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Proceedings of the Tenth Seminar of the IATS 2003
Volume 7 Text Image and Song in Transdisciplinary
Dialogue Brill s Tibetan Studies Library 1st Edition
Klimburg-Salter Digital Instant Download
Author(s): Klimburg-Salter, D. (ed.), Jahoda, C. (ed.), Tropper, K. (ed.)
ISBN(s): 9789004155497, 900415549X
Edition: 1
File Details: PDF, 12.41 MB
Year: 2006
Language: english
 TEXT, IMAGE AND SONG IN
TRANSDISCIPLINARY DIALOGUE
 BRILL’S
TIBETAN STUDIES
LIBRARY
edited by

HENK BLEZER
ALEX MCKAY
CHARLES RAMBLE

VOLUME 10/7
 TEXT, IMAGE AND SONG IN
TRANSDISCIPLINARY DIALOGUE
PIATS 2003: Tibetan Studies: Proceedings of the Tenth Seminar
of the International Association for Tibetan Studies, Oxford, 2003.
Managing Editor: Charles Ramble.

EDITED BY

DEBORAH KLIMBURG-SALTER, KURT TROPPER AND

CHRISTIAN JAHODA

LEIDEN • BOSTON
2007
Cover photo: Detail of a painting, ‘Bodhisattva king’, Tabo monastery, main temple,
ambulatory, ca. 1042 (photo J. Poncar, WHAV JP01 A264a)

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ISBN-13: 978 90 04 15549 7
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 TABLE OF CONTENTS

Preface ................................................................................................ vii

ERNST STEINKELLNER—Introduction: Trans-disciplinary

Research in the Western Himalayas ................................................. 1

DEBORAH KLIMBURG-SALTER—Reflections on the

Contribution of Art History to Transdisciplinary Research in
Vienna: The Example of the Nako Sacred Compound .................... 5

VERENA WIDORN—The Documentation, Archiving and

Dissemination of Visual Resources: An Introduction to the
Western Himalaya Archive Vienna .................................................. 27

PASANG WANGDU—Ke ru lha khang: Cultural Preservation

and Interdisciplinary Research in Central Tibet ............................... 45

HORST LASIC—Fragments of pramåˆa Texts Preserved

in Tabo Monastery ............................................................................. 63

HELMUT TAUSCHER—The Rnal ’byor chen po bsgom pa’i don

Manuscript of the ‘Gondhla Kanjur’.................................................. 79

KURT TROPPER—The Historical Inscription in the Gsum

brtsegs Temple at Wanla, Ladakh .................................................... 105

RENATE PONWEISER—A Hitherto Unidentified Narrative

Composition in the Ambulatory of the Cella in the Main
Temple at Tabo (Himachal Pradesh) ................................................ 151

CHRISTIANE PAPA-KALANTARI—The Art of the Court: Some

Remarks on the Historical Stratigraphy of Eastern Iranian
Elements in Early Buddhist Painting of Alchi, Ladakh ................... 167

CHRISTIAN JAHODA—Documenting Oral Traditions:

Methodological Reflections .............................................................. 229

VERONIKA HEIN—A Preliminary Analysis of Some Songs in

Tibetan Language Recorded in Spiti and Upper Kinnaur................. 235
 PREFACE

