ࡱ>  wbjbj2\2\ >P6_P6_1v 8GLYO: 0 XXXXXXX$e]`X< < < XYh(h(h(< Xh(< Xh(h(jRzW?g%T2XY0Y,UN`&x`dzWzW&`Wh(< < < XX((@< < < Y< < < < `< < < < < < < < < :  RE 103: Understanding Religions Dr. Eliza F. Kent Fall 2021 Office: Ladd 209 Zankel 117 Office phone: 580-5405 Class: M 11:15-12:10, Office hours: Monday 1-3 pm, and by appt. W/F 10:10-11:30 am I. COURSE DESCRIPTION: This course will introduce you to the principal beliefs, practices, symbols and institutions of four of the worlds religions (Hinduism, Buddhism, Islam and Lakota Sioux religion) as well as equip you with conceptual tools for understanding religion as a fundamental component of human experience, historically and in the contemporary world. In this course, we will examine both the intriguing patterns of similarity evident in religions across space and time, and their spectacular diversity. A guiding question will be: How do adherents adapt and transform a religious tradition as it moves across space and through time? Throughout the course, we will be reading texts that describe the experiences of individual adherents, to get a sense for how individuals draw on religious traditions to create meaningful lives amidst great personal and social challenges. II. COURSE OBJECTIVES: to try to understand a religion as a committed practitioner might, not simply as a detached observer to develop a richly nuanced conception of religion that recognizes the social, political and the personal dimensions of religious belief and practice to examine, challenge and clarify ones own self-understanding, worldview and fundamental values to acquire a working vocabulary that will enable you to speak in an informed and accurate way about the different religious traditions we will examine to understand the limits and possibilities of a variety of approaches to the academic study of religion. III. COURSE FORMAT AND REQUIREMENTS A. Attendance and Participation B. Reading C. Writing Attendance and Class Participation: Regular attendance and active participation are essential to your learning experience and success in this course. Having said that, our primary concern at this time is your health and well-being. In this difficult and uncertain moment, I ask that you only miss class when absolutely necessary. If you do need to miss class, please let me know in advance, or as soon as possible, so that I can work with you to help you keep up. Such absences will not be counted against you. More than five unexcused absences, however, will be grounds for failing the course. We will be meeting in-person for the vast majority of our class meetings. However, on occasional Mondays, and as needed in response to weather or public-health conditions, we will also meet on Zoom. The goal of all of our meetings is to foster positive, respectful intellectual community during the limited time we have together. Therefore, whether we are meeting on-line, or in-person please note: Plan to arrive on time and to stay in class the entire time. Please be sure to keep your mask on, covering your nose and mouth, at all times. No eating or drinking in class (because you have to keep your mask on). Be sure your cell phone is off and stowed out of sight the whole class period (p.s. I have x-ray vision and can detect texting under a desktop). While in class, please refrain from using your laptop to shop, message with friends and family, check weather forecasts, etc. Whether meeting in-person or online we will regularly need to use our laptops, tablets, etc. to communicate or look at materials together, so the temptation to veer away from our work together will be ever-present. Taking notes as you listen is one way to stay anchored. Please print out your assigned readings and bring them, or your book, to class each and every day. We will be working in pairs or small groups on a regular basis. If you cannot do this for health-related reasons, please let me know ASAP so we can figure out alternatives. Zoom etiquette: keep your mic muted and plug in your device to save operating system power for the app. I strongly prefer that you keep your video on during our synchronous Zoom sessions. Beyond these, your regular, active