Category: Religion

I have attached the activity report assignment on here.
For Report 1, students w

I have attached the activity report assignment on here.
For Report 1, students will visit a site from one of the following traditions:
Hinduism
Buddhism
Sikhism
Report Format
Reports must be typed. I have made an effort to send the file via email. Therefore you can download it onto your computer, type in your report on the form provided, and then upload it on the required date.
Grammar, spelling, etc. Although the content of your report will furnish the primary basis for evaluation, other grading criteria will include: correctness of grammar, spelling punctuation, capitalization; appropriate language; adherence to these guidelines; etc. Acceptable punctuation and capitalization will follow the guidelines given in the MLA Handbook for Writers of Research Papers. Reports with excessive shortcomings in these areas may be refused, or given a grade of “D” or “F,” at the sole discretion of the instructor. Students who desire assistance with their report-writing are encouraged to utilize the Learning Skills Center on campus.
Quotations and Other References. These activity reports are intended to be “field-research” reports rather than “library-research” reports. With that in mind, references to published resources should be used sparingly and only to support and clarify the discussion of what you saw, heard, and experienced during your site visits. Nonetheless, when you do quote or summarize any material from the texts, brochures, or any other relevant source, you will need to cite the source (author, title, publisher, date of publication, website, etc.) and the page numbers of the specific passages cited, either in an endnote or in parentheses. By doing this, you will fulfill an important requirement of academic honesty, and you will avoid plagiarism (which is a serious offense).
Preliminary Reading
Please make sure before you visit the religious institution that you read the appropriate reading from the following list.
For Hinduism:
Larson, “Hinduism in India and in America,” in Neusner’s World Religions in America, 179-198.
Smith, The World’s Religions, 12-77.
For Buddhism
Eckel, “Buddhism in the World and in America,” in Neusner’s World Religions in America, 199-212.
Ellwood, “East Asian Religions in Today’s America,” in Neusner’s World Religions in America, 213-229.
Smith, The World’s Religions, 82-149.
For Sikhism
Read Sikhism in Noss pages 240-252 (photocopied handout). I attached a link to this.

dentify, discuss, and apply the six dimensions of religion as noted in the first

dentify, discuss, and apply the six dimensions of religion as noted in the first chapter. Do not copy the explanations directly. Describe them in your own words as if you were trying to tell a friend. Then, explain how these six dimensions exist in one of the example tribes noted in the second chapter. When you choose a tribe and do your analysis, provide details and examples that clearly meet the definition of the dimension you are discussing. How do you feel after being able to see an indigenous religion with these new dimensions?

dentify, discuss, and apply the six dimensions of religion as noted in the first

dentify, discuss, and apply the six dimensions of religion as noted in the first chapter. Do not copy the explanations directly. Describe them in your own words as if you were trying to tell a friend. Then, explain how these six dimensions exist in one of the example tribes noted in the second chapter. When you choose a tribe and do your analysis, provide details and examples that clearly meet the definition of the dimension you are discussing. How do you feel after being able to see an indigenous religion with these new dimensions?

dentify, discuss, and apply the six dimensions of religion as noted in the first

dentify, discuss, and apply the six dimensions of religion as noted in the first chapter. Do not copy the explanations directly. Describe them in your own words as if you were trying to tell a friend. Then, explain how these six dimensions exist in one of the example tribes noted in the second chapter. When you choose a tribe and do your analysis, provide details and examples that clearly meet the definition of the dimension you are discussing. How do you feel after being able to see an indigenous religion with these new dimensions?

I have attached the activity report assignment on here.
For Report 1, students w

I have attached the activity report assignment on here.
For Report 1, students will visit a site from one of the following traditions:
Hinduism
Buddhism
Sikhism
Report Format
Reports must be typed. I have made an effort to send the file via email. Therefore you can download it onto your computer, type in your report on the form provided, and then upload it on the required date.
Grammar, spelling, etc. Although the content of your report will furnish the primary basis for evaluation, other grading criteria will include: correctness of grammar, spelling punctuation, capitalization; appropriate language; adherence to these guidelines; etc. Acceptable punctuation and capitalization will follow the guidelines given in the MLA Handbook for Writers of Research Papers. Reports with excessive shortcomings in these areas may be refused, or given a grade of “D” or “F,” at the sole discretion of the instructor. Students who desire assistance with their report-writing are encouraged to utilize the Learning Skills Center on campus.
Quotations and Other References. These activity reports are intended to be “field-research” reports rather than “library-research” reports. With that in mind, references to published resources should be used sparingly and only to support and clarify the discussion of what you saw, heard, and experienced during your site visits. Nonetheless, when you do quote or summarize any material from the texts, brochures, or any other relevant source, you will need to cite the source (author, title, publisher, date of publication, website, etc.) and the page numbers of the specific passages cited, either in an endnote or in parentheses. By doing this, you will fulfill an important requirement of academic honesty, and you will avoid plagiarism (which is a serious offense).
Preliminary Reading
Please make sure before you visit the religious institution that you read the appropriate reading from the following list.
For Hinduism:
Larson, “Hinduism in India and in America,” in Neusner’s World Religions in America, 179-198.
Smith, The World’s Religions, 12-77.
For Buddhism
Eckel, “Buddhism in the World and in America,” in Neusner’s World Religions in America, 199-212.
Ellwood, “East Asian Religions in Today’s America,” in Neusner’s World Religions in America, 213-229.
Smith, The World’s Religions, 82-149.
For Sikhism
Read Sikhism in Noss pages 240-252 (photocopied handout). I attached a link to this.

