human experience,
especially in comparative perspective.
As we study the historical and cultural developments of Asian religious traditions, we will have
opportunities to explore how their religious values influence decision-making processes in
personal and public spheres. The aim is to engage you in active application of concepts and values
derived from Asian religious traditions as the method to learn the significance of religions in
shaping cultures, societies, and worldviews.
Course Goals
The primary goal of this course is to help you become more culturally literate in our multi-cultural
world. Another goal is to develop the skills required to think like an Asian Religions scholar and
increase theoretical and historical knowledge of a number of Asian worldviews. These goals will
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be pursued in the specific context of various Asian socio-historical contexts. Therefore, a more
specific goal for the course is to try and see the world through the eyes of various people in sundry
Asian contexts. Reading texts and viewing images from various sources will be used for training.
These goals will be sought through cultivating the following skills.
•Discern and analyze root assumptions of a perspective by honing questioning skills.
For example:
What is the worldview of the tradition?
What is the operative concept of self?
What is the understanding of the universe/world/society?
What are the concerns and values of the people in the tradition?
What is helpful or harmful in attaining those goals?
•Learn criteria to analyze the religious and/or cultural aspects of Buddhist experience.
For example:
What is religious in this context, if anything?
What are contours of the culture under examination?
What is the historical background of the situation?
What are the concerns of the people involved?
What do the people do that exacerbates or ameliorates the situation?
Course Texts
•Texts on sale at LSU Bookstore
Required reading:
•Addiss, Stephen and Lombardo, Stanley, trans. Tao Te Ching. Indianapolis: Hackett Publishing
Company, 1993. You MUST get this version!
Recommended reading:
•Patrick Bresnan. Awakening: An Introduction to the History of Eastern Thought. 3rd Edition.
Upper Saddle Rive, NJ: Prentice Hall, 2006.
•All other required readings are posted on MOODLE. You are responsible for printing out a copy.
Please bring the reading for the week to class on Thursdays.
Course Learning Assignments and Assessments
1. Engagement with course activities and discussions (10%)
•Be in communication with professor about questions and concerns related to
course
•Before class: Come to class prepared. This means coming ready to engage in a critical discussion
about the material. This means doing reading assignments as scheduled and reading critically.
•Tips on reading critically:
•Be in dialogue with the author as you are reading.
•Jot a few notes to yourself:
Before I read this text, I knew _____ about “X.”
After I finished reading this text, I learned _____ about “X.”
As you read ask yourself these questions:
Who is this author?
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To whom is he or she writing?
•When you underline a passage, write in the margins your answers to
these questions:
Why is this passage important?
Is it a major new point in the argument?
Is it a significant piece of support?
Is it a summary of the opposition?
Is it a particularly strong or weak point?
Do you agree? Disagree?
•In class:
•Begin each class session by talking with one other person about your respective
worldviews until everyone in the class has spoken to everyone else. 2-3 minutes.
•Engage in all class activities (pair and small group work, discussions, exercises, brief
writing assignments, quizzes, etc.). The writing assignments and quizzes must be done
during the class at allotted time. Types of assignments include: define and explain the
significance of a term from the term list, explain the main point of the topic on that day.
There will be no make-ups. These assignments are unscheduled. Each assignment (10 in
all) will be worth 1% for a total of 10% of the final grade.
2. “Asian Religion on the Internet” (10%) Bring in an image you found on the internet of a
religion we are examining in class. With the image on screen, explain to the class what this
images tells you about religion and how it is being represented. Provide your analysis of the
worldview represented. Practice and time yourself. You have 2-3 minutes.
•We will assign dates for presenting. The dates will stretch across most of the semester.
•Criteria for assessment: clarity of presentation (volume/can everyone hear you, enunciation/can
everyone understand what you are saying), organization of content (easy to follow along/hard to
follow along), cover each point on compass (ultimate reference point, concept of self, aim, “how
to”), communication (engage audience/lose interest), use time well (prepared, points made within
time allotted (2-3 min.). It is expected that when you are a listener that you will give your
complete attention. The purposes of this assignment are to practice how to analyze a
worldview and do public speaking.
3. Mid-term exam (40%) In class on October 8, 2009. 50 minutes long. It will include identification
of terms given in class (fill in blank, multiple choice). Short answers on significance of terms. An
essay question that will enable you to demonstrate more complex understanding of the material.
