Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- External
- Attendance mode
- Online
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
Hinduism is the largest religious tradition of the world's most populous country and the fastest growing religion in Australia. Understanding its rich intellectual and theistic conceptions is both exciting and challenging. In this course we explore the roots of, key developments in, and modern manifestations of the Hindu tradition. Students will be introduced to its gods and goddesses, its ritual traditions, and practises such as yoga and tantra. We will critically engage with texts from different time periods — for example, the Vedas, Upanishads, the great epics, and the Bhagavadgita — and explore the problems of interpreting these texts. In the process, we will consider broader questions of gender, social class, and politics.
Hinduism is the largest religious tradition of the world's most populous country and the fastest growing religion in Australia. Understanding its rich intellectual and theistic conceptions is both exciting and challenging. In this course we explore the roots of, key developments in, and modern manifestations of the Hindu tradition. Students will be introduced to its gods and goddesses, its ritual traditions, and practises such as yoga and tantra. We will critically engage with texts from different time periods — for example, the Vedas, Upanishads, the great epics, and the Bhagavadgita — and explore the problems of interpreting these texts. In the process, we will consider broader questions of gender, social class, and politics.
Course requirements
Assumed background
There are no prerequisites for this course but students are encouraged to read widely to gain some context for the information presented.
Incompatible
You can't enrol in this course if you've already completed the following:
RE265, RE865, RELN7300
Course contact
Course staff
Lecturer
Tutor
Ms Chara Scroope
Timetable
Additional timetable information
N/A
Aims and outcomes
The aims of the course are:
- To understand the multifaceted and multidimensional religions called Hinduism.
- To develop an appreciation of diverse religious expressions of the divine in Hinduism.
- To understand the ethical and social issues of various Hindu traditions.
- To appreciate the historical contexts of the development of key Hindu ideas.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Develop an understanding of the Hindu worldview.
LO2.
Develop an ability to critically analyse fundamental social, ethical and historical issues concerning the Hindu traditions.
LO3.
Develop an ability to recognise and evaluate the methods and claims of some contemporary Hindu movements.
LO4.
Develop an ability to compare and contrast Hindu/ Buddhist/Jain and Western religious perspectives.
LO5.
Develop an appreciation of various Hindu religious/spiritual/psychological attitudes to our experiential world.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution | Weekly diary entries | 20% |
6/08/2024 - 22/10/2024 |
| Essay/ Critique | Short Essay | 30% |
30/08/2024 2:00 pm |
| Essay/ Critique | In-depth exploration of a topic | 50% |
25/10/2024 2:00 pm |
Assessment details
Weekly diary entries
- Mode
- Written
- Category
- Participation/ Student contribution
- Weight
- 20%
- Due date
6/08/2024 - 22/10/2024
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
External students will complete weekly diary entries, starting from the 2nd lecture, through Blackboard. Each diary will be appear immediately after the lecture to which it pertains and be due 1 week later. There will be 10 diaries for the semester. Students must write a minimum of 200 words based on that week's diary question, demonstrating engagement with the assigned readings and the lecture. While students are encouraged to read widely, it is a minimum expectation that the assigned readings are referred to in each week.
Submission guidelines
Diary entries must be submitted in the available field on Blackboard. Further instructions will be provided at the beginning of semester.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.
Late submission
Each diary must be submitted on the due date — one week after the lecture to which it pertains. I.e., the diary for the Tuesday lecture in week 2 is due in week 3 on the same day (Tuesday).
Short Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30%
- Due date
30/08/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
An essay of about 1500 words. Topics will be provided via Blackboard. Students can pursue a topic of their own choice after consulting with a staff member involved in the course.
Your writing should be supported with at least 8 academic references. Primary sources are encouraged.
Referencing Style: Students are strongly encouraged to use Chicago style for references and bibliographies: https://guides.library.uq.edu.au/referencing/chicago17-notes-bibliography
Word Limits: that is within ±10% of the set length (word limit) is acceptable. Word count does not include footnotes unless they are discursive.
AI: This assessment task evaluates the student's abilities, skills and knowledge without the aid of artificial intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under under the Student Code of Conduct.
Submission guidelines
Submit 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.
In-depth exploration of a topic
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 50%
- Due date
25/10/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
An essay of 2500 on a topic provided on Blackboard or by negotiation.
Your writing should be supported with at least 12 academic references. Primary sources are encouraged.
Referencing Style: Students are strongly encouraged to use Chicago style for references and bibliographies: https://guides.library.uq.edu.au/referencing/chicago17-notes-bibliography
Word Limits: that is within ±10% of the set length (word limit) is acceptable. Word count does not include footnotes unless they are discursive.
AI: This assessment task evaluates the student's abilities, skills and knowledge without the aid of artificial intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under under the Student Code of Conduct.
