Proposal to create RELI/EAS 358, Tibetan Buddhism, for Tier Two Humanities and Diversity Emphasis Approved by COH Assoc. Dean Kim Jones, 11/29/16

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1 Course Offerings Proposal to create RELI/EAS 358, Tibetan Buddhism, for Tier Two Humanities and Diversity Emphasis Approved by COH Assoc. Dean Kim Jones, 11/29/16 Academic Career: UGRD Undergraduate Subject Area: RELI Religious Studies Main Catalog Nbr: 358 Course Offer No: 1 Academic RELIGION Religious Studies, Cmt Organization: Course Typically Offered: FALLSPRING Co Convened N If Yes, Co Convened with (ID and offer nbr) 0 Enrollment Requirements Course Requisite Information Requisite Type: Course ID: Subject: Catalog Nbr: Requisite Details Existing Requirement Groups to be added Requirement Group Long Description New Requirement Group Information Description: Long Course Title: Long Description: First Term Effective 2174: Fall 2017 Course Type Permanent Instructors Instructor Name Rae Dachille Hey Tibetan Buddhism Tibetan Buddhism How did Tibetans adapt Buddhism to create a distinctly Tibetan tradition? How did Buddhism come to Tibetan soil, and how did it evolve over time? Sources from the domains of art, ritual, philosophy, and literature, especially biography, will play an important role in our explorations. We will contemplate questions surrounding individual, religious, and cultural identity, and of the role of women. We will conclude by examining further transformations of Tibetan Buddhism in exile and in western settings like Tucson. Course Attributes Course Attribute Description Course Attribute Value Description Course Equivalencies CL Cross Listed General Education GEDE Gen Ed Diversity Emphasis Honors Course HCON Honors Contract General Education T2 HUM Tier 2 Humanities Additional Course Information Minimum Units 3 Maximum Units 3

2 2 Instructor Edit N Add Consent N Drop Consent N Grading Basis GRD Grade Roster Print C Repeat for Credit N Total Units Allowed 0 Allow Multiple Enroll in Term N Total Completions allowed 1 Course Components Course Component Lecture Graded Component Default Section Size 30 Primary Component Workload Hours 0 Optional Component N Final Exam Y Funding Analysis Is proposal of this course associated with a new hire? Y Intended Course Fees: NA *What programmatic need does this course satisfy: required or optional in what undergraduate or graduate majors, minors, or certificates? Option in undergraduate curriculum, and General Education program in Religious Studies, East Asian Studies (College of Humanities) *Field Trips: TBD most likely, on campus. Possible extra curricular activities: attend relevant on campus talks; visit local Buddhist centers and museum collections. *Provide a minimum of three learning outcomes for the course. Gain familiarity with the Buddhist traditions of Tibet. Develop critical thinking skills for approaching the study of religion across cultures. Engage with a host of interdisciplinary sources. Foster an appreciation of religious diversity and of the religious dimensions of art and culture. Become attuned to the evolving nature of Tibetan tradition and identity formation. Requester Details Name: Frank Simmons Whitehead frankw1@ .arizona.edu Date: 11/09/2016 Phone: Department: School of International Languages, Literatures and Cultures General Education Please explain how the course satisfies the criteria below: *Writing: Students will engage in a variety of writing exercises, both formal and informal, over the course of the semester. These will include in class reflective writing as well as reading responses and discussions on D2L. In addition to completing ten one page responses to assigned topics on the D2L site, students will peer review the responses of two other designated students. Peer reviews are an essential component of these responses. Students will complete one five page paper building upon one of these short responses and incorporating peer feedback. This assignment will include the submission of a draft, review of two other designated students papers, as well as a revision of the draft with the aid of peer feedback. Students must complete all phases of this process in order to be eligible for full credit for this paper assignment.

