REL 2011: Religion, Interpretation and Analysis

Professor Janet McDaniel

Office Hours: DM 301B, Mon @ noon or by appointment

Location May change

Course Description: This is a Gordon Rule class that serves as an introduction to the study of religion. The course explores the ways in which people understand and express religious experience.

Required Texts:

Smart, Ninian. Worldviews: CrossculturalExplorations of Human Beliefs. 3rd ed. Prentice Hall: New Jersey, 2000.

ISBN: 0-13-020980-5

Moore, Christopher. Lamb: The Gospel According to Biff, Christ’s Childhood Pal. Harper

Collins: New York, NY, 2002.

ISBN: 978-0-380-81381-0

* If you have objections to reading this book you must arrange a meeting with me and an alternate novel will be assigned.

Course Objectives

  • Students will be able to articulate Ninian Smart’s 6 dimensions of Religion and be able to apply them to a religious system.
  • Students will be able to recognize that one’s personal worldview affects or preconditions the understanding of a given subject.
  • Students will be able to analyze topics in the field of religious studies from multiple perspectives.
  • Students will be able to assess the interrelatedness of religious belief with global issues.
  • Students will be able to appreciate the need to think creatively about religious issues in the contemporary world e.g. the affinities between secularized and traditional religious views.
  • Students will perform a site visit to better understand a community’s perspective.

Course Requirements:

  • Class Participation: 10% of grade
  • Attendance is mandatory. Missing more than 5 class periods will lower your grade by 5 points..
  • Classroom conduct and respectful discourse. Regardless of attendance, if classroom conduct is repeatedly disruptive, your grade can be lowered by the entire 10 points. Respectful discourse includes but is not limited to the following: one person speaking at a time, refraining from interrupting or carrying on a conversation with those around you while I am lecturing, persistent off topic commentary/questions. If your discourse becomes problematic, you will receive an email as a warning through regular FIU/Panthersoft email.
  • Being Prepared for and participating in class discussions
  • Completion of the Global Learning Requirements
  • Additional Responsibilities:
  • Checking FIU email before each class.
  • Understanding your course progress which includes checking that grades are recorded accurately in the grade-book. E.g. it is your responsibility to confirm points have been added and recorded accurately especially with Turnitin. Turnitin only allows whole number submissions but this course utilizes a decimal system. Whole number grades are dropped in the grade book automatically but I must manually change to include decimal points. Occasionally this causes unintentional mistakes. It is your responsibility to make sure your grades are recorded correctly. Notification of any such discrepancies must be emailed to me by Dec. 5.
  • Any questions or disagreements with grades must be sent via fiu email and discussed before the end of the semester.
  • Worldview Essay: 15 % of grade. Formal essay format, 1000 words min. Question, directions and rubric below and posted on Moodle.
  • Site Visit: 15% of grade. Formal essay format, 1000 words min. Question, directions and rubricbelow and posted on Moodle.
  • Required Article: 10 % of grade: 3 pts for group discussion which must be included in the paper and 5 pts for the paper. Formal essay format, 600 words min. Question, directions and rubricbelow and posted on Moodle.
  • End of Class Exam: This will take place during the final week of the semester and is worth 10% of grade. Multiple Choice questions meet a Global Learning Requirement.
  • Lamb:The Gospel According to Biff Assignment 15% of grade. Question choices, directions and rubricbelow and posted on Moodle.
  • Project: 25% of grade: 1800 word min. You will choose either a visual topic (e.g. artist, art subject, architecture) or compose a short story that highlights at least 4 of the 6 dimensions of religion. Specific topic suggestions, directions, rubric etc. below and posted on Moodle
  • The final week of class will be utilized for the embedded text questions and Gospel According to Biff assignment.

Academic Conduct

  • Plagiarism will not be tolerated and will result in a zero. Plagiarism is 1) copying any written material without using proper citation – this includes material from the internet; 2) incorporating another person’s ideas without giving proper credit/citation (literary theft).
  • Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas, and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning.

Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of the University. All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook.

Citations Bibliographies and citations should be in MLA or Chicago Style format.

Grading Scale: This is a Gordon Rule class and the University requirement to complete the requirement is a C (not a C-) Grades are based on accumulated points, 100 in total

94 – 100A74 – 76C

90 – 93A-70 – 73C-

87 – 89B+67 – 69D+

84 – 86B64 – 66D

80 – 83B-60 – 63D-

77 – 79C+59 & belowF

Students registered through Disability Services will receive accommodations. Students with extended time on exams may take the exams at Disability Services or see me for alternate arrangements.

