The Hinduism Project Results

Fall 2000

Hinduism | Buddhism | Judaism | Christianity | Islam

This first project presentation is partly redundant for those of you who know the course. It consists (approximately) of an article for December 2000 issue of The Symposium (http://www.selfknowledge.org, which is related to The Education as Transformation Project, http://www.wellesley.edu/RelLife/transformation/).

Experiential learning in religion

What happens when a spiritual quest moves through the discipline of a college course? What kind of learning occurs when study and service combine? How can a secular university promote character growth? How can we learn ways of interreligious dialogue that help with other kinds of diversity? We are beginning to find some answers to these questions through some Kent State University classes in philosophy and religion.

The world religions course I teach focuses on projects. This article presents only the first one on Hinduism. For a fuller presentation, see the course website: http://courses.dl.kent.edu/21020/default.htm. The project centers on a thought from the Bhagavad-Gita: "Established in union, perform action" (2.48). In union with what? With the atman, your eternal spirit self. If you are a member of the class, then, during the three weeks of the Hinduism project, you are especially to focus on living in harmony with your true self.

The first question arises immediately. What do the words spirit and spiritual mean? Are you required to adopt a particular interpretation--that of the Gita or any other interpretation? For class purposes, the answer is pluralistic. You can interpret spirit as (1) a psychological source of peace, power, wisdom, creativity and purpose; (2) an impersonal presence within the mind, yet beyond the mind; (3) the indwelling gift of a loving God; or (4) some other concept that you are forming. We honor your freedom to work with your own interpretation.

The project involves dialogical living. You are never obliged to practice anything with which you disagree or anything that just doesn't feel right. Insofar as you disagree with the proposed teaching or with its associated meanings, all you need to do is to imagine being in dialogue with someone representing that tradition. Imagine, for example, that you have Arjuna or Krishna or a Hindu friend by your side, whose thoughts and choices differ from yours. Imagine as best you can what that friend would think and say and do. Use your study of Hindu writings to construct the image of this friend. Of course we are beginners, and we cannot expect to understand a tradition well in a short time. There is extra credit for actually meeting and conversing with a Hindu person (if you are not Hindu yourself)--half credit for an internet conversation. In addition, you may always propose an alternative to any assignment.

With the qualifications just noted, you are to practice as much of the fullness of the meaning of the teaching as you can. With Hinduism, for example, karma yoga, the discipline of action, asks you to perform the duties of your station in life. Are you a son or daughter? A spouse or parent? A student? An employee? A citizen? Then perform excellently the duties of your station. Those who believe in God can also identify with the bhakti yoga side of Hinduism: perform your action not from compulsive desire for the rewards of doing well or from fear of doing poorly, but out of love for God.

Student stories

Several students who did the project had wonderful stories to tell. I am indebted to Professors Deborah Barnbaum and David T. Deutsch of Kent State's Human Subjects Review Board for their help in adjusting to the ethical and legal requirements for respecting students' rights as I sought permission to retell their stories. Note in what follows that the translation of the Gita that we use (by Barbara Stoler Miller) translates yoga--union--by the word discipline.

1. Russ Gantzer wrote: "I had been becoming idle towards my schoolwork, and I decided to change my attitude. This paper was an excellent chance to improve my study habits and become closer to God by trying my hardest for the sole purpose of pleasing Him. The actions that I performed included for Art History. I studied what I had previously learned in earlier classes and also read ahead. I enjoyed studying while keeping in mind that I was doing it for God. Also in class I was paying more attention to my professor and took more in depth notes. Feelings of accomplishment ran through me. I felt like I was really getting something done. I also read the required chapters of the Bhagavad-Gita. Having reread sections that I didn't understand, I gained a greater appreciation of what I read. I really thought about what I agreed with and what I disagreed with. It was actually exciting to be critically thinking and not just accepting everything as it is written. Even stronger than before were the feelings of accomplishment of having already completed two of the assignments and doing them better than I thought I could. Finally, the most gratifying of all my assignments would be going to the art studio to work on my painting. There is always a kind of fear that artists usually experience before they start a piece or even if it is already started. Mine was reduced when I thought of why I was working so intently: God. Painting is dissimilar to studying or reading in that there is a lot more unconscious decision-making. During my time of painting for God I experienced making a lot more conscious choices than I usually have before. Overall it was a very fulfilling experience, and I plan to continue acting in union for the good of myself and others, and to please God."

