Syllabus - Buddhism in Ancient Gandhāra

Last updated 3_29 Buddhism in Ancient Gandhāra University of Washington Asian 585A: Special Topics in Buddhism Spring 2021 M/W 1:30-3:20 Joe Marino | Asst. Professor of Buddhist Studies, Dept. Asian L&L [email protected] | office: Smith 20 | Office hrs: M 3:30-4:30; T 11-12 or by appt. Ancient Gandhāra, modern northwestern Pakistan and eastern Afghanistan, has long captivated the imagination of Western scholars of religion due to its key location along the Silk Road, its role in the history of Buddhism, its complex cultural diversity, and syncretic “Greco-Buddhist” art. This course explores the religion and culture of Gandhāra from roughly the 3rd century BCE to the 3rd century CE with a focus on the region’s unique expression of Buddhism. Students will study historical documents, read Buddhist texts in translation, interpret sculptures, coins, and other visual and material culture, and study trends in secondary scholarship on the region from a variety of disciplines. Course plan: First we survey the empires that controlled Gandhāra from the Achaemenid Persians to the Kuṣāṇas. We look at the natural landscapes that dictate the movement of peoples throughout the region. As Gandhāra is changing hands, Buddhism is introduced to the region and begins to flourish. Drawing upon Thomas Tweed’s theory of religions as “confluences” that help people to Last updated 3_29 make crossings and dwellings, we consider Buddhism as a religion “on the move,” and ask what role Gandhāra played in shaping Buddhist traditions as they spread from South to Central and East Asia. We then consider religious and cultural identities as well as notions of religious synthesis while examining the encounters between Indian, Iranian, Greek, and Central Asian cultural forms. In the final third of the course, we explore Gandhāran Buddhist visual culture and essential Buddhist literature, which demonstrates Buddhist philosophy and practice, through translations of recently discovered Gandhāran Buddhist scrolls, the oldest extant Buddhist manuscripts. This is an eclectic crash course in Gandhāran Buddhism, meant to introduce the student to a wide range of topics to explore in the future. Learning Outcomes: • Learn essential aspects of Buddhist thought and practice • Learn the history and geography of ancient Afghanistan/Pakistan. • Explore the relationship between trade, empire, and the history of Buddhism. • Learn to use a diverse array of historical sources to study Buddhism. • Develop and articulate complex perspectives about religious expressions and identity in premodern South Asia. • Become familiar with basic themes in early Buddhist literature. • Consider Buddhism in the context of wider discussions about religious thought, practice, and institutions. Course Style This is a combined graduate/undergraduate seminar, so student-led discussion of the weekly readings will be the primary method for learning in the class. I will also provide lectures throughout the quarter as needed to help contextualize our readings. Most classes, I will offer at least a short lecture to support our discussions. This class is synchronous, that is, it takes place live on Zoom. As noted in the grade scale below, there are options for making up for absences. It is encouraged to keep your camera on to facilitate discussion, but this is not a requirement. Turn them on/off as you feel comfortable and as your environment allows. Required Texts: 1) Salomon, Richard. 2018. The Buddhist Literature of Ancient Gandhāra: An Introduction with Selected Translations. Somerville, MA: Wisdom Publications. (Available at bookstore or online). 2) Tweed, Thomas. 2006. Crossing and Dwelling: A Theory of Religion. Cambridge, MA: Harvard University Press. 