...Compare and contrast Daoism (Taoism), Legalism, and Confucianism. Daoism, Legalism, and Confucianism share similarities as they worked together to form schools of thought that worked to exercised a deep influence in Chinese political and cultural traditions. They also worked to bring political and social stability to China during the years of the Zhou dynasty and the period of the warring states (Bently, Ziegler & Streets, p.100). The differences among the three is Confucian’s involved themselves in society by holding government positions and made concrete efforts to solve political and social problems while promoting harmony in public life. The Daoism’s believed that it would be pointless to focus on social activism. Instead they focused their time trying to understand the principles of living in harmony as they believed that someday there would be harmony to society as a whole (Bently et. al. p.103). The Legalists were unlike the other two. They did not concern themselves with ethics, morality or property nor did they care about the place of human beings in nature, instead, they placed their focus to the state, which they sought to strengthen and expand at all costs (Bently et. al. p.104). What did each system stress as most important? Daoists thought that they should withdraw from the world of politics and administration so that humans could not live in harmony (Bently et. al. p.103). Legalists’ sought to channel as many individuals as possible into...
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...Colvin Confucianism and Daoism (Taoism) REL 212: World Religion Instructor: Professor Joel Goldstein Daoism is one of China’s major religions indigenous to the country. The primary belief is in learning and practicing “The Way” (Dao) which is the ultimate truth to the universe. Confucianism and Taoism are both ancient Chinese styles of living. Confucianism believes in setting good examples for others to follow primarily in 5 key relationships: ruler & subject, wife & husband, older & younger sibling, friend & friend, father & son. While Daoism (Or Taoism) was a way of living in which there were not many rules and believes in the dialectical philosophy of inaction. Through nature and harmony you can be happy. This is where yin and yang come from. Daoism is also known as Taoism, Daoism traces its beginnings to Sixth Century BC when Chinese philosopher Laozi wrote the iconic book Dao De Jing on the tenets of the Dao. Laozi’s successor, Zhuangzi, further developed Daoist principles. Daoism is an organized religious tradition that has been continuously developing through China, Korea and Japan for a little over two thousand years. Daoism has now spread around the globe from Sydney to Toronto and includes among its followers people from a whole range of ethnicities and cultural backgrounds. Day by day, Daoism is truly becoming a world religion...
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...Indigenous Sacred Ways • Describe the importance of relationships to indigenous religions. • Identify examples of roles and observances held sacred by indigenous peoples. Week Three: Hinduism • Describe the Hindu philosophical systems and forms of worship. • Explain the origins of Hinduism. Week Four: Buddhism • Explain the origins of Buddhism. • Describe Buddhism’s theological foundations and spiritual practices. Week Five: Daoism, Confucianism, and Judaism • Compare and contrast the theological foundations and spiritual practices of Daoism, Confucianism, Hinduism, and Buddhism. • Explain the origins of Judaism. • Describe Judaism’s theological foundations and spiritual practices. Week Six: Christianity and Islam • Explain the origins of Christianity. • Explain the origins of Islam. Week Seven: Monotheistic Religions • Compare and contrast the theological foundations and spiritual practices of Judaism, Christianity, and Islam. Week Eight: New Religious Movements & Religion in the 21st Century • Compare and contrast new religious movements with well established religions. • Estimate the impact of religious pluralism and the interfaith movement on the future of organized religion. Week Nine: Making Connections • Communicate with people of different religions about their beliefs and practices. Course Materials Fisher, M. P. (2005). Living religions (6th ed.). New Jersey: Prentice-Hall. McInerney, W. (2003). Instructor’s manual with tests:...
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...Unit 10 Assignment 1-Comparing Eastern & Western Religions HUM3300 Global Multiculturalism & Religions Capella University Professor John Benson Antoinette Leidy September 11, 2013 Metanarrative- Eastern Religions can draw some common threads in both the Myths of Nature and the Myths of Harmony. The Myths of Nature center from those religions coming out of India where as the Myths of Harmony would be more China based. The idea is that our souls come from a home or a place of paradise in which we are content. Our souls are immortal and happy. Something then occurs that changes and removes our souls from this state. Our souls begin to want something they can only get from a material world and a physical body. So we are now put into bodies and forced to make our own choices between good and evil. These decisions will force our souls to deal with their own karma. It is believed that if our souls follow the Dharma, which is a structure of good and bad, they can learn to improve their state for rebirth and will enjoy that in lives to come. The goal of each journey is moksha which will bring Nirvana. Western Religions are tied together because the share a Myth of Liberation with the story of Exodus. The story is told in both the Old Testament of the Bible as well as in the Hebrew Bible and Qur’an. This story depicts the people of Israel, who were descendants of Abraham, being held in slavery by the Egyptians. It is described in the story that God helped...