I have attached the activity report assignment on here.
For Report 1, students w

I have attached the activity report assignment on here.
For Report 1, students will visit a site from one of the following traditions:
Hinduism
Buddhism
Sikhism
Report Format
Reports must be typed. I have made an effort to send the file via email. Therefore you can download it onto your computer, type in your report on the form provided, and then upload it on the required date.
Grammar, spelling, etc. Although the content of your report will furnish the primary basis for evaluation, other grading criteria will include: correctness of grammar, spelling punctuation, capitalization; appropriate language; adherence to these guidelines; etc. Acceptable punctuation and capitalization will follow the guidelines given in the MLA Handbook for Writers of Research Papers. Reports with excessive shortcomings in these areas may be refused, or given a grade of “D” or “F,” at the sole discretion of the instructor. Students who desire assistance with their report-writing are encouraged to utilize the Learning Skills Center on campus.
Quotations and Other References. These activity reports are intended to be “field-research” reports rather than “library-research” reports. With that in mind, references to published resources should be used sparingly and only to support and clarify the discussion of what you saw, heard, and experienced during your site visits. Nonetheless, when you do quote or summarize any material from the texts, brochures, or any other relevant source, you will need to cite the source (author, title, publisher, date of publication, website, etc.) and the page numbers of the specific passages cited, either in an endnote or in parentheses. By doing this, you will fulfill an important requirement of academic honesty, and you will avoid plagiarism (which is a serious offense).
Preliminary Reading
Please make sure before you visit the religious institution that you read the appropriate reading from the following list.
For Hinduism:
Larson, “Hinduism in India and in America,” in Neusner’s World Religions in America, 179-198.
Smith, The World’s Religions, 12-77.
For Buddhism
Eckel, “Buddhism in the World and in America,” in Neusner’s World Religions in America, 199-212.
Ellwood, “East Asian Religions in Today’s America,” in Neusner’s World Religions in America, 213-229.
Smith, The World’s Religions, 82-149.
For Sikhism
Read Sikhism in Noss pages 240-252 (photocopied handout). I attached a link to this.

