Assessment and Reaffirmation of Foundational Humanities Outcome Report

Learning outcomes for Humanities

1. Discuss history and the basic principles and operation of government with a view to being a responsible citizen.

2. Discuss economic, social, and cultural diversity within a global context.

3. Describe the cultural, social, and historical dynamics that influence individuals and groups.

4. Explain the perspective of the culture of another country through the study of world languages, arts, spiritual
traditions, mythology/literature, and/or through study abroad.

Course name and section number: PHIL230: Religions of the East (meets with REL230)

Instructor: Ashley Purpura

Learning Outcome Year: 2017/2018 Semester: Fall

Provide the title and a short description of the work that students performed to meet at least one of
the above humanities outcomes (e.g. exam questions, projects, papers, etc.).

Assignment title: Final Portfolio

Humanities outcomes 2, 3, & 4 (cultural & global diversity emphasis highlighted above)
Students had a choice of either submitting a final portfolio or final exam to demonstrate their
cumulative content and skill outcomes for the semester. All but two students signed up to
submit a final portfolio in lieu of the exam. Students were asked to observe and reflect upon
peer group research presentations on religious expression in eight different traditions. Students
were instructed to make connections between the presentations, discuss the presentations
with their peers, connect it to relevant images, vocabulary/concepts, primary texts, and other
religions. The assignment instructions are in the attached supporting documents.
The portfolio required students to summarize forms of religious expression presented by their
peers (excluding their own presentations) from at least six different global religious traditions.
The summary needed to include a description of what the religious expression looks like or
includes, an explanation of its significance for religious practitioners, and how it is
contextualized amidst other religious beliefs/practices of the tradition. The summary directly
relates to outcome 4 above by having students explain elements of multiple global religious
cultures originating in countries such as India, Japan, and China. Part b of the summary directly
relates to outcome 3 above, by explaining the significance of the form of religious expression
for those who practice it. The assignment instructions also ask students to briefly summarize a
discussion they had after the presentation among their peers about the form of religious
expression and to relate it to other concepts/terms (some in other languages—fulfilling
outcome 4) within the tradition and compare it to a form of religious expression in another
tradition. This demonstrates discussion of cultural diversity within a global context (outcome 2).
Students were required to include an image relating to the form of religious expression, which
demonstrates students’ ability to explain diverse cultural perspectives and cultural influences
(outcomes 3 &4).

Describe how and when students were given feedback on their performance before the
withdrawal deadline.
Students received feedback on their performance in the course before the October withdrawal date in
three forms: 18 in-class participation opportunities (1% each beginning week 2), three multiple-choice
content quizzes (7.5% total from weeks 6, 8, and 9), and two essay and evaluation assignments (20%
total, from weeks 6 and 9). Students received grade updates using the gradebook in Blackboard within
one week after submitting the assignments. Participation grades were updated after each class or two in
which participation assignments were collected. Students were encouraged to discuss any concerns or
questions regarding their grades with the professor or TA within one week of the grade posting.
 PHIL230/REL230: RELIGIONS OF THE EAST
Fall 2017, MWF: 12:30-1:20, WALC 2007

Professor: Dr. Ashley Purpura, [email protected]

Office Hours: REC 301, email for an appointment
Teaching Assistant: Luke Wilson, [email protected]
Office Hours: BRNG 7143, Mondays 2:00-3:00pm or by appointment

DESCRIPTION: This course offers an interdisciplinary introduction to the academic study

of Indian, Southeast Asian, Chinese, and Japanese religious traditions, including: Hinduism,
Jainism, Sikhism, Buddhism, Confucianism, Taoism, Shintoism, and Zoroastrianism. The
philosophical and religious contexts of each tradition will be considered by examining its history,
primary texts, key teachings, rituals, present practice, and diverse cultural expressions.

OBJECTIVES: By the end of this course students will be able to

1. Discuss eastern religious traditions from an academically informed perspective.
2. Differentiate the primary features of Hinduism, Buddhism, Jainism, Sikhism,
Confucianism, Daoism, Shinto, and Zoroastrianism.
3. Evaluate sources of religious expression with critical objectivity and empathy.
4. Articulate clear and compelling assertions about eastern religious traditions' cultural
significance.

REQUIRED TEXTS:
1. World Religions: Eastern Traditions, Edited by Willard Oxtoby, 4th Edition, Oxford
University Press, 2014, ISBN #: 9780199002818 (noted on the schedule as “WR”).
2. Readings in Eastern Religions, Edited by Harold Coward, Ronald Neufeldt, and Eva K.
Neumaier, 2nd Edition, Wilfrid Laurier University Press, 2007, ISBN#: 9780889204355 (noted
on the schedule as “RER”). This text is available as an e-book through Purdue Libraries
for free. You must bring this book in either paper or electronic form to every class
unless otherwise notified.
3. Additional required texts will be made available on Blackboard (noted on the schedule as
“Bb”).

GRADED ASSESSMENT:

1. 20 Graded Participation Assignments (1% each, total 20%): Students are expected to
come to class prepared to participate in and complete graded activities based on the
assigned pre-work and in-class discussions. 25 participation opportunities will be given in
 class, allowing the lowest 5 grades in this category to be dropped. Your first 5 missed
participation opportunities will not be accommodated for makeup work.
2. Group Research Presentations (10%): Over the semester each students will work in
groups to present their research on one example of religious expression and its
significance from a particular tradition.
3. Group Blog posts & discussion leadership (5% for presentation, 5% for responses):
In groups, students will be responsible for posting links and discussion questions about a
hot topic in a given tradition, and then leading the class in a brief discussion about it.
Students who are not presenting will be required to post responses to the discussion
questions online in advance of the class discussion at least 5 times over the semester (1%
each).
4. 3 Brief Comparative Essays & Evaluations (10% each, 30% total): Students will
write and evaluate three essays comparing components of two different traditions
(without repeating traditions or prompts) in response to a critical thinking prompt. Essays
and evaluations are submitted online through Gradient.
5. 5 Content & Concept Quizzes (3% each, total 15%): These quizzes are based on the
content highlighted in the online Voice Thread lectures and listed on the Study Guides to
promote student acquisition of new knowledge over the semester.
6. Final Exam or Portfolio (15%): Students may choose to either submit a cumulative
portfolio of engagement with each tradition based on peer presentations or a traditional
short response exam to demonstrate their achievement of the learning objectives for the
course.

Extra Credit Field Research (up to 5%, 1% each): Students may visit sacred spaces,
conduct interviews, or pursue some other approved activity to gain firsthand knowledge
about any of the traditions covered in the class. To receive extra credit, students must provide
documentation of the activity, complete the extra credit outline, and complete the activity
during the semester (not before).

Grading Scale:
A+ (97-100%); A (93-96%); A- (90-92%)
B+ (87-89%); B (83-86%); B- (80-82%)
C+ (77-79%); C (73-76%); C- (70-72%)
D+ (67-69%); D (63-66%); D- (60-62%)
F (59.5% or lower)

COURSE SCHEDULE:

Topics Preparation Assignment Notes

Week 1: 8/21 INTRODUCTIONS

M: Class Introductions Syllabus overview Buy WR & RER
textbooks
 W: Studying Religion Read Syllabus Closely

F: Good Group work, studying Familiarize yourself with BB,

Eastern religions VT, and the textbooks

Week 2: 8/28 HINDUISM

M: Introduction & Pre-Vedic WR28-36 & RER 14-20
Origins, & Vedic Culture & Pre-Vedic & Vedic VT
Literature
W: Upanishads WR37-39 & RER 29-31,34-38 Be familiar with the Essay
Upanishads VT Instructions
F: Classical Hinduism WR41-49 & RER 45-55,59-68 Be familiar with the Extra
Classical Hindu Literature VT Credit Instructions

Week 3: 9/4 HINDUISM

M: NO CLASS
W: Finish Classical Hinduism WR49-53 & RER 39-44, 56-8, Be familiar with the
& Classical India 68-72 Presentation/Portfolio
Deities of Classical Hinduism Instructions
VT
F: Schools of Thought & WR53-59 Be familiar with the Hot
Practice Schools of Hindu Thought VT Topic Instructions

Week 4: 9/11 HINDUISM & JAINISM

M: Schools of Devotion & WR59-65, 70-90, & RER74- Review the Hinduism
Rituals 81 Study Guide…
Hindu Devotion VT & Hindu
Rituals & Arts VT
W: Origins, History, & WR148-160 & BB Life of Hinduism Quiz in class!
Doctrine Mahavira
Jainism Origins, History, &
Doctrine VT
F: Practices & Current Issues WR160-167 & RER103-109, Sample essay/evaluation in
WR167-180 & BB Jaina class!
Stories
Jainism Practice VT & Jain
Practices & Current Issues VT