participation is expected. Please come to class having read the assignments so that you are prepared to offer your thoughtful questions, comments, comparisons and suggestions for further areas of exploration. This kind of participation benefits the class enormously, as does your attentive listening to the comments and questions of others. Your class participation grade will depend not only on the consistency of attendance and basic classroom etiquette (which is the bare minimum expected), but also on how well you contribute positively to the overall class dynamic through your comments, questions, attentive listening, prompt arrival, leadership and cooperation in small group work, etc. Generally speaking, when an imbalance occurs in terms of who is speaking and how frequently, those who are shy need to exercise the virtue of courage and those who are loquacious need to exercise the virtue of restraint. I reserve the prerogative to call on students in order to even out the dynamic. Class participation may take other forms than questions or responses to in-class discussions. You are encouraged to reach out over email, attend office hours, or meet with me over Zoom to continue conversations begun in class. Class participation counts for 11% of the overall grade. B. Reading: Nothing is more central to a course in the liberal arts than the careful, thorough, critical reading of texts, and that will certainly be the case here. I encourage you to take notes in the margins of your books or in a notebook designated for that purpose. Such active engagement with the reading will enhance your retention of the material and help you to think through the issues and questions raised by the texts. Texts are available for purchase at the Skidmore Bookstore, Case Student Center. If you choose to purchase your texts elsewhere, please note the ISBN numbers below, and strive to get the exact edition we will all be using so we can be on the same page, literally, when we consult the text in class together. John Neihardt and Philip Deloria. Black Elk Speaks: The Complete Edition (ISBN:978-0803283916) Diana Eck, Darsan: Seeing the Divine in India (ISBN: 978-0231112659) Barbara Stoler Miller, Bhagavad Gita (ISBN: 978-0553213652 Michael Sells, Approaching the Quran: The Early Revelations (ISBN: 978-188399169) Additional required readings are available through theSpring or Perusall. As mentioned above, please print these out, unless otherwise indicated, and bring to class on the day assigned. Coming to class without the days assigned reading will count as an unexcused absence. C. Writing 1. Module synthesis papers. Four 600 800 word essays are due throughout the semester, at end of each module of the course (one of these will be part of the take home final exam). In each case, I will distribute guidelines with a question or set of questions that invite you to reflect on the readings of the preceding weeks and generate a short, thesis-driven essay in response. These papers are meant to encourage active, engaged reading; to offer you a chance to try out your ideas and make connections among the readings; and to deepen your insight and sharpen your analyses through sustained reflection on the material. All module synthesis essays should be turned in via theSpring. All feedback will be given via theSpring. Grading rubric: 1) depth and complexity of your critical engagement with the texts, 2) the persuasiveness and originality of your argument, 3) the clarity and quality of your writing, 4) correct spelling, grammar and punctuation, including proper citation format. Even the most accomplished writer may benefit from having a second pair of eyes look over their paper. I encourage you to make the most of the support provided by the Writing Center.  HYPERLINK "/writingcenter/" /writingcenter/ 2. Daily/weekly responses to the reading. Studies have shown that any written reflection on an assigned reading aids in comprehension. Digital technology now allows us to super-charge that technique by enabling us to pool our annotations, and thus complexify our knowledge and insight. I will ask you to create a free account for one such platforms, Perusall.com, where you will socially annotate and respond to several of the readings. 