1. Psychological Disorders
(Discussion Board) (Discussion Board Post) (400 word

1. Psychological Disorders
(Discussion Board) (Discussion Board Post) (400 words) (APA format)
Topic: Suicide and Suicide Prevention
In your post, address the following prompts:
What factors are related to suicide?
How did your reading of the text change your ideas about how you might deal with a suicide threat by a friend or loved one?
What steps would they take in response to being aware of a friend’s potential suicide?
2. Psychological Disorders
(Discussion Board) (Discussion Board Replies) (300 words) (APA format)
Topic: Suicide and Suicide Prevention
Alishia Sandecki posted Sep 18, 2024 10:41 PM
Warning. My post talks about a real suicide, please only read if not triggered.
Hello Class,
This week’s readings on suicide were shocking and very sad. Factors related to suicide seem to be overwhelming stress, mania and depression. In our text, Essentials of Abnormal Psychology (Duram et. al., 2019) states that “more than 80% of people who commit suicide suffer from a psychological disorder, usually a mood disorder, substance abuse, or impulse disorder.” (pg. 238).
Mood disorders such as bi-polar, go to two extremes of emotions such as mania and depression. People who commit suicide who have substance abuse disorders tend to abuse alcohol and opioids. And impulse disorders, such as borderline personality disorder, seem to be at a higher risk of self-harm and suicidal tendencies.
I recently had a death in my family, it was my niece’s dad. He was an alcoholic who had recently gone though inpatient rehab, and he was prescribed meds. Once he returned home, he relapsed, and he then committed suicide a day before father’s day just this year. It fit the statistics that I read about in the text that men tend to perform more violent forms of suicide, as he had a suicide attempt, took photos of his bloody face, sent them to my sister, who he had a child with and then tried again shortly after. It was his second attempt that he succeeded. There were obvious signs of distress in his Facebook posts and the last time I had talked to him just a week before I told him that I was worried for him and that he seemed like he was crying for help in the tones of his social media posts.
The night he hung himself he tagged me in a final post that was a poem about “a father who will always love his child”. He asked me in his post to let my niece know he always loved her. My sister and I were very surprised to discover that he had in fact followed through with this act. I cried and realized that when I see someone going through something that I should check in on them and see if I can offer them some kind of support.
When reading the test my idea of suicide changed because I thought that teens and adults committed suicide. However, that is not always the case, suicide is the “fifth leading cause of death from ages 5-14” (Duram et. al., 2019, p. 236). Typically, this behavior can run in families, it can be biological and learned behavior. According to our text there are suicidal ideations, suicidal plans where actual plans are made and fully thought through, and suicidal attempts (Duram et. al., 2019, p 236).
Suicide seems to happen due to a sense of hopelessness, or perception of being a burden, and a diminished sense of self. Suicide can also be used as a way to punish people they were hurt by during their life.
When someone in the family commits suicide, teens are more likely to imitate that form of suicide. About 5% of teens that commit suicide tend to imitate their family’s act in the same way. So this made me worried for my niece. Not only did she go through something horrific as her dad committing suicide in such a harsh way, but she is at an impressionable age where she is experiencing a diminished sense of self.
I realized that giving attention and making a person feel validated for their perceived stress can help bring someone closer, it can also help them find hope in a hopeless place in their life. I never make any of my family feel like a burden. I try to extend love and compassion to all, regardless of their place in my life. I am happy that my last words to Joey, my niece’s dad, were words of love and respect and concern.
Rest in peace Joey Iano.
Do you feel that maybe it can be the sudden changes of medications and substance abuse, along with their perceived interpretation of life stressors that lead them to suicide?
Thanks for reading,
~Ali
Reference
Durand, V. W., Barlow, D.H, Hoffman, S. (2019). Essentials of abnormal psychology. (8th edition). Cengage Text.
3. Psychological Disorders
(Discussion Board) (Discussion Board Replies) (300 words) (APA format)
Topic: Suicide and Suicide Prevention
Ashley Murphy posted Sep 19, 2024 8:29 PM
Subscribe
There are several factors that are related to suicide and suicidal ideation. Many believe that those who complete the act of suicide are simply depressed. Though depression is certainly linked to suicidal ideation, it is rarely the sole cause of a person being suicidal. Many who suffer with suicidal ideation have more than just depression to deal with. Individuals that have impulse control disorders, high levels of anxiety, and general hopelessness are at a very high risk of being suicidal.
Additionally, substance use is certainly a contributing factor for suicidal ideation. An example of this could be a chronic alcoholic, who does not see any hope of sobriety, but does not want to wait to die a slow death from drinking, may become suicidal. This person may have begun drinking as a coping mechinizim for dealing with stress, or depression. This person may believe that alcohol numbs them to the emotional pain they feel, not realizing that it is causing their depression or mood disorder to worsen. Along with the prolonged substance issues, alcohol also lowers inhibitions, allowing a person to be very impulsive in their actions, thus making the completion of the act of suicide more likely.
I have a very adverse reaction to the subject of suicide. For me, I have never reached the levels of sadness, despair, loneliness to have ever considered taking my own life. That being said, I was surprised to learn that depression, even chronic depression alone does not necessarily lead a person to being suicidal. I now understand that there are several factors that contribute to a person’s thoughts and feelings toward being suicidal. I was also surprised to learn that people who do not suffer from any diagnosed mood disorders also make up a large portion of individuals that complete the act of suicide.
If I had a friend or family member that presented as being suicidal, I would encourage them to speak about what is going on inside their heads. In many cases, it only takes one person to make a connection that lasts long enough to change the thought process of someone that is suicidal. I have helped people close to me in times of crisis and very low points in their lives. As I gain in knowledge of the intricacies of the human psyche, I have learned to be a better listener, and allow those people a friendly ear that will not judge, or offer solutions in a matter than makes them feel like it is simple to just not feel that way. I would also take steps to insure that person’s safety, up to and including law enforcement involvement, and hospitalization. However, letting someone know that they are not alone, that their life has value, and that there is still hope if they look for it, may be all they need to hear in that moment.
References:
Durand, V. M., Barlow, D. H., & Hofmann, S. G. (2019). Essentials of Abnormal Psychology (8th ed.). Cengage Learning.
4. Psychological Disorders
(Discussion Board) (Discussion Board Post) (400 words) (APA format)
Topic: Understanding Mood Disorders
Mood disorders are among the most common psychological disorders, and the risk of developing them is increasing worldwide, particularly in younger people. Two fundamental experiences can contribute either singly or in combination to all specific mood disorders: a major depressive episode and a manic episode. A less severe episode of mania that does not cause impairment in social or occupational functioning is known as a hypomanic episode. An episode of mania coupled with anxiety or depression is known as a mixed episode or mixed state. In considering the aspects of mood disorders, answer the following in the discussion forum: How might a hypomanic episode be a help and a hindrance?
5. Psychological Disorders
(Discussion Board) (Discussion Board Replies) (300 words) (APA format)
Topic: Understanding Mood Disorders
Alishia Sandecki posted Sep 18, 2024 11:04 PM
Subscribe
Hello Class,