The papers in this volume all result from fieldwork associated with
the research program conducted by the Interdisciplinary Research
Unit (Forschungsschwerpunkt = FSP) The Cultural History of the
Western Himalayas from the 10th to 14th Centuries, sponsored by the
Austrian Science Fund. The Research Unit has been directed by
Deborah Klimburg-Salter and consists of five subprojects: Coordina-
tion, Art History, Inscriptions, Codicology, and Architecture, directed
by Deborah Klimburg-Salter (the first two), Ernst Steinkellner, Helmut
Tauscher, and Holger Neuwirth respectively. The papers in this vol-
ume are related to the research activities of the first four subprojects
as well as to the Austrian Science Fund financed project Documenta-
tion of Oral Traditions in Spiti and Upper Kinnaur, directed by
Dietrich Schüller, and closely associated with the Research Unit since
its inception. The history of the Interdisciplinary Research Unit and
its expanding transdisciplinary modalities are found in the contribu-
tions of Steinkellner and Klimburg-Salter to this volume.1
While the research goals were established within the framework of
transdisciplinary research, each scholar approaches scientific prob-
lems according to the methodologies associated with their respective
disciplines: philology, philosophy, history, art history, linguistics, and
cultural anthropology. In order to facilitate the dissemination of re-
search results databases will eventually be linked to a digital ‘map’.
This is one of the long-term goals of the Research Unit and a first re-
port on this undertaking was delivered during the panel by Elisabeth
Posch. Her presentation could not be included in this volume because
the research product was not suitable for the printed media.
Articles by Steinkellner, Klimburg-Salter, Widorn, and Jahoda ex-
plicate the structure, methods, and advantages of transdisciplinary re-
search, reflecting the interactive dialogue with scholars who attended
the almost day-long session at Oxford. These articles serve as an in-
__________
1 See also n. 1, p. 1, in D. Klimburg-Salter, “Ribba, the Story of an early Bud-
dhist temple in Kinnaur”. In D. Klimburg-Salter and E. Allinger (eds) Buddhist Art
and Tibetan Patronage, Ninth to Fourteenth Centuries. PIATS 2000: Proceedings of
the Ninth Seminar of the International Association for Tibetan Studies, Leiden 2000,
vol. 7. Leiden 2002: Brill.
viii PREFACE

troduction to the examination of specific problems in different aspects

of the culture and history of the Indian Himalayas and Central Tibet.
Lasic and Tauscher discuss problems of textual genesis and trans-
mission on the basis of manuscripts discovered in Tabo (Spiti) and
Gondhla (Lahaul) respectively—a canonical pramåˆa text and a non-
canonical sËtra anthology. Pasang Wangdu, Tropper and Ponweiser
each examine a Buddhist monument from a different perspective: the
manuscript ‘library’ at Keru (TAR), the historical inscription at Wanla
(Ladakh), and the narrative painting at Tabo. Papa-Kalantari defines
the artistic representations of royal figures in the monasteries of the
period and the extended region, and Hein analyses the evidence pro-
vided by the oral traditions from Spiti and upper Kinnaur.
A basic hypothesis of the panel entitled “Transdisciplinary Research”
was that the initial phases of field research and documentation of multi-
disciplinary research teams are easily understood within the usual pa-
rameters of ‘basic’ or ‘theoretical’ research (Grundlagenforschung). In
the next analytical phases transdisciplinary methods enable more flexi-
ble interpretive models. Transdisciplinary research results provide the
additional advantage of being easily configured as ‘applied’ research
and as such adapted to a variety of programmes responding to the
needs of the communities where the research is conducted, as in the
case of Nako Monastery (Kinnaur) discussed by Klimburg-Salter.
Renate Ponweiser’s contribution was originally presented in the
panel “History, Literature, Archaeology and Art of Western Tibet and
the Western Himalaya” organised by Amy Heller. Horst Lasic deliv-
ered his paper in the panel “Philosophy” chaired by Pieter Verhagen.
As their research results derive from fieldwork conducted with the
FSP and the resources of the WHAV (see Widorn’s article in this vol-
ume), they decided to publish their contributions here.
The various spellings of many Tibetan names of places and per-
sons that can be found in both Western and Tibetan sources have not
been unified by the editors and the individual articles reflect the pref-
erences of each author. Where appropriate, the anglicised form is
followed by a transliteration of the Tibetan version or vice versa.
In order to provide the best possible reproduction of the plates, the
colour images are represented in a CD accompanying the volume.
They can also be accessed on http://www.univie.ac.at/fsp-programm.

Vienna, May 2006 D. Klimburg-Salter, K. Tropper, Ch. Jahoda

 INTRODUCTION: TRANS-DISCIPLINARY RESEARCH
IN THE WESTERN HIMALAYAS

ERNST STEINKELLNER (VIENNA)

