Session 2 (July 30) - Lori Meeks, USC

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Lori Meeks, USC
Associate Professor of Religion and East Asian Languages and Cultures

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VIDEOS

Introduction to Early Buddhist Thought

 

 

Buddhism in East Asia

 

 

READINGS: Download the PDFs below. 

Attachments:

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[Tom Mueller]

Thank you so much for the presentations and readings.  In my world geography class we discuss religions briefly and I have found that most students have (relatively) little knowledge of Buddhism.  Obviously my students have knowledge on Christianity and Islam, they also have some “concepts” knowledge about Hinduism – karma, reincarnation and nirvana. So the information in the first presentation will be helpful, especially the discussion of the Eight Fold Path.  I might ask students to compare this path and their own religious beliefs or values.  What are the similarities and differences?  I thought about possibly showing my students the Hell Scrolls that Dr. Meeks discussed and have my students compare the representation of hell in the scrolls with their own perceptions.  What are the similarities and what are the differences?  http://people.reed.edu/~brashiek/scrolls/index.html  My hope is that students would understand and appreciate the similarities and differences of Buddhists and maybe themselves.

As a geography class, I also think I can add two mapping lessons / exercises.  Dr. Meeks showed The Spread of Buddhism Map.  My students could examine the maps and we could start to ask the how and why of Buddhism diffusion.  Another great discussion could be completed by having students read and study the Travels of Xuanzang – Ten Thousand miles along the Silk Road - https://artsandculture.google.com/exhibit/travels-of-xuanzang-629-645-ce-xuanzang-memorial-nava-nalanda-mahavihara/nQJS3GyICUOmKg?hl=en. I would ask students to not only read the text but also to examine the landscape images.  We could discuss the Silk Road landscape – what types seem to dominate, etc.  I might also have them create a map on Google Maps or ArcGIS Online, so they can measure the distance of this journey.  After creating the map, I would ask students to examine the current landscape of the Silk Road by using satellite imagery (they can zoom in and see the uniqueness of this landscape better).  What has changed?  What is similar?  Do they think the landscape imagery of the Arts and Culture website is using the current landscape imagery? After these discussions, I would ask my students to complete an essay examining –

            Would they make this trip?

            What would worry them about making this trip, etc.?

What current items and transportation modes would they take if they had to follow the Silk Road now?

After a brief discussion of Buddhism with my class, I think it would be interesting to split the students up into 3 groups and each group would read one of the readings – Buddhism in China, in Japan and in Korea.  They could research the reasoning for the differences in time and space of the diffusion in East Asia (Korean Peninsula, Japan and China). In the next class, students would discuss the main points from their readings and then discuss similarities and differences.  I think this would be helpful because students would once again understand that a religion is not a concrete entity, but has differences within it.  The reasoning could be location, timing, different thinking, etc.  These are just a few very rough ideas.

 

[Jessica Ng]

I find it fascinating, the development of six schools of thought, each rooted in Buddhism but with such distinct and deeply entrenched differences. In the spirit of the theme of this course, I wonder how much cross-teaching or influence there was between the schools at the time, aside from the absorption of the Jojitsu School by the Sanron School? Different schools became dominant during parts of the Nara period, and the chapter mentioned dates for a couple of them; did all 6 schools co-exist in Japan at roughly the same time, or did one sort of follow the other throughout the Nara period?

It's been awhile since I was in high school, and I'm not at all well acquainted with the standards, but an engaging activity would be to group students and assign or have them pick a school to research. After comparing and contrasting as a class, perhaps they'd have to visit another class to present their findings and advocate for their schools, to see which one gains the most followers.

[Tom Mueller]

Jessica – I think it is a great idea to examine each school, much better than mine about splitting them up into areas.  Students then could examine not only each school but its time period and the area that picked up the school.  They could examine the connections between each school and its differences.  I am sure depending on how you framed the discussion you could touch on several educational standards including the National Geographic Standards. 

