2018. UTTI Report

UBEROI TEACHER TRAINING INSTITUTE (UTTI) 2018Dharmik Traditions: Buddhism, Hinduism, Jainism, SikhismISSJS.UTTI-20184th– 25th July, 2018 Sponsored byUberoi Foundation, USA (UF) Designed & Conducted byLoyola Marymount University, USA (LMU) Facilitated byInternational School for Jain Studies, India (ISJS)Associated InstitutionsISJS (Jainism, Delhi) GNDU (Sikhism, Amritsar)DSVV (Hinduism, Hardwar) CIHTS (Buddhism, Sarnath) Report presented byInternational School for Jain Studies D-28, Panchsheel Enclave New Delhi – 110 017 Email: [email protected]; Web: www.isjs.in



UBEROI TEACHER TRAINING INSTITUTE (UTTI) 2018Dharmik Traditions: Buddhism, Hinduism, Jainism, Sikhism ISSJS.UTTI.2018 4th– 25thJuly, 2018 Sponsored by Uberoi Foundation, USA (UF) Designed & Conducted by Loyola Marymount University, USA (LMU) Facilitated byInternational School for Jain Studies, India (ISJS)Associated InstitutionsISJS (Jainism, Delhi) GNDU (Sikhism, Amritsar) July 4th-7th July 8th-12thDSVV (Hinduism, Hardwar) CIHTS (Buddhism, Sarnath) July 13th-July 18th July 19th-23rd Report presented by International School for Jain Studies D-28, Panchsheel Enclave New Delhi – 110 017Email: [email protected]; Web: www.isjs.in

TABEL OF CONTENT1 Introduction 3 42 About Participating Institutions 8 93 Role of Participating Institutions 16 214 Participants Profile 29 305 Daily Schedule of Activities at The Four 34 Centres 366 Participants feedback about The Program at The Four Centres/ institutes:7 Participants Presentations (listing). Individual presentations attached in a separate folder)8 Photo gallery of the Program9 Observations by ISJS10 Participants Presentations Page 2 of 35

INTRODUCTIONUTTI 2018 was the second India based training program for High schoolteachers from USA sponsored by Uberoi Foundation ‘UF’. The objective of theprogram was to provide experiential exposure to the high school teachers to thefour Dharmik traditions of India, namely: Hinduism, Buddhism, Sikhism andJainism so that they may introduce introductory study of these Dharmiktraditions in their school education programs.UF commissioned Prof. Christopher Chapple of Loyola Marymount University‘LMU’ on behalf of LMU to design and conduct the program in association withInternational School for Jain Studies ‘ISJS’ to facilitate and partly conductthe UTTI 2018 program in India. ISJS role included recruitment ofparticipants, their induction in the program, selection of partner institutions todeliver academic content in four Dharmik traditions. ISJS was alsocommissioned by LMU to arrange all the facilities including boarding, lodging,inland travel, actual conduct of academic sessions and their reporting andcoordination with the participating institutions.ISJS also organized some sightseeing activities, including visit to Taj and BodhGaya outside the program for those participants who wish to visit the famoustouristic and Buddhist pilgrim site.ISJS was involved in organizing such activities since July 2017 to ensure allarrangements meet the desired satisfaction level of participants and sponsors.To ensure smooth conduct of the program and to meet individual medical andother needs of participants, ISJS also deputed a full time coordinator (Ms.Megha Jain) to be full time with the group from July 4th till it ended on July25th at Sarnath.The program started on July 4th 2018 with an inaugural function attended withUF trustees, Prof. Chapple and all participants. The program included apresentation of an outline of the program, self-introduction, tips for living inIndia (Guidelines book) during the program along with a hand book on ‘Jainismfor young inquisitives’ by ISJS to each participant. A colourful dupatta andkurta on behalf of UF was presented to each participant.The program concluded on July 24th at CIHTS Sarnath that was attended by alltrustees of UF, Prof. Chapple of LMU, Shugan and Uma Jain of ISJS and theparticipants along with vice chancellor and registrar of CIHTS. A farewelldinner was also organized on the same evening with brief speeches by UFtrustees, Prof. Chapple, Vice Chancellor of CIHTS and Dr Jain of ISJS. Page 3 of 35

