RELS 100 Judaism, Christianity, Islam

Instructor: Micki Lennon
Office: TRNT 234
Phone: 898-5263
Email: plennon@csuchico.edu

Meeting Times: MWF 11-11:50
Classroom: PAC 210
Office hours: Tues 10-12; WF 12-1 and by appointment

This course is designed to introduce students to the religious beliefs, practices, and history of Judaism, Christianity, and Islam. We will examine the origins, development, and spread of each tradition, beginning with important figures of each tradition (Abraham, Moses, Jesus, Muhammad). We will analyze selections from the sacred scriptures of each tradition and explore the function of these scriptures in religious life. We will also look at the way each tradition is practiced in everyday life, concluding with an examination of the diversity within each tradition.

Theodore Ludwig, Sacred Paths of the West, 3rd edition.
RS 6 Course Reader, available at Mr. Kopy (119 Main St., next to 7-11), packet #104
You should always bring the reader to class on days when there is a homework assignment, since we will be using it for discussion those days.

Participation:             10% (100 points)
Homework:             15% (150 points)
Cultural events:             5% (50 points)
Exams:                       40% (400 points)
Research Project:     30% (300 points)

Grading will be on a 1000 point scale. 935 or more points, A; 895-934 points, A-; 875-894 points, B+; 835-874 points, B; 795-834 points, B-; 775-794 points, C+; 735-774 points, C; 695-734 points, C-; 675-694 points, D+; 595-674 points, D; below 595, F.

Regular attendance is essential for your success in this class. I will take attendance during the semester, and students who miss more than 3 classes will begin to lose points from their participation grade.

Your participation grade will also be based on your actual participation in class discussion. Good discussions require that participants be prepared, ask questions, make contributions to the conversation, and listen attentively to others in the class. I will also take into account your participation in small-group discussion exercises as part of this grade.

Approximately one day a week, we will have an interactive discussion of the readings. In order for these discussions to be successful, it is essential that everyone has read the assigned material and reflected on it. Throughout the calendar of required readings you will find HOMEWORK QUESTIONS. These questions are due at the beginning of class. They may be typed or handwritten, but if they are handwritten they must be legible, in blue or black ink, and written on standard size (8.5 by 11) paper. Responses to questions should be 2-3 paragraphs in length (approximately one page). Please remember to write your name, the date, and the class in the upper right-hand corner of the assignment.

Homework questions will be worth 10 points each. Late homework will be accepted for HALF credit and should be turned in on a day when another assignment is due so it doesn’t get accidentally misfiled. The last day I will accept late homework for credit is May 16.

Because this is an HFA General Education course, you will be expected to attend 4 CULTURAL EVENTS during the semester. You will receive a maximum of 50 points, the last week of the semester, one page on the events you attended and how they helped expand your understanding of religious studies and the issues raised in this course. (One page total, not one page per event)

I strongly recommend that at least one of these events be a Jewish, Christian, or Muslim religious service. You should attend a service from a tradition that you are not currently a member of, though you can attend a different denomination in the same overall tradition (e.g. if you are Catholic you could go to a Lutheran service; if you’re a Reform Jew you could attend an Orthodox service, etc.) Other activities I will count as cultural events: attendance at any on-campus lecture or theatrical production; field trips or other events sponsored by the Religious Studies society; any campus-sponsored volunteer work (e.g. CAVE trips); no more than one current film related to religious studies or Judaism, Christianity, and Islam; and other campus events that will be announced periodically in class.

There will be three exams in this course, one for each religious tradition. The exams will have an objective component and an essay component. The essay component may be take-home if the class desires. Part of the final exam will be comparative. Exams cannot be made up except in cases of severe illness or other significant emergencies (e.g. death in the family), and you must notify me in advance if you must miss an exam for these reasons.

