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Syllabus REL 2000 Feb08 B8

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					                                    SYLLABUS
                       REL 2000—INTRODUCTION TO RELIGION

                                          3 CREDIT HOURS




                                Term/Year:                 Spring 2008 – B8
                                                         Feb 4 to Mar 30, 2008
                            Reference Number:                   272623
                                Instructor:                 Dr. Renee Levant
                                  Office:                         Online
                                  E-mail:                   rlevant@fccj.edu
                              Class Web Page               http://bb7.fccj.edu
                             Turnitin.com ID#                   2126473
                            Turnitin password                    religion

The religion of any people is more than a structure of thought; it is experience, expression,
motivations, intentions, behaviors, styles and rhythms. Its first and fundamental expression is not on
the level of thought. It gives rise to thought. But a form of thought that embodies the precision and
nuances of its source.
 Charles H. Long

Conventionality is not morality. Self-righteousness is not religion. To attack the first is not to assail
the last.
 Charlotte Bronte

It is easy enough to be friendly to one's friends. But to befriend the one who regards himself as your
enemy is the quintessence of true religion. The other is mere business.
 Mahatma Gandhi

I have an everyday religion that works for me. Love yourself first, and everything else falls into line.
 Lucille Ball

Being religious means asking passionately the question of the meaning of our existence and being
willing to receive answers, even if the answers hurt.
 Paul Tillich


INSTRUCTOR’S COURSE DESCRIPTION

Through reading your textbook and primary texts and conversing with one another, you will explore
the issues, themes, methods, and controversies in the academic study of religion. Seeing different
disciplines and orientations as possible “maps” of the religious domain and ways of making sense of
expressions of religion in human culture, we will experiment. You will learn how to employ these
various approaches responsibly with regard to a wide variety of very different religious traditions and
phenomena in vastly differing cultural and geographic locations at different historical times.

Throughout the course we will be reminded of the diversity of expressions and ideologies within a
single religion in a single nation at any particular time—as well as between different traditions at
different times and places—and in the forms these expressions take among different genders, races,
and social classes. Thus, you should not expect to come out of the class with an in-depth
understanding of any of the religions from which our case studies are drawn. Rather, you should
expect to understand the diversity of maps and approaches possible in approaching any given
religion and be prepared to examine the appropriate evidence, ask the right questions, and employ
the right tools to develop a map of any given religious tradition.

Along this line, your readings come from different and sometimes opposing schools within Religious
Studies. It is the perspective of your instructor that each has a place. That place is of course my map
or perhaps the set of maps I keep in my glove box for everyday research on religion. You may
choose to bring fewer or more or a different set of maps on your daily outings. I will insist only that
you be able to justify your choices in terms of the religious traditions and perspectives studied and
show an accurate comprehension of those maps that you reject or choose to leave at home.

This will enable you to address religious questions, practices, and practitioners in a way that is
intelligent and rooted in evidence, and yet descriptively and existentially rich, scholarly, and
respectful of both the religious and social dimensions of each religious practice and experience you
study.


CATALOG COURSE DESCRIPTION

This course presents the fundamental concepts of the study of religion. It deals with the origin
of religion, the concept of God, death and dying in a religious context, myth, ritual, ethics,
doctrine, as well as other topics that are relevant to understanding religion as an academic
discipline. Although examples are drawn from various religions, no particular religion is
specifically studied. This course includes reading and writing competencies.


REQUIRED TEXTS AND INSTRUCTIONAL MATERIALS

Introducing Religion from Inside and Outside, by Robert S. Ellwood, 3rd Edition, Prentice
Hall, ISBN: 0-13-503566-x.

Additional readings available on the Internet may be announced during the class.


LEARNING OUTCOMES

   1. Understand the major concepts and terminology associated with the study of religion.
   2. Understand the historical origins of religion, and its transformation in ancient times.
   3. Understand psychological, sociological, and symbolic interpretations explaining the
      role of religion.
   4. Understand the broad relationship between religion and stories, myths, and artistic
      expression.
   5. Understand the role of religion as a source of legitimacy for social, political, economic,
      and moral frameworks.
   6. Understand several frameworks of moral/ethical decision making.


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   7. Search the Web for information about religious traditions/denominations and practices.

FIRST WEEK

During the first few days of class you must complete a number of simple tasks developed to
get you fully on board with this course. Although some of these may seem dorky I have found
these dorky exercises essential to student success. Therefore they are NOT optional. Be sure
to read the Schedule and complete all activities listed. If you do not you may find yourself
confused or falling behind come Week 2.

