Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Customs,SocialOrientationsandRitualPractices
AssociatedwithHinduTempleWorship
2007FulbrightHaysSeminarinSouthIndia
CurriculumProject
SubmittedbyMarkE.Hanshaw,Ph.D.
RichlandCollege
Dallas,Texas
AVisittotheTemple:
Customs,SocialOrientationsandRitualPractices
AssociatedwithHinduTempleWorship
2007FulbrightHaysSeminarinSouthIndia
SubmittedbyMarkE.Hanshaw,Ph.D.
RichlandCollege
Dallas,Texas
IntroductiontotheProject
ThiscurricularprojectisdesignedtobeusedinanintroductorylevelcollegecourseinReligiousStudies,
Humanities,Anthropology,or,perhaps,Sociology.Thefocusofthisprojectrelatestothequestionof
theroleofthetempleinIndianlife.Itfocusesparticularlyupontemplesassociatedwiththepracticeof
varyingstrandsofthelargerHindufaithcomplex.Atitsheart,thisprojectisconcernedwiththeideaof
sacredspaceandhowHindusmayrespondtonotionsofsacredspace.While,thisprojectfocusesupon
Hinduculturepredominantly,manyoftheideasexploredmayresonatewiththeexperienceofmembers
ofavarietyofsocialandreligiouscultures.
Thisprojectstemsfromvisitsmadetoavarietyofreligiousandsacredsiteslocatedthroughout
SouthernIndia,butparticularlyintheIndianstatesofKeralaandTamilNadu.Thesevisitswereapartof
a2007FulbrightHaysprogramconductedinSouthernIndia,madepossiblethroughthegenerous
supportoftheFulbrightCommission.TheFulbrightHaysteam,consistingofamixtureoffaculty
membersfromAustinCollegeofSherman,Texas,andRichlandCollege,ofDallas,Texas,alongwithHigh
SchooleducatorsfromacrossDallasCounty,spentapproximatelyonemonthinSouthernIndia,working
withlocaleducatorsandscholarsandexploringprimaryreligiousandculturalsites.Thegoalofthis
FulbrightHaysprojectwastooffereducatorstheopportunitiestoexplorethedistinctivenatureof
SouthIndiacultureandtocraftcreativemechanismsforintroducingthisculturetobothsecondaryand
collegiatelevelstudents.
ThedesireofparticipantsonthisFulbrightHaysteamwastoovercomegeneralstereotypesand
assumptionsthatmayaffectthemannerinwhichweseeandunderstandtheculturesofthepeopleof
India,and,ultimately,tocaptureandcommunicateatruersenseoflifeupontheIndiaSubcontinent.
Theprimarygoalofthiscurriculumprojectistoencouragestudentstoidentifyandexploreculturaland
religiouspracticesthatmightbeattributedtocertainaspectsofthelargerHindusociety.Aswell,this
projectisdesignedtopromptstudentstoconsiderthemannerinwhichtheideaofsacredspacemaybe
interpreteddifferentlybyinhabitantsoftheIndianSubcontinent,versusthedominantculturesofthe
Americas.Inmanyregards,theculturalandreligiouspracticesassociatedwiththeideaofsacredspace
andembracedbymanyHindusmaybemostvividlyexemplifiedinandthroughtheactivitiesassociated
withthetemple.ItsufficestosaythatonecannottravelinIndiawithoutbeingstruckbythe
magnificentreligiousstructuresthatseemtodominatealmosteverycityandvillage.Yet,thesetemples
mayoftenbeconsideredbynonHindusfortheiraestheticappealalone.Thisprojectaimsat
encouragingthedevelopmentamongstudentsofabroadersenseofthevitalrolesuchtemplesmay
playintheprivateandpublicsocialorderofIndiansociety.
Whatistheultimatepurposeofthisproject?Idesiretoencouragestudents,throughthisproject,to
exploreandconsideraparticularsocialperspectiveupontheinterpretationoftheworldweshare.In
offeringthisproject,theintentisnottoaffordpreferencetoanyparticularsocialperspectiveorto
diminishcontrarywaysofinterpretingorinteractingwithourhumanenvironment.Instead,thepurpose
ofthisprojectismerelytoencouragestudentstorecognizethemultiplicityofwaysthathumansmay
encounterourworldandtopromptinquiryintothewaysinwhichsuchperspectivesaffectoursocial
sphere.
Ultimately,itismyhopethatthisprojectwillbeofusetoawidevarietyoffaculty,instructorsand
teachers.Itshouldnotbeassumedthatthisprojectisonlyaccessiblebythosewithparticularexpertise
inthefieldofHindustudies.ItdoesnotrequireathoroughunderstandingofHinduorIndianreligious
orsocialculture,specifically.Instead,itismyhopethatitwillserveasthepointofbeginningforthe
considerationofsuchtopicsasthenatureofritual,culturalinstitutionsandcollectivesocialbehaviors.