ABOUT PARTICIPATING INSTITUTIONSUBEROI FOUNDATION (UF), USA: SponsorsThe Uberoi Foundation for Religious Studies is Dr. Mahinder Uberoi’s legacy.After his death in November2006, a will was read in which he wrote, “I leave allmy assets for the scholarly study of Buddhism, Hinduism, Jainism, Sikhism, andother related religions and their music and arts.” In order to honor his wishes,the Foundation was established on November 14, 2007, to encourage andsupport the work of scholars in these Dharmic traditions and to extend thereach of this knowledge in the United States in particular. The UberoiFoundation for Religious Studies provides a unique opportunity for the scholarsof these traditions to explore their common ties in the Dharmic source.The Foundation’s trustees are Prof. Ved P. Nanda, Chair; Mr. Parveen Setia,Vice-Chair; Mr. Jim Polsfut, Executive Director and Treasurer; Mrs. KatharineNanda, Secretary; Mrs. Anu Bhatia, Trustee Mrs. Jyothi Bhatia, Trustee andMrs. Sneha Harjai, Trustee.Five years ago, the Foundation Trustees committed the Foundation to two long-term priorities: 1) the training of U.S. middle- and high-school teachers in theseDharmic traditions so they can impart that knowledge to their students; and 2)correction of distortions about these traditions in U.S. textbooks for schools.These priorities as the focal point for the Foundation have been affirmed overthe years by Advisory Committee.Based upon the Foundation’s Teacher Training program, foundation embarked ona pilot project in 2016 of sending an alumni group of teachers trained in thisprogram as Uberoi Teacher Training fellows in India (UTTI) led by Dr. BalramSingh. A new group travelled to India during the summer of 2018 under theleadership of Prof. Christopher Chapple, another eminent U.S. scholar in thesetraditions.LOYOLA MARYMOUNT UNIVERSITY (LMU), USA: DirectionLoyola Marymount University is a private, co-educational university in the Jesuitand Marymount traditions located in the Westchester neighbourhood of LosAngeles, California. The university is one of 28 member institutions of theAssociation of Jesuit Colleges and Universities and one of five Marymountinstitutions of higher education.Prof. Christopher Key Chapple is the Doshi Professor of Indic and ComparativeTheology and Director of the Master of Arts in Yoga Studies at Loyola Page 4 of 35

Marymount University in Los Angeles. His research interests focus on therenounce religious traditions of India: Yoga, Jainism, and Buddhism. He haspublished several books on these topics with SUNY Press, including Karma andCreativity (1986), Nonviolence to Animals, Earth, and Self in Asian Traditions(1993), Reconciling Yogas (2003), and Yoga and the Luminous: Patanjali’sSpiritual Path to Freedom (2008).Prof. Chapple serves as academic advisor for the International Summer Schoolof Jain Studies and on the advisory boards for the Forum on Religion andEcology (Yale), the Ahimsa Centre (Pomona), and the Jain Studies Centre(SOAS, University of London). In 2002 he established the first of severalcertificate programs in the study of Yoga at LMU’s Centre for Religion andSpirituality and founded LMU’s Master of Arts in Yoga Studies in the fall of2013.International School for Jain Studies (ISJS), India: Jainism & FacilitationInternational School for Jain Studies was established by Dr. Shugan C Jain andhis friends Dr. Sulekh Jain and Prof. Cromwell Crawford as a ‘not-for-profit’trust in 2005 to promote academic studies of Jainism in the universities ofNorth America primarily and the world at large. The model for achieving thisobjective was to provide experiential and academic exposure of Jainism touniversity scholars by bringing them to India during summer annually. It impliedproviding non-sectoral, high standard academic exposures in the morning, groupdiscussions in the afternoons and participation in rituals, meeting Jain saintsand householders, visiting temples and pilgrimage places and finally living in Jaindharmshalas.So far 14 such annual summer schools have been successfully completed, eachbeing improvised based on the experience of earlier year. From 2009 onwards,ISJS also started conducting similar programs abroad (three years at MahidolUniversity at Bangkok), Jain Yoga and application of ahimsa in schools to improvediscipline and learning. A total of 646 such participants from 136 universities,103 high schools and institutions and 21 countries have attended ISJS summerprograms, resulting in Jain centres and chairs set-up in 10 additionaluniversities in USA. ISJS also had conducted over 20 national and internationalseminars and published a dozen books. It has 80G, FCRA, ISBN, ISSN approval.They approached and inducted the following three prestigious universities ofIndia to conduct programs in Sikhism, Hinduism and Buddhism respectively.Jainism studies were offered by ISJS itself. Page 5 of 35

Guru Nanak Dev University (GNDU), India: SikhismGuru Nanak Dev University was established at Amritsar on November 24, 1969to mark the 500thbirth anniversary of Sri Guru Nanak Dev Ji. It is both aresidential and an affiliating university. In conceiving the future course of theUniversity, the objectives enshrined in the Guru Nanak Dev University Act1969, emphasised that the new University would make provision for impartingeducation and promoting research in the humanities, learned professions,sciences, especially of applied nature and technology.The University is successfully catering to twenty thousand students in variousfaculties at University Campuses and Constituent Colleges. Guru Nanak DevUniversity is the first University of the region which introduced on-lineadmissions to its courses, on-line counselling for State Level Admissions andCredit Based Evaluation System. The University has risen to 16th rank in the top50 universities of the country, as per recent survey conducted by 'India Today'and has achieved 11th Position, out of the 500 universities, in Publications inscience. The University has won the highest sports Award in the country, theMaulana Abul Kalam Azad Trophy, for a record of 21 times.Dev Sanskriti Vishwavidyalaya (DSVV), India: HinduismDev Sanskriti University (Vishwavidyalaya), a non-conventional centre for higherlearning, education and research, was established in 2002 in Hardwar,Uttarakhand at the foothills of the Himalayas in the vicinity of the holy Ganges.Surrounded by lush Himalayan vegetation, the campus is spread over 76 acres ofland and is equipped with an excellent infrastructure and dedicated faculty,staff and knowledge-seeking students. The university is duly recognized by theUniversity Grants Commission, India, certified by ISO 9001:2008, accreditedby NAAC and is privately financed by Shri Vedmata Gayatri Trust, Shantikunj, arenowned socio-spiritual organization.The university was established to meet the pressing need of a high qualityeducational system based on scientific spirituality and grounded in a spirituallife style. Cultivating a culture of ethical, moral and spiritual transformation ofyouth is DSVV’s first priority. Excellence in character, indomitable courage,firm determination and an intense love for labour are the traits of our students.Born out of the vision of Patron founder Yugrishi Pandit Shriram SharmaAcharya (1911-1990), we focus on the confluence of modern education withinstilling human values. Moulded in spiritual environment, in this fully residentialuniversity, several curricula have been started that are based upon the basic Page 6 of 35