There are many forms of mood disorders: Bi-polar type I and type II, major depressive disorder, hypomania, unipolar, mixed features, persistent depressive disorder, premenstrual depressive disorder, disruptive mood disorder, and cyclothymic disorder. All were touched on in this week’s readings.
Hypomania is distinct because it is a mild version of a unipolar mania. Hypomania does not cause a marked impairment in social or occupational functioning and lasts about four days long.
Although hypomania does not seem to impair normal activities, it still adds to impulsivity. Also due to its short duration it may go undiagnosed and untreated. After a hypomania episode feeling of hopelessness and diminished sense of self still occur. Impulsive actions lead to risky behaviors and can be self-destructive like leading to substance abuse. This can lead to accidental suicide, suicide, or self-harm.
It’s common that in mood disorders, specifically bi-polar or borderline personality disorder, mania is preferred over depressive episodes. These episodes can be managed with medications and therapy. However, due to the enjoyment one feels during a manic episode most people will refuse medications, such as lithium that are known to help manage mania.
Quitting mind altering medications has an effect on the psychophysiology of the prescribed individual, which can create more issues. Also our text stated that once the disorder begins a cycle, it is ensuring that the disorder will continue. When the disorder continues it will increase the two factors that describe mood disorders such as chronicity and severity.
I found an interesting article that discusses what one may feel after a hypomania episode. Hypomania and mania (N.A, 2023) states that people can experience feeling very unhappy or ashamed about how they behaved. They may have taken on more commitments than they can handle, which adds to life stressors and diminished sense of self. Some can even have unclear memories about things said or done. And due to lack of sleep they may feel tired and feel like they need to reset to become normal again.
I don’t see any long-term benefit of experiencing episodes of mania.
Have you ever experienced episodes of mania or observed someone experiencing episodes of mania?
Thanks for reading,
~Ali
6. Psychological Disorders
(Discussion Board) (Discussion Board Replies) (300 words) (APA format)
Topic: Understanding Mood Disorders
April Mendez posted Sep 20, 2024 12:02 AM
Coincidentally, during the same week as this prompt, I have been managing my sister’s hypomania episode, which is a frequently occurring comorbid disorder among individuals with autism (Dell’Osso et al., 2019). The biggest hindrance to her experiencing this is her therapist and psychiatrist not acknowledging the symptoms since it not at the level of mania. After bringing it to their attention, along with the mention of the family’s Bipolar history, I was met with the dismissive response that her spending did not reach the level of “thousands of dollars,” thus implying that it was not a matter of concern. Only now have they begun to acknowledge the existence of this problem, which is evident from her rapid and increasingly unintelligible speech, along with the exacerbation of other symptoms.
Hypomania has the advantage of being less intense than mania. Our father’s bipolar disorder manifested in manic episodes, rendering communication futile during those states. The primary issue arose from several days of sleep deprivation, leading to potential hallucinations and subsequent unpredictability. Fortunately, hypomania is a more manageable state as it allows for a greater level of functionality in comparison to manic episodes. To illustrate this, let’s consider the example of my sister. Unlike our late father, she is able to get some sleep. Nevertheless, I consistently remind her to go to bed earlier to mitigate the symptoms even more.
Despite my sister’s inability to recognize the symptoms at the beginning, she retains her presence of mind and heeds my observations when an episode starts. As a result, she can engage in a range of self-care and preventative actions. The incorporation of grounding techniques, additional sleep, and consistent check-ins prove to be immensely helpful. She has also started to limit her spending which was a huge issue before.
The primary advantage of hypomania, from my sister’s point of view, is the boost in motivation. Similar to my parents, she has grappled with depression for a significant portion of her life, a genetic predisposition that we were cognizant of. She grappled with comprehending and experiencing motivation…until the occurrence of a hypomanic episodes. Nevertheless, the primary challenge is to channel her motivation in a suitable manner. This may result in her abstaining from spending $300 on plants for a garden that she will inevitably lose interest in after a week. But, rather, plan her time and commitment with goals before making big purchases. As you can see, spending is a huge hindrance to the hypomania. Particularly if one lacks awareness due to being in a functional state.
How would you approach a loved one who is showing symptoms of hypomania? This was a difficult topic for my sister to accept. She was in denial for months and not getting help sooner hurt her more than helped, especially financially. What do you think is a good approach for a sensitive topic for those, especially with family history?
Reference
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596
7. Psychological Disorders
(Discussion Board) (Discussion Board Post) (400 words) (APA format)
Topic: Dissociative Identity Disorder
The rise in reported cases of dissociative identity disorder (DID) is astounding. Prior to 1980, only about 200 cases were reported worldwide; now thousands are reported annually. Your textbook discusses the controversies surrounding DID. What do you think? Review the controversy over dissociative disorders and share whether you believe the disorders are real or invented.
8. Psychological Disorders
(Discussion Board) (Discussion Board Replies) (300 words) (APA format)
Topic: Dissociative Identity Disorder
Jennifer Cerer posted Sep 23, 2024 2:17 AM
Subscribe
Dissociative identity disorder (DID) is often argued as being fake, either a lie or a confusion brought on by professionals and the self. This is not true. Dissociative identity disorder is described as, “a disturbance in the normally integrative functions in identity, memory, and consciousness,” and must consist of two or more identities, called alters (Scott et al., 2023, p. 397). As with any disorder, there are always going to be those who are making it up or confused, but this does not mean that it is the majority of individuals diagnosed. The DSM-5 adds that DID, “can affect any aspect of an individual’s functioning”(American Psychiatric Association, 2013). Thus, dissociative identity disorder is real and very difficult for those suffering from it. To argue that it is created by a victim is awful. This disorder absolutely has genuine symptoms.
Academics and professionals have found that dissociative identity disorder cannot be faked when comorbid disorders are present. “Comorbid depression, anxiety, [and] substance abuse,” are just a few of the disorders connected to DID, as well as, “functional neurological symptoms,” like seizures (Scott et al., 2023, p. 403). When responses to dissociative identity disorder are more than just psychological, and cross over into physical and biological symptoms, individuals will have a harder time lying.
For the very small amount of people who do not genuinely have DID, it is possible that, “alters are created in response to leading questions from therapists… [or] simulated purposefully for individual gain” (Durand et al., 2019, p. 189). There are a couple ways of distinguishing this. Those who do not suffer from a mood disorder, but suddenly have symptoms following a session with a new therapist, could be convincing themselves of more symptoms than they are really experiencing. On the other hand, those who are simply being dishonest for some kind of personal gain are going to describe details or symptoms that are inconsistent with genuine dissociative identity disorder (Scott et al., 2023, p. 404). Therefore, there needs to be more research done on the severity of genuine dissociative identity disorder. This is a good way to erase the idea that is it not real, while also denying those who are faking the attention they seek. If you were a therapist, how would you confirm diagnosed DID?
References
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders: DSM-5 (5th ed.). American Psychiatric Publishing.