 

[Heather Butler]

When I took World Religions in college, we were required to visit a religious center or temple outside of our own practices, so I attended the Soka Gakkai center in my hometown. Soka Gakkai is a part of the Nichiren tradition of Japan. Chanting Nam-myoho-renge-kyo was a main part of the service and practitioners talked about their needs, physical and financial as part of the service. I also visited several temples in Thailand as part of a Study Abroad program; each  temple was slightly different, with different versions of the Buddha and throughout major cities like Bangkok, you could find different statues as well. A certain amount of modesty was required at many of the temples, as in we had to wear skirts and have our shoulders covered, depending on which temple we were at. We took our shoes off inside of temples and tried to not point our feet or step over other people. When I have talked about these experiences in my Art classes in the past, some students were very offended that these were practices and said that they wouldn’t do that if they were in those types of settings. I have tried to explain that these were part of being respectful to other cultures and religions, but because of where I teach, in a low income rural area, students haven’t had a lot of exposure to many other cultures or religious traditions.

 

The information that is discussed in this session, gives me a better foundation for teaching about Buddhist art in my classes, by beginning with the foundations and dispersing of Buddhism throughout East and Southeast Asia. By having this context and history, students can better understand the symbolism in the statues and paintings created, why the look of the Buddha varies, as well as make connections to their own religious beliefs. I can also connect the spread of Buddhism, with the Silk Road and the arts, culture and language being spread via that conduit.

 

[Alexis Marianiello]

In my course, I always have students begin with a mini-unit on the major world religions. Although all of the religions that we speak about were founded and spread before the chronological start of my class, it's important that the students undertand the tenets of each religion as those religions are often at the forefront of major historical events, eras, and motivations. 

 

 

I really appreciate all of this as background information for myself; thinking about buddhism in this new, deep light has sparked new ideas of how I can teach religion in a deeper way in my classroom. 

 

One of the things you spoke about in the lecture and that was about the challenges of spreading the Buddhist religion to new places that already had belief systems, and some of the things entailed such as the need to translate the texts. I would now pose this question to my students: what challenges did you think Buddhism (or another religion) may have faced in its growth? Different groups of studnets could look more deeply at one religion and its growth, and share the information with their classmates. 

 

I engaged my roommates in a discussion about Buddhism yesterday evening after watching the lectures and beginning my reading, and we came to the consesus that Buddhism (perhaps more-so than other religions) can coexist with others. My roomate (who was raised in the Reforming Jewish faith) feels connected to Buddhism as well. So many qualities of Buddhism (it's ascetism, non-violent philosophy, non-worship) make it so that people can follows the ways and observe another religion as well. (This was all our opinion, of course.) However, this inspired me to want to ask my students: can someone observe two religions at one time? I like to pose discussion questions to the students as a group so that they can bounce off of each other. This year, I may pose this as a question in which they can respond to each other on a discussion board instead. 

 

As I continue to read I'd like to pose this question: most curriculum that I have seen classifies buddhism as non-theistic. This seems to be correct in the sense that there is no worship of gods, but as I learn more it seems apparent to me that gods exist in the Buddhist universe. Are we doing a disservice to our students be oversimplifying this?

[Cristina Hernandez]

These lectures are amazing.  As I was watching them I realized that there are a lot of similarities between religions/philosophical thoughts and I was amazed at the way Buddhism spread around Asia.  The paintings of the birth of the Buddha and the Seer predicting Buddha’s future are so similar to the Christian tradition of the birth of Jesus and the visit of the wise men.  Also, the manifestation of Buddha in Japan to the monk who wanted to go to India seems pretty similar to the manifestations of the Virgin Mary around the Catholic world.  Most important is the fact that religion has played such an important role in the crossing borders and cultural development.  The way Buddhism integrated into the already practiced religions in other countries and the way it blended with their already existing traditions is a great example of the way crossing boundaries creates, changes and impacts the cultural identities of individuals and communities in the long term.  I would like to show my students more about this topic. I am looking forward to them drawing their own conclusions regarding Buddhism as a philosophy and religion.  Cheers.

