CC 325CX / THEO 330MX:
Children, Community, and Faith: Jewish, Christian, and Muslim Perspectives
Fall 2006 Tuesday, Thursday 11:50 am to 1:05 pm
Mueller Hall, Room 112
Marcia Bunge, Ph.D.
Professor of Humanities and Theology
Director, The Child in Religion and Ethics Project
Office: Mueller 118
Phone: 464-6966 (Office)
email:
Office Hours: Please see hours posted on the door of Mueller 118.
Please feel free to schedule appointments outside office hours!
COURSE DESCRIPTION:
The aim of this course is to explore religious perspectives on children and our obligations to them. The course first examines some of the challenges facing children and families today, and then explores Jewish, Christian, and Muslim perspectives on some of the following fundamental questions: How do these faith traditions define “the child”? How do they view the obligations of parents, religious communities, and the state to children, especially those in need? What kinds of attitudes, beliefs, and practices are emphasized within these religious traditions for nurturing the moral and spiritual lives of children? What can the three Abrahamic religions learn from one another about children, their moral and spiritual formation, and our obligations to them?
Participants in the course will read and discuss selected texts by Jewish, Christian, and Muslim theologians and ethicists as well as by biblical scholars on these and other related questions. They will also carry out a research project on a topic of their choice. Requirements include active participation in class discussion; two short papers on common reading assignments (4-5 pages each); and a final research paper (10 pages). The course is being developed in relationship to the instructor’s grant-funded project on “The Child in Religion and Ethics,” and students will be invited to participate in a few aspects of this project, to evaluate various articles written by scholars for the project’s publications, and to meet some of its contributors and consultants.
This course will be of special interest to those students interested in marriage and the family; childhood studies; the moral and spiritual development of children; theological and ethical perspectives on children; youth and family ministry; and interfaith dialogue.
AIMS OF THE COURSE:
1) Examine challenges facing children today.
2) Explore religious perspectives on children and our obligations to them.
3) Explore your own understanding of children and your commitment to them.
4) Learn more about interfaith dialogue and your own religious convictions.
5) Strengthen your research skills in the areas of religious studies and theology.
REQUIRED READING:
BOOKS AND JOURNALS:
1. Journal: Conservative Judaism 53.4 (2001). Hand out.
2. Selected Articles from: Fernea, Elizabeth, ed. Children in the Muslim Middle East. University of Texas Press, 1995.
a. “Childhood in the Muslim Middle East,” pp. 3-17;
b. “Code of Children’s Rights” by Daghri, pp. 30-42;
c. “Teach Your Children” by Yamani, pp. 118-123.
d. Davis and Davis in “Love Conquers All?,” pp. 93-108
e. Elahi on “Child Soldier,” pp. 367-374 Bunge, Marcia, ed.
3. Bunge, Marcia, ed. The Child in Christian Thought. Eerdmans, 2001.
4. Ruthven, Malise. Islam: A Very Short Introduction. Oxford.
5. Dorff, Elliot. Love Your Neighbor and Yourself. Jewish Publishing Society of America.
6. Solomon, Norman. Judaism: A Very Short Introduction. Oxford, 2000.
7. Haugen, Gary. The Good News about Injustice. InterVarsity Press, 2002.
8. Wangerin, Walter Jr. Swallowing the Gold Stone. Gift to you!
HANDOUTS:
1. Bunge, Marcia J. The Project on Childhood Studies, Theology, and Ethics. 2003 (handout).
2. Draft of JR Article by Bunge, “The Child, Religion, and the Academy”
3. Articles for biblical book
4. Safi introduction in Progressive Muslims (handout)
5. Articles by Hermansen and Kugle in Progressive Muslims
6. Drafts of Articles for the Project
ONLINE REQUIRED READING:
1. Children’s Defense Fund: Childrensdefense.org
2. UNICEF: Unicef.org
3. Convention on the Rights of the Child: Can be found: http://www.hrweb.org/legal/child.html or http://www.unicef.org/crc/crc.htm
OUTLINE OF THE COURSE
INTRODUCTION
August 22: Tuesday Introductions (course, the project, each other, your concerns about
children, challenges facing children today, reflections on your own moral
and spiritual development, contemporary attitudes toward children)
PICK: Topic for reports on Thursday
August 24: Thursday DUE: Reports on challenges facing children today (prepare a 2 minute oral presentation and 1 page handout for the class)
READ:
· Draft of JR Article (handout) on “The Child, Religion, and the Academy”
· SKIM: Grant proposal (handout)
BRIEFLY REVIEW OVERALL SITUATION OF CHILDREN AND LINKS:
· “Children’s Defense Fund”: Childrensdefense.org
· UNICEF: Unicef.org
BRING:
· 17 copies of your 1 page handout for the class that you used as the basis for your oral report.