3) All other readings available on Canvas. Assignments and Grading: • • • • Participation/reading responses/leading discussion Two short essays Final Paper/Proposal and Annotated Bibliography Presentation of Final Project 30% 30% 30% 10% Participation (30%) In-Class Participation (15%): Demonstrated engagement with the readings during in-class discussions. If live participation is not possible at times, students can contribute 1 page short responses each week that they are not able to participate. These should discuss at least two Last updated 3_29 course readings from the week. I will award these short responses either a 1 (half credit) or 2 (full credit). Leading Discussion of Readings (5%): Each student, either alone or in pairs/small groups, will be responsible for kick starting the class discussion of one or two readings during the quarter. This entails offering a brief summary of the text, noting key themes, and being prepared to ask questions to prompt discussion. These questions may be about the underlying Sanskrit of the text. No formal presentation is necessary. Since the texts can be quite difficult, discussion leaders should not feel pressure to “master” the text before coming to class; raising points of confusion is a fine way to start discussion. Online Discussion (10%): participating in at least 5 out of 10 online discussions. For each discussion, you can either respond to the instructor’s prompt or raise your own questions and comments related to readings from the week. Posts should be at least a full paragraph and should demonstrate serious engagement with course materials. Short Papers (30%): Two formal short essays. ~4-5 pages. These are responses to prompts and are based entirely on course readings or materials presented in class. No outside research is necessary. Final Paper or Project Proposal and Annotated Bibliography (30%): Undergraduate students can choose one of two options for the final: (1) Write a third short essay incorporating a discussion of Gandhāran Buddhist literature (5-7 pages; topic TBD). Or (2) propose a research topic related to Gandhāran Buddhism and gather and evaluate sources for the project. You will produce an annotated bibliography and prospectus. Graduate students must choose the second option, with a paper/proposal length of ~15 pages. Requirements such as the number of sources and depth of project will be discussed in class. Final Presentation (10%): Presentation of final paper or research topic. 10-15 minutes. Should use visual aids and/or handouts. These will be during the final 1-2 days of class. Grade Scale: Individual assignments will be assigned a given amount of points, and graded assignments will appear in Canvas as a % out of 100% depending on your point total. While Canvas will tally your point total and associated % grade of quizzes and midterms, it cannot be considered an accurate reflection of your actual grade, since it will not reflect a final participation score. I will maintain grades separately in a spreadsheet and post final grades to Canvas at the end of the quarter. Your overall % score will be converted to a 4.0 scale. The conversion scale for this class will be as follows: On the left is how the University maps 4.0 scale scores to letter grades, and on the right is how those numbers map to a percent score. Last updated 3_29 Academic Integrity The University takes academic integrity very seriously. Behaving with integrity is part of our responsibility to our shared learning community. If you’re uncertain about if something is academic misconduct, ask me. I am willing to discuss questions you might have. Acts of academic misconduct may include but are not limited to: • • • Cheating (working collaboratively on quizzes/exams and discussion submissions, sharing answers and previewing quizzes/exams) Plagiarism (representing the work of others as your own without giving appropriate credit to the original author(s)) Unauthorized collaboration (working with each other on assignments) Concerns about these or other behaviors prohibited by the Student Conduct Code will be referred for investigation and adjudication by (include information for specific campus office). Students found to have engaged in academic misconduct may receive a zero on the assignment (or other possible outcome). Access and Accommodations Your experience in this class is important to me. If you have already established accommodations with Disability Resources for Students (DRS), please communicate your approved accommodations to me at your earliest convenience so we can discuss your needs in this course. If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attentionrelated, learning, vision, hearing, physical or health impacts), you are welcome to contact DRS at 206543-8924 or [email protected] or disability.uw.edu. DRS offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions. Reasonable Last updated 3_29 accommodations are established through an interactive process between you, your instructor(s) and DRS. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. Religious Accommodations “Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Religious Accommodations Policy (https://registrar.washington.edu/staffandfaculty/religious-accommodationspolicy/). Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form (https://registrar.washington.edu/students/religious-accommodationsrequest/).” Safety Call SafeCampus at 206-685-7233 anytime – no matter where you work or study – to anonymously discuss safety and well-being concerns for yourself or others. SafeCampus’s team of caring professionals will provide individualized support, while discussing short- and long-term solutions and connecting you with additional resources when requested. Guidance to Students Taking the Course Outside the US Faculty members at U.S. universities – including the University of Washington – have the right to academic freedom which includes presenting and exploring topics and content that other governments may consider to be illegal and, therefore, choose to censor. Examples may include topics and content involving religion, gender and sexuality, human rights, democracy and representative government, and historic events. If, as a UW student, you are living outside of the United States while taking courses remotely, you are subject to the laws of your local jurisdiction. Local authorities may limit your access to course material and take punitive action towards you. Unfortunately, the University of Washington has no authority over the laws in your jurisdictions or how local authorities enforce those laws. If you are taking UW courses outside of the United States, you have reason to exercise caution when enrolling in courses that cover topics and issues censored in your jurisdiction. If you have concerns regarding a course or courses that you have registered for, please contact your academic advisor who will assist you in exploring options. Writing Support Please take advantage of the Odegaard Writing and Research Center (https://www.lib.washington.edu/ougl/owrc) for help with all aspects of preparing your papers. Writing is not an innate talent. It is a skill that requires lots of practice. Don’t be afraid to ask for help and work on honing your craft. TENTATIVE SCHEDULE: Will adjust to meet needs of class as the quarter progresses. Last updated 3_29 COURSE SCHEDULE (Subject to change as quarter continues): Week 1 (29, 31 Mar) | Introduction 29 Mar | Syllabus review, student intros, expectations, and introductory lecture. 31 Mar | Buddhism Review Life of Buddha; basic teachings; Buddhist heartland; Buddhist missions; basic cosmology. read: Gethin, Foundations of Buddhism, Ch.1 “The Buddha,” 7-34; Geiger, Mahāvaṃsa, 82-87; Discourse on the Simile of the Vipers Week 2 (5, 7 Apr) | Religion in Motion 5 Apr | Theorizing Religions in Motion – “confluences” and “dwellings” To help us understand Buddhism as a religion “on the move,” we consider Thomas Tweed’s theory of religions as “confluences” that help people to make crossings and dwellings. read: Thomas Tweed. 2006. Crossing and Dwelling: A Theory of Religion, chap 3, “Confluences,” 54-79; chap 4, “Dwelling,” 80-122. [ebook also available through UW library]. 7 Apr | Religion and “crossing” read: Thomas Tweed. 2006. Crossing and Dwelling: A Theory of Religion, chap 5, “Crossing,” 123-163; Nadī Sutta (Discourse on the Simile of the Great Log), Tissa Sutta (Discourse about [the monk] Tissa) Week 3 (12, 14 Apr) | The World of Gandhāran Buddhism 12 Apr | Historical Context of Gandhāran Buddhism We survey the history of Gandhara and its importance in the development of Buddhism. read: Richard Salomon, Buddhist Literature of Ancient Gandhāra, “The World of Gandhāran Buddhism,” 11-49; short Buddhist sūṭra TBD Recommended for later reading: Neelis, Early Buddhist Transmission and Trade Networks, chap 2, “Historical Contexts for the Emergence and Transmission of Buddhism within South Asia,” 65-149. Last updated 3_29 14 Apr | Lay of the land: geography of Gandhāra We explore the geographical features, urban areas, trade routes, and mountain passes of the Greater Gandhāra region. read: Neelis, Early Buddhist Transmission and Trade Networks, chap 3, 201-204; chap 4, 229-241, 244-256; chap 6, 289-294; [Canvas] (*Please