The papers presented in this panel on ‘trans-disciplinary research’ are

meant to demonstrate the advantages of this kind of approach as in-
herent in the efforts of a group of scholars at Vienna University who
focus in their research on the cultural past of Western Tibet. The
members of this group have begun their research at different times
and for different reasons, but have recently become connected for-
mally in a common Interdisciplinary Research Unit (Forschungs-
schwerpunkt) ‘The Cultural History of the Western Himalaya’ which
is supported financially by the Austrian Science Fund.
What does ‘trans-disciplinary’ mean for us? It refers to the ideal of
looking beyond the rims of one’s own discipline, ‘discipline’ being
understood as any kind of research on a certain subject by using a
methodology—with appropriate variations—that has been developed
within this research and that is sanctified by success and tradition.
Now, if one and the same subject, or different subjects belonging
to one and the same cultural context, can be studied by different dis-
ciplines, the different methodologies of these disciplines are brought
into play. An illustrated manuscript, for example, may be studied by
a philologist concerned with the text and the ideas it contains, by an
art-historian concerned with the illustrations, a palaeographer with
the writing styles and forms, a chemist with the nature of the mate-
rial, a physical engineer with its age, and so on.
Each of us has been educated within a certain discipline. We have
learned to apply its specific methods in order to be trusted with re-
gard to our results. But whenever we make an effort to understand a
larger context, quite naturally we become trans-disciplinarians. Of
course, within our own discipline we have a primary methodological
model which we can adapt to our changing subjects, but we cannot
be so parochial as to consider this method to be the only one able to
produce reliable results and to not introduce notions and results into
our work that we would not have been able to come up with using
2 ERNST STEINKELLNER

only our primary method. This, in my eyes, is a ‘trans-disciplinary’

attitude which can always be chosen by anybody, but is more easily
developed in larger groups of researchers interested in the same sub-
ject from different angles. This is what is happening in Vienna.
It is also evident, however, that this sort of trans-disciplinary atti-
tude does not constitute a methodology of its own; no meta-method,
so to speak, has been developed beyond the methods of the partici-
pating disciplines. Still, its results are more than the mere sum of the
individual results. This is due to the dialectical movement which
starts as soon as one looks at and makes use of somebody else’s
questions, or their progress and results.
Why then is it important, if there is nothing unusual about trans-
disciplinary studies, to stress this point? A number of answers are
possible. Yet, without trying to be blunt, my first answer is that a
main reason is socio-political.
Many of the social institutions that finance research today no
longer trust the traditional disciplines to be able to develop new ‘use-
ful’ approaches from within their own theoretical set-up. Although in
fact, e.g., no philology would be worth its name if it didn’t include a
consideration of the context of its texts, present-day societies con-
tinue to ask for new programmes, mostly under the influence of theo-
ries from Social Anthropology, with the aim of transforming tradi-
tional disciplines into more up-to-date Cultural Studies. True philol-
ogy in general, of course, has no need of such pressures. Particularly
within Tibetan Philology and Tibetan Social Anthropology it has al-
ways been clear, and has to a large extent been accommodated, that
texts, written or oral, have functions, on the one hand, and that many
social phenomena in Tibet have texts, on the other. Nevertheless, it
seems necessary nowadays, as a measure of research-propelling wis-
dom, to inform the institutions providing financial backing that we
are not incarcerating our searching minds into methodological pris-
ons, but are open for trans- or multi-disciplinary approaches.
If this first answer had given the impression of being tinged by
slightly cynical despair, that was not my intention. I would rather de-
fend the necessity of our societies’ steering the research they are
paying for. What I object to is that when this is done only in general-
ising or simplistic ways, or by changing merely the labels, or, in par-
ticular, by devaluing the specific methods developed within the dis-
ciplines for their specific objects.
 TRANS-DISCIPLINARY RESEARCH 3

My second answer is based on the practical results of such a trans-

disciplinary approach in research. This is, in fact, not only the more
important reason, but it is also a good and worthy one.
The research that has been conducted in Tabo, Spiti (Himachal
Pradesh) by cooperating international groups of historians, art-histo-
rians, architects, socio-anthropologists, and philologists has not only
motivated the locals, the monks of the thriving monastery and the
villagers, to strengthen their already quite strong consciousness and
feeling of responsibility for the cultural treasure in their midst, but
has also made the Indian government and the world more aware of
the uniqueness of this cultural complex. The effects of the consider-
able research work invested in the Tabo complex have also clearly
been felt at the economic level by the villagers. In these individual
research efforts, Tabo is valued as a case in which the roughly thou-
sand-year-old contexts can still be traced and identified from what
remains today, can be related to information attained through differ-
ent approaches, and finally interpreted as a living whole, in which all
the individual facts, data, and documents receive their meaning from
a real or at least hypothetical understanding of their actual social
functions. This enterprise in Tabo is still going on, of course, with
matters of monument preservation in the hands of the Indian gov-
ernment (Archaeological Survey of India).
This is not the case in Nako, Kinnaur (Himachal Pradesh). Nako is
not among the monuments protected and maintained by the Ar-
chaeological Survey of India. However, its four twelfth-century tem-
ples are the focus of the ‘Nako Research and Preservation Project’, a
sub-unit of the Interdisciplinary Research Unit mentioned above.
Two of these temples still contain wall paintings and sculptures from
their original building period. But earthquakes, roof and water dam-
age seriously threaten the fragile remains. The villagers’ attempts to
repair the damage proved futile. Thus the art historians who studied
these temples have joined forces with Indian architects and conser-
vation specialists in London, New Delhi, and Vienna. On the basis of
the site documentation, tests and analyses, as well as the study of the
chronology of the decoration, methods and a plan of preservation can
now be implemented in the Nako conservation-cum-restoration pro-
gramme.
Without trans-disciplinary communication this work of saving the
temples of Nako would not have come about. But what is ‘trans-dis-
4 ERNST STEINKELLNER