Submission guidelines
Submit 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.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. Course grade description: <p>Grade 1, Low Fail (0-24%), is generally awarded in cases where some assessment has been submitted, but it is of wholly unsatisfactory standard or quantity. In work submitted, however, there is no demonstrated evidence of understanding of the concepts of the field of study or basic requirements of the course.</p> |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: <p>Grade 2, Fail (25-44%), is generally awarded to work that exhibits deficiencies in understanding and applying the fundamental concepts of the course and field of study, and as such, does not satisfy the basic requirements of the course. Often, one or more major items of assessment will not have been completed.</p> |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: <p>Grade 3, Marginal Fail (45-49%), is generally awarded if a student has submitted work that attempts to meet the knowledge and skill requirements of the course, but is only able to demonstrate a superficial understanding of the fundamental concepts of the course. Students will usually have attempted all major pieces of assessment and show that they have an identifiable, emerging ability to apply basic knowledge and skills.</p> |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: <p>Grade 4, Pass (50-64%), is generally awarded where all major items of assessment have been submitted. An adequate knowledge of the fundamental concepts of the course and field of study should be demonstrated and a functional skill level achieved.</p> |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: <p>Grade 5, Credit (65-74%), is generally awarded where all items of assessment have been completed and a substantial understanding of the fundamental concepts of the course and field of study have been demonstrated.�</p> |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: <p>Grade 6, Distinction (75-84%), is generally awarded where all items of assessment have been completed and substantial knowledge of the deeper and more complex aspects of the course and field of study have been demonstrated.�</p> |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Grade 7, High Distinction (85-100%), is generally awarded where all items of assessment have been completed and there is evidence that the deeper and more complex aspects of the course and field of study have been mastered.</p> |
Additional course grading information
Diary Assessment Criteria
Your diary assessment task will be assessed according to the following criteria:
1. Degree to which set questions and topic have been addressed.
2. Understanding and engagement with set reading or other materials as required.
3. Clear and concise written expression, well presented.
4. Completion of diary entries, as per course requirements.
To achieve a grade of 7 (High Distinction, 85-100%), your diary will provide an exceptional response to the set topic, demonstrate exceptional levels of engagement with and understanding of the prescribed readings, and use very clear and concise expression with minimal, if any errors.
To achieve a grade of 6 (Distinction, 75-84%), your diary will provide an advanced level of response to the set topic, demonstrate very high levels of engagement with and understanding of the prescribed readings, and use clear and concise, largely error free expression.
To achieve a grade of 5 (Credit, 65 – 74%), your diary will provide a proficient response to the set topic, demonstrate high levels of engagement with and understanding of the prescribed readings, and use an effective standard of written expression.
To achieve a grade of 4 (Pass, 50 – 64%), your diary will provide a basic response to the set topic, demonstrate functional levels of engagement with and understanding of the prescribed readings, and use an appropriate standard of written expression sufficient to convey your ideas.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your diary will show that your entry has failed to meet the requirements for a passing grade, but that there is evidence of developing levels of achievement. You will have attempted to respond to the set topic, attempted to engage with and understand the prescribed readings. You will have used an appropriate a standard of written expression sufficient to convey your ideas.
To achieve a grade of 2 (Fail, 25-44%), your diary will show that you have provided an unsatisfactory response to the set topic, that your levels of engagement with and understanding of the prescribed readings are minimal, and that your expression is poor and/or inappropriate.
To achieve a grade of 1 (Low Fail, 0-24%), your diary will show that you have provided an unsatisfactory response to the set topic, that you have failed to engage with and understand the prescribed readings, and that your expression is poor and/or unsatisfactory.
Essay Assessment Criteria (History, Ancient History and Classics, Studies in Religion)
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. Insight and/or creativity in interpreting texts or constructing a point of view or argument.
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 should reflect an exceptional level of achievement. It should 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 should 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 should be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75 – 84%), your essay should reflect an advanced level of achievement. It should 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 should be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 5 (Credit, 65 – 74%) your essay should reflect a proficient level of achievement. It should 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 grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
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, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
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 level of 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 some insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, spelling and grammar will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent.
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.
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
ﾠ
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 that 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 ten calendar days, will receive zero.
In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can 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 internet bandwidth and speed is available.
If you cannot be sure that 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, and asking or paying someone else to do your work is cheating and constitutes academic misconduct. See ECP Section 6.1
- 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
Word Count Limits: A word count that is within ±10% of the set length (word limit) is acceptable. Word count does not include footnotes; however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
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
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Recommended Resources
The following resources are useful beginning points. These are not the weekly assigned readings.ﾠRequired weekly readings will be made available on Blackboard.
