REL3340
Mind is the forerunner of all things. If one speaks or acts with an impure mind, suffering follows, like the wheel that follows the foot of the ox.
Mind is the forerunner of all things. If one speaks or acts with a pure mind, happiness follows, like the shadow that never leaves.
The Dhammapada
Basics
Location: PSY 226
Time: M-W-F 9.30-10.20
Credit Hours: 3
Dr. Ann Gleig
Office: PSY 236
Office Hours: M-W-F 11.00-12.00 (or by appointment)
Email: Ann.Gleig@ucf.edu
Phone: 281-857-1236
Course Description
This course is an introduction to Buddhist thought, practices, cultures and history.
Beginning in 6 th
BCE India, we will trace the development of Buddhism through South-
East Asia, East Asia, Tibet and its recent flourishing in North America examining a diversity of Buddhist traditions such as Theravada, Mahayana, Vajrayana and American
Buddhism. Focusing on a variety of Buddhist ideas and practices within their particular socio-historic context we will explore continuities and discontinuities noting how
Buddhism has interacted with local cultures and exploring the new forms of Buddhism arising from this interaction. Our investigation will include primary and secondary literature and in order to enrich our textual understanding, this class will offer an
(optional) experiential component in the form of Buddhist meditation or precept practice.
Course Objectives
The primary aim of this course is to facilitate a solid grasp of Buddhist thought and practices aided by a familiarity with the socio-historic context in which they developed.
Following a central concept of Buddhism, “interdependent arising,” that nothing is independent or separate as all things are interdependent and interconnected, a second goal is to understand how Buddhism has interacted with, shaped and been shaped by the different cultures and religions it has come into contact with during its historic development. Thirdly, an optional experiential dimension of the course will supplement a critical and analytical reading of Buddhism with an opportunity for first-person exploration. This, in turn, will aid us in our fourth aim of reflecting upon how general
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Western assumptions might influence and possibly hinder an open encounter with and understanding of traditional Asian Buddhism.
Course Requirements
(i) TWO EXAMS (20% each)
Mid term and a Final exam: Each exam will consist of 40 terms that you will be required to define in either alone or in a multi-choice format.
Include: Mid-term will cover module one (Early Indian Buddhism) and module two
(Mahayana Buddhism). The final exam will cover module three (Vajrayana Buddhism) and module four (Buddhism in the West).
Purpose: These are designed as pedagogical tools to help you assimilate the major concepts of the class.
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TWO PAPERS (30% and 20%)
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Paper One (20 %):
EITHER:
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Contemplative/Experiential Assignment: Either precepts or meditation journal (4-
6 pages)
Include: (i) An analytic description of Buddhist ethics or meditation that situates it in its historical context (ii) a daily reflection on you 7 day practice of precept or meditation and
(iii) include differences and similarities between the text and your actual experience. I will distribute precise guidelines for this exercise.
Purpose: Is to reflect on the difference between both textual and lived religion and also the ways in which religious practices evolve and adapt as they pass through time and culture.
OR:
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A short research paper on Buddhist practices in their classic and contemporary expression (4-6 pages)
Include: You will choose one Buddhist practice such as mindfulness or ethical and discuss it both in its classical form and also in one of its contemporary adaptations. I strongly recommend focusing on mindfulness as it is currently being adapted in numerous secular contexts such as education and law.
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Purpose: Is to trace how religious practices evolve and adapt as they pass through culture and history.
Due: October 1 st
: First paper is due
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Paper Two (30%): Reflection paper on a visit to a Buddhist center or site. This will include a description of the tradition, your visit to the site and a reflection on similarities and differences with material covered in class. In other words, the goal here is to reflect on the relationship between religion as studied academically and lived religion (15%).
Include: (i) A brief description of the religious site (main beliefs and practices of the religion and a short history of the specific religious site); (ii) a description of your visit and; (iii) a consideration of the difference between the academic study and lived experience of religion (5-7 pages).
Purpose: To deepen your understanding of one specific Buddhist tradition, and its local expression and to reflect on differences and similarities between the lived practice and critical study of religion.
Due Date: December 3 rd
(iv) ATTENDANCE AND PARTICIPATION: I will also consider class attendance and class participation in my final grading. If you miss over four classes without a legitimate reason your final grade will be automatically lowered by a half (5-6) or full letter grade (miss over 6 classes) (Students who have actively participated will receive an extra 5% credit).