Exam I, Judaism:                                                                   10% (100 points)
Exam II, Christianity:                                                 10% (100 points)
Exam III, Islam:                                                                      20% (200 points)

All students are required to undertake a research project for this class. For most students, this project will culminate in a group presentation to the class. For people with special circumstances (those who are parents, working full-time, or with other time commitments that make group work impossible), a 5-7 research paper may be substituted for the group presentation—more on those requirements below.

The project should be 15-25 minutes in length (depending on the size of your group). Groups should be made up of 3-5 members. Approximately one-half of the presentation should be informative (conveying new information to the class); the other half should involve some sort of interactive exercise or activity to engage the class in discussion of the material you have introduced.

For each unit (Judaism, Christianity, Islam), there will be two days for presentations. One day will be devoted to groups presenting on religious ritual in the tradition (either based on library research on a ritual, e.g. bar mitzvah, communion, pilgrimage, etc., or a report based on ethnographic observation of a religious ritual from that tradition). Another day will be devoted to groups presenting on a controversial issue in the tradition (e.g. changing roles of women in the tradition; controversy over the state of Israel or other political issues; changes in sexual norms, etc.)

· A paragraph on your topic and preliminary bibliography (at least 3 NON-WEB sources) due March 10 (or a week before your presentation, if you’re presenting in the Judaism unit).

· Each member of the group must turn in a separate bibliography with four non-overlapping sources (only one of which can be a web source), and a three paragraph statement on what you contributed to the project

· Groups are encouraged to use interviews with members of the religious group for sources, but do not rely solely on these

· Be sure that your sources are accurate and balanced. If you are selecting the “controversial issues” topic, you need to give AT LEAST two sides of the issue.

· Research: Do you have your facts right? Are you teaching us something?
· Organization: Can we follow what you’re saying? Have you divided group responsibilities in a reasonable and coherent way? (Remember: not every group member has to report information; someone might facilitate a large group discussion on your topic)
· Creativity: Was it interesting? Did you hold our attention (e.g. with props, visual aids, etc?) Did you generate an interesting class discussion? (If you have questions about how to do this, talk to me!

· Research paper option:
If for some reason you cannot participate in a group presentation, you may write a research paper instead. You must submit a proposal by March 10, and all papers will be due May 2. The paper should be 5-7 pages in length and include a works cited page.

1. An ethnographic paper on a specific branch of Judaism, Christianity, or Islam. If you choose this option, you must (a) do preliminary research on the tradition to prepare for your site visits; (b) attend at least 2 rituals from your specific tradition (these can be regular weekly services, life-cycle rituals, holiday rituals, or some combination of these—e.g. you might want to go to a regular synagogue service and a Passover seder, if you were studying Judaism); and (c) interview at least one person from that tradition. More complete guidelines will be posted on webct throughout the semester.

2. You may write a paper on a controversial issue in Judaism, Christianity, or Islam that explores at least 2 sides of the issue. This paper must have at least 5 scholarly sources, and should give a fair and balanced depiction of the different sides of the issue. You may take a side in the concluding section of the paper, if you wish, but the argument section of the paper should take up no more than 1/3 of the total paper.

•the tradition’s position on women’s roles, e.g. whether women should be allowed to be ministers, rabbis, priests, imams, etc

•the tradition’s position on some aspect of human sexuality, e.g. premarital sex, extramarital sex, divorce, homosexuality, gay marriage, birth control, abortion, etc.

•the tradition’s teaching on the proper interaction between religion and politics, e.g. should religious leaders make law? Should there be “Christian” or “Muslim” countries? What role should religion play in public education or other aspects of public life?

•the tradition’s teaching on when, if ever, violence in defense of religion is justifiable—or more generally, what the tradition teaches about war and peace, or specific conflicts (the war in Iraq, various conflicts in the state of Israel, etc.)

This list is not exhaustive; if you have another controversial issue you want to research, talk to the instructor. Also, the above list says “the tradition’s” position on various issues, but as we will see in class, Judaism, Christianity, and Islam all have multiple branches and even within a particular branch their may be multiple perspectives which you should consider exploring in your paper.