[Deborah Johnston]

In all three readings about the spread of Buddhism into Korea, Japan and China, the crossing of boundaries was addressed. For example, in China the introduction of Buddhism via the silk roads from Central Asia was facilitated by trade and centered around the city of Dunhuang.  Having traveled with students several times to this ancient city (which is now being built up as a priority number one tourist and conference destination in China), it is all the more surprising that this was where Buddhism thrived.  Dunhuang sits at the edge of the Gobi and the Taklamakan deserts and the faces of the people speak legions about the harshness of the arid region.  The caves at Dunhuang themselves, including the remarkable Library cave where the world's oldest book was found (the Diamond Sutra) are a spectacular collection of art and history.  The paintings on the cave walls tell the story of the crossing of these borders showing imagery, paints, and designs from throughout Central Asia including Persia and Afghanistan as well as India, but with a distinctly Chinese feel.  The adventures of the notorious (according to the Chinese) hero (according to the British) adventurer archaeologist, Indiana Jones real life character, Aurel Stein are a wonderful entry into this story.  The book Journeys on the Silk Road: A Desert Explorer, Buddha's Secret Library, and the Unearthing of the World's Oldest Printed Book by Morgan and Walters (2012) is a great adventure non-fiction account of the theft of the vast majority of the hundreds of scrolls found there. The Chinese government is still requesting the return of those scrolls from the British and French governments, trying to cross historical boundaries of art theft and colonial appropriation of culture.  A further example of crossing boundaries for Japan concerned the spread of Buddhism from India through Central Asia and China through Korea where it was introduced by the Korean Emperor in Korea to the  Japanese emperor, though it was most likely present before then in early Korean colonies in Japan.  The acceptance of the new religion was initially controversial as there was a fear that local kami would be offended.  In my classroom, I would like to spend time looking specifically at the adaptations and accommodations that were made in China as Buddhism was introduced—both Professor Meeks talk as well as the reading went into some of the ways this happened in order to find acceptance with Taoist and Confucian beliefs, including the veneration of ancestors and a reassurance that filial piety was maintained, that Buddhism valued contributions to the social good, as did Confucianism, and that a simple life was valued.  I think this could be a good comparative discussion with students to how later the Jesuits would attempt to introduce Christianity into China, the accommodation that took place, and then why Christianity would not gain a substantial number of converts—until perhaps the last decade when Christianity has grown amongst the Chinese cynically according to some as a means of being modern, and for others as a response to commercialism and corruption.  Of course, President Xi and the Party has encouraged the return to Confucian values to address this “moral corruption”.  I can imagine students completing a Venn diagram graphic organizer showing the similarities and differences between the introduction of Buddhism and Christianity into China for homework and then an Inner Outer Seminar discussion in class to unpack this rich comparison. 

[Tom Mueller]

Heather – wow, thank you for sharing your experiences.  Would you mind if I share it with my students (of how you had to be respectful)? Some of my college students are the same, they have not been exposed to any other religions or cultures outside their own small area.  I found my students less resistant to learning about Buddhism than Islam, due to their completely distorted view of Islam and their lack of knowledge of Buddhism.  I was thinking of playing this music for them as a tool to help them appreciate Buddhism a little more since it combines the chanting with music and imagery, etc. https://www.youtube.com/watch?v=XwD-tpNsvzU&list=RDXwD-tpNsvzU&start_radio=1&t=8  What do you think?

 

[Deborah Johnston]

