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Quiz

RLG100-280 Study Guide for Quiz - OCT10-13.docx

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Department
Religion
Course
RLGA02H3
Professor
All Professors
Semester
Spring

Description
RLG100-280 2012-2013 Study Guide for Term Quiz Q UIZFORMAT : Date: November 28 Length: approx. 1 hour, 50 minutes. You may write until 8 p.m. Time and Location: 6:00 p.m. BR 200 (IN THE LECTURE HALL) TOTAL M ARKS : 20 PART A: M ULITIPLE-CHOICE AND T ERM D EFINITIONS: - M ULITIPLE-C HOICE o 10 QUESTIONS –MULTIPLE CHOICE BASED ON LIST OF TERMS ) o (10 X ½ MARK EACH = 5 MARKS ) T ERM D EFINITIONS - Identify and demonstrate the significance of each term. Answer 5 from a list provided (5 X 1 mark each = 5 marks) - Note: ‘1 mark’ here does not mean just 1 piece of information; define, identify, and show the connections between the term and other related concepts PART B: SHORT ESSAY QUESTIONS - Answer 2 questions from a selection of 5 questions (2 X 5 marks each = 10 marks) C RITERIA FORE VALUATION : Here is a general guide to the grading: Terms: 1/1 = A: complete identification; student clearly articulates the term; student relates the term to other concepts in the course; student provides a concrete example (if applicable); student contrasts and compares the term 0.75/1 = B: complete identification; student clearly articulates the term; student makes an attempt to either relate the term to other concepts in the course or provide a concrete example (if applicable) or an attempt at contrasting and comparing 0.5/1 = D: Some identification and attempt at articulation of the term; unsuccessful attempts at providing additional context; issues with clarity 0 = F: incorrect/insufficient identification; insufficient significance; explanation relies too heavily on ideas outside of course content Short-Essays: 5/5 = A+: high quality writing; succinct and direct approach to the question; clearly identifies (without simply copying the question) which question is being answered; answers completely all components of the question; demonstrates an advanced comprehension of the readings and lecture topics; provides an argued response that goes further than discussed in tutorials/lectures. To receive a 5/5 response is to be nearly perfect; good enough that we will ask the student if we can use it as an example in lectures and tutorials to talk about terms/essays on quizzes. 4.5/5 = A/A+: All of the above –an excellent response; very few to no technical errors (spelling, general sentence structure) and no substantial errors. Mastery of course content. 4/5 = A-: clear writing; complete response; attempts analysis, comparison, or some “big picture”/critical thinking; able to repeat our discussions of the topic, but may not add anything original, analytic, or evaluative to the discussion. Some mastery of course content. 3.5/5 = B: Good effort; attempts to respond to all aspects of the question (even if not always successful); does everything well, but does not demonstrate confidence or any independence in navigating through course content. 3/5 = C: similar to a B, but less evidence of familiarity/confidence/independent analysis of material; issues with clarity and writing; student provides course content, but it is only formulaic (and no attempt by the student to paraphrase and demonstrate their comprehension in their own words); student does not address all components of the question 2.5/5 = 50/D: more severe examples of ‘C’ category issues; demonstration of not reading the textbook; short and insubstantial responses (or long-winded and irrelevant responses). 