Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
Many concepts and practices from Hindu and Buddhist traditions have entered popular culture and influenced the well-being industry and the therapies of modern psychology. Where did these ideas come from? And how did they develop, change, and come to be appropriated in contemporary practices and discourses? This course will explore key ideas such as sacrifice, karma and rebirth, the eternal self, the no-self doctrine, dharma, non-violence, the emanating Universe, yoga and meditation, devotionalism, non-dualism, and emptiness, as they developed in Buddhist and Hindu traditions, frequently in response or tension with the other. The approach will be to read primary sources from the rich history of these intellectual traditions and reflect on the influence of these ideas into the modern period.
Course requirements
Recommended prerequisites
We recommend completing the following courses before enrolling in this one:
RELN1000, RELN1080, or RELN1510
Course contact
Course staff
Lecturer
Guest lecturer
Ms Chara Scroope
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
This course aims to explore key ideas and practices in the Buddhist and Hindu traditions through their modern avatars. By investigating the ways in which these ideas and practices have changed through time and been adapted for contemporary contexts, students will be introduced to historical sources and method in the academic study of religion. Students will gain an advanced understanding of two of the world's most prominent religious traditions and will develop the capacity to think critically about religious ideas and traditions.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Understand the Buddhist and Hindu world-views.
LO2.
Critically analyse and communicate fundamental social, ethical and historical issues that shape various Hindu and Buddhist traditions.
LO3.
Read and analyse Hindu and Buddhist primary sources.
LO4.
Critically compare and contrast Hindu, Buddhist and Western religious perspectives.
LO5.
Recognise and evaluate the methods and claims of some contemporary Hindu and Buddhist movements, and the adaptations of Hindu and Buddhist ideas in other contexts.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Essay/ Critique | Minor Essay | 30% |
17/04/2025 2:00 pm |
| Essay/ Critique | Major Essay | 50% |
30/05/2025 2:00 pm |
| Reflection | Weekly reflections | 20% |
10/03/2025 - 26/05/2025
Reflections due by 14:00 on the Monday. |
Assessment details
Minor Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 30%
- Due date
17/04/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
A 1500 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 evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
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.
Major Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 50%
- Due date
30/05/2025 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
A 2500 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 evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
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.
Weekly reflections
- Mode
- Written
- Category
- Reflection
- Weight
- 20%
- Due date
10/03/2025 - 26/05/2025
Reflections due by 14:00 on the Monday.
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
After each seminar from week 3, students will write a brief reflection (minimum 100 words) on the previous seminar and its associated readings in response to a prompt. Students must demonstrate engagement with seminar and reading content. There will be 10 reflections, worth 2 points each.
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Reflections to be submitted via designated tool 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.
Extensions can be sought from the course coordinator in extenuating circumstances.
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. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Additional course grading information
Weekly Reflections Assessment Criteria
Your reflections 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 reflection entries, as per course requirements.
To achieve a grade of 7 (High Distinction, 85-100%), your reflection 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 reflection 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 reflection 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 reflection 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 reflection 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 reflection 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 reflection 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
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 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, spelling and grammar will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent. Alternatively, your essay may, in part, be well written and suggest human engagement and achievement but (whether actually developed with the help of AI or not) will (a) mostly exhibit the stereotypical and/or superficial understanding characteristic of generative AI text and/or (b) mostly fail, in a manner characteristic of generative AI text, to develop a sustained (multi-layered) argument: This grade is assigned for a total (sum of all the assessment components) in the range 45-49%. See assessment components for specific grading criteria.
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. Alternatively, your essay may suggest developing or higher achievement but (whether actually developed with the help of AI or not) will (a) exhibit the stereotypical and/or superficial understanding that is characteristic of generative AI text and/or (b) may fail to develop, in a way that is characteristic of generative AI text, a sustained (multi-layered) argument: This grade is assigned for a total (sum of all the assessment components) in the range 25-44%. See assessment components for specific grading criteria
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.
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. 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
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.
