Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 22/11/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
Why and how do religions emerge and change? How should we study religious traditions? What are their key ideas and practices, and what can we learn from them? This course will survey Asian religious traditions, including Vedic religion, the speculative traditions of the Upanishads, Zoroastrianism, Jainism, Early Buddhism, Hinduism, Mahayana Buddhism, Tibetan Buddhism, Chinese Religion, Japanese Religion, and Sikhism. It will place them in the contexts of their emergence and transmission, exploring themes of global interconnectedness, including their manifestations in Australia (utilising the Queensland Atlas of Religion).
Course contact
Course staff
Lecturer
Tutor
Ms Chara Scroope
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
RELN1080 will introduce students to an array of Eastern religious traditions, including their key doctrines, texts, and communities, while exploring the ways the ‘discovery’ of these traditions led to the creation of the discipline.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Have an understanding of the histories and doctrines of Eastern religious traditions, including their Australian histories.
LO2.
Understand the historical foundations of Religious Studies as a comparative discipline that emerged in colonial contexts, and its subsequent developments responding to post-colonial settings.
LO3.
Have an appreciation of the empirical foundations of the study of religions through the analysis of the interplay between texts, orthodoxies, orthopraxies, visual cultures, and lived experiences.
LO4.
Conduct informed research through an acquired knowledge of the scholarship on religion and Eastern religious traditions.
LO5.
Engage in communicative contexts in an informed way about Eastern religions.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution |
Tutorial Participation
|
20% |
4/08/2025 - 20/10/2025
You are required to attend all tutorials across the semester (ten in total) and participate in class discussion. Marks will be awarded for evidence of having completed the required readings for each tutorial, for engaging substantially in class discussions, and for fostering group discussions. In-person attendance is necessary to fulfil these participation tasks. NOTE: Tutorials start in Week 2. AI: This assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct. |
| Essay/ Critique | Essay | 40% |
19/09/2025 2:00 pm |
| Examination |
Final Exam
|
40% |
End of Semester Exam Period 8/11/2025 - 22/11/2025 |
Assessment details
Tutorial Participation
- Identity Verified
- In-person
- Mode
- Activity/ Performance, Oral
- Category
- Participation/ Student contribution
- Weight
- 20%
- Due date
4/08/2025 - 20/10/2025
You are required to attend all tutorials across the semester (ten in total) and participate in class discussion. Marks will be awarded for evidence of having completed the required readings for each tutorial, for engaging substantially in class discussions, and for fostering group discussions. In-person attendance is necessary to fulfil these participation tasks.
NOTE: Tutorials start in Week 2.
AI: This assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.
- Other conditions
- Secure.
- Learning outcomes
- L01, L02, L03, L05
Task description
Students will actively participate in class discussion, demonstrating their engagement with the course reading materials and the lecture content.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40%
- Due date
19/09/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
A 2000 word essay on a topic chosen from the list provided on Blackboard. Alternatively, students may develop an essay topic in discussion with the course coordinator.
This assessment task has been designed to develop students' independent cognitive capacities and their skills in research, reading, analysis, writing, and argumentation. Students are discouraged from using Artificial Intelligence (AI) and Machine Translation (MT) for this assessment task, and doing so will likely fail to meet these learning objectives. Students who use AI and MT in this task will be assessed accordingly based on the assessment criteria.
Submission guidelines
Essays are to be submitted via Turnitin on Blackboard
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
10% of maximum mark per day after the due date.
Final Exam
- Identity Verified
- In-person
- Mode
- Written
- Category
- Examination
- Weight
- 40%
- Due date
End of Semester Exam Period
8/11/2025 - 22/11/2025
- Learning outcomes
- L01, L02, L03, L05
Task description
An exam covering the content of the course.
Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 120 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed book examination - no written materials permitted |
| Exam platform | Paper based |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Students must apply for deferred exam via mySI-net.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Additional course grading information
Your tutorial participation will be assessed according to the following criteria:
1. Evidence of participation in discussions.
2. Evidence of preparation for the tutorial, most notably through completing the set readings.
3. Quality of contributions to discussions.
4. Fostering of group discussions, through courteous and respectful interactions with staff and students.
5. Attendance is necessary to fulfill the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.
To achieve a grade of 7 (High Distinction, 85-100%), your attendance will be flawless and your participation exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.