Week 5: 9/18 SIKHISM

M: Foundations & Gurus WR106-120 & RER249-257
Sikh Foundations & Gurus VT
W: Doctrine and Ritual WR120-131 & RER 259-263 Essay #1 due by 12:30pm!
Sikh Doctrine & Ritual VT
F: Modern Sikhism WR133-145 Review the Jainism &
Modern Sikhism VT Sikhism Study Guide…
Week 6: 9/25 BUDDHISM
M: Buddha & Foundations WR186-198 & RER139-147 Jainism & Sikhism Quiz in
Buddha & Foundations VT class!
W: Dharma & Sangha WR198-209 & RER154-161 Evaluations #1 due by
Dharma & Sangha VT 12:30pm!
F: Theravada & Mahayana WR210-221 & RER173
Theravada & Mahayana VT

Week 7: 10/2 BUDDHISM

M: Mahayana Schools WR221-232 & RER179-183
Mahayana Schools of Thought
VT
W: Vajrayana WR232-239 & RER153-4
Vajrayana VT
F: Buddhist Practice & WR241-246, 239-241,246-257 [RER 216-242 to be read
Expression & Modern Buddhist Practice & in class]
Buddhism & Asian Variations Expression VT Review the Buddhism
Study Guide…

Week 8: 10/9 SHINTOISM

M: October Break: No Class
W: Shinto Context & WR342-355 & RER339-361 Buddhism Quiz in class!
Mythology Shinto VT 1 & 2
F: Practice & Belief WR363-367, 371-372 & Essay #2 Due by
RER350-6 12:30pm!
Shinto VT 3 Review the Shintoism
Study Guide…

Week 9: 10/16 CONFUCIANISM

M: Ancient Chinese Religion WR 264-276 & RER279-286 Shintoism Half Quiz in
& Confucius Confucianism & Ancient class!
Chinese Religion VT
W: Confucian Thought WR276-278, 289-293 &
RER286-295
Confucian Thought VT
F: Neo-Confucianism WR296, 306-307,311-313,316- Evaluations #2 Due by
317,320 & RER295-298 12:30pm!
Neo-Confucianism VT

Week 10: 10/23 DAOISM

M: Daoist Themes & Laozi WR278-283 & RER301-308
Daoism & Laozi VT
 W: Development & Zhuangzi WR283-285,286,293-294 &
RER308-313
Zhuangzi & Development VT
F: Religious Daoism WR304-306,310-311,317 & Review the Confucianism
RER313-323 & Daoism Study Guide…
Religious Daoism VT

Week 11: 10/30 ZOROASTRIANISM

M: Zoroaster & Key Beliefs First third of the WR Confucianism & Daoism
Zoroastrianism Supplement Quiz in class!
(BB)
Zoroaster & Key Beliefs VT
W: Ritual Practice Second third of WR Essay #3 Due by 12:30pm
Zoroastrianism Supplement
(BB)
Zoroastrian Ritual Practice VT
F: Cultural Developments Final third of the WR Review the
Zoroastrianism Supplement Zoroastrianism Study
(BB) Guide…
Zoroastrianism Developments Sign up for either
VT portfolio or exam!

Week 12: 11/6 Presentation & Application Part 1

M: Hinduism #1 Review Hinduism & Complete Zoroastrianism Half Quiz
Group Presentation Portfolio Entry (option 1)/study in class!
Hot Topic guide HT Blog responses due by
12:30pm (complete 5/8)!
W: Hinduism #2 Review Hinduism & Complete Evaluations #3 Due
Group Presentation Portfolio Entry (option 2)/study HT Blog responses due by
Hot Topic guide 12:30pm (complete 5/8)!
F: Jainism Review Jainism & Complete HT Blog responses due by
Group Presentation Portfolio Entry/study guide 12:30pm (complete 5/8)!
Hot Topic Last day to change from
exam to portfolio or
portfolio to exam!

Week 13: 11/13 Presentation & Application Part 2

M: Sikhism Review Sikhism & Complete HT Blog responses due
Group Presentation Portfolio Entry/study guide by 12:30pm (complete
Hot Topic 5/8)!
W: Buddhism #1 Review Buddhism & Complete HT Blog responses due
Group Presentation Portfolio Entry (option 1)/study by 12:30pm (complete
Hot Topic guide 5/8)!
F: Buddhism #2 Review Buddhism & Complete HT Blog responses due
Group Presentation Portfolio Entry (option 2)/study by 12:30pm (complete
Hot Topic guide 5/8)!
Week 14: 11/20 CLASS BREAK
Class cancelled in anticipation
of break!
Thanksgiving Break No Class
Thanksgiving Break No Class

Week 15: 11/27, Presentation & Application Part 3

M: Shintoism Review Shintoism & Complete HT Blog responses due
Group Presentation Portfolio Entry/study guide by 12:30pm (complete
Hot Topic 5/8)!
W: Confucianism Review Confucianism & HT Blog responses due
Group Presentation Complete Portfolio Entry/study by 12:30pm (complete
Hot Topic guide 5/8)!
F: Daoism Review Daoism & Complete HT Blog responses due
Group Presentation Portfolio Entry/study guide by 12:30pm (complete
Hot Topic 5/8)!

Week 16: 12/4 Portfolio Revisions & Course Conclusion

M: Portfolio Revision Work Come with a complete rough Extra Credit Due
Day draft of your 6 portfolio entries
and any questions!
W: Portfolio Peer Review Come prepared to share your
Day/ Exam preparation portfolio with peers for
feedback! Or, to review your
study guide responses with
peers!
F: Course Conclusion, Bring snacks to share and any Portfolios Due!
Celebration, Present Portfolios questions you have about the
& Exam Review exam!

Final Exam: TBA

COURSE POLICIES (the fine print and rules of engagement…):

Email. Students are responsible for any course information or notifications sent to their
@purdue.edu email. Students can expect responses from the Professor and TAs within one
business day for emails sent.

Academic Professionalism: All class participants are expected to conduct themselves at all
times in a respectful and sensitive manner towards others and the course material in accordance
with the University’s nondiscrimination policy. All students should familiarize themselves with
and are responsible to adhere to Purdue Regulations,
http://www.purdue.edu/univregs/index.html. Professional and respectful classroom demeanor
also includes: regular timely attendance, demonstrating careful preparation, thoughtful and
engaged participation, appropriate contributions to group activities, and arriving punctually to
class. Students using class time for non-class related activities (such as texting, instant
messaging, social networking, internet browsing unrelated to class research, sleeping,
inattentiveness, or working on assignments for other classes) will receive a -.5% negative
participation deduction for that class—without additional warning. Behaving in a disrespectful
manner may be penalized by a reduction in the final credit assigned up to 10%, and in more
grievous instances may be asked to leave the classroom at the professor’s discretion. Please pay
particular attention to the following two policies designed to further foster a respectful learning
environment:

1) Auditors. Any individuals other than Purdue students registered in this course must get prior
written approval from the professor at least 24 hours prior to the class session(s) in question:
http://www.purdue.edu/univregs/academicprocedures/classes.html.

2) Note-taking only. Any audio and/or video recording of class sessions must get prior written
approval from the professor at least 24 hours prior to the class session(s) in question:
http://www.purdue.edu/univregs/studentconduct/misc.html.

Assignments: Assignments are accepted before or on the due date specified, and must be submitted in the
appropriate form for the assignment indicated in the instructions (printed or online). Late or make up
assignments will not be accepted except in cases of documented personal illness/emergency (at the
Professor’s discretion) or bereavement (in accordance with the University’s Grief Absence Policy for
Students). Students wishing to challenge their grade or seek accommodation for a missed assignment
must do so within one week of the assignment’s due date (for accommodation) or grade posting (for
challenge). After that, all grades and completed assignments are final.

Academic ethics-honesty: Please adopt the Purdue Honor’s Pledge: “As a boilermaker pursuing
academic excellence, I pledge to be honest and true in all that I do. Accountable together - we are
Purdue” and review Purdue’s student guide on academic integrity and the University’s prohibition
against academic dishonesty (http://www.purdue.edu/odos/aboutodos/academicintegrity.php).

It is the student’s responsibility to know what plagiarism is and to avoid it. Plagiarism is the use of work
(either a series of words or sentences, or an idea) that is not his or her own without citation. Even
unintentional plagiarism can be a serious academic offense. Incidents of academic misconduct in this
course will be addressed by the course instructor and referred to the Office of Student Rights and
Responsibilities (OSRR) for review at the university level. Any violation of course policies as it relates to
academic integrity will result minimally in a failing or zero grade for that particular assignment, and at the
instructor’s discretion may result in a failing grade for the course. In addition, all incidents of academic
misconduct will be forwarded to OSRR, where university penalties, including removal from the
university, may be considered
(http://www.purdue.edu/odos/aboutodos/respondingtoacademicdishonesty.php).

Students are encouraged to make use of the resources available to them through the Purdue Writing Lab
either online at http://owl.english.purdue.edu/owl/, or in person (locations, services, and hours can be
found at http://owl.english.purdue.edu/writinglab/).
Academic integrity is one of the highest values that Purdue University holds. Individuals are encouraged
to alert university officials to potential breeches of this value by either emailing [email protected] or
by calling 765-494-8778. While information may be submitted anonymously, the more information that
is submitted provides the greatest opportunity for the university to investigate the concern.