Style, Submission, Deadlines
Paper Format : Must be 1.5 spaced, written in a 12inch font, and have a one-inch margin. (Any attempts to use obvious spacing strategies to outdo the required length will be penalized). Each page should be numbered. At the top of page one include the following information: the name of the professor (me), the name of the class, the name of the author (you) and the title of the paper. Papers must be written in MLA, Chicago or
APA style (including footnotes and references). For information on documentation styles, see http://www.uwc.ucf.edu/Writing%20Resources/writing_resources_home.htm#documenta tion
WRITING HELP: The University Writing Center (UWC) is a free resource for UCF students. At the UWC, a trained writing consultant will work individually with you on anything you're writing
(in or out of class), at any point in the writing process from brainstorming to editing.
Appointments are recommended, but not required. For more information or to make an
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appointment, visit the UWC website at http://www.uwc.ucf.edu
, stop by the first floor of
Colbourn Hall, or call (407) 823-2197.
Paper submission: Papers should be submitted in either Microsoft word or Pdf format.
Papers must be submitted electronically by 6pm on the day that they are due. Any papers after 6pm will receive a late penalty. I will write to acknowledge that I have received your paper. If you do not receive an email confirmation from me that I have received your paper, then it is your responsibility to contact me by phone to show you have sent it. I will, for example, ask to look at your sent email box.
Deadlines: I follow a strict policy for late assignments. Unless we have discussed and agreed on an alternative arrangement in advance, grades will be dropped by half a letter grade for each day the assignment is late and will not be accepted after 3 days.
Exam Dates: Failure to take exams when scheduled will result in zero ("0") credit for the assignment. Conflicts with schedule must be addressed before test dates and an alternative arrangement will be made.
GRADING:
Grade Scale: Grades: A = 100-90, B = 89-80, C = 79-70, D = 69-60 F= 60- (0-2: minus.
7-9: plus)
Please see page 10 of the syllabi for an explanation of my grading rubric for papers.
Grade Submission: I will be using the system at UCF that allows me to report your grades to you when you log into your "MyUCF" page. The university follows the national
FERPA (Family Educational Rights and Privacy Act) code , which does not allow the communication of grades to a student by email (including embedding them in documents, which means they cannot be placed on a paper emailed to me), or by posting them outside a professor's door. This is a confidentiality issue. Please do not ask me for your grade by email - by law I cannot send it.
Withdrawal Deadline is Monday October 29th
Class Rules of Engagement
Cell phones, I-pods ect, must be turned off before class begins and stored out of sight.
Laptops will be allowed in class for class related activities only. If I find anyone using laptops for anything other than this, you won’t be allowed to use your laptop for the rest of the semester.
I will close the door 7 minutes after class begins and no one will be allowed to enter after. That absence will be counted as one of your four allotted absences.
UCF Academic Integrity Code
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All written assignments require strict adherence to the honor code and must include the following “I (print name) hereby certify that I have adhered to the UCF academic integrity code (signature).” I have a zero-tolerance policy for plagiarism, which I consider an essentially cowardly and uncreative activity that undermines education, character and community:
UCF is committed to promoting a culture of academic integrity where faculty and students work together to meet our personal, professional, and social responsibilities. A degree from UCF is only valuable to the extent it reflects valid assessments of student learning. Misrepresenting your learning on texts, projects, reports, or papers invalidates your grades and tarnishes the credibility of UCF. While collaboration is encouraged in the learning and studying process, you should assume all tests, quizzes, ect. require your individual effort unless explicitly directed otherwise. Unauthorized collaboration, whether voluntary or not, is cheating. Unauthorized use of materials during a test, quiz or other assessment is cheating. Regarding papers and projects, one of the core fluencies that students need to demonstrate is the ability to discern information that is common to the public from the intellectual property of individuals. Use of protected ideas, processes or language without attribution or proper citation is plagiarism.
Disability: Any student with a disability requiring accommodations in this course must contact Disability Support Services.
REQUIRED READINGS
Charles Prebish and Damien Keown, Introducing Buddhism (This text will serve as our main secondary overview of Buddhism)
Primary Materials:
Shunryu Suzuki, Zen Mind, Beginners Mind
Harvey Aronson, Buddhist Practice on Western Ground
I will provide and post on webcourse select primary readings from John Strong, The
Experience of Buddhism
All Readings for the class must be completed before and brought to the class.
