Scan Syllabus 2



Hinduism

Norris W. Palmer Office Hours:

Office: Dante 328 TH 1:00 – 2:45 pm

Office Phone: 631-4799 and by appointment

Dept. Phone: 631-4048

e-mail: npalmer@stmarys-ca.edu

I. Course Description:

This course examines the cultural/religious phenomenon of “Hinduism” in a number of its many variations. As we seek to answer the question, “What is Hinduism?,” we’ll study ancient and modern forms; look at the role of deities, temples, and cultural practices; investigate central myths and much-loved stories, global gurus, Bollywood films; and try to grasp something of the immense dimensions of Hindu theology and philosophy. We’ll also look at how it has developed in the context of historical forces and responded to the modern world as it adapts to a global setting.

II. Class Meetings:

TRS 154-01: Tuesdays & Thursdays, 11:20 – 12:50; Dante 220

III. Required Texts: Eck and Forsthoefel are available at the Saint Mary’s Bookstore. Duneja & Sharma are available from your instructor.

1. Eck, Diana. Darsan: Seeing the Divine Image in India. Third edition. (Columbia University Press, 1998.)

2. Duneja, Prabha. The Legacy of Yoga in Bhagwad Geeta. Second edition. (Delhi: Govindram Hasanand, 2005). (Available for $6.00 from your instructor.)

3. Duneja, Prabha. Hinduism: Scriptures & Practices. (ARC Publishers, 2012). (Available for $10.00 from your instructor.)

4. Forsthoefel, Thomas A. and Cynthia Ann Humes, eds. Gurus in America. (SUNY Press, 2005.)

5. Sharma, Arvind. Classical Hindu Thought: An Introduction. (Oxford University Press, 2000.)

6. Additional readings in digital or copied format will be assigned and distributed by the instructor.

IV. Course Goals

A) Students will know the basic data (as presented in class and in the readings) that comprise the many forms and configurations of “Hinduism” and will understand how these data create a coherent worldview we identify as one of the world’s major eastern religious configurations.

B) Students will comprehend a range of diversity present within the traditions that comprise Hinduism in both classical forms and modern adaptations.

C) Students will not only identify challenges posed by crossing the conceptual boundaries which both circumscribe this religious tradition and articulate its various threads, but will also evaluate questions of truth and meaning within an informed awareness of religious pluralism, cultural diversity, and the critical perspective of the academic study of religion.

D) While students will discover, challenge, and/or affirm their own moral/religious convictions; conversion to any one tradition is expressly not a goal.

E) Students will be invited to develop their own sets of goals for engagement with this tradition in the context of this course, their lives, and the world of which both student and tradition are a part.

V. Class Format:

The class format will be a mixture of lecture, questions, discussion (in class and online), video, and field research. Students are expected to be dialogue partners in the learning process. Students should be prepared to respond to questions during a lecture and to raise questions of their own. At various times, students will be called upon to summarize key points from our reading. Thus, careful reading of the assignments in preparation is essential to the learning process.

VI. Course Requirements:

A. Attendance:

I expect you to attend each and every class, on time, with your books, having thoroughly read and pondered the material for the day. I begin each class at the scheduled time by taking attendance. If you are not present when I take roll, you will be marked absent. Beginning with the fourth absence, six percent (6 %) will automatically be deducted from your final score. An additional four percent (4 %) will be deducted for the fifth absence. Six or more absences will result in an automatic failure for the semester. At my discretion, tardies may count for one-half of an absence. It should be noted that absences do not excuse you from responsibility for assignments due.

B. Participation:

This course requires active, reasoned participation. In fact, it is essential. While there is a certain amount of “content” to be covered, the most interesting and profound material cannot simply be dumped into a student’s skull. (Can anything worthwhile ever really be learned that way?) The world’s wisdom traditions comprise wonderfully rich and diverse material. And, because they each suggest (for the most part) unique worldviews, we may often find them in seeming conflict with one another with respect to basic issues. In this regard, certainly each person is entitled to his or her opinion (interpretation) of the subject matter. In this class, opinions must be presented politely, in an open spirit, and accompanied by intelligent reasons and explanation.

