...Catholicism and Hinduism: Stands on Gender, Sexuality and Violence 1. Introduction This essay aims to compare and contrast specific aspects of Catholicism and Hinduism, more specifically their stands on gender, sexuality and violence. Catholicism and Hinduism are two of the world’s greatest religions; the former originated in the west and spread across the world whereas the latter is followed primarily in the Indian subcontinent and to some extent in the Southeast Asian states. Catholicism and Hinduism are essentially different in their approach towards god and religion; Catholicism believing that there is one deity, and Hinduism on the contrary recognizes the existence of many. Two essential points of Christianity, particularly sin and salvation, aren’t present in Hinduism. The two religions nevertheless have several points of similarity. Hindus worship a number of gods and Catholics worship several saints; both of them make use of the burning of candles and incense before the statues for purposes of worship. Both religions make use of images, icons, music and rituals. Catholics chant prayers, whilst Hindus chant mantras; both of them have tremendously wealthy temples, full of statues and golden artefacts and make use of priesthoods that intermediate between humans and gods. Such similarities and dissimilarities notwithstanding, these two religions have distinct and deeply entrenched religious ethos and epistemologies that govern their practice and the attitudes, approaches...
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...“higher” then others. The caste system was strict in India and prohibited other classes from interacting with each other. China’s social system differed from India’s caste system, by not demonstrating a formal and strict social ladder. Where in India there existed over three hundred subcastes at one point, China had a simple three caste social ladder. Although the Chinese did not have as strong of a social ladder, there still existed “higher” people such as the bureaucrats. Bureaucrats and landowners were considered to be of a higher class then peasants, farmers, and merchants. Patriarchy was a very big factor in culture and social order in China and India. India’s strict caste system led to a more “flexible” and popular religion known as Hinduism. Many Indians preferred this religion over Buddhism, which the Chinese practiced, because the brahmans or priests strongly influenced the population. Brahmans and many other Indians did not like the idea of any being of any caste level achieving “peace” by their efforts, which Buddhism taught. The Chinese believed in Buddhism and reaching nirvana by finding peace within. A major difference between Indian and Chinese culture was that Indians lived to die and reincarnate to a better caste level and eventually reaching the gods, whereas the Chinese lived a good life with no rituals necessary to find nirvana. Although the Chinese and Indian culture was very different, both races strived and lived in balance to find their gift in the...
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...In this essay I have endeavored to study the following four world religions: Catholicism, Hinduism, Buddhism, and Judaism. I intend to compare and contrast the similarities and differences that I have found in my studies. Being unfamiliar with the specifics of each of these religions, I will rely on the internet primarily for my research data and information. The first religion I will discuss is Catholicism. After the death of Christ, the first church to be formed universally was the Catholic church. Prior to that, splinter groups of Christians had met but were greatly persecuted and many of them martyred. Around 325 AD the first church councils were formed and out of those councils emerged the Catholic faith (2016, Pg 30). Catholics have what is called Mass. This is a formal ceremony and is considered to be the most sacred and important act in Catholicism. The Mass incorporates the Bible’s Sacred...
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...There are seven sections to this exam. Please make sure you complete all seven sections. This is an open book exam. It is not an open internet exam. I will check for copied information from the internet. Use of the internet (aka copied or paraphrased) will result in a grade of zero for the entire exam. Locked Document: This is a locked document. Please do not unlock and modify any portion of this document. Use only the gray areas to provide your answers. I. True/False: 2 points each (10) Click on the gray box and highlight correct answer to indicate each statement as either true or false. 1. Buddhists worship the statue of the Buddha 2. Hinduism is the only religion that believes in reincarnation 3. Abraham is important in all of the Monotheistic traditions (Judaism, Christianity and Islam) 4. Hinduism developed in response to Buddhism 5. Judaism and Christianity both revere the Pentateuch, Nevi’im, and Ketuvim II. Matching: 2 points each (20) Click on the gray box and select the religion which BEST matches with the term listed. It is possible that the same religion may be used as more than one answer or that some religions may not be used as all. 6. Rebirth 7. Chakras 8. Reincarnation 9. Essenes 10. Pilgrimage 11. Cross 12. Circle 13. Four Sights 14. Kitab-i-Iqan 15. Mitzvot III. Multiple Choice: 3 points each (30) Click on the gray box to reveal your options. Highlight the best answer for each statement 16. The...
