Our Mission - Dharma Realm Buddhist University
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“Fifth is the incense of liberated knowledge and
understanding: this is just your own mind unaffected
by anything good or bad, neither sinking into emptiness
nor clinging to meditative stillness. Study extensively,
be learned and well read; recognize your original mind
and master the Buddhas’ teachings. Graciously welcome
and get along with all creatures; have no notion of ‘self ’
and ‘other.’ Directly reach Bodhi, your unchanging true
nature—this is called ‘the incense of liberated knowledge
and understanding.’ ”
—Dharma Jewel Platform Sūtra of the Sixth Patriarch
Our Mission
Dharma Realm Buddhist University is a community dedicated to liberal education in the
broad Buddhist tradition—a tradition characterized by knowledge in the arts and sciences,
self–cultivation, and the pursuit of wisdom. Its pedagogical aim is thus twofold: to convey
knowledge and to activate an intrinsic wisdom possessed by all individuals. Developing this
inherent capacity requires an orientation toward learning that is dialogical, interactive,
probing, and deeply self-reflective. Such education makes one free in the deepest sense and
opens the opportunity to pursue the highest goals of human existence.Academic Calendar 2020–2021 FALL 2020 July 24 Last Day to Request Course Audit (For Fall 2020) August 3–7 New Student Orientation August 6 Fall Enrollment and Registration (For New Students Only) August 7 Convocation August 10 Fall Semester Begins September 7 Labor Day (TBA) September 18 Last Day to Request Spring 2020 Grade Change October 23 Last Day to Petition to Return From Leave of Absence in Spring 2021 November 2 Senior Essay Proposal Due by 5pm November 6 Last Day to Withdraw with a “W” November 6 Last Day to Request Leave of Absence for Fall 2020 November 13 Returning Students are Registered for Spring 2021 Core Curriculum November 20 Fall Instruction Ends November 26–27 Thanksgiving November 30 – December 4 Fall Student Conferences December 4 Last Day to Petition for Incomplete Grade December 4 Last Day to Register for Language Course (For Spring 2021) December 4 End of Fall Semester December 7 – January 17, 2021 Winter Break December 18 Last Day to Submit Fall Semester Grades January 4 Last Day to Turn in Work for Incomplete Grade (For Fall 2020) January 5 Last Day to Request Course Audit (For Spring 2021) SPRING 2021 Please visit https://www.drbu.edu/registrar/academic-calendar for the most up-to-date academic calendar.
Table of Contents
LIBERAL EDUCATION AT DRBU
7 Introduction
8 Toward a Classics Curriculum
9 Learning Through Shared Inquiry
10 Contemplative Exercises Immersion
BACHELOR OF ARTS IN LIBERAL ARTS
11 Curriculum
13 Buddhist Classics
15 Western Classics
19 Indian Classics
21 Chinese Classics
23 Rhetoric and Writing
24 Language
26 Mathematics
27 Natural Science
29 Music
30 BA Essays and Examinations
31 Academic Standing for BA Students
MASTER OF ARTS IN BUDDHIST CLASSICS
33 Curriculum
41 MA Essays and Examinations
41 Academic Standing for MA Students
42 THE UNIVERSITY LIBRARY
ADMISSIONS
43 Bachelor of Arts
44 Master of Arts
45 Tuition and Fees
46 Financial Aid
47 International Students
ACADEMIC POLICIES AND PRACTICES
48 DRBU Educational Goals
50 Statement of Academic Freedom
50 Courses
50 Attendance Policy
51 Registering for Courses
51 Withdrawing from a Course
52 Refund Policy
DRBU 2020–2021 Catalog 352 Repeating Courses
52 Part-Time Study
53 Auditing
53 Essays and Examinations
53 Requirements for BA in Liberals Arts
53 BA Focus Strand Essays
53 Senior Essay and Oral Examinations
54 Requirements for MA in Buddhist Classics
54 MA Focus Strand Essays
54 Evaluating Academic Performance
54 Student Conferences
55 Credit Hours
55 Grade Reports
57 Incomplete Grades
57 Experiential Learning Credits
57 Transfer Credits
57 Retention of Student Records
57 Transcripts & Degree Certificate
58 Academic Probation
58 Dismissal for Academic Reasons
58 Satisfactory Progress and Financial Aid
59 Leave of Absence, Withdrawal and Readmission
59 Leave of Absence
59 Withdrawal from the University
60 Readmission
60 Academic Integrity
61 Cohort Mentors
61 Symposium
61 Academic Resource Center
61 Instructional Services
61 Career Services
61 Services for Students with Disabilities
62 Computer Services
CAMPUS LIFE
63 Welcome to the DRBU Campus
63 A Community of Learning
64 A Community of Service
64 Environmental Responsibility
64 Office of Campus Life
65 Residential Life
65 Dining Services
65 Service Scholarship
65 Student Activities
66 Health Services
66 Spiritual Life
4 DRBU 2020–2021 CatalogPOLICIES AND PROCEDURES
67 Guidelines for Students
67 Student Code of Conduct
68 Housing Guidelines
68 Community Consideration
69 Grounds for Dismissal
70 Conduct Process
70 Policy on Harassment
71 Notice of Non-Discrimination
71 Grievance Procedure
73 Health and Safety Information
73 Campus Security
73 Health Hazards
73 Asbestos
74 Black Widows
74 Poison Oak
74 Disaster and Emergency Procedures
74 Earthquakes
75 Fires
75 Power Outages
75 Policy on Digital Devices in the Classroom
75 Policy on Compliance with Student Tuition Recovery Fund (STRF)
77 FACULTY AND BOARD OF TRUSTEES
APPENDICES
81 Directions and Maps
84 Useful University Contact Information
84 Emergency Numbers
85 Acknowledgments
85 Accreditation
86 Regulatory Information
DRBU 2020–2021 Catalog 5“Education is without beginning or end.
There is not a single location that is not a place of learning,
and there is not a single moment that is not a time for learning.”
—Venerable Master Hsüan Hua, Founder of DRBULiberal Education at DRBU
providing them with the tools to gain self-knowledge.