The reference section of the library contains many excellent sources on religion; I especially recommend starting with the Encyclopedia of American Religions (Reference BL 2530 U6 M443 1993); the Encyclopedia of the American Religious Experience (Reference BL 2525 E53 1988) or the Encyclopedia of Religion (reference section BL 31 E46 1987).

You need to be cautious when researching religious organizations on the web. Many sites are very unreliable or written from the perspective of people hostile to the religious traditions they describe. Some sites that are generally reliable are:

· Students are required to keep a copy of all written assignments submitted to me, and to resubmit written work if I request them to.

· All written assignments should be typed, double-spaced, on standard 8 1/2 by 11 paper. Margins should be one inch on all sides. Please use a 12 point font; I prefer Times New Roman. All assignments should include your name, class and section number, the day the assignment is due, and the title of your paper. A title page is not necessary. All assignments must be stapled! If you turn in an assignment in which the pages are not stapled together, I accept no responsibility for lost pages. Please do NOT turn in assignments in binders or plastic covers.

· All assignments should be accompanied by a bibliography or works cited page, in addition to citations you use in the text.

· Any instance of plagiarism or other academic dishonesty (e.g. copying someone else’s quiz) will result in an “F” for the course and a report of academic misconduct submitted to Student Judicial Affairs. If you borrow the ideas of others in composing your written work, they must be cited; if you borrow the words of others, they must be enclosed in quotation marks and cited. If you have any doubts as to whether or not something needs to be cited, play it safe and cite it—or ask me about it. Any standard citation format (MLA, APA, etc.) is fine.

·Please note that material from the internet is still someone else’s work, and must be cited appropriately! If you are unsure of how to do this properly, consult the following website:
http://www.csuchico.edu/engl/Links/style_guide.html

· If you are having health or work problems or personal crises which might tempt you to plagiarize, please talk to me. In some cases, I may be able to make accommodations for your situation; in other cases, I may advise you to take the late penalty (see below). Students who plagiarize on more than one occasion will be expelled from the university. In the long run, it is far better to receive a lower grade (or even a failing grade) than to jeopardize your entire academic career.

Please notify me of any special need relating to your disability within the first two weeks of the semester. I will make every reasonable effort to facilitate your success in this course. Please note that you may be required to show documentation of your disability.

If you have a documented disability that may require reasonable accommodations, please contact Disability Support Services (DSS) for coordination of your academic accommodations. The DSS phone number is 898-5959 V/TTY or FAX 898-4411. Visit the DSS website at <http://www.csuchico.edu/dss/>.”

This course meets the general education requirements of area C, section 3. In light of this fact, this course will seek to provide students with readings in primary sources. In addition to this, the course will fulfill not just one but all three of the sub-requirements of area C-3, which include the following: (1) a critical historical reading of the material under study (and involving several centuries of both theistic and non-theistic metaphysical, epistemological, and ethical thought); (2) an analytical study of several major problems in these areas that include reference to the history of these problems; and (3) attention to more than one major artistic, literary, or philosophical figure in relation to a significant issue of either current public or intellectual import (including biographical information, development of the problems dealt with, and critical appraisal of the figures’ achievements).

Course Calendar and Required Readings
Please note that this schedule is subject to change if necessary.
“Ludwig” is Theodore Ludwig, Sacred Paths of the West
Reader is selections from the course reader

PLEASE NOTE: ALL READINGS SHOULD BE COMPLETED BY THE DAY THEY ARE LISTED ON THE SYLLABUS. FOR EXAMPLE, BY January 30 YOU SHOULD HAVE READ LUDWIG, pp. 3-25.

Readings: Biblical and Quranic passages on Abraham (reader); and one of three of the following (assigned in class): Jewish Perspectives on Abraham’s Sacrifice; A Christian Perspective on Abraham’s Sacrifice; A Muslim Perspective on Abraham’s Sacrifice (Reader).

