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Module VPC-2400:
Bwdhaeth yn y Byd Modern

Module Facts

Run by School of History, Law and Social Sciences

20.000 Credits or 10.000 ECTS Credits

Semester 1

Organiser: Dr Joshua Andrews

Overall aims and purpose

Ers ei dechrau yn India'r 6ed ganrif CC, mae Bwdhaeth wedi dyfod yn un o grefyddau cenhadol mwyaf y byd, gan ledaenu'n gyntaf drwy Asia cyn ennyn poblogrwydd yn y Gorllewin yn ystod y 19eg a'r 20fed ganrif. Mae'r lledaeniad byd-eang hwn wedi sicrhau bod Bwdhaeth wedi dyfod yn grefydd cloriannu a chymathu, gan barhau i addasu er mwyn cymathu â gwahanol draddodiadau cymdeithasol, diwylliannol, gwleidyddol ac economaidd. Y bydolwg hwn fydd wrth wraidd y modiwl, wrth inni archwilio sut y bu i ledaeniad byd-eang Bwdhaeth arwain at ddatblygu amrediad o draddodiadau crefyddol, sy'n parhau i fod wedi eu canoli ar ddysgeidiaethau Siddhārtha Gautama. Yn benodol, byddem yn archwilio'r gwahaniaethau canolog rhwng y ddau draddodiad - Therefada a Mahayana, cyn ystyried arferion tantrig Bwdhaeth Fajrayana, moeseg gymdeithasol a Bwdhaeth anffyddiol Stephen Bachelor. Bydd y cwrs yn darfod drwy archwilio sut y mae'r traddodiadau amrywiol hyn yn ymateb i faterion bydol cyfoes, gan drafod rôl Bwdhaeth mewn gwleidyddiaeth a dadleuon moesegol cyfoes.

Course content

Drwy gydol y modiwl hwn, bydd myfyrwyr yn archwilio:

  • Tarddiad hanesyddol Bwdhaeth: Bydd yr agwedd hon ar y modiwl yn archwilio bywyd ac athroniaeth Siddhārtha Gautama. Yn benodol, bydd myfyrwyr yn ystyried arwyddocâd y Pedwar Gwirionedd Nobl, Tri Nod Bodolaeth a chosmoleg Bwdhaidd er mwyn asesu sut y mae Bwdhaeth yn amrywio i draddodiadau dharmaidd eraill.
  • Ysgolion Bwdhaidd: Drwy gydol rhan hon y cwrs, bydd myfyrwyr yn dadansoddi lledaeniad Bwdhaeth, gan drafod sut y mae dysgeidiaethau traddodiadol Siddhārtha Gautama wedi esblygu wrth i Fwdhaeth ei sefydlu ei hun mewn ardaloedd newydd. Byddem yn asesu sut yr addasodd Bwdhaeth i ideolegau lleol er mwyn ffurfio ysgolion Bwdhaidd newydd, a bydd myfyrwyr yn cloriannu sut y mae Bwdhaeth Fajrayana a Chyswllt yn amrywio i'r traddodiadau Therefada a Mahana cynharach.
  • Bwdhaeth yn y Gorllewin: Bydd myfyrwyr wedyn yn archwilio sut y mae Bwdhaeth wedi datblygu yn y Gorllewin, gan ystyried amrediad o draddodiadau gwahanol, megis Bwdhaeth anffyddiol ac ymwybyddiaeth ofalgar. Bydd gofyn i fyfyrwyr asesu sut y mae'r traddodiadau hyn yn amrywio i'r rhai a drafodwyd eisoes.
  • Bwdhaeth a materion cyfoes: Bydd yr agwedd olaf hon ar y cwrs yn archwilio sut y mae gwahanol ysgolion Bwdhaidd yn ymateb i amrediad o faterion cyfoes; yn benodol, byddem yn ymchwilio sut y mae gwahanol ysgolion Bwdhaidd wedi ymateb i faterion gwleidyddol, megis Tseina'n meddiannu Tibet a'r gwrthdaro diweddar ym Murma. Byddem wedyn yn archwilio materion cysylltiedig i ddatblygiadau mewn gwyddoniaeth, gan drafod ymatebion Bwdhaidd i broblemau moesegol cysylltiedig ag embryoleg, trawsblaniadau a bywddyraniad.