INTRODUCTION
This in turn is based on the belief that students
Dharma Realm Buddhist University, founded in possess a latent capacity for understanding and that
1976, is a small private school dedicated to liberal education serves as a catalyst that helps precipitate
education in the broad Buddhist tradition—a and release knowledge into active awareness.
tradition characterized by knowledge in the arts Developing this inherent capacity requires an
and sciences, self-cultivation, and the pursuit of orientation toward learning that is dialogical,
wisdom. DRBU aims at educating the whole person interactive, probing, and deeply self-reflective.
and thus strives to nurture individuals who see
The foundational culture of the liberal arts instills
learning as a lifelong endeavor in the pursuit of
a breadth of learning that fosters sharp analysis,
knowledge, self-understanding, and the creative
sound judgment, and informed choices—essential
and beneficial application of that learning to every
qualities for becoming active, reflective, and
sphere of life.
responsible citizens of the world. It expands the
When universities were first created, they were mind, stirs the heart, and inspires the soul. While
meant to embrace and portray an endless and vast grounded in classical ideas, a liberal education
vision, an expanse that encompasses humanity and fosters students who are at the same time acutely
stretches throughout the universe. That is why a alive to and engaged with modern life. They bring
“university” is so named. The Buddhist phrasing a nimble responsiveness to shifting possibilities in
for this notion of the universe is Dharma Realm, an ever-changing and increasingly complex world.
while the word buddha simply means “awakening.” They are confident, but not rigid, and have the
Hence, the name Dharma Realm Buddhist University flexibility to constantly assess new and evolving
expresses an Eastern rendering of the same idea: conditions, both inside and outside. Accordingly,
the university as a place devoted to understanding they can reconsider, adjust, alter, or even abandon
ourselves, the nature of the wider universe and its their course or stance.
workings, and our place in it. Liberally educated persons are able to appreciate
the unifying and complementary nature of the
DRBU is guided and informed by enduring
sciences, arts, and humanities across disciplines
hallmarks of a liberal arts education from both
and cultures. They can effectively integrate the
East and West, which holds self-knowledge rooted
intellectual, ethical, personal, and professional
in virtue as its basis, insight and goodness as its
dimensions of their lives into a meaningful whole.
outcomes, and benefiting others as its application.
This fundamental experience opens them to a
The university’s pedagogical aim is thus two-fold:
life of beauty, curiosity, accomplishment, and
to convey knowledge and to activate an intrinsic
continuing wonder. While the field of knowledge
wisdom possessed by all individuals. Such learning
over time has grown, the need for people to
goes to the heart of a liberal education. It makes one
ground themselves in the abiding sources of
free in the deepest sense, as it is a liberation born
human values and to keep an open mind at the
of disciplined self-mastery rather than from desires
same time remains unchanged—and is perhaps
unrestrained, and it opens up the opportunity to
more urgent than ever. Those capable of mastering
pursue the highest goals of human existence.
these two seemingly opposite approaches are the
At its best, liberal education properly conducted rare individuals who bravely engage in the world
does not indoctrinate, but rather disentangles. It is and benefit humanity no matter what profession
carried out not so much by filling students’ minds they choose to practice. It is these individuals
with a prescribed body of knowledge and beliefs as by whom DRBU seeks to nurture.
Liberal Education at DRBU 7TOWARD A These works do not so much impart “Truth”
as inspire a pursuit of truth—and convey the
CLASSICS CURRICULUM methods, pitfalls, and excitement of that search.
For these reasons, at DRBU deep engagement with They also remind us that genuine learning begins
primary texts from both East and West and an with curiosity and is sustained by questions.
integrated approach to learning constitute the Searching for answers often entails doubt and
core curriculum. The seminal and abiding works of a healthy unsettledness. While the writers may
both provide a solid foundation for understanding widely differ in views and beliefs, they share a
the ideas, values, and ethos that govern common stance: earnestness for serious probing
contemporary life and shape the interconnected and an uncommon quest for authenticity.
world in which we live. What have come to be
known as the “classics” represent humanity’s rich To achieve the broad sweep of a liberal arts
legacy of thought, debate, and insight into the education informed by traditions both East
abiding issues that confront humankind. and West, DRBU extends the Western classics
legacy to include wisdom traditions of Asia. We
The seminal texts of both Eastern and Western view these two approaches as complementary
traditions continue to shed light on the persisting and mutually compatible, not as contradictory
inquiries, challenges, and possibilities of opposites. Both aim at liberation and have at their
human existence. They come embedded with base insights into human nature, the workings
sophisticated methods of deep questioning, of causality, and the complex interconnections
testing, and affirming. The highest inspirations between the individual, social, and natural
and cautionary limitations of the human condition dimensions of existence. Together they offer
find their clearest and most thoughtful expression multiple perspectives on the human condition
in these enduring works. Because they are both in all its complexity, potential, nuance, and
timeless and timely, when engaged deeply through diversity.
close reading, genuine discourse, and embodiment,
they tap into deeper sources that stimulate fresh
When their constitutive works are read deeply and
insights into our contemporary problems and into
studied slowly, they tell us not only who we were,
ourselves. Far from being outdated or impractical,
but provide fresh insights into who we are and
they are a bedrock that can provide students
might become. They retain a power to stimulate us
with a strong foundation for lifelong learning,
by calling our attention both to abiding patterns
discovery, and leadership in any field or specialty.
and to new possibilities. We maintain that this
potential for insight and meaning is not the
The classical sources that form the heart of a
limited domain of one tradition. Rather it belongs
liberal education are neither homogeneous
and pertains to any sincere and authentic body
nor monolithic. They encompass a diversity of
of thought that still retains its liveliness and
approaches and experiences. They cover a vast
purchase over centuries and millennia.
expanse of knowledge, questions, and ways of
knowing that bridge past and present and that
prepare students to engage the crucial issues of At DRBU, classical texts are studied in integrated
the day and to thrive in a changing world. curricula that weave together multiple curricular
strands. DRBU’s BA and MA programs are
“People wish to be settled; only as far as they integrated in that their curricular strands
are unsettled is there any hope for them.” are not stand-alone modules each advancing
—Ralph Waldo Emerson a compartmentalized area of study, but are
intertwined threads (or ‘strands’) of a tightly
8 DRBU 2020–2021 Catalogwoven fabric that as a whole result in a unified and Nor can teachers presume to be final authorities.
requisite set of knowledge and intellectual skills. In this system of learning, teachers at best help
Therefore, each of DRBU’s programs has an all- clarify the issues, demonstrate the methods,
required and sequentially-built curriculum. These serve as sounding boards and mirrors that reflect,
characteristics invite students and professors and thereby indirectly facilitate the student’s
to reference all other parts of the curriculum own understanding. As faculty, they eschew the
pertinent to discussions and extend the circle of more common role to “profess,” to interject their
their conversations beyond the classroom into expertise, however well-intentioned. Instead,
other parts of their lives at DRBU. they allow for students to wonder, even to be a bit
bewildered, as they struggle to figure things out
Overall, an integrated curriculum centered on for themselves.
