...In Monasteries and Monarchs Xuanzang and the Nobles and Notables Ibn Battuta I learned two different sides of what these two different people had to do survive and what it was really like from two different people's point of view who had two totally different traveling experiences. In Ibn Battuta’s story, he lived in the Hazar Sudan which has painted wood, large cushions and has hundreds of guards flanked on their left and right of the sultan. When someone who is worthy of the sultan brings him a gift he takes them by the hand accepts a portion of his presents and expresses his approval. Ibn Battuta’s travel started with him borrowing money for the sultan's gift and started to seek employment. Not even thirty years old Ibn arrived in Delhi with around forty people including slaves,servants and companions he left Morocco in June 1325 CE and wanted to go on a pilgrimage to...
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...sense of things that happen in or affect our everyday lives? 3.How do anthropologists think through things and how do they explain things? Emotional Knowledge Thinking and Feeling, Mind and Heart Anthropological Imagination What’s special about anthropology? ANTHROPOLOGY Clyde Kluckhohn ( Mirror for Man, 1944:16): “Ordinarily we are unaware of the special lens through which we look at life. It would hardly be fish who discovered the existence of water. Students who had not yet gone beyond the horizon of their own society could not be expected to perceive custom which was the stuff of their own thinking. Anthropology holds up a great mirror to man and lets him look at himself in this infinite variety” Anthropology subfields. -biological/physical – archeology –Linguistics – Social/Cultural Ethnology –comparative study of cultures or people Ethnography – a systematic study of a culture or people. History of Anthropology - Herodotus = father of anthropology? Age of Discovery (16th and 17th century) - Xuanzang (7th century chinese) - xuanzang said that the Indians were very clean, why has that changed? Ethnocentrism: evaluating other cultures according to preconceptions originating in the standards and customs of ones own culture. Edward Tylor –(1832 – 1917) 1st professor of Anthropology at Oxford in 1884. Early Cultural Evolutionist: cultures evolve from simple to complex through stages: savagery, barbarian civilized. Tylor: animism...
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...the theory which suggests that Buddhism worshipers in the past were either avoiding Buddha images entirely, or favoured the use of symbols to refer to the Buddha or important events in the Buddha’s life (Huntington, 1990). This argument has been supported by many historians (mostly Western Historians) leading by A. Foucher for a long period of time, and based on this argument historians have suggested many different theories of the creation of the Anthropomorphic Buddha image. However, this theory has been critised by many historians especially Indian historians leading by A.K. Commoaraswamy as they believe that the Buddha image was originally created in Indian not under the influence of Greek Hellenism. In this essay, the existance of aniconism period (before 1 century CE.) shall be proven first as it is the foundation of the Greco-Buddhism theory, then the Greek influence in Buddha image shall be proven. Alfred Foucher summarised Buddhist iconography as ‘There is no Buddha but Buddha’ (A. FOUCHER, 1914), and the time period was set until 1 century CE. However, the arguments of A.K. Commoaraswamy suggest that during the aniconism period the anthropromotic Buddha image had already been created and one of their supporting evidence is the observance made by Chinese pilgrim Xuanzang at seventh-century about Sankasya (a Buddhist major pilgrimage center) who says: ‘some centuries ago next to the stone ladders a vihara in which is a stone image of Buddha was there, and on the either...
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...The whole book is narrating the story of Xuanzang in the Tang Dynasty traveling west to India to get the scripture, which is considered a greater vehicle that can be the salvation to all beings. Although apparently the idea of Buddhism is shown as the major concept throughout the whole small talk, the other two Teachings including Confucianism and Daoism are also sufficiently blended in the whole master piece. As a matter of fact, Monkey blends Confucianism, Daoism and Buddhism together, which form in Neo-Confucianism. Throughout the whole book, their characteristics and the experience they went through show the ritual and benevolence in Confucianism idea, adopt the natural way in Daoist philosophy, and explain the path to reach Nirvana in Buddhist belief. The backgrounds of the main characters can represent the influence by three Teachings. First of all, in the whole book, Tripitaka blended the Confucianism ritual and benevolence traits into Buddhism suffering Nirvana process, and eventually got the true meaning of Buddhism and became a Bodhisattva. Tripitaka, the core character of this west Journey, was the son of Chen O who received the first place at the final Court Examination and married the daughter of the minister. Civil Exam was an examination that adheres to Confucian values. In other words, Tripitaka was actually born this life in the family that had faith in Confucian conception. This was quite different from his previous life. In his previous existence, the true identity...