Assessment Criteria

excellent

A- i A+ Cyflwynwyd gwaith sydd o ansawdd ragorol ac sy’n ardderchog mewn un neu fwy o’r canlynol: • Cynnwys dehongliad gwreiddiol lle mae myfyrdod annibynnol y myfyriwr yn amlwg. • Darparu tystiolaeth eglur o astudiaeth annibynnol eang a phriodol. • Cyflwyno dadleuon yn eglur ac yn darparu’r darllenydd gyda thrafodaethau sy’n dilyn ei gilydd yn rhesymegol hyd at y casgliadau.

threshold

D- i D+ Cyflwynwyd gwaith sydd yn ddigonol ac sydd yn dangos lefel dderbyniol o allu yn y meysydd canlynol: • Yn gywir ar y cyfan ond yn cynnwys diffyg gwybodaeth neu gamgymeriadau. • Gwneir honiadau heb wybodaeth gefnogol neu resymeg eglur. • Yn cynnwys strwythur ond yn aneglur ac felly’n dibynnu ar i’r darllenydd ddwyn cysylltiadau a thybiaethau. • Yn dibynnu ar nifer gyfyngedig o ddeunydd.

good

B- i B+ Cyflwynwyd gwaith sydd yn dda drwyddi draw ac sy’n cynnwys arddull, dull a detholiad o ddeunyddiau cefnogol mewn modd deheuig. Mae’n dangos: • Strwythur dda iawn a dadleuon a ddatblygwyd yn rhesymegol. • Defnydd o ddeunydd sy’n tystio i ymchwil annibynnol, neu sydd mewn ffordd yn unigryw i’r myfyriwr. • Cefnogir honiadau gan dystiolaeth ac ymresymiad cadarn. • Gwaith sy’n gywir ac sy’n cynnwys arddull academaidd briodol.

C- to C+

C- i C+ Cyflwynwyd gwaith sydd yn dda drwyddi draw ac sy’n cynnwys, ar brydiau, arddull, dull a detholiad o ddeunyddiau cefnogol yn ddeheuig. Mae’n dangos: • Strwythur dda a dadleuon a ddatblygwyd yn rhesymegol. • Mewn mannau, defnydd beirniadol o ddeunydd sy’n tystio i ymchwil annibynnol, neu sydd mewn ffordd yn unigryw i’r myfyriwr. • Gwneir honiadau sydd, ar y cyfan, wedi eu cefnogi gan dystiolaeth ac ymresymiad cadarn. • Gwaith sy’n gywir ac sy’n cynnwys arddull academaidd briodol.

Learning outcomes

    • Dangos ymwybyddiaeth o draddodiadau cyfoethog Bwdhaeth yn eu ffurfiau amrywiol a gallu i ymdrin â'r traddodiadau hyn.
    • Trafod ac arddangos gwybodaeth o ffynonellau clasurol Bwdhaeth a'u deongliadau diweddarach gan rai dehonglwyr canolog y traddodiad(au).
    • Cymhwyso dealltwriaeth athronyddol, themâu a dadleuon o wahanol ysgolion Bwdhaidd yn briodol i gyd-destunau cymdeithasol a disgyblaethol ehangach, gan gynnwys gwyddoniaeth feddygol a biolegol.
    • Arddangos dealltwriaeth soffistigedig o gymhlethdod amlweddog Bwdhaeth, er enghraifft, yn y berthynas rhwng credoau crefyddol, testunau, arferion a sefydliadau, â strwythurau cymdeithasol a diwylliannol, normau, estheteg a dyheadau ehangach.

Assessment Methods

Type Name Description Weight
ESSAY Traethawd

Disgwylir i fyfyrwyr lunio traethawd 2,500 gair. Rhoddir y dewis o 5 cwestiwn a bydd disgwyl iddynt ateb un yn unig,

40.00
Written assignment, including essay Geirfa Termau Canolog

Disgwylir i fyfyrwyr lunio geirfa ac esboniad o dermau canolog y modiwl. Cynghorir myfyrwyr ynghylch pa fath o dermau y dylid eu diffinio a sut i fynd ati i gynnig diffiniadau clir a manwl.

30.00
ORAL Cyflwyniad Llafar Grŵp

Disgwylir i fyfyrwyr gyflwyno cyflwyniad llafar unigol ar agedd benodol ar y modiwl. Rhoddir y dewis o 4 pwnc posibl iddynt.