I would love to learn more about Guanyin, the bodhisattva who is known as the goddess of compassion. She is everywhere in China and I know she is revered by many. This video is a good introduction to her and the art around her... https://www.youtube.com/watch?v=CVIQpMQik4E  One of the things that is interesting to me is that she has transformed over time in China to be depicted as female, rather than male.  https://www.ancient-origins.net/history-famous-people/great-powers-guanyin-all-seeing-compassionate-inspiration-006541 I have always taught about the progressive role Buddhist nuns/ Bhikkunis (monastics/ teachers) have had on society, or at least how this is one area in East Asia where women had more of a voice.  I think it would be interesting to develop a lesson on nuns-- particularly those in China.  I think students would be interested to learn the difference between their European conception of a nun and the role of a Buddhist nun-- since they are not one in the same. https://www.learnreligions.com/about-buddhist-nuns-449595  I do not want to romanticize this but I do want to show how women had choices during this time and that they were empowered to do good society in this capacity.  I loved the boxed Nun's Story at the end of the reading for that purpose and will definitely use this with students.  I was interested to learn (at least according to one story) that the historical Buddha's stepmother and wife had encouraged him to allow for an order of nuns to be established.  The rules around ordination of nuns were rigorous and it is not surprising perhaps that by the 20th century this became a controversial topic.  I would love to know more about this controversy and also about how much influence nuns had during the Tang in China (perhaps their heyday?). In modern day Shanghai, amongst other places, the ChaoYnnAn Buddhist nunnery is thriving-- during a visit there a few years ago, it was apparent that women of all ages were still being ordained.  I had not heard about Moshan Liaoran before the reading about her role as a Master Teacher (and head) at the Moshan Monastery during the Great Age of Chan.  There seems to be some more information online about her -- mainly as being the first to teach a male student, and to give dharma to a man.  http://sped2work.tripod.com/mo_shan.html and https://www.learnreligions.com/women-ancestors-of-zen-449935.  All this is to say, that I think the question of gender and Buddhism could be an interesting topic to pursue and one way to initiate it might be to begin with Guanyin and art.  

[Ivonne Camacho]

These information is very interesting! It takes me back to Chengde, a beautiful city with Tibetan influences and a big Buddhist temple where I learned most of what I had know about this religion. Now I know the importance of how this religion developed in each country outside of India. It is just very engaging to see everything how it developed. How is now integrated and practice all over Asia mainly. Religion has cross an important path to the most important cities that we see now and I can show my students the importance of it as part of history. 

 

[Ray Clark]

I appreciate Professor Meeks introducing the "austerity Buddha"  early on, as I've seen mostly the large-bellied Buddhas throughout the world, but have also occasionally seen thinner ones, and no one has ever given me any convincing explanation for the difference.  Now I finally know the reason for the two depictions.

The Lopez reading was lengthy,  although as a historian, it was suitably  informative, since I am particularly  interested in diffusion of religion & culture, and it expounded on several topics brought up in the lectures so that I got a better understanding.  It's also ironic that even though Buddhism originated in India, arguably there are more Buddhists in Western countries now than in India itself.  

[Brigid Schmidt]

Thank you Professor Meeks for diving into the origins of buddah and Buddhism. Having taken a class that previously talked about Buddhism, I had some knowledge, but there is always more to learn. As an English teacher, thanks for going over the difference of buddha versus Buddha. It is interesting that buddha does not mean a specific being but someone who has achieved enlightenment. I always have students asking me what needs to be capitalized, so when writing or researching, I can now inform them correctly. Listening to the story of the Buddha reminds me of the origin stories of Jesus in Christianity. I think it is interesting that there is a slight correlation, in that they both were born in unordinary ways, talk about life as a child, and as they grow up. I think some of my students could relate these two religious figures. I was also interested in the 4 Noble Truths. My 6th graders learn a little about Buddhism in their history class and they touch on the 4 Noble Truths. I am interested in becoming more familiar with them myself, as to be able to share that knowledge with my students. I think many of them would be interested in learning about the origins of Karma and what it actually means. I hear some of them say it almost as a slang term, so knowing the true meaning would be beneficial. I look forward to diving into all of this more in our Zoom! 

[Tom Mueller]

Deborah – thank you so much for the resources.  If you ever develop a lesson and would be willing to share, I would love to use it.  Your discussion is really a great way to bring in Gender into the classroom when discussing Buddhism. The Learn Religion article was very interesting, I really appreciated that they did a comparison of Christian nuns and Buddhism nuns.  I also thought it was fascinating that they refer to themselves as teachers. You also brought up some great questions and I wonder if I could use these in my college class for students to explore.

Thanks again

[Maria Cardenas]

I did see the similarities between Buddhism and Christianity. 6th and 7th grade history in California deal with Buddhism with at least three California standards applying ot it in some way. I learn about Buddhism in my religious class in college quite a few years ago. So this was a much needed class for me to relearn and grasp the content. I know I will have to research more but I am excited about what is to come. I have only taught American History besides my one semseter of student teaching World History, so this is a much needed first step to my teaching this fall. 

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