Thisprojectdoesincludeinformationregardingvariousresourcesthatmaybeconsultedinthe
preparationfortheuseofthisproject.
HistoricalandCulturalBackground
RegardingHinduTemplesandWorship
Templesoftenserveastheprimary,thoughnotexclusive,seatofreligiouspracticewithintheHindu
systemofworship.TemplesmayserveavarietyofpurposesforHindus,amongthemprovidingapoint
ofcommunalgathering,establishingacosmologicalblueprintforthedesignofthesphereofhuman
existence,cultivatingaritualorientationthatmayguidethesocialorder,reinforcingcertaincultural
hierarchiesandstrengtheningculturalinstitutions.InanefforttocapturetheplaceoftheTemple
withinthelargersocialsphere,TheSmithsonianInstitutesInternetsitedevotedtothestudyofAsia1[1]
describesHindutemplesinthisway:
AHindutempleisbelievedtobetheearthlyseatofadeityandtheplacewherethedeitywaits
foritsdevotees.Assuch,templestructuresaresacredspaceswheregodspartakeofhuman
offeringsandinwhichthepeoplecanbewiththegods.Manytemplesresemblepalace
architecture;thisisnotsurprising,asdeitiesareoftenconsideredkings.
Templesarenormallydedicatedtooneprimarygod.Oftentheyareelaboratelydecoratedon
theoutsidewithstoneorplastercarvingsdepictingreligiousstories,andtheirdecorationis
specifictothedeitybeingworshiped.Mythologicalscenesarejuxtaposedwithscenesof
everydaylifeandimportantpoliticalevents,suchasroyalcoronations,conquests,and
celebrations,orwithportraitsofroyalandsecularpatrons.Thesedivineimagesand
mythologicalscenesontheouterwallsofthetemplehelpworshipersrecallthesacredstories
theyhaveheardorread.
TheoriginsofHindutemplearchitecturedatebacktoatleastseveralcenturiespriortothe
commencementoftheChristianera,butthepracticeswerecultivatedandenhancedthroughsuccessive
rulingdynastiesthatgovernedportionsoftheIndianSubcontinentfromthe4ththroughthe17th
centuriesC.E.Today,therearepreciseconventionsthatgovernboththestructureanddesignofHindu
templesandthedeitiesthatresidewithinthem,thoughtheseconventionsmaydifferdependingupon
prevailinglocalcultureandcustom.Amongthemostdistinctivetemplesmaybethebrightlycolored
DravidianstructuresofSouthIndia.
TheimageoftheelaboratelydecoratedtemplehasbecomesynonymouswithHindureligiousculture
itself,formany.Indeed,thetemplemaybeanappropriateplacetobeginanygenuineencounterwith
Hinduculture.Thissetoflessonplansseekstopromptanexaminationandconsiderationofnotjustthe
temple,butthewayoflifecultivatedwithinit.
1[1]
http://www.asia.si.edu/pujaonline/puja/temples.html
Alargepartofthereligiousritualassociatedwiththetempleistheconductofpuja.Thetermpuja
derivesfromtheSanskritrootpuj,whichmeanstomakeanoffering. 2[2]Inessence,thetermrefersto
theritualizedpracticeassociatedwiththeworshipofaparticulardeitybyaHindu.Suchpracticeismost
typicallyassociatedwithworshipwithinatemple,butmayalsobeconductedataprivateshrinewithin
oneshomeorinanaturalenvironment.
Again,turningtotheSmithsonianInstitutesInternetsite,pujaisdescribedinthismanner:
Pujaistheactofshowingreverencetoagod,aspirit,oranotheraspectofthedivinethrough
invocations,prayers,songs,andrituals.AnessentialpartofpujafortheHindudevoteeis
makingaspiritualconnectionwiththedivine.Mostoftenthatcontactisfacilitatedthroughan
object:anelementofnature,asculpture,avessel,apainting,oraprint.
Duringpujaanimageorothersymbolofthegodservesasameansofgainingaccesstothe
divine.Thisiconisnotthedeityitself;rather,itisbelievedtobefilledwiththedeity'scosmic
energy.Itisafocalpointforhonoringandcommunicatingwiththegod.ForthedevoutHindu,
theicon'sartisticmeritisimportant,butissecondarytoitsspiritualcontent.Theobjectsare
createdasreceptaclesforspiritualenergythatallowthedevoteetoexperiencedirect
communicationwithhisorhergods.3[3]
SincepujaisassociatedwiththeveryactofworshipintheHindufaith,aconsiderationofitplaysan
importantpartinthebroaderconsiderationoftheroleandplaceofthetemple.