SYLLABUS

(subject to change due to unforeseen circumstances – students will be given reasonable notice to any changes)

1/9

  • Introduction: Explanation of class content and course requirements

1/11 – 1/13

  • What does it mean to be a Global Citizen?
  • What is a Worldview?
  • What is Social Location?
  • Why Study Religion? Understanding our Culture, Ethnocentricity
  • Ninian Smart’s Model of the Six Dimensions of Religion
  • Readings: “Introduction” in Worldviews, pp. 1 – 10

1/16

  • NO CLASS: MLK Holiday

1/17

  • Last Day to Add/Drop Classes without penalty

1/18 - 1/20

  • Writing Requirements: Project & Site Visit Explanations
  • What is a Worldview?
  • Why Study Religion? Achieving a Global Perspective
  • Gender and Self Identity
  • Readings: “Chapter 1: “Exploring Religion and Analyzing Worldviews”
  • Assignment: Begin Writing Assignment #1, My Worldview

1/23, 1/25, 1/27

  • Chapter 1 cont…
  • How do we study Religion? Methods of religious exploration: Past and Present
  • Apologetics & Religious Studies
  • Symbolic Themes in Religion: Symbolic Objects, Narrative/Myth
  • Writing Requirements 2: Project & Site Visit
  • Assignment: Continue Writing Assignment #1, My Worldview

1/30, 2/1, 2/3

  • Major Themes in World Religions
  • Some Major Religions: Christianity, Judaism, Islam, Buddhism, Hinduism, Asian Religions
  • Nationalism and Secular Humanism
  • Readings: “Chapter 2: Worldviews, An Inventory.”
  • Due, 2/3: Writing Assignment #1, My Worldview

2/6, 2/8, 2/10

  • Readings: “Chapter 3: The Experiential Dimension.”
  • Ways of Experiencing the Sacred
  • Sacred Space/Sacred Time
  • Concepts of the Divine or Ultimate Reality
  • No Class one day this week if we are on track.

2/13

  • Readings: “Chapter 4, The Mythic Dimension.”
  • Ways of Interpreting Myth
  • Due: Site Visit Prerequisites

2/15

  • History and Myth
  • Metaphors and Parables

2/17, 2/20, 2/22,

  • Readings: Chapter 5, The Doctrinal Dimension.”
  • Sacred Scripture
  • Authority and Interpretation: Exegesis, Hermeneutics, Reader-Response Criticism
  • Social Function of Doctrine: Doctrine and the Community’s Worldview
  • Arguments for the existence of God
  • Theodicy: God and Suffering
  • Soteriology: Salvation and Liberation

2/24,2/27

  • Readings: “Chapter 6, The Ethical Dimension.”
  • Ethics and Morals: Religious and Secular
  • Comparing Religious Ethics
  • Due, 2/24: Project Proposal

2/29, 3/2,

  • Readings: “Chapter 7, The Ritual Dimension.”
  • Rituals of Sacrifice
  • Rituals of Passage: Life Cycle and Calendar/Seasonal
  • Ritual and Myth

3/5 - 3/7

  • Iboga Drug Ritual Video & discussion

3/9 NO CLASS

Spring Break Week of 3/12

3/19, 3/21, 3/23

  • Readings: “Chapter 8, The Social Dimension.”
  • Social Theories of Religion
  • Types of Religious Communities
  • Religion and the Secular State
  • Relationship between Religion and Society/Social Constructions – Gender

3/26 – 3/28

  • BBC Video Kumbai Tribe (cannibalism) and discussion
  • Due 3/27 Site Visit Paper

3/30, 4/2, 4/4, 4/6

  • Readings: “Chapter 9, Reflections on the Twentieth Century.” And, “The Case for Contamination.” By Kwame Anthony Appiah (posted on Moodle);
  • Reading Lamb: The Gospel According to Biff: Chapters 1 – 12
  • Religion and Globalization: What does it mean to be a Global Citizen?
  • Separation of Religion and State
  • Capitalism
  • Environmentalism
  • Feminism
  • Fundamentalism
  • Homosexuality
  • Group Discussion: Appiah Article and Essay: Global Learning Requirement.