ciplinary’ in the real sense of the word, going beyond all the aca-
demic disciplines involved so far, is the fact that the specialists who
are involved are continuously engaged with the local community and
the Buddhist community organisations. They aim at not only incor-
porating the still-available local expertise and other local capacities
into the work process, but also at finding simple and mutual solutions
for problems as they arise. In this way the population of Nako can
easily realise their own intentions and hopes for the spiritual centre
with the best modern methods offered them by these foreigners. The
enterprise began as art-historical research, extended to other disci-
plines, and now assumes the character of ‘translational’ research in
its worthy final move to bring the results to an overall beneficial
practical fruition.
 REFLECTIONS ON THE CONTRIBUTION OF ART HISTORY
TO TRANSDISCIPLINARY RESEARCH IN VIENNA:
THE EXAMPLE OF THE NAKO SACRED COMPOUND

DEBORAH KLIMBURG-SALTER (VIENNA)

INTRODUCTION

From the outset there was a recognition that all participating scholars
shared a common interest in Tibetan and Indo-Tibetan culture—and
used compatible methodologies in our respective disciplines. Each
scholar worked with documents of various kinds—literary, visual,
oral, material—as the primary object of study. And each of us used in
the first instance a comparative and analytical approach to the docu-
ment which emphasised a careful analysis of the constituent parts in
order to approach a more precise understanding of the original—an
essentially analogous method is called by the philologists a text criti-
cal method. In most instances there followed a second phase in the
study—an attempt to achieve a synthesis of the results of a multi-fac-
eted inquiry—in order to understand the meaning and function of the
document. An essential motivation for the research unit was the
common interest in defining a larger cultural historical context for
our individual enquiries.
The most noteworthy result of this transdisciplinary method was
the study of Tabo monastery in the 10th/11th centuries. Prior to the be-
ginning of this research by scholars of the Vienna team in collabora-
tion with Italian scholars at IsMEO (now IsIAO), the monastery had
been scarcely studied (Tucci 1935, Klimburg-Salter 1982). The five
areas of research—art history, history, codicology, wall inscriptions,
Buddhist studies—developed over the years into the projects which
became the Interdisciplinary Research Unit. The scientific monographs
(East and West 1994, vol. 44/1) made possible the first steps towards
a more synthetic cultural history based largely on the art historical
evidence and aimed at the general public (Klimburg-Salter 1997).
This more popular book was published together with two scientific
6 DEBORAH KLIMBURG-SALTER

