Religion in Korea Grade Level: Six through eight Author: Tracey Fallon Subject: Social Studies and/or World Cultures Time Required: Two weeks (less time may be applied depending on the depth of involvement) Objectives: As a result of this lesson, students will: 1. Better understand Korean history and the influence religion has had on the people, art and culture of Korea. 2. Have a better understanding of the three Eastern religions of Shamanism, Buddhism and Confucianism in Korea. 3. Be able to visually recognize traditional Korean clothing, some important cultural centers, the Korean alphabet and depictions of Buddha. 4. Use research skills and resources to gather information and report findings either as an individual or in groups. 5. Will have a better understanding of Korean culture and its values. Applicable NCSS Standards: 1. Culture
a. Analyze and explain the ways groups, societies and cultures address human needs and concerns. c. Apply an understanding of culture as an integrated whole that explains the functions and interactions between religion, traditions, beliefs and values of personal. f. Interpret patterns of behavior reflecting values and attitudes that contribute or pose obstacles to cross-cultural understanding. V. Individuals, Groups and Institutions a. Concepts such as roles, status, and social classes in describing the connections and interactions of individuals, groups, and institutions in society. e. Describe and examine belief systems basic to specific traditions and laws in contemporary and historical movements. g. Analyze the extent to which groups and institutions meet individual needs and promote the common good in contemporary and historical settings. Suggested Materials: Audio (The Buddhist Meditation Music of Korea by Kim Young Dong and the members of the Songgwang Temple but any similar music would be acceptable), From the Earth to the Sky Pictures (taken from the magazines and articles received on our trip, as well as artwork collected along the way) Slides (taken at various locations that will help illustrate the concepts being presented regarding art, customs and practices) Reference material (items we have been given or picked up on our travels in Korea) Artwork (items such as copies of woodblock prints of the Buddhist scriptures from Haein Temple, traditional Korean art work on cards and stationery, statues of Buddha, incense and other souvenir artifacts of items such as masks and currency) Background Korea has been at the crossroads of many cultures and with those cultures various interpretations of life, death and god have entered the Peninsula. There are four major religions that influence the lives of the Korean people today. Some of these influences are overt and some are very subtle and obscured in the dim recesses of the past. The order in which religious ideas have taken root in Korea are: Shamanism, Buddhism, Confucianism and Christianity. Sometimes these religious practices blur the lines of the secular and profound as well as crossing over into everyday culture and tradition without conflict or contradiction to the practitioners. Religion weaves its way into aspects of life from birth to death and beyond. It details everything from the proper location of buildings, the naming of children and the proper interval of calling on a newborn's family to the respectful manner in which to honor a long deceased relative. Though many Koreans do not associate themselves with any one particular religion, they are influenced by all of them. Shamanism is characterized by a belief in an unseen spirit world of gods (demons) and ancestral spirits that influence the world of the living. These spirits can be influenced by a shaman who serves as the intermediary between the world of the living and the spirit world. Shamanists 1
believe that everything has a spirit: rivers, streams, trees, rocks and animals, and that every location on earth has a spirit that can be made to protect or punish. A Korean shaman is called a mudang. Despite a mudang s power and insight she is usually a woman from society s lowest class. The mudang conducts a kut, or ceremony designed to solve problems of illness, personal prospects either financial or social, and even to soothe the soul of one who has died suddenly or without offspring to pray for their welfare in the spirit world. Some of these ceremonial kuts have made their way into traditional dance presentations with the wearing of masks, beating of drums and use of brightly colored fans. Even today, as you walk along wooded paths you may find a pile of stones on which you can place another stone for good luck or notice shamanistic masks in souvenir stores. New office buildings, homes, and even the traditional christening of cars or airplanes may be done through a kosa ritual, in which spirits are asked to protect and watch over these material items and give peace and harmony to the occupants. Buddhism was introduced to Korea during the Three Kingdoms period (57 BCE 668 CE). It was adopted as a state religion in Koguryo in 372 CE and it became even more popular during the Unified Silla (668-935) and Koryo (918-1392) periods. It lost its prominence during the Choson period (1392-1910) when it was blamed for social and moral decline in the country. This religion has the largest following in Korea today with about seven million professing the faith and as many as twice that number of adherents who are less committed to its doctrine but still following its teachings in one form or another. It can be said with certainty that most, if not all, Koreans appreciate the contributions of this ancient religion to their country and look upon the 7,244 temples as cultural assets worthy of respect. Confucianism entered Korea along with Buddhism. It was promoted as the official state religion by the Choson kingdom and has strongly influenced Korean life