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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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...religions have an array of similarities and differences regarding their customs and laws in relation to the ‘wedding ceremony’. Within Islam, the wedding ceremony is believed to be both a religious and social obligation to get married. As a result, there is a great weight placed on religious, social and cultural dimensions of the ceremony which tends to be simple in nature, paralleling Islamic beliefs. Hindus also place a lot of importance on marriage ceremonies which signify customs, rituals and elaborate celebrations. However, a key difference lies in the fact that Islamic marriages are seen as contractual agreements, whereas Hindu marriages are perceived to be sacrilegious. This essay compares and contrasts the various aspects of both Islamic and Hindu wedding ceremonies. For each aspect, the essay examines the Islamic tradition and in turn the corresponding Hindu wedding ritual. Islamic wedding ceremonies or Nikah can be performed in a variety of ways depending on the culture in which they are arranged. For example, Islamic marriages can slightly vary depending on whether they are part of the Asian or Arab world. Typically, Islamic marriages are arranged by the parents of the bride and groom, with the bride and groom having a final say in who they will ultimately marry. The marriage proposal in effect comes from the woman, who contacts the man through a common liaison who tends to be a male relative. The stringent rules and nature of the Islamic culture propose that Muslim...
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...Gender Roles in India: How do the Men and Women of India live the way they do? Gender roles in India are very controversial as seen from the eyes of a westerner. Many though however view this as culture and tradition. In India, the women are controlled almost completely by the men in their families. They also have to pay a lot of respect to the men in their culture in general. The women must follow the commands of her father first, after him her husband, and lastly her son. Although she must obey these men the restrictions do not end there. After a woman’s husband dies she does not have independence and she is not allowed to remarry. These are the values that are taught to the woman in India and are respected by the men in the country. Starting off with the value of respect, it dates back to the caste system. Generally most Indian communities do not respect the fact where families do not accept lower caste systems into their own. The caste system can be described as segregation in a way. The categories of segregation are Brahman, Kshatriya, Vaishya, Shudra. The Brahmans were considered the priests and educated class, the Kshatriya were considered the land owners, rulers and fighters of their town, they dominated the government, and their superiority level was just under the Brahmins. The Vaishya were considered the trader class and the Shudra were servile laborers. What the caste system did was that it...
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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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...TERRORISM, WAR, PEACE AND HUMAN RIGHTS FACULTY GUIDEBAC 445 FONTBONNE UNIVERSITY OPTIONS BACHELOR OF ARTS IN CONTEMPORARY STUDIES COURSE DESCRIPTION This course will explore ethical, theoretical, and practical questions relating to terrorism, the engagement of war, cultural and ethnic conflicts. This course will explore why we wage war, the development of terrorism and its impact on societies, society’s quest for peace and the methods attempted to achieve peace. This course will also explore the concept of human rights and how terrorism and war impact these rights. © Copyright Fontbonne University, St. Louis, MO, January 2007. COURSE OVERVIEW TOPICS • Historic and philosophical positions on war • Contemporary moral foundations on war • Human rights • Terrorism • Humanitarian intervention and preemptive war • Religious positions on war • Toward a theory of just peace COURSE OVERVIEW INTRODUCTORY NOTES TO FACULTY The subjects of war, peace, terrorism and human rights are daily fare in the media. While people form strong opinions on these matters and tend to regard them as right or wrong, many do not have the skills to analyze and clearly articulate a rationale for their positions. The purpose of this course is thus twofold: to equip students with the ethical theories needed to make a judgment...
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...of Economics & obtained a degree of D.Sc. ( Economics) and was called to the Bar from Gray's Inn. He returned to India in 1923 and started the 'Bahishkrit Hitkarini Sabha' for the education and economic improvement of the lower classes from where he came. One of the greatest contributions of Dr. Ambedkar was in respect of Fundamental Rights & Directive Principles of State Policy enshrined in the Constitution of India. The Fundamental Rights provide for freedom, equality, and abolition of Untouchability & remedies to ensure the enforcement of rights. The Directive Principles enshrine the broad guiding principles for securing fair distribution of wealth & better living conditions. On the 14th October, 1956, Babasaheb Ambedkar a scholar in Hinduism embraced Buddhism. He continued the crusade for social revolution until the end of his life on the 6th December 1956. He was honoured with the highest national honour, 'Bharat Ratna' in April 1990 . iii Contents PART I - RELIGIOUS Riddle No. 1 : The difficulty of knowing why one is a Hindu Riddle No. 2 : The Origin Of The Vedas—The Brahminic Explanation or An Exercise In The Art Of Circumlocution Riddle No. 3 : The Testimony Of Other...