elements of Indian Culture. In a short time, this university has achieved manyaccolades not only in India but also in abroad. A large number of MoUs(Memorandum of Understandings) have been signed with various national andInternational organizations by the university in the field of research andstudent & faculty exchange programs.Central Institute for Higher Tibetan Studies (CIHTS), India: BuddhismThe Central Institute of Higher Tibetan Studies (Deemed University) (CIHTS)at Sarnath, Varanasi, is one of its kinds in the country. The Institute wasestablished in 1967. The idea of the Institute was mooted in course of adialogue between Pt. Jawaharlal Nehru, the first Prime Minister of India andHis Holiness the Dalai Lama with a view to educating the young Tibetan Diasporaand those from the Himalayan border regions of India, who have religion,culture and language in common with Tibet.Originally the Central Institute of Higher Tibetan Studies (CIHTS), began tofunction as a constituent wing of the Sampurnananda Sanskrit University, andeventually emerged as an autonomous body in 1977 under the Department ofCulture, Ministry of Education, Government of India (GoI). Page 7 of 35

ROLE OF PARTICIPATING INSTITUTIONSUF: Sponsor this program for all participants in India along with providingfinancial support to participating institutions. Participants pay for theirInternational Flight tickets to and fro India, Visa and Insurance.LMU: Conducted this program including providing 2 faculty coordinators, namely:Dr. Nirinjan Kaur Khalsa for Jainism and Sikhism; Dr. Mugdha Yeolekar forHinduism and Buddhism. Prof. Christopher Chapple evaluated all applicationforms before sending acceptance to participants and organized the curriculumto be followed.ISJS: Implement this program in India. Organize the entire program includingonline admissions, arranging facilities for travel, stay and board and coordinatewith all institutions i.e. GNDU, DSVV, CIHTS. ISJS kept UF& LMU updatedfrom time-to-time with the progress. ISJS arranged for reception, boarding,loading, travelling and their wellbeing of all participants, faculty and UFtrustees.ISJS also conducted classes on Jainism. Dr. Shugan Jain from ISJS and Dr.Nirinjan Khalsa from LMU delivered lectures on Ritual, festivals, pujas,ceremonies, practices, Values, Vows and Obligatory duties in Delhi. Besidesthese lectures participants visited Jain sites in Delhi and interacted with Jainsaints and householders.GNDU: GNDU host the group at Amritsar and conducted classes on Sikhism.Prof. Balwant Singh Dhillon, Dr. Amarjit Singh, Prof. Surjit Singh Narang fromGNDU and Dr. Nirinjan Khalsa delivered lectures on Asha ki Var, Gurbani, GuruNanak, Sri Guru Granth Sahib, Modern History of Sikhism. Further participantsvisited Golden Temple, Jallianwala Bagh, university Gurudwara and interactedwith the faculty.DSVV: DSVV host the group at Haridwar and conducted classes on Hinduism. Dr.Chinmay Pandya Pro Vice-Chancellor, Mr. Jwalant, Mr. Pankaj Chandel, Dr.Shivnarayan Prasad, Dr Gopal Krishna Sharma, Dr. Kamta Prasad Sahu, Prof.Radhe Shyam Chaturvedi Prof Karan Singh of DSVV and Dr. Mugdha Yeolekarfrom LMU delivered lectures on Introduction of AWGP & DSVV, Humanexcellence: Pinnacle of Human Possibilities, Naad Yoga, Vedas and Upanishad,Introduction of Tantra, Applied science of Yajna, Yoga and renunciation.Further participants went to Rishikesh for 1 day trip with Prof Chapple and his Page 8 of 35

group. Besides this group participated in early morning fire ceremony andmeditation at DSVV and visited Ghats at Hardwar.CIHTS: CIHTS hosted the group at their campus in Sarnath and conductedclasses on Buddhism. Prof. Geshe Ngawang Samten, VC of CIHTS; Prof. L.N.Shahstri, Former VC; Dr. Ramesh Chandra Negi, Prof. Wangchuk Dorjee, Dr.Chinme Dolkar, Prof. Jampa Samten, Dr. Karma Sonam Palmo, Dr. Tenzin Tsomo,Mr. Kunga Nyingpo from CIHTS and Dr. Mugdha Yeolekar delivered lectures onLife Buddha, Buddhist Philosophy and Emotional Intelligence, BuddhistMeditation, Tibetan Medicine, Theravada, Mahayana, Vajrayana, TibetanBuddhist Art. Participants also went to Varanasi for 1 day trip to visitDasashwamedh Ghat, Ganga Arti, shopping. Beside this participants also wentfor trip to Stupas and temples at Sarnath, visited Fine Arts Department,Library at CIHTS. On Last day participants presented their reflection in-frontof all trustees of UF, VC and Registrar of CIHTS, Prof. Chris Chapple and Dr.Shugan Jain. Page 9 of 35