3. Late paper policy, borrowed from IGR:I allow a 24-hourgrace period after the deadline during which you may turn in a paper with no penalty, becausestuff happens. After that, though, I will deduct 1/3 of a grade for each day a paper is not turned in (e.g. a B+ would become a B, then a B-, then a C+, for each 24-hour interval it is turned in late). 4. Short-answer questions on quizzes: Learning the words that people use to describe their beliefs and practices is a crucial component of learning about other peoples religions. The formal essays will ask you to demonstrate your understanding of the key terms and concepts used by Lakota Sioux, Muslims, Hindus and Buddhists to describe their religious lives, cosmologies and soteriologies. Your knowledge of key terms and engagement with the reading may be tested using multiple-choice rather than short-answer questions via quizzes, both scheduled and unscheduled, through the semester. IV. Evaluation Grading Summary AssignmentPercentageThree module synthesis papers45%Final exam (fourth module + self-reflection)15%Quizzes16%Social Annotation Self-reflection papers 10%Information Literacy Assignment3%Attendance and Participation11% B. Grading Standards: The following is designed to help you think about the level of participation youre prepared to give to this course, and the final grade you would like to shoot for. (Obviously, there are finer gradations for each of the grades discussed below, e.g. A-, B+, C+) 1. A signifies outstanding. To earn that, you need to (a) maintain regular attendance and participation in discussion; (b) keep up with your Perusall annotations, demonstrating consistent care and thoughtfulness in your reflections on the issues and questions raised by the class; (c) demonstrate in the quizzes and formal essays a thorough understanding of the key terms, historical background and basic structural features of the religious traditions we are examining; (d) do a thorough, analytically acute job on the essays and get them in on time. In addition, to merit an A your writing in the formal essays must reflect the following: a statement in the first paragraph of what you intend to accomplish; correct grammar and accurate spelling; depth and complexity in your engagement with the materials (readings, lectures, films, etc.); and an exceptionally creative original contribution--a new idea, a different way of thinking about the issue(s) youre discussing--that takes you beyond the accurate presentation of someone elses ideas. 2. B signifies good; it is a solid, good grade. To earn that, you need to (a) maintain regular attendance and participation in discussion; (b) keep up with your Perusall annotations, engaging substantively with the readings and your fellow students; (c) demonstrate in the quizzes and formal essays a firm grasp of the key terms, historical background and basic structural features of the religions we are examining; (d) do a thorough job on the essays and get them in on time. In addition, a B essay typically contains: a statement in the first paragraph of what you intend to accomplish; correct grammar and accurate spelling; solid engagement with the materials (readings, lectures, films, etc.); and an original contribution that takes you beyond the accurate presentation of someone elses ideas. 3. C stands for satisfactory. To earn that, you need to (a) maintain regular attendance and participation in discussion; (b) keep up with Perusall annotations; (c) demonstrate in the quizzes and formal essays an adequate grasp of the key terms, historical background and basic structural features of the religions we are examining; (d) do a satisfactory job on the essays that meets the requirements of the assignment, and get them in on time. In addition, C level responses in essays or on the formal essays contain no statement of intent, or a confused one at best; occasionally lapse into bad grammar or incorrect spelling; replace full sentences with fragments; misconstrue or distort key ideas; display no clear development leading to a supportable conclusion. To fall below satisfactory (i.e. C-, D), you could