4/9, 4/11, 4/13

  • Readings: Lamb: The Gospel According to Biff: Chapters 13 -22
  • Discussion: Free Speech, Religious Expression and Sacrilege
  • Music Videos & discussion (possible videos include Madonna and Lady Gaga)
  • Due, 4/7: Appiah Essay

4/16, 4/18, 4/20

  • Readings: Lamb: The Gospel According to Biff: Chapters 23 – End.
  • Novel Discussion
  • Cynicism, Pharisees, Sadducees, Buddhism, Hinduism, Taoism, Confucianism.
  • Due, 4/16 Semester Project

Week of 4/23

  • Due: Gospel of Biff Assignment
  • Exam: taken on Moodle. Imbedded test questions for Global Learning Requirement and key concepts of the course.

My WorldviewEssay

Define your personal worldview i.e. what is your personal Social Location? What are the elements that have made you who you are and how you perceive the world and your place in it? You should include but are not limited to race, ethnicity, education, economic status, political ideology, gender, sexual orientation and of course your religion or lack thereof. What do you consider sacred (space, time)? In addition, reflect on the multiplicity of worldviews, i.e. comment on the inherent validity of worldviews other than your own. The purpose of this essay is to help you understand how your personal history affects the ways in which you personally and individuals in general approach any given subject.

Site Visit

Visit a religious service that is not your personal faith or denomination. You must call prior to visiting to ensure visitors are welcome. Before visiting, research a few key details about your choice, e.g. basic doctrinal beliefs, rituals, appropriate dress, when and how it came to America. At the end of the fifth week of class you must inform me in writing regarding your selection and a 3 paragraph summary (min. 200 words) of your research. This is worth 5 points of the site visit and must include a bibliography.

After the site visit compose an essay, min. 1000 words on your visit. You will need to include at least 4 of Smart’s 6 dimensions of religion (gender observations can replace one of the dimensions). Reflect on the usage of sacred space. Do the visual aspects (architectural design, art etc..) reinforce or add to its ideology? To what extent are women able to participate? Also include whether your prior research seemed accurate based on your visit and if it was helpful.

Semester Project

This project allows you to define/interpret/analyze a topic in religion. You may choose one of two formats; visual or narrative. Basic requirements: 1800 word min; inclusion of at least 4 of the dimensions of religion (gender counts as a category). You are encouraged, but not required to include aspects of the Global Learning Objectives, e.g. awareness of cultural differences. By the end of week 5 you must submit a 200 word min. proposal of your project along with selected art/architecture (if applicable) and at least 3 bibliographical sources. This is worth 5 points for the final project.

Visual: Choose an artist, a subject in art (e.g. Mary Magdalene), or architecture/aspect of sacred space (e.g. Gothic Cathedral, Minaret, religious shrine, axis mundi, etc) and describe what we can understand about its religious expression. Factors to consider and include: time period, how does its place in history reflecta contemporary religious or worldview? If the subject is from the past, does the modern world alter the “original” understanding? What religious aspects or dimensions of religion is the subject trying to convey? Is it trying to teach a particular theology or belief? Does it help further some stereotype? You may do a compare/contrast element if appropriate. E.g. a High Renaissance Catholic Cathedral with the Early Protestant plain Church. The element of compare/contrast is recommended if you choose several paintings of a given subject e.g. Mary Magdalene.

Narrative: This option must be structured as a short story. It must present a problem or struggle with the main character that is resolved. E.g. Jimmy’s life experiences have led him to the path of Buddhism which teaches not to harm, but as an American soldier in Iraq with another 9 months to go on his tour of duty, Jimmy faces an internal struggle. The story can be set in the modern world or in the past. E.g. JoAnna, the wife of Chuza, steward of Herod the Great has become a follower of Jesus. She wants to leave her comfortable life in the Palace to follow Jesus with the other women who financially support him but this would cause great shame to her husband. The possibilities for a short story are endless. For this option you may opt to focus on the Global Learning Objectives rather than the Dimensions of Religion. You must speak with me if you prefer this option for grading.

Essay: “The Case for Contamination”

In groups of 3 – 4, discuss the Appiah article, “The Case for Contamination.” In your essay, you must include the names of the other members of your group and at least one comment from each of the other members. In addition, draw one reference or comment from either of the two BBC YouTube videos. Min. 800 words. This assignment is part of the Global Learning Requirements for REL 2011.

In the article, the author asks the question, “What’s really important, then, cultures or people?” I.e. is freedom of thought, expression, human rights important universal rights in a global community even if they are at the expense of preserving cultural diversity? Is it possible to protect and promote cultural diversity in the process of globalization? Does one culture have the right to impose its views on another, even if it is perceived as improving the lives and freedoms of others? Or, is change inherent to societies, good or bad? Finally, do cultural imports create uniformity or does each culture respond depending on their existing culture in the first place? (It is not necessary to address all of these issues in your discussion) Conclude with your opinion on the future of globalization and cultural diversity in a cosmopolitan setting.