classical sources continues to offer students
one of the best vehicles for stimulating the Casting the teacher as a guide rather than a
qualities of intellect and character that we director of the students’ learning process reflects
consider to be hallmarks of an educated person. an ancient pedigree both East and West. Here,
Such individuals bring a probing examination good teaching does not tell the students what they
to the present informed by a sense of the past. need to have or know, but helps them explore
They are attentive to workings of causality what it is that’s worth wanting, and important, to
and alert to connections among seemingly know. The primary function of the teaching faculty
separate phenomena. Having explored diverse and the university itself, then, is to encourage and
perspectives and insights into human nature, assist students in the bittersweet task of answering
they are at ease in the wider world and able to these important questions for themselves. This is
entertain ideas and outlooks other than their what is meant by “self-cultivation.”
own. They exhibit a capacity for self-reflection
In other words, the individual student, each in
that refines their sense of ethical responsibility.
his or her own way, needs to question and be
The breadth of a liberal arts curriculum is
questioned. Neither the text, nor the teacher,
purposeful as it strives to develop a well-rounded
nor the student alone can presume to be “the
person whose appreciation of the natural world
measure of all things.” All three mutually sound
is enhanced by knowledge of science and the arts
and respond. All need to be actively present, yet
and who finds pleasure in art, music, and the
each must challenge and be challenged. The texts
aesthetic richness of life.
in conjunction with the curious student and gently
prodding teacher form a triangle of constructive
LEARNING THROUGH tension, a delicate balance of “authorities” that
SHARED INQUIRY together draw out latent knowledge into active
awareness.
While a direct encounter with primary texts is
essential for achieving these desired outcomes, A dialectical discussion-driven instruction method
it is not in itself sufficient. Students’ dialogue is designed to avoid predigested, passive learning,
with the demanding classical works can be one- where the student is primarily concerned with
sided because the authors cannot furnish further what he or she “needs to know for the test.”
clarification and arguments about what they Instead, it is devised to stimulate thought, foster
wrote. Moreover, viewing students themselves new ideas and insights, and create a living dialogue
as “authorities” begs the question raised by both between the students and the texts. Such an
traditions: How does one know? What is required open give and take allows students to reanimate
to truly “know thyself ”? classical texts and creatively bring them into a
Liberal Education at DRBU 9modern context. It is thus both an exercise in CONTEMPLATIVE EXERCISES
intellectual freedom as well as a test to the claim
that these works resonate beyond borders of time
IMMERSION
and place. “Opening the mind; touching the spirit”
To summarize, the pedagogical goals—the Educating the whole person entails both
rationale for the texts, curricular strands, writing, formal study and self-discovery, shared inquiry
discussion, supplementary lectures, laboratory and self-understanding. The liberal arts are
materials, contemplative exercises, and language meant to instruct and inspire. Descriptions
tutorials—all center on arriving at one outcome: and prescriptions for such self-cultivation are
the students’ knowing for and through themselves. found across classical texts. Whether explicitly
The text, teacher, and student form a triangular or implicitly, these diverse authors invite and
relationship of inquiry where authority rests with encourage the reader to seriously consider and
not one exclusively but through all in concert, know for themselves what it means to be fully
even at times in tension. This pedagogy depends human—intellectually, socially, aesthetically,
a great deal on the initiative and activity of the emotionally, and spiritually. So, along with our
students for learning. With ardent and engaged regular academic offerings, DRBU sets aside
students, the classroom atmosphere becomes time each semester exclusively devoted to
catalytic, not didactic; teaching aims at drawing contemplative study and practice.
out rather than pouring in.
During this time, students can unplug from their
The ultimate goal of such inquiry is to develop ordinary routines to directly experience a variety
men and women who can stand on their own. By of disciplined forms of self-reflection, centering
directly wrestling with the texts and, by extension, practices, and more intuitive modes of knowing—all
their own thoughts, feelings, and tendencies, they aimed at increasing a subtler awareness within and
acquire a hard-won confidence and clarity that without: of oneself, and one’s place in the larger
serve as a foundation for engaging life to its fullest. world. Classes and non-essential service scholar-
Amid all the conflicting desires and complex issues ships are suspended so that students can get the
they will encounter, such individuals can discern, most out of this important “laboratory” experience.
decide, and act upon what is true to themselves Taken together the contemplative program—quiet
and responsible to others. reflection, training in meditation, mind-body inte-
gration, and retreat-like immersions—exists to more
In this way, the goal of a liberally educated person fully delve into what it means to “know thyself.”
is exercised and exemplified in vivo, all along and
throughout their learning experience. We adhere With guidance from classical texts and contem-
to the dictum “as you hope to arrive, so proceed.” porary practitioners, the contemplative sessions
If the goal is responsible, thoughtful, and creative offer DRBU students a chance and space to “look
citizens, then in their formative experience, within”—to access and attend to their own hearts
students must learn how to take responsibility and minds, and in so doing compass a profound free-
for their own development at every turn. The dom to pursue the highest goals of human existence.
Buddhist view of a liberated and enlightened This hands-on experiential learning can also open
individual and the Western view of a liberally up fresh insights into what it means to be human,
educated and responsible person clearly align on the workings of causality, and inspire new ways of
this goal. In both views, the individual is radically imagining and engaging in the interconnected world
free and radically responsible. of ourselves, others, and the natural environment.
10 DRBU 2020–2021 CatalogBachelor of Arts in Liberal Arts
an original source can often trigger a reexamination
CURRICULUM
of assumptions and presuppositions—personal and
The University offers an integrated curriculum cultural—about human nature and our place in the
that weaves together ten distinct strands: world. A focus on classical texts can thus provide a
Buddhist Classics, Western Classics, Indian foundation for a lifelong pursuit of learning, ever-
Classics, Chinese Classics, Language, Mathematics, deepening inquiry, and self-reflection.
