Introduction
Dorothy Field's The Religion of the Sikhs appeared in 1914. In the century-plus since its publication, the academic study of Sikhism has developed substantially — from early colonial-era popularisations and translations into a mature, contested, and globally active field. Understanding where Sikh Studies has gone since Field is essential for reading her book with appropriate critical distance and for appreciating which of her observations have proven durable and which have been substantially revised.
This lecture surveys the major developments in Western academic Sikh Studies from Field's time to the present, organised around three broad phases: the foundational period of translation and popular introduction (roughly 1880–1960), the academic institutionalisation period (roughly 1960–1990), and the contemporary period of critical and postcolonial Sikh Studies (1990–present). This survey is necessarily selective, but it provides the intellectual context needed to evaluate Field's contribution and its limitations.
The goal is not to dismiss Field by showing how much scholarship has advanced since 1914 — a century of scholarly development would render almost any 1914 text obsolete in some respects. The goal is to understand what questions each generation of scholars brought to the tradition, what methodological tools they employed, and how the field has responded to both internal Sikh community perspectives and broader developments in the study of religion.
Phase One: Translation, Introduction, and Apologetics (1880–1960)
The foundational period of Western Sikh Studies was dominated by two related projects: translation of Sikh scripture and popular introduction of the tradition to Western audiences. Field's book belongs squarely to this phase, as does Macauliffe's six-volume The Sikh Religion (1909), which provided the translation base that Field and many other writers drew on. Ernest Trumpp's earlier translation of the Adi Granth (1877), commissioned by the British colonial government, was the first major Western attempt at scriptural translation but was deeply flawed — Trumpp worked in isolation from Sikh scholars, misunderstood key theological concepts, and expressed contempt for what he was translating, and his work was rejected by the Sikh community as defamatory.
Macauliffe's project was explicitly a corrective to Trumpp. By working collaboratively with Sikh scholars including Bhai Kahn Singh Nabha ਭਾਈ ਕਾਨ੍ਹ ਸਿੰਘ ਨਾਭਾ and seeking community approval for his translations, Macauliffe aimed to produce a work that Sikhs themselves would recognise as accurate and respectful. His success was partial — the Sikh Educational Conference was cautious about formally endorsing his work, and subsequent scholarship has identified theological simplifications — but his six volumes remain a landmark achievement and a foundational reference.
The apologetic dimension of this phase is important. Both Macauliffe and Field were arguing, implicitly or explicitly, that Sikhism deserved Western respect and attention. For Macauliffe this had a specific political dimension: he believed the British colonial government should recognise and protect the Sikh community as a distinct and loyal ally, and his scholarship was part of that argument. For Field, writing for the Wisdom of the East series, the goal was cultural appreciation and cross-civilisational good will. Neither author was writing purely academic scholarship in the modern sense; both had audiences to persuade and arguments to make.
Other significant figures in this phase include John Malcolm, whose Sketch of the Sikhs (1812) is one of the earliest British accounts of the community, written from an administrative rather than sympathetic perspective. Joseph Davey Cunningham's A History of the Sikhs (1849) offered a more serious historical treatment but was shaped by the political context of the Anglo-Sikh Wars. These earlier works established interpretive frameworks — Sikhs as martial race, Sikhism as reformed Hinduism, the Khalsa as a specifically military institution — that Field was both drawing on and partially challenging.
Phase Two: Academic Institutionalisation and the McLeod Controversy (1960–1990)
The second phase of Western Sikh Studies is defined by the emergence of academic religious studies as a discipline and by the controversial scholarly work of W. H. McLeod ਡਬਲਯੂ ਐੱਚ ਮੈਕਲੌਡ (1932–2009), a New Zealand scholar who spent many years in Punjab and produced a body of work that remains the most discussed — and most contested — in the field's history. McLeod's Guru Nanak and the Sikh Religion (1968) applied the methods of historical-critical scholarship to the janam-sakhis and to Guru Nanak's theology, arguing that much of the hagiographic tradition could not be taken as historical fact and that Guru Nanak's theology was substantially shaped by the sant tradition.
McLeod's scholarship was rigorous by the methodological standards of academic religious studies, and it raised genuinely important historical questions. But it generated fierce controversy within the Sikh community, where many scholars and practitioners felt that applying Western historical-critical methods to sacred narratives was both methodologically inappropriate (treating religious literature as if it were secular biography) and ideologically biased (reaching conclusions that privileged Western academic frameworks over Sikh theological understanding). The debate about McLeod's work became one of the most important conversations in the field and continues to shape how Sikh Studies scholars navigate the relationship between academic method and community engagement.
This phase also saw the establishment of Sikh Studies chairs at Western universities — the first was established at the University of British Columbia in 1987 — and the development of Sikh studies as a recognised sub-field within South Asian religious studies. The growth of Sikh diaspora communities in North America, the United Kingdom, and elsewhere created both a community of Sikh scholars entering academia and a community of practitioners who were closely attentive to how their tradition was being presented in Western academic contexts.
For our purposes, the key point is that this phase raised methodological questions that Field's popular introduction format simply could not address: What counts as historical evidence about the early Gurus? How should scholars handle the relationship between hagiographic tradition and historical fact? Who has the authority to interpret Sikh scripture — the academic scholar or the practising community? These questions were invisible in 1914 but became central to the field by the 1970s.