3 3 Total number of pages the student must write: 15 *Will at least one writing assignment involve revision after the instructor has provided feedback on a first draft or revision after an assignment in which peers have provided feedback on a first draft? Y *Does the proposed course focus on non western area studies and/or have a diversity emphasis? Y The course focuses upon Tibetan religion and culture and includes engagement with Tibetan Buddhist identity in exile. *Honors: This course is eligible to be contracted for honors credit. *Assessment: Grade will be based on: 25% midterm exam will assess students' grasp of key dynamics in the history of Tibetan Buddhism and in the Western encounter with Buddhism 25% final exam will assess students' understanding of Tibetan Buddhist ritual, philosophy, and practice as well as of the contemporary manifestations of Tibetan Buddhist traditions 25% ten 1 page on line writing assignments and peer reviews 25% 5 page formal paper project including draft, peer reviews and revision *Critical Thinking Skills: Students will learn to think critically about the evolving nature of Tibetan Buddhist tradition and identity formation, to analyze academic discourses on Tibetan Buddhism, and to reflect upon their own participation in these discourses. They will synthesize representations of Tibetan Buddhism from a host of inter disciplinary sources. *Interactive Modes of Instruction: In addition to classroom discussions, peer review writing exercises will aid students in refining their perspectives and clarifying their mode of expression. *Information Literacy: Standard One: the ability to determine the nature, extent, and sources of information needed. Standard Two: the ability to access information effectively and efficiently. Standard Three: The ability to critically evaluate information and information sources. *Explain how required readings and materials will be available to students: Students will purchase 6 affordable books for the course. Additional readings will be available through the course D2L site. *Course Format Indicate the overall percentage of time spent in the following activities (total should add to 100%): Lecture 100 % Discussion Section 0 % Lab 0 % Practicum/Service Learning 0 % Other 0 % *Will 40% of grade points be completed by the 8th week of classes? Y

4 4 SYLLABUS: RELI/EAS 358 Instructor: Dr. Rae Dachille Title: Tibetan Buddhism Gen Ed Tier II Humanities; Diversity Emphasis Tuesday & Thursday, 9:30-10:45 AM Location: TBA Description of Course How did Tibetans adapt Buddhism to create a distinctly Tibetan tradition? We will begin by thinking critically about the images, stereotypes, and assumptions we bring to the study of Tibetan Buddhism. In preparing to engage with Tibetan Buddhist sources, we will consider how these images are connected with the larger history of the Western encounter with Buddhism and look closely at some key aspects of the Indian roots of the tradition. How did Buddhism come to Tibetan soil, and how did it evolve over time? Sources from the domains of art, ritual, philosophy, and literature, especially biography, will play an important role in our explorations. We will contemplate questions surrounding individual, religious, and cultural identity, and of the role of women. We will conclude by examining further transformations of Tibetan Buddhism in exile and in western settings like Tucson. Course Prerequisites or Co-requisites : N/A Instructor and Contact Information Rae Erin Dachille Office Hours: Tuesday & Thursday, 11am-12pm & by appointment office location: Learning Services Building, Room 222 address: raedachille@ .arizona.edu Web information: D2L page: TBA Course Format and Teaching Methods Lecture with some in-class and on-line discussion and writing. Course Objectives and Expected Learning Outcomes Students will gain familiarity with the Buddhist traditions of Tibet while developing critical thinking skills for approaching the study of religion across cultures. Through exposure to a host of interdisciplinary sources, students will foster an appreciation of religious diversity and of the religious dimensions of art and culture. In addition, they will become attuned to the evolving nature of Tibetan tradition and identity formation. Absence and Class Participation Policy The UA s policy concerning Class Attendance, Participation, and Administrative Drops is available at: The UA policy regarding absences for any sincerely held religious belief, observance or practice will be accommodated where reasonable, Absences pre-approved by the UA Dean of Students (or Dean Designee) will be honored. See: Participating in course and attending lectures and other course events are vital to the learning process. As such, attendance is required at all lectures and discussion section meetings. Students who miss class due to illness or emergency are required to bring documentation from their healthcare provider or other relevant, professional third parties. Failure to submit third-party documentation will result in unexcused absences.