to this day. Strangely enough, Confucianism has had more of an impact on the lives of Koreans than in China, where it originated in the fifth century BCE. Confucius saw corruption and social decline in his time and sought to correct it by establishing rules of responsibility for government and society. He believed that if his ideas were instituted, an orderly and just society would result. The five most important relationships which would define status and detail proper Confucian attitudes are: 1. Between father and son...closeness (being of one heart and mind) 2. Between ruler and subject... loyalty 3. Between husband and wife...distinction in position 4. Between elder and younger... precedence (the elder leads, the younger follows) 5. Between friends...trust Although Confucianism was first introduced into Korea during the Three Kingdoms period (57 BCE 668 CE) it was not popularly implemented until the Choson kingdom (1392-1910) where it was used as a tool of social and political reform against Buddhism. Confucianism has permeated almost every aspect of Korean society and has most clearly been noted as influencing the roles of men and women (although this is slowly changing) and the high priority placed on a good education which can be obtained and certified through the hierarchy of a university graduation. It is notable for the great respect that is paid to ancestors and family lineage. 2
Christianity was introduced into Korea with the Japanese invasion in 1592 but found little support among the people. In the late 18th century, during the rule of King Chongjo, Christianity reappeared in the form of the Roman Catholic denomination and a small community was established and later persecuted. In the late 19th century Protestant inroads into the country were made. The Christian church has influenced the idea that education and opportunity should be made available to all people, regardless of gender, and continues to promote social consciousness. Now, about eleven million Koreans are Christian. This constitutes about 25 percent of the population. The Flag: (figure # 2) It should be noted that the design of the Korean flag includes much religious symbolism. The T aeguk circle in the center of the flag is divided equally to ensure perfect balance and order. The red section represents yang and the lower part the um, two forces of the universe such as fire and water, day and night. The trigram bars in each corner represent this same concept. The top right corner represents heaven while the bottom right (opposite) represents the earth. The lines on the bottom left symbolize fire while the top right is the symbol of water. The white background represents the purity of the Korean people. The flag is thus a representation of the Korean people living in peace and harmony with the universe. Procedure: Shamanism 1) Place the words "shamanism" and "shaman" or the board. Ask if anyone knows the meaning of the words. If no one does, use student dictionaries to define them and have students write the definition in their notebooks. 1) Continue the discussion by asking students to get into working groups to create a list and to report how we still use shamanism in one form or another in our society (ex: picking up a penny if it is heads up, picking a four leaf clover, wishing on a star, throwing salt over our shoulder if we knock over the shaker, having our fortunes told, reading horoscopes, making a list of things people do that will bring them luck, etc.) 2) Ask students if they are familiar with the term fengshui (p ungsu in Korean) and what it means. Discuss this concept and other ideas such as the use of colors and/or scents (aroma therapy) to create a more pleasant atmosphere in which to work and live. 3) Ask students to make a list to compare the concept and practice of shamanism to the beliefs and practices of Native Americans. 4) After these discussions have students watch the video tape of the Farmers Dance and try to determine how its significance and rituals that might relate to shamanism. 5) Have students view slides from various locations showing piles of stones, demon masks, etc. and speculate about their shamanistic purpose. Discuss their answers and guide the discussion. (Figure 8 is an example of a roof tile end where the demon is used to keep away evil spirits) 6) Have students view slides of traditional clothing. In particular note the three large red marks placed on the face of the bride to ward off evil spirits. 7) Ask students how they think shamanism developed and why it still survives today. Have them report their findings as a group. 3
Confucianism 1) Have students investigate their textbook to find information about Confucius and/or his teachings. Ask students what they might know of him and in what capacity. Read and discuss any relevant information obtained through the text. Have students react to what they have learned by comparing and contrasting the information to what they already have experienced in their own lives. (Figure #1) 2) Have students expand their search for information about the historical lives of Confucius by making use of library and computer availability. Have students trace the development and proliferation of these ideas to other cultures by creating a map indicating points of origin and flow arrows labeling when and where these ideas were carried to other cultures in Asia. 3) Have students prepare a list of Confucius central ideas. What were these ideas attempting to correct and how could these concepts benefit both the state and the family? Have students explain the Confucian concept that the institutions of family and state were similar in design and structure. Make a list on the board of Confucian concepts of loyalty and support based on mutual trust and respect. 4) Have students prepare both written work and oral statements on the code of conduct and behavior as well its social obligations for different members of society and the family. 