BriefOverviewofLessons
LessonOne:Thislessonisdesignedtoencouragestudentstobegintothinkabouttherolethetemple
playsinthelivesofindividualsandcommunitieswithintheHindureligioussystem.Thislessonfocuses
upononefacility,theShriMeenakshiTemple,asanexemplarofthelargersystemoftemplesscattered
acrossIndiaandbeyond.
LessonTwo:Thislessonisdesignedtoencouragestudentstobeginconsideringthesignificanceof
designelementsandritualproceduresassociatedwithtemplestructures,astheseaffectnotonlythe
Hindusystemoffaith,butthegeneralworldviewofHindupractitioners.
LessonThree:Thislessonisdesignedtopromptstudentstoconsidertheideasofsacredspaceandtime
andtoprovideasystemofmeaningrelativetotheentiresphereofhumanexistence.
LessonFour:ThisfinallessonfocusesuponthestructureofHindureligiousritualconductedwithinthe
temple,knownaspuja.Thislessonpromptsaconsiderationofthesignificanceofthekeycomponents
ofpujaandissuesassociatedwiththenatureanduseoficonicimagesinritualactivity.
RequiredMaterials
TheGreatTempleofMadurai(Madurai:ArulmiguMeenakshiSundareswarar,2004).
BalaramIyer,T.G.S.,HistoryandDescriptionofShriMeenakshiTemple(Madurai:ShriKarthikAgency).
Batchelor,Anthony,TheHinduTemple,www.indiantemples.com.
2[2]
M. Tachikawa, s. Hino and L. Deodhar, Puja and Samskara (New Delhi: Motilal Pub., 2006), p. 3.
3[3]
Puja, website of the Smithsonian Institute Asia Program (available at
http://www.asia.si.edu/pujaonline/puja/temples.html).
Champakalakshmi,R.,TheHinduTemple(NewDelhi:LustrePress,2001).
Eck,D.,Darshan:SeeingtheDivineImageinIndia(NewYork:ColumbiaUniv.Press,1998).
Kak,Subhash,SpaceandCosmologyintheHinduTemple,apaperPresentedatVaastuKaushal:
InternationalSymposiumonScienceandTechnologyinAncientIndianMonuments,NewDelhi,
November1617,2002[availableatwww.ece.isu.edu/kak/time2.pdf].
Kollar,L.Peter,SymbolisminHinduArchitecture(NewDelhi:AryanBooks,2002).
Tachikawa,M.,S.HinoandL.Deodhar,PujaandSamskara(NewDelhi:MotilalPub.,2006).
www.madarai.com.
www.indiantemples.com.
http://www.asia.si.edu/pujaonline/puja/temples.html.
http://archive.ely.anglican.org/education/2004/schools/documents/notesforicons.pdf.
LessonOne:TheShriMeenakshiTemple:GatewaytotheGods
SubjectAreas:
ThislessoninvitesstudentstoexploreaspecifictemplesiteinSouthernIndiaasabeginningpointfor
thebroaderseriesoflessons.Thislessonincorporatesavarietyofthemesthatmayhaverelevancefor
anycoursethatfocusesuponglobalissuesandculture,religionorsocialorganization.
Time:
Thislessonisintendedtobeutilizedoverthecourseof12classperiods.
Overview:
ThislessonprovidesstudentswiththeopportunitytoplacetheShriMeenakshitempleofMadurai,India
geographically,aswellastoexploreitshistory,themythandtraditionsassociatedwithitandto
consideritasarepresentativeexampleofasubsetofSouthIndianHindutemples.
Objectives:
Studentswill:
IdentifythegeographicallocationofthetempleandattributesoftheSouthernIndianregion
thatisitshome;
Analyzemyths,storiesandtraditionsassociatedwiththetempleandthedeitiesassociatedwith
it;
Compareandcontrastthestructurewithotherreligiousfacilitiesthattheymaybefamiliarwith.
Materials:
StudentswillneedaccesstothetextsandarticlescitedbelowandcomputerswithInternetaccess.
Internetaccess,withspecificfocusontheInternetsites:www.indiantemples.com,and
www.madurai.com.
TheGreatTempleofMadurai(Madurai:ArulmiguMeenakshiSundareswarar,2004),pp.74135.
T.G.SBalaramIyer,HistoryandDescriptionofShriMeenakshiTemple(Madurai:ShriKarthik
Agency),pp.716,3948.
