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Effective Strategies for Teaching and Learning Hindu Traditions at Public Universities
Proposal abstract :
Through this small project, I aim to address the following pedagogical questions: How do we effectively introduce students to the lived dimensions of Hindu religious traditions? This pedagogical project addresses the challenges of balancing an introduction to the theology and soteriology of Hindu traditions via textual analysis and the lived aspects, such as ritual worship, forehead marks, and daily practices of Hindu traditions, in large courses at public universities. To help students learn the various ways that Hindu traditions are lived and embodied, I will create five videos that introduce Hindu praxis and guide students in critically analyzing visual sources.
Learning Abstract :
Through this small project, I aim to address the following pedagogical questions: How do we effectively introduce students to the lived dimensions of Hindu religious traditions? This pedagogical project addresses the challenges of balancing an introduction to the theology and soteriology of Hindu traditions via textual analysis and the lived aspects, such as ritual worship, forehead marks, and daily practices of Hindu traditions, in large courses at public universities. One of the primary ways that students continue to learn of Hindu traditions (even in my courses) is through reading, academic textbooks and scholarship on the religious beliefs and practices and studying primary sources of sacred texts in translation. While texts provide an entry point to study of Hindu traditions, the privileging of "written texts and beliefs by dominant cultures has led to the marginalization of other ways of knowing, sources of knowledge" asserts Vasudha Narayanan, an eminent scholar of Hindu traditions (Narayanan 516).
Through this pedagogical project, I will create five five-minute videos introducing lived aspects
Through this small project, I aim to address the following pedagogical questions: How do we effectively introduce students to the lived dimensions of Hindu religious traditions? This pedagogical project addresses the challenges of balancing an introduction to the theology and soteriology of Hindu traditions via textual analysis and the lived aspects, such as ritual worship, forehead marks, and daily practices of Hindu traditions, in large courses at public universities. To help students learn the various ways that Hindu traditions are lived and embodied, I will create five videos that introduce Hindu praxis and guide students in critically analyzing visual sources.
Learning Abstract :
Through this small project, I aim to address the following pedagogical questions: How do we effectively introduce students to the lived dimensions of Hindu religious traditions? This pedagogical project addresses the challenges of balancing an introduction to the theology and soteriology of Hindu traditions via textual analysis and the lived aspects, such as ritual worship, forehead marks, and daily practices of Hindu traditions, in large courses at public universities. One of the primary ways that students continue to learn of Hindu traditions (even in my courses) is through reading, academic textbooks and scholarship on the religious beliefs and practices and studying primary sources of sacred texts in translation. While texts provide an entry point to study of Hindu traditions, the privileging of "written texts and beliefs by dominant cultures has led to the marginalization of other ways of knowing, sources of knowledge" asserts Vasudha Narayanan, an eminent scholar of Hindu traditions (Narayanan 516).
Through this pedagogical project, I will create five five-minute videos introducing lived aspects