studies on the wall inscriptions (Petech and Luczanits 1999) and Pil-
grimage of Sudhana (Steinkellner 1995, 1996), one of the three nar-
rative cycles represented in the Assembly Hall. Further studies were
published three years later in Tabo Studies II (Scherrer-Schaub and
Steinkellner 1999a).
The intention of the Interdisciplinary Research Unit has been to
continue this collaborative research but in a more structured scientific
environment. The first challenge was to find an appropriate focus for
our inquiry. The spatial and geographic focus had to be large enough
to allow for an adequate volume of primary research material, but nar-
row enough to permit a meaningful synthesis of the results. And of
course, there had to be important documents available for all research
interests. It was also logical that we exploit the experiences and re-
sults of the previous years’ fieldwork. We thus decided to remain in
the Western Himalayan region during the 9th to 14th centuries. Within
this contiguous zone, smaller regions were identified of which two
regions along the Indian side of the Indo-Tibetan border were par-
ticularly important: Cog la, the ancient name for the region around
Tabo (for the discussion of this region see references in Klimburg-
Salter 1997: 276), and the neighbouring region in the lower Spiti and
upper Kinnaur districts, Himachal Pradesh, India (roughly speaking
this area extends from Lari in Spiti Valley, the south-eastern most
village in Cog la, to Pooh [ancient Spu] in Kinnaur). According to
the literary sources and the archaeological/art historical remains,
there was an exceptionally large number of temples and monasteries
founded during the ‘Second Diffusion of Buddhism’ throughout the
latter region. Of these, the most important surviving Buddhist com-
plex, with its original decoration intact is located in the village of Nako
in Kinnaur.
Thus, once again, a physical monument was to serve as the focus
of our research. But in contrast to Tabo, the Nako temples, despite
their large size and the high quality of the artistic decoration, had not
yet been identified in any literary source. In addition, the inscriptions
in the temple could not yet be read due to their much ruined condi-
tion. Thus, the largest body of primary evidence for the cultural history
of the region was, again, the art historical record and thus, the im-
portant role of the art historians (Steinkellner this volume). Although
Nako lacked also the largely historical inscriptions and name cap-
tions found in Tabo we were able to expand our evidence for the
 TRANSDISCIPLINARY RESEARCH 7

history of the Sacred Compound from a new vantage point—conser-

vation research (see below).
Recently the art history monographs published by this research
group (e.g. Klimburg-Salter and Allinger 2002) have been described
as constituting ‘A Vienna School’ of Tibetan art history.1 It is inter-
esting therefore to begin to try to define the method employed and to
determine if this ‘non-European art history’2 can be seen as a descen-
dent of the scientific traditions identified with the well known ‘Vienna
School of art history’ until now considered only in a euro-centric
context. A second, related question is to what degree the scholarly
work of the present group of art historians is a product of a specific
Vienna academic climate.
The team of art historians participating in the Interdisciplinary Re-
search Unit (FSP = Forschungsschwerpunkt) financed by the Aus-
trian Science Fund that I direct, works primarily on the art of the
Western Himalayan regions, most particularly but not exclusively on
Buddhist art. Thanks to their generous and long term financing,
which began in 1986, all art historians could work exclusively from
originals by virtue of being able to conduct extensive fieldwork, of-
ten long and complicated in nature. One of the functions of this
fieldwork is to document the material culture. This documentation
could be identified and scientifically archived in the Western Hima-
laya Archive Vienna (WHAV) so that now a statistically large body
of primary visual documentation exists as the basis for primary re-
search ‘Grundlagenforschung’ (Widorn this volume).3 Until now,
each of the many art historical monographs have centered on an art
object, or group of objects—a temple, sculptures, wall paintings, or
__________
1 As almost all the monuments discussed are actually in India I would prefer a
larger designation Indo-Tibetan and Tibetan.
2 This term is a direct translation of ‘Außereuropäische Kunstgeschichte’, the
Austrian name for the field as it is established in the Institute of Art History, Univer-
sity of Vienna. I have retained this term for the purposes of this article, although I do
not agree with the euro-centric viewpoint. However, nothing better represents the di-
chotomy between Europe and the rest of the world in the Institute of Art History.
3 It is no exaggeration to say that the financing from the Austrian Science Fund
created the field of art historical study on South Asia and Tibet at the University of
Vienna. The large and scientifically archived WHAV, also funded completely by the
Austrian Science Fund ensures the primary research materials for future generations,
despite the precarious future of these ancient monuments.
8 DEBORAH KLIMBURG-SALTER

miniature paintings. Topics of inquiry have ranged from mural

paintings (Klimburg-Salter 1997) to sculptures in clay (Luczanits
2004) or wood (Widorn 2001, forthcoming), textile arts (Klimburg-
Salter 1996b, Wandl 1997, 1999a, 1999b) and motifs as a platform
for broader discussions on the meaning of ornament (Papa-Kalantari
2000, 2002). Manuscript illustration, a surprisingly little studied as-
pect of Tibetan and Indo-Tibetan art, is a major concern in Vienna
(Klimburg-Salter 1994b, Allinger 2001). The codicological methods
developed by Scherrer-Schaub (1999) have proved particularly im-
portant in the development of a methodology for the study of Sanskrit
and Tibetan manuscripts of the 11th-12th centuries. A comparative
formalist method is the primary analytical tool which then allows
larger questions to be approached within a chronological and histori-
cal context. This method has proved reliable for the Indo-Tibetan
monuments such as Nako and Tabo because of a relatively clear un-
derstanding of the chronological development of Indian Buddhist art.
For the later periods of Tibetan art however after the ca. 15th century,
the use of comparative stylistic analysis to determine chronology be-
comes more complicated (Klimburg-Salter 2000). Recently the de-
scriptive and analytical parameters could be expanded through the
addition of conservation research—technical studies. Thanks to the
methodological discussions introduced by Bacher (1989, 1999, NRPP
Report 2004) translational research led to a comprehensive plan for
the preservation of the Nako sacred complex.4