use Google Maps/Google Earth to follow along with this week’s readings.) Week 4 (19, 21 Apr) | Making the Land Buddhist: Inscriptions and Reliquaries 19 Apr | Aśoka’s Gandhāran Edicts; Gandhāran Buddhist inscriptions; Kuṣāṇa Inscriptions We examine inscriptions in stone and metals that document the relationship between political leaders and religion in the Greater Gandhāran area. read: Selection of inscriptions: “Aśoka” in Princeton Dictionary of Buddhism; Hultzsch, Aśokan Rock Edicts 12 and 13; Bhagamoya, Copper plate of Patika, Takht-i-bahi inscription of 103, Silver Scroll 136, Kurram Casket, Senavarma Inscription; Rabatak Inscription. [Canvas] 21 Apr | Gandhāran Reliquaries We examine the practices surrounding the burial and veneration of Buddhist relics. read: Princeton Dictionary of Buddhism, “Śarīra”; Elizabeth Errington, “Gandhāra Stūpa Deposits,” (for image reference only); Jovan Maud, “Buddhist Relics and Pilgrimage,” 120. [Canvas] recommended: “Robert Brown, “The Nature and Use of Bodily Relics,” 183-209. **DUE: 1st short essay by Fri Apr 23rd on Canvas** Week 5 (26, 28 Apr) | Making the Land Buddhist: Chinese Pilgrims; Religious Synthesis We discuss accounts of Chinese monk-pilgrims Faxian and Xuanzang, who describe how Buddhist stories and the Buddha’s relics were localized in Gandhāra. 26 Apr | Chinese pilgrims’ accounts of Gandhāra read: Legge, Being an Account by the Chinese Monk Fa-hien of His Travels in India and Ceylon, 24-41; Beal, Si-yu-ki: Buddhist Records of the Western World, 91-118. Short Buddhist Sūtra TBD [Canvas] recommended: Robert Tally, “Literary Cartography” 44-78. 28 Apr | “Polytropy”: Theorizing religious synthesis We look for ways of understanding the meeting and merging of different cultures and religious practices in Greater Gandhāra. We evaluate “polytropy” as one option for making sense of religious synthesis. Last updated 3_29 read: Michael Carrithers, “On Polytropy,” 831-861; Short Buddhist Sūtra TBD [Canvas] Week 6 (3, 5 May) | Religious Synthesis, Identity, and the Hellenistic Far East 3 May | Greek Culture in Gandhāra read: Wallace, “Greek Culture in Afghanistan and India,” 205-226; Buddhist Sūtra TBD [Canvas] recommended: Timothy Pettipiece, “The Buddha in Early Christian Literature,” (11 pgs). 5 May | Reading Ethnicity and Identity in Historical Documents read: Mairs, The Hellenistic Far East, chap 3, “Self-Representation in the Inscriptions of Sophytos and Heliodoros,” 102-145. [Canvas] Week 7 (10, 12 May) | Origin of the Buddha Image 10 May | Origin of the Buddha Image and the “Aniconic” theory read: Thompson, “In the Absence of the Buddha: ‘Aniconism’ and the Contentions of Buddhist Art History.” A Companion to Asian Art and Architecture. 398-420. [Canvas] 12 May | Orientalism and the Greek Buddha read: Abe, “Inside the Wonderhouse,” 63-106. [Canvas] Week 8 (17, 19 May) | Gandhāran Buddhist Literature **DUE: 2nd short essay** 17 May | Questions of King Milinda We explore a famous Buddhist text that presents a discussion between the Indo-Greek king Milinda (Menander) and the monk Nagasena. We discuss the Indo-Greek empire of the 2nd century BCE and are introduced to several essential Buddhist doctrines. read: Horner (trans), Milinda’s Questions, 1-88, 113-115. 19 May | Buddhist Lit Overview: Manuscripts, Languages, and Canons We review early developments in Buddhist literature. We look at languages, scripts, genres, and the development of discrete collections. We also consider the discoveries of Gandhāran Buddhist manuscripts since the 1990s. Last updated 3_29 read: Salomon, The Buddhist Literature of Ancient Gandhāra, chap 2, “Manuscripts, Languages, and Buddhist Canons,” 51-82; chap 3, “The Buddhist Literature of Gandhāra,” 83-102 [Canvas]. Week 9 (24, 26 May) | Gandhāran Buddhist Literature – 24 May | Numerically and Thematically Grouped Sūtras read: Salomon, 105-156. 26 May | Previous Birth Stories: Pūrvayogas and Avadānas + Ethics of Conserving and Studying Manuscripts from Pakistan and Afghanistan read: Salomon, 200-263; Brodie, “Circumstances and Consequences of the BL’s 1994 Acquisition of Some Kharoṣṭhī Manuscript Fragments,” 5-12. Week 10 (31 May, 2 Jun) | Gandhāran Buddhist Literature 31 May | NO CLASS 2 Jun | FINAL PRESENTATIONS **DUE: Annotated Bibliography Draft (if doing research proposal for final project)** Final Project Due: June 7