IMPORTANT: OUR ONLINE DISCUSSIONS ARE THE HEART OF YOUR LEARNING

Think of our online classroom and the discussion boards in particular as an intramural sports
team.

It is a fun and caring community focused on our mutual goal and on continual improvement
and teamwork. Unlike "official" sports league teams that focus on "winning," intramural teams
can focus on the process of playing and learning the sport together and on relationships with
one another.

We learn through interactions with each other, with the instructor, and with written, auditory,
and visual learning materials. To facilitate interactive learning among learners, and between
learners and faculty, a major goal of this course is to encourage the development of learning
communities—i.e., to help you and me get to know and better understand each other. A class
hangout (a separate discussion area) will be provided for you to informally discuss among
yourselves things that may not be directly related to course materials.

DISCUSSION

Discussion questions will be assigned each week. In all formal discussions, first post an
answer to the discussion question. Then read the responses of members of the class, as
well as the responses posted by the instructor. You must answer all discussion questions
(usually 1 or 2) with a substantial post and respond to no fewer than 2 of your fellow
students with substantial answers to each question. This is a MINIMUM REQUIRED to get
ANY POINTS for course work for the week. Thus, if there is one question in a Lesson, you
need to make at least 3 substantial posts to get credit for that Lesson. If there are two
questions in a Lesson, you need to make at least 6 substantial posts to get credit for that
Lesson.

Learners who participate more actively in discussions are likely to experience a higher level of
learning and retention of the information contained in the course. It has been my experience
that the result is usually that they earn a higher grade than those who do only the minimum
required posts.

Your grade on discussion based course work will be based on the thoroughness, accuracy, and
insightfulness of your response. A good answer to a question must respond to the question
asked and show that you understood the readings. A good response to your classmates will be
one that really hears what your classmates said and what legitimate concerns or insights their
responses contain before any critical comment or disagreement.

A SAMPLE DISCUSSION TOPIC

Karl Marx believed that religion served to calm, desensitize and reassure people who were
oppressed in a way that allowed them to continue living oppressed lives. He called religion the


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"opiate of the masses" and “the heart of a heartless world.” Others have pointed out that
religion is often used to justify why some people should be oppressed or kept without power, or
as a way to legitimize an unjust government. Is there something about religion or religious
belief that lends itself to this sort of use/misuse? If so, explain how this happens. If not, explain
why it happens. If this is true does this mean religion is a bad thing?

ASSESSMENTS:

WRITTEN ASSIGNMENTS
Most of the course's writing assignments are brief (250-500 words). If you have any questions
about specific assignment instructions, please post them in the Questions about the Course
forum. Do not use materials that are not assigned. (NEVER use Wikipedia or other
unauthorized online sources EVER in this class.) Papers that are simply a string of
definitions or summaries without depth of thought and concrete examples will not get a good
grade. If in the course of your paper you use information or claims made by your textbook or
other required reading material, both quotations and information you found in those sources,
simply acknowledge the source by inserting parentheses with the author’s last name and the
page number of the required reading. For example: (Ellwood, 79).

More elaborate citation methods are not needed for this particular assignment.

Note: Longer papers often do include formal citations. However learning to use these properly
is not part of this course or the writing you will do for this class.

SUBMITTING ASSIGNMENTS

All assignments must be submitted through turnitin.com.

Use the Class ID and Password listed at the top of this Syllabus.

TurnItIn.com will generate a report that will show you places where you are using other
people’s words. It will give you a percentage.

On the report it will show you what was copied and from where. For instance, if the words are
from a website it will link to those words and that website. Since these short required papers
should reflect your having internalized the required reading materials, class discussions and
your own thinking, quotes from sources not included in the required readings are not
permitted. Quotes from the readings should not be used in place of explaining the material in
your own words and giving examples.

THEREFORE

Papers with turnitin.com similarity reports greater than 10% will not be accepted and
you receive a “0” for the assignment. Since you can turn your paper in and check it
yourself there is no reason this should present a problem.

Turnitin.com will report as “similar” things like the questions for the papers. Well, of
course they are similar—everyone uses the same questions. So similarities like those are
NOT a problem and you don’t need to worry about them.

If you need guidance on how to make use of turnItIn.com and the report please contact the
helpdesk at turnitin.com.