ONE PAGE HANDOUT should include 4 parts:
1. Your name.
2. Brief (1-2 paragraphs) description of the problem in this country, another country, or globally. (Address issues, such as: what is the problem; how many children it affects--in this country, another country or around the work; countries in which this problem is particularly serious; possible sources of the problem; how it is being addressed; some of the organizations addressing it in creative ways.)
3. List of best links; best sources of information about this issue on the web.
4. Questions or concerns this issue raises for you.
NOTE (to avoid frustration): If you had trouble finding information on the
topic you picked, then you can report on another challenge facing children.
BE PREPARED:
Please be prepared to speak in an informed way on one topic.
BIBLICAL TEXTS
August 29 Tuesday Discussion of selected biblical texts on children and childhood
READ:
· Old Testament passages listed on handout
· Handout of articles by Brueggemann; Brown
BRING:
· Bible
· Two questions for discussion (written ahead)
August 31: Thursday Continued discussion of biblical texts
READ:
· New Testament passages listed on handout
· Gundry Volf chapter on the New Testament (from The
Child in Christian Thought); handout of additional articles
BRING:
· Bible
· Two questions for discussion (written ahead)
JUDAISM
September 5: Tuesday READ: Judaism Book (entire book)
SEE AND DISCUSS: Short film
RECEIVE:
· Handout from The Chicago Manual of Style
· Biblical, Jewish, Christian, and Muslim bibliographies
· Dorff’s essay and Sasso’s essay
September 7: Thursday READ: Dorff Book: Chapter 1, pp. 1-32; chapters 3 and 4, pp. 73-154.
(Chapters on “Ethics,” My Beloved,” and “Parents and Children”)
September 12: Tuesday READ: Dorff handout for Sept. 17 meeting
VISIT to the Library for the Religion Index
DURING CLASS: Discussion of Dorff and Bibliography Work
1) Add at least 3 new entries to the Biblical, Jewish, Christian, and Muslim biographies each (12 total).
2) Make corrections on your assigned page of the bibliographies according to The Chicago Manual of Style; submit to the professor (can be handwritten corrections on the bibliography); please add what subjects you searched in the Religion Index.
September 14: Thursday READ:
1) Sasso on Jewish Theology of Childhood, (from Conservative
Judaism, pp. 9-19)
2) Handout of Essay by Sasso for Sept. 17 meeting.
3) Stone on Child’s Garden of Theology and Response by Sasso
(from Conservative Judaism, pp. 85-90)
September 19: Tuesday READ:
1) Kraemer on Bar Mitzvah
2) Grant and Robins on Judaic Enrichment
3) Leibowitz on education of Jewish Babylonian children
(All 3 in Conservative Judaism, pp. 3-8, 44-68)
September 21: Thursday DUE: Short Paper #1
CHRISTIANITY
September 26: Tuesday READ:
· Introduction to The Child in Christian Thought (pp. 1-27)
· Stortz on Augustine (in The Child in Christian Thought)
September 28: Thursday READ:
· Strohl on Luther
· Bunge on Francke
(both from The Child in Christian Thought)
October 3: Tuesday READ:
· Pitkin on Calvin
· DeVries on Schleiermacher
(both from The Child in Christian Thought)
RECEIVE: Handouts from Progressive Muslims
ISLAM
October 5: Thursday READ: Islam by Elias (entire book); short film and discussion
October 10: Tuesday READ:
· Selections from the Muslim Reader; introduction by Fernea on
“Childhood in the Muslim Middle East,” pp. 3-17;
“Code of Children’s Rights” by Daghri, pp. 30-42;
“Teach Your Children” by Yamani, pp. 118-123.
· Safi introduction in Progressive Muslims (handout)
October 12: Thursday NO CLASS; FALL BREAK!
October 17: Tuesday READ: WANGERIN Selections from Swallwing the Gold Stone;
Consideration of the Role of Story in the Moral and Spiritual Formation of Children
· Branta and the Golden Stone, and The Writing of Branta; Pp. 31-55
· To Weave a World, Pp. 78-89
RECEIVE:
· More detailed handout on the research paper
· Muslim chapters for the volume.
TUESDAY, October 17:
5-6:30 p.m.
Dinner Included!
**SPECIAL LECUTRE BY WALTER WANGERIN, Jr.
** You are required to attend.
October 19: Thursday READ:
Selections from the Muslim Reader;
a. Elahi on “Child Soldier,” pp. 367-374
b. Davis and Davis in “Love Conquers All?,” pp. 93-108
Articles by Hermansen and Kugle in Progressive Muslims
(handouts regarding gender and sexuality)
October 24: Tuesday READ:
Muslim chapters for the volume (handout): Moosa, Esack
BEGINNING OF RESEARCH PAPERS (CHOOSE TOPIC/ORDER RESOURCES)
October 26: Thursday DUE: Topic, Specific Questions, and
Initial Resources for Research Paper (typed; about 2 pages)
BE PREPARED: To discuss research topic with the class.
