Religions of China and Japan — Comprehensive Study Notes

Course Introduction and Instructor

• Dr. Bell, Chair of the Religious Studies Department at Stetson, specializes in Asian religious traditions.
• Course title: Religions of China and Japan; focus includes Tibetan Buddhism, Shinto, Taoism, Confucianism, Japanese Buddhism, etc.
• Emphasis on the course content: Tibetan history and culture (starting point because Tibet is part of China), Chinese religions, and Japanese religions viewed on a cultural scale.
• Instructor’s background: Tibet is part of China; expertise in Tibetan Buddhism; global Buddhism; Hinduism, Sikhism, Jainism, Taoism, Confucianism, Shinto.
• Personal note: Attends to how lectures elaborate beyond PowerPoint bullet points; in-class discussion adds depth to reading materials.

Canvas and Course Organization

• Minimalist approach to Canvas; everything stored under Files, not just the syllabus page (which is still available).
• Syllabus and weekly readings are organized under Files → Readings (by week) to align with the syllabus schedule.
• Lectures: PowerPoints are available in the Lectures folder; they are bullet-point guides and do not capture all in-class elaboration.
• Exam reviews for both midterm and final are uploaded in advance; instructor will explain how to read and use them closer to exam time.
• Assignments: Reflection paper and a field research guide are major assignments; more detail will be provided as deadlines approach.
• Office hours: On-campus office hours at the line (likely a building/line location) at $9{:}00$ and Tuesday/Thursday $12{:}00$–$14{:}00$; by appointment also available via email.

Course Texts and Editions

• Core physical books (three):
  • The Life of Milarepa (translated by Andy Clinton) – Tibetan Buddhism text.
  • The Analects of Confucius (translation by Anping Tin) – Confucianism.
  • The Daode Jing (Tao Te Ching) (translation by Holland Ames) – Taoism.
• These three are the physical books listed; many PDFs will supplement readings.
• Editions matter: there are many translations; ensure you have the edition/year listed by the instructor to align with the course’s readings and commentary.
• The Analects and Daode Jing translations referenced are chosen for their commentary and suitability for philosophical reading (e.g., Anping Tin for Analects; Holland Ames for Daode Jing).
• Milarepa translation note: Andy Clinton’s translation is highlighted as widely used/studied in this course.
• PDFs and online readings: PDFs accompany the weekly readings; most readings are PDFs unless otherwise noted as physical books.

Course Structure and Units

• Three major units, approached culturally:
  • Tibetan religions (with historical and textual readings such as Milarepa; Tibetan Bon/indigenous traditions noted as Pen in the syllabus)
  • Chinese religions (Buddhism, Taoism, Confucianism; historical trajectories and cross-cultural exchange)
  • Japanese religions (Buddhism, Shinto; cross-cultural transmission; Zen/Chan influence)
• Weekly readings are scheduled to be completed by class time; e.g., readings due for Monday must be completed before class that afternoon.
• Reading organization cues:
  • Underlined entries indicate physical books (e.g., Life of Milarepa).
  • Non-underlined entries indicate PDFs (online readings).
• Example of Reading structure for Week 2: readings from Robinson, Schafer, Kavanagh (Robinson Strong; Robinson Schafer; Kavanagh); Milarepa text appears as part of the physical book readings.
• Instructor’s personal notes within the reading list (e.g., Schafer was the instructor’s adviser) included as context but do not affect assignment requirements.

Required Texts and Editions (Details and Tips)

• Milarepa: The Life of Milarepa (translated by Andy Clinton) – physical book recommended; also available as PDF.
• Confucius: The Analects (translation by Anping Tin) – choose edition listed by the syllabus; includes commentaries by later Confucian scholars.
• Laozi: Daode Jing (translation by Holland Ames) – chosen for philosophical reading; note that many translations exist; select the edition/year specified in the syllabus.
• Important cautions:
  • Verify you have the correct edition and translator as editions vary significantly.
  • If you find online editions, ensure they match the instructor’s cited edition/year.
• Additional readings: PDFs (readings organized by week) supplement and sometimes replace physical books.