Natural Science, Rhetoric and Writing, Music, Language learning, especially in the source
and Capstone. The core curriculum consists of languages of primary texts, supports deeper
primary texts—Buddhist, Western, Indian, and appreciation for and closer interpretation of
Chinese Classics—studied and discussed in a pro- original meanings. Mathematics, a symbolic
seminar setting, conducted in the spirit of shared language for reading and describing the natural
interpretive inquiry. Through a close reading of world, forms a necessary complement to a deeper
primary classics, students are able to enter into understanding of Natural Science, both as a
the dynamic dialogues from which many of these universal discipline of empirical inquiry and a
texts emerged. They engage the material more particular way of knowing. Music provides access
intimately, as if sitting as participant-observers in to aesthetic sensibility, yet another essential
discourses that stimulated critical inquiry and self- language through which ideas, insights, purpose,
reflection then and reanimate it now. and values are discovered and conveyed.
The lively and trenchant quality of a classic text Regardless of the subject matter, all classes aim
connects students not only to the “voice” and to encourage and guide students in their efforts
energy of the author, but often also invigorates to activate their inherent wisdom and capacity
them to reexamine their own capacities, goals, for direct and personal understanding. To this
questions, and concerns. The direct encounter with end, students and faculty interact closely as they
Bachelor of Arts in Liberal Arts 11mutually explore through dialogue and discourse. informed discussion on vital issues of our time,
Discussion is intended to create a lively yet and form considered opinions on emerging trends
respectful atmosphere in which to clarify, present, in the fields of science, technology, education, and
exchange, and challenge ideas. Such thoughtful public policy. Overall, they will be ready to play a
exchange is enhanced by training in the art of meaningful role in society and to enjoy a life that
thinking, writing, and speaking effectively—the is purposeful, productive, and humane.
aim of the Rhetoric and Writing strand.
Course Requirements
Graduates of this program acquire a breadth of The undergraduate program consists of 120
knowledge, intellectual skills, habits of mind, and semester units, with courses from ten strands. The
ethical sensibilities that are essential to success following table illustrates the number of semester
in almost any endeavor. They are equipped to units required from each strand over four years.
be active, thoughtful, and caring citizens of the
larger world and smaller communities to which The course code is italicized in the table below.
they belong. They might enrich their lives with Each course is designated by a 4-letter program
appreciation of one or more of the arts, engage in code, followed by a 3-digit course code. The LIBA
YEAR 1 YEAR 2 YEAR 3 YEAR 4
UNITS/
STRAND Fall Spring Fall Spring Fall Spring Fall Spring STRAND
Buddhist LIBA 111 LIBA 211 LIBA 311 LIBA 411 16 units
Classics 4 units 4 units 4 units 4 units
Western LIBA 121 LIBA 221 LIBA 321 LIBA 421 16 units
Classics 4 units 4 units 4 units 4 units
Indian LIBA 231 LIBA 232 LIBA 431 12 units
Classics 4 units 4 units 4 units
Chinese LIBA 131 LIBA 132 LIBA 331 12 units
Classics 4 units 4 units 4 units
Rhetoric and LIBA 141 LIBA 142 LIBA 441 LIBA 442 10 units
Writing 3 units 3 units 1 units 3 units
Language LIBA 151 LIBA 152 LIBA 251 LIBA 252 LIBA 351
4 units 4 units 4 units 4 units 4 units
or or or or or 20 units*
LIBA 161 LIBA 162 LIBA 261 LIBA 262 LIBA 361
4 units 4 units 4 units 4 units 4 units
Mathematics LIBA 271 LIBA 272 LIBA 371 12 units
4 units 4 units 4 units
Natural LIBA 372 LIBA 373 LIBA 471 12 units
Science 4 units 4 units 4 units
Music LIBA 381 LIBA 481 6 units
3 unit 3 unit
Capstone LIBA 491 LIBA 492 4 units
2 units 2 units
UNITS/ 15 units 15 units 16 units 16 units 16 units 15 units 15 units 12 units 120 units
SEMESTER
*Students have the option to choose either Sanskrit and/or Classical Chinese to fulfill 20 units of Language.
12 DRBU 2020–2021 Catalogprogram code indicates courses offered in the critical discipline of inquiry—one characterized by
Bachelor of Arts in Liberal Arts program. The first rigorous probing, radical questioning, and careful
digit of the 3-digit course code indicates the year analysis of both the subject and object of study.
in which the course is taken, the second digit This integration of the personal and philosophical
indicates the strand to which the course belongs, seeks to harness knowledge with virtue and to
and the third digit indicates the sequence in which guide action with insight.
the course is taken.
In the Buddhist Classics strand, the emphasis is
Buddhist Classics placed on studying Buddhism not merely as an
On the eve of his passing, the Buddha instructed historical event, but as a living philosophy and
his students to take as their next “teacher” not an embodied discipline. Students learn about, from,
individual, but “the teachings”—the philosophy and through the texts. This “laboratory” approach
and practices leading to self-knowledge and a clear allows students to test theoretical soundness
understanding of the nature of reality. This vast with an experiential index and to appreciate the
body of knowledge, initially passed along in an Buddhist way from a vantage point within, rather
oral tradition, gradually coalesced into a collection than at a sterile remove from that tradition.
of works known as the Dharma and Vinaya—the
Buddhist classics. Freshman Year (LIBA 111)
The freshman year readings focus on the
The use of the two terms Dharma and Vinaya philosophical and particular phenomenological
rather than the single term philosophy highlights origins of the Buddha’s teachings. Despite their
the central defining feature of these works: the antiquity, these teachings seem to retain a lively
dynamic fusion of theory and praxis. Because the relevance in modern times and across cultures.
“study of” and “doing of” philosophy mutually Students consider and explore the existential
respond, the Buddhist classics were not intended concerns and conditions that prompted the
merely as abstract doctrinal expositions of ready- Buddha’s own spiritual journey. The first year’s
made knowledge. Rather, they were meant to both themes thus center on basic questions and issues
inform and form, to explain and engage. Overall, concerning the individual living the examined life:
they aim to stimulate a dialogue with oneself that identity, belonging, and alienation; the quest for
encompasses the intellect, imagination, sensibility, knowledge and certainty in a contingent universe;
and will; together this dialogue is known as “self- doubt, meaning, and purpose; mortality and its
cultivation.” implications; conditioned existence; inspirations for
and alternatives to the spiritual path; and liberation,
self-determination, and potentials for freedom.