Procedure:
1. Background
Thisinitiallessonisdesignedtoprovidestudentswiththeopportunitytofamiliarizethemselves
withoneofIndiasmostfamoustemples.TheShriMeenakshitempleovertakestheancientcity
ofMadurai,sprawlingovertheareaofseveralcityblocks.Thecityskylineisdominatedbythe
fourgiantandelaboratelydecoratedgatewaysorgopuramsthatstandateachentrancetothe
temple.Thesegatewaysstandataheightequivalenttoa10storyofficebuilding.
ThecityofMadurai,knownastheCityofTemples,seemstodrawitenergyfromthetemple.
Thebusinessdistrictofthecityencirclesthetemple.ThecitymarketflowsfromtheEast
entranceofthetemple.Aconstantstreamofworshippers,pilgrimsandsightseersmovesinto
andoutofthetemple.
Thetemplewasconstructedbetween1623and1655C.E.,thoughitsoriginalouterwallswere
saidtodatebacktothe13thcentury.Someformoftempleappearstohavebeenlocatedatthis
sitesinceatleastthe7thcentury.Thepresenttemplewasdedicatedtotwolocaldeities,the
GoddessMeenakshiandtheGodSundarewarar.Thesedeitieswouldlaterbecomeassociated
withthemorepopularHindudeitiesParvatiandShiva.Interestingly,itistheGoddesswhoplays
thecentralroleinthistemple,restingintheinnersanctum.Shivaresidesinasecondary
chamber.Asapartoftheritualassociatedwiththetemple,theShivaiconisparadedeach
eveningthroughthestructuresinnermostpassagesandbroughttorestwithhiswife
Meenakshi/Parvati.
Therearemanymythicnarrativesassociatedwiththetemple.Perhaps,thebestknown
narrativerecountsthestoryofthemiraculousbirthofMeenakshifromatempleceremonialfire
asthemortalkingandqueensdaughter.Shewouldgrowtobecomethechiefmonarchanda
tirelesswarrioragainstevilspirits.Attheconclusionofonegreatbattle,shewouldmeetthe
GodShivaandthepairwouldbemarriedatthesiteoftheShriMeenakshitempleatMadurai
accordingtothelegendaryaccount.
2. ArticleAnalysis
Haveyourstudentsreadanddiscussthefollowingtexts:TheGreatTempleatMadurai,pp.74
135;T.G.SBalaramIyer,HistoryandDescriptionofShriMeenakshiTemple,pp.1635,3948.
Usethearticletoinitiatediscussionregardingthetempleassacredspaceandthemyths
associatedwithit.Someofthefollowingquestionsmaybeconsideredforthepurposeof
sparkingdiscussion:
WhatpurposedoestheHindutemplestructureserve?
HowdotheHindudeitiescomparewiththoserecognizedbyotherreligioustraditions?
Whatistherelationshipbetweenthedivineandthetemplespace?
WhatisthesocialsignificanceofidentifyingtheShriMeenakshitemplesiteastheplaceofthe
marriageofShivaandParvati?
Whatisthesignificanceofthetempledesign?
3. ViewingtheTemple
ThemagicofavailableInternetresourcesisthatstudentsmaynowcomecloserthanever
beforetosuchstructuresastheShriMeenakshitemplewithoutleavingtheclassroom.Byusing
varyingsources,thispartofthelessonencouragesstudentstoconsiderthesignificanceofthe
designattributesofthetemple.
StudentsshouldbeginthisexercisebybeingaskedtogeographicallylocatethecityofMadurai
onamap.Theywouldthenbeaskedtolocateseveralresourcesdetailingtheinformation
relatedtothiscityandtherolethetempleplaysinit.Aswell,aseriesofdetailedphotographs
oftheShriMeenakshitemplemaybefoundattheInternetsitewww.madurai.com.Students
shouldusetheseresourcestocrafta23pageessayconcerningtheplaceofthetempleinthe
lifeofmodernHinducitiesandcommunities.
LessonTwo:TheTemple:FromCommunitytoCosmos
SubjectAreas:
Thislessonisonethatmaybeutilizedinthecontextofanycoursethatisfocuseduponglobalculture,
religionorsocialorganization.
Time:
Thislessonisintendedtobeutilizedoverthecourseof12classperiods.
Overview:
ThislessonisfocuseduponthequestionoftheroletheTempleplaysinthedailylifeofHindusandhow
understandingsassociatedwiththeTempleshapebroadersocialperspectives.Thisexplorationwillbe
undertakenthroughtheexaminationofparticularliteratureandotheravailableresources.