On the very first page BEFORE you log in scroll all the way to the bottom and click the link for



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“helpdesk.” I have found them to be very fast and responsive.

ACADEMIC INTEGRITY POLICY

The truth of the matter is that while plagiarism is common, it not only violates the
integrity of the academic relationship, but it also does not achieve higher grades in
classes where the assignments are well-crafted and require more than a high school style
summary of information. A well-crafted question cannot be answered by summarizing
readings, and so plagiarism in religion and philosophy courses most often results in a
paper receiving a “D” or “F” even if the plagiarism is NOT caught.

Any student who cheats or plagiarizes material (intentionally or not) will be given an “F”
in the class and reported to the administration for further disciplinary action.

I am free to decide on a less severe penalty only if there is strong evidence that such an
alternative may be warranted in any particular case, and if this is, to my knowledge, a first
offense. In no case, however, can you be given more than a zero “0” for the assignment in
question.

If you repeat this behavior, I WILL give you an “F” AND report you for disciplinary action.

POINT DISTRIBUTIONS

       Quizzes – 3 @ 50                       150   points
       Class participation – 8 @ 50           400   points
       Writing assignments – 6 @ 50           300   points
       Final project                          150   points

                                    TOTAL 1000 points


ASSIGNMENTS

Quizzes

This course requires the completion of 3 quizzes that cover material from your readings, both
from within and outside of the textbook, as assigned These quizzes are brief (10-20
questions), and focus on definitions, terminology, and personalities discussed in the readings.
Unless you make prior arrangements with me, these quizzes MUST be completed during the
dates assigned.

Online final Project

REL 2000 requires the completion of a single team project for the final and will be done
online. This project will be made up of several parts, or questions. The answers to these
questions will reflect your understanding and grasp of the materials learned during the
semester.

You will be graded on YOUR participation and on YOUR ASSISTANCE to other members of your
group. Don’t worry—your grade will not depend on others’ work.




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GRADING

Please note the breakdown of points listed below.


A   900   - 1000 points
B   800   – 899 points    IMPORTANT COLLEGE DATES
C   700   – 799 points
D   600   – 699 points    The following dates are critical for this course. The full College
F   599   or below        calendar for the current term can be found at:
                          http://www.fccj.edu/schedules/registration/creditspring08/regis_cale
ndar.html



Date            Day           Event

Feb 4           Monday        Class begins
Feb 11          Monday        Drop deadline with 100% refund
Mar 10          Monday        Final date to withdraw with grade of “W”
Mar 30          Sunday        Final (group) project due
Mar 30          Sunday        Last day of class


TECHNOLOGY REQUIREMENTS
486/66-MHz processor or higher and 56kbs minimum Internet connection. The College can
provide you with Internet access (no ISP needed). You may choose to use your own ISP;
however, the College’s ISP services are free to enrolled students.

Please use the following checklist to determine your computer readiness. You should own or
have access to:
    a. a computer with personal access to the Internet (e.g., computer with a modem or cable
       modem connection
    b. an FCCJ e-mail account
    c. Web-browser software - at least Internet Explorer 4.5 or Netscape 4.7
    d. Windows 98 operating system or higher (or MAC OS 9 or higher)
    e. virus-checking software
    f. plug-ins including Acrobat Reader and Flash Player
    g. additional hardware including speakers and microphone

If you require specific accommodations to complete this course, notify your instructor and
contact Services for Students with Disabilities at
www.fccj.edu/resources/disabilities/index.html
I am glad to make accommodations. I believe that people have different learning styles and
hope you will not hesitate to let me know your needs.

ADDITIONAL STUDENT RESPONSIBILITIES

    a. Check class Announcements and your FCCJ email regularly – daily is best but 4 times a
       week is expected.
    b. Be sure to complete introductory assignments on time and be fully prepared to engage
       the course without the need for additional time to learn the system beyond the first
       few days which are dedicated to class orientation and technical set up.



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   c. If you have technical problems you should have alternative means of accessing the
      Internet to complete assignments. I have found that students benefit from having their
      strategy for addressing the inevitable technical problems planned in advance.
   d. If late work is not avoidable by advanced planning as suggested above, you must
      contact me BEFORE the deadline and request a specific amount of additional time.
   e. Expect to spend AT LEAST as much time doing the readings and coursework as you
      would spend going to classes and doing your readings and work in a traditional
      campus course. While online means more flexibility about WHEN you do the work, a
      solid online class generally takes longer than a class in person. There are two main
      reasons online classes tend to take longer hours for students than their offline
      counterparts.