CLASS SCHEDULE: ( Tentative: We are covering a lot of material and it may “spill-over”).
Module 1: THE FOUNDATIONS OF BUDDHISM: Early Indian Buddhism and the
Theravada Tradition
AUGUST
20 th
: Introduction: Syllabus, Aims and Expectations
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22 nd
Background to Buddhism: India in the 6 th
BCE . Vedic Society and the Renouncer
Traditions.
-Reading: Introducing Buddhism, Part I: Chapter 1 “Karma and Cosmology”
24 th
The life of the historic Buddha: Siddhartha Gautama.
Reading : Introducing Buddhism, Part I: Chapter 2 “The Buddha”
27 th
The Four Noble Truths: Dukkha
- Reading: Introducing Buddhism 42-46.
Strong: Realizing the Four Noble Truths pp.42-45
29 th
The Four Noble Truths: Craving
-Reading: Introducing Buddhism p.46-49
31 st
The Four Noble Truths: Cessation and the NobleEight Fold path to Cessation
-Reading: Introducing Buddhism p. 49-54
SEPTEMBER
3rd Labor Day No Class
5 th
Anatta: No-Self and Dependent Origination
-Reading: Introducing Buddhism p. 49-54
7 th
Anatta: No-Self and Dependent Origination
Readings: Strong: Milanda and the Chariot pp.101-104 and Rahula “ Anatta” pp. 51-66
10 th
The Sangha and Early Buddhist Practice: Sila (Conduct) Samadhi (Concentration) and Panna (Wisdom)
-Readings: Introducing Buddhism p. 59-66 and Strong 78-81
12 th
Early Buddhist Practice: Meditation
Introducing Buddhism 119-131
14 th
Early Buddhist Practice: Meditation
Reading: Strong Foundations of Mindfulness et al.
Discussion: Meditation and Precept Assignment
17 th
Buddhist Ethics
-Readings: Introducing Buddhism chapter 13
19th Early Buddhist communities and schools in India
Readings: Introducing Buddhism chapter 5.
21 st
Buddhism in South-East Asia
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- Introducing Buddhism chapter nine.
24 th
Theravada Buddhism in South-East Asia
Video: In the footsteps of the Buddha and discussion and review of module one.
Readings: Webct: Harvey “The later history and spread of Buddhism” pp. 139-144
26 th
Theravada Buddhism in South-East Asia (continued)
Video: In the footsteps of the Buddha and discussion and review of module one.
Readings: Webct: Harvey “The later history and spread of Buddhism” pp. 139-144
28 th
No class: research trip (Home Assignment: Review of Unit One)
Module II: MAHAYANA BUDDHISM: COMPASSION AND WISDOM
OCTOBER
1 st
Compassion: Mahayana Buddhism: Skillful Means and the Bodhisattva Ideal
Reading: Introducing Buddhism p. 97-103
Strong The Parable of the Burning House pp.147-151
October 1 st
: First paper is due
3 rd
: Compassion: The Bodhisattva Idea
Reading: Introducing Buddhism , 103-110
Strong, the Bodhisattva Path pp. 173-178
5 th
Mahayana Philosophy: Emptiness
-Reading: Webct Harvey “Mahayana Philosophy” pp. 95-120
Strong The Perfection of Wisdom pp. 151-153 The Heart Sutra pp. 154-155
8th Wisdom II : Mind-Only School and Buddha Nature
Reading: Webct Williams pp. 131-167
Strong, Vasubandhu: Types of Consciousness
Reading: Introducing Buddhism 110-117
8th The Bodhisattva Idea
Reading: Introducing Buddhism , 103-110
Strong, the Bodhisattva Path pp. 173-178
Mahayana in East Asia:
10 th
Bodhidharma Goes East : Daoism and Chinese Buddhism
Readings: Introducing Buddhism pp. 163-172
12 th
Chinese Buddhism II: Pure Land Buddhism
Readings : From Webct Harvey China pp: 148-158
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15 th
Chinese Buddhism III: Chan Buddhism
Readings : Select readings from webCT
17 th
Review of Module one and two
19 th
MID_TERM EXAM: Module One and Module Two
22 nd
Buddhism in Japan I
Readings: Introducing Buddhism 176-185.