Please note that participation encompasses a variety of things and may be expressed in a variety of ways. Some examples of participation are: asking questions, contributing thoughtful remarks, listening carefully while others are asking questions or presenting ideas, or asking for clarification when you do not understand.

Please also note that cell phones are to be turned off and put away – texting during class is not permissible and will result in a lower grade. Also, the use of laptop computers is not allowed (unfortunately, too many students have used them not simply to take notes but to browse the internet and/or update their Facebook page during class – sorry!) without express written authorization from Student Disability Services.

Student Disability Services:  Student Disability Services extends reasonable and appropriate accommodations that take into account the context of the course and its essential elements for individuals with qualifying disabilities. Students with disabilities are encouraged to contact the Student Disability Services Office at (925) 631-4358 to set up a confidential appointment to discuss accommodation guidelines and available services. Additional information regarding the services available may be found at the following address on the Saint Mary’s website:

C. Written Assignments (see also section IX):

All written assignments are due at the beginning of class and will be considered late if submitted more than 10 minutes after the start of class on the day for which they are assigned. Yes, late work is penalized. In fairness to those who submit their work on schedule when they could have done better with more time, assignments will be docked three percent (3 %) for each weekday that they are late. If you wish to submit late work in my absence, you may send an e-mail message to me with a copy of your paper attached (as a Microsoft Word document) AND then provide me with a hard copy of the same paper on our next meeting. In any case, no work whatsoever will be accepted after the last day of class, Thursday, December 6, 2012.

D. Quizzes:

While I prefer not to rely on such tactics, I do reserve the option of assigning unannounced quizzes. The purpose is to serve as an incentive for you to get the reading done on time and hence gain maximum benefit from our time together in class. Most quizzes will cover the reading assigned for that day and will be administered during the first few minutes of class. If the quiz is administered orally, questions will not be repeated for latecomers. There will be no make-up quizzes. The calculation of final grades will be changed if quizzes are used, with quizzes counting for up to 10% of the grade depending upon how frequently they are administered. The remaining portions of the grade would then be proportionately reduced. Please, keep up with the reading so this will be unnecessary.

E. Examinations:

The mid-term examination tests largely discrete data points and thus may include True/False, Multiple Choice, Fill-in-the-blank, Short Answer/Identification, and Essay. The final exam is cumulative (with significant emphasis upon material covered after the mid-term exam) and tests for understanding, synthesis, and application of general concepts in specific situations (thus, the final exam relies more heavily on essay questions). Material covered in the readings, though not presented in class, will appear on the exams. In order to assist you with your preparations for the exams, study guides are provided.

Important Notes: (1) No one will be admitted to either exam more than 15 minutes after the exam has commenced. (2) Exams are “closed”: once the exam begins there are no breaks, no “ins and outs.” (3) Cell phones, iPods, and other digital devices are not allowed in exams.

VII. Course Reading Schedule (Tentative):

8/28 Tuesday: Introductions/What is Religious Studies?

• Handout: Foucault, Michel. Selection from The Order of Things (to be read in class).

• Handout on the Academic Study of Religion

8/30 Thursday: What is Hinduism?

• Llewellyn, J. E., “Introduction: The Problem of Defining Hinduism,” (pp. 1 – 12) in Defining Hinduism: A Reader, edited by J. E. Llewellyn. (Routledge: London, 2005).

• View Smith’s “India & The Infinite”

9/4 Tuesday: Classical Hindu Thought

• Sharma, Arvind, chapters 1& 2 in Classical Hindu Thought

“A Conceptual Introduction” (pp. 1 – 34).

“A Historical Survey” (pp. 35-42)

9/6 Thursday: The Nature of Ultimate Reality

• Sharma, Arvind. “Brahman: Nirguna and Saguna.” Chapter 3 in Classical Hindu Thought (pp.43 – 61).

9/11 Tuesday: One Deity, Many Forms

• Sharma, Arvind, chapters 4 & 5 in Classical Hindu Thought

“Isvara” (pp. 62 – 67),

“Devi” (pp. 68 – 71).

9/13 Thursday: Gods & Goddesses

• Sharma, Arvind, chapters 6 - 9 in Classical Hindu Thought

“The Hindu Trinity (Trimurti)” (pp. 72 – 75),

“Brahma” (pp. 76 – 81),

“Vishnu” (pp. 82 – 86),

“Siva” (pp. 87 – 89).