5 5 *Participation in this course is defined as attending all classes with the assigned materials in hand together with tools for in-class writing (pen and paper or laptop). Participation also includes cultivating practices of active listening, discussion, and reflective writing. The Religious Studies Major and Minor The University of Arizona s interdisciplinary Department of Religious Studies and Classics offers a major (B.A.) and a minor in Religious Studies. For more information on the Religious Studies major and minor, see If you are interested in declaring a Religious Studies major or minor, you are encouraged to contact the Religious Studies Undergraduate Faculty Advisor, Dr. Alison Jameson, at religion-advising@ .arizona.edu. You also can contact the College of Humanities Advising Office, at Required Texts or Readings Required texts for purchase: Asvaghosa, and Patrick Olivelle Life of the Buddha. New York: New York University Press. Bstan-ʼdzin-rgya-mtsho. My land and my people. Grand Central Publishing; Reprint edition (December 1, 1997) Gtsan-smyon He-ru-ka, and Lobsang Phuntshok Lhalungpa The life of Milarepa. New York: Viking Penguin. Kapstein, Matthew Tibetan Buddhism: a very short introduction. Oxford ; New York : Oxford University Press. Saiwai, Toru The 14th Dalai Lama: a manga biography. New York: Penguin Books. Ye-ses-mtsho-rgyal, Nan-ral Ni-ma-ʼod-zer, Erik Pema Kunsang, and Marcia Binder Schmidt The lotus-born: the life story of Padmasambhava. Boston, Mass: Shambhala Publications. *Additional required readings will be available on D2L and as electronic library resources.. Required or Special Materials: n/a Required Extracurricular Activities (if any) Possible extra-curricular activities : visit local Buddhist centers and museum collections; attend relevant on-campus talks. Assignments and Examinations: Schedule/Due Dates 40% of the course grade will be completed by week 8. Midterm Exam will be completed before week 8 (25%) Six short (1-page) writing assignments will be completed before week 8 (15%) Writing assignments: Ten short (1- page) writing assignments for online submission and peer reviews One 5-page course paper (developed on the basis of one of these shorter assignments and including submission of draft, peer reviews, and revision) Exams: Midterm Exam (In-class) Final Exam (In-Class)

6 6 Writing Requirement: As a Tier Two General education course, RELI/EAS 358 is writing intensive. Students will engage in a variety of writing exercises, both formal and informal, over the course of the semester. These will include in-class reflective writing as well as reading responses and discussions on D2L. In addition to completing ten one-page responses to assigned topics on the D2L site, students will peer review the responses of two other designated students. Peer reviews are an essential component of these responses. Students will complete one five-page paper building upon one of these short responses and incorporating peer feedback. This assignment will include the submission of a draft, review of two other designated students papers, as well as a revision of the draft with the aid of such feedback. Students must complete all phases of this process in order to be eligible for full credit for this paper assignment. Mid-term and final exams may also contain essay components. Grading Scale and Policies: 25% midterm exam- will assess students grasp of key dynamics in the history of Tibetan Buddhism and in the Western encounter with Buddhism 25% final exam- will assess students understanding of Tibetan Buddhist ritual, philosophy, and practice as well as of the contemporary manifestations of Tibetan Buddhist traditions 25% ten 1-page on-line writing assignments and peer reviews Grading criteria: Short writing assignments will be evaluated for thoughtful engagement with core questions and with key passages selected from the readings. These assignments are designed to guide students in developing close-reading skills and in using writing as an avenue for critical thinking. Peer reviews must provide critique and productive feedback for fellow students. Reviews are designed to guide students in maximizing writing assignments and further developing their ideas into a longer paper; they are a required component of the response exercise. 25% 5-page formal paper project including draft, peer reviews and revision This paper will build upon ideas developed in one of the short writing assignments. It is an opportunity to engage more deeply with one of the themes of the course. Students must complete all phases of this process (draft, peer review, and revision) in order to be eligible for full credit for this paper assignment. Grading criteria: Excellent (A) (90-100): Easily located and well-crafted thesis (i.e. the purpose of the paper is clear together with the approach you will be taking) Each part of the paper plays a key part in working towards the goal. Clear connections between ideas Presents a creative and/or sophisticated approach to the challenges posed by the assignment Uses writing style to enhance this approach. Well-edited (to eliminate grammatical errors, too many passive sentences, repetition ) Proficient (B) (80-89): Thesis is clear but could use further depth/development Ideas are coherent and compelling, but the paper could be restructured to lay them out in a way that unifies the work as a whole for the reader. The author should consider how he/she might more fully exploit writing style to engage the reader and to probe the