Academic ethics-accommodation: Purdue University is required to respond to the needs of the students
with disabilities as outlined in both the Rehabilitation Act of 1973 and the Americans with Disabilities
Act of 1990 through the provision of auxiliary aids and services that allow a student with a disability to
fully access and participate in the programs, services, and activities at Purdue University. If a student has
a disability that requires special academic accommodation, it is the student’s responsibility to make an
appointment to speak with the instructor as early as possible in the semester so that any necessary
adjustments can be made. The student also is responsible for notifying the Disability Resource Center
(http://www.purdue.edu/drc) for any required accommodations and/or classroom modifications.

CAPS Information: Purdue University is committed to advancing the mental health and well-being of
its students. If you or someone you know is feeling overwhelmed, depressed, and/or in need of support,
services are available. For help, such individuals should contact Counseling and Psychological Services
(CAPS) at (765)494-6995 and http://www.purdue.edu/caps/ during and after hours, on weekends and
holidays, or through its counselors physically located in the Purdue University Student Health Center
(PUSH) during business hours.

Academic ethics-diversity: In this course, each voice in the classroom has something of value to
contribute. Please take care to respect the different experiences, beliefs and values expressed by students
and staff involved in this course. We support Purdue's commitment to diversity, and welcome individuals
of all ages, backgrounds, citizenships, disability, sex, education, ethnicities, family statuses, genders,
gender identities, geographical locations, languages, military experience, political views, races, religions,
sexual orientations, socioeconomic statuses, and work experience. If any class activity or assignment is
impossible or uncomfortable for you to complete please approach the professor in advance of the deadline
for assistance or an alternative means of fulfilling the requirement (this policy is in regard to welcoming
classroom diversity, not enabling procrastination or poor study habits…).

Purdue University is committed to maintaining a community that recognizes and values the inherent
worth and dignity of every person. The University believes that diversity among its many members
strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus
life. Students requesting special consideration in scheduling due to religious, ethnic, or civic observances
will be expected to make their needs known to the professor at least one week in advance and the
professor will provide reasonable accommodation.

Campus Emergencies: In the event of a major campus emergency, course requirements, deadlines, and
grading percentages are subject to changes that may be necessitated. The Professor will email information
about a revised syllabus reflecting changes in this course and post revised material on Blackboard. Please
review the Purdue Emergency Preparedness procedures:
http://www.purdue.edu/emergency_preparedness/.
 Religions of the East: Final Portfolio (15%) Instructions
Based on the Group Research Presentations for 6 different religious traditions (not based on your
own presentation) complete the following outline:
1. At the top of the page list the tradition and the topic of the presentation
2. Summarize the example of religious expression presented including:
a) a description of what the expression looks like or includes
b) explanation of its significance for religious practitioners
c) how it is contextualized amidst other religious beliefs/practices of the tradition
3. One picture (can just be copy and pasted from the internet, but you do need to give the
source) related to or of the example of religious expression, and a brief description of
what it depicts.
4. Summary of your table’s discussion of the most interesting/intriguing thing you learned
or questioned based on the presentation, and why you thought it was the most interesting.
5. Connect two things you learned from the presentation with two significant
concepts/vocabulary words in the tradition and explain how they inform each other (they
can be concepts highlighted in the presentation).
6. Compare and contrast this example of religious expression to one aspect of a different
religious tradition covered this semester (you may not repeat traditions you use for
comparison in your portfolio…).
7. List one quote from a primary text (in your RER textbook or an excerpt in the WR book)
that relates to the content of the presentation with the tradition, and an explanation of how
this quote relates to the presentation in your thinking (be sure to give the source and the
page number).
All portfolio entries must be typed and submitted in a single stapled document by the end time of
our scheduled final exam (location TBA). These documents should include your name on a title
page as well as a running header including your last name and page number on every page.
Please note, you may not change your decision regarding taking the exam or completing the
portfolio after November 10th.
Rubric:
1. Presentations and traditions are discussed accurately (4.2%), .7/entry
2. All outline components are complete for each tradition (4.2%), .7/entry
3. Demonstrates thoughtful engagement with the tradition and presentation (4.2%), .7/entry
4. Free of distracting formatting/grammatical errors and citation omissions (2.4%), overall
Religions of the East: Final Portfolio |I

Religions of the East:

Final Portfolio

By:
Religions of the East: Final Portfolio | II

Table of Contents

Hinduism – Diwali ................................................................................................................................. 1

Sikhism – The Five Ks ......................................................................................................................... 3
Buddhism – Vesak ............................................................................................................................... 4
Shintoism – Niiname Sai...................................................................................................................... 7
Confucianism – Confucius’ Birthday ................................................................................................... 9
Daoism – Music and Musical Instruments........................................................................................ 11
Works Cited ........................................................................................................................................ 13
Religions of the East: Final Portfolio |1

Hinduism – Diwali
2. Diwali is a 5-day long Hindu holiday that celebrates the new year and good triumphing over evil. It
also commemorates the return of Prince Rama and, in some regions, the marriage of Lakshmi and Vishnu.
The main origin story in regards to Diwali comes from the Ramayana, a Hindu epic that follows Prince
Rama through his struggles of being banished and regaining his kingdom. As mentioned before, Diwali
celebrates the return of Rama to his rightful kingdom and this is demonstrated through many of the
practices performed during the festival. For example, Diwali, which means “Row of Lights”, is marked
by being a very bright celebration. Many Hindus decorate their homes and shrines with candles and lights.
These lights symbolize the good winning over evil and they also simulate how the kingdom looked when
they celebrated Prince Rama’s return. Another example of Diwali celebrating Prince Rama’s return is the
third day of the festival, which is called Lakshmi Puja. Part of Rama’s struggle to return home was that he
needed to defeat a demon, Ravana, to rescue his wife, Sita. To defeat the demon, he had the help of
Lakshmi, the deity of prosperity and fortune. So, for Lakshmi Puja, Hindus celebrate Rama’s return by
worshipping Lakshmi because she aided Rama in defeating Ravana. During this day, they typically ask
Lakshmi for blessings of fortune. Puja is also a very important practice throughout the festival and Hindu
culture in general. Puja is a set of at-home rituals families perform to worship and show respect for the
deities. It is also a way to demonstrate their devotion, which is one way for Hindus to reach moksha, or
liberation, from samsara, or reincarnation. Several days of Diwali are dedicated to performing puja, such
as Lakshmi Puja, and can be performed by lighting oil lamps, incenses, and chanting prayers.

4. Something my table discussed is a discrepancy between what the first Hinduism group presented and
what the second Hinduism group presented. The first group mentioned that the last day, Bhai Dooj, was a
day dedicated to sibling love. It is a celebration that honors the love between brothers and sisters by
gifting and feasting. However, the second Hinduism group stressed that Bhai Dooj was about celebrating
the sisters. People will go and visit their sisters in hopes of obtaining moksha and they also bring their
sisters presents. Someone at my table thought that the lean towards celebrating just sisters vs all siblings
could be due to regional differences. For example, the Northern part of India may celebrate Bhai Dooj a
different way than the Southern part of India and other countries may celebrate Bhai Dooj differently than
India. Seeing as regions celebrate Diwali in different ways, I think this hypothesis is very accurate.

5. Puja – In Hinduism, there are three ways one can achieve moksha: Action, Knowledge, and Devotion.
To express devotion, many Hindus will perform puja, or rituals done within the home. These rituals can
range from setting up altars, lighting incense, feasting, fasting, and more (Oxtoby 77-78). Almost every
day in Diwali is dedicated to performing puja. For example, for the first day, Dhanteras, many farmers
will worship their cattle by decorating them and praying to them. As mentioned before, the third day is
dedicated to worshipping Lakshmi, where some places light candles and pray to murtis, or objects/images
that represent the gods. The fourth day is dedicated to worshipping the Govardhan Mountain. This is done
by decorating the mountain with food, flowers, and cow dung. All activities done on the days, such as
decorating and praying, is a form of puja. Another form of puja enacted throughout Diwali is feasting.
The most notable feast is on the last day of Diwali during Bhai Dooj.
Religions of the East: Final Portfolio |2

Ramayana – The Ramayana is the main origin story of Diwali. While this festival can be seen as a new
year’s celebration, it is also a means of celebrating the return of Prince Rama to his town, Ayodhya, and
becoming the rightful ruler. The legend of Prince Rama influences an entire day of Diwali. As mentioned
previously, the third day of Diwali, Lakshmi Puja, is a means to worship Lakshmi, who helped Prince
Rama triumph over Ravana. If Diwali was not influenced by the Ramayana, it may have a different
intention all together.

6. Throughout Diwali, puja is practiced in many ways, such as lighting incense, creating home altars, and
providing food offerings. This reminds me of the altars that many Chinese families, including my own,
have in their homes. These altars are connected to Daoism, especially the Numinous Treasure school of
thought. This school focuses on communal renewal rituals where “deities were invited down into the
altar, incense was offered, and the faithful who sponsored the rituals were granted audiences with the
gods” (Oxtoby 305-306). Like puja altars, Chinese altars are a place for worship. People of both faiths
pray at their altars, asking for blessings or guidance. Typically, pictures, statues, incense and food
offerings are placed at these altars. However, unlike altars used for puja, Chinese altars are not only used
to communicate with deities, but they are used to communicate with loved ones who have passed away.