9/18 Tuesday: Gods & Goddesses (continued)

• Duneja, Prabha, chapter 8 in Hinduism: Scriptures & Practices (pp. 305-356).

• Required site visit to Shiva-Vishnu Temple in Livermore, 6:00 p.m. – 7:30 (approx.).

1232 Arrowhead Ave.

Livermore, CA 94551

info@

Telephone : (925) 449 6255

From Eastbound I-580 in Livermore: (1) Exit N. Vasco Road and travel north (back over the freeway). (2) Left on Scenic Ave. (3) Left on Arrowhead Avenue. (4) 1232 Arrowhead Avenue. (5) Temple is on your right.

9/20 Thursday: The Cosmic Life Cycle

• Sharma, Arvind, chapters 10 - 15 in Classical Hindu Thought

“Jiva” (pp. 90 – 93),

“Samsara (pp. 94 – 97),

“Karma” (pp. 98 – 102),

“Dharma” (pp. 103 – 108),

“Maya” (pp.109 – 112),

“Moksa” (pp. 113 – 118).

9/25 Tuesday: Paths to Liberation

• Film Review due at beginning of class (guidelines forthcoming)

• Sharma, Arvind, chapters 16 - 18 in Classical Hindu Thought

“Jnana-yoga” (pp. 119 – 122),

“Bhakti-yoga” (pp. 123 – 126),

“Karma-yoga” (pp. 127 – 131).

9/27 Thursday: Self in Society

• Sharma, Arvind, chapters 19 - 21 in Classical Hindu Thought

“Varna” (pp. 132 – 180),

“Asrama (pp. 181 – 185),

“Purusarthas (pp. 186 – 191)

10/2 Tuesday: Self in Society

• Duneja, Prabha, chapter 3 in Hinduism: Scriptures & Practices (pp. 105 – 163).

• Review Sheet distributed.

10/4 Thursday: Hindu Texts

• Sharma, Arvind, chapter 22 in Classical Hindu Thought

“Vedas” (pp. 191 – 209)

• Duneja, Prabha, chapter 1 in Hinduism: Scriptures & Practices (pp. 1 – 30).

10/9 Tuesday: Bhagawad Geeta

• Duneja, Prabha. “The Legacy of Yoga in Bhagawad Geeta,” Chapters 1 – 9.

10/11 Thursday: Bhagawad Geeta

• Duneja, Prabha. “The Legacy of Yoga in Bhagawad Geeta,” Chapters 10 – 18.

10/16 Tuesday: Mid Term Exam

10/18 Thursday: Midterm Holiday – No Class today!

10/23 Tuesday: Darsan – To See and To Be Seen

• Eck, “Seeing the Sacred,” Chapter 1 (pp. 3 – 31).

• Eck, “The Nature of the Hindu Image,” Chapter 2 (pp. 32 – 58).

10/25 Thursday: Darsan – Image? Icon? Idol?

• Eck, “Image, Temple, and Pilgrimage,” Chapter 3 (pp. 59 – 75).

• Eck, “Seeing the Divine Image in America,” Afterword (pp. 77 – 92).

• Handout: Meister, “Temple: Hindu Temples” Encyclopedia of Religion, 2d edition, 2005.

• Handout: Sthapathi, “Architecture of the Shiva Vishnu Temple in Livermore.”

• View Smithsonian film “Puja.”

10/30 Tuesday: Hinduism In America

• Handout: Eck, Diana. Selections from “American Hindus,” Chapter 3 of A New Religious America (pp. 94 – 141).

• Handout: Palmer, Norris. “Negotiating Hindu Identity in an American Landscape.” Nova Religio 10, 1:96 – 108.

11/1 Thursday: Cinematic Hinduism – Bollywood and Beyond

• Pilgrimage Paper due at beginning of class

• Viewing clips on Hinduism from a variety of films sources

11/6 Tuesday: Gurus in America

• Forsthoefel, Thomas A. and Cynthia Ann Humes. “Introduction: Making Waves,” introduction to Gurus in America, Forsthoefel & Humes (2005).