PARTICIPANTS PROFILE:Overall Elementary and Elementary School exchange programs Teacher Teaching History of to India for adults. 6% Asia/Africa 7% 7% Middle High School Teacher School Psychologist 33% 7% Education consultant / exchange programs 7% MA Student in Comparative Theology 6% Higher Education Teacher 27%Individual Participant profileFollowing fourteen participants (high school teachers and others)from USA and two faculty members from LMU attended theprogram.Andrew Bridges  Claremont Graduate University, PhD Student  Community College Instructor  Member of Utopian Studies  Alumni of ISSJS (2017.6W) Page 10 of 35

Becky Lechuga  Middle School Social StudiesMike Lechuga TeacherBrandi Vos  Mom of 4 girls  Over 20 years teaching grades 7 + 8  Warrior Goddess  Middle School Math, Science & Social Studies -- 29 years  Father of 4 girls, 5 chickens, 3 cats, a dog, & numerous koi fish  Jedi Master  Nationally Certified School Psychologist  14 years experience  District Crisis Team Lead/Member/Trainer  Suicide Assessment Committee Author/Member  Grades 9-12 (14-18 yrs.)  Portrait Photographer Page 11 of 35

Daniel T Ostas  Harlow Chair in Business EthicsErin Palladino &Prof. of Legal StudiesLillian Armijo  Price College of Business  University of Oklahoma  Alumni of ISSJS (2016.TFP)  High School History teacher in Marshfield Massachusetts  Over 20 years experience teaching World History  Goal was to learn more in depth and first hand and find a way to bring my students along for the experience.  Denver, Colorado  Interventionist  ESL Teacher  35 years  Grades 6, 7, 8 Page 12 of 35

Lynn Carey  Retired in May after 35 years ofMaria Volker teachingRachel Hammerlein  Gifted Education: 2-6 last 17 years (Advanced Learners)  Special Populations: ESL, Migrant, Adult, Elementary  New Horizon: Curriculum & Instruction Consulting  Born in Cuba  Living in Highland Ranch CO  Dept. Chair & Spanish Teacher  Highland Ranch High School  Worked with elementary schools in the US to develop curriculum & social development programming.  Currently working with educational institutions in India for the development of cultural exchange programs for adults Page 13 of 35

Swasti Bhattacharyya  Professor of Philosophy & ReligionTina Zhang Buena Vista universitySuman Kakar  From Indian-Hindu, Japanese Buddhist/Christian  Area of focus: Applied ethics from different religious perspectives  Born in China and immigrated to the USA at 9 years old.  Specialize in Ancient history and China studies  Teaches middle school history and Mandarin in Connecticut.  Alumni of ISSJS (2016.TFP)  Professor of Criminal Justice at the Florida International University.  PhD in Sociology and Criminology from the University of Florida.  Alumni of ISSJS (2017.6W) Page 14 of 35

Chuck Hamilton  Teach “differently-abled” teenagershow to snow ski.  Currently enrolled at Loyola Marymount University obtaining my Master’s degree in comparative theology.  Alumni of ISSJS (2015.yoga)Dr. Nirinjan Khalsa LMU Faculty membersDr. Mugdha Yeolekar  Clinical Professor of Jain and Sikh Studies at Loyola Marymount University.  Earned her PhD in Religious Studies at the University of Michigan  At LMU, she has organized annual Sikh and Jain conferences “The Music and Poetics of Devotion” (Feb 2016) and “Spiritual Warriors: (Non) Violence” (Feb 2017) with publications forthcoming.  Post-doctoral Fellow at Loyola Marymount University.  Earned her PhD in Religious Studies at Arizona State University  Papers published include: Marathi Vaishanavism: Where Agency is Not Resistance: A Case of Women's Ritual Reading of Gurucaritra. Page 15 of 35

DAILY SCHEDULE OF ACTIVITIES AT THE FOUR CENTERS JAINISM – DELHI 4th – 7th JulyJULY 4TH WEDNESDAYTime Details of Lecture / Activity Faculty08:00 – 09:00 Breakfast Prof. Christopher Chapple; Dr. Nirinjan Khalsa;09:00 – 10:00 Introduction to ISJS, Uberoi Foundation Smt. Anu Bhatia; and Dharmic Traditions Dr. Shugan C Jain Dr. Shugan C Jain10:15 – 11:15 Guidelines, Q & A, individual meeting Dr. Nirinjan Khalsa11:30 – 12:30 Introduction to Jainism Dr. Shugan C Jain14:00 – 15:30 Ritual, festivals, pujas, ceremonies Small Group workshops on curriculum Dr. Nirinjan Khalsa16:00 – 17:00 planning and discussionsJULY 5TH THURSDAYTime Details of Lecture / Activity Faculty Prof. Christopher Chapple06:00 Leave for Taj Visit Prof. Christopher Chapple09:00 – 12:00(those who are Tattvarthsutra (with Yoga Group)not going to Taj)14:00 – 16:00 Visit Padmavati, Vallabh & Mrigavati temples and Museum16:30 – 17:30 Group DiscussionJULY 6TH FRIDAYTime Details of Lecture / Activity Faculty06:30 – 07:15 Puja at Temple Dr. Shugan C Jain Dr. Nirinjan Khalsa08:30 – 10:00 Values, Vows and Obligatory duties Dr. Shugan C Jain10:30 – 12:00 Practices14:00 – 15:00 Interaction with Jain Nuns15:30 – 16:30 Discussion, Q & A review / feedbackJULY 7TH SATURDAYTime Details of Lecture / Activity Faculty / Remark Ms. Megha Jain, ISJS09:00 Ahimsa Sthal do10:00 BadiDadabari do do11:30 Jain Mandir Green Park Extn do do12:30 Lunch at Dr. Shugan Jain’s house14:30 Sushil Muni Ashram, Defence Colony15:30 Gandhi Museum Page 16 of 35