“Joy! Joy in bright Ayodhya gladness filled the hearts of all,

Joy! Joy a lofty music sounded in the royal hall…”
- The Ramayana (Dutt).

7. This quote really captures the spirit of the people and their celebrations. This semester I was lucky
enough to attend the American India Foundation Purdue Chapter’s Diwali Banquet and Garba Night and
the entire experience was wonderful. While I doubt it was anything similar to what actual Diwali
celebrations are, everyone at the event was so lively. The event started off with a prayer to Lakshmi and
then different groups came onto the stage to perform. One group sang a mixture of Western rock music
and Classical Indian music. The next couple groups got on stage to dance and, after the performances and
food, everyone got up and danced their hearts out to all sorts of songs in Hindi. A similar situation
happened during the Holi event I attended last semester. That is why I picked this quote. I can easily
imagine the city of Ayodhya celebrating Prince Rama and Sita’s return with joyful dances and music.
Compared to most American and Chinese holidays I have experienced, which are more focused on food
and being with family, the Hindu holidays I have experienced at Purdue really show how big dancing and
music is to the Hindu faith. Everyone is together, laughing, having fun, and enjoying life to fullest.
Religions of the East: Final Portfolio |3

Sikhism – The Five Ks

2. During the execution of the ninth Guru, Tegh Bahadur, it is said that many Sikhs stayed hidden and
silent in fear of being persecuted. In response, the tenth Guru, Gobind Singh, established the Khalsa, “an
order of loyal Sikhs”, and encouraged all Sikh followers to physically identify with their faith (Oxtoby
117). To be considered a part of the Khalsa, a Sikh must abide by the Five Ks. Gobind Singh established
the Five Ks to ensure those who are a part of the Khalsa follow a set conduct and could be identified as
Sikh just by looking at them. This means they cannot hide from their faith and separate from it in the face
of danger, as that could be seen as separating yourself from Akal Purakh, too.

The first K stands for Kesh, which is not cutting one’s hair. Sikhs believe that their hair is a gift
from God, Akal Purakh, and that cutting it symbolizes fighting against Akal Purakh. They also believe
that their hair holds energy and not cutting it shows purity. This leads into the second K, Kanga. The
Kanga is a wooden comb that is worn in the hair. It is used to keep the hair neat, but it is also used to
stimulate the energy stored in the hair. The next K is the Kara, a perfectly round bracelet made of iron or
steel. This bracelet is a perfect circle and symbolizes the eternal commitment to Akal Purakh. The fourth
K stands for a Kachh, also known as a Kachehra. Kachh are short, cotton breeches that symbolize
morality and modesty(The Sikh). Lastly, there is the Kirpan. This is typically a small, ceremonial sword
used for defense and it symbolizes spirituality and the struggle of good vs evil. It also serves to remind
Sikhs, especially those initiated into the Khalsa, that it is their duty to uphold justice and protect the weak.

4. My table found interesting are the reasons behind Kesh. As mentioned before, Kesh is uncut hair. Since
hair will inevitably grow, no matter how many times it is cut, Sikhs believe God did not intend for their
hair to be cut at all. So, they let their hair grow naturally and use the Kangha to maintain it. I personally
thought it was interesting that Sikhs also believe their hair has energy. I have never considered my hair to
have a spiritual connection to a higher being and it was an interesting perspective.

Another thing my group was interested in is the fact Sikhs can carry their Kirpans in public. While we did
not find it surprising that Sikhs were able to carry a religious symbol in public, we wondered how much
harassment a Sikh may go through for carrying their Kirpan. I imagine religiously intolerant and ignorant
people may confuse Sikhs with Muslims, which leads to a lot of unnecessary hostility towards both
religions, and I imagine these hostile people would not understand that the Kirpan is a religious symbol.
They may think of it just as a sword and fight to prevent Sikhs from carrying the Kirpan in public.

5. The Khalsa – While the Five Ks are practiced by many Sikhs, originally they were requirements for
members of the Khalsa. The Khalsa was created by the tenth Guru Gobind Singh and served as “a new
order of loyal Sikhs bound by a common identity and discipline” (Oxtoby 117). Initiation into the Khalsa
included changing one’s last name to Singh or Kaur, partaking in the Nectar, or amrit, ceremony, and
following the Five Ks. The Five Ks are physical symbols for ideals the Khalsa should remember and for
outsiders to recognize as Sikh.

Akal Purakh – Akal Purakh means Timeless Being and is what Sikhs call their God (Oxtoby 106). This
term relates to the Five Ks because each symbol is similarly tied to Akal Purakh. For example, Kesh is
practiced because Sikhs view their hair a gift from Akal Purakh. They believe that cutting their hair will
disconnect them from their God, so, they do not cut it. The Kanga, or the wooden comb, is used to
Religions of the East: Final Portfolio |4

stimulate the energy within a Sikh’s hair, which in turn stimulates their spirituality and connection with
Akal Purakh. Another example is the Kara. Its circular shape is a symbol of one’s eternal devotion to
Akal Purakh.

6. Having a set way to dress, such as the Five Ks, reminds me of the Digambara monks and the
Svetambara monks in Jainism. Both sects have a specific way of how their followers, especially the
monks, are dressed. Jainas believe that a life of renunciation will prepare and lead them to siddha loka,
the realm of liberation. The difference between the sects is how far they go with the renunciation. For the
Svetambara sect, or the white-clad sect, followers wear white clothes as a way to show purity. This is
similar to the Five Ks, where Sikhs wear the Kachh. However, the Digambara sect, or the sky-clad sect,
where no clothes at all. This is their way of showing they have no bodily attachment. This reminds me of
Kesh, in a way, because being naked is natural and unshorn hair is also natural. However, the reasons
behind their uniforms is different. For Sikhs, the Five Ks are ways to outwardly show their religion, but
the “uniforms” for Jainas is attributed to showing no bodily attachment.

“He who holds none in fear, nor is afraid of anyone, is acknowledged as a man of true wisdom”
- Guru Tegh Bahadur (Oxtoby 117)

7. I feel that this quote really embodies what the Five Ks and the Khalsa were implemented for. This was
said by Guru Tegh Bahadur, the ninth Guru. He was executed because he refused to convert to the Islamic
faith. When this happened, many of his Sikh followers stayed silent, hiding in the background to prevent
their own execution (Oxtoby 117). His followers had fear and, in a way, it means they hid the fact they
were Sikh to prevent their own execution. The next Guru, Gobind Singh, did not like this. He encouraged
all Sikh followers to own up to their religion and make it physically possible to see which faith they are
ascribed to. So, to ensure only the most loyal followers were involved, Guru Gobind Singh created the
Khalsa. He formed an initiation process which involved changing one’s last name, drinking the nectar of
the double-edged sword, transferring spiritual authority to the Cherished Five, and adhering to the Five
Ks (Oxtoby 117). The Five Ks instilled a physical reminder of the morals a Sikh should follow, such as
being pure and committed, and made their religious alignment visible. This also serves as a reminder that,
even in the face of execution, a Khalsa member should embrace their religion.

Buddhism – Vesak
2. Vesak day, also known as Buddha Day, is one of the most important holidays in the Therevada sect of
Buddhism. It is celebrated on the first full moon of May and was officially established as a holiday in
1950. Vesak celebrates the three main parts of the Buddha’s life: his birth, his enlightenment, and his
parinirvana, also known as the completion of reincarnation. A very important aspect of Vesak is light
because in the Theravada community the Buddha’s teachings are viewed as a light that illuminates the
darkness of Samsara. Light is used in varying ways throughout the festival. For example, many people
gift lights, such as candles, to images of the Buddha as a way to symbolize his enlightenment. They also
decorate their homes and buildings in lights and release lit up lanterns in the air. Buddhist also gift
flowers, incense, and food to the Buddha’s images or statues. Other ways Vesak is celebrated is by
pouring water over Buddha statues, giving money and food to monks and the poor, eating a vegetarian
diet, and reciting prayers. Some regions hold parades in celebration and others travel to see significant
Religions of the East: Final Portfolio |5

art and places related to the Buddha (Oxtoby 217). With these activities, the holiday is meant to reaffirm
the Five Precepts and to praise the Buddha.

4. Our table enjoyed how the presenters included information on how Vesak is celebrated a bit
differently from region to region. For example, Taiwan being famous for bathing Buddha statues and
China celebrating with a dragon parade. We found it interesting how so many areas can be celebrating
the same holiday, with a similar focus and goal, but they all develop their own, individual traditions. I
like how the Chinese celebrate Vesak with a dragon parade because it shows how the holiday has been
infused with Chinese culture. It highlights the influence religion has on a culture and how a culture has
influence on a religion. It also shows that religions are flexible and can adjust to the surround
environment and attitudes.

