fconroy@bcc.edu

website: http://staff.bcc.edu/philosophy

The world’s major religions, such as Hinduism, Buddhism, Judaism, Christianity, and Islam, are examined and compared. Emphasis is on reading and interpreting sacred texts, as well as exploring the implications of each religion for how life is lived.

This is a sophomore level seminar that involves active student participation, extensive reading, and frequent writing. Emphasis is on developing a philosophical, spiritual and existential understanding of the religions.

Ecological and mystical dimensions of each religion are also emphasized. The "cutting edge" of comparative religion today arguably involves the way in which the world's religions have begun to converge concerning the distress of the Earth and the mystical encounter of a hidden reality.

The course readings combine primary sources (scriptures) of each religion with a highly respected secondary source, Huston Smith’s The World’s Religions. The series of Bill Moyer's interviews with Huston Smith "Wisdom of Faith" is also available in the college video library. Additional sources on religion and ecology are available on the World Wide Web and have been added below, as has a new book that suggests some mystical links between Christianity, Zen and other traditions.

The World’s Religions, by Huston Smith. Harper San Francisco, San Francisco, 1991.

Tao Te Ching, trans. Stephen Mitchell. Harper Perennial, New York, 1988.

Upanishads, trans. Juan Mascaro. Penguin, Middlesex, England, 1965.

What the Buddha Taught by Walpola Rahula. Grove Weidenfeld, New York, 1974.

The Essential Koran, trans. Thomas Cleary. Harper San Francisco, San Francisco, 1994.

• Required: the Tanakh (Jewish), or the Old Testament of the Christian Bible

• Required: the New Testament (Christian)
• Recommended (library): Pagels, Elaine Beyond Belief (NY: Random House, 2003)

Burlington County College philosophy web site: http://staff.bcc.edu/philosophy

• "The Great Learning" (Legge translation, with links to important Chinese characters) http://staff.bcc.edu/philosophy/TaHseuh/Tahsueh.htm
• "The Great Learning" (side-by-side James Legge and Ezra Pound translations) http://staff.bcc.edu/philosophy/TaHseuh/TAHSUEHlvp.htm
• "Doctrine of the Mean" (Legge translation, with links to important Chinese characters) http://staff.bcc.edu/philosophy/chung/chungyung.htm

• Forum on Religion and Ecology (under "Links")

The Earth Charter http://www.earthcharter.org

http://www.daedalus.amacad.org/issues/fall2001/fall2001.htm

• Mary Evelyn Tucker and John Grim, Emerging Alliance of World Religions and Ecology

• Hava Tirosh-Samuelson, Nature in the Sources of Judaism

• Sallie McFague, New House Rules, Christianity, Economics and Planetary Living

• S. Nomanul Haq, Islam and Ecology, Toward Retrieval and Reconstruction

• Vasudha Narayanan, Water, Wood and Wisdom: Ecological Perspectives in the Hindu Tradition

• Christopher Key Chapple, The Living Chapel of Jainism: A Traditional Science Grounded in Environmental Ethics

• Donald K. Swearer, Principles and Poetry, Places and Stories: The Resources of Buddhist Ecology

• Tu Weiming, The Ecological Turn in Confucian Humanism

• James Miller, Envisioning the Daoist Body in the Economy of Cosmic Power

• Jack D. Forbes, Indigenous Americans: Spirituality and Ecos

• Class participation: 20%

• Taoism, Confucianism and primal religions test: 20%

• Hinduism and Buddhism test: 20% each

• Judaism, Christianity and Islam paper: 20%

Topic: Compare the Abrahamic religions with the Eastern and primal on the Earth and mysticism. (Further details will be discussed in class.)

• Final in class-essay: 20% (departmental requirement)

Students are expected to attend all classes. One 3-hour or two 1 1/2-hour absences are permitted. Otherwise, see the instructor. (3 late = one absence)

Students will demonstrate accomplishment of the course objectives through an in-class essay in which they will be expected to:

(a) accurately characterize important elements of at least one Western and one Eastern religion

(b) compare and contrast elements of these religions

(c) demonstrate open mindedness and apply norms of the field of comparative religion

(d) draw on original scripture.

This essay will be written without notes during one class period (80 minutes). The exact topic will not be known. However, the student may bring a list of scriptural passages to use for quotation. Students are encouraged to keep such a list all semester.

Grades

• A: 90-100. Reads, thinks and writes well about religious/philosophical issues. Recommendable for transfer.

• B+: 85-89. Consistent work, often with extra promise. Also recommendable.

• B: 80-84. Completes work and shows a basic understanding, with a special strength.

• C+: 75-79. Completes work, but often without distinction.

• C: 70-74. Completes most of the work, but struggles to keep it at a college level.

• D: 60-69. Completes some of the work, but there are major problems and gaps.

• F: 50-59. Does not complete the work, or quality is too low for college level.