Course Requirements and Grading (Overview)

• Exams: $2$ exams (midterm and final)
• Papers: $2$ papers (a reflection paper and a field research guide; later, a final field research paper of $6$–$8$ pages)
• Final oral presentation: tied to the final field research paper
• Attendance and participation: required
• Weighting: detailed weights are listed in the syllabus (not reiterated here)
• Reading and writing expectations: readings must be completed by the assigned class time; emphasis on thoughtful engagement and analysis in papers

Midterm and Film-Based Assignment

• Midterm topic involves the film Everything Everywhere All at Once (EEAAO), which many students have seen.
• Task for the reflection following EEAAO: write a reflection based on the film and the course readings, teasing out Buddhist, Confucian, and potential Taoist elements present in the film.
• Discussion of the film’s reception in class context: mixed reaction among students but generally positive; the film contains Buddhist, Confucian, and possibly Taoist themes.
• Deadline for the EEAAO-based reflection: due the Monday after the midterm (the instructor notes that you have until the end of that day, e.g., 11:59 PM in local time, to submit).
• Clarification on submission time: if submitted exactly at midnight, no automatic point deduction; late submissions beyond 11:59 PM are discouraged.

Field Research Paper and Ethnography (Core Assignment)

• Field Research Paper objective: describe and analyze a religious site, ritual, or performance observed in person.
• Definition of ethnography (introduced by instructor):
  • Ethnography is the methodology used by anthropologists to observe cultural practices.
  • It aims for phenomenological observations—describing what is observed without overt judgments, and interpreting findings through contextual knowledge.
• Observational approach: focus on direct observation of practices, behaviors, and rituals; interpretive analysis informed by theory and historical context.
• Field sites and planning:
  • Central Florida offers diverse religious contexts: Chinese Buddhist temple in Orlando, Vietnamese Buddhist communities (diaspora), etc.
  • Local sites include Orlando Zen Center, White Sands Buddhist Center (Mims), Wanming Temple, Volusia Buddhist Fellowship, Kambo Tool Buddhist Temple, Vajrapani Kedampa Buddhist Center, etc.
  • Some sites near Sanford and other nearby communities; location choices depend on travel needs and access.
  • Note on immigrant community context: observing in immigrant communities provides important historical context for understanding diaspora religious practices.
• History and cross-cultural connections:
  • The course will connect Chan/Bodhidharma lineage in China with Zen in Japan; Shinto and Buddhist interaction in Japan; Shinto nationalism during late modern period (contextualized within modern state formation).
  • Historical emphasis on the interplay among Buddhist schools (Tibetan, Chinese, Japanese) and Chinese religious traditions (Confucianism, Taoism).
• Practical planning guidance:
  • Start planning early; coordinate rides or carpooling; check site schedules in advance; call to confirm service times and availability.
  • Visiting multiple times can yield richer ethnographic data (different rituals, participants, or times).
• Field Research Paper specifics:
  • Final field research paper: $6$–$8$ pages, describing and analyzing a site/ritual/observed practice.
  • The field research paper content is closely related to the final oral presentation; the presentation focuses on communicating key findings from the paper.
  • The two assignments (field research guide and final field research paper) scaffold the ethnographic process; the final paper integrates observations, interpretation, and theoretical framing.
• Field research planning timeline:
  • The professor emphasizes early planning due to travel and site logistics.
  • The field research paper is due on the last day of class by $11{:}59$ PM.

The Field Research Guide (Assignment 2) and Final Presentation

• Field Research Guide (assignment 2): a planning document that outlines the intended site(s), research questions, ethnographic approach, and logistics for fieldwork.
• Final Oral Presentation: an in-class presentation near the end of term; content closely mirrors the final field research paper with emphasis on clear communication of methods, observations, and interpretations.
• The final presentation and final paper are integrated; the presentation helps students articulate their findings to peers and instructors.

