Sample-Course-Syllabus-Buddhism-in-USA-6wk

TEXTBOOK The required book for this course is: • Scott Mitchell, Buddhism in America: Global Religion, Local Contexts Bloomsbury Academic, 2016.. • F Introduction to our ethnographic pr

Buddhism in

America

Syllabus Template

COURSE SUMMARY

This course focuses on Buddhism in the United States It provides a overview of the historical factors that led to the development of Buddhism in the U.S., the many tra-ditions that currently exist in the U.S., the role of Buddhism in the daily lives of differ-ent types of Americans, and various problems or frameworks that have characterized American Buddhism (such as race, gender, technology, and media representations) One major theme of the course is meditation, which is explored through interdiscipli-nary perspectives (including looking at meditation technologies, such as virtual real-ity, mobile apps, and other popular meditation aides) Another major focus for the class is Buddhism in the local area, which we will explore through required site-visits

to local temples for ethnographic observation Students will contribute materials to

an online ethnographic database on American Buddhism, and will gain experience working with online demographic mapping tools, newspaper archives, and other digi-tal research technologies

TEXTBOOK

The required book for this course is:

• Scott Mitchell, Buddhism in America: Global Religion, Local Contexts

(Bloomsbury Academic, 2016)

All other required readings on the syllabus below are to be found on the course man-agement system webpage for this class

TENTATIVE COURSE SCHEDULE

* Note: The following schedule is a prototype for a 6-week summer course It is based

on Penn State University’s requirement that a semester-long course include 37.5 hours of instruction The assumption is that students can be granted 10.5 hours for the three site visits, and that the remainder be split over three 90-minute sessions on MWF Of course, this can be adjusted as necessary for individual circumstances

1 Introduction

Topics covered in class this week:

• (M) Introductions & overview of syllabus

• (W) Lecture: What is Buddhism?

• (F) Introduction to our ethnographic project and website (www.jivaka.net) Recommended reading for advanced students and faculty:

• David McMahan, The Making of Buddhist Modernism (Oxford University

Press, 2008) — essential background reading on modern Buddhism in global context

2 History of Buddhism in the West

Student reading assignment for this week:

• Mitchell introduction, ch 1-4

Topics covered in class this week:

• (M) Keywords quiz and discussion of readings

• (W) Discussion: Ethnographic ethics and methods

• (F) Discussion: Practicalities and strategies for visiting Buddhist temples Recommended reading for faculty and advanced students:

• Wakoh Shannon Hickey, Meditation as Medicine (forthcoming) — on the

re-ception of Buddhism in 19th century USA

3 Traditions of American Buddhism

Student reading assignment for this week:

• Mitchell ch 5-8

Topics covered in class this week:

• (M) Keywords quiz and discussion of readings

• (W) Watch ”Streams of Light“ (on imdb.com)

• (F) Library Lab: Searching for Buddhism in historical local newspapers Recommended reading for advanced students and faculty:

• Richard H Seager, Buddhism in America (Columbia University Press, 2012)

— Part 2 offers more details into specific lineages in the US (Jodo Shinshu, Sokka Gakai, etc.), “Profiles” offers short introductions to influential Ameri-can Buddhists

• Wendy Cadge, Heartwood (University of Chicago Press, 2004) — on early

Theravada communities

Weekend: Site visit #1

4 Problematizing “American Buddhism”

Student reading assignment for this week:

• Mitchell ch 9-12

Topics covered in class this week:

• (M) Keywords quiz and discussion of readings

• (W) Library Lab: Mapping local demographics using Social Explorer

• (F) Oral presentations on site visit #1: Discuss your experiences, and any troubles you had in carrying out the assignment Introduce the temple us-ing the temple data sheet, illustrated with the multimedia materials you acquired Include a summary of the demographic shifts of the neighbor-hood from 1960s to the present based on Social Explorer, using screen-shots of maps as evidence to corroborate the story you are telling Also in-clude any relevant information from local newspapers about this temple or other local temples operated by this particular group

• Scott Mitchell and Natalie Quli, Buddhism Beyond Borders: New

Perspec-tives on Buddhism in the United States (SUNY Press, 2015) — individual

essays offer analyses that complicate the category of “American Bud-dhism” in various ways

Weekend: Site visit #2

5 Race and American Buddhism

Student reading assignment for this week:

• Wakoh Shannon Hickey, “Two Buddhisms, Three Buddhisms, and Racism,”

Journal of Global Buddhism 11 (2010).

• Natalie Quli, “Western Self, Asian Other: Modernity, Authenticity, and Nos-talgia for 'Tradition' in Buddhist Studies," Journal of Buddhist Ethics 16

(2009)

• Chenxing Han, “We’re not who you think we are,” Lion’s Roar (2017).

• Funie Hsu, “We’ve been here all along,” Lion’s Roar (2017).

Topics covered in class this week:

• (M) Discussion of readings

• (W) Watch ”Streams of Light“ (on imdb.com) Student response questions: How has racism structured American immigration policy and civil rights, and how have Buddhists reacted to these trends? What cultural challenges and other obstacles did second and third generation Japanese immigrants face in promoting Buddhism in the US, and how was American Shin Bud-dhism transformed in response to these challenges? (350 words)

• (F) Oral presentations on site visit #2

Recommended reading for advanced students and faculty:

• J Cheah, Race and Religion in American Buddhism: White Supremacy and

Immigrant Adaptation (Oxford University Press, 2011) — race analysis of

American Buddhist history, with focus on Burmese Theravada community

• Jane Iwamura, Virtual Orientalism: Asian Religions and American Popular

Culture (Oxford University Press, 2011) — see especially chps 2 and 4,

which discuss stereotypes about Asian religions prevalent in American popular culture

Weekend: Site visit #3

6 Meditation and wellness

Student reading assignment for this week:

• Ron Purser and David Loy, “Beyond McMindfulness,” Huffington Post blog

(2013)

• Geoffrey Samuel, “The contemporary mindfulness movement and the question of nonself,” Transcultural Psychiatry 52.4 (2014).