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 (24 Feb - 02 Mar) |
Seminar |
Introduction to the course An overview of the course, the assessment, and expectations. Introduction to the content. Learning outcomes: L01 |
Week 2 (03 Mar - 09 Mar) |
Seminar |
The Veda, sacrifice & the emergence of Buddhism An introduction to the period of the Veda and the emergence of the Buddha. We will discuss the earliest period of religious activity in South and the texts from which we can know about such activities. The Buddha appears in the late Vedic period from a context that reflected key changes in religious vocations and objectives. Learning outcomes: L01, L02, L03, L04 |
Week 3 (10 Mar - 16 Mar) |
Seminar |
The eternal self & the Upaniṣads The Upaniṣads are Sanskrit compositions that appear in the mid to late Vedic period. In this seminar we will explore how the Upaniṣads discuss the nature of the self or soul (the ātman), which became a key preoccupation of the Hindu traditions. Learning outcomes: L01, L02, L03 |
Week 4 (17 Mar - 23 Mar) |
Seminar |
Buddhist doctrine & the no-self In contrast with the Upaniṣads, early Buddhist doctrine regarded the ātman as a distraction. This seminar will explore basic Buddhist ideas and Buddhism's commitment to the 'no-self' doctrine. Learning outcomes: L01, L02, L03, L04 |
Week 5 (24 Mar - 30 Mar) |
Seminar |
Karma 'Instant karma's gonna get you.' John Lennon's lyric is emblematic of an idea that has entered popular discourse. Indeed, karma is now an English word, loaned from Indian languages. But where did ideas of karma come from? Were there differences in how religious traditions used the idea? This seminar will explore ideas of karma in Hindu and Buddhist traditions, and consider a range of usages of the term karma that show divergences from its modern English meaning. Learning outcomes: L01, L02, L03, L04, L05 |
Week 6 (31 Mar - 06 Apr) |
Seminar |
Mindfulness & insight: Buddhist meditation Mindfulness and insight meditation have become part of the common parlance of meditation programs and psychological discourse. But where did these practices come from? In this seminar we will look at the people who introduced these practices into modern western contexts, and then consider how they were developed in the early Buddhist tradition. Learning outcomes: L01, L02, L03, L04, L05 |
Week 7 (07 Apr - 13 Apr) |
Seminar |
Yoga Yoga has remarkable prominence in the well-being industry. But how did it become so? This seminar will look at the innovators who developed postural practices and meditation exercises and then spread them across the globe. Learning outcomes: L01, L02, L03, L04, L05 |
Week 8 (14 Apr - 20 Apr) |
Seminar |
The emanating universe & early yoga It is often claimed that yoga practice is thousands of years old. But is it? What did early yoga look like? In this seminar we will explore the Yogasūtra, the earliest systematic text focussed on yoga practice. We will discuss the objectives of its practices and the early traditions from which it stemmed. Learning outcomes: L01, L02, L03, L04, L05 |
Week 9 (28 Apr - 04 May) |
Seminar |
Emptiness Emptiness is one of the most intriguing ideas in Buddhism. But what is it? Is it nothingness? If not, then how can emptiness be something? Learning outcomes: L01, L02, L03, L04 |
Week 10 (05 May - 11 May) |
No student involvement (Breaks, information) |
Public Holiday Labour Day public holiday. |
Week 11 (12 May - 18 May) |
Seminar |
Tantra Google tantra. I dare you. You know what you'll find — a sure way to ecstasy, spiritual or otherwise. But is that all that tantra was about? What is meant by tantra? How was it possible for monks, too, to do tantra? Learning outcomes: L01, L02, L03, L04, L05 |
Week 12 (19 May - 25 May) |
Seminar |
Vedantas Many forms of modern intellectual Hinduism claim to be grounded in non-dual (advaita) Vedānta. But what was and is Vedanta? There were in fact many kinds of Vedanta. In this seminar we will explore its varieties, and pay some close attention to advaita. Learning outcomes: L01, L02, L03, L04, L05 |
Week 13 (26 May - 01 Jun) |
Seminar |
Recap An opportunity to recap the semester and discuss some of the many things not yet covered. Learning outcomes: L01, L02, L04 |
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.