fall behind in Perusall annotations, miss one or more of the in-class quizzes, turn in one of the formal papers several days past the deadline, and/or be more irregular in attendance and discussion. In addition, below C level essays do not adequately meet the requirements of the assignment. They typically also contain no statement of intent, or a confused one at best; frequently lapse into bad grammar or incorrect spelling; replace full sentences with fragments; misconstrue or distort key ideas; display no development leading to a supportable conclusion at all. D. Students with documented disabilities: I strive to create an inclusive classroom that respects the fact that our eyes, ears, brains and bodies all work differently. If you have, or think you may have a learning disability, please work with the Office of Student Academic Services to determine what strategies and accommodations are appropriate for your situation. If together you determine that you need academic accommodation, you must formally request that from her, and provide me with the documentation from SAS which verifies the existence of a disability and supports your request.  HYPERLINK "/academic_services/SASFall2021AppointmentOnly.pdf" /academic_services/SASFall2021AppointmentOnly.pdf E. Sexual and Gender-Based Misconduct Information and Resources. According to both NY State Law and Skidmore Policy, I am, like all faculty and staff at Skidmore, a mandated reporter of any sexual or gender-based misconduct. What this means is that in the unlikely event that you share with me information that indicates that you or someone else has been the victim of sexual assault or misconduct, Im required to pass on that information (i.e. your names) to the Title IX officer. 鶹ýվ considers sexual and gender-based misconduct to be one of the most serious violations of the values and standards of the College.Unwelcome sexual contact of any form is a violation of students personal integrity and their right to a safe environment and therefore violates Skidmores values.Sexual and gender-based misconduct is also prohibited by federal regulations. 鶹ýվ faculty are committed to supporting our students and upholding gender equity laws as outlined by Title IX.If a student chooses to confide in a member of Skidmores faculty or staff regarding an issue of sexual or gender-based misconduct, that faculty or staff member is obligated to tell Skidmores Title IX Coordinator or Title IX Deputy Coordinator.The Title IX Coordinator or Deputy Coordinator will assist the student in connecting with all possible resources for support and reporting both on and off campus.Identities and details will be shared only with those who need to know to support the student and to address the situation through the colleges processes.If the student wishes to confide in a confidential resource, The Counseling Center Staff, Health Services, and Victim Advocates are all options available. F. Academic Honesty: Making references to the work of others strengthens your own work by granting you greater authority and by showing that you are part of a discussion located within a community. When you make references (by quotation or paraphrase) to the work of others, it is essential to provide proper attribution and citation. Failing to do so is considered academically dishonest, as is copying or paraphrasing someone elses work. Please consult Appendix B for the citation format I recommend for your work in this class. Any confirmed instances of plagiarism or other forms of academic dishonesty (cheating, fabrication or facilitating academic dishonesty) in this course will result in the work in question receiving a zero. Assignments that receive a zero for this reason may not be rewritten or redone. As per the 鶹ýվ Honor Code, documentation of the infraction will be kept on file with Deans office and may impair eligibility for honor societies, study abroad, etc. Provisional Schedule of Classes and Assignments MODULE 1: HINDUISM Week One 9/8 W Defining Religion a power word in the US and elsewhere Expectations for the course, pass out syllabus 9/10 F How to study religion? Read: Wilfred Cantwell Smith, Comparative Religions