To achieve a grade of 6 (Distinction, 75-84) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.
To achieve a grade of 5 (Credit, 65 – 74%), your attendance and participation will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.
To achieve a grade of 4 (Pass, 50 – 64%) your attendance and participation will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.
To achieve a grade of 2 (Fail, 25-44%), your attendance and participation will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.
To achieve a grade of 1 (Low Fail, 0-24%), your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.
Your essay will be assessed according to the following criteria:
1. Ability to construct a well-reasoned argument.
2. Depth and breadth of knowledge and understanding of central issues.
3. Ability to form a well-structured essay.
4. Engagement with academic sources and evidence.
5. Creativity or originality in analysis
6. Capacity to produce a coherent and well-written essay using correct grammar and syntax.
7. Appropriately referenced, as per discipline conventions.
To achieve a grade of 7 (High Distinction, 85-100%), your essay will reflect an exceptional level of achievement. It will demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It will also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your essay will be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing and expression. Your work must demonstrate your own analysis, argumentation, and use of evidence through thoroughly verified sources. You must demonstrate close engagement with sources in their disciplinary context.
To achieve a grade of 6 (Distinction, 75 – 84%), your essay will reflect an advanced level of achievement. It will demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your essay will be well written, clear and concise, follow discipline conventions and have few errors in referencing and expression. Your work must demonstrate your own analysis, argumentation, and use of evidence through thoroughly verified sources. You must demonstrate close engagement with sources in their disciplinary context.
To achieve a grade of 5 (Credit, 65 – 74%) your essay will reflect a proficient level of achievement. It will demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a proficient understanding of problems and issues. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in expression, and demonstrate your ability to communicate effectively. Your work must demonstrate your own analysis, argumentation, and use of evidence through verified sources. You work will have some inconsistencies or contradictions that fail to demonstrate proficient understanding. You must demonstrate engagement with sources in their disciplinary context.
To achieve a grade of 4 (Pass, 50 – 64%) your essay should reflect a functional level of achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, and expression will be adequate and use some of the discipline conventions to communicate appropriately. Your work must demonstrate your own analysis, argumentation, and use of evidence through verified sources. Your work will have inconsistencies and contradictions that demonstrate only adequate understanding. You must demonstrate engagement with sources in their disciplinary context.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, and expression will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent. Your work will fail to adequately demonstrate independent analysis and argumentation that arises from your own engagement with and synthesis of source materials or assessment stimuli. Your work will have inconsistencies and contradictions. You will demonstrate a mostly stereotypical and/or superficial understanding of concepts, ideas, and source materials/stimuli, failing to demonstrate engagement with sources in their disciplinary context. The overall response will not adequately address the task.
To achieve a grade of 2 (Fail, 25-44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent. Your work will fail to adequately demonstrate independent analysis and argumentation that arises from your own engagement with and synthesis of source materials or assessment stimuli. You will demonstrate a mostly stereotypical and/or superficial understanding of concepts, ideas, and source materials/stimuli, failing to demonstrate engagement with sources in their disciplinary context. Your work will have inconsistencies and contradictions The overall response will not adequately address the task.
To achieve a grade of 1 (Low Fail, 0-24%), your essay will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your essay will demonstrate an absence of research, evaluation of data and/or evidence, and lack argumentation. Use of discipline conventions will be absent, poor or inappropriate, and written expression poor or inappropriate. Your work will show no original analysis or evidence of independent thought, with factual errors and misrepresentation of source material and no meaningful correspondence to the assignment prompt.
Failing Criteria and Academic Misconduct
Fabrication or misrepresentation of sources will result in an automatic maximum grade of 2 for this assessment, regardless of performance in other criteria. This includes but is not limited to: citing non-existent sources or attributing false quotes to real sources. Such issues demonstrate failure to meet the core learning outcomes for the course and may also be referred for academic misconduct.