5. The Three Jewels – The Three Jewels are the core elements of Buddhism. Each Jewel stands for an
important concept in the religion. The first on is the Buddha, the second is Dharma, and the third is
Sangha. The first gem relates closely with Vesak because the holiday is celebrating the Buddha. Vesak is
focused on the Buddha and his journey. It concentrates on his birth, enlightenment, and parinirvana.
Many practices relate in some way to the Buddha. For example, giving to the monks and the poor is
similar to how Siddhartha Gautama gave his possessions away to those who needed or asked for them.
Other practices involve bathing the Buddha and giving offerings to him, too.

Theravada – While Mahayana and Vajrayana sects have a holiday that is celebrated around the same
time, the Theravada sect is the one that mainly celebrates Vesak (Oxtoby 217). Some practices
Theravada practices can be seen through Vesak. The biggest practice seen is Buddha-puja, or services of
respect for the Buddha. This consists of leaving offerings on altars, praying, and reaffirming the Five
Precepts, which are all things that are performed during the festival.
Religions of the East: Final Portfolio |6

6. As mentioned before, lights are a very significant part of Vesak, which reminded me of the Hindu
festival Diwali. In fact, both celebrations seem to have a few things in common. Appearance wise, both
holidays focus on light. For Vesak, the light represents the Buddha’s teachings lighting up the darkness
of samsara. As an offering, the light can also symbolize the Buddha’s enlightenment; however, for
Diwali, light symbolizes good triumphing over evil. Both festivals also have a heavy emphasis on puja.
Followers of both religions pray and leave offerings. However, the praying and offerings are for different
audiences; with Hinduism it is for the deities and with Buddhism it is for the Buddha.

“I sought after the consummate peace of nirvana, which knows neither rebirth nor decay, neither disease
nor death, neither sorrow nor impurity – this I pursued, and this I won; and there arose within me the
conviction, the insight, that now my deliverance was assured, that this was my last birth, nor should I
ever be reborn again.”
- Majihima-nikaya (Coward 122)

7. This excerpt is about the Buddha and when he became enlightened. During his time, he sat below a
Bodhi tree and meditated upon the things he has seen, from decay, disease, and death. He searched for
Nirvana, a place of peace where the scenes the Buddha witnessed are no more and, as he meditated, he
came up enlightenment. He gained insight and reached the place with no more suffering. I believe, this
quote and the meaning behind it plays into the theme of light, or Buddha’s teachings lighting up the fog
of Samsara, that is seen in Vesak. Rebirth, decay, disease, and death all make up the darkness of
samsara. However, enlightenment and Nirvana is a peaceful place where this darkness, the aspects that
create suffering, no longer exists. Enlightenment brightens up the path to Nirvana, where you go when
you are liberated from Samsara.
Religions of the East: Final Portfolio |7

Shintoism – Niiname Sai

2. Niiname Sai, or Celebrations of the First Taste, is a Shinto holiday that takes the time to give thanks to
the Kami for a good autumn harvest and everything the Japanese receive from nature (Frazier).
Originally, farmers would offer rice form their first harvest to the Kami as a sign of appreciation
(Autumn). However, after World War II and the coercion of outside countries, this holiday was changed
to Labor Thanksgiving Day and it is now a day to give thanks to labor workers as well as farmers
(Frazier). Many children will give thanks to their parents on this day and do chores, such as cooking, for
them to help out around the house. Many workers also tend to have the day off, so they will celebrate it
by going on a day-long vacation or by getting themselves something nice. As for the actual Niiname Sai
ritual, the Emperor of Japan performs it on the part of all Japanese citizens by offering food that was
produced that year to the Kami (Japanese). Many shrines also perform Niiname Sai rituals (A Large). The
holiday is similar to the American Thanksgiving in the sense that it concentrates on giving thanks. For
Japan, it is about giving thanks to the Kami and to those who work hard while in America it is more
about giving thanks to what a person has available to them.

4. My table thought it was very interesting that, after World War II, Shintoism was forced to change,
including this festival, from outside forces. Personally, I think it is unfair and hypocritical for external
countries, such as the United States, to force other countries to adjust their religions or religious
practices if they are not inhumane. I can understand the reasoning behind Americans and other
countries requiring the Shinto faith to renounce the spiritual relation between the Emperor and the
Kami, but I do not understand why they forced Japan to rid Shintoism of being the state religion. I feel if
countries forced America to renounce Christianity from being its main religion, our country would have
an uprising and reject the idea all together. I find it unfair for the United States to force Japan to adjust
its entire faith so they can prevent another attack on their country, because many aspects of Shintoism,
such as leaving offerings for a Kami, is completely harmless.

5. Kami – The main focus of Niiname Sai is thanking the Kami, or Gods, for the autumn harvest. The Kami
are deities associated with different parts of nature, such as water, climate, animals, and plants and can
use their powers to influence these elements. So, for Niiname Sai, the Japanese leave offerings as a way
to thank the Kami for working together to bring about the autumn harvest.

Matsuri – Matsuri are Shinto festivals. So, Niiname Sai is a matsuri. These festivals typically celebrate
some phenomena, such as good harvests, and involve appeasing the Kami that are associated with the
festival. Some actions taken to appease the Kami are leaving offerings at shrines, praying to the Kami, or
taking a central object of worship, putting it in a transportable shrine, and then having a procession
around town where the community can all take place in the festivities. Often times, these are all done
during matsuris. With Niiname Sai, the shrine and community appease the Kami by giving the offerings
of their first harvest.

6. Something Shintoism strongly encourages is maintaining a balance between the Japanese people and
the Kami. This can be seen in Niiname Sai, where the Japanese give offerings to Kami to continue a
mutually beneficial relationship with them. The Japanese have a balance where the Kami help provide a
good crop and then the Kami can taste the fresh food through the offerings. Confucianism also
Religions of the East: Final Portfolio |8

emphasizes harmony with nature. One of the Confucian sages, Yu, is an example of this harmony. During
his reign, Yu constructed dams to control floodwaters, but to prevent an imbalance between what
nature wanted to do and what Yu did for protection, he constructed canals to allow the water to flow in
different ways. This is considered “The Grand Model” and shows that Yu prevented disaster by
channeling the water in a different direction (Oxtoby 271).

“The Japanese people, being endowed with a true Japanese spirit,

sincerely hold an absolute faith in shrines…”
- Tanaka Yoshito (Oxtoby 371).

7. I feel this quote strongly reinforces the reason Japanese people honor the kami and perform the
matsuris, or festivals, they perform. The Japanese see the Kami as extremely strong deities that will do
good or bad depending on how they feel. So, the Japanese visit the homes, or shrines, of these Kami and
leave offerings or give prayers, hoping to influence the strong force into doing something good for them.
With Niiname Sai, the offerings left at shrines will be seen and blessed by the Kami and, hopefully, the
Kami will then continue to bring about good harvests. However, if the Japanese did not have faith in the
shrines, and they did not leave offerings during Niiname Sai, they could risk upsetting the forces of their
land and losing their crops. The Kami may bring about floods, or they may bring about bad weather,
which would ruin the crops and result in less food for the country.

Bonus: While I was looking for picture for Niiname Sai I stumbled upon this gorgeous website for the
Samukawa-jinjya shrine. Unfortunately, their website mentions they would not like others to use the
text and pictures for other purposes, but I wanted to include a link because it’s a beautiful website and
they deserve more attention: http://samukawajinjya.jp/en/)
Religions of the East: Final Portfolio |9

Confucianism – Confucius’ Birthday

2. Almost 300 years after his death, Confucius’ Birthday became an official festival. It was established by
Emperor Wu during the Han Dynasty when he decided to adopt Confucius doctrine as the national
philosophy. Traditionally, the holiday had an hour long ritual where everyone wore attire from the Ming
Dynasty. Incense were burned, chants were recited, and animal sacrifices were included. In fact, a part
of the sacrifice used to be removed as a way to symbolize Confucius taking part of the offering. Now, in
modern times, Confucius’ birthday no longer uses animal sacrifices. It is celebrated on September 28th
and there are several events that happen during the festival, from dancing, wearing traditional clothing,
and street stalls providing festive foods, such as a wisdom cake. The dances typically have 37 parts that
all relate to Li. How the festival is celebrated varies depending on the region as well. The biggest
celebration is in the Shandong Province, where Confucius’ birthplace, Qufu, is located. In Hong Kong, the
festival is not set celebrated on September 28th, but on the third Sunday of September. In Taiwan,
Confucius’ day is not only used to celebrate Confucius, but it is also used to celebrate teachers. The
celebrations are also performed in Chinatowns around America and other countries, too.

4. Something our group enjoyed was the fact that Confucius’ Day in Taiwan is also Teacher’s Day. I
believe it is always important to show respect for teachers (including professors) because often times
they work so hard and are there to help supplement one’s knowledge. Teachers have allowed
knowledge on certain topics, such as religion, to spread to anyone who is willing to learn about it and,
overall, it makes the populace more open-minded, tolerant, and harmonious. I feel that this is a very
important part of Confucianism as well. Depending on the philosopher, education is seen as a way to
influence humans to follow the right, harmonious path, and celebrating the teachers who are educating
is a great way to show what Confucianism actually stands for.
Religions of the East: Final Portfolio | 10

5. Li – Li is a very versatile term in Confucius discipline. Li is a term that stands for religious rites,
principles, and guidelines on social etiquette and everyday courtesy. Each aspect of Li, from the
guidelines to the rites, are displayed throughout Confucius’ Day via the music and dances that are
performed. As mentioned previously, the performances typically consist of 37 parts and each part
correlates with Li and the many ways Li is.