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...| Course Design Guide College of Humanities HUM/130 Version 5 Religions of the World | Copyright © 2009, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course studies the major religions of the world. Topical areas include Buddhism, Christianity, Confucianism, Hinduism, Indigenous Cultures, Islam, Judaism, and Taoism. Students will be objectively studying the origins and major figures and comparing and contrasting each of the major religions. During this course each student will visit a religious site and interview a person of an unfamiliar faith. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Note: All assignments (not discussions) must be submitted along with a Certificate of Originality (COO). The COO is in the Course Materials and is an Attachment to the COO post in the Main section. Course Materials Fisher, M. P. (2005). Living religions (6th ed...
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...ASSIGMENT TITLE In this assignment, you will select two (2) religions from those studied thus far in the course (i.e., Hinduism, Jainism, Buddhism, Daoism, and Confucianism). Next, compare and contrast them . Hinduism is unique among the world religions in that it has no founder or date of origin. While most major religions derive from new ideas taught by a charismatic leader, Hinduism is simply the religion of the people of India, which has gradually developed over four thousand years. The origins and authors of its sacred texts are largely unknown. Although today's Hinduism differs significantly from earlier forms of Indian religion, Hinduism's roots date back as far as 2000 BC, making it one of the oldest surviving religions. Also the linguistic similarities between Sanskrit, Greek and Latin are the result of Aryan migrations in the opposite direction, out of India and into Europe. Aryan tribes from within India spread throughout Europe bringing their culture, language and religion. Passages from the Mahabharata and other Hindu texts are quoted in support of this theory. Whether the Aryans came from outside the subcontinent or whether Aryan culture developed within India, matters little for our purposes here. However, there are some beliefs common to nearly all forms of Hinduism that can be identified, and these basic beliefs are generally regarded as boundaries outside of which lies either heresy or non-Hindu religion. These fundamental Hindu beliefs include: the authority...
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...|[pic] |Course Syllabus | | |College of Humanities | | |HUM/130 Version 6 | | |Religions of the World | Copyright © 2009, 2007, 2006 by University of Phoenix. All rights reserved. Course Description This course studies the major religions of the world. Topical areas include Buddhism, Christianity, Confucianism, Hinduism, Indigenous Cultures, Islam, Judaism, and Taoism. Students will be objectively studying the origins and major figures and comparing...
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...Unit Four: Classical Civilizations: Religion and Classical Civilizations A. Read p. 23 (Yes, again.) 1. Question: What is Animism? Answer in a brief paragraph. B. Townsend Harris High School Founders Day Homework Assignment: Select a single Townsend Harris High School alum, and in a one page double spaced font size 12 typed essay (Intro Paragraph, Body Paragraph(s), Conclusion) discuss how they have had an impact on / contributed to the world. Make sure to include biographic details (Where were they born etc.?) and a discussion of their achievements. If you want to do so, list their numerous achievements after your essay. C. Read pp. 92 – 95: (Excerpts taken from) The Epic of Gilgamesh 1. In two brief paragraphs answer the questions found on page 93 Question 1: How would you define the Mesopotamian ideal of kingship? What is the basis of the monarch’s legitimacy? Question 2: What understanding of the afterlife does the epic suggest? Question 3: How does the Epic of Gilgamesh portray the gods and their relationship to humankind? D. Read pp. 95 – 97: Code of Hammurabi Question 1: What sorts of social problems afflicted ancient Mesopotamia? Question 2: To what extent was Mesopotamia patriarchal? E. Read pp. 181 – 183 Question 1: What as distinctive about the Jewish tradition? That is, what was distinctive about Judaism, what made Judaism different from many other religions of the time? F. Read pp...
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...The Origins of the Chinese Empire, to 220 C.E. these cities, built by rulers to move troops and supplies, were traveled by traders transporting such items as metal tools and utensils, lacquered wood plates and boxes, silk, pottery, gems, salt, and lumber. A money economy emerged, using copper coins called cash, with center holes for stringing them together for counting and carrying. China's towns and cities were likewise linked into a large economic system . Trade between China and distant lands A metal bell from the Zhou era. was difficult and dangerous, but by the era's end commerce was conducted by sea with Southeast Asia and by land routes crossing Central Asia. The Central Asian Connection Central Asia, a vast expanse to China's north and west where the climate was too dry for farming (Map 2), was home mainly to pastoral nomads who grazed herds on its plateaus and plains. Skilled on horseback, the nomads occasionally attacked Chinese settlements to carry off goods and supplies, but they also spread commerce and useful knowledge. Some nomads, for example, exchanged their Central Asian nomads connect China with other cultures Nomads and Chinese adopt horse riding and crossbows from each other Iron tools and weapons spread to China, enhancing farming and warfare hides, wool, and horses for Chinese silk, pottery, metalware, and wood products and then traded these items with other societies across Central Asia. Over time, connections with the...