       1. They have same amount of reading and number of assignments as traditional
          classes but a shorter amount of time to complete them. If an on-ground course is
          16 weeks long and an online course 8 weeks long, this means twice the work each
          week.

       2. In addition, whereas you can sit in a one-hour lecture or discussion and speak or
          not, your “classroom time” is replaced by online written interactions. These
          generally take longer. If you doubt this, try having a conversation to clarify a point
          by email when there is confusion. Many studies have found that calling or in-person
          spoken conversation of the same information can happen much more quickly.


THREE KEYS TO ONLINE STUDENT SUCCESS

READ READ READ

You may be surprised to discover how unaccustomed you are to receiving your instructions
from the instructor in writing. It is not unusual for students in traditional classes to skip
reading the Syllabus or just to skim it. The problem is, in online courses THAT IS OFTEN THE
ONLY COMMUNICATION YOU HAVE about course expectations and requirements and changes
most of the time. Not carefully READING all material from the instructor is in my experience
the PRIMARY culprit when students do poorly. It is also easy to just skip most of your
classmates’ comments. Again you may be able to get away with doodling and daydreaming in
a traditional classroom. However, online this approach is likely to result in missing important
material. Even if you read all of your instructor’s posts you may lose the context if you are not
following your classmates’ discussions.

DO NOT MULTITASK

Many students who are comfortable online and use the Internet for enjoyment have become
accustomed to behaviors that do not serve well in the online college classroom. This includes
multitasking, opinionated non-substantial posts, anonymity, and use of sources and materials
from anywhere on the Internet. Regardless of how practiced and accomplished you may be at
multitasking in general, college level work, especially in humanities, religion, and philosophy,
requires a different kind of concentration. Successful students find a way to create a sacred
time and space for their work and get their family to support them in doing so.

CLICK ALL LINKS and READ READ READ

Many students who are taking courses online (and even some others) fail to invest time
upfront in learning how to use the online system. They get frustrated when they discover that
this course is not set up in the same way as some other class(es) they took. The truth is, this
difference is a good thing. Part of a college education is the preparation for and exposure to a


                                                7
variety of approaches, styles, methods, and academic disciplines.

Assignments, policies, and even layout can be really different instructor to instructor. So . . .
what is a busy, harried online student to do?

THE SOLUTION: You should take some time finding your way around EVEN BEFORE asking
questions. The answers won’t help the confusion until you try things out for yourself. Here is
what you should do:

1. Take the INTRODUCTION and ORIENTATION assignments seriously regardless of the “dork”
   factor. This will help you graduate from dork to online education geek much more quickly.
2. Click each link on the main menu and find out what it leads you to.
3. Once you are comfortable with the main menu, click every other link you can find section
   by section!
4. Write down someplace offline how to reach the helpdesk and me.
5. Read the Syllabus and any notes from me even if you think they are annoyingly and
   unnecessarily long and boring. Even if I might even agree on the boring part, the fact is
   they are not too long. Your attention span is too short.

Seriously though, I have been teaching online a long time. I have watched thousands (I am not
exaggerating) of students and I know what actually works. I know who fails, who passes, and
who excels.

You need to READ this information.

Resistance is Futile!

Notice that FUTILE starts with an “F”.

ASSIMILATION on the other hand starts with an “A”.

Get the hint!

“A” SSIMILATE NOW!


FREQUENTLY ASKED QUESTIONS

1. What is a substantial post?

   I thought you would never ask! A post where you simply state your opinion or react to a
   text or another student’s comments without demonstrating an understanding of that text
   or comments will NOT count as “substantial.”

   A substantial post:

          Answers the question asked. (This is the MAIN problem students often have.)
           Spend some time and be sure you understand the question AFTER you have done
           the reading. Before doing the reading you cannot make a substantial post, and you
           may not understand the question. Some students try to SKIM the texts and just
           looking for the answers. Trust me. Bad plan. READ the material. THEN look at the
           question. THEN if you don’t understand the question ASK.
          Demonstrates an understanding of the reading materials for the lesson.
          Cannot be fewer than 50 words in length and will generally require 100 words



                                                 8
           (especially in your initial answer to the discussion question).
          Uses full understandable sentences
          Gives examples from the texts and also personal experience as relevant to the
           question.
          Expresses differences with others respectfully, addressing contrary ideas with
           evidence and reasoning but NEVER attacking the person who is the source of
           those ideas.