2. Brad Eckert wrote: "'No wise man disturbs the ignorant men attached to action; he should inspire them, performing all actions with discipline' (Gita 3.26). I should do my best to set an example for the ignorant men in hopes of bringing them closer to God. One of my best friends and I were going to go out to eat and grab a movie. As a good student I felt compelled to do the right thing and involve myself with the much-needed studying. My friend was upset and wanted to get the movie and forget his responsibilities. While I ignored his plea for the movie I began to study for my classes. As he watched me studying he was inspired to do the same. Before I knew it, I was leading him into a practice that was good for his union with the divine one. It was his dharma, or sacred duty, to perform his best as a student. When an ignorant man sees your discipline, you are planting a seed within the man for the hope that they may find union with themselves. As a college student I have to study on my own and come to class regularly and on time. During class I paid attention and took good notes. This is all part of performing your duties to hold up the society in which you live. When I take the test and see my results, I will not worry about the grade. Instead I will take the grade as it comes, and I know I gave it my best shot. I must now grow attachments with material things in my society. As I slowly learned not to grow attachments to material things I found myself less stressed. It gave me more time to concentrate on my spiritual life."

3. Amanda Chassidy Hudnall wrote: "For the past two weeks, since beginning the Gita, I am finding myself much more aware of my central station in life than ever before. It seems to me that I am much more of a person, with many more responsibilities to take care of that I must have just been slipping away from, without actually realizing what was happening. The Bhagavad-Gita opened my eyes in more than one way. Writing this now I feel almost embarrassed at the way I have been. The first thing in the Gita to strike me was the way it made me realize what I do every day does not affect only me. For example, my parents telephone every single day just to see about school and all parents' concerns. Now I see that by taking my responsibilities seriously it is not only good for me, but also relieves an amazing amount of strain on my family also. Maybe I should explain that my father had open-heart surgery two years ago, with problems ever since. The 'internal spirit self' mentioned in the Gita finally was understandable to me, simply knowing that my father was under no stress from me at all. Therefore his heart stays that much further from the terrible spells it takes, and that makes me feel good. I am not claiming to understand Hinduism by any wild 'enlightenment.' Rather, I'm just trying to relay my own understanding and respect for Hinduism through my particular relation to my life at this particular point."

4. Kimberly McBride wrote: "I am at a very complex station in life. I play the role of an accountant, student, and wife. I often find my roles exhausting. This past week I tried to do each the best I could. . . . Although I cannot say that I have been totally successful, I have been able to improve in each area of my life. . . .

"Trying to life my life in dialogue with the Hindu perspective was very difficult. However, after being able to put aside my mental mindset about my own religion, it became somewhat clearer. The reason I chose karma yoga was that I often find myself wanting to slack in areas when no one is watching me. Being in dialogue with Hinduism challenged me to be the best in all duties, whether or not I get rewarded from man. This also reminded me that my rewards don't come from man, but from God. And as a result of this fresh revelation, I was able to find joy once again in performing my duties. I also recognized the sacrifice and discipline that was involved with performing actions excellently. On many occasions it took more time and felt somewhat tedious. I also found it difficult to detach myself from the fruits of my actions. . . . Finally, even though I don't believe in all aspects of the Hindu religion, it has helped to clarify and bring deeper meaning to my own religion."

5. A student who wishes to remain anonymous (can you see why from his story?) wrote: "'Always perform with detachment any action you must do; performing action with detachment one achieves supreme good' (3.19). . . . Krishna teaches me again and again that I should not think of the rewards of my actions, but instead that I should look again at the whole of the situation and see that all of my actions are part of a divine plan, and that even when it seems as if I am doing something that is hurting someone else, if I am doing my duty, then I am doing what must be done for the universe. This deeply strikes me, and my mouth hangs open a moment or two, and I reread and reread again. How can one be expected to act at all if one is to get no reward? If I am never going to become a famous writer, if I am never going to get that thrill, that reward, then why am I writing now? I think about my rewards all the time! How can I even pretend to 'dedicate myself to action' (12.10) if I can reap no reward?

