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佛光大學
Fo Guang University
教學計畫表
Syllabus
課程中文名稱
Course Name in Chinese
英文佛學論文選讀Ⅱ
課
號
Course Code
BU38100
課程英文名稱
Course Name in English
Selected Readings in English Buddhist Studies WritingsⅡ
學年
/
學期
Academic Yeas/Semester
111
/
2
開課單位/學門別
Course Offering
Department/
Academic Discipline
佛教學系學士班
學制別
Degree
學士班
學
分
數
Credits
3
每週授課時數
Weekly Hours of
Instruction
3
修別
Type
選修 Elective
課
/
學程別
Program
學系專業選修Specialized Elective
課程分流
學術型
課程內容
Curriculum attribute
■自學力
■生命教育
■一般課程
教學方法
Instructional Strategies
■分組討論
■其他
授課教師
Instructor
曾稚棉
聯絡方式
cmtseng@mail.fgu.edu.tw
03-9871000 #
上課時間
/地點
Time of Class/
Location of Class
一.5,6,7(N202)
先修課程
Prerequisites
課號:
BU381
課程名稱:
英文佛學論文選讀Ⅱ
課程描述
(若為實務型課程需含搭配產業界或非營利組織需求之說明)
Course Description
本課程將以實際翻譯練習的方式,熟悉英文佛學論文的基本詞彙與文體,加強閱讀英文學術研究成果的能力,奠定未來從事佛學研究的基礎。
課程目標
(若為實務型課程請具體描述該課程所要培養之實務能力)
Course Objectives
序號
目標描述
1
掌握常用佛教專有詞彙
2
熟悉英文學術論文論述型式
3
強化閱讀英文佛學論文的能力
授課進度表
Content
&
Weekly Schedule
週次
內容
備註
1
課堂介紹
2
待定
3
待定
4
1. John R. Mcrae, “Buddhism.” The Journal of Asian Studies, Vol. 54, No. 2. (May, 1995), pp. 354-371.
2. E. Zürcher. “Perspectives in the Study of Chinese Buddhism.” The Journal of the Royal Asiatic Society of Great Britain and Ireland, 1982, No.1 (1982), pp. 161-176.
5
1. Robert Ford Campany. ON THE VERY IDEA OF RELIGIONS (IN THE MODERN WEST AND IN EARLY MEDIEVAL CHINA).
2. Dennis Schilling. “Introduction to the Special Theme "Daoist Philosophy and Philosophical Daoism: Conceptual Distinctions.” Frontiers of Philosophy in China, Vol. 12, No. 1 (March 2017), pp. 1-9
6
1. Friederike Assandri. “Inter-religious Debate at the Court of the Early Tang: An Introduction to Daoxuan’s Ji gujin Fo Dao lunheng.” From Early Tang Court Debates to China's Peaceful Rise.
2. Stephen F. Teiser and Franciscus Verellen. “Buddhism, Daoism, and Chinese Religion.” Cahiers d'Extrême-Asie, 2011, Vol. 20, Buddhism, Daoism, and Chinese Religion/ Bouddhisme, taoïsme et religion chinoise (2011), pp. 1-12.
7
Erik Zurcher. “Buddhist Influence on Early Daoism: A Survey of Scriptural Evidence.” T’oung Pao, 1980, Second Series, Vol. 66, Livr. 1/3, pp. 84-147.
8
1.Imre Hamar. “BUDDHISM AND THE DAO IN TANG CHINA: THE IMPACT OF CONFUCIANISM AND DAOISM ON THE PHILOSOPHY OF CHENGGUAN.” Acta Orientalia Academiae Scientiarum Hungaricae, 1999, Vol. 52, No. 3/4, pp. 283-292.
9
Tiantai School
1. Source of Chinese Traditions, Ch15: pp.444-446,455-471
2. “Introduction.” T’ien-T’ai Chih-I’s Mo-Ho Chih-Kuan: Clear Serenity, Quiet Insight, tran. and commentary by Paul L. Swanson. pp. 1-41.
3. “Translator’s Introduction.” pp.43-64.
10
T’ien-T’ai Chih-I’s Mo-Ho Chih-Kuan: Clear Serenity, Quiet Insight, tran. and commentary by Paul L. Swanson.
1. Introduction, pp. 73-126
2. II. Explanation of Terms, pp.424-431
11
T’ien-T’ai Chih-I’s Mo-Ho Chih-Kuan: Clear Serenity, Quiet Insight, tran. and commentary by Paul L. Swanson.
1. III Features of the Essence, pp. 450-506.
12
T’ien-T’ai Chih-I’s Mo-Ho Chih-Kuan: Clear Serenity, Quiet Insight, tran. and commentary by Paul L. Swanson.
1. Encompassing All Dharmas, pp. 507-535.
2. Incomplete and Perfect Cessation-and-Contemplation, pp. 536-57
13
Huayan School
1. Peter N. Gregory. What Happened to the “Perfect Teachings”: Another Look at Huayan Buddhist Hermeneutics. Buddhist Hermeneutics, Delhi: Motilal Banarsidass, 1993, pp. 207-230.
14
Liu Ming-Wood. “The "P'an-chiao" System of the Hua-yen School in Chinese Buddhism.” T'oung Pao, 1981, Second Series, Vol. 67, Livr. 1/2, pp. 10-47.
15
1. Zijie Li: “Fazang’s theory of zhenru真如 (Skt. tathatā) and zhongxing 種姓 (Skt. gotra): with a focus on the influence of the Ratnagotravibhāga.” Studies in Chinese Religions, 2020, DOI: 10.1080/23729988.2020.1763676
2.2. Imre Hamar. “Faith, Practice and Enlightenment in the Avataṃsaka-sūtra and the Huayan School.” Imre Hamar and Takami Inoue (eds.) Faith in Buddhism. Budapest Monographs in East Asian Studies 6. Budapest: Institute of East Asian Studies, Eötvös Loránd University 2016.
16
Avataṃsaka (Huayan, Kegon, Flower Ornament) Buddhism in East Asia
Origins and Adaptation of a Visual Culture, Edited by Robert Gimello, Frédéric Girard and Imre Hamar, Harrassowitz Verlag Wiesbaden, 2012.
1. Imre Hamar. “Deconstructing and Reconstructing Yogācāra: Ten Levels of Consciousness-only/One-mind in Huayan Buddhism.” pp.53-71.
17
1. Imre Hamar. “A Huayan Paradigm for the Classification of Mahāyāna Teachings: The Origin and Meaning of Faxingzong and Faxiangzong.” Reflecting Mirrors: Perspectives on Huayan, pp.195-220.
18
課堂分享
學期成績計算及多元評量方式
Grading Policy
項次
配分項目/catagory
配分比例/Percentage
會考測驗/general_test
實務操作/accounting_practice
專題發表/case_presentation
其他/other
1
平時成績/Asssignments
40%
課堂討論 40
2
期中考成績/Midterm Exam
40%
40
指定文章報告
3
期末考成績/Final Exam
0%
0
4
其他/other
20%
出席: 20
主要參考書目
References
指定閱讀
Required
Readings
教師座談
/
晤談地點與時間
Course Management
SystemInstructor’s
Office and Office hours
學生請假規則
1. 學生請假悉依本校「學則」及「學生請假辦法」規定辦理。
2. 依本校「學則」第33條,曠課一小時,以缺課二小時論。學生某一科目之缺課總時數達該科全學期授課時數三分之一,經該科教師扣考後,即不准參加該科目之學期各項學習成績考試或評量。
課程平台
http://elearn.fgu.edu.tw