These are the questions that needed to be answered:
Further reflection question

These are the questions that needed to be answered:
Further reflection questions:

What are some examples you think of that show how it is difficult to separate religion from other aspects of society and culture?

Elevator speeches. Try to come up with ” elevator speeches” ( 1-2 sentence descriptions) for: Shinto , Hinduism

Nationalism. Reflect on what you think this term means, and examples of nationalism you may be familiar with, Hint: Some types of nationalism exist in the U.S. If you are not familiar with nationalism, spend a few minutes doing research into the topic. Reflect on how it relates to what we are learning in class.
These are notes I wrote:
Pre-Aryas
Ingenious, Indus Valley civilization
-Southern Indians and Tamils may be partially descended from this civilization.

-Likely spoke a pre-Dravidian language

-Religion in the Indus Valley Civilization.
With an undeciphered language, we know little their religious practices.

Archeological sites are ambiguous and open to dispute.
There are no significant temple sites or monuments.
Worship may have been confines to the home.

-`but some modern Hindu groups claim a lineage to this civilization,
Proto- Hinduism
————————–

-There is some speculation that this deity figure represents the God, Siva.

Lotus posture.
Trident representation.
Identification ratio with animals.
Aryas invasion
————————

Tribes from Central Asia and Eastern Europe.

Developed what would become the caste system (related to the four Venas)

(Ancestor language of most Indian, Persian and European languages including: Hindi, Urdu, Farsi, Greek, Latin and German, English.

Spoke a language referred to as Proto Indo- European.

religion based on sacrifices and ancestor worship.

Would develop the Vedas around 1200BCE.

Problems with the hypothesis
———————————————–

Without deciphering the language, no way to verify.
Similarities could be coincidental as most Aryas reference to Siva date to the Vedas at least 1000 years later.
There is political controversy behind the claim.

The four Varnas were representative of the sacred order:

From the body of Purusha (cosmic being) would emerge the four classes of traditional Indian Society.

From his mouth, the Priests.

From his arms, the warriors and administrators.

From his thighs, the merchants.

From his feet, the laborers and servants.

Some terms:

Samsara- The ceaselessly turning wheel of the cosmos; birth, life, death, and rebirth.

Dharma- the duties one has in their life in maintenance of Samsara.

Karma- the effect, good or bad, depending on one’s performances of their dharma, Karma can also be seen as divine or cosmic action.

Moksha- liberation from Samsara.

Yoga- A discipline in obtaining both maintenance and liberation. There are different kinds of yoga.

Avatar- incarnation of a deity on Earth.

Maintenance through rituals:

Fire sacrifice- food offered up in rituals we though to sustain the gods, who in turn maintained the cosmos. Sacrifice thus, maintained the cosmos.

The Upanishads:

While individual lives may change, the self or atm is eternal END.

Basic Principles:

Karma, which was once only about ritual, was applied to all action.