• Chapple, Christopher Key. “Raja Yoga and The Guru: Gurani Anjali of Yoga Anand Ashram, Amityville, New York,” chapter 1 in Forsthoefel & Humes.

11/8 Thursday: Gurus (continued)

• Forsthoefel, Thomas A. “Weaving the Inward Thread to Awakening: The Perennial Appeal of Ramana Maharshi,” chapter 2 in Forsthoefel & Humes.

• Humes, Cynthia Ann. “Maharishi Mahesh Yogi: Beyond the TM Technique,” chapter 3 in Forsthoefel & Humes.

11/13 Tuesday: Gurus (continued)

• Goswami, Tamil Krishna and Ravi M. Gupta. “Krishna and Culture: What Happens When the Lord of Vrindavana Moves to New York City,” chapter 4 in Forsthoefel & Humes.

11/15 Thursday: Gurus (continued)

• Palmer, Norris W. “Baba’s World: A Global Guru and His Movement,” chapter 5 in Forsthoefel & Humes.

11/20 Tuesday: Gurus (Continued)

• Raj, Selva J. “Passage to America: Ammanchi on American Soil,” chapter 6 in Forsthoefel & Humes.

• Williamson, Lola. “The Perfectability of Perfection: Siddha Yoga as a Global Movement,” chapter 7 in Forsthoefel & Humes.

11/22 Thursday: Thanksgiving Recess – No Class today!

11/27 Tuesday: Gurus (Continued)

• Urban, Hugh B. “Osho, from Sex Guru to Guru of the Rich: The Spiritual Logic of Late Capitalism,” chapter 8 in Forsthoefel & Humes.

11/29 Thursday: Gurus (Continued)

• Kripal, Jeffrey J. “Riding the Dawn Horse: Adi Da and the Eros of Nonduality,” chapter 9 in Forsthoefel & Humes.

• Gold, Daniel. “Epilogue: Elevated Gurus, Concrete Traditions, and the Problems of Western Devotees,” epilogue in Forsthoefel & Humes.

12/4 Tuesday: Hinduism, Popular Culture, and The West

• Handout: Palmer, Norris. “Of Cows, Castes, Cartoons, and Classrooms: The Misconception of Hinduism in the Popular Imagination.”

12/6 Thursday: Course Conclusion

• No new reading due

• Final Papers/Projects due

12/11 Final Exam

❖ Tuesday 11:30 – 1:30 in Dante 220.

VIII. Grading:

A. Completion of Assignments:

The assignments are designed to work in concert with one another in order to provide a range of interaction with the material. To receive a grade in this course, all assignments must be completed. Failure to do so will result in failure of the course.

B. Percentages of Assignments:

1. Film Analysis (Guidelines forthcoming, 9/25) 10%

2. Mid-term Exam (10/16) 20%

3. Pilgrimage Paper (Guidelines forthcoming, 11/1) 20%

4. Term Paper/Project (Guidelines forthcoming, 12/6) 20%

5. Final Exam (12/11) 25%

6. Participation (online & in class) 5%

Course Grade: 100%

C. Grading Scale:

| | | |B+ |89-87 | |C+ |79-77 | |D+ |69-67 | |F |59-0 | | |A |100-94 | |B |86-83 | |C |76-73 | |D |66-63 | | | | | |A- |93-90 | |B- |82-80 | |C- |72-70 | |D- |62-60 | | | | |

D. Six Reflections on Grading:

(Note: The following six reflections on grading are borrowed with permission from Tom Poundstone).

• First, though effort is noted, appreciated, and admired, grades are based on achievement, not effort.

• Second, I am opposed to the idea of extra credit. You can submit extra work and it will certainly be considered, but only as additional evidence of your level of achievement. Seven extra papers, all of a “B” level of achievement, do not yield an “A” but further demonstrate that a “B” is the appropriate grade.

• Third, I view final grades like the financial statements, which CEO’s are required to sign. My signature on the grade sheet is my certification to the world that you have demonstrated a particular level of competency. To give a student a higher or lower grade than what she or he has demonstrated would be an act of fraud on anyone who might ever look at that transcript. As a result, there are no courtesy grades.