7 7 ideas more deeply. Needs a bit more editing. Fair (C) (70-79) Thesis is not explicitly articulated. The paper presents some interesting ideas but connections between them are not always clear. The author should consider approaching the assignment in a different way. More substantial editing is required. Poor (D) (60-69) The goal of the paper is unclear. Ideas are vaguely formulated. The paper shows minimal effort to seek new ways to cope with the challenges posed by the assignment. Failure (E) (below 60) Inadequate effort and execution of the assignment Lacks thesis and evidence Insufficient engagement with the course materials *Late assignments will not be accepted. Requests for incompletes (I) and withdrawal (W) must be made in accordance with University policies which are available at and respectively. Dispute of Grade Policy: Students have one week after the relevant assignment has been returned to dispute a grade on a paper, project, or exam. Students should first submit their claim via and then schedule an appointment to meet with the professor. Honors Credit Students wishing to contract this course for Honors Credit should me to set up an appointment to discuss the terms of the contract and to sign the Honors Course Contract Request Form. General information on Honors Contracts can be found on the Honors College website at The new Honors Contract form is available for honors students to download now, at: pus_block_tab%3d0#qt-credit_ Scheduled Topics/Activities INTRODUCTION Week 1 Searching for Shangri- La: Cutting through our Illusions about Tibetan Buddhism Gyatso, Gonkar "No Man's Land: Real and Imaginary Tibet: The Experience of an Exiled Tibetan Artist". The Tibet Journal. 28 (1-2): Lopez, Donald Foreigner at the Lama s Feet. In Curators of the Buddha: The Study of Buddhism Under Colonialism. Chicago: University of Chicago Press: pp *Short writing assignment due (#1) UNIT 1: The Indian Roots of Buddhism

8 8 Week 2 Leaving Home for Homelessness: The Life of the Buddha, Asceticism, and the birth of Monasticism Asvaghosa, and Patrick Olivelle Life of the Buddha. New York: New York University Press. (excerpts) The rise of the Mahåyåna and the Buddhist Philosophical Traditions Gethin, Rupert Chapter 9: The Mahåyåna. The foundations of Buddhism. Oxford ; New York : Oxford University Press, 1998: pp The Heart Sutra. *Short writing assignment due (#2) UNIT 2: Demon tamers and dåkinîs: Buddhism Comes to Tibet Week 3: Kapstein pp Kvaerne, Per. Bon Rescues Dharma in Religions of Tibet in practice. ed. Lopez, Donald S. Princeton, N.J.: Princeton University Press, 1997.:. Stag-sam Nus-ldan-rdo-rje, Gyalwa Changchub, Nam-mkha'i snying-po, and Jigme Khyentse Lady of the lotus-born: the life and enlightenment of Yeshe Tsogyal : a translation of The lute song of the Gandharvas : a revelation in eight chapters of the secret history of the life and enlightenment of Yeshe Tsogyal, Queen of Tibet. Boston: Shambhala. (excerpts) Ye-ses-mtsho-rgyal, Nan-ral Ni-ma-ʼod-zer, Erik Pema Kunsang, and Marcia Binder Schmidt The lotus-born: the life story of Padmasambhava. Boston, Mass: Shambhala Publications. (excerpts) *Short writing assignment due (#3) Week 4 The Dark Age Kapstein 1-11 & Gyatso, Janet Down with the Demoness: Reflections on a Feminine Ground in Tibet. The Tibet Journal 12 (4). Library of Tibetan Works and Archives: Dalton, Jacob Paul. Demons in the Dark in The Taming of the Demons: Violence and Liberation in Tibetan Buddhism. New Haven: Yale University Press, 2011: *Short writing assignment due (#4) UNIT 3: The Sarma Era and the New Schools of Tibetan Buddhism Week 5 Tibetan Art and the New Schools Kapstein Gyatso, Janet. Image as Presence: The Place of the Work of Art in Tibetan Religious Thinking, in The Newark Museum Tibetan Collection III. Sculpture and Painting, edited by Valrae Reynolds, Amy Heller, and Janet Gyatso. Newark: The

