Religious Studies 259 Winter, 2015 Dr. Charles R. Strain DePaul University SYLLABUS RELIGION AND SOCIAL ENGAGEMENT: SOCIALLY ENGAGED BUDDHISM PROLOGUE Do not avoid contact with suffering or close your eyes before suffering. Fourth Precept, Order of Interbeing. This being, that becomes; from the arising of this, that arises; this not being, that becomes not; from the ceasing of this, that ceases. Samyutta Nikaya. Though beings are infinite in number, I vow to liberate them all. The Bodhisattva Vow. In Buddhism it is said that there are 84,000 Dharma doors for you to enter reality. Dharma doors are means of practice, ways of practice.spending two hours on one cup of tea during meditation is an act of resistance, nonviolent resistance.we can do it together, we can resist a way of life that makes us lose ourselves. Walking meditation is also resistance. Sitting is also resistance.these things are very important. They can change our civilization. Thich Nhat Hanh, Being Peace. I suspect that we have, in some way, chosen to be here at this culminating chapter or turning point. We have opted to be alive when the stakes are high, to test everything we have ever learned about interconnectedness, about courage to test it now when Gaia is ailing and her children are ill. We are alive right now when it could be curtains for conscious life on this beautiful water planet.... Joanna Macy, Our Life as Gaia The world that we have made as a result of the level of thinking we have done thus far creates problems that we cannot solve at the same level as we created them. Albert Einstein as quoted in Ken Jones, The New Social Face of Buddhism, 120-21. COURSE DESCRIPTION This section of Religion and Social Engagement investigates the international movement known as "Socially Engaged Buddhism." Engaged Buddhism applies Buddhist teachings and practices to the ills of the global society ranging from world hunger to violence, from the degradation of the human person to the destruction of the environment. Engaged Buddhism views our social involvement as a form of Buddhist practice equivalent to such essential practices as meditation.
This movement spans all of the traditions in contemporary Buddhism. We will pay particular attention to movements informed by Mahayana Buddhism. While some attention will be paid to the classical roots of contemporary movements within Buddhism, the bulk of the course focuses upon these movements themselves. We will examine the traditional Three Jewels of Buddhism the Buddha, the Dharma, and the Sangha as these have been re-envisioned by engaged Buddhists. As a special feature of this year s course, we will focus on two issues that threaten the continuation of human life: a) violence and war and b) global warming and the ecological crisis. We will study Engaged Buddhism s response to each of these crises. This is a course that fulfills the Experiential Learning requirement of the Liberal Studies program. As such, it integrates theory and practice in studying forms of religious engagement. All students registered in this course will perform 25 hours of service to a community or within a community organization or agency. LEARNING OUTCOMES The following goals combine the generic aims of service learning courses with specific objectives of a course focusing on the teachings and practices of socially engaged Buddhism. 1. Students will be able to articulate the distinctive approaches of Buddhism to engagement with society. 2. Students will express in class discussion and written essays an analytical understanding of how engaged Buddhism through its classical and contemporary expressions addresses issues of suffering and inequality, justice and injustice, oppression and liberation, violence and non-violence sustainability and ecological destruction. 3. Students will be able to link hands-on service experience with the theoretical discussions of ethical engagement developed in the class. 4. Students will compare the understanding of the nature and causes of the human or social needs as understood by the leaders in community organizations with Buddhist theories of the roots of human problems. 5. Students will gain through actual experience knowledge of differences among groups of people and the ability to compare alternative worldviews with understanding of the theory and practice of engaged Buddhism. 6. Students will demonstrate through participation in service the ability to work productively with others. 2