The Mandate of Heaven – Before the Han Dynasty was another dynasty and before that one was
another. A way to justify the changing of power is the Mandate of Heaven. This concept focuses
specifically on a ruler’s moral character; if they have the Mandate of Heaven, then that Emperor is seen
as moral and worthy of ruling over the dynasty (Oxtoby 272). However, if signs, such as a natural
disaster, begin to appear, that means the current ruler is no longer moral and it justifies anyone who
decides to revolt. This is tied to the festival because of Emperor Wu. The Mandate of Heaven was
created under his rule and it gave a justification as to why the past rulers, the Shang, were no longer in
charge. The “mandate to rule was taken away from the cruel and negligent Shang and passed to the
virtuous Zhou” displays why the Mandate of Heaven was given to Emperor Wu. If it wasn’t for Emperor
Wu rising to power, then Confucianism may not have been as influential as it is because Emperor Wu
was the one who deemed the philosophy as the national philosophy. If Emperor Wu had not picked
Confucianism, then Confucius’ Day may not be as widely spread or as celebrated as it is.

6. Confucius’ Day celebrates the life and death of Confucianism’s founder, Confucius. On this day, many
people in the community gather together to watch performances, light incense, partake in festive foods
such as wisdom cakes, and more. This is similar to Buddhism, where the festival Vesak is used to
celebrate the Buddhist founder Siddhartha Gautama. Just like Confucianist, Buddhist also celebrate this
day by lighting incense, eating festival foods, and watching dancing and performances. However, they
celebrate different parts of their founders’ lives and they also have distinct ways to celebrate the
festival. For Confucianism, Confucius Day is there to celebrate Confucius’ life and death. It is celebrated
on his birthday and focuses more on the concepts he taught, such as the performances relating to Li. To
celebrate it, those who are involved or performing for the ceremony wear traditional clothes. However,
with Vesak, Buddhist are focusing on the Buddha’s life, enlightenment, and parinirvana. The festival is
more focused on the Buddha and paying respects to him than it is about celebrating his teachings. The
festival is also celebrated with light, either through candles, incense, or other decorations. This is
different from Confucius’ Day because Confucianists do not focus on light or an “enlightenment” of their
founder because it is not an important aspect of their philosophy or religion.

“He who destroys humanity is a robber. He who promotes evil lacks [moral] capacity. But he who puts
his moral nature into practice and brings his physical existence into complete fulfillment can match
[Heaven and Earth].”
- Zhang Zai (Oxtoby 311)

7. To me, this quote emphasizes the importance of following Confucius’ teachings. If one does not
practice good morals and make it an essential ideal in their life, then that person is immoral. With the
help of Confucius, though, these immoral people can now educate themselves with Confucianism’s
doctrines and practice the correct ways. This allows that person to be a part of Heaven and Earth.
Religions of the East: Final Portfolio | 11

Daoism – Music and Musical Instruments

2. While not everyone may enjoy it, Chinese traditional music is an integral part of China’s culture. The
unique traditional sounds were heavily influenced by Daoism and the music used during rituals. Daoist
music gained popularity in the Northern and Southern Dynasties because it was being used in shai jiao
ceremonies, where people would pray to the Immortals in hopes of getting lucky. After that, the music
developed once again during the Tang Dynasty. A collection of music, Yu Yun Fa Shin, during this time
and contains 50 different Daoist pieces. In Daoism, music is used as a way to express ideals. For
example, the elements are featured in each song using notes. Certain elements, such as wood and fire,
would correlate with a note, such as C or G, and be used to compose music. The music created was also
used as a way to explore the thoughts and beliefs that are the backbone of Daoism. Music also flows like
the Dao, and the notes need to be balanced, like the Dao.

For Daoist music, there are a variety of instruments. Originally, Daoist music was made up of
percussive instruments, but as time went on the music began to include string instruments. The
instruments used can be split into two categories: Northern Instruments and Southern Instruments.
Some Northern Instruments are the Zhong, Sheng (or Shou in Japanese), and Erhu. Southern
instruments include the Di, Pipa, and Guzheng.
Religions of the East: Final Portfolio | 12

4. While my table briefly discussed how we thought the elements corresponded to notes in Daoist
music, we were more interested in the impact Daoism and Confucianism have had on the culture. As
mentioned before, Daoism is prevalent in Chinese cultures when it comes to altars and praying to the
Immortals. It also influences the music of Chinese culture with the traditional instruments and songs.
Confucianism strongly influences how the Chinese act. They respect their elders and follow a strict social
hierarchy. The two philosophies also mix together in some respects. For example, the concept of filial
piety mixes with the Daoist views of worship. This is evidenced by the altars many Chinese families have
in their homes; they typically include a central Immortal and then other levels of the altar may have a
section for grandparent or parent who passed away. I find it very interesting how both of these
philosophies, which inherently seem very different, have melded together in varying ways and continue
to influence China’s culture.

5. Dao – The Dao is completely undefinable. While we have concepts about the Dao, it is beyond words
and, if one were to define the Dao, it would be inaccurate because it is nearly impossible to define a
universal, all-encompassing concept. This kind of reminds me of music. While scientists know the make
up of music, in a way they still do not know how music works. There is no science out there currently
that can define by humans enjoy the sounds, music, that they do. I believe this indefinability really
makes music a great representative of the Dao. Music is flexible and is typically composed by following
whatever one is feeling at the time. Similarly, so is the Dao. It is a flexible, undefinable piece a music that
followers can use to help them find the way.

Ziran – Ziran is the concept of being spontaneous and going along with nature, which expressed in
Daoist music. The first song played during the presentation really captures the spontaneous aspect of
ziran. To me, each time I heard the percussive instruments, it sounded very spontaneous and that they
were coming in randomly. With the addition of the screams and other sounds, it just sounded so
different than the music I’m used to hearing and, honestly, it was really interesting to listen to. It shows
that being spontaneous can lead to good outcomes. Nature is also involved in Daoist music because
each note corresponds with a natural element. So, as the music plays, each note is representing nature.

6. Daoist use music during festivals, prayers, and other aspects of their religion. This music played an
important part in forming Chinese traditional music, too. However, music is not only important in
Daoism, but in Sikhism, too. During congregation, someone or a group typically reads and sings hymns
from the sacred text, the Adi Granth. Sikhism also includes people called Dhadhis, which “are traditional
singers and musicians who are specialized in martial ballads” (Oxtoby 110).

“When they all know the good as good, there arises the recognition of evil.
Therefore: Being and non-being produce each other; difficult and easy complete each other;
Long and short contrast each other; high and low distinguish each other;
Sound and voice harmonize with each other…”
- Daodejing (Coward 302).

7. This quote emphasizes that many things in this world has a Yin and a Yang that needs to be balanced,
and Daoist music is the same thing. One needs to balance the long and short notes, the high and low
notes, and other aspects of the music to make it appealing, meaningful, and enjoyable for all.
Religions of the East: Final Portfolio | 13

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Accessed 15 Dec. 2017.
Religions of the East: Final Portfolio | 14

Oxtoby, Willard G., Roy C. Amore, and Amir Hussain. World Religions: Eastern Traditions. 4th ed.,
Ontario, Canada, Oxford University Press, 2014.

"Professional Bird & Flower Puple Sandalwood Guzheng Instrument Chinese Harp." Sound of Mountain
Music, https://www.soundofmountain.com/professional-bird-flower-purple-sandalwood-
guzheng-instrument-chinese-harp/. Accessed 15 Dec. 2017.

Shabsin, Rick. "The Funeral Home Altar And the Daily Rituals." The Shabsin Family, 2008,
www.shabsin.com/~rshabsin/TaiwanTrip2008/Taiwan072008-01.html. Accessed 9 Dec. 2017.

"'Sho' Traditional Chinese Instrumental Performance." IbaraKey, 12 June 2012,

https://ibarakey.wordpress.com/2012/06/12/sho-traditional-chinese-instrumental-
performance/. Accessed 15 Dec. 2017.

"The Sikh Articals of Faith (Sikh symbols)." Ramgarhia Gurdwara,

www.ramgarhiagurdwara.co.uk/5ks.htm. Accessed 10 Dec. 2017.

Zhou Dynasty: Zhong. . Freer Gallery of Art, Washington D.C. https://www.britannica.com/art/zhong.

Accessed 15 Dec. 2017.

Rubric:

1. Presentations and traditions are discussed accurately (4.2%), .7/entry

2. All outline components are complete for each tradition (4.2%), .7/entry

3. Demonstrates thoughtful engagement with the tradition and presentation (4.2%), .7/entry

4. Free of distracting formatting/grammatical errors and citation omissions (2.4%), overall

Perfect score on each component.