Birth, death and rebirth set a pattern for all cosmos

Basic principle:

Samsara is now a bad thing.

Continual rebirth and necessarily death is seen as a prison.

Liberation is possible

It is achieved through the self-realization and knowledge that Atman is Brahman.

Atman- Brahman:

The essence of the Yama parable is the scriptable establishment of the non-duality of the self (atman) and the cosmos (Brahman).

The realization that the self is the same as all creation is the obtainment of Moksha and liberation from Samsara.

Realization ensures that reincarnation ceases by dispelling the illusion (Maya) of an autonomous self. The self is Brahman and Brahman is the self.

Thursday’s work
————————

The Upanishads

While individual lives may change, the self or atman is eternal and never changing.

Vedantic thought shifted the view of death as a gateway to the afterlife and instead saw it as a natural part of an eternal cycle.

The ideal of Moksha becomes the liberation of the self from death to rebirth.

The parable of Yama and Nachiketas details this.

Basic Principles:

Karma, which was once only about ritual, was applied to all action.

Birth, death and rebirth set a pattern for all the cosmos.

All lives are a series of death.

Even places od heavenly reward or punishment were temporary.

Good action, the following of ones dharma and ethical decisions affected the position of one’s re-birth, or liberation.

The Bhagavad Gita:

Part of an epic called the Mahabharata ( 3rd – 4th century BCE)

4 Yogas/Paths:

Karma Yoga – Action/service

Jnana Yoga – knowledge

Bhakti Yoga – worship/devotion

Raja Yoga – meditation

Shakti: Goddess Worship:

Devi
Kali

Key terms cont.

Trimurti – Hindu “trinity” (Euro-Christian influence here?)

Brahma (creator)

Shiva (the destroyer)

Vishnu (preservation)
2. Monism – the cosmos is one essence; everything is Brahma

Some Hindus might be considered is Brahma

Others might be polytheist

Others might be henotheists, etc.
3. Hindu and other types of nationalism:

Evidence of other types of nationalism

Nationalism cannot be neatly described as:

Political, religious, racial, etc.

This shows us how much social/cultural overlap there are between these categories, and how religious literacy is essential to understanding the world around us.

These are the questions that needed to be answered:
Further reflection question

These are the questions that needed to be answered:
Further reflection questions:

What are some examples you think of that show how it is difficult to separate religion from other aspects of society and culture?

Elevator speeches. Try to come up with ” elevator speeches” ( 1-2 sentence descriptions) for: Shinto , Hinduism

Nationalism. Reflect on what you think this term means, and examples of nationalism you may be familiar with, Hint: Some types of nationalism exist in the U.S. If you are not familiar with nationalism, spend a few minutes doing research into the topic. Reflect on how it relates to what we are learning in class.
These are notes I wrote:
Pre-Aryas
Ingenious, Indus Valley civilization
-Southern Indians and Tamils may be partially descended from this civilization.

-Likely spoke a pre-Dravidian language

-Religion in the Indus Valley Civilization.
With an undeciphered language, we know little their religious practices.

Archeological sites are ambiguous and open to dispute.
There are no significant temple sites or monuments.
Worship may have been confines to the home.

-`but some modern Hindu groups claim a lineage to this civilization,
Proto- Hinduism
————————–

-There is some speculation that this deity figure represents the God, Siva.

Lotus posture.
Trident representation.
Identification ratio with animals.
Aryas invasion
————————

Tribes from Central Asia and Eastern Europe.

Developed what would become the caste system (related to the four Venas)

(Ancestor language of most Indian, Persian and European languages including: Hindi, Urdu, Farsi, Greek, Latin and German, English.

Spoke a language referred to as Proto Indo- European.

religion based on sacrifices and ancestor worship.

Would develop the Vedas around 1200BCE.

Problems with the hypothesis
———————————————–

Without deciphering the language, no way to verify.
Similarities could be coincidental as most Aryas reference to Siva date to the Vedas at least 1000 years later.
There is political controversy behind the claim.

The four Varnas were representative of the sacred order:

From the body of Purusha (cosmic being) would emerge the four classes of traditional Indian Society.

From his mouth, the Priests.

From his arms, the warriors and administrators.

From his thighs, the merchants.

From his feet, the laborers and servants.

Some terms:

Samsara- The ceaselessly turning wheel of the cosmos; birth, life, death, and rebirth.

Dharma- the duties one has in their life in maintenance of Samsara.

Karma- the effect, good or bad, depending on one’s performances of their dharma, Karma can also be seen as divine or cosmic action.

Moksha- liberation from Samsara.

Yoga- A discipline in obtaining both maintenance and liberation. There are different kinds of yoga.

Avatar- incarnation of a deity on Earth.

Maintenance through rituals:

Fire sacrifice- food offered up in rituals we though to sustain the gods, who in turn maintained the cosmos. Sacrifice thus, maintained the cosmos.

The Upanishads:

While individual lives may change, the self or atm is eternal END.

Basic Principles:

Karma, which was once only about ritual, was applied to all action.

Birth, death and rebirth set a pattern for all cosmos

Basic principle:

Samsara is now a bad thing.

Continual rebirth and necessarily death is seen as a prison.

Liberation is possible

It is achieved through the self-realization and knowledge that Atman is Brahman.

Atman- Brahman:

The essence of the Yama parable is the scriptable establishment of the non-duality of the self (atman) and the cosmos (Brahman).

The realization that the self is the same as all creation is the obtainment of Moksha and liberation from Samsara.

Realization ensures that reincarnation ceases by dispelling the illusion (Maya) of an autonomous self. The self is Brahman and Brahman is the self.

Thursday’s work
————————

The Upanishads

While individual lives may change, the self or atman is eternal and never changing.

Vedantic thought shifted the view of death as a gateway to the afterlife and instead saw it as a natural part of an eternal cycle.

The ideal of Moksha becomes the liberation of the self from death to rebirth.

The parable of Yama and Nachiketas details this.

Basic Principles:

Karma, which was once only about ritual, was applied to all action.

Birth, death and rebirth set a pattern for all the cosmos.

All lives are a series of death.

Even places od heavenly reward or punishment were temporary.