7. Students will demonstrate in comparison with Buddhist teaching and practices their own understandings of social justice and injustice, and will demonstrate the importance of taking a personal ethical stance. 8. Using the mirror of engaged Buddhist teachings and practices, students will assess critically the values that shape their responses to the situations that they face in the service context, will understand the philosophical, or religious system out of which these values grow, and will be able to give reasons for the ethical stances that they adopt. REQUIRED TEXTS Stephanie Kaza and Kenneth Kraft, Dharma Rain Sallie King, Socially Engaged Buddhism David Loy, Money Sex War Karma Thich Nhat Hanh, Being Peace Several articles will be posted on Desire to Learn. Students are responsible for either downloading these articles or accessing them electronically. You must bring all assigned readings to class with you. COURSE OUTLINE AND READING LIST I. Introduction: All Buddhism is Engaged Jan. 5, 7 Jan. 7 Jan. 12 A. What is Engaged Buddhism? Video: "Peace is Every Step," Experience: What is your own vision of the challenges that the future will bring? What are your reasons for hope? Readings: Buddhism with a small b, Dharma Rain [DR]: 117-24. B. Orientation to Service Learning Selection of Service Sites Readings: S. King, Introduction, Socially Engaged Buddhism C. Meditation in Daily Life: Engaged Buddhism as a Spiritual Practice Readings: Thich Nhat Hanh, Being Peace, Chapter 7.; Earth Verses and Meal Verses, DR:446-49; Verses for Environmental Practice, DR: 471-73 D. The Heart of the Buddha s Teachings Jan. 12 1. Engaged Perspectives on the Four Noble Truths Readings: S. King, Socially Engaged Buddhism, pp. 13-22 D. Loy, Money, Sex, War, Karma, pp. 15-36. 3
Jan. 14 Jan. 14 Jan. 19 Jan. 19 II 2. Buddhist Teachings as Upaya Readings: Dharma Rain, DR: 43-48. 3. Being Buddha Readings:. S. King, Selections from Buddha Nature (D2L) 4. Interdependence and Suchness Readings: The Sun My Heart, DR: 83-91; The Jewel Net of Indra, DR: 58-61; Haiku in the Rain, DR: 56-57 5. The Bodhisattva Ideal in Mahayana Buddhism Readings: T. D. Leighton, The Bodhisattva Ideal, (D2L); The Four Bodhisattva Vows, DR: 443; Loving Kindness, DR: 29-30 ; How the Bodhisattvas Serve Sentient Beings, DR: 30-32; The Bodhisattva Path, DR: 33-34. The Buddha of Everyday Life: The Spirituality of Socially Engaged Buddhism Jan. 21,26 Jan. 28, Feb. 2 A. A Buddhist Social Psychology Readings: Thich Nhat Hanh, Being Peace, Chaps 1-5 B. Creating a Buddhist Social Ethics Readings: D. Loy, Money Sex War Karma, 79-85; S. King, Socially Engaged Buddhism, pp. 22-38; Thich Nhat Hanh, Being Peace, Chap. 6 III Feb. 4 The Dharma of Engaged Buddhism: The Social Theory of Engaged Buddhism A. Thinking Systemically: Interdependence and the Critique of Ideology Readings: The Third Turning of the Wheel, DR: 150-60; K. Jones, Institutionalized Delusion (D2L) Feb. 4, 9 Feb. 11 Feb. 11, 16 B. Thinking Systemically: The Three Poisons Institutionalized Readings: D. Loy, Money, Sex War Karma, 87-102, 139-52; D. Loy, Wego; (D2L) C. Engaged Buddhism, Human Rights and Social Justice Readings: S. King, Socially Engaged Buddhism, Chap 7 D. Buddhist Perspectives on the Global Economy Readings: S. King, Socially Engaged Buddhism, Chap 5; The Religion of Consumerism, DR: 178-82; Development as if People Mattered, DR: 183-90 IV The Sangha: Engaged Buddhism s Contribution to Social Movements 4
Feb. 16, 18 A. Group Presentations of Engaged Buddhist Movements V Feb.23 For a Future to Be Possible, Part I: Engaged Buddhism s Response to War and Violence A. Analysis: Why Do We Love War? Readings: D. Loy, Money Sex War Karma, 127-38 Feb. 23,25 B. A Buddhist Response to War and Violence Readings: S. King, Socially Engaged Buddhism, Chap. 4 VI For a Future to be Possible, Part II: Creating the Ecological Self; Building the Ecological Society Feb. 25 March 2 March 2, 4 March 9, 11 A. Analysis: The Climate Change Emergency Readings: J. Stanley, Global Warming Science: A Buddhist Approach, (D2L); Western Buddhism and the Global Crisis, DR: 357-68 B. Buddhist Spirituality for a Planet in Crisis Readings: D. Loy, Money Sex War Karma, 103-11; Letter to the Island, DR: 63-65; Mountains and Waters Sutra, DR: 65-76; River Seeing the River, DR: 141-50; Spiritual Exercises for Social Activists, DR: 453-65 C. Buddhist Activism in Response to the Ecological Crisis Readings: S. King, Socially Engaged Buddhism, Chap 6; Encouraging Words for Activists, DR: 252-56; Deep Ecology and Political Activism, DR: 379-92; Nuclear Ecology and Engaged Buddhism, DR: 393-408; Envisioning the Future, DR: 423-38; Ecological Precepts, DR: 445. VII For a Future to be Possible, Part III: Developing Our Own Responses March 11 March 16 A. Taking Stock: What Does Engaged Buddhism Have to Offer for Creating a Good Society Readings: S. King, Socially Engaged Buddhism, pp. 176-78; Smokey the Bear Sutra, DR: 474-76 B. Engagement, Buddhism and Self Transformation Individual Presentations Class on March 16 meets from 11:45 to 2:00PM COURSE REQUIREMENTS A. Participation in the Analysis and Discussion of the Readings and Service Experience Participation in the classroom process is vital to the success of our discussion and to the individual s growth. It is imperative that each student come to class prepared by prior 5