Your exam responses will be assessed according to the following criteria:
Multiple–Choice/One-Word Answer Questions
Students will be assessed on:
1. Ability to recall terminology and factual knowledge.
2. Ability to recognise the correct contexts for the application of factual knowledge.
Short Answer Questions
Students will be assessed on:
1. Ability to produce a succinct response to a directed question.
2. Knowledge of key themes or ideas.
3. Ability to employ relevant terminology, as required.
4. Clear and concise written expression, well presented.
Gobbets/Textual/Object Analyses
Students will be assessed on:
1. Ability to identify author and/or creator of the item.
2. Ability to explain the context of the item.
3. Ability to identify the key components, themes or features that allow critical appreciation.
4. Ability to explain the significance of the item.
5. Clear and concise written expression, well presented.
Essay Questions
Students will be assessed on:
1. Ability to recognize key issues in the question.
2. Ability to structure an argument.
3. Use of evidence.
4. Engagement with academic scholarship and/or debates.
5. Clear and concise written expression, well presented.
Unlike formative assessments undertaken during your course (such as book reviews and essays), exam answers are typically marked on right or wrong basis for multiple choice, single word and short answer questions. Individual exam essays and other exam questions are not awarded grades, but are assessed numerically (such as a mark out of five, or a mark out of ten). The overall grade achieved for an exam is arrived at by totalling the marks for the constituent elements of the exam.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
- Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
- By submitting work through Turnitin you are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
- All students must ensure they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
- A valid Turnitin receipt will be the only evidence accepted if assessments are missing. Without evidence, the assessment will receive the standard late penalty, or after 7 business days, will receive zero. In the case of a Blackboard outage, please contact the Course Co-ordinator as soon as possible to confirm the outage with ITS.
- It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate bandwidth and speed is available. If you cannot be sure if your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University computers in the Library or Computer Labs.
- Plagiarism is cheating and constitutesﾠacademic misconduct.
- Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.
- For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (28 Jul - 03 Aug) |
Lecture |
Introduction to the course An overview of the course, the assessment, and expectations. Introduction to the content. How do we study 'religion'? Learning outcomes: L02, L03, L05 |
Week 2 (04 Aug - 10 Aug) |
Lecture |
Religion and 'Eastern Religions': From William Jones to Max Müller The European 'discovery' of 'Eastern religions' was formative for the academic discipline of religion studies. How did this occur? What were taken to be the data for 'religion'? In this week we shall explore the ways that Europeans first encountered 'Eastern religions'. We shall especially focus on two things, (1) the 'discovery' that Sanskrit was related to European languages (e.g., Ancient Greek, Latin, Germanic, etc.), which led to the positing of the language family 'Indo-European' (which includes Persian) and a recognition of a relationship between the cultures using these languages, and (2) Max Müller's arguments for a comparative study of religion, which underpinned his editing of the 'Sacred Books of the East', which would serve that comparativism. We will also consider the present understanding of the movements of Indo-European languages and cultures from Central Asia into Persia and the Indian subcontinent. Learning outcomes: L01, L02, L03, L05 |
Week 3 (11 Aug - 17 Aug) |
No student involvement (Breaks, information) |
Public Holiday Ekka holiday. |
Week 4 (18 Aug - 24 Aug) |
Lecture |
The religion of the Veda and the Upaniṣads The Vedas are among the world's oldest extant compositions, dating back to 1500BCE. While they remain important touchstones for the Hindu tradition, modern Hinduism is quite different from Vedic religion. In this week we will explore the early Vedic compositions and the religious culture they embody, as well as the shifts that occurred in the late Vedic period (from around the 8th c. BCE) that witnessed the composition of the Upaniṣads, which were very important for later religious developments in the Indian subcontinent, and also influenced modern European romantic thought. Learning outcomes: L01, L02, L03, L05 |
Week 5 (25 Aug - 31 Aug) |
Lecture |