4. Final exam (40%) It will include identification of terms given in class. Short answers on
significance of terms. An essay question that will enable you to demonstrate more complex
understanding of the material. Dec. 8, 2009, 3-5 pm.
Academic & Classroom Civility
Meaningful and constructive dialogue is encouraged in this class and requires a degree of mutual
respect, willingness to listen, and tolerance of opposing points of view. Respect for individual
differences and alternative viewpoints will be maintained at all times in this class. One’s words
and use of language should be temperate and within acceptable bounds of civility and decency.
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All students are entitled to full participation in class without interruption, intimidation, harassment,
or prejudice of any kind. Disruption of class––whether by latecomers, early-leavers, noisy
electronic devices, or inconsiderate behavior––will not be tolerated. Those classroom behaviors
that seriously disrupt the learning climate in the classroom are addressed as student code
violations within the LSU Code of Student Conduct. Repetitive and seriously disruptive behavior,
e.g. fighting, using profanity, personal or physical threats or insults, damaging property, can result
in your removal from class in consultation with the Dean of Students.
Academic Integrity
Scholarly activity is marked by honesty, fairness, and rigor. A scholar does not take credit for the
work of others, does not take unfair advantages of others, and does not perform acts that frustrate
the scholarly efforts of others. The violation of any of these principles is academic dishonesty.
Academic Dishonesty includes the giving, taking, or presenting of information or material by a
student with the intent of unethically or fraudulently aiding oneself or another person on any work
which is to be considered in the determination of a grade or the completion of academic
requirements. Academic Dishonesty will be handled by the Dean of Students as outlined in the
LSU Code of Student Conduct, available online at http://appl003.lsu.edu/slas/dos.nsf/index. All
work submitted for a grade (papers and exams) must be done individually unless explicitly noted
in the assignment’s written instructions. Students may receive feedback on their papers before
they are submitted to the professor. Studying for exams in small groups is highly encouraged.
Accommodations
The LSU Office of Disability Services in Johnston Hall assists students in identifying and
developing accommodations and services to help work with students’ specific needs to aid in the
achievement of personal and academic goals. If you have a need or disability that may have some
impact on your work in this class and for which you may require accommodations, please see a
Coordinator in the Office of Disability Services so that such accommodations may be arranged.
After you receive your Accommodation Letter, please meet with someone in that office to discuss
the provisions of those accommodations as soon as possible. In order to receive accommodations
for a special need or disability in this class, please provide the appropriate documentation from the
LSU Office of Disability Services. I am happy to work with you.
Course Syllabus Modifications
If there will be modifications to this Course Syllabus, they will be made as to the selection of
reading assignments and due dates in consultation with students. The above schedule and
procedures in this course are subject to change in the event of extenuating circumstances.
LSU’s Equal Opportunity Statement assures equal opportunity for all qualified persons without
regard to race, color, religion, sex, national origin, age, handicap, marital status, sexual orientation,
or veteran’s status in admission to, participation in, and treatment or employment in the programs
and activities that the University operates. This policy statement applies equally to the teaching
and learning environment within all university recognized courses, curriculum and co-curriculum
programs.
Course Schedule
Week I. (Aug. 25, 27) Worldview Compass: Orienting to the study of Asian Religions
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•Eck, Diana. Encountering God: A Spiritual Journey from Bozeman to Banaras. Boston:
Beacon Press, 1993, pp. 190-199.
•Carmody, Denise and Carmody, John. Eastern Ways to the Center: An Introduction to the
Religions of Asia. Second Edition. Belmont, CA: Wadsworth Publishing Co., 1992, pp. 213.
Week II. (Sept. 1, 3) What are the primary points on a Hindu worldview “compass?”
•Embree, Ainslie, ed. The Hindu Tradition: Readings in Oriental Thought. New York: Random
House, 1966, pp. 32-65.
•Recommended reading: Patrick Bresnan, Awakening: An Introduction to the History of Eastern
Thought, pp. 2-34.
Week III. (Sept. 8, 10) What are the primary points on a Hindu worldview “compass?” cont.
•Miller, Barbara Stoler, trans. The Bhagavad Gita: Krishna’s Counsel in Time of War. New York:
Bantam Books, 1986, pp. 1-13; 29-39; 63-69.
•Eck, Diana. Encountering God: A Spiritual Journey from Bozeman to Banaras. Boston:
Beacon Press, 1993, pp. 136-143.