30.00

Teaching and Learning Strategy

Hours
Seminar

Cynhelir seminarau am un awr bob wythnos. Bydd y seminarau'n galluogi myfyrwyr i gymryd arnynt rôl fwy gweithredol yn eu profiad dysgu wrth iddynt wneud gwahanol dasgau a fydd yn eu hannog i ddatblygu sgiliau trosglwyddadwy wrth iddynt ymwneud yn feirniadol â'r pynciau a drafodwyd yn y darlithoedd. Yn benodol, gofynnir i fyfyrwyr ddadansoddi astudiaethau achos unigol er mwyn eu helpu i gymhwyso'r wybodaeth athronyddol a drafodwyd mewn dosbarthiadau diweddar i faterion moesegol cyfoes. Bydd seminarau'n cynnwys gwaith unigol a grŵp a fydd yn gofalu bod myfyrwyr yn datblygu eu sgiliau dysgu annibynnol, ynghyd â gweithio mewn grŵp a chyfathrebu'n effeithiol.

12
Private study

Darperir myfyrwyr â Gwaith darllen y disgwylir iddynt ei wneud bob wythnos; bydd y deunyddiau yn gysylltiedig â phynciau penodol a drafodir mewn darlithoedd a seminarau dilynol. Bydd hefyd ddisgwyl i fyfyrwyr gwblhau ymchwil manwl er mwyn cyflawni eu haseiniadau ysgrifenedig. Bydd detholiad o ffilmiau dogfen hefyd ar gael iddynt a bydd disgwyl i fyfyrwyr eu gwylio yn eu hamser eu hunain.

164
Lecture

Bydd dwy awr o ddarlithoedd drwy gydol y semester (wythnosau 1-12).

24

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others

Subject specific skills

  • Articulacy in identifying underlying issues in a wide variety of debates.
  • Precision of thought and expression in the analysis and formulation of complex and controversial problems.
  • Sensitivity in interpretation of religious and philosophical texts drawn from a variety of ages and/or traditions.
  • Clarity and rigour in the critical assessment of arguments presented in such texts.
  • The ability to use and criticise specialised religious and philosophical terminology.
  • The ability to abstract and analyse arguments, and to identify flaws in them, such as false premises and invalid reasoning.
  • The ability to construct rationally persuasive arguments for or against specific religious and philosophical claims.
  • The ability to move between generalisation and appropriately detailed discussion, inventing or discovering examples to support or challenge a position, and distinguishing relevant and irrelevant considerations.
  • The ability to consider unfamiliar ideas and ways of thinking, and to examine critically presuppositions and methods within the disciplines of philosophy and religion.

Resources

Talis Reading list

http://readinglists.bangor.ac.uk/modules/vpc-2400.html

Reading list

Paul Williams with Tribe, Anthony, Buddhist Thought: A Complete Introduction to the Indian Tradition (Oxford: Routledge, 2000). Peter Harvey, Buddhism (London: Continuum, 2001). Damien Keown, Buddhism (London: Sterling, 2009).

Courses including this module

Optional in courses:

  • X316: BA Astudiaethau Plentyndod ac Ieuenctid a Chymdeithaseg year 2 (BA/APIC)
  • X318: BA Astudiaeth Plentyndod ac Ieuenctid a Pholisi Cymdeithasol year 2 (BA/APIPC)
  • LM3Y: BA Cymdeithaseg&CriminologyCrimJ year 2 (BA/CCCJ)
  • LVJ1: BA Cymdeithaseg/Hanes year 2 (BA/HSW)
  • L401: Polisi Cymdeithasol year 2 (BA/PC)
  • LM4X: BA Polisi Cymdeithasol & Criminology and Criminal Justice year 2 (BA/PCCCJ)
  • L300: BA Sociology year 2 (BA/S)
  • L31B: BA Sociology (4 year with Incorporated Foundation) year 2 (BA/S1)
  • LM40: BA Sociology & Criminology & Crim Just with International Ex year 2 (BA/SCJIE)
  • LM39: BA Sociology and Criminology & Criminal Justice year 2 (BA/SCR)
  • L30F: BA Sociology [with Foundation Year] year 2 (BA/SF)
  • 8Y70: BA Sociology (with International Experience) year 2 (BA/SIE)
  • LL34: BA Sociology and Social Policy year 2 (BA/SOCSP)
  • LVK1: BA Polisi Cymdeithasol/Hanes year 2 (BA/SPWH)
  • LQK5: BA Polisi Cymdeithasol a Chymraeg year 2 (BA/SPWW)
  • LVL1: BA Pol Cymd/Han Cymru year 2 (BA/SPWWH)
  • L3LK: BA Cymd gyda Phol Cymd year 2 (BA/SSPW)
  • LQH5: BA Cymdeithaseg a Chymraeg year 2 (BA/SWW)
  • LVH1: BA Cymdeithaseg/Hanes Cymru year 2 (BA/SWWH)

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