HIS3351 : Buddhism and Society in Medieval Japan
- Offered for Year: 2024/25
- Module Leader(s): Dr Philip Garrett
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
- Capacity limit: 40 student places
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
This Special Subject proceeds from the premise that there was no such thing as 'religion’ in medieval Japan, and at the same time that there was no activity or organisation in medieval Japan which was not ‘religious’. Through reading key texts in the Esoteric, Pure Land, and Zen traditions, we will study the permeation of Buddhist thought and institutions through Japanese society in the late classical and early medieval periods, with a focus on the interwoven functions and authority of the trifunctional elite of civil, military, and monastic authority in the Kamakura period. We will take a multidisciplinary approach to developing our understanding of the period, drawing together study of religion, philosophy, and ritual with human (and sacred) geography, institutional and legal history.
Outline Of Syllabus
This module is structured around three central themes: medieval Buddhist thought and practice, the political structure of late classical and early medieval Japan, and their interrelation in the economic and sacred landscape. Topics covered may include a combination of the following, or similar related topics:
The foundations of Buddhism, its development in Asia, and evolution in Japan
Religious experience and conceptions of Awakening
The nexus of politics at court and in monastic institutions in the late Classical Period
Politics and society, dharma and state
Land and shōen: monastic centres as landholders
Temple complexes and monastic cities
Local society and medieval Japan as seen from the ground
Mountains, Networks, Pure Lands
Conflict within and between religious sites
Religious alternatives in the medieval period
Zen and politics in the medieval period
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Structured Guided Learning | Lecture materials | 8 | 1:00 | 8:00 | Video, audio, and textual lecture materials, contributing to contact hours. |
| Guided Independent Study | Assessment preparation and completion | 55 | 1:00 | 55:00 | N/A |
| Guided Independent Study | Directed research and reading | 56 | 1:00 | 56:00 | N/A |
| Scheduled Learning And Teaching Activities | Small group teaching | 3 | 1:00 | 3:00 | Source-reading seminars |
| Scheduled Learning And Teaching Activities | Small group teaching | 11 | 2:00 | 22:00 | In-person seminars |
| Guided Independent Study | Independent study | 56 | 1:00 | 56:00 | N/A |
| Total | 200:00 |
Teaching Rationale And Relationship
Lecture materials provide the necessary broad overview for each topic area and encourage students to see the big picture. These materials will be delivered asynchronously as a connected set of video, audio, and textual materials, using the Canvas VLE as a supporting framework.
Seminars encourage independent study and promote improvements in oral communication, problem-solving skills and adaptability. This encourages students to worth collaboratively with their peers, developing the interpersonal skills necessary for their future careers.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Design/Creative proj | 1 | M | 40 | Visual presentation of key concepts in 1500 words, using both images and text in poster, powerpoint, or website form. Concepts and feedforward support final essay topics |
| Essay | 1 | A | 60 | 2000 word essay (inclusive of footnotes, exclusive of bibliography) |
Assessment Rationale And Relationship
Essays test students’ abilities to conduct independent research, relate primary source documents to broader problems, the ability to formulate an interpretation of evidence in response to a question, and academic writing skills. The researching and writing of an essay is a tool of learning and understanding rather than merely a means of assessing progress.
Visual presentation of research in the form of a poster presentation, click-through slides, or website allows students to develop their presentational skills and the ability to explain concepts and research in an accessible format, supporting the development of this key transferrable skill for their forthcoming professional careers. The exploration of key module concepts and resulting feedback will enable students to develop their understanding to support the final essay work.
Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. Where an exam is present, an alternative form of assessment will be set and where coursework is present, an alternative deadline will be set. Details of the alternative assessment will be provided by the module leader.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- HIS3351's Timetable