• Fourth, I view the meaning of letter grades in their traditional sense: “A” reflects exceptional academic performance; “B” is above average academic performance; “C” is, quite literally, average academic performance; “D” is marginal academic performance; “F” does not merit academic credit.

• Fifth, when I grade essay assignments, for example, I begin by presuming your grade is a “B-“. To the extent that it is above average, the grade it deserves climbs the scale. I don’t begin by presuming the paper is an “A+” which then needs to have every point deduction accounted for.

• Sixth, plagiarism or violation of academic honesty will result in failure for the course, not just a zero for the particular assignment.

IX. Course Assignments:

A. The “Pilgrimage” Paper:

We will be visiting the Shiva-Vishnu Temple in Livermore, California for a tour, Tuesday, Sept. 18, 6:00 p.m. – 7:30 p.m. (approx.). During this time, we will have opportunity to tour the temple grounds, see images of the deities, and ask questions of our guide. This is intended to be an opportunity to learn about a living faith, not a chance to debate religious truths. So, when we visit, do so as respectfully and sympathetically as possible. On the other hand, this is decidedly not an exercise in conversion, so when should you talk with others, do so without the false pretense of “possibly joining their group later on.” If it seems appropriate, be sure to take notes while you are at the site and then, immediately upon returning home, write these up into coherent thoughts. Then, produce a paper of about 1,200 words in length in which you examine your visit to the Temple in relation to course reading, particularly Eck’s Darshan and Palmer’s “Negotiating Hindu Identity.” Additional guidelines are forthcoming.

B. Film Analysis

One of the ways in which the contours and meaning of Hinduism is being reconstructed and renegotiated is through the medium of film. You’ll have opportunity to view one or more films and analyze it/them in terms of the questions and concerns encountered within the course. Guidelines and film choices are forthcoming.

C. Term Project

Students will be responsible for wrestling with one or more key idea(s) associated with material presented in the course in a manner which demonstrates both understanding of the idea(s) from within the tradition as well as critical appraisal of it/them. Additional guidelines are forthcoming.

D. Deadlines (each due by the beginning of class):

Film Analysis Tuesday, September 25, 2012

Pilgrimage paper Thursday, November 1, 2012

Term Project Thursday, December 6, 2012

E. Paper Specifications:

Papers will be graded for composition as well as content. Clarity, accuracy, style, and grace count. While I do not pre-read papers, I am happy to meet with you to discuss your ideas or the direction of your work. A college-level paper is one which:

1. is punctual,

2. responds appropriately to the assignment,

3. is neatly typed,

4. is well organized,

5. has correct syntax throughout, and

6. contains few, if any, spelling or punctuation errors.

Significant deficiency in any one or more of the above areas is grounds for a grade below a C. The details regarding acknowledging sources are found in any standard writing manual, such as K. L. Turabian’s A Manual for Writers.

1. Margins: One inch on all four sides.

2. On the title page include the usual information (project title, your name, date, etc.).

3. Bibliography on a separate sheet(s) appended as the last page.

4. Double-spaced, “plain” type only (12 point).

5. Either footnotes or endnotes are acceptable. Alternatively, quotations may be cited in the main body of the text [Example: “The centurion pompadours had a certain strabismic quality” (Falwell 32).]

6. Inclusive gender language is expected. Where “God” is the referent, if religious convictions enter, they will be honored.

7. Please do not submit your paper in a folder of any kind. Simply staple your paper together and hand it in.

F. Nota Bene:

Students are also reminded of the college policy on academic honesty. (I take this very seriously.) It specifies the necessity for doing one’s own work, giving credit where necessary, and refraining from helping others so as to facilitate dishonesty. (Please refer to the Honor Code and the student handbook for relevant material.)

X. Final Comments:

I am deeply committed to students having genuine, profound encounters with the material covered in this course. While the design presented in this syllabus is the result of considerable reflection, improvements are always possible. For this reason, all information in this syllabus is deemed tentative and is subject to change. Should you have suggestions for improvement, please do not hesitate to give them to me.

I am also genuinely interested in students doing well in this course, that is, both really learning the material as well as adequately demonstrating such learning on exams and in papers. While I will do what I can to be of assistance in this enterprise, the major responsibility for this (or any) educative process rests squarely with the student.

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