reading and reflection to share insights and judgments, questions and problems with the rest of the class. I will randomly assign short, in-class essay questions that focus on the assigned readings for the day. These essays will be used to structure the class discussions. Grades for these short essays will be factored into your class participation grade. Participation in the seminar process will constitute 15% of the grade for the course. Evaluation of Class Participation I will evaluate each student s participation on the basis of the following criteria: a. Attentive listening. (Are you alert and actively engaged in thinking about the material under discussion? Are you respectful of the ideas of your fellow students and as prepared to learn form them as from the instructor?) b. Frequency and clarity of the student's oral contributions. (Are you adequately prepared for each class discussion? Do you make a consistent effort to contribute to the class discussion?) c. Knowledge of the reading matter under discussion and the ability to grasp its central themes. (Have you read the material carefully and critically?) d. The ability to take an independent stance towards the ideas under discussion and to develop the position reflectively. ( Have you thought through the issues and come to your own conclusions?) e. The overall development of the student s power of oral expression during the course of the quarter. (Has your ability to contribute to the class grown during the quarter?) Class Attendance Policy Clearly it is impossible to meet the objectives and requirements of the course if students do not attend class regularly. Consequently three unexcused absences will lower the student s final grade by one letter. More than three unexcused absences will be considered excessive and lead to failure of the course. If you are facing a medical, personal or family crisis (or a religious observance) that causes you to miss ALL your classes for a certain period of time, please contact the Dean of Students Office or your College Advisement Office with documentation, and someone from that office will contact me and all your other instructors. (I cannot personally accept medical or other documentation for missed classes.) These absences communicated from the Dean of Students Office are the only way in which absences will be excused. Mindfulness in the Classroom At the heart of the Buddha s teachings is mindfulness practice. (Breathing in, I am aware that I am breathing in. Breathing out, I am aware that I am breathing out.) We have a very short time 6
together. I expect that each of us will make a conscious effort to be fully present during this short time. If you have some sort of emergency, do not come to class. Deal with your emergency and request an excused absence. If you are checking messages, texting or surfing the Net during class, you are NOT here. You may use an electronic device during class only to access the reading material assigned for that day s discussion. We will engage in a short breathing exercise at the beginning of each class as a means of letting go of whatever has been preoccupying our mind and emotions and of concentrating upon understanding the material that is the focus of our discussion. Finally it disrupts everyone s concentration if you get up and leave the class while class is in session. Please avoid doing so. B. Class Presentations All students are expected to play a role in leading the seminar. This will take two forms: 1) a group presentation focused on a Buddhist social movement, and 2) a presentation at the end of the quarter focused on your service experience. These presentations together will count for 20% of your grade for the course. 1. Group Presentation on Buddhist Social Movements Students in groups of two will take the responsibility for leading the seminar on February 16 th and 18 th. In preparing for your group presentation please attend to the following: Each member of the group must make a substantive contribution to the presentation. Divide the analysis as you choose. Provide a brief history of the movement or organization and its leader(s) Tie in this Buddhist movement or organization to the themes and issues of the course using a few choice quotations Organize your presentation carefully. Keep close track of the time. You will have 12 minutes for your presentation leaving 3 minutes for discussion. If you do not leave adequate time for discussion, your presentation will be downgraded. It is your responsibility to stimulate discussion through key questions or exercises. Handouts help! Further instructions will be provided later in the quarter. Possibilities for this group presentation include: Ambedkar and the Untouchables Movement in India A.T. Ariyaratne and the Sarvodaya Shramadana Movement in Sri Lanka Aung San Suu Kyi and the Burmese Democracy Movement Ecology Monks and Tree Ordination in Thailand The Dalai Lama and the Free Tibet Movement Buddhist Peace Fellowship Bernie Glassman, the Zen Peacemaker Order and Greyston Industries Joanna Macy and the Work that Reconnects Green Gulch Monastery 2. Presentation on service Experience 7