Objectives:
Studentswill:
IdentifykeytermsassociatedwiththedesignandstructureofHindutemples;
Analyzematerialstogleaninsightandunderstandingregardingthesocialroleplayedbytemple
structures;
CompareandcontrasttheroletemplesmayplayinIndiansocietywiththerolesplayedby
religiousstructuresinothersocialenvironments.
Materials:
StudentswillneedaccesstothetextsandarticlescitedbelowandcomputerswithInternetaccess.
Internetaccess,withspecificfocusontheInternetsites:www.indiantemples.com,and
www.madurai.com.
R.Champakalakshmi,TheHinduTemple(NewDelhi:LustrePress,2001).
Procedure:
1. Background
Thissetofassignmentsbeginswiththeintroductionofkeyconceptsassociatedwithtemple
placement,designandconstruction.
ThetempleplaysamultiplicityofrolesinthelifeoftheHindufaithful.Inanefforttointroduce
thissubject,youmayturntoadescriptionsuchasthefollowing:
ThetempleisthefocusforallaspectsofeverydaylifeintheHinducommunity
religious,cultural,educationalandsocial.Thetempleisalsotheplacewhereonecan
transcendtheworldofman.
Hindusbelievethattheirlivesaremerelystagesintheprogressiontoultimate
enlightenment.ThetempleisaplacewhereGodmaybeapproachedandwheredivine
knowledgecanbediscovered.AllaspectsoftheHindutemplefocusonthegoalof
enlightenmentandliberationtheprinciplesofdesignandconstruction,theformsofits
architectureanddecoration,andtheritualsperformed.Andallofthesearedetermined
byancienttextscalledshastrascompiledbythepriests,thebrahmins.Thevastushastras
weretheoreticalandidealizeddescriptionsofthearchitecturaltraditionsand
conventionstobefollowed.
Thetempleisdesignedtodissolvetheboundariesbetweenmanandthedivine.Not
merelyhisabode,thetempleisGod.Godandthereforebyimplicationthewhole
universeisidentifiedwiththetemplesdesignandactualfabric.Thegroundplanis
perhapsthebestexample.Thevastushastrasdescribeitasasymbolic,miniature
representationofthecosmos.Itisbasedonastrictgridmadeupofsquaresand
equilateraltriangleswhichareimbuedwithdeepreligioussignificance.TotheIndian
priestarchitectthesquarewasanabsoluteandmysticalform.Thegrid,usuallyof64or
81squares,isinfactamandala,amodelofthecosmos,witheachsquarebelongingtoa
deity.Thepositionofthesquaresisinaccordancewiththeimportanceattachedtoeach
ofthedeities,withthesquareinthecenterrepresentingthetempledeity;theouter
squarescoverthegodsoflowerrank.4[4]
Engagestudentsinaconversationaboutthewaysinwhichreligiousstructuresareusedinthis
country.Begintofocustheminonthetaskofdifferentiatingtheusesofsuchstructuresfrom
therolesplayedbyIndianHindutemples.
2. ArticleAnalysis
Haveyourstudentsreadanddiscussthefollowingexcerpts:R.Champakalakshmi,TheHindu
Temple,pp.928;AnthonyBatchelor,TheHinduTemple,www.indiantemples.com.
Usethearticletoinitiatediscussion.Someofthefollowingquestionsmaybeconsideredforthe
purposeofsparkingdiscussion:
Whatsurprisedyoumostaboutthisarticle?
WhataresomeofthekeydesigntraitsofHindutemples?
Whatarethesedesigntraitsmeanttosymbolize?
Inatypicalday,howmayaHinduinteractwiththetemple?
Howissuchinteractionsimilartoordifferentfromthewayinwhichyoumayinteractwith
religiousstructuresinyourowncommunity?
3. KeyTerms
Basedupontheirreadingsandotheroutsidesourcestheymayhaveengaged,haveyour
studentsdefinethefollowingtermsassociatedwithtemplestructure.Theymayworkinsmall
groupsonthisassignment.
4[4]
Anthony Batchelor, The Hindu Temple, www.indiantemples.com (July 1997).
Terms:
BrahminAmemberofthepriestlycaste.
DarshanTheactofencounteringthedivinethroughviewingtheiconicdeityinthetemple.
DravidianTempleconstructionstyletypicalofSouthIndia.
GarbhagrihaMeaningwomb,referstotheinnersanctumofthetemple.
GopuramThegatewayorentrancetothetemple.
MandalaAgeometricdesignthoughttosymbolizethesacredcosmos.
PrasadamOfferingsmadetothedivinity,usuallyfood.
PujaRitualworship.
SannyasiOnewhohasenteredintoalifeofrenunciation.
VastupurushaThecosmologicalplanofthetemple.
