TO THE TEACHER: OBJECTIVES OF THE UNIT: To help students grasp the magnitude of impact of Buddhism by showing that Buddhism provided not just a new set of ideas, but also new forms of religious practice, new types of places to worship, and a large body of images of divinities. TEACHING STRATEGIES:
To get the most out of this unit, students will need to have been
introduced to Buddhist doctrine and the ways Buddhism changed as it
traveled from India to China. This
unit calls for close comparison of images.
If students have difficulty seeing the distinctions between
different statues, they could be asked to describe in detail everything
they observe, forcing them to look more closely.
To make this material more challenging, students could be asked whether they find the material on images, temples, or practices more interesting, then try to unpack what their answer indicates about their attitudes. Why do many Americans respond very positively to Buddhism as a set of ideas and practices? Did anyone in the class find himself or herself more attracted to the art than the practices? WHEN TO TEACH: In a full survey of Chinese history, Buddhism is generally taught when the medieval period is covered. However, a course limited to more modern China could still use this unit since Buddhism remained an important part of Chinese culture into modern times. In a topically-organized course, Confucianism should be introduced before considering Buddhism. This unit would also be appropriate for use in teaching world religions. |