Students completing this course should be able to:

1. Explain some major distinguishing elements of each religion.

2. Explain common or similar elements in the various religions.

3. Demonstrate an ability to discuss with open mindedness, academic detachment and existential insight the following, as applicable, with regard to each religion studied:

• the Absolute (Whole, God)

• forms in which the Absolute expresses itself in the world and can be conceived by us

• various conceptions of spirit (breath)

• various conceptions of the awakened person

• ideas of what may come "at the end" or "on the other side"

• the possibility of direct spiritual experience

• the nature of prayer or meditation

• the use of ritual

• religious ethics and what they are based upon

• view of the body
• view of the earth

4. Describe the kind of life followed by practitioners of each religion.

5. Interpret accurately, within the norms used in the academic study of comparative religion, selections from each religion’s sacred scripture.

6. Compare the religions globally, particularly with regard to ecology and mysticism.

(Numbers show connections with course objectives.)

By the end of this unit students should be able to:

• explain major distinguishing features of Confucianism. (1)

• explain major distinguishing features of Taoism. (1)

• explain common or similar elements in Confucianism and Taoism. (2)

• explain common or similar elements of Confucianism or Taoism with Western religions. (2)

• discuss the following (3):

tao

te

wei wu wei

darkness

yin

yang

water (shui)

the master

Lao Tzu

Chuang Tzu

heaven (t’ien)

ch’i

ch’eng (authenticity, sincerity, truth)

chun tzu

"the secular as sacred"

embeddedness (concentric circles)

li (ritual)

jen or ren (humanity)

chung (loyalty)

shu (reciprocity)

the five relationships

• describe the ways of life and modes of practice of Taoists and Confucians (4)

• interpret passages from the Tao Te Ching, Analects, Great Learning, or Doctrine of the Mean (5)

Hinduism

By the end of this unit students should be able to:

• explain some major distinguishing features of Hinduism. (1)

• explain common or similar elements in Hinduism and the East Asian or Western religions. (2)

• discuss the following: (3)

Brahman

atman

Vedas

Upanishads

Brahma

Vishnu

Shiva

Krishna

prana (breath or consciousness)

Bhagavad gita

moksha

samadhi

yoga

jnana

karma

bhakti

raja

male and female in Hinduism and Hindu art

karma

dharma

caste (varna)

maya

Gandhi

ahimsa

satyagraha

Jainism

• describe the stages of life and the various paths toward truth laid out by Hinduism. (4)

• interpret passages from the Upanishads. (5)

By the end of this unit students should be able to:

• explain some distinguishing features of Buddhism from Hinduism and Western religions. (1)

• explain common or similar elements in Buddhism and Hinduism and Western religions. (2)

• discuss the following: (3)

anatman (no self)

Buddha

Bodhisattva

Siddhartha Gotama

nirvana

samsara

mindfulness

ignorance

the three jewels

Buddha

dharma

sangha

the three bodies of Buddha

dharmakaya

sambogakaya

nirmanakaya

conditioned genesis

Four Noble Truths

Eightfold Path

role of women in Buddhism

emptiness and compassion

Zen

Tibetan Buddhism

Dalai Lama

• describe the kind of life entailed by the Buddhist concept of "right livelihood." (4)

• interpret passages from the Buddha’s sermons. (5)

By the end of this unit students should be able to:

• explain distinguishing features that separate Judaism from the Eastern religions. (1)

• explain common or similar elements between Judaism and Christianity. (2)

• discuss the following:

Yahweh ("I am.")

Adonai

Elohim

Torah

Tanakh

Nevi’im (prophets and histories)

Ketuvim (Proverbs, Job, etc.)

Jewish conceptions of God and:

history

justice

suffering

meaning

Jerusalem

the prophets

messiah

spirit (ruach)

Genesis

stewardship

the fall

Adam, Eve, Cain, Abel, Noah

Abraham, Sarah, Isaac, Jacob, Rachel, Leah, Joseph

Exodus

Moses, Aaron, Miriam

Passover

Ten Commandments (Mosaic Law)

Sabbath, sabbatical

Job

Kabbalah

• describe certain practices and rituals and their meaning in Jewish life. (4)

• interpret passages from Genesis, Exodus, etc. using midrash (interpretation) (5)

By the end of this unit students should be able to:

• explain distinguishing features of Christianity from Judaism and the Eastern religions. (1)

• explain common or similar elements in Christianity and Judaism amd the Eastern religions. (2)

• discuss the following (3):  

God

the trinity

Jesus

"son" of God

Holy Spirit

the Gospels

Mark

Matthew

Luke

John

Gnostic Gospels

Thomas

the Apostles

Mary ("Mother of God")

Mary Magdelene

Kingdom of God

forgiveness

Sermon on the Mount

Beatitudes

"Lord's Prayer"

parables

The Prodigal Son

The Good Samaritan

Jerusalem

"agony in the garden"

the Resurrection

eternal life

Acts of the Apostles (Luke)

Paul

• discuss the kind of life followed by practicioners of Christianity. (4)