The Buddha once compared these teachings in
self-cultivation to a vast ocean: “Just as the great
ocean has one taste, the taste of salt, so also this The year begins with the study of sacred texts
Dharma and Vinaya has one taste, the taste of from the Pāli canon, including selections from the
liberation.” The texts thus pose questions rather five Nikāyas, and transitions into Mahāyāna texts
than dictate answers. How does each individual such as the Sixth Patriarch Sūtra, the Vimalakīrti
construct a world of meaning, and how can that Sūtra, and The Sutra in Forty-two Sections.
world be transformed and deepened into a site of
liberation? The freeing up and broadening of the Sophomore Year (LIBA 211)
human spirit to pursue such questions was the In the sophomore year, the readings shift
original intent of the Buddhist classics and the students’ field of inquiry from the personal to the
continuing purpose for studying them now. social. They move from the solitary individual
The texts come embedded with a systematic and dimension to probe into those larger patterns,
Bachelor of Arts in Liberal Arts 13shared structures, and determining factors that learning experience. Buddhist texts were designed
shape the more universal human condition. The and used both to convey knowledge and guide
texts highlight recurring patterns and universal practice. As such they can serve as laboratory guides
elements that appear common to all humanity and for deepening understanding and appreciation of
that in large measure frame our lives. The core the material. This laboratory approach activates
themes and topics transition from the personal and engages the key modes of learning—cognitive,
existential questions to the Buddha’s description of experiential, abstract, kinesthetic—into an
deeply ingrained tendencies common to all living integrated experience. Students are invited to
beings, habituation, the range and variety of paths investigate the nature of compassion, its role in
of existence along this continuum, the primacy of spiritual practice, and its connection with insight,
the “mind” and intentionality, the mechanism of and the role of precepts and spiritual practice.
causality that underlies all phenomena, nonduality
and its implications, and the ideas of innate Readings include the Śūraṅgama Sūtra, biographies
potential or inherent capacity for wisdom and and autobiographies of eminent Buddhist prac-
compassion shared by all living beings. titioners, Awakening of Faith in the Mahāyāna, and
Nāgārjuna’s Bodhisaṃbhāra Śāstra (The Treatise on
Key texts include the Lotus Sūtra, the Longer the Provisions for Enlightenment).
Sukhāvatīvyūha Sūtra (Infinite Life Sūtra), selected
passages from the Avataṃsaka Sūtra, the Essay on Senior Year (LIBA 411)
the Resolve for Bodhi, the Heart Sūtra, the Vajra Sūtra, The themes of the final year explore the
the Shastra on the Door to Understanding a Hundred pinnacle, or more comprehensive and inclusive
Dharmas, and Ārya Nāgārjuna’s Letter to a Friend. philosophy, of Buddhism: the dynamic and
complex interconnectivity and interdependence
Junior Year (LIBA 311) of noumena and phenomena. Students read texts
In the junior year, students address the pragmatic that describe the overarching “oneness” of the
and applied aspects woven in and throughout nature of reality (the Dharma-realm) as well as the
the texts. The focus turns from the descriptive mentality and methods to “enter” or comprehend
to the prescriptive to examine the methods— it. Central to this broad embrace is the
moral, intellectual, aesthetic, contemplative, paradigmatic Bodhisattva ideal—an individual who
and behavioral—outlined in the texts for “doing is engaged in the world but not of the world, who
philosophy” in the Buddhist tradition. Students liberates him- or herself while liberating others,
explore the particular ways in which theory and and whose defining qualities are compassion,
praxis interact to allow for a more direct and total kindness, joy, and equanimity.
BUDDHIST CLASSICS SAMPLE READING LIST
Dīgha Nikāya The Sūtra in Forty-two Sections Vasubandhu, Shastra on the Door
Majjhima Nikāya Śūraṅgama Sūtra to Understanding a Hundred
Saṃyutta Nikāya Huineng, Sixth Patriarch Sūtra Dharmas
Aṅguttara Nikāya Longer Sukhāvatīvyūha Sūtra Nāgārjuna, Bodhisaṃbhāra Śāstra,
Khuddaka Nikāya Mahāparinirvāṇa Sūtra Letter to a Friend
Visuddhimagga Avataṃsaka Sūtra Biographies of great Buddhist
Vimalakīrti Sūtra Aśvaghoṣa, Awakening of Faith in monastic practitioners
Heart Sūtra the Mahāyāna
Vajra Sūtra Xingan, Essay on the Resolve for
Lotus Sūtra Bodhi
14 DRBU 2020–2021 CatalogStudents are encouraged to consider their understand the frames of reference and paradigms
education not as an end, but as the first step of that shape their interpretive faculties. They are
a lifelong journey of learning, critical inquiry, also better equipped to understand their own
cultivation of their character and mind, and reactions to circumstances at play: an interplay of
service to society. This returns to and highlights the personal, natural, and social worlds.
the institution’s vision: a liberal education is
learning that integrates all aspects of life. It is The Western Classics curriculum provides
characterized by a continuous sense of wonder; students with interdisciplinary perspectives on
an ability to weigh, reflect, and wisely act even the important questions that have long intrigued
when faced with ambiguity; and a spirit that looks human beings: What is meaningful about being
forward to a life of limitless possibilities. human? What does it mean to live a meaningful
life? How we can learn to construct meaning for
The focal texts of the fourth year are the ourselves in this modern age? Students become
Avataṃsaka Sūtra and the Mahāparinirvāṇa Sūtra. acquainted with the works of great authors and
The scope and aim of both are expansive and thinkers who have grappled with these vital
holistic. They stress an engaged liberation that questions. By integrating literature, philosophy,
sees a good life as the total interpenetration of religion, economics, and politics, the curriculum is
learning and action, self with others, and the designed to enable students to develop analytical
human and natural world. and expressive skills; their ability to read, write,
and think clearly; and cultivate an appreciation
of the original sources and their role in shaping
Western Classics
modern societies.
The Western traditions are at the heart of
many important political, economic, and social The major focus of the Western Classics strand is to
transformations that have helped create the take the student through a personal encounter with
modern world. To understand these important seminal thinkers through the use of primary texts
influences is indispensible to DRBU’s liberal as sources of inquiry and insight. From a Western
arts education. Exposure to Western philosophy perspective, this means establishing grounds of
and literature aims to empower the student to authority for truth and knowledge. The pursuit of
Bachelor of Arts in Liberal Arts 1516 DRBU 2020–2021 Catalog
truth in the West is one of the most emphasized foci
in this tradition. Understanding the development
of knowledge over time, with philosophers and
thinkers in dialogue with each other and building
on the foundations that precede them, aims to
enable the student to identify the dialectical nature
and evolution of Western thought.