Whither and Why, 31-58 (on theSpring) Homework: Please bring in the index card with a photograph and some information about yourself that will help me get to know you a little better. Week Two 9/13 M Hindu Cosmology and Soteriology - Flipped Watch: Lecture on Hindu cosmology and early history Read: Hindu Creation Myths (theSpring) Key terms: Cosmology, soteriology, Veda, karma, dharma, samsra, varna, jti, kama, artha, moksha, santana dharma 9/15 W  Hindu Cosmology and Soteriology Read: The Bhagavad Gita, trans. by Barbara Stoler Miller, introduction & translator s note (pp. 1-20) and The First Teaching (23 28). Watch at home: The Bhagavad Gita, Invitation to World Literature Website (Columbia Univ., 30 min) ( HYPERLINK "http://www.learner.org/courses/worldlit/gita/watch/" http://www.learner.org/courses/worldlit/gita/watch/) Key terms: Mahabharata, Bhagavad Gita, yoga, Arjuna, Vishnu, Krishna, avatar 9/17 F Hindu Cosmology and Soteriology Read: Bhagavad Gita, Teachings 2 6 (pp. 29-69) Key terms: jna, jnayoga, bhakti, bhaktiyoga, karma, karmayoga, kma, ni[kma karma Week Three 9/20 M  Hindu Soteriology  in person Read: Bhagavad Gita, Teachings 7  13 (pp. 72-119) Key terms: avatr, vi[varkpa, theophany, hierophany 9/22 W  Hindu Soteriology  Self-Transformation through Ritual  Puja (ritual worship) Read: Chapter 1 of Darshan, by Diana Eck (pp. 3-31) Key terms: pkj, darshan, prasd, murti, bhakti, bhaktiyoga 9/24 F  Hindu Soteriology: Self-Transformation through Ritual  Puja (ritual worship) Read: Chapter 2 Darshan, by Diana Eck (pp. 32-58) Week Four 9/27 M Living Devotion - flipped Watch: Tulsasi Srinivas, The Conversation, Indias Goddesses of Contagion (3 minutes)  HYPERLINK "https://www.youtube.com/watch?v=GVlCtWEV6FM&t=17s" https://www.youtube.com/watch?v=GVlCtWEV6FM&t=17s Watch: Lecture brief history of post-Independence India QUIZ TODAY ON KEY TERMS (Hinduism and Study of Religion) 9/29 W Ritual Creativity in Contemporary India In Search of Wonder Read: Tulasi Srinivas, The Cow in the Elevator: An Introduction  HYPERLINK "https://tif.ssrc.org/2018/07/13/the-cow-in-the-elevator/" https://tif.ssrc.org/2018/07/13/the-cow-in-the-elevator/ Read: Srinivas, selection from The Cow in the Elevator, pp. 95-98 (and start on next selection) (Perusall) 10/1 F Ritual Creativity in Contemporary India Economies of Wonder Read: Srinivas, selection from The Cow in the Elevator, pp. 99-137 (Perusall MODULE 2 BUDDHISM Week Five 10/4 M Theravada Buddhism Lives of the Buddha - flipped Watch: Prof. Kents introductory lecture on Buddhism Key terms: Buddha, Siddhartha Gautama, dharma, parinirvana/parinibbana, nirvana/nibbana, dhyana, bodhi DUE: PAPER ON MODULE ONE DUE TODAY 10/6 W Theravada Buddhist cosmology Four Noble Truths Read: Jataka tales of the Buddha, Part I (Perusall) Key terms: Jataka, bodhisattva, Four Noble Truths, anitya, anatman, duhkha, trishna, samsara, karma 10/8 F Theravada Buddhist soteriology Theravada View: The Long Search: Footsteps of the Buddha (1977) https://www.youtube.com/watch?v=i9Hw71jXbCU Key terms: vinaya, dna, [+la, tripimaka, sangha, stkpa, five precepts Week Six 10/11 M  No class  study day 10/13 W  Defining Religion  Religion as Culture Read: Clifford Geertz, Religion as a Cultural System (1973) (Perusall), 87-114 (can skim top 114-118), 119-125 10/15 F - Ritual as a Portal to the Really Real Read: Clifford Geertz, Religion as a Cultural System (1973) (Perusall), re-read sections that were confusing View in class: The Long Search: Footsteps of the Buddha (1977) Week Seven 10/18 M Meditation Practice in person Read: Pema Chodron, selections from Things Fall Apart, 6-11, 18-24, 86-92 (Perusall) 10/20 W Living Buddhism Explanations of Suffering Read: Kate Crosby, Kamma, Social Collapse, or Geophysics? Interpretations of Suffering among Sri Lankan Buddhists in the Immediate Aftermath of the 2004 Asian Tsunami, Contemporary Buddhism 9, 1 (2008): 53-69 10/22 F Contemporary Buddhism and the COVID 19 Pandemic Read: Nalika Najaweera and Neena Mahadev, Sonic Fields of Protection in Sri Lankas COVID-19 Pandemic, Asian Research Institute, NUS  HYPERLINK "https://ari.nus.edu.sg/20331-76/" https://ari.nus.edu.sg/20331-76/ DUE: SELF-REFLECTION ON SOCIAL ANNOTATION (PERUSALL) MODULE 3 ISLAM Week Eight 10/25 M Muslim Cosmology The Prophet Muhammad - flipped QUIZ TODAY ON BUDDHISM KEY TERMS Watch: Introductory lecture on Islam Key terms: Islam, Allah, Muhammad, Muslim 10/27 W Muslim Cosmology the Kaaba Read: Reza Aslan, ch. 1: Sanctuary in the Desert, There Is No God But God, pp. 3-22 (Perusall) Key terms: kaaba, Jahilliya, prophet, nabi 10/29 F The Dangers of Essentializing Racialization and Muslims Listen:  HYPERLINK "https://keepingit101.com/e204" https://keepingit101.com/e204 (Race and Religion in South Asia) Read: Timeline of the 2017 Muslim Ban  HYPERLINK "https://www.aclu-wa.org/pages/timeline-muslim-ban" https://www.aclu-wa.org/pages/timeline-muslim-ban Read: Description of the Ban and Executive Order https://immigrationhistory.org/item/muslim-travel-ban/ Key terms: Islamophobia, racialization, imperialism Week Nine 11/1 M - Revelation The Quran Read: Sells, Approaching the Quran, Introduction (pp. 1-31) DUE: PAPER ON SECOND MODULE DUE TODAY 11/3 W Revelation The Quran Read: Sells, Approaching the Quran, Suras #1, 81, 83, 86, 96, 97, 99, 101, 110, and 114. Listen to tracks 7, 10 and 11 (The Calamity #101, The Qadr #97) and the Quaking #11). 11/5 F Revelation The Quran Read: Sells, Approaching the Quran, Introduction and Suras #1, 81, 83, 86, 96, 97, 99, 101, 110, and 114. Listen to tracks 7, 10 and 11 (The Calamity #101, The Qadr #97) and the Quaking #11). Week Ten 11/8 M - Muslim Cosmology and History - Sunni, Shia Split and Development of Hadith Read: Jonathan A.C. Brown, Hadith: Muhammads legacy in the Medieval & Modern World, pp. 1-11 (Perusall) Read:  HYPERLINK "https://sunnah.com/muslim/4" https://sunnah.com/muslim/4 (from Sahih Muslim, chapter on Prayer [the call to Prayer] Key terms: sunna, hadith, Sunni, Shia, Sufi, shariah 11/10 W Information Literacy Workshop Listen: Lecture on Islam in Indonesia 11/12 F Contemporary Islam and Muslim Environmentalism Read: Anna Gade, Smoke, Fire and Rain in Muslim Southeast Asia, in Piety, Politics and Everyday Ethics, pp. 169-188. (Perusall) MODULE 4: LAKOTA RELIGION Week Eleven 11/15 M Geertz Critiqued - Power and Religion Read: Talal Asad, The Construction of Religion as an Anthropological Category (pp. 27-54) (Perusall) QUIZ: KEY TERMS IN ISLAM 11/17 W Geertz Critiqued - Power and Religion Read: Talal Asad, The Construction of Religion as an Anthropological Category (Perusall) 11/19 F Lakota Sioux Religion The Great Vision Read: Black Elk Speaks, prefaces 1, 2 & 3 (pp. xvii-xxvii), and chapters 1-4 (pp. 1-37). Key terms: wakan, wakantanka, wakanpi, wicasa wakan, White Buffalo Woman DUE: SECOND SELF-REFLECTION ON SOCIAL ANNOTATION DUE Week Twelve 11/22 M NO CLASS PROF. AT AMERICAN ACADEMY OF RELIGION CONFERENCE DUE: PAPER ON THIRD MODULE DUE 11/24 W - 11/26 F NO CLASS. THANKSGIVING BREAK! Week Thirteen 11/29 M The Indian Wars Read: Black Elk Speaks, chapters 5-9 (pp. 38-80) Read: Timeline of post-contact history of Lakota people Key terms: wasichu, Crazy Horse, Red Cloud, Sun Dance, waga chun 12/1 W Enacting the Vision Read: Black Elk Speaks, chapters 10-18 (pp. 81-132) 12/3 F The Ghost Dance Religion Read: Black Elk Speaks, chapters 19-24 (pp. 133-164) Read: DeMallie, The Lakota Ghost Dance: An Ethnohistorical Account, pp. 385-405 (PERUSALL) Weeks Fourteen 12/6 M Read: Black Elk Speaks, chapters 25 to postscript (pp. 165-172) QUIZ ON LAKOTA RELIGION KEY TERMS 12/8 W Religion and Resistance Read: Patricia Limerick, The Repression of Indian Religious Freedom, Native American Rights Fund Legal Review 18, 2 (1993): 9-13 (theSpring) Read: Steltencamp, Black Elk: Holy Man of the Oglala, 29-43 (Perusall) 12/10 F Representations: Truthful, Partial, Pious Read: Steltencamp, Black Elk: Holy Man of the Oglala, 29-43 (Perusall) Read: Philip DeLoria, Black Elk Speaks, Introduction, (pp. xxix-xxxv) DUE: THIRD SELF-REFLECTION ON SOCIAL ANNOTATION TAKE HOME FINAL EXAM (FOURTH MODULE-RELATED QUESTIONS, SYNTHETIC QUESTIONS, SELF-REFLECTION QUESTIONS) DUE WEDS. DEC. 15TH Appendix A Citation Format For this class, please use the MLA in-text citation system for citing quotations and ideas that you have