VedasTheearliestknownscriptureswritteninSanskrit.
4. Compare/contrast
Utilizingthefollowingwebsite,havestudentsidentifyspecificfeaturesoftheHindutempleand
comparethesewiththetraitsofotherreligiousstructurestheyhaveencountered.
Website:www.madurai.com
Relyinguponmaterialsreadforthisassignment,webresourcesconsideredandotherexternal
sourcesidentified,havestudentwriteabriefessaycomparingandcontrastingtheroleofthe
templeinthelivesofHinduswiththeroleplayedbyreligiousstructuresintheWest.This
projectmaybeexpandedbyrequiringstudentstoundertakeoutsideresearchandusingthisto
supportthethesisoftheiressays.
LessonThree:SeeingtheHeavensonEarth
SubjectAreas:
Thislessonisonethatmaybeutilizedinthecontextofanycoursethatisfocuseduponglobalcultureor
socialorganization.
Time:
Thislessonisintendedtobeutilizedoverthecourseof12classperiods.
Overview:
ThislessonisfocuseduponthemannerinwhichHindutemplesaredesignedtoreflecttheverynature
andshapeofthecosmos.Thus,thisassignmentposesthequestionofhowthetempleaffectsthe
mannerinwhichHindusmayinterprettheworldaroundthem.
Objectives:
Studentswill:
IdentifykeytermsassociatedwiththedesignandstructureofHindutemples;
Analyzematerialstogleaninsightandunderstandingregardingthesocialroleplayedbytemple
structures;
CompareandcontrasttheroletemplesmayplayinIndiansocietywiththerolesplayedby
religiousstructuresinothersocialenvironments.
Materials:
StudentswillneedaccesstothetextsandarticlescitedbelowandcomputerswithInternetaccess.
Internetaccess,withspecificfocusontheInternetsites:www.indiantemples.com,and
www.madurai.com.
L.PeterKollar,SymbolisminHinduArchitecture(NewDelhi:AryanBooks,2002).
SubhashKak,SpaceandCosmologyintheHinduTemple,apaperPresentedatVaastu
Kaushal:InternationalSymposiumonScienceandTechnologyinAncientIndianMonuments,
NewDelhi,November1617,2002[availableatwww.ece.isu.edu/kak/time2.pdf].
Procedure:
1. Background
Thissetofassignmentsrepresentsacontinuationandexpansionofcertainthemesintroduced
inLessonTwo.Inparticular,thislessonisdesignedtoencouragestudentstoconsiderthe
mannerinwhichreligioustraditionsmaycultivateandconveyspecificmethodologiesfor
interpretingtherealmofhumanexperience.
Indescribingthetempleasalivingmetaphorrepresentingthecosmos,oneauthorhasobserved
thefollowing:
AccordingtotheSthapatyaVeda(theIndiantraditionofarchitecture),thetempleand
thetownshouldmirrorthecosmos.Thetemplearchitectureandthecityplanare,
therefore,relatedintheirconception.TheHarappancities(ancientpreVedicplanned
communitiesofNorthernIndiaandSoutheasternPakistan)haveagridplan,justasis
recommendedintheVedicmanuals.Thesquareshaperepresentstheheavens,withthe
fourdirectionsrepresentingthecardinaldirectionsaswellasthetwosolsticesandthe
equinoxesofthesunsorbit.
AlateexampleofacitydesignedaccordingtotheVedicpreceptsisJaipur.Vidyadhara,
whodesignedtheplanofthecity,usedthepithapadamandalaasthebasis.Inthis
mandalaofninesquaresthatrepresentstheuniverse,thecentralsquareisoccupiedby
theearth.Inthecity,whichconsistsofninelargesquares,thecentralsquareisassigned
totheroyalpalace.TheastronomicalmonumentsofMaharajaJaiSinghIImayalsobe
seenasembodimentsoftheVedicaltars.5[5]
SpecificconventionsgoverningtheconstructionofHindutemplesseektoensurethatthese
structuresaccuratelydepictandrepresentanunderstandingofthenatureofthecosmosthat
reflectskeyspiritualthemes.Suchthemesmay,then,servetoshapethewayinwhichardent
followersoftheHindutraditioninterprettheworldthatsurroundsthem.
ThislessonpromptsstudentstoconsidertheimplicationsofVedictemplearchitectureuponthe
communitiesservedbythestructurescreated.
5[5]
SubhashKak,SpaceandCosmologyintheHinduTemple,apaperPresentedatVaastuKaushal:International
SymposiumonScienceandTechnologyinAncientIndianMonuments,NewDelhi,November1617,2002
[availableatwww.ece.isu.edu/kak/time2.pdf].