ﾠ
General Introductions
Babb, Lawrence A. The divine hierarchy: popular Hinduism in central India. New York, Columbia University Press. (UQ BL1150 .B29 1975)
Basham, A.L. 1981. The wonder that was India: a survey of the history and culture of the Indian sub-continent before the coming of the Muslims. Calcutta, Rupa & Co. (UQﾠDS425 .B33
Biardeau, Madelaine. 1989. Hinduism: the anthropology of a civilization. Delhi, New York, OUP. (BL1202 .B513 1989)
Bilimoria, P. 1989. Hinduism in Australia: mandala for the gods: a story of the coming of Hindus and Hinduism to Australia, Melbourne: Spectrum Publications. (BL1168.A82 B55)
Bose, Mandakranta. 2010. Women in the Hindu Tradition, London; New York: Routledge, 2010. (e-book)
Brockington, J.L., 1996. The sacred thread: Hinduism in its continuity and diversity, Edinburgh: Edinburgh University Press. (BL1205 .B76)
Clothey, Fred. 2006. Religion in India: an historical introduction. New York, Routledge. (UQ BL2001.3 .C56 2006)
Dalmia, Vasudha & Heinrich von Stietencron. 2009. The Oxford India Hinduism Reader, New Delhi: OUP. (BL1210 .O94)
Doniger, Wendy. 2009. The Hindus: an alternative history, New York: Penguin. (BL1151.3 .D66)
Eck, Diana L. 1985. Darsan, seeing the divine image in India. Chambersburg, Pa., Anima Books. (UQ BL1205 .E25 1985)
Flood, Gavin. 1996. An introduction to Hinduism, Cambridge: Cambridge University Press.
Flood, Gavin. 2005. The Blackwell Companion to Hinduism. Malden, MA, Blackwell Pub. (UQ BL1202 .B72 2005)
Fuller, C.J. 2004. The Camphor Flame: Popular Hinduism and Society in India. Princeton, Princeton University Press. (BL1150 .F85 2004)
Glucklich, Ariel. 2008. The Strides of Vishnu: Hindu Culture in Historical Perspective, Oxford; New York: OUP. (BL1215.C76 G58)
Gonda, Jan. 1965. Change and continuity in Indian religion, The Hague: Mouton. (BL2001.2 .G6)
Halbfass, W. 1990. India and Europe: an essay in philosophical understanding. Delhi: Motilal Banarsidass. (B131 .H27 1990)
Halbfass, W. 1991. Tradition and reflection: explorations in Indian thought. Albany: SUNY. (B131 .H28 1991)
Hawley, John Stratton and Vasudha Narayanan (eds). 2006. The Life of Hinduism. Berkeley, University of California Press. (BL1226.13 .L55 2006)
Hopkins, Thomas J. 1971. The Hindu Religious Tradition. Encino, Calif., Dickenson. (UQ BL1202 .H66 1971)
Knipe, David M. 1991. Hinduism: experiments in the sacred. San Francisco, Calif., HarperSanFrancisco. (UQ BL1150 .K64 1991)
Leslie, Julia. 1991. Roles and Rituals for Hindu Women, London: Pinter. (BL1237.46 .R64)
Llewellyn, J.E. 2005. Defining Hinduism: a reader, London: Equinox. (BL1202 .D43)
Lopez, Daniel (ed.). 1995. Religions of India in Practice. Princeton, Princeton University Press. (BL2001.2 .R384 1995)
Michaels, Axel. 2004. Hinduism: past and present, Princeton N.J.: Princeton University Press. (BL1202 .M53)
Mittal, Sushil and Gene Thursby. 2004. Hindu World. London, New York, Routledge. (UQ BL1202 .H546 2004)
Mittal, Sushil and Gene Thursby. 2008. Studying Hinduism: key concepts and methods. London, New York, Routledge. (BL1108.2 .S78 2008)
Narayanan, Vasudha. 2004. Understanding Hinduism: origins, beliefs, practices, holy texts, sacred places. London, Duncan Baird Publishers. (BL1202 .N37)
Olson, C. 2007. The many colors of Hinduism: a thematic-historical introduction. New Brunswick: Rutgers University Press. (BL1202 .O68)
Rodrigues, Hilary. 2006. Introducing Hinduism. Abingdon, New York, Routledge. (UQﾠBL1202 .R53 2006)
Sharma, Arvind. 2003. The Study of Hinduism. Columbia, University of South Carolina Press. (UQ BL1205 .S82 2003)
Shattuck, Cybelle. 1999. Hinduism, London: Routledge. (BL1202 .S5 & electronic)
Smith, David. 2003. Hinduism and modernity, Malden MA.: Blackwell. (BL1202 .S63)
Staal, Frits. 2008. Discovering the Vedas: origins, mantras, rituals, insights. New Delhi, Penguin Books. (BL1112.26 .S73)
Zaehner, R.C. 1966. Hinduism. London, OUP. (UQ BL1202 .Z3 1966)
ﾠ
General Readers for Primary Sources