Good action, the following of ones dharma and ethical decisions affected the position of one’s re-birth, or liberation.

The Bhagavad Gita:

Part of an epic called the Mahabharata ( 3rd – 4th century BCE)

4 Yogas/Paths:

Karma Yoga – Action/service

Jnana Yoga – knowledge

Bhakti Yoga – worship/devotion

Raja Yoga – meditation

Shakti: Goddess Worship:

Devi
Kali

Key terms cont.

Trimurti – Hindu “trinity” (Euro-Christian influence here?)

Brahma (creator)

Shiva (the destroyer)

Vishnu (preservation)
2. Monism – the cosmos is one essence; everything is Brahma

Some Hindus might be considered is Brahma

Others might be polytheist

Others might be henotheists, etc.
3. Hindu and other types of nationalism:

Evidence of other types of nationalism

Nationalism cannot be neatly described as:

Political, religious, racial, etc.

This shows us how much social/cultural overlap there are between these categories, and how religious literacy is essential to understanding the world around us.

1. Social Action
Week 2 Discussion
Discussion Board Post- (Original Content On

1. Social Action
Week 2 Discussion
Discussion Board Post- (Original Content Only) (400 words) (APA format) (in-text citations are a must)
Discussion: What is Social Justice?
Context: According to The Encyclopedia of Diversity and Social Justice, “The term social justice references a social circumstance in which historical inequities between peoples based on various dimensions of social identity (e.g., race, class, gender) have been remedied so that measurable proportional equality across all peoples exists.” Further, in a 2017 letter to the Regis community, former university president, Father John P. Fitzgibbon, laid out three Jesuit principles. The third principle reads as follows:
We believe the University serves not only itself and its students but is called to be a force for justice and peace in society, above all, in defense of the poor and marginalized. For us, to seek the “greater glory of God” is to bear responsibility for the most pressing issues of our time. This means exploring not only the dynamics of race, ethnicity, nationality, religion, gender, sexuality, and culture, but also the social and structural implications of privilege, power, and social political order in America and the wider world.
Father Fitzgibbon’s declaration, as well as the six Key Jesuit Values, you read this week give us a good sense of how Regis University understands social justice and social action. How do you understand social justice?
Task: This discussion asks you to do two things:
How do you define social justice? What anchors your understanding of social justice? That is, is there a text, religion, practice, philosophy, or idea that informs your understanding of social justice? Explain.
How did you come about your “anchor”? Is it family tradition? Cultural norm? Countercultural response? How does this anchor inform your identity? Have you ever questioned the validity of this anchor?
Using the Peace and Justice Research Guide developed by the Regis Library, identify an article, book, or website that adds dimension or a new perspective to your definition of social justice. This source can align with your ideas of social justice, but it can also contrast with your ideas. Briefly summarize the source, describe the philosophy and/or basic assumptions of its author(s), and explain how it adds dimension or perspective to your definition of social justice.
2. Discussion
Discussion Board Post- (Original Content Only) (400 words) (APA format) (in-text citations are a must)
Discussion: Craft of Poetry as Social Action
Context
This week we will all read Audre Lorde’s poem, “Power” (https://www.poetryfoundation.org/poems/53918/power-56d233adafeb3) and consider the ways in which it speaks to social justice.
Task
Please respond to the three questions below (500 words) in your discussion post.
In what ways does this poem engage with issues of social justice? (Quote specific examples).
What do you notice about the poem’s use of craft (sound, image, idea, form)?
How do those craft elements speak to the social justice content in the work?
3. Social Action
Week 2 Discussion
Discussion Board Reply- (Original Content Only) (200 words per post) (APA format) (in-text citations are a must)
Social Justice: Easier said than done
Contains unread posts
MaryAnn Mace posted Sep 4, 2024 7:40 PM
Subscribe
Looking at social justice from a broad perspective, my definition would entail bringing equity or a social balance to circumstances where equality does not exist for individuals. Social justice implies action is taken to create equanimity in society for those who are not treated fairly, i.e. justly. This reminds me of the Golden Rule: Do unto others as you would have them do unto you. This could be considered the goal of social justice.
Hmmm, now that I bring up the Golden Rule, perhaps that is the foundation for my belief in Social Justice. I’m a very fair-minded person and approach and interact with others based on that premise. My interactions and treatment of others involve an equal playing field perspective – everyone with whom I interact is given consideration and respect unless they do something to cause me to treat them otherwise. I do not come from a particularly religious family, so faith does not serve as an influencer for me, maybe it is just common courtesy and traditional values that drive me. I have never questioned treating people otherwise and rarely is my approach questioned by me.
However, in considering brief research that I conducted about the Golden Rule, the rule is referenced in both New and Old Testaments as a pronouncement by Jesus of Nazareth in his Sermon on the Mount (Wikipedia). Further, attribution about variations of the Golden Rule is given to other ancient Middle Eastern cultures, so it appears, the concept is universal. This never occurred to me. Interesting what a person can learn in one simple Google search!
Article: Parity of participation? Primary-school children reflect critically on being successful during schooling
Hargreaves, Eleanore, Denise Buchanan & Laura Quick. “Parity of participation? Primary-school children reflect critically on being successful during schooling.” Oxford Review of Education, 2021. DOI: 10.1080/03054985.2021.1886916
Our society’s discussion and challenges with social justice beg the question: What about the children? Ideally, the children of today will benefit from any advances made in social justice, but how are children dealing with the issue themselves now? One can only imagine how they internalize the concept. A recent article discusses this issue which is difficult enough for adults to grapple.
The author of the article defines social justice as “a) distribution of wealth; b) recognition of status; and c) representation of voice” (Hargreaves 1). Having these facilitates a “parity of participation” in a community. Article findings reveal that children who do not excel in certain subjects may be ostracized and face obstacles to equal participation in school because of this. This would mean ostracized children would not have equal access to “material resources including teachers, lessons and subjects; equal status among all other children; and has their voice heard as they make an equitable active contribution to decision-making in schooling” (Hargreaves 2). The article doesn’t so much as offer solutions as it does to point out the urgency of correcting the issue.
4. Social Action
Week 2 Discussion
Discussion Board Reply- (Original Content Only) (200 words per post) (APA format) (in-text citations are a must)
Equity for All
Contains unread posts
Sheryl Tirol posted Sep 5, 2024 3:55 PM
Subscribe
When I think of social justice, equity and respect immediately come to mind. These values are foundational to the concept of justice, which is about fairness, giving people what they deserve, and doing what is right to maintain balance. However, our society has often struggled with maintaining that balance. My understanding of social justice is grounded in both my faith and lived experiences. Growing up Catholic, I’ve learned that we are called to live out our faith by working toward a just world, following the example of Jesus, who cared for the marginalized and stood for justice. This includes supporting efforts to reduce poverty, fighting for workers’ rights, and advocating for peace and human dignity.
The Jesuit values are closely aligned with this vision of social justice, particularly Magis—striving for excellence—and cura personalis—caring for the whole person. Both resonate deeply with me, as they call us not only to do better but also to care for each individual in their entirety. These principles guide my approach to social justice and reflect the values I hold dear.
My anchor is rooted in both my faith and life experiences. These foundations guide my belief that every human being deserves to be treated with dignity. At the core of this belief, I strive, as the Jesuits teach, to see God in all people. Living by the golden rule has been a guiding principle for me, though I recognize that I’ve fallen short at times. There have been moments when I’ve questioned these values, especially when I’ve been treated without the same respect I extend to others. Personally, I’ve encountered individuals who claim to be deeply devout but fail to practice what they preach regarding social justice. Yet, I’ve come to realize that no one is perfect. Despite the disappointment I feel when confronted with injustice, I refuse to let it erode my commitment to treating others with respect. I hold fast to my standards, knowing that the way I conduct myself defines who I am, not the actions of others. Ultimately I know for myself at least, it is progress not perfection and when we fall short, we must make an effort to learn from what our mistakes and try again.
The article “Justice Poetry” by Lisa Ampleman explores how poetry serves as a vehicle for social justice, particularly reflecting on the work of Jesuit Father Daniel Berrigan. It highlights the tradition of “poetry of witness,” where poets like Berrigan, Adrienne Rich, and Ross Gay address societal injustices, urging readers to reflect and act. Berrigan, known for his Catholic faith and anti-nuclear activism, used poetry to question injustices and inspire action, particularly through a lens of peace. Ampleman’s article broadens the idea of social justice by highlighting the power of art and empathy. It argues that just being aware of injustice isn’t enough and encourages real action. This adds a new layer to the Catholic idea of seeing God in everyone, extending the conversation beyond religion to urge readers to not just notice injustice but to actively work against it.
One thing I appreciated in this article was a perspective from poet Natalie Diaz who says: “she is ‘skeptical of what witness has become in poetry,’ in part because she is wary of empathy, which she calls “selfish.” ‘We can’t have empathy for the people we drop bombs on because we aren’t afraid bombs will be dropped on us,’ she says. In other words, social justice poetry can fail if people who are privileged and safe feel that just because they have read a poem about war, they have experienced the feelings of those who are terrorized by war. Such empathy is voyeuristic and empty if readers fail to take any further action.”
This section resonated with me because I think we can fall into trap of saying we have educated ourselves about these issues and think we have it all figured out or worse don’t think more work needs to continue within social justice. I believe our writing can continue to elevate and inform those in our community and beyond. As many prolific writers such as James Baldwin have paved the way for us to tell those stories, we as writers have a responsibility to continue speaking up and writing about these issues. If the last five years have taught us anything, we have made progress but there is still so much work to be done.
Works Cited:
Ampleman, Lisa. “Finding the Catholic Voices in Social Justice Poetry.” America Magazine.org, April 17, 2017.
5. Social Action
Week 2 Discussion
Discussion Board Reply- (Original Content Only) (200 words per post) (APA format) (in-text citations are a must)
Power is not Powerless
Contains unread posts
MaryAnn Mace posted Sep 5, 2024 8:06 PM
Subscribe
I have to confess that I am not proficient at deciphering poetry. Perhaps that is because I’m several decades out from having studied it. As well, poetry is best understood from discussion. There is a poetic license and structure unique to the genre that speaks differently to each of us, so it helps when there is a combined perspective. What I see in this poem is likely entirely different from another’s impression. I feel my one-sided input may be a little lacking. What I do feel from this poem is strong imagery and emotion. As well, there is an overt social justice message that is powerful.
As a creative piece with its use of poetic devices, the poem effectively communicates gut-wrenching emotion leaving one depleted. At least I was. At the end, I was angry because I could feel the author’s pain, anguish, and futility. These emotions are expressed through the imagery the poem creates:
“I am trapped on a desert of raw gunshot wounds
and a dead child dragging his shattered black
face off the edge of my sleep”
The line length which prompts the pace of the poem forces the reader to feel the content more powerfully and consider the message more thoughtfully.
One thing that is very clear in this poem is its impressions of social justice…or lack thereof for the dying boy. Stanza three depicts the bigoted police officer’s contempt for the boy with “Die you little motherfucker” a brutally cruel sentiment. Further insult is added by the officer’s admission that all he saw was the boy’s color as rationale for the shooting. While too common an occurrence, I still can’t conceive that people think this way over someone’s skin color as the reason for hate.
Then in following the not guilty verdict, adding further insult and vitriol, there is the line:
“they had dragged her 4’10” black Woman’s frame
over the hot coals
of four centuries of white male approval
until she let go
the first real power she ever had”
I interpret this as meaning any power the woman (assume the mother) had attained as a Black woman was wiped out with the acquittal and obliterated any gains in society as a person of color.
I believe poetry can generate a more powerful punch than “simple” rhetoric. Maybe this comes from poetry’s language and form which can be more condensed than prose. In culinary terms, like stock is to broth. Overall, “Power” is a good example of a poem that packs quite an emotional wallop within its limited lines.
6. Social Action
Week 2 Discussion
Discussion Board Reply- (Original Content Only) (200 words per post) (APA format) (in-text citations are a must)
Powerful Images by Audre Lorde
Contains unread posts
Sheryl Tirol posted Sep 7, 2024 8:28 AM
Subscribe
1.
In the poem Power by Audre Lorde, we see a strong example of her engagement with social justice issues. Lorde shows how a group of white men pressures a Black woman to change her opinion in a police brutality case.