17:15 Shopping and Dinner Connaught Place (CP) do20:00 Reach Smarak doJULY 8TH SUNDAYTime Details of Lecture / Activity Faculty Ms. Megha Jain, ISJS05:30 Leave for Railway Station from Smarak SIKHISM – AMRITSAR 8th – 12th JulyJULY 8TH SUNDAYTime Details of Lecture / Activity Faculty Ms. Megha Jain, ISJS13:45 Arrival at Amritsar Railway Station Dr. Nirinjan Khalsa18:00 Orientation and Intro to Asa kiVarJULY 9TH MONDAYTime Details of Lecture / Activity Faculty at University Gurudwara06:45 – 07:45 Kirtan of Asa Ki Var(1-12 Pauris) Prof. Balwant Singh Dhillon09:15 – 09:40 Inaugural Session Prof. Balwant Singh Dhillon09:40 – 11:00 Origin and Development of Sikhism Dr. Nirinjan Khalsa11:30 – 13:00 Personality& Status of Guru Nanak in his Dr. Nirinjan Khalsa & own words Ms. Megha Jain14:30 – 15:30 Gurbani & Asa ki Var16:00 – 17:00 Group Discussion 19:00 – Visit Golden Temple, do Seva and SimranMidnightJULY 10TH TUESDAYTime Details of Lecture / Activity Faculty11:30 – 13:00 Formation and Message of Sri Guru Granth Prof. Balwant Singh Dhillon Sahib Dr. Nirinjan Khalsa14:30 – 15:30 Sikh Devotion and Music: Gurbani & Kirtan Dr Nirinjan Khalsa &16:00 – 17:00 Group Discussion Ms. Megha JainJULY 11TH WEDNESDAYTime Details of Lecture / Activity Faculty / Remark at University Gurudwara06:45 – 07:45 Kirtan of Asa Ki Var (13-24 Pauris) Dr. Nirinjan Khalsa11:15 – 13:00 Sikhism in Modern History Dr. Nirinjan Khalsa &14:30 – 15:30 Sikhs in the Public Sphere Ms. Megha Jain16:00 – 17:00 Group Discussion Page 17 of 35

JULY 12TH THURSDAYTime Details of Lecture / Activity Faculty08:00 – 13:00 Visit Golden Temple and Jallianwala Bagh Prof. Nirinjan Khalsa Dr. Amarjeet Singh14:30 – 15:30 Final group discussion Overnight Train Journey16:00 – 17:00 Valedictory09:00 Leave for Train for Haridwar HINDUISM – HARIDWAR 13th – 19th JulyJULY 13TH FRIDAYTime Details of Lecture / Activity Faculty received by Mr. Prasoon09:00 Arrival at Haridwar Station Kumar09:30 Arrival at Hotel Golden Tulip14:00 Introduction to AWGP & DSVV Mr. Jwalant15:30 Campus Tour (Cow Shed & Centre for Mr. Pankaj Chandel Sustainability)17:30 Human Excellence: Pinnacle of Human Dr. Chinmay Pandya PossibilitiesJULY 14TH SATURDAYTime Details of Lecture / Activity Faculty Ms. Megha Jain, ISJS Trip to Rishikesh with Prof. Chapple and his groupJULY 15TH SUNDAYTime Details of Lecture / Activity Faculty09:30 An Introduction to Hinduism and Hindu Dr. Mugdha Yeolekar Scriptures Mr. Pankaj14:00 Shanti Kunj Visit Dr. Shivnarayan Prasad & Dr. Gopal Krishna Sharma17:45 Naad YogaJULY 16TH MONDAYTime Details of Lecture / Activity Faculty / Remark06:00 Fire Ceremony (Yagya) followed by Dr. Kamta Prasad Sahu Practical Yoga Session Dr. Mugdha Yeolekar09:00 Vedas and Upanishad Dr. Mugdha Yeolekar &16:00 Bharat Mata Temple & Har Ki pauri Ms. Megha Jain Page 18 of 35