• interpret passages from the Gospels and Paul according to the norms of comparative religion. (5)

By the end of this unit students should be able to:

• explain some distinguishing features of Islam from Jadaism, Christianity and Hinduism. (1)

• explain common or similar elements in Islam and Judaism and Christianity. (2)

• discuss the following (3):

Allah

the Qur'an (Koran)

surah

Mohammed

Kadijah

Abraham

Ishmael

Moses

Mary

Jesus

Mecca

Jerusalem

baraka (blessing, breath)

the five pillars

the poor, orphans, etc.

women

mosque

Shariah

jihad

Sunni

Shiite

Sufi

Rumi

• describe the way of life of Muslims and issues concerning Muslims in the world today. (4)

• interpret passages from the Koran according to the norms of comparative religion. (5)

By the end of this unit students should be able to:

• explain some distinguishing features Primal from axial age religions (1)

• explain common or similar elements between Primal and axial age religions (2)

• discuss the following (3):

the Dreaming

orality

place

eternal time

embeddedness

totemism

humans' relations with other-than-human life (kinship)

the world and the other world

Wakan

shaman

animism

gratitude

ecos (dwelling, inhabiting)

• describe the way of life of Muslims and issues concerning Muslims in the world today (4)

Students completing the course should be able to:

1. Compare religions by providing specifics for a set of unifying principles, such as the following (adapted from Mary Evelyn Tucker, Forum for Religion and Ecology):

• The universe is mysterious. It evokes awe, reverence and respect.

• There is a unique, precious quality of life, certainly for humans but extending out to animals and perhaps beyond.

• There is a relational quality, or reciprocity, uniting our selves with all.

• Life is circumscribed with death, so there are limits.

• Suffering is a part of life, so there is the potential for deep anxiety; yet religion tries to show us where there is hope.

• Religion provides a sober / joyful wisdom. We have a creative / destructive side. We need a creative equilibrium. There is no place for false pride, but also no place for a mere sense of failure.

2. Contrast religions by locating them, in a sophisticated way, with regard to the following poles:

• primal, or axial age?

• (belief in) "God," or not?

• (belief in) an afterlife, or not?

• emphasis on prayer, or meditation?

• linear or cyclical conception of time?

• place-based, or portable?

• emphasis on salvation, or creation?

1 _____: Introduction. Ecology and religion, the Earth Charter and Confucianism: "The Great Learning" and "Doctrine of the Mean."

2 _____: Taoism

Preparation for this class: Introduction and selections from Tao Te Ching TBA. Huston Smith chapter on Confucianism. Skim Confucianism article in Daedalus.

3 _____: Taoism

Preparation: Further selections from Tao Te Ching. Smith chapter on Taoism.

4 _____: The Primal Religions

Preparation: Smith chapter on The Primal Religions. Read indigenous article in Daedalus.

5 _____: Hinduism

Preparation: Upanishads: Isa, Katha, and the following selections from Mundaka: Part 1, chapter 1; Part 2, chapter 2; part 3, chapter 1. Also the Introduction by Juan Mascaro to page 17 and Huston Smith’s chapter on Hinduism

6 _____: Hinduism

Preparation: Upanishads: Mandukya, Kaushitaki, Chandogya and "The Supreme Teaching." Skim Hinduism and Jainism articles in Daedalus.

7 _____: Buddhism

Preparation: What the Buddha Taught: Preface, The Buddha, and ch. 1-5; also read "The Fire Sermon" (p. 95).

8 _____: Buddhism

Preparation: Chapters 6-8; also read "The Foundations of Mindfulness" (p. 109) and Huston Smith’s chapter on Buddhism. Skim Buddhism article in Daedalus.

9 _____: Judaism

Preparation: Genesis (complete). Smith chapter on Judaism. Judaism article in Daedalus.

10 _____: Judaism

Preparation: Exodus to chapter to 23:13, the Book of Job 1-8 and 36-42 (skim the middle). Other selections from Psalms, wisdom books, and prophets TBA.

11_____: Christianity

Preparation: The synoptic Gospels (Marx, Matthew, Luke) are divided up among students for presentation. Christianity article in Daedalus.

12 _____: Christianity

Preparation: Half the students read the Gospel according to John; half read Elaine Pagel's contrast of this with The Gospel According to Thomas, in Beyond Belief, chapter 2. Smith chapter on Christianity.

13 _____: Islam

Preparation: Koran (Qur'an), Introduction by Thomas Cleary. Opening (1). Then The Cow (2), The Family of Imraan (3), and Women (4) are divided up for presentation. Also selections TBA from other surahs. Smith chapter on Islam. Article on Islam in Daedalus.

14 _____: Islam. Papers due on the three Abrahamic religions.

Preparation: finish papers.

15 _____: FINAL WRITING (20%)

Preparation: Review, by focus on the comparison of at least two religions, one Western and one Eastern or Primal. Use the topics in the "Comparative" section of your outcomes pages.