The purpose of this course is to introduce you to the vast scope of Hindu religious traditions in the South Asian Sub-continent, from the earliest time until the present. We will approach our task of becoming familiar with this subject primarily through an examination of the history of several major strands of Hindu thought and practice, and through study of the major doctrines, institutions and rituals of the Hindu world, by means of lectures, reading of secondary works, and examinations of various primary materials in translation.
Doelstelling
Onderwijsvorm
**http://www.library.ucla.edu/bruinsuccesshttp://www.canterbury.ac.nz/student/wass/plagiarism_excerise.shtml
Class Schedule
Topics**: Objectives**: Blackboard Reading**:
Topics**: is; caste
Gain familiarity with the basic background upon which Hindu traditions are built.
Blackboard Reading:
Topics**:
Objectives
**:
**
3.1 Atharvaveda hymns
3.2 Funeral sacrifice
3.3 Oblation
Textbook Reading: IH: 51-74.
_
To think about for class_: Can ritual be meaningful even if you don’t believe its mythology?
IV 29 Internal Fires: The Upani
ṣsāra, Karma and Liberation
**Philosophical reflections on, and extensions of, Vedic tradition
**Become familiar with the basic ideology of the Upaniṣ
**
4.1 Br
̥yaka Upaniṣadic ideas of the relation between human and god make sense to outsiders?
October
V 6 Challenges to Orthodoxy: Renunciant Traditions and the ÒStages of LifeÓ
Yoga; non-traditional forms of religious practice; interaction with the substrateUnderstand alternative modes of practice and cultivation
Blackboard Reading**:
a
_
**Epic mythology; Rāma; the place of the epics
**Learn the outlines of the Epic stories and their importance
**
6.1 Mahābhārata Summary
6.2 Rāmāya
ṇTopics**: Objectives**: Blackboard Reading**:
ic Hinduism: The Divine Incarnations of Viṣṇa Legends
Avatāras; the transformation of Kr̥ṣṇObjectives: u and Kr̥ṣṇBlackboard Reading**:
Topics**: Objectives**: Blackboard Reading**:
eśa
Textbook Reading: IH: 148-197; CF 83-105.
_
To think about for class_: What does it mean to ‘convert’ from one religion to another?
X 17 Religion in the Village and Temple
**Caste; temple worship; holy days; domestic rituals
**Learn about non-elite religious practices
Textbook Reading: IH: 198-223; CF: 128-154, 253-261, 291-294.
_
To think about for class_: Is there such a thing as high and low religion?
XI 24 Diaspora Hinduism: To the Netherlands
Topics: Objectives: Inzicht krijgen in de geschiedenis en vormen van Hindoeïsme in Nederland Reading:
December
XII 1 The Modern Fate of Hinduism, and a Summing Up
**Political Hinduism; BJP and RSS; Islam in India today;
**Appreciate the role of religion in Modern India
**
12.1 ÒThe Rise of Hindu NationalismÓ
Textbook Reading: IH: 250-273. CF: 262-289.
_
To think about for class_: What is the place of religion in politics?
Toetsing
**
Literatuur
Readings are listed under each week, and include materials from (mostly) primary sources in translation, found posted on the Blackboard site, and in the following two required books:
*1) Gavin Flood, An Introduction to Hinduism (Cambridge University Press): IH *2) C. J. Fuller, The Camphor Flame: Popular Hinduism & Society in India (Princeton University Press): CF
Please download the Blackboard readings and bring them to class on the day for which they are assigned — having first read them of course! ### Toelating
No prerequisites
Opmerkingen
Evaluation:
This class is an opportunity for you to learn, and each of you will do this in your own way, or ways. There is no Òone size fits all.Ó And this means that what you have learned cannot be evaluated in a Òone size fits allÓ way either. How will what you have learned be evaluated, then?
*
An excellent or superior performer in this course will demonstrate a superior familiarity with the ÒfactsÓ presented in the course, apply relevant interpretative categories with ease, and creatively present arguments for understanding trends and patterns. Work will appropriately utilize relevant terminology, bring forth evocative examples, and draw exciting and stimulating comparisons, going beyond what was covered in assigned materials or class discussions. *
A good performer will demonstrate adequate familiarity with the ÒfactsÓ presented in the course, apply some relevant interpretative categories, and demonstrate an ability to present arguments for understanding trends and patterns. Work will appropriately utilize relevant terminology, present relevant examples, and work at drawing some comparisons. However, fuller explorations are lacking, as is innovation and creativity. *
A minimum performer will demonstrate some familiarity with the ÒfactsÓ presented in the course, apply some interpretative categories, and attempt to present arguments for understanding trends and patterns. Work will utilize some terminology, present examples, and work at drawing some comparisons. However, it will also manifest misunderstandings or errors, miss important or relevant details, and lack comprehensive vision. *
A poor performer will demonstrate inadequate familiarity with the ÒfactsÓ presented in the course, be unable to apply relevant interpretative categories, and be unable to present arguments for understanding trends and patterns. Work will not utilize relevant terminology, present irrelevant examples, and draw no, or irrelevant, comparisons. This performer may also simply restate, even partially or erroneously, given information, without evidence of its comprehension.