Central to DRBU’s education is the idea that there
are a multitude of approaches to the foundational
questions that contribute to a liberally educated
person. Western approaches to these questions
generally examine ideas such as freedom,
responsibility, and rationality. These have certain
similarities with Eastern and Buddhist approaches
yet differ from both in important respects. In
offering the Western Classics strand, DRBU implications of Western philosophy. Such exposure
expects each student to have an understanding is crucial to an understanding of the self in the
of some of the ways in which Western thinkers current Western culture and context and also
have effectively approached these issues so that enables the student to translate and interpret the
the student will be able to not only invoke these Eastern traditions through the lenses of Western
ideas in their own lives, but also in conversation interpretive constructs. This background introduces
with Eastern ways of thought. Just as there is an the student to a diversity of approaches. This
expectation that students will have a solid grasp diversity provides the student with an array of
of the methodologies and approaches in Buddhist creative alternatives, both personally and socially,
and Eastern texts, so the student will have a to face what it means to be part of the modern
clear understanding of the dominant themes and world in all its complexity.
methodologies that emerge from Western sources.
Freshman Year (LIBA 121)
The differences between these approaches are Freshman semester of the Western Classics
important to identify and explore. These include strand is devoted to a study of ancient philosophy
differing characterizations of human nature, and literature. The year begins with the Epic of
society, causality, freedom, responsibility, and our Gilgamesh. The focus then turns to Homer’s Odyssey,
relationship to nature and nonhuman life. While which is considered among the most fundamental
the Buddhist, Indian, and Chinese Classics strands works of literature in the Western tradition.
provide the student with invaluable approaches to Students read plays by Aeschylus and Sophocles,
understanding notions such as freedom, causality, followed by excerpts from the Hebrew Bible. The
and theories of social interconnectedness, the focus shifts to careful reading of Plato and Aristotle,
Western philosophical tradition lays down equally whose work forms the foundation of year one.
solid foundations and frameworks in which to
analyze and express many facets of modern life. Sophomore Year (LIBA 221)
Sophomore semester focuses on significant
The Western strand is indispensable to DRBU’s philosophical and religious literature, including
mission, which is to equip the student with all the ancient Stoics, the New Testament, and the
the necessary skills for understanding and coping works of Plotinus, Augustine, St. Anselm, Aquinas,
with life in the emerging modern world. Central and Maimonides. Students also read principal
to this goal is an understanding of the roots and contributors to Western literature, including
Bachelor of Arts in Liberal Arts 17Nietzsche, and Spinoza. Equal attention is given to
foundation developments in modern ethical theory,
with its utilitarianism (embodied by the works of
Bentham and Mill), and Kantian ethics. The newly
emerging economic theory (along with its critics)
is explored through the works of Smith and Marx.
Literature focuses on the works of Austen, Eliot,
Kafka, Milton, Molière, Racine, Shelley, Thoreau,
Twain, and Voltaire. The poetry of Baudelaire, Poe,
Whitman, and Wordsworth is studied, analyzed,
and interpreted. Art of the period introduces the
aesthetic dimension as both a reflection of and lens
into the larger currents of thought.
Virgil, Dante, Chaucer, Rabelais, Cervantes, and
Montaigne. Special attention is given to the works Senior Year (LIBA 421)
of Shakespeare. Political theory is examined Senior semester turns to the major figures of the
through the works of Hobbes, Machiavelli, modern and late-modern Western intellectual
and Rousseau. The revolutionary period of the tradition. The semester begins with the
Renaissance is explored through a combined formative works of Freud, Jung, Hegel, Heidegger,
emphasis on literature, poetry, and art. Sophomore Husserl, Kierkegaard, de Beauvoir, Sartre, and
students turn to increasingly humanistic questions. Wittgenstein. The evolving economic models and
Different ways to understand the individual, social, their implications are highlighted with the works
and natural dimensions of life are a major focus of Friedman and Keynes. Modern ethical theory
of inquiry and discussion. The curriculum for and the alternatives it provides to utilitarianism
the sophomore year strives to provide a careful and Kantian ethics are explored, including virtue
treatment of the way in which the roots of ancient ethics, feminist ethics, and ethics of care. A wide
philosophy and literature, which students read as variety of literature is offered, including Camus,
freshmen, find new life in these works. Conrad, Dostoevsky, Faulkner, Flaubert, Goethe,
Mann, Melville, Tolstoy, and Woolf. Modern poetry
Junior Year (LIBA 321) and art are also introduced and explored.
Junior semester of the Western Classics strand
turns to the enormous paradigm shifts initiated Overall, the intention of the Western Classics
by the work of Descartes. Major figures of this era strand is to introduce students to the richness
are read closely and in depth, with a concentration and diversity of the Western tradition, to discern
on the writings of Hume, Kant, Locke, Leibniz, the connections it holds for ideas and events, and
WESTERN CLASSICS SAMPLE READING LIST
Epic of Gilgamesh Shakespeare, King Lear Smith, Wealth of Nations
Homer, Iliad Descartes, Meditations Freud, Civilization and Its
Sophocles, Antigone Hume, Treatise of Human Nature Discontents
Plato, Timaeus Spenser, Faerie Queen Heidegger, Being and Time
Aristotle, Nicomachean Ethics Austen, Sense and Sensibility Hegel, Phenomenology of the Spirit
Virgil, Aeneid Emerson, Self-Reliance Dostoevsky, The Brothers
New Testament Thoreau, Civil Disobedience Karamazov
Augustine, Confessions Eliot, Middlemarch Goethe, Faust
Dante, Divine Comedy Complete Poems of Emily Dickinson Tocqueville, Democracy in America
18 DRBU 2020–2021 Catalogto explore its contribution to understanding and in Indian classics will culturally contextualize
illuminating the primary themes that are threaded Indian Buddhism and the classical literature
through DRBU’s educational goals. comprising religiously diverse themes.
Indian Classics Through close reading of primary texts, students
India is home to one of the earliest records of will consider issues fundamental to Indian systems
human wisdom, meticulously preserved and of thought. For example, what is the influence
passed down orally for thousands of years before of past karmic tendencies (saṃskāras) on present
being committed to writing. The Vedas, meaning moment experience? What is the relationship
knowledge, document the insight of the ancient between language and reality? What kind of
ṛṣis, those who could directly see reality for what behavior is socially responsible? Students will
it is. The Vedic corpus has always been venerated read Indian insights into causation, human nature,
for the probing vision of the seers, and yet the and the goals of human life (puruṣārtha). They
exposition of Indian wisdom has evolved over will explore South Asian perspectives on religious
time in response to changing historical and thought and practice, the structure of the human
cultural conditions as well as human receptivity. mind and perception, paths to liberation, and
As a result, Indian classical texts present a rich limitations to infinite freedom. Through their
compendium of approaches to the age-old engagement with the texts, students will grapple
questions of what it means to be human and to live with the perennial riddles of existence and human
a fulfilled life in society. potential.