• Ira Helderman, “Drawing the Boundaries between ‘Religion’ and ‘Secular’

in Psychotherapists’ Approaches to Buddhist Traditions in the United States,” Journal of the American Academy of Religion 84.4 (2016)

• Ann Gleig, “External Mindfulness, Secure (Non)-Attachment, and Healing Relational Trauma: Emerging Models of Wellness for Modern Buddhists and Buddhist Modernism,” Journal of Global Buddhism 17 (2016).

Topics covered in class this week:

• (M) Discussion of readings

• (W) Guest speaker or lecture: Introduction to the practice of meditation

• OR, watch the film “Dhamma Brothers.” Student response questions: How

do the concepts introduced in Mitchell’s discussion of “Buddhist mod-ernism” and “engaged Buddhism” (in Part 3 of the book) help us to make sense of the program introduced in the film? Do you think that Buddhist-in-spired meditation has a role in the modern American penal system, partic-ularly in a place where local religious mores lead to resistance? (350 words)

• (F) Oral presentations on site visit #3

Recommended reading for advanced students and faculty:

• Jeff Wilson, Mindful America: The Mutual Transformation of Buddhist

Medi-tation and American Culture (Oxford University Press, 2014) — detailed

ex-amination of history and issues surrounding mindfulness

• Selections from David McMahan & Erik Braun, Meditation, Buddhism, and

Science (Oxford University Press, 2017) — a range of sociocultural

per-spectives on the dialogue/encounter between Buddhist meditation and sci-ence

Final exam

Final exam to be scheduled by the Registrar

All materials from site visits must be handed in by the scheduled time of the final

GRADING

The grades for this course will be calculated as follows:

Keyword quizzes 20 points (1 per keyword) Temple visits materials 30 (surveys, media, demographic data) Oral presentations 15 (5 points per presentation)

Effort & engagement 15

POLICIES

Effort & engagement: There is no strict formula for this grade This is a holistic

as-sessment of your overall contribution to class on a daily basis Punctual attendance

at all scheduled classes is the bare minimum for full credit You are also expected to read the assigned materials and to actively contribute to in-class discussions Seek-ing extra help through office hours, the library, and the LearnSeek-ing Center also counts here, as do additional signs of engagement and effort

My role in the grading system is more like a coach or mentor than a parent or boss I

am here to push you forward, expand your horizons, and to help you succeed; not to discipline, nag, or micromanage you You will do well in this class if you take responsi-bility for your own learning experience You can look to me to support your academic achievement, professionalism, and intellectual development throughout the semes-ter However, if you insist on being disengaged or uninterested, or aren’t willing to put in a good effort, then it will be impossible for me to help you do well

Absences: Attendance at all sessions is mandatory, and absences will result in a

10% grade reduction for each unexcused absence Absences are excused when they are due to serious illness, religious holiday, or university-sanctioned field trips, sport-ing, or extracurricular events If you have an excused absence, I will be happy to meet with you in office hours to answer any specific questions you might have about the material after you have gotten notes from another student and completed all readings Please note that being more than 15 minutes late to class constitutes an absence If class is to be cancelled or delayed for any reason, you will be notified as far in advance as possible via Canvas email If I do not show up for class for whatever reason, after 15 minutes you can consider class to be cancelled

Unprofessionalism: Please treat the classroom, any exchanges with me and your

fellow students, any class-related interactions off campus, and all other relevant ac-tivities as an exercise in professional behavior and demeanor You must take care dur-ing all class-related activities to maintain an environment and demeanor conducive with academic inquiry and intellectual exchange Please note that the expectations of professionalism explicitly apply to the use of electronic devices in class, chatting, sleeping, doing unrelated homework, habitual tardiness, and other misuses of class-room time and resources Professionalism off campus includes properly conducting ethnographic research according to the guidelines discussed in class, especially with regard to any confidentiality agreements, and positively representing Abington Col-lege and PSU in the community Any violations of these expectations on or off campus are grounds for deducting points, failing the class, or disciplinary action I will decide the appropriate sanctions on a case-by-case basis

Academic integrity: The university has a statement on Academic Integrity that is

attached to this syllabus If you are caught cheating on any assignment, this will be reported to the university Regardless how minor the case may seem to you, the mini-mum sanction for a violation of any of the academic integrity expectations is a de-duction of 10% of the course grade, but could be more severe—up to and including failure of the course and disciplinary sanction

Requirements for assignments: All writing assignments must be submitted in

hard copy at the beginning of class (i.e., not emailed) They must be typed and for-matted professionally, stapled, with your name clearly written on the first page (Please use single spacing to save paper.) All projects of any kind have to represent college-level work That means high-quality execution, professionalism, attention to detail, and taking your time to do it right Any assignment that is deemed not to rise

to that level will not be accepted and will receive a zero

Late assignments & makeups: In order to receive full credit, every assignment

must be handed in at the beginning of the class it is due Late assignments will be deducted 10% immediately upon missing that deadline, and will be deducted a fur-ther 10% for each 24-hour period that passes When an absence is excused, makeup assignments can be arranged, but this must be done in advance and it must be handed in within one week of the due date Otherwise, it will receive a zero

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