2. ArticleAnalysis
Haveyourstudentsreadanddiscussthefollowingtexts:PeterKollar,SymbolisminHindu
Architecture,pp.342,5471;SubhashKak,SpaceandCosmologyintheHinduTemple.
Usethearticletoinitiatediscussion.Someofthefollowingquestionsmaybeconsideredforthe
purposeofsparkingdiscussion:
Whatdowemeanbythetermcosmos?
HowdoHindutemplesreflectunderstandingsrelatedtothenatureofthecosmos?
Inwhatwaymightthetemplestructurebesaidtoreflecttheverybodyofthedivine?
Whatmessageissubtlyconveyedbythetemplestructureregardingtherelationshipof
humankindtothedivine?Howisthisdone?
CanwefindparallelsbetweenthesymbolismconveyedinHindutemplearchitectureand
symbolisminvokedbyotherreligiouscommunities?
3. KeyTerms
Basedupontheirreadingsandotheroutsidesourcestheymayhaveengaged,haveyour
studentsdefinethefollowingtermsassociatedwithtemplestructure.Theymayworkinsmall
groupsonthisassignment.
Terms:
AtmanThedivineself.
BrahmanThedivinecreator.
DeviGoddess.
LingamStonepillarthatservestosymbolizethegodShiva.
Meenakshi(Minakshi)ThegoddessafterwhichisnamedthegreattempleatMadurai;alocal
goddessassociatedwithShivasconsortParvati.
NagaSerpent.
SamsaraTheendlesscycleofmanifestation.
ShaktiThedivinefemaleessence;thegoddess.
ShivaCentralgodoftheHindutrinityrepresentingdestruction.
VishnuCentralgodoftheHindutrinityrepresentingpreservation.
4. Compare/contrast
Havestudentsundertakelibrary/websearchesforarticlesthatdiscussissuesrelatedtothe
symbolicfunctionofreligiousarchitecture.Encouragestudentstofocusuponreligious
traditionsotherthenHinduism.Asignificantnumberofscholarlyresourcesareavailable
concerningsymbolisminChristianandMuslimarchitecture.
Basedupontheirresearchhavestudentspresentorallyinclassabriefsynopsisofkey
issues/ideasexposedinonearticlediscovered.
Throughdiscussion,encouragestudentstoconsiderthewaysinwhichHindusacred
architectureissimilartoanddifferentfromthesacredarchitectureofotherreligious
movements.
LessonFour:TheWorshipoftheGods
SubjectAreas:
Thislessonisonethatmaybeutilizedinthecontextofanycoursethatisfocuseduponglobalcultureor
socialorganization.
Time:
Thislessonisintendedtobeutilizedoverthecourseof12classperiods.
Overview:
ThislessonpromptsstudentstoconsidertheprocessofworshipintheHindutemple,knownaspuja.
Thisexplorationwillbeconductedthroughtheexplorationofparticularliteratureandotheravailable
resources.
Objectives:
Studentswill:
IdentifykeytermsassociatedwiththepracticeofHinduWorship;
Analyzematerialstogleaninsightandunderstandingregardingthesocialroleplayedbycultic
ritual;
CompareandcontrastideasandpracticesassociatedwithworshipinIndiansocietywiththose
ofothersocial/religiousenvironments.
Materials:
StudentswillneedaccesstothetextsandarticlescitedbelowandcomputerswithInternetaccess.
Internetaccess.
M.Tachikawa,S.HinoandL.Deodhar,PujaandSamskara(NewDelhi:MotilalPub.,2006).
D.Eck,Darshan:SeeingtheDivineImageinIndia(NewYork:ColumbiaUniv.Press,1998).
Procedure:
1. Background
Pujaisacomplexritual.Itistypicallyledbyatemplepriestinthetemplestructureandinvolves
preparatorysteps,themakingofanofferingand,ultimately,connectionwiththedeitylabeled
bythetermdarshan.Thissetofassignmentsisaimedatgivingstudentsinsightintothis
complexritualprocess.
PujaisconsideredbyHindustobeanactreverencedirectedtowardthedivine.Pujamay
includeprayer,songandotherformalrituals.Typically,Hindusengageinpujaonceortwiceina
day,eitherthroughritualsundertakenatthetempleorthoseperformedataprivatealtar,
usuallyinoneshome.Therearedifferingpujaritualsthatmaybeemployedforvarious
occasions,includingweddings,birthdaysandanniversaries.
Certainiconicimagesaretypicallyusedduringpujaandserveasthefocusoftheritual.The
iconicimageisnotunderstoodtobethedivine,butisconsideredtobeavehicleormedium
throughwhichthedivinecanbeaccessed.
