AVisittotheTemple:

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.