MEET IN THE LIBRARY (room will be announced); we will keep working on your resources.
ORDER ANY ILL YOU WILL NEED!
October 31: Tuesday DUE: Paper #2
CLASS: Films on Children’s Rights; International Justice Mission;
Compassion International
CHILDREN’S RIGHTS AND SHAPING THE DIRECTION OF YOUR RESEARCH PAPERS
November 2: Thursday READ:
The Good News About Injustice by Gary Haugen (entire book)
November 7: Tuesday Religious Perspectives on Children’s Rights
READ:
· Convention on the Rights of the Child (online)
· Selections from Honouring Children
PREPARE: Research paper; start shaping a topic outline
November 9: Thursday READ:
· Handouts from the AAR panel on Children’s Rights
· Drinan Handout on Children’s Rights
November 14: Tuesday DUE: Revised version of topic; questions; resources (with indication
on each resource whether or not you have it in hand or ordered it via
interlibrary loan). 3-4 pages typed.
CLASS: Student Reports for Research Paper and shaping of idea outline
ALL BOOKS AND ARTICLES YOU NEED MUST BE FOUND OR ORDERED NOW!!!
Start writing 15 minutes a day on your paper. Brainstorm; start some ideas.
November 16: Thursday Consultations on the Research Papers
DUE: Topic outline of your paper
November 18-26: AAR, Thanksgiving Break, Ethiopia!
STUDENT RESEARCH PRESENTATIONS
November 28: Tuesday Student Presentations on Research Papers (to include thesis, idea outline)
DUE: Abstract for NCUR if writing the honors thesis or if interested in applying
November 30: Thursday Student Presentations on Research Papers (to include thesis, idea outline)
December 4: Monday Hand in Papers at the Union Desk by NOON!!
December 5: Tuesday Peer Review of Research Papers (see guidelines; be sure to bring
WRITTEN responses to your peers on the paper itself AND on separate
sheets of paper)
December 7: Thursday Last Day of Class and Evaluation
DUE: Research Paper #3 or last draft of honors research papers*
Please, no late papers.
Late papers will be graded one grade lower per day late.
*December 11 is final due date for Honors Papers
REQUIREMENTS AND GRADE PERCENTAGES:
1) Paper #1: 15% (3-4 pages)
2) Paper #2: 20% (4-5 pages)
3) Paper #3: 30% (10 pages)
4) Abstracts and Reports and Assignments preparing for Research Paper: 15%
5) Participation and Short Assignments: 20% (Discussion, preparation, extra short assignments, bibliographies)
EXPECTATIONS:
Attend classes.
Read assignments before class.
Prepare for discussions (write down major points from the reading; prepare questions for discussion).
Contribute to all class discussions. Aim to speak every session. Participate in every other session at the very least!
Help lead discussions.
FOR CHRIST COLLEGE STUDENTS WHO WANT TO WRITE AN HONORS THESIS:
If you write an honors thesis, then you will need to meet periodically with the professor and other students outside of class.
You will need to follow a more detailed schedule for drafts of the final research paper.
Your research paper will be 20-30 pages instead of 10.
You will need to add a credit to the class (see blue handout).
PEER REVIEW PROCESS:
If Due in Class: Bring 4 copies of your paper to class (2 for other students; 1 for yourself; 1 for the professor).
If Due on a Sunday evening or an evening before class:
Leave 3 copies of your paper at the UNION DESK on the day designated.
Even if you are sick, it will be important to give your paper to readers in your group and
to pick up other papers of members in your group.
REMINDER ABOUT PEER REVIEW:
1) Some of the advantages of sharing your work with others: a) you gain a better sense of audience; b) you strengthen your critical thinking skills; c) you gain ideas for strengthening your own work; d) you have the privilege of reading the ideas of classmates.
2) Our main purpose will be to read and strengthen all of our papers.
PROCESS OF READING PAPERS (will take about one hour per paper):
1) Read the paper all the way through without interruption. When you finish, write an initial response to the writer, describing as best you can what “sticks” with you after having read the work once.
2) Re-read the paper a second time, this time writing comments in the paper itself and making notes to yourself on a separate sheet of paper. Underline what parts of the paper you find strong; and write comments in the margin to say what is strong and why. Ask questions in the margins when parts of the paper are unclear or when you want the author to expand the paper. Pay attention also to the major claim (or thesis) and overall structure of the paper, and see if the paper actually supports this claim. Also, pay attention to the main point of each paragraph. Does it have a main point? Does that paragraph help support the author’s argument?
3) Re-read your initial response and look over your comments in the margin and your notes to yourself. Now write a few points under your first impression, summarizing what you think. Here you can restate some of those reactions that you addressed in the margins and that you think are most important.
4) Sign your response.
Discussion of papers in small groups in class.
BRING: Your written responses to all papers in your group; return paper and response to the