De Bary, William Theodore (ed.), 1964. Sources of Indian tradition, New York: Columbia University Press. (DS403 .S68 1964)
Doniger (O’Flaherty), Wendy, 1975. Hindu myths: a sourcebook, Harmondsworth ; Baltimore : Penguin. (BL2001.2 .H56)
Edgerton, Franklin, 1965. The beginnings of Indian philosophy: selections from the Rig Veda, Atharva Veda, Upanisads, and Mahabharata, Cambridge: Harvard University Press. (BL1107 .E2)
Heehs, Peter (ed.), 2002. Indian religions: a historical reader of spiritual expression and experience, London: Hurst. (BL2003.3 .I53)
Lopez, Donald S. (ed.), 1995. Religions of India in practice, Princeton, N.J.: Princeton University Press. (BL2001.2 .R384)
Olson, Carl. 2007. Hindu Primary Sources: A Sectarian Reader, New Brunswick, N.J.: Rutgers University Press. (BL1111.32 .E53)
Sarma, Deepak. 2008. Hinduism: a reader, Malden, MA.: Blackwell. (BL1107.3 .H55)
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 (22 Jul - 28 Jul) |
Lecture |
Introduction to Hinduism and to the course Basic introduction to Hinduism. Key terms. Expectations. Aims. Learning outcomes: L01, L05 |
Week 2 (29 Jul - 04 Aug) |
Lecture |
What's in a name? a. 'Hinduism' and 'Hindu', what's in a name? Making sense of living diversity and diversity in history. b. Indus Valley and the early vedic period. 'The coming of the Aryas.' Learning outcomes: L01, L02, L03, L04 |
Week 3 (05 Aug - 11 Aug) |
Lecture |
The Vedas a. The Vedas 1: the Rgveda, language and power b. The Vedas 2: The four Vedas, ritual specialisation, mantra and sacrifice. Learning outcomes: L01, L02, L04, L05 |
Week 4 (12 Aug - 18 Aug) |
Lecture |
Upanishads a. The Vedas 3: Upanishads 1: sacrifice and its Upanishadic reinterpretation b. The Vedas 4: Upanishads 2: questioning the Veda and sacrifice, asceticism and monism Learning outcomes: L01, L02, L04, L05 |
Week 5 (19 Aug - 25 Aug) |
Lecture |
Reifying Tradition a. The Vedas 5: the late Vedic period. Reifying tradition: the codification of brahmanic dharma (dharmasutras), the 'householder' and the brahmanic suspicion of asceticism b. The 'synthesis' of scholastic Brahminism: varnashramadharma and Manu's law book Learning outcomes: L01, L02, L03, L05 |
Week 6 (26 Aug - 01 Sep) |
Lecture |
The Epics a. The Mahabharata. The corruption and restitution of order. Competing behavioural norms and Brahmanic pathologising of social disorder. b. Bhakti, the Bhagavadgita, yoga, Krishna. Towards a classical 'Hinduism' of bhakti. Learning outcomes: L01, L02, L03, L05 |
Week 7 (02 Sep - 08 Sep) |
Lecture |
Yoga a. Theories of creation b. The Yogasutras and the dissolution of the self Learning outcomes: L01, L02, L03, L05 |
Week 8 (09 Sep - 15 Sep) |
Lecture |
Theism Hindu theism 1: the Bhakti movement from South to North. Challenges to brahmanic orthodoxy and caste rule. Hindu theism 2: Temples, seeing the divine, puja (worship), 'puranic Hinduism'. Learning outcomes: L01, L02, L03, L04, L05 |
Week 9 (16 Sep - 22 Sep) |
Lecture |
The Goddesses a. Devi, the great goddess b. Goddesses (regionalism, possession, deification of disease) Learning outcomes: L01, L02, L03, L05 |
Mid Sem break (23 Sep - 29 Sep) |
No student involvement (Breaks, information) |
Break |
Week 10 (30 Sep - 06 Oct) |
Lecture |
Divine Sex (Lecture): a. Sex and the divine b. Tantric traditions. Learning outcomes: L01, L02, L04, L05 |
Week 11 (07 Oct - 13 Oct) |
Lecture |
Hinduism and the state a. Vijayanagara, ritual and kingship b. Shivaji, royal legitimacy, and the rule of the Brahmin Peshwas in 18th c. South Asia Learning outcomes: L01, L02, L03, L05 |
Week 12 (14 Oct - 20 Oct) |
Lecture |
Hinduism under colonisation a. Was Hinduism invented? The 'Hindu renaissance' in the 19th c. British Raj b. Mass Hinduism and the spectacle of the Hindu festival. Learning outcomes: L01, L02, L03, L05 |
Week 13 (21 Oct - 27 Oct) |
Lecture |
Wrap-up Reflection on the course Learning outcomes: L01, L02, L03, L04, 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 - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.