arrived at from reading other authors. See Purdue Universitys OWL guide to citations, for a complete discussion of this system [https://owl.english.purdue.edu/owl/resource/747/02/]. Briefly, in this method of citation, one introduces the source in a signal phrase that gives the authors name (first and last at first mention, last name only thereafter). Parenthetical references following the cited material supply the page number or numbers. No abbreviations like p. or pp. precede the page number, unless the absence of them would cause confusion for the reader. These parenthetical references are keyed to a list of works cited, which is placed at the end of the paper. This list is arranged alphabetically and may bear the title Works Cited, or Bibliography. If you want to comment on a citation but do not want to do so in the body of the paper, you may add a footnote, which is easily done with the footnote function of your word processing software. Citation Example In Shamans, Mystics and Doctors, Sudhir Kakar argues that Indian medical systems depend on a distinctive sense of freedom. He writes, Human freedom in the traditional Indian context, then, seems to imply an increase in the potential to experience different inner states while limiting action in the outer world (272). This notion of freedom inhering in mental states rather than external conditions is corroborated by the philosophy of Yoga. Barbara Stoler Miller emphasizes this by titling the fourth section of Patanjalis Yoga-Sutras, Absolute Freedom (74). This is not to say that India lacks this-worldly thinkers who have worked hard to win political and social freedom by changing external conditions; rather, it is to emphasize the role that ascetic other-worldly thinkers have had in defining and shaping core Indian values. [Note: It seems odd at first, but the concluding period or other punctuation mark must go outside the final quotation mark, and after the closing parenthesis]. Works Cited Black, Shameem. Decolonising Yoga. Routledge Handbook of Yoga and Meditation Studies, edited by Suzanne Newcomb and Karen OBrien-Kop, Routledge, 2021. "Hinduism." Encyclopdia Britannica. 2010. Encyclopdia Britannica Online, 2010. Web. 25 Aug. 2010. < HYPERLINK "http://www.britannica.com/EBchecked/topic/266312/Hinduism" http://www.britannica.com/EBchecked/topic/266312/Hinduism>. Kakar, Sudhir. Shamans, Mystics and Doctors: A Psychological Inquiry into India and Its Healing Traditions. The University of Chicago Press, 1982. _____. Psychoanalysis and Religious Healing: Siblings or Strangers? Journal of the American Academy of Religion, Vol 53, 1985, pp. 841-53. Miller, Barbara Stoler. Yoga: Discipline of Freedom. Bantam Books, 1986. OBrien-Kop, Karen. Rethinking Classical Yoga and Buddhism: Meditation, Metaphors and Materiality. Bloomsbury, 2021. Smart, Ninian. Soteriology: An Overview. Encyclopedia of Religion, edited by Mircea Eliade. McMillan, 1987. 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Examples: Mahbhrata (a Hindu epic), pkj (ritual worship) saCsra (cycle of death and rebirth), kma (pleasure), dhyna (meditation), shakti (feminine divine power) 2) c s with a dot underneath means it is pronounced as  sh and is retroflex (farther back in the mouth than palatal s) Examples: VicGu (one of the supreme deities of the Hindu pantheon), KricGa (an avatr [descent, incarnation] of VicGu). 3) [ s with a slash above is also pronounced as  sh and is palatal (closer to the front of the mouth than retroflex s) Examples: [stra (a commentarial text), Ziva (one of the gods of the Hindu pantheon), Ziv (his wife/consort aka Parvati). 4) [ a dot under an r indicates a vocalic r, which is pronounced  ri with a short dfzRTZ\^flTVjv NPRXZ`68LRZb|vBCLMZ\ոթUhYOh; CJOJQJaJh; 6CJOJQJaJhYOh; 6CJOJQJaJh; CJOJQJaJh h; 6CJOJQJaJh h; CJOJQJaJBTVPR68vBCdeghjkmnpqsth1$]h&@1$ 0^`0gdS  p^pgd; p^pgd; gd; i, as in the English  sit Examples: Zg Veda (a foundational Hindu scripture), t[cG (lit.  thirst , craving, desire) 6) dh, th, bh an  h directly after a consonant means that it is aspirated; that is, a small breath is exhaled while it is pronounced. 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