 1

Religions of the East

Final Exam Portfolio

4 December 2017
 2

1.Hinduism and Diwali

2a. The celebration of Diwali was represented by this group as the most celebrated festival with 5 days
and fireworks, sparklers, sweets, candles, and light.

b. The main reasoning for the use of light is that light defeats darkness and the use of rows of lights
around temples and homes. This also marks the beginning of a new year with lighting of temples, cows,
and oil baths. These practices are an expression of Hinduism, deities, and global region. It also is
displayed around the world and even locally at Purdue.

c. It has many similarities to other religions but is inherently unique and special to Hinduism such as the
chalk drawings and arrangements as well as the light rows in the temples.

3.

This picture shows the colored arrangements and the rows of lights in a temple during Diwali and shows
the uniqueness of the celebration and the religion in general.

4. The table discussed the importance of consumerism how the religion is celebrated in the different
regions and the difference between the different days of Diwali. The group briefly discussed the
different days and one of the students around me seemed interested in the first day and its relation to
wealth and consumerism. I thought the different regions having different practices was interesting,
sadly the slide was very quick and could only write down a few things thus I found the use of cows in
celebration interesting in the northern regions. They had a very cool map that showed the differences
between the regions and was very interesting that even in one country there could be so many different
practices and rituals.
 3

5. The Mandir is a vocab word from class that is the temple used during Diwali and helps to stress the
importance of women which was an interesting aspect I learned about Diwali. Also, the group discussed
Puja which is the rituals in the home and I did not realize how valuable Puja is in other countries where it
is more difficult to celebrate and was interesting that it is so useful to non-Indian living celebrators of
Diwali. These two words discuss the practice at the temple and at home and both are the way the
religion is practiced for devote followers.

6. This presentation showed some of the similarities to Jainism such as the meditation and time spent
with others in the temple. Both religions show the use of time in the temple and at home and stresses
the importance of puja or mediation in both locations.

7. “Deepavali (or Diwali) means necklace of lights” (World Religions, pg. 80). This description given at the
first mention of Diwali in the textbook immediately references to the lights and thus illuminates its
importance in this festival.
 4

1.Koans of Zen

2a. The presentation focuses on Zen and the Koans in Buddhism, this involved meditation to improve
one’s self through use of sacred texts and right thinking.

b. The correct thinking is significant as the lack of previous and false thinking gets in the way of
enlightenment and thus it is necessary to relieve yourself of bad thoughts to receive teachings through
books and mediation.

c. The practice of reading and meditation is very prevalent in many different religions and is common
practice is most Eastern Religions.

3.

The picture shows a zen buddhist statue meditating as highlights its importance in the religion.

4. The group of people I discussed with after was very interested in writing our own koans and we all
shared ours and I felt that mine was decent and would like to share it here. “When you put all of your
power into something but fail, what have you succeeded in?” I also felt this was very interesting and
help to add perspective and personal investment in this presentation.

5. Koans were a large part of the presentation and are the readings and phrases used to convey certain
ideas in Zen Buddhism and Zen which is the school of Buddhism and is a form of enlightenment through
meditation.

6. Zen Buddhism is similar to Hinduism with the emphasis on meditation and even though it is not the
foremost practice like in Jainism it is very important and also relies on correct thinking and focused
thought with purpose.

7. Zen Master, you teach living beings to seek only sudden englightenment. Why not follow the gradual
cultivation of Hinayana? One can never ascend a nine-storey tower without going up the steps gradually
(Readings of Eastern Religions, pg. 174). This quote talks abut the englightment process and how there is
not a quick process and needs long meditation and correct thinking.
 5

1.Shintoism and Niiname-Sai

2a. The festival to honor labor, growth, and harvesting of rice products in shown by a 45-minute march
from men wearing white robes and black hats from outer shrine to the inner shrine.

b. The festival and religious marches are meant to bless the community and its members so it acts as an
event to improve everyone in the town. It is targeted to help the farmers and those who work with the
rice products.

c. It is similar to western religions in the fact there is a festival to bless others similar to prayers and bible
groups that meet together just to pray for others and not themselves.

3.

This picture depicts the walk the followers take from the outer shrine to the inner shrine during this
festival.

4. The discussion revolved around how the festival largely disappeared from Japan after world war 2 due
to the reliance as men as descendants of the gods. We found it very interesting that it seems to have
disappeared due the involvement of the United States.

5. Kami are the deities in Shintoism and are relevant to this ceremony as this walk in the white robes is
trying to capture the attention of the Kami. Jinja is the shrines in Shintoism and is useful for those who
cannot go to the events and they will instead go to a local jinja to pray and worship.

6. The white robes are very like Sikhism and the robes that the Khalsa wear as well as Confucianism and
their use of white clothing as well.

7. “Established their headquarters on sacred mountains…. suggests they continued to respect the local
Kami.” (World Religions, pg.356) This quote talks about how they respect local Kami and these practices
are tailored to the specific local Kami to enrich the harvests.
 6

1.Confucianism and Confucius Birthday

2a. The festival celebrates Confucius birthday with an opening festival on September 28, typically held in
Qufu which is Confucius’ birthplace. There are events with music and dancing held in the city and its
streets as well as rituals and other choreographed parts.

b. It is significant as an event to recognize the founder and spiritual leader of the religion and honor his
work, significance, and importance to the religion of Confucianism.

c. Many religions around the world honor their leaders and founders with special days all the time. For
example, Christians around the world celebrate Christmas as the birthday of Jesus and recognize his
birth just as members of Confucianism recognize the birthday of their leader.

3.

The picture shows the gathering of performers for the festival as they all wear the same red colored
robes.

4. I found the choice of color very interesting as it differs from the white or black seen in most eastern
religions and I found that very odd and yet representative of the country of origin.

5. Li was mentioned during the presentation and this is due to the performance of rituals and the proper
conduct shown by performers. As well as this being the birthday of Confucius it ties into him as the
festival revolves around him much like the religion.

6. This festival is similar to the Shintoism festival of niiname-sai and that is due to the group together in
robe marching or moving together as a unit. When I first saw the pictures concerning this festival it
instantly reminded me of the Shintoism festival.

7. “Confucius is revered as the first of three foremost classical philosophers in the Confucian tradition.”
(World Religions, pg. 269) This quote helps to show the importance and significance of Confucius in this
Chinese tradition.
 7

1.Sikhism and Khalsa

2a. The Khalsa is expressed by the 5 K’s which includes the long uncut hair, bracelets, combs, breeches,
and a sword.

b. Its significance deals with the cherished five and directly the Guru Gobind Singh as he created them in
1699, also it helps to align with the code of conduct and common identity.

c. The outfit fits in with other religions and their use of outfits such as the robes of buddhism and the
use of white in Confucianism.

3.

The picture shows the Khalsa and their outfits as they walk together, it shows the uniformity and the
importance of the uniform.

4. The discussion we had revolved around the use of these robes and how it distinguishes the Khalsa
from the other members of Sikhism. The difference makes them very unique and interesting.

5. The Khalsa is a vocab phrase and have importance in the religion as well as the Kirpan which is the
name of the sword carried by the Khalsa.

6. The uniform is very similar to Confucianism in which they wear the traditional garb on Confucius
birthday and this is close to how the Khalsa wears the yellow, or blue, clothing.

7. “The Khalsa intiation ceremony instituted by the tenth Guru.” (Readings in Eastern Religions, pg.259)
The above quote talks about the involvement of the Guru in the process of the Khalsa and how
important and involved the Guru is in this important process.
 8

1.Daoism and Music

2a. This presentation talks about the importance of music as an expression of Daoism and thru the
music comes ideals and culture. The music comes in mainly orchestral with violins, pianos, and flutes as
music communicates with the Dao.

b. It is significant due to its communication with the Dao and its greater effect on Chinese culture. It is
also used, according to the presentation, as a ceremony to pray for immortals in order to get luck or
reduce bad luck.

c. It seems to connect with other areas of Daoism and seems to exist throughout the religion with its
interaction with the Dao.

3.

This picture shows a band playing the music of Daoism using instruments designed for these specific
musical arrangements and performances.

4. The team talked about how similar the music theme is to other religions and their use of music in
ceremonies and their services. The found it relatable and similar to other eastern as well as western
religions.

5. The use of Dao in the connection thru music also the use of music as a form of Wu-wei, as non-action
towards others.

6. Music is used prevalently in Christianity during its gospel and is important similar to its use in Daoism.
The involvement of music is common in other religions as well but the group after the presentation and I
both agreed and found it very interesting the similarity to culture in the United States.

7. “Incorporated singing into scripture performances.” (Academic, 2011) This quote talks about the
beginning of music in Daoism and how it was integrated into hymns and proceeded to becoming songs
throughout time.
 9

Sources

“Diwali Festival of Lights: Your Pictures.” BBC News, BBC, 13 Nov. 2012, www.bbc.com/news/in-
pictures-20309543.

“Manual Of Zen Buddhism 2- Gathas and Prayers.” Meditation Alchemy, 14 Mar. 2017,
meditationalchemy.force4good.co.uk/2017/03/14/manual-zen-buddhism-2-gathas-prayers/.

Poncha. “Niinamesai.” Flickr, 23 Nov. 2006, www.flickr.com/photos/16221986@N00/304150833.

