7.4: At the End of Class . . .
- Page ID
- 170747
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Figure \(7.4.1\) Pyramid of the Sun at Teotihuacan, Near Mexico City, 150-225 AD.
To emphasize the similar aspects of these spaces, discuss some of the following questions. Several of these questions directly address the themes introduced at the beginning of the lecture and initiate comparisons between the architectural works above:
- How do pilgrims or visitors to these sites experience the space? It what ways are they guided in their religious practice by the architectural design?
- How are images or relics of gods and goddesses incorporated into each of these sacred spaces? Were the wishes of a spiritual being considered in the making of any of these artworks?
- Consider the involvement of rulers in the development of sacred spaces. Discuss the motivations for a ruler to spend their wealth and power on the building and enhancement of sacred spaces.
- How is each sacred space designed to harmonize with nature? Consider any correspondences with the cardinal directions and the sites relationship to the heavens, including the sun.
- How is symbolism used within each of these structures? Consider geometry and important objects. From 1801-1805, the Parthenon Marbles were taken to London by British Ambassador Lord Elgin, who was given permission by the Turks then in control of Athens. Controversy exists today regarding whether these marbles, which still remain in England—should they be returned to Greece? Share this with your students and have them consider whether objects lose some of their meaning when removed from the sacred space for which they were made.
- Compare aspects of two or more sacred spaces that were not made for the same religion/s. For example, at the Parthenon, Chartres, and Ise, the female that was worshipped requested a building or rebuilding of a sacred space at that specific site. Compare each story, consider the similarities and differences, and why such stories are common in the building of sacred spaces.
In addition, students could imagine and discuss the design of a universal sacred space, or a space in which people of more than one belief system could practice their religion or spiritual practice. As students consider this exercise, many will find this an impossible challenge. Based on the information they have gathered on these sacred spaces, have them explain why. Most students will realize that the greatest challenge derives from the need for worship of a single god in many religions. Therefore, many of the solutions students suggest will be either a space that is somewhat like a flower, wherein each petal is a private space for each religion, or instead, a more neutral building that is very much integrated with nature with few references to specific religious symbols or relics.