The Immersive/Plus-One Initiative (Hatter Ready)

• University-wide initiative to implement immersive experiences instead of adding traditional class work.
• Dr. Bell’s immersive: Asian Epic Book Club (with Jack Boo, among others).
• Concept: no course credit or grade attached to this immersive; participation is optional and community-centered.
• Schedule and format:
  • Meetings occur weekly, typically one hour per session.
  • Semester plan includes 14–15 meetings total (first half of semester focus).
  • Readings for the immersive: two books for the semester.
• Books for the semester:
  • Journey to the West (English translation): first book; about 340 pages; roughly 50 pages per week across the term.
  • The Tale of the Heike (Heike Monogatari): second book; about 280–300 pages; about 40–50 pages per week.
• Logistics and access:
  • Free copies available for participants on a first-come, first-served basis; attendees must commit to at least 10 meetings to keep a copy.
  • If you’re interested, you can email the instructor for copies and participation details; copies are limited but available next semester if you miss this term.
• Purpose and scope:
  • The immersive is designed as a relaxed, non-graded, student-centered experience to discuss Asian epic literature; no notes are required for assignments, and the aim is enjoyment and discussion rather than evaluation.
• Possible future immersive readings (for next semester): Indian Ramayana epic and Tibetan Gesar epic (title variants may appear; the instructor indicated Gesar as a potential Tibetan epic).

Weekly Readings and Course Schedule (General Approach)

• Readings are organized by week and must be completed before class meetings to participate in discussions.
• Distinctions between reading types:
  • Underlined readings indicate physical books (Milarepa, etc.).
  • Non-underlined readings indicate PDFs available in the course materials.
• Week-by-week example: Week 2 includes readings from Robinson, Schafer, and Kavanagh; these are part of the core readings for the Tibetan/Chinese/Japanese units.
• The syllabus includes a detailed schedule of weekly topics, with specific readings and their week of assignment; this schedule is updated as the course progresses.

Exam, Assignments, and Important Dates

• Midterm: associated with EEAAO film discussion; specific date announced in class notes (October is mentioned as the midterm window).
• Final: includes a final exam and a final field research paper plus an oral presentation.
• Note on deadlines:
  • EEAAO reflection due the Monday following the midterm; submissions accepted by 11:59 PM; a one-minute grace note about times ending at midnight was explained to avoid confusion.
  • Final field research paper due on the last day of class by 11:59 PM.

In-Class Discussion and Student Reflections

• Early-class discussion prompts about religion in China and Japan included:
  • Temples and pagodas; Shinto; samurai; Amitabha (NamO Amitabutsu) references; Ties between nature worship in Taoism and Shinto.
  • Connections to Buddhism, Confucianism, Shinto, and Taoism as they appear in class materials and films.
• Student responses touched on: temples, Shinto, Amitabha (NamAmiyobutsu), nature as a theme, and the relationship between religious symbols and national identity (especially Shinto nationalism).

Practical Considerations and Office Hours

• The instructor emphasizes accessibility via email for meeting by appointment; office location is on campus (various times listed).
• There is a willingness to discuss assignments, readings, and fieldwork logistics outside of regular class time.

Final Notes and Class Culture

• The course blends traditional lectures, in-class discussions, and experiential/field components (ethnography, field sites, and immersive book club).
• Emphasis on cross-cultural understanding of Tibetan, Chinese, and Japanese religious landscapes; students are encouraged to connect course material to real-world contexts and personal experiences.
• Instructor encourages early planning for fieldwork, engagement with local religious sites, and participation in university-wide immersive initiatives as a way to enrich learning.

Quick Reference Details (Concise)

• Units: Tibetan religions; Chinese religions; Japanese religions
• Physical books: Milarepa, Analects, Daode Jing
• PDFs: Weekly readings in the Readings folder
• Exams: $2$ (midterm, final)
• Papers: $2$ (reflection + field research guide) + Final field research paper (6–8 pages) + Final oral presentation
• Immersion: Asian Epic Book Club; Journey to the West; The Tale of the Heike; next semester possible Ramayana and Gesar epic
• Field sites: Orlando Zen Center; White Sands Buddhist Center (Mims); Wanming Temple; Volusia Buddhist Fellowship; Kambao Tool Buddhist Temple; Vajrapani Kedampa Buddhist Center; plus other local centers in Central Florida
• Important date handling: final paper due last day of class by $11{:}59$ PM; EEAAO reflection due the Monday after midterm by $11{:}59$ PM
• Key concepts: ethnography; phenomenological observation; diaspora and immigrant religious practices; cross-cultural exchange among Tibetan, Chinese, and Japanese religious traditions