THE VIENNA SCHOOL OF ART HISTORY

The Vienna School of art history is such an important topic within

the historiography of the field that it would be hopeless to attempt
even a sample bibliography here. Rather the reader is referred to the
historical review by Hans Aurenhammer (2002, 2005), to the website
of the Institute of Art History, University of Vienna, and to the recent
publication of a special issue of ‘Wiener Jahrbuch für Kunstge-

__________
4 The Nako Research and Preservation Program is part of the Research Unit but
until now largely financed by the World Monument Fund under a Wilson Challenge
Grant and contributions from the Shelley and Donald Rubin Foundation.
 TRANSDISCIPLINARY RESEARCH 9

schichte’ (Wiener Schule 2005), and other introductions (e.g. Wood

2000). Here I present merely reflections on the question of a distinc-
tive ‘non-European art history’ and the question of its Viennese roots.
Only time will tell if the work of the Vienna team remains only a
footnote or is deemed worthy of a more rigorous examination.
The present discussion will first present a very limited and super-
ficial review of the ‘non-European art history’ at the University of
Vienna, especially South Asian Art History. I will consider only one
example, Stella Kramrisch, whose work reflected the ideas of the
Vienna School of the early 20th century.
A relatively new discipline emerging in the 19th century, the his-
tory of art was in essence euro-centric. At the beginning of the 21st
century, as a result of the plurality of approaches that now character-
ize the art historical discipline, the permitted subjects of art historical
inquiry have expanded to include the visual culture of the entire globe
from the beginning of history to the present. At the beginning of the
20th century, the middle point of this short historiographic narrative,
stands Strzygowski (1862–1941; Prof. from 1909–1933) and his rather
particular view of a kind of Euro-Asian diffusionist art history. Prior
to WWII Strzygowski was the internationally best known Austrian
art historian. However, he energetically opposed the ‘Vienna School of
art history’ as represented by Schlosser and Dvorak and in contrast is
far less important in the 21st century (Aurenhammer 2002). Despite
Strzygowski’s polemical style and the racist overtones of his wide-
ranging theories he did broaden the horizon of the Vienna art history
tradition (ibid.). Sixty-two years after Strzygowski’s ‘Lehrkanzel’
(Academic Chair) was abolished—the chair of ‘non-European art his-
tory’, Außereuropäische Kunstgeschichte, was established at the Insti-
tute for Art History in 1996. Since that time the present writer is Pro-
fessor of ‘non-European’ Art History. Although Strzygowski’s pas-
sionately argued theories exerted significant influence on his con-
temporaries, it was the second generation of Viennese historians of
Islamic and Asian art, who produced the first fundamental studies in
their respective areas of specialisation and their work reflects in most
instances the theories of other influential Austrian and German art
historians of the early 20th century, specifically Riegl (1858–1905),
Dvorak (1874–1921) and the Hungarian Antal (1887–1954).
As can be seen from the work of Stella Kramrisch (1896–1993), the
first to dedicate her studies to the art of South Asia, an art-historical
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 Geology - Revision Notes
Third 2024 - Faculty

