備註：全英語授課
- 教師: b12001 歐慧峰
歐慧峰
The main goal of this course is to explore Western (English language)： scholarship on Buddhist textual history.
This entails taking several texts / textual corpora as case studies, including Indian and Chinese Buddhist sources, and examining scholarship on them from the 20th to early 21st century.
The broader topic of this course is the relationship between Buddhist texts and Buddhist history. Historical information is often extracted and interpreted from texts, but this is not without its problems.
This semester, we will be looking specifically at the question of the origins of the Mahāyāna, a long debate that still shows remarkable room for further academic exploration.
All our readings are in English, thus the positions under examination are those which are predominant in English-language scholarship.
The question of the origins of the Mahāyāna in India has strong implications for the understanding of Mahāyāna in China, Korea, Japan, Vietnam, Tibet, Mongolia, etc., where Mahāyāna Buddhist tradition predominates.
上課教材(Texts)：
上課用書：
Drewes, David. Early Indian Mahāyāna Buddhism I: Recent Scholarship. Religion Compass 4, no. 2 (2010)：: 55-65.
Harrison, Paul M. ‘Early Mahāyāna: laying out the field.’ Setting out on the great way: essays on early Mahāyāna Buddhism (2018)：: 7-31.
Hirakawa, Akira. ‘The rise of Mahayana Buddhism and its relationship to the worship of Stupas.’ Memoirs of the Research Department of the Toyo Bunko (The Oriental Library)： 22 (1963)：: 57-106.
Schopen, Gregory. ‘The phrase ‘sa pthivīpradeśaś caityabhūto bhavet’ in the Vajracchedikā: Notes on the cult of the book in Mahāyāna.’ Indo-Iranian Journal 17, no. 3-4 (1975)：: 147-181.
Harrison, Paul M. ‘Who gets to ride in the great vehicle? Self-image and identity among the followers of the early Mahāyāna.’ Journal of the International Association of Buddhist Studies (1987)：: 67-89.
Gombrich, Richard. ‘How the Mahayana began.’ Journal of Pali and Buddhist Studies 1 (1988)：: 29-46.
Lopez, Donald. ‘Authority and Orality in the Mahāyāna.’ Numen 42, no. 1 (1995)：: 21-47.
Osto, Douglas. ‘Orality, Authority, and Conservatism in the Prajñāpāramitā Sūtras.’ Dialogue in Early South Asian Religions, pp. 115-136. Routledge, 2016.
Karashima, Seishi. ‘Who Composed the Mahāyāna Scriptures? ––– The Mahāsāṃghikas and Vaitulya Scriptures.’ Annual Report of the International Research Institute for Advanced Buddhology at Soka University XVIII (2014)：: 113-162.
Ray, Reginald A. ‘Chp. 8. Bodhisattva saints of the forest in Mahāyāna sūtras.’ Buddhist saints in India: a study in Buddhist values and orientations. Oxford University Press, USA, 1994.
Harrison, Paul. ‘Mediums and messages: Reflections on the production of Mahāyāna Sūtras.’ The Eastern Buddhist 35, no. 1/2 (2003)：: 115-151.
Boucher, Daniel. ‘Part II. Indian Buddhism through a Chinese lens.’ Bodhisattvas of the Forest and the Formation of the Mahāyāna: A Study and Translation of the Rāṣṭrapālaparipṛcchā-sūtra. University of Hawaii Press, 2008.
Drewes, David. ‘Dharmabhaṇakas in Early Mahayana.’ Indo-Iranian Journal 54.4 (2011)：: 331–372.
Nattier, Jan. A Few Good Men: The Bodhisattva Path According to the Inquiry of Ugra (Ugraparipṛcchā)：: a Study and Translation. University of Hawaii Press, 2003.
Gummer, Natalie D. ‘Sacrificial Sūtras: Mahāyāna literature and the South Asian ritual cosmos.’ Journal of the American Academy of Religion 82, no. 4 (2014)：: 1091-1126.
Walser, Joseph. ‘Chp. 6. What did the text of the Perfection of Wisdom look like?’ Genealogies of Mahāyāna Buddhism: Emptiness, power and the question of origin. Routledge, 2018.
- 平時成績或報告(paper & presentation)：30.00%
- 期中考試、報告或課堂討論(mid-term exam & class participation)：30.00%
- 期末考試、報告或其他(final exam & others)：40.00%
課程英文名稱(Engilsh Course Title)：Topics in Buddhist history and texts
學分數(Credit Courses)：3.00學分
選修別(Elective Discriminability)：專業選修
學期別(Terminal Discriminability)：學期
修課條件(Prerequisites)：Foundation in (Indian Mahāyāna)： Buddhist history and texts.
Academic English reading comprehension, listening and speaking ability.
The first day of class will feature a simple English language comprehension test, from which a pass is required to be
是否開放隨班附讀生選修(Is the course open to of the Continuing Education Center)：開放(Yes)
是否與性平教育相關(Is the course related to gender equality issue)：不相關(No)
授課方式(Tuituinal Method)：
■ 課堂講授(lecture)
■ 讀書報告(essay)
■ 課堂報告與討論(seminar)
使用教具(Classroom Equipment)：The usual equipment: desks suitable for discussion; projector and screen; whiteboard