•Recommended reading: Patrick Bresnan, Awakening: An Introduction to the History of Eastern
Thought, pp. 35-76.
Week IV. (Sept. 15, 17) What is a Hindu (Gandhi’s) view of how to behave well?
•Louis Fischer, ed., The Essential Gandhi: An Anthology of His Life, Work, and Ideas. New York:
Random House, 1962, pp. 3-22; 132-145; 198-208.
•Recommended reading: Patrick Bresnan, Awakening: An Introduction to the History of Eastern
Thought, pp. 77-113.
Week V. (Sept. 22, 24) What are the primary points on a Buddhist worldview “compass?”
•Thich Nhat Hanh, Being Peace. Berkeley: Parallax Press, 1987, pp. 11-43.
•Recommended reading: Patrick Bresnan, Awakening: An Introduction to the History of Eastern
Thought, pp. 133-183.
Week VI. (Sept. 29) What is a Buddhist (Dalai Lama—highest Tibetan Buddhist) view of how to
behave well?
•Dalai Lama, Buddhist Ethics for a New Millennium. New York: River Books, 1999,
pp. 35-77; 123-131.
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•Recommended reading: Patrick Bresnan, Awakening: An Introduction to the History of Eastern
Thought, pp. 184-223.
Week VII. Compare Hindu and Buddhist Worldviews (and Mid-term Exam)
•Oct. 6: in-class review
•Oct. 8: mid-term exam (50 minutes)
Week VIII. (Oct. 13, 15) What are the primary points on a Confucian worldview “compass?”
•Waley, Arthur, trans. The Analects of Confucius. New York: Vintage Books, 1938, pp. 83-122.
•Recommended reading: Patrick Bresnan, Awakening: An Introduction to the History of Eastern
Thought, pp. 224-252.
Week IX. (Oct. 20, 22) What are the primary points on a Taoist worldview “compass?”
•Addiss, Stephen and Lombardo, Stanley, trans. Tao Te Ching. Indianapolis: Hackett Publishing
Company, 1993. You MUST get this version!
•Recommended reading: Patrick Bresnan, Awakening: An Introduction to the History of Eastern
Thought, pp. 253-278.
Week. X. (Oct. 27, 29) What are the primary points on a Chinese Buddhist worldview “compass?”
•Sommer, Deborah, ed. Chinese Religion: An Anthology of Sources. New York: Oxford
University Press, 1995, pp. 119-125.
•Payne, Kenneth and Tanaka, Kenneth, ed. Approaching the Land of Bliss: Religious
Praxis in the Cult of Amitabha. Honolulu: University of Hawai’i Press, 2004, pp. 264-280.
•Recommended reading: Patrick Bresnan, Awakening: An Introduction to the History of Eastern
Thought, pp. 279-293.
Week XI. (Nov. 3, 5) What are the primary points on a Shinto worldview “compass?”
•Kasulis, Thomas. Shinto: The Way Home, Honolulu: University of Hawai’i
Press, 2004, pp. 9-70.
•Recommended reading: Patrick Bresnan, Awakening: An Introduction to the History of Eastern
Thought, pp. 335-347.
Week XII. (Nov. 10, 12) What are the primary points on a Japanese Zen Buddhist worldview
“compass?”
•Dōgen and Uchiyama, Kosho. From the Zen Kitchen to Enlightenment. New York:
Weatherhill, 1983, pp. 3-19; 31-55.
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•Recommended reading: Patrick Bresnan, Awakening: An Introduction to the History of Eastern
Thought, pp. 294-334; 348-378.
Week XIII. (Nov. 17, 19) What does art tell us about what Japanese Buddhists cared about?
•Sen, Soshitsu. Tea Life, Tea Mind. New York: Weatherhill, 1979, pp. 11-14; 27-42; 66-81.
•Recommended reading: Patrick Bresnan, Awakening: An Introduction to the History of Eastern
Thought, pp. 378-388.
Week XIV. (Nov. 24) What is a Japanese Buddhist view of how to behave well?
•Reader, Ian. Religious Violence in Contemporary Japan: The Case of Aum Shinrikyo.
Honolulu: University of Hawai’i Press, 2000, pp. 8-31; 224-249.
Week XV. (Dec. 1, 3) What is a Japanese Buddhist view of how to behave well?
Final Exam Review on Dec. 3. Please prepare by bringing in your questions.
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