All students will reflect on their service learning as it connects with the themes of the course on March 16 th. Please think about the ways in which you can make what you have learned interesting and intelligible to other members of the class. Further instructions will be provided later in the course. C. Service Learning Requirement Buddhism is primarily a complex of spiritual practices and only secondarily a belief system. It aims to put an end to human suffering. To study engaged Buddhism without actually doing anything would be like learning a foreign language without ever speaking it or learning how to play a musical instrument without ever taking it into your own hands. The service we perform as part of this class is intrinsic to our learning process. All students will complete 25 hours of service in a community agency. If you are not currently involved in service within a community organization, the Steans Center for Community-based Service learning will find an appropriate placement for you. If you are already engaged in some sort of service on behalf of others, you may continue this service as a way of meeting this course requirement under the following conditions: a) your service must involve at least 25 hours of direct engagement over the course of the quarter, b) the supervisor of your service work must indicate his or her willingness to evaluate your service work, c) you must describe your role in the organization and explain how you believe this service can be related to the themes of the course, and d) you must have the opportunity to interview a leader or group of leaders in your organization regarding the worldview and value system that inform his, or her, or their commitments. All students are required to turn in a log of their service hours signed by their community supervisor before receiving their final grade for the course. D. Reflection on Service Students are required to submit a total of 2 service essays. These essays combined will count for 20% of your grade for the course. These essays are due Jan. 26 th and Feb. 25 th. This group of essays will reflect on the service experience. I will provide questions to help guide your analysis of the readings and your reflections on your service. Each essay should be at least three pages in length. As the course progresses, you will be expected to look for connections between at least some of the readings and their themes and what you are experiencing as you do your service work. You will be expected to integrate some aspects of your learning in class with some aspects of your learning through service. In developing your reflective essays on the service experience you should keep these directions and questions in mind: 8
1. Attentive. Pay special attention to the people that you are working with; their history and backgrounds to the extent that they willingly reveal them (respect the privacy of others!), the community organization or agency and its mission, and the ways in which it seeks to carry out its mission. Keep your eyes open. Think about the following questions: What can I learn from the people around me and the place where I work? Who are the people I work with: what history, traditions, experiences do they bring with them as we work together? What are their strengths? What are their core values? How do they express them? How do they articulate their needs and aspirations, hopes and struggles? 2. Reflective. Pay special attention to your own thoughts, feelings, emotional reactions, and values. Working in an unfamiliar context will frequently bring to the surface aspects of yourself (which you will value as positive or negative) that you were not aware of. Reflect on what these experiences are teaching you about yourself as well as about others. Think about the following questions: What do I learn about myself through this engagement with others? What are my fears and hopes, strengths and weaknesses, values and assumptions? How do I experience alienation and liberation? How does my engagement with others alter these feelings, values, hopes? What false understandings have I internalized? How can I use the service experience to liberate myself from such forms of false understanding? 