2. How long will I have to wait for a response from the instructor to my e-mail?

   Faculty responds to e-mails within 48 hours.

3. What is proper e-mail etiquette?

   E-mail to other learners and me needs to be addressed in a manner appropriate to polite
   interactions.

4. What do you prefer to be called?

   I’m okay with Renee or Dr. Levant, and I prefer Renee.

5. What will help me succeed in this course?

          Strong discipline and desire to succeed. You’ll need to log-in to class often
           during the typical week, motivating yourself to meet the requirements for success.
          Ability to work well independently. You’ll develop the support of fellow learners
           all taking the same coursework together, but it will be different from a typical
           classroom environment. If you work well independently, your chance of success is
           higher.
          Computer savvy. If you’re not familiar with the Internet and e-mail communication,
           I recommend that you take a computer enrichment class prior to enrolling in this
           course. I assume you know how to access and send data on the Internet.

6. What are “I” grades and when are they used?

          An “I” grade may be assigned at the instructor’s discretion upon request by the
           student to permit the student time to complete required course work which he/she
           was prevented from completing in a timely way due to non-academic reasons. The
           instructor may require the student to document the request to assist in the
           decision. The instructor may choose not to grant the request. The “I” grade should
           be considered only when the student has the potential to earn a passing grade if
           the missing work is made up.

          The instructor shall prescribe in a written agreement with the student the
           remaining course work required for completion and removal of the “I” grade. A
           copy of this agreement will be kept on file in the office of the appropriate dean. All
           work must be completed within the first eight weeks of the subsequent term,
           unless the instructor agrees to a longer timeframe extension of time (not to exceed
           one year). When the work is completed, the instructor will submit a grade change
           form with the grade earned. If the work is not completed within the prescribed
           timeframe, the “I” will automatically change to an “F” grade. The student will be
           informed of the final grade assigned.

          To be eligible for an “I” grade, the student must be passing the course at the time



                                               9
           of the request, and must have completed at least 75 percent of the course work.

7. What is the FCCJ Code of Ethics?
   Consistent with The Code of Ethics of the Education Profession in Florida, 6B-1.06,
   Principles of Professional conduct for the Education Profession in Florida, an obligation to
   the learner requires that an individual shall not harass or discriminate against any learner
   on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs,
   marital status, handicapping condition, sexual orientation, or social and family background
   and shall make reasonable effort to assure that each learner is protected from harassment
   or discrimination.
8. What about academic dishonesty?
          Academic dishonesty, in any form, is expressly prohibited by the rules of the
           District Board of Trustees of Florida Community College at Jacksonville. Academic
           dishonesty incorporates the following:
          Cheating which is defined as the giving or taking of any information or material
           with the intent of wrongfully aiding oneself or another in academic work considered
           in the determination of a course grade.
          Plagiarism which is defined as the act of stealing or passing off as one’s own work
           the words, ideas, or conclusions of another as if the work submitted were the
           product of ones own thinking rather than an idea or product derived from another
           source.
          Any other form of inappropriate behavior which may include but is not limited to:
           falsifying records or data; lying; unauthorized copying, tampering, abusing or
           otherwise unethically using a computer or other stored information; and, any other
           act of misconduct which may reasonably be deemed to be a part of this heading.
          Any student alleged to have committed any act of academic dishonesty as defined
           herein, shall be entitled to due process as defined in District Board of Trustees’
           Rule 6Hx7-2. 18 prior to the administration of disciplinary action, including
           suspension and dismissal.
9. May I repeat this course?

   Learners repeat a course in an attempt to improve a grade previously earned. State Board
   Rule 6A-14.0301 limits such attempts to courses where a “D,” “F,” or “FN” grade was
   earned. A learner has only three total attempts in any course, including the original grade,
   repeat grades and withdrawals. Upon the third attempt in a course, the learner must be
   given an “A,” “B,” “C,” “D” or “F”.

   When students repeat a course at Florida Community College, only the last grade earned is
   calculated in their cumulative grade point average (GPA). However, students with an
   excessive number of “W” or “FN” grades and students who repeat courses to improve their
   GPA may jeopardize their admission to programs in the Florida State University System
   (SUS) or other institutions.




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            This Syllabus and due dates may be revised as I find necessary.
   Any such change will be announced in Blackboard. Students should check their class
                     mail and Blackboard announcements regularly.