Zoroastrianism Once a major tradition in Persia that influenced many cultural developments across Eurasia, today followers of Zoroastrianism — often referred to as Parsis (i.e., Persians) — are mainly found in Pakistan and India. In this week, we will explore the key ideas and developments in Zoroastrianism, which often is thought to be the earliest expression of monotheistic ideas. Learning outcomes: L01, L02, L03, L05 |
Week 6 (01 Sep - 07 Sep) |
Lecture |
Early Buddhism Buddhism appears in the fifth c. BCE in the northeast of the Indian subcontinent and then spreads across virtually every part of Asia (and now has a significant presence in the 'West'). In this class we will explore the life of Gotama the Buddha and the key ideas and practices of early Buddhism. Learning outcomes: L01, L02, L03, L05 |
Week 7 (08 Sep - 14 Sep) |
Lecture |
Jainism Jainism is usually described as emerging at the same time Buddhism — the person regarded as its founder, Mahavira Jina, is thought to be a contemporary of the Buddha. Jainism is famous for its ascetic practices and the degree to which it advocates for particular virtues, especially the 'doing no harm' (ahimsa) to living things. In this week we'll take a closer look at Jainism, and consider its cosmology, key doctrinal notions, and prominent practices. Learning outcomes: L01, L02, L03, L05 |
Week 8 (15 Sep - 21 Sep) |
Lecture |
Hinduism By number of adherents, Hinduism is one of the largest religions in the world, and has been the fastest growing in Australia for the last 15 years. While the tradition associates itself with the Vedas, which date back 3500 years, the characteristics of Hinduism that are most prevalent today can be identified in some developments that took place in the centuries either side of the turn into the common era (i.e., 2000 years ago). In this class we will explore those key shifts, which involve the emergence of particular gods as objects of worship, the development of worship practices in temples, and an accompanying shift in religious texts. Learning outcomes: L01, L02, L03, L05 |
Week 9 (22 Sep - 28 Sep) |
Lecture |
Mahayana Buddhism Mahayana Buddhism is associated today with East Asia — China, Japan, Korea, Vietnam, and Taiwan. Historically, however, it was significant in South and Southeast Asia. In this lecture we will look at the factors that led to the emergence of the 'great vehicle', and the key characteristics that distinguish it from earlier forms of Buddhism (which are today associated with the 'Theravada' Buddhism of Southeast Asia). We will also consider the different forms of Mahayana Buddhism that have shaped the ways that Buddhism manifests in contemporary contexts in East Asia. Learning outcomes: L01, L02, L03, L05 |
Mid Sem break (29 Sep - 05 Oct) |
No student involvement (Breaks, information) |
Mid-Semester Break Learning outcomes: L01, L02, L03, L05 |
Week 10 (06 Oct - 12 Oct) |
Lecture |
Tibetan Buddhism Tibetan Buddhism shares many features with Mahayana Buddhism. However, it is distinguished by many ritual practices often associated with what is often called 'tantra'. In this week we will look at the main schools of Tibetan Buddhism, its key ideas and ritual practices, and the factors that led to the arrival of Tibetan Buddhism in the west. Learning outcomes: L01, L02, L03, L05 |
Week 11 (13 Oct - 19 Oct) |
Lecture |
Chinese Religion Early Chinese migrants to Australia built over 30 temples in North Queensland. These temples demonstrate an important feature of Chinese religiosity — its inclusivity. We have a tendency to think of religions as discrete entities — one is a Christian, Buddhist, Taoist, Hindu, and so on. Asian religious traditions often befuddle this approach — exclusivity is often seen as a feature peculiar to the Abrahamic traditions. In this week we will dive into Chinese religion, which is often understood as a 'syncretism' of Mahayana Buddhism, Taoism, Confucianism, and 'folk' religion. Learning outcomes: L01, L02, L03, L05 |
Week 12 (20 Oct - 26 Oct) |
Lecture |
Japanese Religion In Japan, 1868 is the beginning of what is known as the 'Meiji restoration', which establishes the 'indigenous' tradition of Shinto as the state religion and identifies the Emperor with the Shinto kami Amaterasu. This ended a long period of syncretistic complementarity between Buddhism and Shinto, which nevertheless is evident still today. Learning outcomes: L01, L02, L03, L05 |
Week 13 (27 Oct - 02 Nov) |
Lecture |
Sikhism Sikhs have had a presence in Queensland since the second half of the nineteenth century and the numbers of Sikh adherents are growing in Queensland and Australia. Sikh Gurdwaras, of which there are three in Brisbane, are designed to express the Sikh vIrtues of service, generosity, and equality. In this week we will look at the historical emergence of Sikhism in the 15th and 16th centuries and the key shifts that take place in Sikh practice and identity in subsequent centuries. Learning outcomes: L01, L02, L03, L05 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.