JULY 17TH TUESDAYTime Details of Lecture / Activity Faculty Dr. Kamta Prasad Sahu06:00 Fire Ceremony (Yagya) followed by Dr. Mugdha Yeolekar Practical Yoga Session Prof. Radhe Shyam09:30 Bhakti Chaturvedi11:30 Introduction of Tantra Dr. Chinmay Pandya15:00 Applied science of Yajna Faculty Prof. Karn SinghJULY 18TH WEDNESDAY Dr. Mugdha Yeolekar Dr. Chinmay PandyaTime Details of Lecture / Activity Faculty08:30 Visit of Medicinal Plants Park Mr. Prasoon Kumar09:30 Yoga and renunciation16:30 Valediction CeremonyJULY 19TH THURSDAYTime Details of Lecture / Activity08:00 Breakfast09:00 Departure for Dehradun Airport BUDDHISM – SARNATH 20th – 25th JulyJULY 20TH FRIDAYTime Details of Lecture / Activity Faculty Prof. Jampa Samten09:00 – 10:30 Life of Buddha Prof. Geshe Ngawang10:45 – 12:15 Buddhist Philosophy and Emotional Samten Intelligence Dr. Mugdha Yeolekar Dr. Tenzin Tsomo &13:30 – 15:45 Introduction to Buddhism, Life of Buddha Megha Jain16:00 – 17:30 Campus and Library TourJULY 21ST SATURDAYTime Details of Lecture / Activity Faculty Dr. Ramesh Chandra Negi07:00 – 07:30 Guided Meditation Session Prof. Lobsang Norbu Shastri Prof. Wangchuk Dorjee Negi09:00 – 10:30 Four Noble Truths Dr. Mugdha Yeolekar10:45 – 12:15 Buddhist Meditation Prof. Jampa Samten,13:30 – 14:30 Q&A with Buddhist Nun, Three gems of (Megha Jain, Lobsang Buddhism Wangdu and Tenzin Tsomo)15:00 – 19:00 Guided trip to Stupas and Temples in Sarnath Page 19 of 35

JULY 22ND SUNDAYTime Details of Lecture / Activity Faculty Dr. Ramesh Chandra Negi07:00 – 07:30 Guided Meditation Session Prof. Wangchuk Dorjee09:00 – 10:30 Two Truths in Buddhist Philosophy Negi Dr. Chime Dolkar10:45 – 12:15 Tibetan Medicine Dr. Mugdha Yeolekar13:30 – 14:30 Theravada, Mahayana, Vajrayana Dr. Tenzin Tsomo & Visit to Dasashwamedh Ghat, Ganga, Ganga15:00 – 19:00 Arti and Shops in Varanasi city Megha JainJULY 23RD MONDAYTime Details of Lecture / Activity Faculty / Remark Dr. Ramesh Chandra Negi07:00 – 07:30 Guided Meditation Session Dr. Karma Sonam Palmo08:30 – 09:30 Visit to Jeevan Jyoti School Mr. Kunga Nyingpo Mr. Kunga Nyingpo10:00 – 11:00 Tibetan Buddhist Art Ms. Megha Jain11:15 – 12:00 Visit to Fine Arts Dept. Dr. Mugdha Yeolekar13:30 – 14:30 Discussion and Feedback Faculty Ms. Megha Jain, ISJS15:00 – 19:00 Preparation for Presentations ISJSJULY 24TH TUESDAY FacultyTime Details of Lecture / Activity09:00 – 11:00 Valedictory Function and feedback19:00 – 21.30: Closing Ceremony& DinnerJULY 25TH TUESDAYTime Details of Lecture / Activity Departure for Home / Additional Trip Page 20 of 35

FEEDBACK ABOUT THE PROGRAM AT THE FOUR CENTRES: Comments by Participants (Delhi) Page 21 of 35

Overall Experience: It is difficult to put into words the appreciation I have for this opportunity. The experts are learned and esteemed, the discussions were poignant and in- depth, and the experiences with the various temples, shrines, and ascetics were invaluable to my understanding of the Jain culture and philosophy. I found everyone I spoke with to be frank and forthright, and their hospitality and sense of humor refreshing. I learned some things about Jainism from my experience with the teaching for peace program. Without that prior experience, I would have been frustrated back the lack of time spent on academic pursuits. I found value in the site visits. Dr. Jain and his family were very generous to share their home.Areas for Improvement: More personal time. Also, a tour at the beginning would be useful especially to see all of the temples and the school. I would have enjoyed a visit to the school to see how it works in India. Finally, more opportunity for philosophical discussions to process everything that we're learning within the context of the knowledge of our fellow classmates. The variety of activities and experiences provide a definitive scope of the culture in a short time period. It is unfortunate that we had so little time with some experienced (the ashram, some temples). Perhaps the day trip in Dehli could be split into two? Second, participating in rituals like the puja was very special and brought meaning to the lectures. Realizing my own learning style, it would be helpful to augment lecture power points with video, hands-on, or re-enactments to \"put a face\" on the practices before we participate in them. Finally, we are finding with our students that it is imperative to have time and opportunity to reflect and process what has been learned in the lesson. Again realizing that we are trying to stuff semesters of study into a few days, it would nonetheless be valuable to have individual time set aside for journaling, meditation upon the lesson. The discussion group time serves as a wonderful de-brief and strategy session. However, it would be advantageous to also have the time to process and plan for implementation into our own curricula. Page 22 of 35