Homework question: How are the Biblical and Quranic accounts of Abraham’s life different? How does your assigned group interpret the story of Abraham’s sacrifice? NOTE: Be sure to bring the course packet with you to class today. If you are reading on e-reserve because you haven’t bought it yet, be sure and bring a printed out copy of the syllabus to show me you have it!

2/8: Origins and Sacred Stories: Moses and the Exodus. SIGN-UPS for presentations today!!
Reading: Exodus 1:15-3:22, 6:1-14; 11:1-14:30, 20:16-23:33. (Reader)
Homework question: How does Moses’ story compare to Abraham’s? Are there any themes found in both stories, and if so, what are they?

2/11: Judaism from Mosaic times to the rabbinic era
Reading: Ludwig 99-106, 115-125.

2/13: Torah and Talmud
Reading: Ludwig, 134-140; Jacob Neusner, “The essentials of rabbinic literature,” (Reader)

2/15: Talmud in Jewish life
Readings: Jonathan Rosen, selections from The Talmud and the Internet; “Leviticus Midrash,” (Reader)
Homework question: According to Rosen, what is the significance of the Talmud in Jewish life? In his own life? Why does God study Talmud? Why is the Talmud similar to the internet?

2/20: Living a Halakhic Life.
Reading: Rabbi Irving Greenberg, “The Dream and How to Live it: Shabbat” (Reader)
Homework question: What does Greenberg say is the role of the sabbath in Jewish life?

2/22: The role of ritual in Jewish life. Group presentation.
Michael Fishbane, “Judaism as a Ritual System” (Reader).

2/25: Varieties of Judaism I.
Reading: Ludwig, 106-114, Lis Harris, Selections from Holy Days: The World of A Hasidic Family (Reader).

2/27: Varieties of Judaism II
Reading: Frida Furman, “Synagogue Life Among American Reform Jews,”
Morton Applebaum, “Do All Jews Believe Alike,” “Declaration of Principles adopted by a group of Reform Rabbis at Pittsburgh, 1885.” (Reader)
Homework question: Why did yarmulkes become a controversial issue in the Reform synagogue?

2/29: Varieties of Judaism III
Reading: Samuel Heilman, “Orthodoxy in an American Synagogue,” (Reader)

3/3: Issues in modern Judaism: Gender Equality Group Presentation
Readings: Letty and Abigail Pogrebin, “You are a Woman” meant ‘You do the dishes’”
Homework question: What events in her early life drove Letty Pogrebin away from Judaism? Why did she return to the tradition?

3/5: Issues in modern Judaism: Zionism
Readings: Alan Segal, “Zionism.” (Reader)

3/10: Origins and Sacred Story: Jesus.
Reading: Ludwig, 143-150.
Optional: The Gospel of Mark (Recommended if you don’t know much about the life of Jesus). (Reader)
Film: Frontline: From Jesus to Christ, part 1 (Note: If you are absent for Yom Kippur, you can watch this film in the library—it is located in limited loan).

3/12: Stories about Jesus: Scripture and the Early Church.
Reading: “Genealogies” from Matthew, Luke, and John; Selections from Matthew (5:1-7:29); Selections from Luke (6:17-49); “The Infancy Gospel of Thomas. (Reader)
Homework question: If “The Infancy Gospel of Thomas” was the only source you had for Jesus’ life, how would you describe him? How is the child Jesus depicted in that text different from the adult Jesus in Matthew and Luke?

3/26: Sacraments and worship in Christian life.
Reading: Ludwig 179-186; Jean Comby, “The Development of Worship and the progress of evangelization,” (Reader)

3/28: Religious conflict in the Middle Ages.
Film: The crusades
Reading: Ludwig 159-161.
Homework question: You will be given a question in class about the film, to be handed in at the end of class.