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...History Project The Gupta Dynasty Ajay jayachandran 733 II SEMESTEr Introduction The Gupta Empire was an ancient Indian empire which existed from approximately 320 to 550 CE and covered much of the Indian Subcontinent. Founded by Maharaja Sri Gupta, the dynasty is a model of a classical civilization. The peace and prosperity created under the leadership of the Guptas enabled the pursuit of scientific and artistic endeavors. This period is called the Golden Age of India and was marked by extensive inventions and discoveries science, technology, engineering, art, dialectic, literature, logic, mathematics, astronomy, religion and philosophy that crystallized the elements of what is generally known as Hindu culture. Chandra Gupta I, Samudra Gupta the Great, and Chandra Gupta II the Great were the most notable rulers of the Gupta dynasty. The 4th century CE Sanskrit poet Kalidasa, credits Guptas with having conquered about twenty one kingdoms, both in and outside India, including the kingdoms of Parasikas (Persians), the Hunas, the Kambojas tribes located in the west and east Oxus valleys, the Kinnaras, Kiratas etc. The high points of this cultural creativity are magnificent architecture, sculptures and paintings. The Gupta period produced scholars such asKalidasa, Aryabhata, Varahamihira, Vishnu Sharma and Vatsyayana who made great advancements in many academic fields. Science and political administration...
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...Indus Valley Civilization – The Indus Valley Civilization was a Bronze Age civilization (3300–1300 BC; mature period 2600–1900 BC) extending from what today is northeast Afghanistan to Pakistan and northwest India. Along with Ancient Egypt and Mesopotamia it was one of three early civilizations of the Old World, and of the three the most widespread. It flourished in the basins of the Indus River, one of the major rivers of Asia, and the Ghaggar-Hakra River, which once coursed through northwest India and eastern Pakistan. The Indus Valley Civilization is also known as the Harappan Civilization, after Harappa, the first of its sites to be excavated in the 1920s, in what was then the Punjab province of British India, and is now in Pakistan. A uniform culture had developed at settlements spread across nearly 500,000 square miles, including parts of Punjab, Uttar Pradesh, Gujarat, Baluchistan, Sindh and the Makran coast. It was a highly developed civilization and derived its name from the main river of that region— Indus. |Year |Site |Discovered by | |1920 |Harappa |Rai Bahadur Daya Ram Sahni | |1922 |Mohenjodaro |R. D. Banerjee | |1927 |Sutkagen dor |R. L. Staine ...
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...ISI KANDUNGAN BIL | BUTIRAN | MUKA SURAT | 1 | PENGENALAN | 2-3 | 2 | SEJARAH ISLAM DI DINASTI MING | 4-8 | 3 | ISLAM DAN MASJID DI ZAMAN DINASTI MING | 9-13 | 4 | LAKSAMANA CHENG HO SEBAGAI TOKOH DINASTI MING:4.1 EKSPEDISI PELAYARAN LAKSAMA CHENG HO4.2 MODEL KAPAL LAKSAMANA CHENG HO4.3 LAKSAMANA CHENG HO DAN INDONESIA | 14-19 | 5 | KEMAJUAN PADA ZAMAN DINASTI MING | 20-29 | 6 | KESIMPULAN | 30-31 | 7 | RUJUKAN | 32 | 1.0 PENGENALAN Agama Islam dipercayai berkembang di negeri China pada tahun 651 Masihi. Islam masuk ke China dari negeri Arab melalui jalan darat dan jalan laut. Sambutan masyarakat China terhadap agama Islam tidak menggalakkan kerana perasaan curiga penduduk tempatan terhadap agama bangsa lain.Di China terdapat lebih 20 juta penduduk yang beragama islam termasuk etnik Hijrahuizu, Uyghur, Kazakh, Kirgiz, Tajik, Uzbek, Tatar dan lain-lain. Salah satu cara islam disebarkan ke China adalah dibawa oleh Hamzah Bin Hamzah (anak Hamzah Bin Abi Talib). Beliau bersama 3,000 orang Muhajirin pergi ke China dan menetap di San Gan Foo. Selain itu,islam disebarkan semasa Maharaja Yung Wei (Dinasti Tang), utusan dari Tanah Arab pimpinan Saad Bin Abi Waqas bersama 15 orang Muhajirin menghadap Maharaja Yung Wei. Mereka dibenarkan berdakwah di China dan satu masjid didirikan di Cheng-san. Di samping itu,pimpinan dakwah Islamiyah yang pertama dipimpin oleh Saad Bin Lubayd. Orang China mengenali Islam dengan sebutan Yisilan Jiao yang bermaksud ‘agama yang murni’...
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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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