9 9 Newark Museum, 1986: Jackson, David Paul, and Christian Luczanits Mirror of the Buddha: early portraits from Tibet : from the Masterworks of Tibetan painting series. New York: Rubin Museum of Art. (excerpts) Familiarize ourselves with *Begin Milarepa biography *Short writing assignment due (#5) Week 6 The Kagyu tradition Featured Master: Milarepa ( ) Gtsan-smyon He-ru-ka, and Andrew Quintman The life of Milarepa. New York: Penguin Books. In-class media: Neten Chokling, Raymond Steiner, Tenzing Choyang Gyari, Orgyen Tobgyal, Kelsang Chukie Tethong, Jamyang Lodro, Paul J. Warren, and Joel Diamond Milarepa. [San Jose, Calif.]: Cinequest. *Short writing assignment due (#6) Week 7 The Sakya tradition & **Midterm exam** Featured Master: Sakya Pandita ( ) Gold, Jonathan C The Dharma's gatekeepers Sakya Pandita on Buddhist scholarship in Tibet. Albany: State University of New York Press. (excerpt) Tseten, Migmar Treasures of the Sakya lineage: teachings from the masters. Boston: Shambhala. (excerpt) Sa-skya Pandi-ta Kun-dgaʼ-rgyal-mtshan, Jared Rhoton, and Victoria R. M. Scott A clear differentiation of the three codes: essential distinctions among the individual liberation, great Vehicle, and Tantric Systems : the Sdom gsum rab dbye and six letters. Albany: State University of New York Press. (excerpt) **Midterm exam** Week 8 The Geluk Tradition Featured Master: Tsongkhapa ( ) Ary, Elijah S Authorized lives: biography and the early formation of Geluk identity. Somerville, MA : Wisdom Publications, (excerpt) Lopez, Donald. S. "A Tantric Meditation on Emptiness," in Tantra in Practice, ed. David Gordon White. Princeton, NJ: Princeton University Press, 2000: *Short writing assignment due (#7) Week 9 The Dalai Lamas

10 10 Brauen, Martin, Patrick A. McCormick, Shane Suvikapakornkul, Edwin Zehner, and Janice Becker The Dalai Lamas: a visual history. Chicago: Serindia Publications Bstan-ʼdzin-rgya-mtsho Freedom in exile: the autobiography of the Dalai Lama. New York, NY: HarperCollins. Saiwai, Toru The 14th Dalai Lama: a manga biography. New York: Penguin Books. In class media: De Fina, Barbara, Martin Scorsese, Melissa Mathison, Tenzin Thuthob Tsarong, Gyurme Tethong, Roger A. Deakins, Thelma Schoonmaker, and Philip Glass Kundun. Burbank, Calif: Touchstone Home Video. *Short writing assignment due (#8) UNIT 4 Ritual, Philosophy, & Practice Week 10 Monasticism Kapstein Dreyfus, Georges B. J The sound of two hands clapping the education of a Tibetan Buddhist monk. Berkeley, Calif: University of California Press. (excerpt) Gutschow, Kim Being a Buddhist nun the struggle for enlightenment in the Himalayas. Cambridge, Mass: Harvard University Press. (excerpt) In-class media: Tibet Foundation Films, Meridian Trust, and Buddhist Film and Video Archive Debate in the Tibetan tradition. London: Meridian Trust, the Buddhist Film and Video Archive. *Short writing assignment due (#9) Week 11 On living and dying Kapstein Cuevas, Bryan J The hidden history of The Tibetan book of the dead. New York: Oxford University Press. (excerpt) Cuevas, Bryan J Travels in the netherworld Buddhist popular narratives of death and the afterlife in Tibet. New York: Oxford University Press. (excerpt) *Short writing assignment due (#10) Week 12 The Vajrayåna: enlightenment in this very body? Kapstein Klein, Anne Carolyn. Becoming the Great Bliss Queen, in Meeting the Great Bliss Queen: Buddhists, feminists, and the art of the self. Ithaca, N.Y: Snow Lion Publications, 1995 (2008 reprint):