Prepared by: Instructor Williams

Date: August 12, 2025

Section 1: Current trends and future directions

Learning Objective 1: Comparative analysis and synthesis
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 2: Research findings and conclusions
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 3: Problem-solving strategies and techniques
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 4: Assessment criteria and rubrics
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Learning Objective 5: Fundamental concepts and principles
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 5: Diagram/Chart/Graph]
Important: Study tips and learning strategies
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Key terms and definitions
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 7: Problem-solving strategies and techniques
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 8: Research findings and conclusions
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 9: Key terms and definitions
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Lesson 2: Key terms and definitions
Definition: Ethical considerations and implications
• Theoretical framework and methodology
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 11: Diagram/Chart/Graph]
Practice Problem 11: Literature review and discussion
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Problem-solving strategies and techniques
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Study tips and learning strategies
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Definition: Fundamental concepts and principles
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Key Concept: Learning outcomes and objectives
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Literature review and discussion
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 17: Assessment criteria and rubrics
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Note: Research findings and conclusions
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 19: Diagram/Chart/Graph]
Example 19: Statistical analysis and interpretation
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
[Figure 20: Diagram/Chart/Graph]
Module 3: Study tips and learning strategies
Practice Problem 20: Learning outcomes and objectives
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 21: Problem-solving strategies and techniques
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Practical applications and examples
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Case studies and real-world applications
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Practical applications and examples
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Remember: Ethical considerations and implications
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Comparative analysis and synthesis
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Key Concept: Practical applications and examples
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Critical analysis and evaluation
• Interdisciplinary approaches
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Note: Historical development and evolution
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Section 4: Best practices and recommendations
Note: Statistical analysis and interpretation
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 31: Current trends and future directions
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 32: Diagram/Chart/Graph]
Important: Critical analysis and evaluation
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Interdisciplinary approaches
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Learning outcomes and objectives
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 35: Case studies and real-world applications
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Example 36: Fundamental concepts and principles
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Study tips and learning strategies
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Important: Practical applications and examples
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 39: Learning outcomes and objectives
• Learning outcomes and objectives
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 40: Diagram/Chart/Graph]
Review 5: Research findings and conclusions
Definition: Study tips and learning strategies
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Interdisciplinary approaches
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 42: Critical analysis and evaluation
• Experimental procedures and results
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Literature review and discussion
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Interdisciplinary approaches
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 45: Case studies and real-world applications
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Practice Problem 46: Interdisciplinary approaches
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Research findings and conclusions
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Practice Problem 48: Study tips and learning strategies
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Theoretical framework and methodology
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Abstract 6: Theoretical framework and methodology
Note: Case studies and real-world applications
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 51: Problem-solving strategies and techniques
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Key Concept: Interdisciplinary approaches
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
[Figure 53: Diagram/Chart/Graph]
Key Concept: Research findings and conclusions
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Current trends and future directions
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Practical applications and examples
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 56: Diagram/Chart/Graph]
Key Concept: Key terms and definitions
• Best practices and recommendations
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
[Figure 57: Diagram/Chart/Graph]
Practice Problem 57: Statistical analysis and interpretation
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 58: Diagram/Chart/Graph]
Note: Case studies and real-world applications
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Example 59: Study tips and learning strategies
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Part 7: Assessment criteria and rubrics
Key Concept: Practical applications and examples
• Historical development and evolution
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Definition: Problem-solving strategies and techniques
• Comparative analysis and synthesis
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Remember: Learning outcomes and objectives
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Formula: [Mathematical expression or equation]
Definition: Case studies and real-world applications
• Fundamental concepts and principles
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 64: Study tips and learning strategies
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 65: Fundamental concepts and principles
• Research findings and conclusions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Definition: Current trends and future directions
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Important: Current trends and future directions
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 68: Diagram/Chart/Graph]
Example 68: Research findings and conclusions
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
Practice Problem 69: Historical development and evolution
• Practical applications and examples
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Discussion 8: Statistical analysis and interpretation
Example 70: Problem-solving strategies and techniques
• Critical analysis and evaluation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 71: Diagram/Chart/Graph]
Definition: Current trends and future directions
• Assessment criteria and rubrics
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
[Figure 72: Diagram/Chart/Graph]
Practice Problem 72: Current trends and future directions
• Literature review and discussion
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Experimental procedures and results
• Study tips and learning strategies
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
Example 74: Ethical considerations and implications
• Case studies and real-world applications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Key Concept: Historical development and evolution
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Important: Comparative analysis and synthesis
• Ethical considerations and implications
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Note: Key terms and definitions
• Problem-solving strategies and techniques
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Example 78: Historical development and evolution
• Current trends and future directions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Remember: Assessment criteria and rubrics
• Statistical analysis and interpretation
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
Formula: [Mathematical expression or equation]
References 9: Fundamental concepts and principles
Key Concept: Fundamental concepts and principles
• Key terms and definitions
- Sub-point: Additional details and explanations
- Example: Practical application scenario
- Note: Important consideration
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