Phase Three: Critical, Postcolonial, and Diasporic Sikh Studies (1990–Present)
The contemporary period of Sikh Studies is characterised by several major developments. Postcolonial theory, drawing on Said's Orientalism and related frameworks, has led scholars including Arvind-pal Singh Mandair, Harjot Oberoi, and Gurinder Singh Mann to examine how colonial knowledge production shaped the categories through which Sikhism was understood and how Sikh communities negotiated their identity in colonial and postcolonial contexts. Mandair's Religion and the Specter of the West argues that the very category 'religion,' applied to Sikhism, imports Western assumptions that distort the tradition's self-understanding.
Feminist Sikh Studies, associated particularly with Nikky-Guninder Kaur Singh, has recovered dimensions of Gurbani — especially the bride-bridegroom metaphor and the theology of the feminine — that earlier scholars marginalised or missed. This work has also examined the historical treatment of Sikh women, the patriarchal dimensions of colonial-era scholarship, and the ongoing tensions between Gurbani's egalitarian theology and patriarchal social practices within Sikh communities.
Diasporic Sikh Studies, drawing on the experiences of Sikh communities in North America, the United Kingdom, and elsewhere, has examined questions of identity, belonging, and representation in new cultural contexts. The visibility of the Sikh kirpan ਕਿਰਪਾਨ in Western public spaces, debates about Sikh representation in media and politics, and the challenges of transmitting Sikh identity across generations in diaspora communities have all become active areas of scholarly attention.
Field's book, read from the vantage point of this contemporary scholarship, appears as a thoughtful but thoroughly pre-critical document — sympathetic to the tradition it introduces, but unable to ask the methodological, postcolonial, or feminist questions that later scholarship would develop. This does not make it worthless; it makes it historically interesting as a document of its own moment and pedagogically useful as a starting point for understanding how Western knowledge of Sikhism was constructed and how that construction has been challenged and revised.
Key Terms
- Historical-Critical Method — a set of scholarly tools for analysing ancient texts, including examination of sources, authorship, historical context, and the distinction between historical fact and theological interpretation; applied controversially to Sikh texts by McLeod and others.
- ਡਬਲਯੂ ਐੱਚ ਮੈਕਲੌਡ (W. H. McLeod) — New Zealand scholar whose academic Sikh Studies work (1968 onward) applied historical-critical methods to Sikh texts, generating a significant and ongoing controversy about scholarly authority and community engagement.
- Postcolonial Theory — a body of critical thought examining the lasting intellectual and cultural effects of European colonialism, particularly how colonial knowledge production shaped categories of understanding that persist after formal political independence.
- Diaspora Studies — the academic study of communities living outside their traditional homelands; increasingly important for Sikh Studies given the size and influence of Sikh communities in North America, the UK, and elsewhere.
- ਕਿਰਪਾਨ (Kirpan) — the ceremonial sword worn by initiated Sikhs as one of the Panj Kakars; its presence in Western public spaces has generated legal and cultural debates about religious accommodation.
- Community Engagement — the ongoing question in Sikh Studies (and religious studies more broadly) of how academic scholarship should relate to and be accountable to the communities whose traditions it studies.
Discussion Questions
- McLeod's application of historical-critical methods to Sikh texts generated intense controversy. Do you think academic scholars have the right to apply their own methodological tools to any religious tradition? What responsibilities come with that right?
- Mandair argues that the category 'religion' imports Western assumptions that distort Sikh self-understanding. If this is true, what implications does it have for courses like this one, which presents Sikhism within a university religious studies framework?
- Field could not have asked postcolonial or feminist questions about her own work; these frameworks did not exist in 1914. Does this mean her book should be judged only by the standards of its own time, or are there things we can still hold her accountable for regardless of her historical moment?
- Diasporic Sikh communities have become major participants in Sikh Studies scholarship and in debates about how the tradition is presented. How should the relationship between diaspora community and academic scholar be structured in a field like this one?
Further Reading
Arvind-pal Singh Mandair — Religion and the Specter of the West: Sikhism, India, Postcoloniality, and the Politics of Translation
Harjot Oberoi — The Construction of Religious Boundaries: Culture, Identity, and Diversity in the Sikh Tradition
Nikky-Guninder Kaur Singh — Sikhism: An Introduction
Key Takeaways
- Western Sikh Studies has moved through three broad phases: apologetic popular introduction, academic institutionalisation with the McLeod controversy, and contemporary critical-postcolonial-feminist scholarship.
- McLeod's work raised methodological questions about the relationship between academic scholarship and community authority that remain central to the field.
- Postcolonial theory has shown how the category 'religion' and the broader framework of comparative religion import Western assumptions into the study of Sikhism.
- Field's book is most productively read as a historical document of the first phase — valuable not as a guide to contemporary Sikh Studies but as evidence of how Western knowledge of Sikhism was initially constructed.
Homework
Read the Wikipedia article on W. H. McLeod and, if possible, the first few pages of the introduction to his Guru Nanak and the Sikh Religion (available on Google Books preview). In 400 words, summarise the main controversy his work generated and reflect on where you stand on the question of whether Western academics should apply historical-critical methods to Sikh sacred texts. Draw on at least one specific point from this lesson's discussion of the methodological debate.