11 11 Week 13 Pilgrimage and Sacred Geography Ngawang Zangpo, and Kon-sprul Blo-gros-mthaʼ-yas Sacred ground: Jamgon Kongtrul on "pilgrimage and sacred geography". Ithaca, N.Y.: Snow Lion Publications. (excerpt) *Course Paper Phase 1 complete draft submission due via D2L Yuthok, Dorje Yudon House of the turquoise roof. Ithaca, N.Y., USA: Snow Lion Publications. (excerpt) Week 14 **Course Paper phase 2: Remote writing tutorials via D2L: complete peer reviews and work on revisions (Thanksgiving- no class) UNIT 5: Buried Treasure and Transplanting Tradition Week 15 **Revision of Paper [Phase 3] due via D2L** Kapstein Germano, David. Remembering the Dismembered Body of Tibet: Contemporary Tibetan Visionary Movements in the People s Republic of China. In Tibetan Buddhisms: A Reader. Edited by Karen Dellis and Natlie Gummer. London: Equinox Publishing Ltd, 2007: Tibetan Buddhism in the West Willis, Janice Dean Dreaming me: an African American woman's spiritual journey. New York: Riverhead Books. (excerpt) In-class media: When the iron bird flies [San Francisco, California, USA] : Kanopy Streaming, Week 16 Review for Final Exam FINAL EXAM- See the University of Arizona Final Exam schedule at Classroom Behavior Policy To foster a positive learning environment, students and instructors have a shared responsibility. We want a safe, welcoming and inclusive environment where all of us feel comfortable with each other and where we can challenge ourselves to succeed. To that end, our focus is on the tasks at hand and not on extraneous activities (i.e. texting, chatting, reading a newspaper, making phone calls, web surfing, etc). Personal electronics will only be allowed in the classroom for the use of class-related activities such as note-taking. Students observed engaging in disruptive activity will be asked to cease this behavior. Those who continue to disrupt the class will be asked to leave lecture or discussion and may be reported to the Dean of Students.

12 12 *Discriminatory language of any kind will not be tolerated. Threatening Behavior Policy The UA Threatening Behavior by Students Policy prohibits threats of physical harm to any member of the University community, including to one s self. See: Notification of Objectionable Materials This course will contain material of a mature nature, which may include explicit language, depictions of nudity, sexual situations, and/or violence. The instructor will provide advance notice when such materials will be used. Students are not automatically excused from interacting with such materials, but they are encouraged to speak with the instructor to voice concerns and to provide feedback. Accessibility and Accommodations Our goal in this classroom is that learning experiences be as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, please let me know immediately so that we can discuss options. You are also welcome to contact Disability Resources ( ) to establish reasonable accommodations. For additional information on Disability Resources and reasonable accommodations, please visit If you have reasonable accommodations, please plan to meet with me by appointment or during office hours to discuss accommodations and how my course requirements and activities may impact your ability to fully participate. Please be aware that the accessible table and chairs in this room should remain available for students who find that standard classroom seating is not usable. Code of Academic Integrity Students are encouraged to share intellectual views and discuss freely the principles and applications of course materials. However, graded work/exercises must be the product of independent effort unless otherwise instructed. Students are expected to adhere to the UA Code of Academic Integrity as described in the UA General Catalog. See: The University Libraries have some excellent tips for avoiding plagiarism available at: When in doubt, cite the source. For guidance on citation standards, see also: Selling class notes and/or other course materials to other students or to a third party for resale is not permitted without the instructor s express written consent. Violations to this and other course rules are subject to the Code of Academic Integrity and may result in course sanctions. Additionally, students who use D2L or UA to sell or buy these copyrighted materials are subject to Code of Conduct Violations for misuse of student addresses. This conduct may also constitute copyright infringement. Diversity and Inclusion statement: This course supports elective gender pronoun use and self-identification; rosters indicating such choices will be updated throughout the semester, upon student request. As the course includes group work and in-class discussion, it is vitally important for us to create an educational environment of inclusion and mutual respect. (NOTE: You can download your class roster from UAccess) Inclusive Excellence is a fundamental part of the University of Arizona s strategic plan and culture. As part of this initiative, the institution embraces and practices diversity and inclusiveness. These values are expected, respected and welcomed in this course.

13 13 UA Nondiscrimination and Anti-harassment Policy The University is committed to creating and maintaining an environment free of discrimination, Additional Resources for Students Complete List of UA Academic Policies and Procedures: Website: Dean of Students Office Student assistance and advocacy. Website: The Think Tank Drop-in or by appointment tutoring and writing help. Website: The Writing Skills Improvement Program Website: Center for English as a Second Language Website: Veteran Services The University of Arizona has a Veterans Education and Transition Services program. For more information, see: Office of Diversity Campus Health and Counseling Services: Oasis Sexual Assault and Trauma Services: Confidentiality of Student Records Subject to Change Statement Information contained in the course syllabus, other than the grade and absence policy, may be subject to change with advance notice, as deemed appropriate by the instructor.