Cultures and Religions of the Himalayan Region

Summer 2004

Marty Schmidt
Hong Kong International School
"Who is Buddha?" Fall, 2004-2005


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Course Syllabus


Jataka Tales


The Buddha in a former lifetime flays himself in order to feed a starving mother lion

Day 1: Introduction and Jataka Tales
1) Website: Go over course syllabus and introduce expecations of the class
2) Brainstorm: Students write what they know about Buddhism already and what they want to know about Buddhism (perhaps on the board).
3) Jataka Tales in groups: Read, summarize as cartoon, act out, etc. Generate more questions about Buddhism.

HW: (1) Begin reading about the Buddha's life using Prince Siddartha: The Story of the Buddha (other possibilities: use Trainor book).

(2) Geography Worksheet: Buddha's birth; major divisions of Buddhism; major Buddhist countries.

Course Syllabus

More Jataka Tales - NEH 2002
More Jataka Tales - Buddhanet



Siddartha's 4 Passing Sights: Old Age, Sickness, Death, and an Ascetic Meditating
Day 2: Buddha's world and Buddha's life
1) Debrief geography homework, map, and basic questions about the 3 schools of Buddhism.
2) More Jataka Tales: Read in pairs, share story, and note characteristics of the Buddha as well as questions about Buddhism from the stories.
3) Begin the movie "Little Buddha" excerpts

HW: Read more about Buddha's life; assign in-class presentations

Buddhist In-Class Presentation Assignment Sheet

Buddhist In-class Presentations Resource

Additional information: Buddha's Life in 32 Excerpts


The god Shiva of the Hindu Tradition
Day 3: Buddha's Life: Context
1) Lecture (25 min): The Hindu world of the Buddha
2) "Little Buddha" excerpts continued and discussion
3) Some in-class work on their in-class presentation

HW: (1) In-class presentation tomorrow
(2) Who Am I? paper

Hindu World Outline

Who Am I Assignment

Yama, the Lord of Death, holds all of Life in his bite, symbolizing the intractable grip of samsara on the lives of all - from the depths of hell to the heights of heaven, including the human domain.

This Wheel of Life image comes from exoticindiaart.com, the excellent website from which you are doing your research for the in-class presentation.

Day 4: In-class presentations on Buddhism using

Buddhist In-Class Presentation Assignment Sheet

Buddhist In-class Presentations Resource

Major Events of the Buddha's Life

Day 5: Basic Buddhist concepts
1) Choose projects and books for the quarter
2) Lecture/discussion on basic Buddhist concepts

HW: Prepare for writing quiz using Buddha's life, Jataka tales, in-class presentations and lecture/discussions about the Hindu world of the Buddha and basic Buddhist concepts.

Projects and Books Assignment Sheet

Basic Buddhist Concepts Outline

Day 6: Writing quiz in the lab.
1) In-class writing
2) Work on "Who Am I?" paper.

HW: Finish "Who Am I?" papers; short reading on Vipassana meditation.


Bo Lozoff and his wife, Sita

Bo's work promotes meditation and other spiritual practices in prisons in his home state of North Carolina and in other parts of the US.

Day 7: Share and beginning about meditation
1) Share either in small groups or in large group, depending on student input.
2) Reading on Buddhist meditation: Vipassana

HW: Read more meditation
Doing spiritual practice - Use interview with Bo Lozoff and excerpts from Bo Lozoff's It's A Meaningful Life, It Just Takes Practice

Bo Lozoff Interview

Bo Lozoff's Book

Bo Lozoff's Human Kindness Organization

Spiritual Practice Log

 


The Stupa of the International Vipassana Academy in Igapuri, India, 100 miles northeast of Bombay. This center was established by Mr. Goenka in 1975.

