330 Carpenter Hall
Associate Professor of Religion
- Japanese Studies
- East Asian Studies
- Women's, Gender, Sexuality Studies
- Chinese Studies
- Th.D., Harvard University, Divinity School
- M.T.S., Harvard University, Divinity School
- B.A., College of St. Catherine
“REL 172 Buddhist Traditions”: In this course, following the Buddha’s example and guided mostly by contemporary masters, we inquire into our own minds and the construction of self and reality while learning the fundamentals of the three main schools of Buddhism.
“REL 171 Sacred Traditions of India”: In this course, by means of readings, videos, and films, we explore four dominant communities of religious belief and practice in contemporary India: Hindus, Jains, Sikhs, and Tibetan Buddhists. We read portions of India’s profound visionary works—the Rig Veda, the Upanishads, and the Bhagavad Gita—and then explore living religion in India today as ancient traditions interact with rapid social and economic change.
“Religion and Psychology: Mapping Selves”: In this interdisciplinary, student-driven experimental course we engage and bring into relationship multiple current models for understanding self in the world: neuroscience, ecopsychology, cognitive sociology, existential psychology, and Eastern and Western religious constructions of soul and consciousness. For each model, we create a map in our preferred medium: e.g., language, painting, sculpture, photography. The final product is a portfolio of maps accompanied by reflection upon their connections (or not) with one another. An evitable correlate of our map-making is inquiry into the nature of authentic knowing, and the kinds of knowledge that count and do not count in the dominant knowledge-communities we inhabit.
Lyn Miller’s courses, research, and personal practices all reflect her commitment to contemplation and mindfulness. That interest has taken her on pilgrimages to Japan, where she later led a May Term trip‚ and on faculty trips to India and China. Most recently she is exploring mindful learning in a student-faculty research project. The group’s goal is to develop and recommend methods Earlham can use to enhance students’ self-awareness, resilience, fearless inquiry, and skillful action in the world.
“Nothing is unrelated to my scholarship,” Lyn says. “It might be interesting to note that over the years I’ve lived in a women’s collective, a Catholic convent, and a Zen Center, and underwent dream analysis in the Archetypal Psychology tradition of James Hillman. I really only learn by immersion!”
American Academy of Religion
Association for Contemplative Mind in Higher Education