Hinduism - A Way of Life

Our first full day of focused study in a particular religious tradition was spent learning about Hinduism as it is practiced by New Yorkers.  Columbia professor John Stratton Hawley spoke to us about aspects of Hinduism, drawing up on Diana Eck's work Darsan: Seeing the Divine Image in Hinduism.  I thought this reading was fascinating, especially from a linguistic standpoint - her explanation of "darsan" connects the ideas of seeing, perceiving and understanding... much like the conversations we have in class about visual literacies and learning to "read" the images we see before us.  In Hinduism, this act of "seeing" is in itself a divine experience.  Hawley also demonstrated the similarity in Hindu scriptures from the Rg-Veda, that starts with "In the Beginning..." much like the Judeo-Christian texts we already know.

After our discussion with professor Hawley, we met with a panel of local Hindu community leaders: Anindita Chatterjee Bhaumik, Gadadhara Pandit Dasa, and Chan Jamoona.  This experience was just amazing!  Pandit is a Hindu monk who grew up in LA "on the basketball court," and looked the part of any young American man... with the exception of his hari krishna robes.  What an opportunity it would be for our students to meet this man as a way to break the stereotypes or misconceptions young people might get about what it means to be Hindu, Indian or simply a religious devotee.  (His bio mentions having spoken at a TEDx conference... that perhaps might make  great classroom resource, if I can track the video down.)  Amindita's talk focused upon her work as a lay member of her community, but also as her work as a community activist - she has worked for the courts doing interpretation and specifically in cases of domestic violence.  Amindita's responded to ideas about cultural relativism and the problem that perhaps we've become too culturally sensitive - allowing batterers to hide behind a veil of cultural traditions.  As she put it, one can be "oppressed by a white person or a brown person..."  And finally Chan, after outlining the work she does in a Hindu senior center (the first all-vegetarian center in the city) spoke to the idea or rebirth and her own practice of Kharma Yoga and the four stages of life, insisting that when she leaves this earth, she "wants to be closer to the center of the wheel of time, the axis - so as to not come back."  She also reminded us that Hinduism says to "make the world more noble."  She is certainly doing her part.

(image found at: http://theeatenpath.com/wordpress/wp-content/uploads/2009/09/ganesh_temple_flushing_queens_entryway.jpg)
(image found at: http://thegreenman.net.au/chris/ganeshColour500.jpg)

In the afternoon we were fortunate to visit Ganesh Temple in Flushing (Queens).  This is a typical structure for our days here at NEH/Union - reading about a particular tradition, followed by guest speakers from both the academic/secular worlds and from the religious communities, and finally a site visit to witness application of the "lived religions" philosophy.  (While we are often not able to take pictures as the religious sites, I will try to include pictures from and links to relevant websites.)  After a tour around the temple, we were granted a Q&A session with a delightful host who explained the different statues and prayer practices we observed, and who closed by teaching us that we bow to one another because we see/observe the divine in each of us - so when I bow, I bow to the divine presence in you, and you bow to the divine presence in me.  This reminded me again of Diane Eck's work about the Hindu act of seeing.  Not a bad way to see the world...

From the "World Religions Framework" to the "Lived Religious Experience"

This morning's introduction to Religious Worlds of New York speaks to what will become a recurring theme during our time together - the fostering of an engaging, relevant and just curriculum that takes religion seriously and encourages deep, critical thought about more than just what our world's religious traditions are, but instead how and why they are lived and experienced.  Our leader and facilitator, Henry Goldschmidt of the Interfaith Center of New York, challenged us to consider how we can move away from the tradition of approaching the study of world religions as a "fixed" list categorized by main doctrines, historical foundations, and ritual practices.  Instead, how can we engage in a rich dialog about the significance religious traditions play in the lived experiences of the peoples we study?  Of the people in our very own communities?  For example, instead of memorizing just the 5 Pillars of Islam and its history, can we also delve more deeply into the different ways in which Muslims' perspectives are influenced by their various interpretations of their own religion?  Or into the experience of being Muslim in America post-9/11?

The second part of the day's sessions were led by Charles Haynes from the First Amendment Center, in which we reviewed historical documents like Roger Williams' The Bloudy Tenent of Persecution for Cause of Conscience and The Flushing Remonstrance.  This allowed for a healthy discussion about whether or not our founding fathers intended a "Christian nation," as is the prevailing mantra in politics these days (and according to the First Amendment Center, when polled and asked if "the U.S. Constitution established a Christian nation," 55% of respondents said yes) .  What interesting reading - and evidence of tolerance and acceptance of other religious traditions amidst our Puritanical beginnings!  In fact, Williams directly addresses the hypocrisy of not accepting others' faiths by explaining that to honor true Christianity means to engage in civil dialog and a freedom of conscience.

Mr. Haynes then led us into a discussion of the 1963 Supreme Court case (Abington v Schempp) so that we might gain a greater understanding of the Establishment clause and the concept of "free exercise" as they affect our pedagogical decisions in schools.  What then began was a passionate and vibrant discussion about the strengths of creating curricula that allow for deep and meaningful experiences in learning about lived religion, as well as some disheartening talk about the increasing limitations current changes in educational reform have on such creativity (on the part of both students and teachers, for that matter).  While we ran short of time and couldn't do it justice, the assigned reading of Warren Nord's Does God Make a Difference?  Taking Religion Seriously in our Schools and Universities begs another close review after such stimulating and intellectual discussion.

As an English teacher, I don't feel as equipped with the content knowledge as do some of my colleagues here; however, I do think my experience in teaching to the narratives in literature and memoir will speak to our understanding of moving from the traditional study of world religion to a greater appreciation of the lived religious experience.  After all, what is the reading of stories for if not to gain greater insight as to another's perspective, as determined by their personal path?

More tomorrow - to be continued!

Union Theological Seminary

Our host institution, Union Theological Seminary, is celebrating its 175th anniversary.  It's a small but very diverse school, with just over 300 students who come from 41 different religious denominations. I got an opportunity to look around today, but Burke library was closed by the time I got there.  :(  Tomorrow, then!

Welcome to my new blog!

Hello, and welcome to my latest adventure: a 3-week study program in New York City to study religious diversity and education.  Thanks to a grant from the National Endowment for the Humanities and in partnership with the Interfaith Center of New York and Union Theological Seminary, I am able to attend the inaugural seminar of Religious Worlds of New York: Teaching the Everyday Life of American Religious Diversity. 

What awaits is a whirlwind of academic study and collaboration with teachers from all across the country, all of whom appreciate the need to engage in dialog about how and why to include the teaching of various lived religious experiences in our public schools.  I will be attending lectures and seminars led by scholars in the fields of religious studies, meet with leaders in religious traditions and visit their places of worship, engage with people in the diverse communities of Morningside Heights and Harlem, and design curriculum based upon my research for use with my students back home.

I am excited to be part of such a wonderful opportunity, and I look forward to chronicling my experiences here for you.  Enjoy!