Mack, Lauren. “Birthday Celebration of Confucius, China's 'First Teacher'.” ThoughtCo, 17 Mar. 2017,
www.thoughtco.com/confucius-happy-birthday-687510.

“Sikh Festivals and Observances.” The Guibord Center, theguibordcenter.org/faiths/sikhism/sikh-

festivals-and-observances/.

Zhang, Keen. “Daoist Music Wows the People, but Still a Minority Taste.” Daoist Music Wows the
People, but Still a Minority Taste - China.org.cn, 19 Nov. 2009, www.china.org.cn/arts/2009-
11/19/content_18920691.htm.

EdwART, Compiled by. “Daoist Music.” Academic Dictionaries and Encyclopedias, 2011,
contemporary_chinese_culture.academic.ru/178/Daoist_music.

Rubric:

1. Presentations and traditions are discussed accurately (4.2%), .7/entry

2. All outline components are complete for each tradition (4.2%), .7/entry

3. Demonstrates thoughtful engagement with the tradition and presentation (4.2%), .7/entry

4. Free of distracting formatting/grammatical errors and citation omissions (2.4%), overall

1st entry: 1) .7/.7, 2) .6/.7, 3) .6/.7

2nd entry: 1) .7, 2) .6, 3) .6

3rd entry: 1) .7, 2) .5, 3) .6

4th entry: 1) .7, 2) .5, 3) .6

5th entry: 1) .7, 2) .6, 3) .5

6th entry: 1) .7, 2) .5, 3) .5

Total: 1) 4.2, 2) 3.3, 3) 3.4, 4) 2.2

Final grade: 13.1

Philosophy 23000: Eastern Traditions
Group Research Project Portfolio
 1

Diwali (Hinduism)
Diwali is a festival celebrated in many countries throughout the eastern hemisphere. It is the
mark of the new year in the Hindu tradition and lasts five days, each day being dedicated to
something different. It celebrates the triumphs of good over evil. The first day is believed by
Hindus to be the birthday of the Goddess Lakshimi, the Hindu Goddess of wealth, fortune and
prosperity. Because of this people, dedicate this time to buying expensive gifts for each other,
as well as making offerings to various Hindu deities.

(Part of the Diwali celebration where everyone lights candle lanterns and releases them into
the sky.)
Our group discussion was centered around the fact that it’s more about the prosperity of the
Hindus then it is about worship. Also, it's interesting that the holiday marks a period of major
shopping for the countries that celebrate it.
Vocabulary:
1. The holiday is celebrating the return of Rama and his wife after defeating Ravana. This is
a story from the Hindu epic poem, the Ramayana.
2. Diwali also celebrates the return of Pandavas in Mahabharata, the second Hindu epic.
Diwali is celebrated in a few other traditions covered in class, such as Jainism and Sikhism,
although these celebrations take place for different reasons.
 2

Paryushan and Das Lakshana (Jainism)

This holiday is a time of fasting and study for the Jains. It lasts 8 Days for Svetabmara and 10
days for Digambara sect of Jains. Digambara refer it as Das Lakshana and the Svetabmara refer
to it as Paryushana. Time is taken off work and the Jains use this period as a way to revamp
their faith. The holiday ends with the festival known as Samvatsari, a time in which Jains
formally ask forgiveness from their friends and family.

(Artist's depiction of the Sapna Ceremony, which takes place on of the days of Paryushan)
Our group discussion was about how the two different sects celebrate two different religions
and how these disparities in the celebration came about.
Vocabulary:

1. Men and women that have attained Moksha are celebrated during this time.
2. The Digambara's focus on the discussion of Dharma from the Tattvartha Sutra during
their 10 days of celebration.
Fasting is used in other traditions, such as Buddhism, in order to increase the efficacy of the
meditative process and increase spirituality.

3
 Koan of Zen (Bhuddism)
Koans are the philisophical stories, dialouges, questions, or statements that are used by Zen
masters to test their disciples state of mind, as well as how far along they are in their practicing
of Zen Buddhism. Koans are a good representation of the entirety of Zen and give insight into
the mind of a Zen master.

(One of the most koans proposed by Zen Buddhists)

Our group discussion was about some of the Koans, including the one pictured above. It was
interesting to hear other people's opinions on these outlandish questions.
Vocabulary:
1. Zazen is the Zen Buddhist form of meditation, during which koans are to be considered
to help gain a greater insight into the nature of reality.
2. Koans are considered the concrete form of enlightenment in Zen Buddhism, and
enlightenment is the most important part of Nirvana.
Mediation on the Koans is a large part of the Zen sects of Buddhism, and is one of the many
places we find meditation being used to achieve enlightenment. In Jainism, all of the 24
Tirthankaras heavily practiced meditation as their way to reach enlightenment.

4
 Niiname Sai (Shintoism)
In japan, Niiname Sai is known as the harvest festival. It takes place in Autumn and up until
WWII, it was a time for the farmers to celebrate an abundant crop of rice. It literally stands for
"the first taste of rice". It was typically a function for the Emperors, who would take the first
taste of rice and then share It with the Kami, or the spirits of Nature. Once the emperorship was
abolished after WWII, the holiday turned into "Labor Thanksgiving Day", and all connections to
religion were stripped, leaving it as a celebration of community service and workers' rights.

(Ceremony held during Niiname Sai, shows people giving thanks to the Kami)
The group discussion was about how significantly the abolition of the emporership affected the
ceremony.
Vocabulary:
1. The festival was held in order to give thanks to Kami, which are the main source of
worship in the Shinto religion.
2. Also, the festival includes Harae, which is the purification ritual in Shintoism.
In Buddhism, there is a similar festival known as the Mid-Autumn festival, which celebrates the
same rice harvest. It also is a time of worship for the moon, a symbol of harmony and unity.

5
 Confucious's Birthday (Confuciansim)
Confucius's Birthday is celebrated in many Countries all around Asia. It is one of the largest
celebrations in the Confucian tradition. It is a celebration of his birth, death, and general
celebration of teachers and education in Asia. Students spend this time wishing for good luck in
their studies from the spirit of Confucius. It is held in Qufu, the city in which it is believed
Confucius was born in. The tradition was established in the Han dynasty and uses Attire from
the Ming dynasty.

(A picture from the hour long traditional ceremony held on Confucius's Birthday)
My group was interested mostly in the traditional wisdom cake eaten at the end of the
ceremony, and we compared it to other traditions people use for good luck in other religions.
Vocabulary:
1. The entire ceremony is a representation of the concept of Li in Confucianism, which is
the stress on the importance of rituals, good form, good custom, and many other
related ideas.
2. Confucius, who's birthday is being celebrated, is the founder of Confucianism and the
sole contributor to the analects. He is celebrated as one of the most influential
philosophers in the history of eastern religions.
Buddhism celebrates the birthday of its founder in a way similar to other religions. An example
being the observance of Guru Nanak's birth in the Sikh tradition, which is an occasion for great
celebration and prayer for Sikhs.
 6

Daoism Music (Daoism)

Daoist music is an important part of Chinese folk music. It originated in the Song dynasty, and
its golden age in considered to be during the Tang Dynasty. It is seen as a representation of
Daoism. It flows in a way comparable to the Dao and represents the patience of the Dao. It is a
way for Daoist's to explore their beliefs, and is used in some Daoist ceremonies.

(A Daoist concert with traditional instruments)

Our group discussion was about how the music of Daoism represents an interpretation of the
Dao, and how the Dao and music are very similar.
Vocab:
1. The concept of Yin and Yang are represented in the Daoist music, each side being
represented by a different tone.
2. Daoist Music is said to communicate the Dao, which is considered the "way" in Daoism.
Coming closer to the Dao is the main goal for any practitioner of Daoism.
Music is also used in Shintoism in a way similar to Daoism. They use it for their various
ceremonies and it is considered entertainment for the gods.
Rubric:

1. Presentations and traditions are discussed accurately (4.2%), .7/entry

2. All outline components are complete for each tradition (4.2%), .7/entry

3. Demonstrates thoughtful engagement with the tradition and presentation (4.2%), .7/entry

4. Free of distracting formatting/grammatical errors and citation omissions (2.4%), overall

1st entry: 1) .7/.7, 2) .5/.7, 3) .4/.7

2nd entry: 1) .7, 2) .4, 3) .3

3rd entry: 1) .7, 2) .4, 3) .3

4th entry: 1) .7, 2) .4, 3) .3

5th entry: 1) .6, 2) .4, 3) .3

6th entry: 1) .7, 2) .5, 3) .3

Total: 1) 4.3, 2) 2.6, 3) 1.9, 4) 2.0

Final grade: 10.8

Course and Section: PHIL230 Religions of the East (Meets with REL230)

Instructor: Ashley Purpura

Type of Assignment: Final Portfolio

Year and Semester: Fall 2017

Total Number of Students Registered: 54 (58 registered and 4 withdrew or received FN)

Grade Number of students who received this grade

A+ 10
A 6
A- 6
B+ 9
B 7
B- 2
C+ 6
C 3
C- 1
D+ 0
D 0
D- 0
F 2 (these students did not submit any
assignment)
Other 2 students submitted a final exam in lieu of
the portfolio