5) One aspect in the students research should deal with gender roles and responsibilities. Have students pay particular attention to the role of women and compare this to the role of men in Confucian society. How did this help maintain an orderly society? 6) Have students investigate how the values of the Confucian order promoted the roles for men, women, children, government officials, and members of the family. 7) Through a class discussion based on previous research, have students examine how Confucian society proclaimed equality for all men, regardless of privilege. 8) Take some time to explain the life of a Korean student today. Show slides of the high school we visited and present information related to the expectations of those who wish to attend a university. Provide information about the amount of study time required for these students. Then ask how 4
university entrance examinations are similar to the civil service examinations (kwago). Confucian values are strongly rooted in the respect for education. Discuss the value of education in Korean society today and the life of a Korean student who is seeking entrance into a respected university. (Figure #23 illustrates that even during the time of the Korean War schools were established to continue educating students even in makeshift classrooms.) 8) Students now need to put all this information together and determine in what ways Confucian ideas helped create a better society. Ask students how they feel about these concepts in our own society today. What seems to be the strongest objection to its principles today? What are still some of its strongest points? 9) The concept of respect for old age and wisdom is derived from Confucianism. Why was age such an important consideration in former days? In what ways has our society paid less attention to the aged and more towards the young? Whose values are more readily accepted and identified with? Why? 10) View pictures of Korean cemeteries and discuss the practice of ancestor worship today. Also note the duties and responsibilities of various family members. Buddhism 1) A statue of Buddha is already in my classroom. Ask students if they know anything about Buddha. 2) Have students investigate their textbook to find what information is provided, if any. Read and discuss any relevant information obtained from the text. Have students react to what they have learned by comparing and contrasting the information to what they already have experienced in their own lives. Who was Buddha and when did he live? What are the main concepts of Buddhism? Was Buddha a god? How is he viewed by believers today? 3) Although Buddhism is practiced throughout the world, where did it originate and where are most followers located? 4) Present an illustration of the swastika. Ask students what it represents. Look up the definition of the word in the dictionary and discuss its meaning. Provide information about the swastika's history and origin in Buddhism. Look at other examples of its usage in a religious context used on temples and signs indicating a temple s location (Figures #5 and #6). 5) Buddhism has played a large role in the development of Eastern cultures and Korea is no exception. View slides of the various manifestations of Buddha in Thailand, Japan and Korea. Have students note differences in the representations. Note there are ancient (Figure #17 and #18) and modern representations (Figure #19). Also note some of the architectural designs that it influenced (Figure 4). Also present the representation of Buddha at the Sokkuram Grotto, one of the finest in Korea. Also note the Heavenly Kings that are frequently portrayed as guardians of Buddha and represent the four seasons (Figures #20 through #22). 6) Discuss the life and training of a Buddhist monk as illustrated through slides taken at the various monasteries encountered on the trip (Figures #7, #9, #12, #13 and #14) Listen to music from our experiences at the Haein Temple. 7) Present the history of the Haein Temple (Figure #9). Review the history of the printing press and Johannes Gutenberg. Present the story and history of the wooden block prints of the Haein Temple 5
(Tripitaka Koreana) and note they were created in 1230, more than 200 years before Gutenberg. Explain how the 81,258 woodblocks are preserved due to the conditions of the temple (Figure #11). Show examples of items purchased there. Continue the discussion with pictures of movable metal type from the Koryo court where a book called New Code of Etiquette was printed in 1377, almost one hundred years before Gutenberg. 8) Examine the art of Buddhist temples through pictures and slides (Figures #9, #12, #13, #14, #15 and #16). Discuss some of the practices and traditions of the temple while listening to music from one of the recordings. Evaluation: 1. Students will be evaluated based on their ability to work in groups and complete assigned projects. They are responsible for supporting their group in locating and presenting information based on their particular topic. 2. Students will be given a test based on visual recognition of characters such as Buddha, his guardians, Confucius, the Korean alphabet and other distinguishing symbols of Korean society. 3. The completion of a project that will entail the writing of a report on one of the aspects of the three religions discussed or the completion of a project such as a travel brochure detailing cultural locations, or a poster illustrating the life and times of Confucius or Buddha, and/or a project of their own making that reflects course material. 4. A formalized test will be administered with multiple choice and true or false questions testing students' ability to differentiate between the three religions studied. 6
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