Day 8: Theravada Buddhism and meditation
1) Discuss meditation; practice meditation
2) Watch "Doing Time, Doing Vipassana"

 

HW: Start working on project/read book on Buddhism

Film Background
Vipassana Meditation

Additional information on Buddhist Monasticism





Teacher of Vipassana Meditation, SN Goenka, who has revitalized Buddhist meditation around the world.
Day 9: Meditation continued
1) Finish "Doing Time, Doing Vipassana"
2) In-class writing about meditation

HW: Begin reading "Story of Caravan Leader Simhala"- Excerpt from Popular Buddhist Texts from Nepal: Narratives and Rituals of Newar Buddhism by Todd Lewis



Buddhist Monks Doing Prostrations

Day 10: Mahayana Buddhism
1) Student Activity: Discuss the series of 4 rituals (which need to be done 100,000 time) needed to be done before one becomes a novice monk. Have (voluntary) students do a set of 4 prostrations in small groups, then calculate how long would be needed to complete 100,000 prostrations.
2) The spread of Mahayana Buddhism: Videotape introduction.
3) Present and discuss Buddhist Cosmology

HW: Finish "Story of Caravan Leader Simhala"- Excerpt from Popular Buddhist Texts from Nepal: Narratives and Rituals of Newar Buddhism by Todd Lewis

Newari Householders in a Temple in Nepal

Newari priest Naresh explains Nepali Buddhist rituals.

Day 11: Lived Buddhism in Mahayana Tradition
1) Discuss "Story of Caravan Leader Simhala" (from Todd Lewis' Popular Buddhist Texts from Nepal: Narratives and Rituals of Newar Buddhism)
2) Buddhist appeal for householders: Interpret this story on multiple levels
3) Brainstorm questions for guest speakers
HW: Work on project; read book; continue spiritual practice

Additional information: Naresh's Guru Mandala Arcana Explanation

Hong Kong's Chi Lin Nunnery, built as an imitation of a Tang Dynasty style nunnery.

Day 12: Panel discussion with nuns from Chi Lin Nunnery

HW: Prepare presentations and read book

Additional information on Buddhist monasticism

 


Kuan Yin, Goddess of Compassion
Day 13: Debrief experience, prepare for field trip, and time to work on presentation.
Show pictures of Kuan Yin.

HW: Presentation and book


Serene Courtyard at the Chi Lin Nunnery, Hong Kong
Day 14: Visit to Chi Lin Nunnery (and Kuan Yin in Stanley?)

HW: Presentation and book


Tibetan Prayer Flags

Day 15: Debrief experience; work day on projects
1) Class presentation
2) Final course writing: 1-page single-spaced writing which picks one main concept that you learned from this course. You should incorporate class materials, the book that you read, field trips, and your personal reflections.

HW: Class presentation, book, final writing, and preparation to visit the students.

Vietnamese Monks Performing Prayers

Day 16: Class presentations

Projects and Books Assignment Sheet

Buddhist Protector Deity

Day 17: Class presentations

Projects and Books Assignment Sheet

Many-headed Avalokiteshvara, Tibetan God of Compassion

Day 18: Class presentations

Projects and Books Assignment Sheet


The Eight-Fold Path

Day 19: We as a class will "turn the wheel of Dharma" by sharing what we've learned this quarter with a visit to the Lower Primary School. In pairs you will teach a Buddhist story, concept or practice to HKIS primary school students.

This resource has many helps to teach about Buddhism to primary school children.

HKIS Website

The course may be over, but the journey towards enlightenment continues!

Day 20: Concluding class
1) Sharing of what we have learned in this class
2) Course evaluation.

Additional Information and Links from NEH Summer Institute:

1. Stupa information (Lori)

2. Make a Tibetan prayer flag (Lori, Teresa)

3. Zen Garden and other Zen resources (Lori)

4. Museusm: Los Angelas County Museum (Chris)

Art images

Metropolitan Museum

5. Samsara Cosmology Chart (Heng Shun)

6. 4 Vows of Bodhisattbva (Heng Shun)

7. Buddhist Reader and Index (Heng Shun)

8. Dung Guan Resources (Heng Shun)

9. Show Mudras (Teresa, Karen)

10. Interpreting Tibetan Art (Teresa, Karen)

11. Exploring the Mandala (Lisa) - "Looking Exercise"

Mandala video clip (Teresa)

12. More Jataka Tales (Karen)

13. Outline map for Asia (Jared)

14. Buddhism and Hinduism resources (Jared)

15. Explore a Chinese Temple (Jared)

16. Jakata Tale about wife throwing throwing herself on her husband's funeral pyre (Denise)

 

 


This site was created by Marty Schmidt at the NEH Summer Institute "Cultures and Religions of the Himalayan Region," held at the College of the Holy Cross, Summer 2004