Perhaps,theculminationofpujamaybedarshan.TheSanskrittermdarshanmeanstosee.
Itreferstotheactofseeingorbeingseenbythedivine.DiannaEckdescribesdarshaninthis
way:
ThecentralactofHinduworship...istostandinthepresenceofthedeityandtobehold
theimagewithonesowneyes,toseeandbyseenbythedeity....Since,intheHindu
understanding,thedeityispresentintheimage,thevisualapprehensionoftheimageis
chargedwithreligiousmeaning.Beholdingtheimageisanactofworship,andthrough
theeyesonegainstheblessingofthedivine. 6[6]
Thisunitencouragesstudentstobegintothinkaboutthenatureofreligiousritualandthe
purposesitmayserveintermsofreinforcingaworshippersunderstandingofhisorherfaith
traditionandofferingasystemforseeingandorderingeventsoflife.Thus,pujamaybeseenas
affectingonesculturalandsocialworldviews.
2. ArticleAnalysis
Haveyourstudentsreadanddiscussthefollowingexcerpts:M.Tachikawa,etal.,Puja&
Samskara,pp.360;D.Eck,Darshan,pp.343.
Usethearticlestoinitiatediscussion.Someofthefollowingquestionsmaybeconsideredfor
thepurposeofsparkingdiscussion:
Whatdoesonedowhentheyengageinpuja?
Whatdowemeanbydarshan?
Whataretheactsassociatedwithpujameanttosymbolize?
Howaretheiconicimagesutilizedinpujaunderstood?
HowmanygodsareworshippedwithintheHindusystem?
3. KeyTerms
Basedupontheirreadingsandotheroutsidesourcestheymayhaveengaged,haveyour
studentsdefinethefollowingtermsassociatedwithtemplestructure.Theymayworkinsmall
groupsonthisassignment.
Terms:
AniconicArepresentationofthedivineintheformofanaturalelement,suchasamountain,
treeorrockformation.
AnthropomorphicTheassignmentofhumanqualitiestoanimage,substanceoridea.
BhaktiTheactofdevotionalworship.
IconicAnimageorrepresentationofasacredorsanctifiedbeing.
MantraAchantorprayer.
MonismTheworshipofasingularpervasivedivine.
MurtiAniconicimageofaparticulardeity.
PolytheismTheworshipofmultipledivinities.
RigVedaTheearliestoftheVedas.
SamskaraSpecificworshipritualsperformedatcertainoccasions.
4. Compare/contrast
Utilizingthefollowingwebsiteandothermaterialsincludedinthislesson,havestudents
considertheuseoficonicimagesintheHindusystemofworshipandintheChristiansystem.
6[6]
D. Eck, Darshan, p. 12.
Website:http://archive.ely.anglican.org/education/2004/schools/documents/notesforicons.pdf
Relyinguponthesematerials,andothersthatthestudentsmaydiscover,havestudentswritea
briefessaycomparingandcontrastingtheroleoficonicimagesintheworshipofHindusand
Christians.Thisprojectmaybeexpandedbyrequiringstudentstoundertakeoutsideresearch
andutilizingthisresearchtosupportthethesisoftheiressays.
BibliographyofResources
Boner,A.,PrinciplesofCompositioninHinduSculpture.E.J.Brill,Leiden,1962.
Champakalakshmi,R.andUshaKris.TheHinduTemple.RoliBooks,NewDelhi,2002.
Eck,D.,Darshan:SeeingtheDivineImageinIndia.ColumbiaUniv.Press,NewYork,1998.
Harshananda,S.AllAboutHinduTemples.SriRamamkrishna,Madras,2006.
Huntington,S.,TheArtofAncientIndia.Weatherhill,NewYork,1985.
Iyer,T.G.S.TheHistoryandDescriptionofSriMeenakshiTemple.SriKarthikAgency,Madurai,2002.
Kak,S.,``AstronomyoftheVedicaltarsandtheRigveda'',MankindQuarterly,33(1992),pp.4355.
Kollar,Peter.SymbolisminHinduArchitecture.AryanBooks,NewDelhi,2001.
Kramrisch,S.,TheHinduTemple.TheUniversityofCalcutta,Calcutta,1946.
Palaniappan,K.TheGreatTempleofMadurai.ArulmiguMeenakshiSundareswarrar,Madurai,2004.
Sastri,S.M.N.HinduFeasts,FastsandCeremonies.AsianEducationalServices,NewDelhi,2003.
Tachikawa,M.,S.HinoandL.Deodhar.PujaandSamskara.MotilalPub.,NewDelhi,2006.