2/5 and lower = F: Student’s writing is unclear, contains a pattern of errors, illegibility, etc.; discussion is not grounded in any material resembling lecture/tutorial/course readings. Note: the ‘Study Questions’at the end of each section will form the basis of quiz questions. There will be no mystery questions on the quiz that you do not see in this study guide. HINDUISM: Key Themes: “Hinduism”: What’s in a Name? Ancient Vedic Traditions: the role of scripture and ritual Upanishadic Traditions: from Samsara to Moksha Classical Hinduism:Accessibility, dharma, and the role and place of ‘persons’ Key Terms: If the term is not in these lists below, it will NOT be on the quiz. artha avatara bhakti brahmin dharma guru kama kshatriya moksha prasada puja Puranas Rishi sadhu samnyasin shruti smrti upanayana Vedas ORIGINS TEXTBOOK: pp. 30-36 • SOURCE: COLONIAL MISSIONARIES /SCHOLARS • Sanatana Dharma  example of indigenous attempt at translation of ‘religion’ • GENERALTRAITS: – EXTREMELY DIVERSE (REGIONALAND CLASS DISTINCTIONS) – SANSKRIT IS ESSENTIAL LANGUAGE OF CLASSICAL HINDU TRADITION – EMPHASIS ON HUMAN-DIVINE/COSMOS RELATION EARLY STAGES OF HINDU RELIGION • HARAPPAN CULTURE  INDO-ARYAN CULTURE • VEDAS AND THE BRAHMANIC TRADITION TEXTBOOK: pp. 36-39 – VEDAS AS ORALTRADITION – ETERNAL SOUND – SHRUTI – “WHAT IS HEARD” • VEDIC GODS (examples): – DYAUS PITR – INDRA – AGNI – SOMA VEDIC SCRIPTURES • The earliest scriptures in the Hindu tradition are oral compositions called shruti (‘that which was heard’) – The people who transmitted the sacred words were called rishis (‘seers’) • The dual emphasis on hearing and seeing the holy is typical of the Hindu tradition • 4 COLLECTIONS (SAMHITAS): • RIG VEDA (HYMNS) • YAJUR VEDA (FORMULAS/SACRIFICIAL) • SAMAVEDA (SONGS) • ATHARVAVEDA (SPELLS/CHARMS) MAJOR VEDIC RELIGIOUS RITUAL: HINDU FIRE SACRIFICE • UPANISHADS TEXTBOOK: pp. 39-43 – BRAHMAN – ATMAN – MAYA – KARMA – SAMSARA – MOKSHA – BRAHMAN =ATMAN • TAT TVAM ASI • “THOUART THAT” • • CLASSICAL HINDU DEITIES TEXTBOOK: pp. 47-51 – VISHNU – SIVA – DEVI (SHAKTI; DURGA; KALI) • CLASSICAL HINDUISM TEXTBOOK: pp. 43-46 – SMRITI: “WHAT IS WRITTEN” OR “WHAT IS REMEMBERED” – EPICS AND PURANAS: PERSONIFY THEABSTRACT CONCEPTS OF THE UPANISHADS • EPICS: MAHABARATAAND RAMAYANA – RAMAYANA – MAHABARATA • BHAGAVAD-GITA • MAIN CHARACTERS: – ARJUNA – KRISHNA MAIN THEME: - DUTY (DHARMA) • HINDU PATHS: • VEDANTA : TEXTBOOK pp. 55-56 • YOGA  TEXTBOOK: pp. 56-58 • TANTRA  TEXTBOOK: pp. 58 • OTHER MAJOR CLASSICALTEXTS – PURANAS; TANTRAS • Connect Puranas with emergence of Bhakti Yoga – DHARMA-SASTRAS • LAWS OF MANU CASTES AND CLASS SYSTEM TEXTBOOK: pp. 52-55 • ORIGINS: VEDAS AND LAW BOOKS (LAWS OF MANU) • 1. BRAHMINS (PRIESTLY CLASS) • 2. KSHATRIYAS (NOBILITY-WARRIOR CLASS) • 3. MERCHANT/FARMING CLASS • 4. SERVANTS (SUDRAS) • [5. UNTOUCHABLES] STAGES OF LIFE • STUDENT • HOUSEHOLDER • RETIREE • WANDERINGASCETIC GOALS OF LIFE • DHARMA (SOCIAL DUTY) • ARTHA(POLITICAL/ECONOMICACTIVITY • KAMA(PLEASURE-SEXUAL) • MOKSHA(LIBERATION) Study Questions: 1. DESCRIBE THE ROLE OF THE VEDAS IN ANCIENT INDIAN RELIGION . BE SURE TO MENTION THE ACTIVITY OF RITUAL , THE CONCEPT OF SACRIFICE , AND ANY RELEVANT CONTENT FROM THE VEDAS . HOW ARE GODS , ACTIONS, AND TEXT ’ ALL INTERCONNECTED ? WHY IS THE “ORAL DIMENSION ” SO IMPORTANT? 2. BRIEFLY DESCRIBE THE TRANSITIONS FROM VEDIC RELIGION TO CLASSICAL HINDUISM . OW DOES CLASSICAL H INDUISM BUILD ON THE EARLIER VEDIC TRADITION ? W HAT DID THE CLASSICAL TRADITION PROVIDE (IN A RELIGIOUS SENSE) THAT WAS NOT PRESENT IN THE VEDIC TRADITION ? PROVIDE CONCRETE EXAMPLES IN YOUR ANSWER (FOR EXAMPLE ,TEXTS,SYMBOLS , AND IDEAS ). 3. W HAT DOES IT MEAN WHEN THE UPANISADIC TRADITION SAYS THAT ‘ATMAN EQUALS BRAHMAN ’? 4. EXPLORE 2 OF THESE SPECIFIC“HINDU P ATHS” – VEDANTA , YOGA,OR T ANTRA . BUDDHISM I Key Themes: Sacred Biography: “The First Gem” “The Second Gem”: Early Buddhist Doctrine Key Ter
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