4/2: The origin of the Protestant Reformation: Luther’s revolt
Reading: Reading: Ludwig, 161-166; 173-178; “Luther’s Protest Against Indulgences;” “Jesus v. the Pope;” “Stout Martin Luther” and “I Will Not Recant” (Reader).

4/4: Varieties of Protestantism II: The Ritual Revolution.
Reading: “Worship and Ritual in Christianity” (Reader).
Homework question: How and why have major Christian rituals changed throughout Christian history?

4/7: Ritual in Christianity Group Presentation
Reading: “Innovations in theology and worship: Protestant Reformation (Reader)

4/9: New forms of Christianity in America.
Reading: “New Forms of Christianity in America;” Charles Finney, “Conversion to Christ;” Mary Jo Weaver, “Modern American Christianity.”
Homework question: Pick one of the forms of Christianity discussed by Weaver and explain what is unique about its teachings.

4/11: Contemporary controversies in Christianity: Gender issues. Group presentation
Reading: “Selections from The Inclusive Language Lectionary,” (Reader); Ludwig, 165-166, 186-193; “Christians and the Political Order” (Reader)

UNIT THREE: ISLAM
4/16: Origin and Sacred Story: Muhammad.
Readings: Ludwig, 196-204; Diana Eck, “American Muslims: Cousins and Strangers.” (Reader).

4/18: The Quran
Readings: Ludwig, 220-229; Selections from “Approaching the Quran.” (Reader)
Homework question: Your readings are all passages from some of the earliest revelations to Muhammad. Based on these passages, what seem to have been 2 or 3 central issues for the early Muslim community? (Also: be sure to bring readers to class)

4/21: The Quran in Muslim belief and practice
Readings: Robert E. Van Voorst, “Islam;” Hesham Hassaballa, “What the Quran Really Says about violence (Reader)

4/25: Muslim Rituals: The Five Pillars.
Readings: N.I. Matar, Ludwig, 230-238; “Islam Rests on Five Precepts;” “Anecdote of a charitable woman”; Hesham Hassaballa, “Some Muslim Rules for Prayer,” (Reader)

4/28: Pilgrimage in Muslim Life: The Hajj.
Readings: Reshma Memon Yaqub, “Hajj: The journey of a lifetime;” Malcolm X, excerpts on the hajj from his autobiography, (Reader)
Homework question: Compare Yaqub’s experience of the hajj to Malcolm X’s. What similarities and differences do you see in these two accounts?

4/30: The practice of Shariah.
Readings: Ludwig, 207-211; 238-244; Case Study for the Discussion of Shariah (Reader)
Homework question: There will be a group in-class homework assignment, open-book and open-notes, for the Shariah exercise. Be sure to read it over before coming to class.

5/2: Muslim ritual: Group presentation
Paper due for those writing papers

5/5: Varieties of Islam: Shi’ism and Sufism
Readings: Ludwig, 209-21

5/7: Varieties of Islam: Sufism
Readings: Coleman Banks, “Just Being Sentient is Cause for Rapture”; “Sufism: Biographies of Sufi Women;” “Abu Hamid Muhammad Ghazali.” (Reader).
Homework question: What did Coleman Banks learn from translating Rumi? Based on this essay, how would you describe the beliefs of mystics?
Film

5/9: Controversies in Islam: Gender politics.
Reading: Asma Gull Hasan, “American Muslim Women: Between Two Worlds; “My Body is My Own Business; ” (Reader)
Homework question: What, according to Hasan, is the purpose of hijab? What do you think of the feminist argument for hijab in the second article?

5/12: Controversies in Islam: Islam in America Group Presentation
Reading: Asma Gull Hasan, “Because Being a Muslim Makes Me a Better American,” (Reader)

5/14: Islam in the modern world: politics
Readings: “Religion and the Political Order in Islam.”(Reader )

5/19: Final exam, noon-1:50 in the regular classroom.
This syllabus is subject to revision if necessary.