UNIVERSITY OF KENT
Confirmation that this version of the module specification has been approved by the School
Learning and Teaching Committee:
…………… A. Stähler, 16 FEB 2015…………….(date)
MODULE SPECIFICATION
1. Title of the module
TH331 – Introduction to Hinduism and Buddhism
2. School or partner institution which will be responsible for management of the module
SECL, Religious Studies
3. Start date of the module
2005 (Revised for Autumn 2015)
4. The number of students expected to take the module
25-35
5. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal;
None
6. The level of the module (e.g. Level 4, Level 5, Level 6 or Level 7)
Level 4
7. The number of credits and the ECTS value which the module represents
15 (7.5 ECTS)
8. Which term(s) the module is to be taught in (or other teaching pattern)
Autumn OR Spring
9. Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
The programmes of study to which the module contributes: Single Honours Religious
S tudies or Joint Honours with Religious Studies or as a ‘wild’ module.
11. The intended subject specific learning outcomes
By the end of this module, students will be able to:
11.1 Demonstrate an appreciation of the richness and diversity present within specific Asian traditions and civilisation, encompassing topics such as the
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UNIVERSITY OF KENT historical development of specific doctrines and groups, the relationship between belief, practice, and society, and the interpretation of particular religious texts and contexts.
11.2
Describe and articulate a key concept, idea, theme or practice relevant to Hindu traditions such as bhakti, moksha, yoga, dharma etc., demonstrating an accurate and detailed understanding of the idea in its doctrinal context, and an awareness of its place within the broader development of the tradition.
11.3 Describe and articulate a key concept, idea, theme or practice relevant to
Buddhist traditions such as duhkha, anatman, bodhisattva etc., demonstrating an accurate and detailed understanding of the idea in its doctrinal context, and an awareness of its place within the broader development of the tradition.
12. The intended generic learning outcomes
By the end of this module, students will be able to:
12.1 Demonstrate improved communication skills, both written and oral, as well as their ability to organise information in a clear and coherent fashion.
12.2 Demonstrate improved learning and performance by applying a variety of methodological and historiographical perspectives.
13. A synopsis of the curriculum
The purpose of this module is to introduce students to the Hindu and Buddhist traditions, through a consideration of their key concepts, ideas, texts and practices (such as bhakti, moksha, yoga, dharma). The first half of the module will examine some of the most interesting features of the Vedic and post-Vedic tradition: the Upanishads, the Bhagavad
Gita and the polytheism of the Mahabharata. The second half will examine the contrasting philosophical positions of the Theravada and Mahayana Buddhist traditions using materials from the Pali canon and several Sanskrit Sutras. Particular attention will be given to the variety of interpretations of the Buddhist ‘No-self’ doctrine and concept of enlightenment as well as the meaning and function of the Buddha’s career.
14. Indicative Reading List
• Flood, G. (1996)
An introduction to Hinduism , Cambridge: CUP.
• Knott, Kim (1998) Hinduism: A Very Short Introduction , Oxford: OUP.
• Harvey, P. (1990) An Introduction to Buddhism , Cambridge: CUP.
• Keown, D. (2013) Buddhism – A Very Short Introduction , (2 nd edition) Oxford: OUP.
• Rahula, W. (1997) What The Buddha Taught , (new edition) New York: One World
Publications.
15. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
Learning and Teaching Methods:

1 x 1 hour lecture for 10 weeks (10 hours)

1 x 1 hour seminar for 10 weeks (10 hours)
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Total contact hours: 20

Independent study hours: 130

Total Study hours 150
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UNIVERSITY OF KENT
Lectures are important to enable students to be introduced to the various historical, philosophical and textual elements of the Hindu and Buddhist traditions, allowing time for questions and critical analysis (learning outcome 11.1-3). Lectures will also give students the opportunity to gain the tools necessary to make critical evaluations of concepts and ideas pertaining to South Asian traditions, philosophies and traditions. Seminars will enable students to enhance their oral skills (learning outcome 12.1) and to work cooperatively with others in the group (learning outcome 12.2). In the directed learning, students will be advised to read the course literature (learning outcome 11.1-3), thereby developing their library and research skills, prepare written work, thereby developing their IT skills, and demonstrate responsibility and autonomy in learning (learning outcome 12.1).
16. Assessment methods and how these relate to testing achievement of the intended learning outcomes
Two coursework essays
(1). A 2000 word essay on a topic related to Hinduism (50%)
(2). A 2000 word essay on a topic related to Buddhism (50%)
Achievement of learning outcomes:

Coursework essay 1 will address learning outcomes 11.1, 11.2 & 12.1&2

Coursework essay 2 will address learning outcomes 11.1, 11.3 & 12.1&2.
17. Implications for learning resources, including staff, library, IT and space
The main textbooks are already available in the library.
18. The School recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the
University’s disability/dyslexia support service, and specialist support will be provided where needed.
19. Campus(es) where module will be delivered: Canterbury
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