In India, philosophy is called darśana (seeing) The Indian Classics Strand enables students to
because it is the distinct product of the seeing or develop a sincere appreciation for texts, while
understanding of the ancient sages who dedicated at the same time encouraging them to critically
their lives to observing the world and how their evaluate the ideas presented. Following Indian
minds form an understanding of it. Classical tradition, no views are to be accepted unless the
Indian thinkers expounded elaborate theories of students’ direct experience corroborates what they
an unconscious, the causal basis of the mind, a read. By understanding the texts in the spirit of
cyclical process of time and history, as well as a transformation intended by their authors, students
unitary, limitless source for all life. The diverse will develop the capacity to see the world through
schools of thought—from the Upaniṣads and a traditional Indian perspective.
Sāṃkhya to the contemporary social philosophy of
Swami Vivekananda and Mahatma Gandhi—offer In the course of a year, the Indian Classics strand
students compelling descriptions of the human aims to lead students not only in discovering
condition, not to mention vestiges of the stirring the content of particular knowledges spanning
debates that ensued between schools. Proficiency the history of Indian literature, but also in
SAMPLE FRESHMAN SCHEDULE
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
8:00–10:00 AM Chinese Buddhist Chinese Buddhist
Classics Classics Classics Classics
12:30–2:00 PM Language Rhetoric and Language Rhetoric and Language
Writing Writing
2:00–3:30 PM Language Language Language
Bachelor of Arts in Liberal Arts 19generating the confidence to apply their skills In the third semester, texts from other major
to contemporary discourses. Through their Indian religious traditions will be read and
encounter with Indian philosophical systems, discussed, such as Jainism, Śāktism, Śaivism, and
students will explore the concept of self, the Sufism (although many practitioners of Sufism
process of knowing and experiencing the world, maintain it is not a religion).
and the nature and function of knowledge.
Reading classical Indian literature will contribute In semester one, students will read selections from
to the students’ ability to live responsibly, Vedic literature, including the Vedas, Brāhmaṇas,
think critically, value diverse perspectives, and and Upaniṣads, focusing on creation myths, unity
troubleshoot from multiple vantage points. and multiplicity, religious practice, self-realization,
and concepts of the absolute, death, and desire.
Sophomore & Senior Year (LIBA 231, 232, 431) Students will also read from at least one school
In the first semester, students will read a of Vedic exegesis, such as Vedānta. Students will
sampling of early Indian philosophy. Beginning then read Sāṃkhya, and Yoga philosophies, and
with selections of Vedic literature, students will framing passages from the epic Mahābhārata and
proceed to read from at least one school that its Bhagavadgītā. Through these texts, students will
interprets the Vedas to consider philosophical take up questions about the goals of human life,
and exegetical responses to these texts. Students nonviolence, a steady mind, and nonattachment.
will read the texts in this order because the later
texts assume prior familiarity with earlier ones. In semester two, students will read classical
In addition to Vedic literature, students will Indian poetry, drama, and prose literature,
read from the epic Mahābhārata, of which the which build on the philosophies studied in
Bhagavadgītā forms a part, and its philosophical the previous semester. After reading passages
underpinnings. Passages from modern Indian texts from the epics—the Mahābhārata and Vālmīki’s
by Swami Vivekananda and Mahatma Gandhi will Rāmāyaṇa—students will read theater masterpieces,
also be read in order to show that classical texts, such as Kālidāsa’s Recognition of Śakuntalā and
adapted for modern times, are still living traditions Bhavabhūti’s Rāma’s Last Act, the plots of which
in Indian society. were adapted from these two epic tales. Prompted
by the entertaining medium of performance, the
In the second semester, the philosophical notions class will further explore enduring questions on
introduced in the first semester will be explored the human condition, social duty, and devotion,
through classical Indian literature. Building before turning to poetry and doing a close reading
on the cultural understanding of philosophical of texts like Aśvaghoṣa’s finest work, Handsome
texts, classical poetry, prose, and drama will be Nanda. These Hindu and Buddhist literary works
read to survey the development of ideas over investigate the psychological influences of past
time. The journey across India’s classical literary karmic impressions, enslavement to desire,
masterpieces is undertaken for the sake of the human relationships, and the social conduct of an
students’ own self-reflection and transformation. exemplary man.
INDIAN CLASSICS SAMPLE READING LIST
Vedas The Rāmāyaṇa by Vālmīki Devī Māhātmya
Upadeśasāhasrī by Śrī Rāma’s Last Act by Bhavabhūti Paramārthasāra by Abhinavagupta
Śaṅkarācārya The Recognition of Śakuntalā by The Enclosed Garden of the Truth by
Swami Vivekananda Kālidāsa Hakim Sanai
Yogasūtra by Patañjali Handsome Nanda by Aśvaghoṣa Kabir
The Mahābhārata and Bhagavadgītā Ācārāṅgasūtra Hazrat Inayat Khan
20 DRBU 2020–2021 CatalogIn semester three, students will explore a range tradition of classical literature confronts issues
of religious traditions from a broadly conceived of universal human concern: What is the ideal of
Subcontinent. Students will discuss key ideas from a good person? What does it mean to live a good
Jain, Goddess, Śaiva, and Islamic traditions, such as life? What are the virtues? How can we achieve
ahiṃsā (non-injury), śakti (energy), the true Self, personal transformation? How should we relate to
nature, and harmony. The texts range from ancient other people as well as to the natural world? How
to contemporary times and investigate the individu- should we face death?
