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Home » 2016 Summer Seminar » Meeks - Buddhism and Its Spread (Thur)

Movement in East Asia
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8/19/2016 11:23:06 AM

jschilp
jschilp
Posts: 24
Subject:
I absolutely love the first paragraph of the article "The Origins of Zen". It shows what I've been saying for ages that translations of translations can create entire new stories or meanings in writing. For me, it's a pleasure to see the development of the term over centuries. These things always fascinate me.
It's not so surprising that the narrator of the story didn't have enough confidence in his own thoughts as to present them but at the same time, writing them on the walls was a bold move. What this proves to me is simply that we can utter truths and epiphanies but if we lack faith in our own words, we will not take our own messages.
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8/24/2016 5:12:39 AM

mmadruga
mmadruga
Posts: 23
Subject:
Nepal is considered by most as the birthplace of Buddhism, at least that was my perception? However, Hinduism is by far the dominate religion in the region at 90% in Nepal with approx. 7% Buddhist. Although Lord Buddha was Born in Lumbini, and and preached with his disciples throughout what is now Nepal his compassion spread North to China with little effect on the powerful established Hindi religion prior to his exixtance.
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8/24/2016 12:59:29 PM

rbrady
rbrady
Posts: 39
Subject: Spread of Buddhism
This question about why Buddhism became more pronounced in China than its native India is a great question for the 6th grade Social Studies curriculum. Students usually spend 4-6 weeks studying Early Man, Mesopotamia, India, China, and then conclude the year with ancient Greece and Rome. This would be a great way to transition from India to China and demonstrate some of the cross flowing of ideas and trade between these regions and ancient cultures. Nice writing prompt of essay assignment as one moves from a study of India to China.
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8/24/2016 1:02:44 PM

rbrady
rbrady
Posts: 39
Subject:
The question as to why Buddhism became more pronounced in China instead of its native India is a great writing prompt or essay questions that can link the studies of India and China in the 6th grade curriculum. Typically students study 4-6 weeks units on early man, Mesopotamia, India, China, and conclude with ancient Greece and Rome. These questions are a great way to transition from the studies of ancient India to ancient China. It also demonstrates to students the links that existed between these ancient cultures
edited by rbrady on 8/24/2016
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8/25/2016 2:38:34 PM

rbrady
rbrady
Posts: 39
Subject: Buddhism and its Spread
Great opportunities here for the study of ancient cultures embedded in the curriculum beginning in the sixth grade. The visit to the Getty and the viewing of the beautiful artwork in particular the statuary of the Silk Road cave art was impressive. Great opportunity here for students to compare and contrast the depiction of the human form in religious representation. I found the discussions regarding the influence of the Greeks during Alexanders conquests into India and the emergence of statuary interesting. This could become a great way for students to compare and contrast Greece, India, and China through the art element of Form. Also a great way to work in some art lessons on the elements of art, FORM in particular. Much as one could use food to teach academic standards and the spreading of ideas and goods so also could the educator use art.
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8/25/2016 2:40:34 PM

rbrady
rbrady
Posts: 39
Subject:
Interesting that Buddhism finds fertile ground and becomes more pervasive in the Far East than its native India. This would be a great research question for students and lead them into a study of both ancient India and China. Another great way to transition from the study of India into ancient China for the sixth grade.
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8/31/2016 9:43:55 PM

mcervantes
mcervantes
Posts: 23
Subject: buddhism
I would want to use the beliefs of Buddhism with my students in order for them to become enlightened and truly understand themselves. This would be transition lessons to help them become one with themselves.
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8/31/2016 10:19:59 PM

victoriachan
victoriachan
Posts: 27
Subject: Meeks' Lecture
During the lecture, Professor Meeks explained that Buddhism was introduced to China by relating it to filial piety. For example, Buddhist monks were supposed to exhibit the most filial piety because they were sacrificing their lives for not only themselves but also to save their families. I did not know that filial piety extended to hair and that shaving your head was disrespectful to elders because hair is inherited and is a status symbol.

Also, I remember when I was learning this in school, I did not understand why Buddhism was so different from the Buddhism that I had known growing up. Now, I see that because there was a transition from India to China, certain aspects of it had to be downplayed in order to gain mass acceptance.

The sentiment that Chinese people felt about beggars is similar to the disdain that students express for homeless people; in my classes, many of them insult each other by calling each other bums or hobos. I wonder if by introducing them to this idea of filial piety would get the students to humanize the homeless people who live in our communities. They deserve dignity.
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8/31/2016 10:21:23 PM

victoriachan
victoriachan
Posts: 27
Subject: Buddhism
After listening to Professor Meeks’ lecture on Buddhism and seeing how so many people had questions about it, it made me think about how oftentimes, the history of Buddhism is not well-known in the U.S. As a result, much of the population has misconceptions about it, and it leads to potential appropriation. The following article was one I found, and I think it’s important that when Buddhism is taught in school that we need to not culturally appropriate it. Otherwise, it is counterproductive to teaching our students about diversity.

http://everydayfeminism.com/2016/07/culturally-appropriating-buddhism/
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8/31/2016 10:53:03 PM

victoriachan
victoriachan
Posts: 27
Subject: @Hdao I prefer not to focus too much on it in the classroom and focus more on the Buddhist ethics.
Could you clarify what you mean by this? Do you mean that you don’t really focus on teaching Buddhism but rather try to embed Buddhist teachings in your teaching style/classroom environment?

If that is the case, I would agree with you. While not everyone can teach about Buddhism because of their curriculum requirements, our students could benefit from knowing Buddhist teachings and using it in their daily lives. Nonetheless, it starts with us teachers modeling it for our students.
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9/1/2016 11:34:40 AM

njimenez
njimenez
Posts: 58
Subject: Response to Buddhism & Its Spread
While I was hearing and reading the articles I thought about teaching symbolism in Buddha religion. I would probably collaborate with the history teacher on this but I can definitely reinforce images and symbols in my class. I found this website that, http://buddhismwoot.weebly.com/symbolism-in-buddhist-art.html, that talks about geometric symbols in art and their meaning to Buddha religion. Students can use this and create their own designs.

Air: identified as blue or black and depicted to be semi-circular.
Fire: identified as red and depicted to be triangular.
Water: identified as white and depicted to be circular.
Earth: identified as yellow and depicted to be square.
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9/1/2016 9:19:59 PM

njimenez
njimenez
Posts: 58
Subject: Prostration Practice when Attending Buddhist Temple
While I was walking in the Korean Learning Center Museum I noticed they had free brochures and catalogs at the front desk. In one of the catalogs, titled Templestay Korean summer 2016, I saw a a pamphlet about Prostration when entering a Buddha temple. This brochure can be used to show students the proper etiquette when going to a Buddha temple. I thought this would be a good pamphlet to add to a PowerPoint or have students create a poster when teaching about Buddha religion.

Templestay also has many other catalogs for teachers or students to go through. http://eng.templestay.com/board/book.asp?bt=5&cid=16
edited by njimenez on 9/1/2016

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