24 th
Buddhism in Japan: II Zen Buddhism
Reading: Shunryu Suzuki Zen Mind, Beginners Mind
Strong Koans and Hakuin’s first Satori pp.326-329
26 th
No class: research trip Shunryu Suzuki Zen Mind, Beginners Mind)
Withdrawal Deadline is Monday October 29th
29 th
Zen Buddhism in America-
-(Finish Shunryu Suzuki Zen Mind, Beginners Mind)
31 st
Video: What is Mu?
NOVEMBER: Module Three: VAJRAYANA /TANTRIC BUDDHISM
5 th
The Dharma Goes to the Land of the Snows
-Readings Introducing Buddhism chapter 10
7 th
Basic teachings of Vajrayana/Tantric Indian Buddhism
Reading: Webct handout Williams “Mantrayana/Vajrayana-Tantric Buddhism in India ” pp.192-242
Strong: Tantric Buddhism pp. 206-210
9 th
Tibetan Buddhist Practices
Webct handout Patrul Rinpoche Words of My Perfect Teacher
12 th
No class: Veteran’s Holiday
14 th
Video: My Reincarnation
Reading: TBA
16 th
Video: My Reincarnation
Reading: TBA
Module Four: THE DHARMA COMES WEST: Democracy, Psychology, and
Feminism
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19 th
Friday class cancelled AAR
Begin Aronson, Buddhist Practice on Western Ground ch. 1-4
21 st
Buddhism, Modernity and the Western World
Reading, Introducing Buddhism chapter 11
23 rd
Buddhism and Psychology
Aronson, Buddhist Practice on Western Ground ch 5-8
26 th
Buddhism and Psychology II
-Aronson, Buddhist Practice on Western Ground ch 9-12
28th Buddhism and Feminism
Readings: Introducing Buddhism , 265-270
30 th
Buddhism and Modern Technology
-Buddhist Geeks http://www.buddhistgeeks.com/
December 3 rd
Paper two is due
DECEMBER
3 rd
Class Review and Reflections and 7 th
Final Exam: 8:50-9:50 am
Grading Rubric
Dr. Ann Gleig
Competent/Credible/Complete:
(70-79).
If you meet these first three standards, you are writing competently and will earn a grade of "C"
1. Unity
Contains a center of gravity, a unifying and controlling purpose, a thesis or claim, which is maintained throughout the paper. In particular, the essay clearly responds to the prompt and drives toward a specific point about the topic.
Organizes writing around a thesis or according to the organizational requirements of the particular assignment (e.g., summary, narrative, argument, analysis, description, etc.)
2. Evidence/Development
 Develops appropriate, logical, and relevant supporting detail and/or evidence.
 Includes more specific, concrete evidence (or details) than opinion or abstract, general commentary.
3. Presentation and Design
 Follows Hacker guidelines for standard English grammar, punctuation, usage, and documentation.
 Meets assignment requirements for length and/or format.
Skillful/Persuasive:
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If you meet all of the competency standards above and, in addition, achieve coherence and exhibit audience awareness, you are writing skillfully and you will earn a grade of "B" (80-89).
4. Coherence
 Uses words and sentences, rhythm and phrasing, variations and transitions, concreteness and specificity to reveal and emphasize the relationship between evidence and thesis.
 Explains how, why, or in what way evidence/detail supports point/claim/thesis/topic/ideas.
 Incorporates evidence from outside sources smoothly, appropriately, and responsibly.
5. Audience Awareness
 Demonstrates a sense that the writer knows what s/he's doing and is addressing real people.
 Reflects a respect for values that influence ethos (e.g., common ground, trustworthiness, careful research).
Distinctive:
If you meet all of the competency standards, achieve coherence and exhibit audience awareness, and, in addition, demonstrate a mastery of one or more features of superior writing, you are writing distinctively and you will earn a grade of "A" (90-100).
6. Distinction
 Your writing stands out because of one or more of the following characteristics: complexity, originality, seamless coherence, extraordinary control, sophistication in thought, recognizable voice, compelling purpose, imagination, insight, thoroughness, and/or depth.
Ineffective:
If your paper does not meet competency standards, either because you have minor problems in all three competence areas (1-3 above) or major problems in one or two competence areas, you will earn a grade of "D" (60-69) or "F" (<60)
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