Comments by Participants (Amritsar) Page 23 of 35

Overall Experience: Note: we did not do a home visit here. Our time in Punjab was most memorable. Our hosts were warm, gracious, and giving. The lectures were informative and on point. Experts were on hand at all times to clarify or deepen knowledge and experiences. The campus is alive with scholarly efforts. The rituals, the music, and the cultural experiences were outstanding. The Sikh tradition is strong as exemplified by people. I’m having difficulty finding words to fully capture my experience in Amritsar. First, our hosts were amazing: giving freely of their time, energy, and heart. Second, I loved the campus: there was a serenity to it that was welcoming and comforting. On an academic level, I learned more about Sikhism than I ever knew. I have a deeper understanding of, and appreciation for, the importance of the Guru Granth Saib, how it’s structured, and it’s role in the lives of the believers.Areas for Improvement: Have the introduction and history for the Sikhs first before going into the philosophical. Have at least one tour of the city to get a better feel of the place and how the Punjab is different from the rest of India, especially since it is so important to the history of the Sikhs. Wi-fi was very unreliable and connecting to family online, especially for those without cell service, was very difficult. The class evaluation forms were a pain in that certain people in control of them did not really hear what we had to say about them. They are easy to do, but remembering to bring them to class was another story, especially when the class was so far away from the dorms and there was not a easy way to go and get more. Just have them in class for us to do and return right away. This should not have been an issue. Some Indian professors make PowerPoint slides and then read those slides to us. Others make slides and then those slides serve as their inspiration to speak. This second method is a far bottom of pedagogy. (after all we can all read slides). Page 24 of 35

Comments by Participants (Haridwar) Page 25 of 35

Overall Experience: Overall, my experience was mixed. The experiential aspects (Rikikesh, Fire Ceremony, temples, ashram) were all great! Memorable and worthwhile! Prof Mugda's lectures were fantastic! She promotes critical thinking while providing great content. Prof Mugda was also essential for helping us to understand the experiential aspects of our learning, which is why we are here. The experience here was not as wonderful as Amritsar or Delhi. It was lovely to stay in a hotel, but they ruined our laundry the first night and there was no available water. Also, they charged 100 rupees every time for a soda and never had toilet paper or soap in the bathrooms. Also, the University was not very welcoming (other than the director, when he was there) but I often felt like we were an afterthought and they didn’t really know what to do with us and also heard that they cancelled several lectures. Also no available water without having to buy it on the University Campus.Areas for Improvement: With all due respect, I feel that exposure to the speakers from Sanskriti University should be reduced somewhat. Listening to a lecture without any critical thinking is not a good use of time. In my opinion, perhaps these lecture could have been given on You-Tube with subtitles, or perhaps presented in a book. You cannot interact with a You-Tube lecture (or book), and you cannot interact with a prepared (memorized, or read) lecture. Paying our respects to these speakers is important, but the time should be reallocated a bit to give Prof Mugda more time. We stayed too long in Hardwar. I would have much preferred more time in Amritsar or in Delhi. And it was frustrating that we seemed to be an afterthought for them. The shopping was not as good and it was nearly impossible to find a good restaurant here. Page 26 of 35

Comments by Participants (Sarnath) Page 27 of 35

Overall Experience: Both the vice chancellor and the professor on 20 July were excellent speakers. The contrast between the Amritsar, Haridwar and Saranath speakers is striking. The Amritsar and Saranath university settings and speakers were excellent. In my humble opinion, Haridwar was an excellent place to visit, but the host University should be reconsidered. As to housing and hospitality in Saranath, I have have absolutely no complaints. Our hosts are delightful, and the facilities are more than adequate. Although the experience will not be over for another two days--so far the experience as been very pleasant. The attitude of all the instructors have been helpful, and the information they have presented has been clear. I have enjoyed learning about Buddhism at this institute and from Mugdha and the other lectures. Also the fact that all the locations (classroom, dining hall, and bedroom) are very close together is helpful.Areas for Improvement: No doubt, it was a good experience. However, the experience could be enhanced with better coordination and organization among the people responsible for arranging this. There was a great deal of confusion and lack of communication. That could be improved. I think that 4-5 days in one place is just too long. 3 days or 4 at the most is preferable. Also, please, some protein such as eggs for breakfast would be very helpful. While I understand that ISSJS is vegetarian, as well as the majority of India. However, this trip is stressful enough without the major dietary change, which is significant for everyone. I think it’s appropriate when we are on the campus of ISSJS to be vegetarian, but after that, more effort should be made to provide food that isn’t such a shock to the system. It has been difficult on many levels.General: UF trustees also talked to all the participants, after the valedictory function at Sarnath to get feedback of the participants first hand. ISJS and LMU representatives did not attend this session. Page 28 of 35

PARTICIPANTS PRESENTATION:On July 24th, a valedictory program function was organized at CIHTS seminarHall where all the fourteen participants made very elaborate presentationsabout their experience of the program and how they will implement thisexperience in their schools in USA. The following participants made power pointpresentations also to support their comments, which are attached (at the end ofthis document) with available presentations: 1. Andrew Bridges 2. Becky Lechuga 3. Brandi Vos 4. Daniel Ostas 5. Erin Palladino 6. Lillian Armijo 7. Lynn Carey 8. Maria Volker 9. Mike Lechuga 10. Rachel Hammerlein 11. Swasti Bhattacharyya 12. Tina Zhang The following participants did not make any power point presentations but made verbal presentations only. 13. Suman Kakar 14. Chuck Hamilton (left the program in Hardwar due to sickness) Page 29 of 35