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...A Passage to India E. M. Forster Online Information For the online version of BookRags' A Passage to India Premium Study Guide, including complete copyright information, please visit: http://www.bookrags.com/studyguide−passageindia/ Copyright Information ©2000−2007 BookRags, Inc. ALL RIGHTS RESERVED. The following sections of this BookRags Premium Study Guide is offprint from Gale's For Students Series: Presenting Analysis, Context, and Criticism on Commonly Studied Works: Introduction, Author Biography, Plot Summary, Characters, Themes, Style, Historical Context, Critical Overview, Criticism and Critical Essays, Media Adaptations, Topics for Further Study, Compare &Contrast, What Do I Read Next?, For Further Study, and Sources. ©1998−2002; ©2002 by Gale. Gale is an imprint of The Gale Group, Inc., a division of Thomson Learning, Inc. Gale and Design® and Thomson Learning are trademarks used herein under license. The following sections, if they exist, are offprint from Beacham's Encyclopedia of Popular Fiction: "Social Concerns", "Thematic Overview", "Techniques", "Literary Precedents", "Key Questions", "Related Titles", "Adaptations", "Related Web Sites". © 1994−2005, by Walton Beacham. The following sections, if they exist, are offprint from Beacham's Guide to Literature for Young Adults: "About the Author", "Overview", "Setting", "Literary Qualities", "Social Sensitivity", "Topics for Discussion", "Ideas for Reports and Papers". © 1994−2005, by Walton Beacham. All other...
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...Indo-Trinidad family, from observation and reading of various literature presented by host of Caribbean scholars, presents something of a conundrum for modern day analysis by students and by extension scholars. Through the naked eye it is evident that the contemporary Indo family is in no way similar to the Indo-Trinidad family of the mid-nineteenth century. As an institution the Indo-Trinidadian family has changed overtime to meet the needs of life in Trinidad and Tobago (Wood (1968), Angrosino (1976), and Brereton (1979)). Here, among the Indo- Trinidadian family, cousins are considered siblings, biological aunts and uncles are like parents and strangers are referred to as aunty and uncle. One thing however that can be agreed upon is that the present day family arrangements are more fluid in contemporary society as opposed to static as was seen in 1845. But what accounts for this type of fluidity? Does this shift reflect in individual preference and the needs and wants of life in Trinbago? Or are other forces at work? Singh (2004) had rightly pointed out that, “The twenty-first century recorded great changes of far reach importance in the family system under the influence of westernization, industrialization and modernization.” To add to this claim, creolization, douglarization and globalization are also paradigms associated with the change in contemporary Indo-Trinidad family. Characteristics of the family life style such as high divorce rates, cohabitation as a substitute...
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...Rabindranath Tagore, who died in 1941 at the age of eighty, is a towering figure in the millennium-old literature of Bengal. Anyone who becomes familiar with this large and flourishing tradition will be impressed by the power of Tagore's presence in Bangladesh and in India. His poetry as well as his novels, short stories, and essays are very widely read, and the songs he composed reverberate around the eastern part of India and throughout In contrast, in the rest of the world, especially in Europe and America, the excitement that Tagore's writings created in the early years of the twentieth century has largely vanished. The enthusiasm with which his work was once greeted was quite remarkable. Gitanjali, a selection of his poetry for which he was awarded the Nobel Prize in Literature in 1913, was published in English translation in London in March of that year, and had been reprinted ten times by November, when the award was announced. But he is not much read now in the West, and already by 1937, Graham Greene was able to say: "As for Rabindranath Tagore, I cannot believe that anyone but Mr. Yeats can still take his poems very seriously." The Mystic The contrast between Tagore's commanding presence in Bengali literature and culture, and his near-total eclipse in the rest of the world, is perhaps less interesting than the distinction between the view of Tagore as a deeply relevant and many-sided contemporary thinker in Bangladesh and India, and his image in the West as a repetitive...
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...The Search for Self and Space by Indian Dalit Joseph Macwan and African American Richard Wright Vaseemahmed G Qureshi Assistant Professor, Vishwakarma Government Engineering College, Chandkheda A B S T R A C T The subjugation of Dalits in India and Blacks in America is the result of slavery imposed on them in the name of castism in India and racism in America. Writers from these marginalized groups express their revolt against slavery through words. This presentation focuses on one black and one Dalit novel as a manifestation of the quest for self and space. Joseph Macwan comes forward as a prophet of Dalits’ welfare in Gujarat with his Angaliyat (1987) which is a representation of the emerging genre of the Dalit novel. It criticizes systems of internal colonization that exist within the Hindu caste system. Today, Dalits are both asserting their identity and challenging a society that had earlier excluded them, by writing about their lives themselves. Through the protagonist Teeha, the novel succeeds in demystifying ‘dalitness’ and redefining the real freedom of his fellow people. Richard Wright is one of the most acclaimed African American authors of the twentieth century. His Outsider (1953) depicts racial discrimination and the quest for identity. He creates a compelling story with his protagonist Cross Damon, a man of superior intellect who craves for peace and searches for his identity. In this quest, Cross Damon attempts to escape his past and start anew in a...
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