Writing Assignment: “The Gospel According to Biff”

For Each Question, write 1 - 2 paragraphs. You must include page # for references. You must answer # 4, 5, 6. Choose 2 from questions 1, 2, 3 & 7

What Do Biff and Joshua learn from the following:

1)Bartholomew the Cynic

2)Hillel the Pharisee

3)Captain Titus at Sea

4)Balthazar

5)Gaspar

6)Melchior

7)The Yeti

Chapter 1 Vocabulary and Discussion Questions

ApologeticsTheologyOntology

ArchetypeSymbolExegesis

Literary CriticismDocumentary CriticismAnthropology

FunctionalismSociologyPsychology

HermeneuticsGenderReligion

1.1.Why Study Religion(s)? Why does the study of Religion involve so many disciplines?

1.2.What is a theological (apologetic/devotional) approach to religion as opposed to an academic approach to the study of religions. Why is it important to use the latter in this class instead of the former?

1.3.Is it possible for a convicted believer to achieve empathy that does justice to another’s religion or is he/she capable of perceiving their own religion objectively?

1.4.Symbolic Analysis of Religion. Discuss how symbols can express a story/myth, belief, moral, doctrine etc..

1.5.“How does religion affect the media in the United States, and conversely, how do the media influence and shape religion?” p. 25

Chapter 2 Vocabulary and Discussion Questions

Sacred SpaceSacred TimeHinduism

BuddhismTaoismChristianity

Islam (Sunni, Shiite)JudaismReligions of the Book

Liberation TheologyNeoPlatonismHumanism

MonotheismPolytheismHenotheism

PanentheismNationalismJesus of Nazareth

MosesLao-TzuSiddhartha Guatama/Buddha

2.1 How is Nationalism like Religion? How does Nationalism utilize religious themes such as sacred space/time, symbols, myth?

2.2 Do you agree with the statement in the text, “the process of religious and ideological change will likely accelerate as the world exchanges values in the marketplace of the global city?” p. 44

2.3 Be able to discuss the global divisions of religion in Smart’s book. Do you agree with his geographical categorizations?

Chapter 3 Vocabulary and Discussion Questions

Numen/Numinous PanentheismShamanism

ProphetPreacherProjection Theory

Born AgainHierophanyAxis Mundi

Stupa & PagodaMircea EliadeRudolf Otto

PolytheismAnimismDualism

Yin-YanDeismBrahman

MonotheismHenotheismNirvana

Mystical OrientationSufismMoksha

3.1 Discuss the differences between experiencing God as Holy and Other (numinous) and God as Within (mystical)

3.2 Discuss some of the ways sacred space and sacred time are experienced.

3.3 How is ritual designed to experience the Divine/Sacred?

3.4 How might a “preacher,” possessed by the numinous instill hatred and violence in others? (author makes this connection with Luther and anti-Semitism).

Chapter 4 Vocabulary and Discussion Questions

Types of Myths (Nature, Etiological, Psychological, Social, Charter, Functionalism)

Carl JungArchetypeCollective Unconscious

SymbolsSignsIconography

MetaphorParableCosmogony/Cosmology

Hermeneutics MandalaCreato ex Nihilo

4.1 What kinds of questions do myths answer? How can myths separated by time and worldviews still have meaning to us today?

4.2 How does the ritual re-enactment of myths help reinforce beliefs and doctrines?

4.3 How does a symbol bring together myth and system of belief: Case: Fish

4.4 Discuss the problems that arise when myth is seen as history. Case: the New Testament – by sticking to the literal letter of the word, meaning is changed. By reading the texts with a modern worldview, one projects that worldview onto the text.

4.5 How do myths disclose and sanction models of behavior often in stages of the life cycle?

Chapter 5 Vocabulary and Discussion Questions

ScriptureVedasQur’an

Hebrew BibleWritten & Oral TorahCanon

ApocryphaNew TestamentAnalects

HadithFour Books/5 ClassicsSeptuagint

PentateuchInspiration & Inerrancy Orthodoxy

HeterodoxyFour Noble TruthsEight Fold Path

Original SinTheodicyEschatology

ApocalypticKarma& Dharma Samsara

Soteriology Hero/SaintLay Religion

5.1 How do the tools of scriptural interpretation both enhance and diminish one’s religious worldview?

5.2 What is the relationship between Reader-Response Criticism and a “literal” reading of scripture? Is a literal reading today the same as the literal reading when the text was written?