“Today that 37 year old white man
with 13 years of police forcing
was set free
by eleven white men who said they were satisfied
justice had been done
and one Black Woman who said
“They convinced me” meaning
they had dragged her 4’10” black Woman’s frame
over the hot coals
of four centuries of white male approval
until she let go
the first real power she ever had
and lined her own womb with cement
to make a graveyard for our children.”
The imagery of the Black woman being dragged “over the hot coals of four centuries of white male approval” highlights the historical and ongoing oppression of Black women in America. The powerful metaphor of her womb becoming “a graveyard for our children” speaks to the destruction of future generations and the deep trauma inflicted on marginalized communities.
In this passage, Lorde explains that if she doesn’t use her writing to speak out against injustice, she risks becoming indifferent and corrupt. She believes that ignoring her responsibility to address the oppression of marginalized groups would cause her talents to go to waste. Her power, like an unused wire, would be useless if she didn’t use it to make a difference and create change.
“But unless I learn to use
the difference between poetry and rhetoric
my power too will run corrupt as poisonous mold
or lie limp and useless as an unconnected wire”
In this opening line, Lorde connects to social justice by showing how serious the fight against oppression is. She contrasts poetry (speaking the truth) with rhetoric (empty talk) and says that a real commitment to justice might mean sacrificing yourself to protect future generations. She emphasizes that people have a responsibility to confront injustice, or else their children will continue to suffer.
“The difference between poetry and rhetoric
is being ready to kill
yourself
instead of your children.”

2.
Lorde uses powerful imagery and sound to create a visceral sense of violence and grief. The line “trapped on a desert of raw gunshot wounds” evokes the relentless pain experienced by the Black community, and the metaphor of a “desert” highlights feelings of isolation and desolation. The sharp sounds in phrases like “raw gunshot wounds” mirror the violence described, while the image of “a dead child dragging his shattered black face” off the edge of sleep conveys how trauma haunts the speaker, even in their dreams. This use of vivid, haunting images forces the reader to confront the brutal reality of racial violence, emphasizing the weight of living in a world filled with this constant threat.

“I am trapped on a desert of raw gunshot wounds
and a dead child dragging his shattered black
face off the edge of my sleep”
The repeated harsh sounds in lines like “the desert of raw gunshot wounds” create a sharp rhythm that mimics the violence. The similar sounds in words like “raw” and “gunshot” highlight the brutality, making the violence feel real and unsettling. The way sentences continue onto the next line keeps the tension high, pushing the reader forward and showing how relentless the injustice is.
One of the central ideas in “Power” is the corrupting force of systemic racism, particularly in the justice system. The idea of “power” is explored not just as a tool for liberation but also as something that can be corrupted if not used responsibly, as seen in the lines where Lorde contrasts poetry and rhetoric. Lorde suggests that silence in the face of injustice allows power to “run corrupt.” Lorde’s use of simple, straightforward language, along with the poem’s structure, creates a feeling of urgency and raw emotion in her criticism of power and injustice.
3.
Lorde’s craft elements work together to highlight the poem’s social justice themes, making the violence and racism described feel immediate and impactful. The image of a policeman standing over a child’s blood with “cop shoes” vividly depicts the brutality and dehumanization in the scene. This stark image highlights the violent impact of systemic racism and the disregard for innocent lives. In the following passage, Lorde provides a vivid image to evoke emotion and help people really understand how this kind of brutal injustice cannot continue.
A policeman who shot down a ten year old in Queens
stood over the boy with his cop shoes in childish blood
and a voice said “Die you little motherfucker” and
there are tapes to prove it. At his trial
this policeman said in his own defense
“I didn’t notice the size nor nothing else
only the color”. And
there are tapes to prove that, too.
Lorde criticizes the justice system and societal structures that cause violence against marginalized groups. The poem shows how power can be abused and how racial bias leads to violence, highlighting its focus on social justice. I feel like she gives readers a challenge or call to action to not stand idly by to allow this kind of violence to continue.
No pun intended but this was a very powerful poem to illustrate the continued injustice that happens in our world. It is raw and direct but I believe incredibly effective when trying to actually show people the constant violence inflicted upon them. I’m really glad we used this to explain the value and importance of continued creative work in the social justice space.
Works Cited:
Lorde, Audre. “Power.” Poetry Foundation, www.poetryfoundation.org/poems/53918/power-56d233adafeb3. Accessed 5 Sept. 2024.

7. Writing Assignment: Craft of Poetry as Social Action
(Original Content Only) (3 pages) (APA citation) (In-text citations are a must)
Context
This week your research toward your Portfolio Projects will specifically explore how the craft of poetry engages with writing as social action.
Task
In this writing assignment, you’ll choose one of the prompts below to respond to, based on your MA concentration or MFA specialization. Specialization is: Liberal Studies
Creative Writing
Write a pantoum about a social justice issue of your choice.
Pantoum
Donald Justice, Pantoum of the Great Depression.
Chris Green, American Gun: A Poem by 100 Chicagoans. Another Chicago Magazine.net 2020/09/23, this is a chorus or community this is a new way to write a pantoum an interview with Chris Green.
Craft Writing Rubric

Literature
Read a database article or book chapter that speaks to your final literary analysis project (in relation to social justice poetry). Summarize and reflect on the article or chapter you selected. Discuss what you learned and how it defines/approaches literature and/or your essay topic in relation to social justice. How does this reading speak to or impact the thesis of your final essay? Use MLA citations and title each reflection as per the article or chapter you chose (3 double-spaced pages).
Reflection Rubric

Pedagogy
Read a chapter from Power and Identity in the Creative Writing Classroom or Teaching to Transgress. Summarize and reflect on the chapter you selected. Discuss what you learned and how it defines/approaches creative writing pedagogy in relation to social justice. How would you approach the methodologies discussed? What kind of group exercises (related to poetry) would you assign? Please use MLA citations and title each reflection as per the chapter you chose (3 double-spaced pages)