Social Context of Bhakti
| Philosophy of Social Sciences |
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Teaching Outlines
Please describe the key ideas to be conveyed in this section. Also broken down in details by each idea
There are many reasons why Bhakti became prominent. And many players helped it in their own way. One reason was the impersonal God presented by Jainism and Buddhism. There was a need to feel a connection to a personal God. People felt alienated. The religious "mutt" establishments left people out. Caste system had its own oppression. Bhakti was a response to all this. Many kings and rulers played a role in patronising these. Women came into prominence as Bhakti saints.
==Key Idea #1 Rebellion against existing caste hierarchies
- How the social structure needed to be questioned
- The role of Bhakti in this
Learning objectives
- To sensitize children to the caste and other oppressions
- To track the movements of social change
- To understand new movements and communities - the rise and formation
Notes for teachers
The life of Basavanna An example of this would be the life of Basavanna (1106-68) who was initially a Jaina and a minister in the court of a Chalukya king. His followers were known as Virashaivas (heroes of Shiva) or Lingayats (wearers of the linga). Lingayats continue to be an important community in the region to date. They worship Shiva in his manifestation as a linga, and men usually wear a small linga in a silver case on a loop strung over the left shoulder. Those who are revered include the jangama or wandering monks. Lingayats believe that on death the devotee will be united with Shiva and will not return to this world. Therefore they do not practise funerary rites such as cremation, prescribed in the Dharmashastras. Instead, they ceremonially bury their dead. The Lingayats challenged the idea of caste and the “pollution” attributed to certain groups by Brahmanas. They also questioned the theory of rebirth. These won them followers amongst those who were marginalised within the Brahmanical social order. The Lingayats also encouraged certain practices disapproved in the Dharmashastras, such as post-puberty marriage and the remarriage of widows. Our understanding of the Virashaiva tradition is derived from vachanas (literally, sayings) composed in Kannada by women and men who joined the movement.
Activity No #
Using the example of basavanna, discuss how the Bhakti movement addressed the issue of caste Enact a scene from Basavanna's life.
- Estimated Time 45 minutes - 2 periods
- Materials/ Resources needed
(Use the below vachana in this role play)
The rich, Will make temples for Shiva. What shall I, A poor man, Do? My legs are pillars, The body the shrine, The head a cupola Of gold. Listen, O Lord of the meeting rivers, Things standing shall fall, But the moving ever shall stay. ?
- Prerequisites/Instructions, if any
- Multimedia resources
- Relevant local connections - people, places and materials
- Website interactives/ links
- Process
This is a role play
- What questions can you ask
Questions for Discussion 1. What is the temple that Basavanna is offering to God? 2. Why do you think he is offering this kind of temple? 3. What do you think was happening around Basavanna for him to write such a poem?
- Assessments - incorporating elements of CCE
- Where have you seen caste problems in your village?
- Talk to your community and find out what facilities are used when, by whom and how?
- Was it always like this
- Question Corner
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Relevant local connections - people, places and materials
- Website interactives/ links
- Process
- What questions can you ask
- Assessments - incorporating elements of CCE
- Question Corner
Key Idea #
What are the key ideas to be covered
Learning objectives
Notes for teachers
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Relevant local connections - people, places and materials
- Website interactives/ links
- Process
- What questions can you ask
- Assessments - incorporating elements of CCE
- Question Corner
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Relevant local connections - people, places and materials
- Website interactives/ links
- Process
- What questions can you ask
- Assessments - incorporating elements of CCE
- Question Corner
Key Idea #
What are the key ideas to be covered
Learning objectives
Notes for teachers
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Relevant local connections - people, places and materials
- Website interactives/ links
- Process
- What questions can you ask
- Assessments - incorporating elements of CCE
- Question Corner
Activity No #
- Estimated Time
- Materials/ Resources needed
- Prerequisites/Instructions, if any
- Multimedia resources
- Relevant local connections - people, places and materials
- Website interactives/ links
- Process
- What questions can you ask
- Assessments - incorporating elements of CCE
- Question Corner
Project Ideas
Community Based Project
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