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...THE HANDY RELIGION AN SWE R BOOK JOHN RENARD Detroit The Handy Religion Answer Book™ C O P Y R I G H T © 2002 BY VI S I B LE I N K PRE SS® This publication is a creative work fully protected by all applicable copyright laws, as well as by misappropriation, trade secret, unfair competition, and other applicable laws. No part of this book may be reproduced in any form without permission in writing from the publisher, except by a reviewer who wishes to quote brief passages in connection with a review written for inclusion in a magazine or newspaper. All rights to this publication will be vigorously defended. Visible Ink Press® 43311 Joy Rd. #414 Canton, MI 48187-2075 Visible Ink Press and The Handy Religion Answer Book are trademarks of Visible Ink Press LLC. Most Visible Ink Press books are available at special quantity discounts when purchased in bulk by corporations, organizations, or groups. Customized printings, special imprints, messages, and excerpts can be produced to meet your needs. For more information, contact Special Markets Director, Visible Ink Press, at www.visibleink.com or (734) 667-3211. Art Director: Mary Claire Krzewinski Typesetting: Graphix Group Library of Congress Cataloging-in-Publication Data Renard, John, 1944The handy religion answer book / John Renard. p. cm. ISBN 1-57859-125-2 (pbk.) 1. Religions--Miscellanea. I. Title. BL80.2 .R46 2001 291--dc21 Printed in the United States of America All rights reserved ...
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...Meaning and Existentialism in My Life - Existentialism is a phiosophy which revolves around the central belief that we create ourselves. External factors are not important. It is the way that we let external factors affect us that determines who we are. As individuals we all have the freedom to choose our own path and that is what life is all about. Along with the freedom of choice comes the responsibilty of one's actions which can make some people anxious but give others meaning to their lives. To overcome this anxiousness and accept responsibilty is to meet the challenges of life and to truly live it.... [tags: Existentialism, ] 675 words (1.9 pages) $14.95 [preview] Understanding Existentialism - Do we matter. Do we seek personal happiness in life. These are questions from existentialism. The dictionary defines existentialism as an individual’s experience filled with isolation in a hostile universe where a human being attempts to find true self and the meaning of life through free will, choice, and personal responsibility. Hamlet is an existentialist character who believes that he is forced to avenge his father’s death and the hatred builds in his heart because of the many betrayals which direct him towards a senseless life and constant thoughts about suicide; this ultimately leads to his demise and he is left with naught.... [tags: Existentialism] 872 words (2.5 pages) $14.95 [preview] Life Value vs. Existentialism in Grendel - A main theme in John Gardner’s Grendel...
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...A. Geography >China stretches some 5,026 kilometres (3,123 mi) across the East Asian landmass. China is bordered by seas and waters eastward, with the East China Sea, Korea Bay, Yellow Sea, Taiwan Strait, and South China Sea, and bordered by landmasses on its 3 other sides, from North Korea to Vietnam. China has been officially and conveniently divided into 5 homogeneous physical macro-regions: Eastern China (subdivided into the northeast plain, north plain, and southern hills), Xinjiang-Mongolia, and the Tibetan-highlands. Its physical features are multiples. The eastern and southern half of the country, its seacoast fringed with offshore islands, is a region of fertile lowlands and foothills with most of the agricultural output and human population. The western and northern half of China is a region of sunken basins (Gobi, Taklamakan), rolling plateaus, and towering massifs, including a portion of the highest tableland on earth (Tibetan Plateau) with lower agricultural possibilities and thus, far less populated. Traditionally, the Chinese population centered around the Chinese central plain and oriented itself toward its own enormous inland market, developing as an imperial power whose center lay in the middle and lower reaches of the Yellow River on the northern plains. More recently, the 18,000-kilometers coastline have been used extensively for export-oriented trade, making a power shift, with the coastline provinces becoming the leading economic center. With an...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...Compare and contrast the legacies of cultural syncretism in Africa and the Americas with the resistance to cultural change Westerners encountered in China and India. What cultural factors caused the differences in outcomes? What legacies have the differences in types of encounters and degrees of cultural change left today? Had syncretism not occurred in the Americas, how might modern culture be different? If cultural syncretism had taken root during early encounters in China or India, how might they be different today? The quest for wealth and power brought Europeans to Indian shores in 1498 when Vasco da Gama, the Portuguese voyager, arrived in Calicut (modern Kozhikode, Kerala) on the west coast. In their search for spices and Christian converts, the Portuguese challenged Arab supremacy in the Indian Ocean, and, with their galleons fitted with powerful cannons, set up a network of strategic trading posts along the Arabian Sea and the Persian Gulf. In 1510 the Portuguese took over the enclave of Goa, which became the center of their commercial and political power in India and which they controlled for nearly four and a half centuries. Economic competition among the European nations led to the founding of commercial companies in England (the East India Company, founded in 1600) and in the Netherlands (Verenigde Oost-Indische Compagnie--the United East India Company, founded in 1602), whose primary aim was to capture the spice trade by breaking the Portuguese monopoly in Asia...
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