PHOTOGALLERY OF THE PROGRAM DELHIIntroduction Session at Vallabh Smarak Group Photo at Vallabh SmarakPuja at Jain Temple At Ahimsa Sthal Page 30 of 35

AmritsarAt Golden Temple At GNDUKirtan at GNDU Group Photo at GNDU Page 31 of 35

HardwarWith Dr. Chapple & Dr. Mugdha Mornign Fire Ceremony at DSVVAt Haridwar Group Photo at DSVV Page 32 of 35

SarnathParticipants with VC and Registrar of CIHTS Visiting Department at CIHTSGroup Photo with UF Trustees Certificate Distribution at CIHTS Page 33 of 35

OBSERVATIONS BY ISJSOverall the participants expressed deep satisfaction and very good experiencethat met most of their expectations as seen from their presentations andfeedback at each centre collected on a daily basis to correct issues that neededimprovement. I have been informed by Prof. Chapple that UTTI experience willbe the topic of two scholarly presentations in October, one in Florida, the otherin California.On July 24th, UF trustees interacted with ISJS and LMU representatives forevaluation and feedback for the entire program. Dr. Shugan Jain, chairmanISJS made a power point presentation on the subject and highlighted thefollowing observations: Selection of the four sites and scheduling stay thereStay in Delhi was too short. It did not provide enough time to participants torecover from jet lag and become familiar with the entire program. The shortstay did not provide time for study of Jainism and visit various religious andcultural sites in Delhi. It is suggested that the program should schedule at leasta week in Delhi to overcome the above mentioned problems as well as give themintroductory academic knowledge of one day each about the other threereligious traditions to prepare them better for the other three institutes. Selection &Training/orientation program for participating institutionsCoordinating the entire program with the three institutes took extremely largeamount of time. Still the entire program changed when the participants arrivedat each institute. Each institute tried to conduct the program accruing to theirown priorities and availability of academic resources as can be seen from theDaily Schedule given earlier. It is suggested that an orientation program of allinstitutes, via skype, should be conducted telling them academic and othersupport to be provided to them by UF and agencies (LMU and ISJS) and what isexpected from them as one of the institutes completely changed the proposedschedule. Prepare booklets on same format for each religion to serve as a guideA book Dharmik Traditions was recommended by LMU for each participant toread and become familiar with all the four Dharmik traditions before arrival inIndia. It was a very good book. ISJS distribute a book on Jainism, especiallyprepared for such overseas school teachers who are not familiar with Jainism asit covered all the aspects of Jainism in a structured manner briefly. ISJS Page 34 of 35

recommended that books on similar outlines be prepared on each of the otherthree Dharmik traditions and they should be followed by each participatinginstitution to organize their academic activities. UTTI expectations & participant’s evaluation system for admissionIt is important to spell out clearly the objective for which UTTI is established,i.e. what the participants should learn and how to gauge their learning. Thisshould become the guideline to select participants to attend the UTTI program.The profile of UTTI 2018 participants was very wide making it difficult to meeteveryone’s expectations properly. Academic content and its delivery can bebetter commented by Prof. Chapple. GratitudeISJS expresses its sincere thanks to all trustees of Uberoi Foundation torepose their trust in it and look forward to continue serving them. Without theactive involvement of some of their trustees, the program would not been sosuccessful. ISJS hopes that its services met UF expectations and it willcontinue to improve them. Page 35 of 35

INDIA:From InsightsImplementatio2018 UTTI Participant

toonts

A●●●

Andrew Bridges Claremont Graduate University, PhD Student Community College Instructor Member of Utopian Studies

Becky LMiddle School Soci - Mom o- Over 20 years tea - Warrior

Lechuga ial Studies Teacher of 4 girls aching grades 7 + 8 Goddess

SAMS★ Goal of game is to reach enlightenment★ 5 levels of lives★ Test review and ethical questioning★ Must answer questions correc to proceed to next life★ Incorporates 4 Dharmic religio

SARA Spiral Game Boardctlyons

Game Pieces (sh -E s re gDice are used to -Edetermine number of ospaces moved IF the bquestion is answeredcorrectly.

hedding of lives) Each game piece is only asimple wooden form- epresenting a soul. Nogender, race or social class. Each life is only a coveringof the soul - easily replacedby another covering or “body”

First LeveStudents get to CHOOSE which insectthey want and put that “body” on their soulgame piece; Moth, Ant, Ladybug,EarthwormDesigned to go through this level quickly,moving many spaces in a turn. Not muchcritical thinking used, only math skills.This is the largest circle of the spiral, sothey will have to move fast. This isdesigned to boost confidence and successearly.

el - Insect Example of an INSECT card: -Aodfmdbsootphvtaehectndehsuiac.mtembaendanrsdniusfqyfmeurab-eTrenearcskiete.aonthfdethe

Second Level - RStudents get to CHOOSE which reptile oramphibian they want and put that “body”on their soul game piece; snake, turtle,fish, or frog.Designed to go through with more criticalthinking skills, but mostly rotememorization. These will be typicalvocabulary words used on a test.Hopefully these questions are easy, aseven the most basic student should knowthe answers.