"I break from the text a moment, I pause, and I think to myself, 'What if I never become a "great" writer, is it still worth it? What if there is no reward waiting for me? Is all of this work and frustration worth it then?' This is the turning point, when I start to really apply Hindu beliefs to my working life and start to see changes. 'Well,' I reason, 'I have suffered much from my desperate pursuit of "greatness," but I have done my duty as one who wishes to be "great," so I have done what I was supposed to. Krishna tells me that I am the only one who could have done this, and that my work--successful or not--is necessary for the universe and that, therefore I should continue to write and not want or expect a reward!'

"As I apply this concept to my daily work habit I notice many things change in my mind. I have found the love of work, as work. I have found that 'the man of discipline has joy' (5.24). Joy is not, as I once thought, in the future; it is not what will be, what could be, or what should be--but what is! Joy exists in every moment of life, and does not come from a publication, from recognition, but from the realization of my growing powers within, and in my continuous effort--that's the shift! Joy comes from effort and action, not from success or failure."

6. Daniel Hopes wrote: "In life we learn our own unique perspective on life. Sometimes it is in our own best interest to take a look at life from a different angle, one that is new and unique to us. For me, an American college student raised in a Protestant household, looking at life from a Hindu perspective was difficult to comprehend and very challenging.

"I decided that, while at work, I would try to be the best worker possible. Since I am a cook in a large cafeteria, I went in thinking that I would receive no true fruits of my labor because I am paid hourly and am rarely under the scrutiny of boss or customer so have very little contact with the people who would want to reward me.

"For almost a week while at work I worked harder to make sure that I was extra pleasant to my coworkers, harder working, and constantly aware of the quality of food I was cooking. I refrained from constant complaining that is common in the workplace and stopped looking at the time clock counting minutes until I was able to punch out and go home. When I had the chance to come in contact with people dining in the cafeteria I was extra helpful and pleasant.

"I realized that by trying harder to concentrate on doing my job and only my job and doing it to the best of my ability I was able to do my job far better. I was much more pleasant to work with, more efficient, and at the end of the day I felt uplifted and happy with the job I had done and was in a good mood when I left the workplace. The most amazing thing is that I did not have a painful feeling the next time I had to go to work. I would not go as far as saying that I was happy to go to work, but I was far from being upset over the fact that I had to spend the next eight hours in a hot kitchen. . . . .

"Although I applied only two small segments of the teachings to my everyday life I feel I am a better man for it. I was more at peace with myself and my surroundings. Although I could not possibly live up to many of the teachings of Hinduism, the knowledge gained by this experience helped me to be a better, happier worker, and I will probably try to keep that perspective in my everyday life.

"At times I found myself at odds with one of the principal teachings that I was trying to live up to. Being raised in a capitalist society, it was very difficult for me to work harder and better for the sake of doing a better job and not for the possibility of reward. The amazing thing I discovered is when I stopped worrying about the pay rate and hours I was working I felt a huge weight and pressure being lifted off of me and started, for the first time, to truly enjoy my job and the feeling I got from completing a job well done."

Conclusion

Most semesters, on most projects, most students have a good experience with the projects. I had one experience of a project, however, on which only a minority of students turned in positive reports. My rough, subjective impression is that over the years about 20% of students have strongly positive experiences, 10% report frustration or dissatisfaction, and the rest have moderately positive experiences. The full harvest of educational effort, of course, cannot be immediately known. Nevertheless, the negative results serve to prompt continuous evolution of the course--fine-tuning project designs and integrating readings and time in class better with the projects.

In my Kent State classes in religion and in honors classes, I estimate that 90% of students are spiritually affirmative and want to grow spiritually--perhaps 60% in other classes. It is always important to offer alternative assignments and to support students, no matter what life path they may choose.

Let me return to the questions from the beginning. For many students the spiritual quest grows through the discipline of assigned projects, the experience of interpreting one's own experience through the lens of great texts, and having to turn in an account reflecting on the result after a definite period of time. For most students, the experience gained with the project makes learning real.

Education with such projects can promote character growth. My favorite quick definition of character is love of service. That love is kindled through practice. Priming the pump with an assignment leads to discoveries of new motivation for living. Finally, dialogical living helps us understand diverse others. We learn to affirm our common humanity more richly, comprehend our differences more keenly, and appreciate the unique individuality of each personality more joyously.