al’s place in the larger whole. A fascinating spiritual
tradition which extends from Turkey in the west Through careful study of classic texts, students
to Iran, Afghanistan, and India in the east—Sufism become familiar with a range of Chinese answers
includes some of the greatest poetry the world has to these pressing questions. Students will
produced. The poetry of a few of these great Sufis familiarize themselves with concepts such as
will comprise the bulk of the third semester read- the Dao, the Sage, the Exemplary Person (junzi),
ing, though there is also some wonderful prose. methods of self-cultivation, the significance of
ritual, and other important ideas through which
Chinese Classics Chinese thinkers have framed and debated the
most basic of human questions. Through the
The Chinese Classics strand focuses on giving
process of close reading, students develop the
students a personal encounter with seminal
ability to take on different perspectives and to
Chinese thinkers using primary texts as sources
recommend, adjust, alter, and even abandon a
of inquiry and insight. As one of the oldest
previous position or stance.
civilizations in the world, China’s longstanding
Bachelor of Arts in Liberal Arts 21This strand invites students to explore China’s students with fundamental skills for active
formative thinkers and dominant modes of participation as global citizens.
thought through the exploration of significant
philosophical, literary, and aesthetic works. Freshman Year (LIBA 131 & 132)
Students will be introduced to a wide repertoire This first year of the Chinese Classics strand is
of literary genres as they progress through the devoted to a study of the classic texts of early
strand: poetry, essays, philosophical works, China. Students begin their investigation of
historical writing, hagiography, short stories, Chinese thought through a close reading of the
novels, as well as ritual and divinatory texts. Analects of Confucius, taking a brief look at one of
Through reading these foundational texts, students his adversaries, the philosopher Mozi, and then
witness the development of Chinese thought over moving on to the writings of Mencius, Confucius’
time and experience firsthand the dialogues and most famous student. Next, students delve deeply
debates between different texts and thinkers. into two Daoist classics, the Daodejing, a text
in verse form that has been translated into as
In a tradition where classics were so deeply many languages as the Bible, and the Zhuangzi, a
revered that entry into the literati class required collection of stories and essays by China’s famous
mastery of and extensive examinations on a Daoist sage. Students then return to the Confucian
classical canon, the development and exchange debate through an investigation of the Xunzi,
of ideas in China invariably built upon mastery which expands on Confucius’s ideas but in ways
of foundational classical texts. Furthermore, significantly different from Mencius. Finally,
familiarity with the Chinese context is aimed students explore the social and political theories
at deepening students’ understanding of the of the last major thinker of the pre-Qin period,
evolution of Buddhism as it traveled from India to Hanfeizi.
China, where it both profoundly influenced and
was in turn deeply transformed by native Chinese Interspersed among the philosophical readings
thought. Through deep investigation of a diverse above, selections from the Five Classics will also
range of Chinese classics, students develop their be analyzed and discussed. These include the
ability to read, write, and think clearly. Shijing (Odes), the earliest collection of poetry in
China; the Shujing (Documents), and the Chunqiu
The Chinese Classics strand is crucial to DRBU’s (Spring and Autumn Annals), two early historical
mission, which is to equip students with the works; the three Rites Canons, consisting of the Yili
necessary skills for understanding and coping (Ceremonials), the Zhouli (Zhou Rites), and the Liji
with life in our increasingly globalized and (Rites Records); as well as the Yijing (The Changes),
multi-cultural world. The complex understanding
that comes from the investigation of the central
philosophical, literary, and aesthetic works of
China provides students with an increased range
of resources with which to address pressing
questions in their own lives. Furthermore, by
devoting significant attention to a non-Western
culture, students gain the ability to appreciate
a diversity of worldviews and understand the
challenges—as well as the necessity—of being able
to communicate and translate between different
languages and cultures. Through grounding
students in an understanding of the seminal texts
of China, the Chinese Classics strand provides
22 DRBU 2020–2021 Cataloga significant divinatory text. As some of the Yi, Zhu Xi, Lu Xiangshan, and Wang Yangming.
earliest Chinese writings, the Five Classics are Students delve deeply into two chapters of the
truly foundational in the sense that they are the Liji—the Daxue (The Great Learning) and Zhongyong
building blocks upon which later intellectual and (Doctrine of the Mean)—which become canonized in
literary writings are based. An understanding of the Song dynasty as two of the Four Books required
these texts is crucial to comprehending almost all for exam candidates (along with the Analects and
later Chinese thought. Mencius).
Junior Year (LIBA 331)
Rhetoric and Writing
The third semester of the Chinese Classics
strand focuses on significant works of literature, Essential to the DRBU curriculum is an emphasis on
philosophy, and religion from the Han through writing. The ability to write is not viewed merely
Ming dynasties. Building on their understanding as a skill, but is instead considered integral to the
of early Chinese classics, students can see how ability to think clearly and critically. With this
the arrival of Buddhism begins to influence the in mind, attention to writing is embedded in all
development of Chinese worldviews and practices. courses. All instructors will implement current
The year opens with an examination of the Han writing pedagogy with an eye toward the way in
dynasty syncretic work, the Huainanzi, which which reading, class discussion, and clear thinking
takes elements from texts the students have read are enhanced and articulated in the writing process.
the previous year and uses them to create what it
claims to be a superior and comprehensive view Freshman Year (LIBA 141 & 142)
on the world and governing. Students then turn Senior Year (LIBA 441 & LIBA 442)
to selections from important writings from the Two courses will be dedicated in the freshman
Han dynasty such as the Shiji (Records of the Grand year to ensure that by the end of the first year all
Historian). students have met basic criteria for college-level
writing. These abilities are practiced and refined
A selection of poetries is offered, including Six throughout the four-year program and culminate
Dynasties poems by Tao Yuanming and the Seven in a senior essay, written under the careful
Sages of the Bamboo Grove, as well as Tang dynasty guidance of a faculty member. Students take two
verses by Wang Wei, Li Bai, Du Fu, Bai Zhuyi, courses in the senior year that are designed to
Hanshan, and others. Essays by writers such as Han provide instruction and resources to complete
Yu and Ouyang Xiu are examined before the class their senior essays. A tutoring program will be
turns to major Neo-Confucian thinkers of the Song available for any students requiring or requesting
and Ming dynasties, including Zhang Zai, Cheng additional support for their writing.
CHINESE CLASSICS SAMPLE READING LIST
Confucius, Analects Shijing (Odes) Tang Poetry
Mozi Shujing (Documents) Daxue (Great Learning)
Mencius Yijing (The Changes) Zhongyong (Doctrine of the Mean)
Daodejing Xiaojing (Classic on Family Zhang Zai, Western Inscription
Zhuangzi, Inner Chapters Reverence) Zhuxi
Xunzi Huainanzi Wang Yangming, Instructions for
Han Feizi Sima Qian, Shiji (Records of the Practical Living
Grand Historian)
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