3. Theoretical. Ideas are tools. Truth, as William James says, is a leading function. Your essays should attempt to relate the themes and ideas developed in the readings and class discussions to your experiences with social engagement. Particularly as the course progresses you will be asked to draw connections between your experiences and the ideas developed in class. Think about the following questions: How do the ideas, themes and explorations of this class (or other classes too!) relate to my experiences of social engagement? Do they elucidate my experience or, on the contrary, do I find some other set of ideas more illuminating in my attempts to learn through action? What are the strengths and weaknesses of engaged Buddhism as providing a framework for service and action? What other frameworks work better for me? 4. Practical. The purpose of our writing exercises, we might say, paraphrasing Marx, is not so much to understand the world but to change it. Thought has consequences. Some essays ought to reflect on how you hope to put into practice what you ve been learning. Think about the following questions: 9
How might I better serve the people around me? How might I empower both them and myself through this service? What stereotypes, twisted feelings, and misshapen values do I need to work on in myself? How do I accomplish my own liberation in conjunction with working for the liberation of others? What are my strengths and skills which I can use on behalf of others? What are their strengths and skills which I can draw upon to transform myself? E. Take-Home Essay You will be assigned one take-home essay that focuses on the core concepts developed in the course readings and class discussions. I will provide you with several sets of questions to choose from in developing your essay. All papers must be typewritten or word processed. First Essay: Assigned Feb. 2 nd. Due: Feb. 9 th. Length: A minimum of 5 pages. This essay will count for 20% of your grade for the course. Second Essay: Assigned March 9 th. Due. March 16 th. Length: A minimum of 5 pages. This paper will count for 25% of your grade for the course. Evaluation of Take-Home Essays I will evaluate both take home essays according to the following criteria. Use them as a check list in developing and revising your paper. a) Are you clear in showing you have comprehended an author s thought? Demonstrate that you understand the major themes, issues, and ideas discussed in class and presented in the text. Explain these ideas in your own words clearly and concisely. Avoid overly close paraphrasing. Show that you grasp the complexities and nuances of an author s thought. b) Are you concrete and comprehensive in your analysis? Avoid generalities. Dig into the texts. Make sure your analysis is thorough and independent. Develop the author s main ideas. Focus on the question. Eliminate material which does not answer the question. c) Are you coherent in your development of the paper? Develop the major points in your paper carefully. Avoid a shotgun approach which simply blasts forth ideas in random fashion. Make sure that your paper flows well. d) Are you able to compare different ideas and themes? Show the similarities and conflicts between different thinkers. Illustrate abstract ideas with actual examples. 10
e) Are you critical in your evaluations? Present your own evaluations of the author s ideas. Give reasons for these judgments. Be self-critical. Explain how an author has changed your ideas. f) Are you creative in your analysis and reflections? Express your ideas in an interesting fashion. Dig up new ideas from the texts which relate to themes other than those developed in class. Develop your own original reflections in interaction with the texts. It is essential that you do good work in meeting the 1 st, 2 nd, and 3 rd criteria. Success in meeting the 4 th, 5 th, and 6 th criteria distinguishes superior work from satisfactory work. Plagiarism Plagiarism, like other forms of academic dishonesty, is always a serious matter. This course adheres to the University s policies on plagiarism as stated in the current Bulletin/Student Handbook. Consult any of the writing manuals for sale in the bookstore for instructions about proper citation or acknowledgement of the work of others in class assignments. If you are in doubt about how to cite or to paraphrase properly the writings of others, please consult with me. I retain the right to issue an F for the course for any act of cheating or plagiarism. Contact Information OFFICE: 2327 North Racine PHONE: 312-362-5730 E-MAIL: cstrain@depaul.edu OFFICE HOURS: MW 11:20-12:50 and by arrangement I am always happy to meet with you to discuss issues related to the course or your service experience. I can arrange to meet about the course or your service experience. I can arrange to meet you at the Lincoln Park campus or we can converse by phone or email. My aim is to help you become the primary agent and shaper of your own learning process. 11