                              SCHEDULE AND DUE DATES

                                       IMPORTANT

Due dates below are the ending dates for the Lesson and the day written assignments must
be turned into turnitin.com no later than midnight. Late papers are not accepted unless
arranged in advance.

Remember that you must make AT LEAST 3 SUBSTANTIAL POSTS in each question of each
Lesson BY MIDNIGHT ON THE LAST SUNDAY OF THE LESSON.

This must include a substantial post answering the initial question and no fewer than 2
additional posts in the Discussion with your classmates.


                              INTRODUCTION TO THE COURSE

Lesson 1 – Feb 4 to Feb 10

   1. Read this Syllabus carefully
   2. Read Orientation and take the Orientation Quiz
   3. Register for turnitin.com and submit a note to me in Microsoft Word through
      turnitin.com. Be sure to put your name on the note, and in your note tell me:
          a. What sources may you use and what sources may you not use for your papers?
          b. Will you have a midterm exam?
          c. What form will your final exam take?

           If you run into any problems doing this, get them fixed right away by
           contacting the helpdesk at turnitin.com—the address is at the bottom of the
           turnitin.com front page.

   4. Send me an email at my FCCJ email account from your FCCJ email account with your
      name. In this email tell me:
         a. What counts as a “substantial post.?
         b. How many substantial posts you must make each week?
         c. What happens if you make one fewer than the required number of substantial
              posts in any week?
   5. Post your Introduction and welcome your classmates
   6. Post to the introductory discussion question


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   7. Respond to your classmates with SUBSTANTIAL POSTS (see Syllabus)


                 INTRODUCTION TO THE ACADEMIC STUDY OF RELIGION

Lesson 2 – Feb 11 to Feb 17


   1. Read Chapter 1 of the Ellwood text.
   2. Read: Russell T. McCutcheon, “The Study of Religion as a Cross Disciplinary Exercise.”
      http://www.as.ua.edu/rel/theoreticalbackground.html
   3. Read “The Two-Step Tango,” found in Supplementary Readings under Assignments in
      our classroom
   4. Respond to all discussion topics each week

   5. PAPER 1- Due Feb 17

              What is the difference between the academic study of religion, the personal
              practice of religious belief and theology?

              In your answer consider the distinction between an “insider” and an “outsider”
              (as McCutcheon uses these terms. What contribution can an insider make to the
              academic study of a religion? What contribution can an outsider make to the
              academic study of a religion? Elaborate and give specific examples.

              Papers should be 250-500 words double spaced


                             WORLDVIEWS, MYTHS, AND CULTURES

Lesson 3 – Feb 18 to Feb 24

   1. Read Chapter 2 of the Ellwood text
   2. Read Erik Hornung, Idea Into Image, Chapter 2, found in Supplementary Readings
      under Assignments in our Classroom
   3. Complete Quiz #1
   4. Respond to all discussion topics each week

   5. PAPER 2 – Due Feb 24

              Discuss how ancient Egyptian religion understands Ma’at and the renewal of the
              cosmos. In your essay be sure to explain how this view of the cosmos relates to
              the ancient Egyptian worldview and religious culture.

              Papers should be 250-500 words double spaced



                             RELIGIOUS TRADITIONS AND SYMBOLS

Lesson 4 – Feb 25 to Mar 2

   1. Read Chapter 4 of the Ellwood text (yes, skip Chapter 3 for now)
   2. Respond to all discussion topics each week



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   3. PAPER 3 – Due Mar 2

              Based on the textbook chapter and readings, discuss the relationship of magic
              and symbol in two different religious traditions. (Magic is the action, working
              through symbols, that brings the believer closer to the divine. For instance, in
              Christianity, the Eucharist or sharing Holy Communion, would be called “magic”
              by scholars of religion.) What does this relationship tell you about each
              tradition?

              Papers should be 250-500 words double spaced



                        ART, PSYCHOLOGY & RELIGIOUS PRACTICES

Lesson 5 – Mar 3 to Mar 9

   1. Read Chapters 3 and 5 of the Ellwood text
   2. Complete Quiz #2
   3. Respond to all discussion topics

   4. PAPER 4 – Due Mar 9

              Read about the following and describe the function of each of these arts within
              the practice of the religion in which they occur. See if you can see/hear/read a
              sample. Let me know what you think of it.

              The Mandala in Tibetan Buddhism, Gregorian Chants in Catholicism, and dance
              in the Oshun festival of the Yoruba people

              Papers should be 250-500 words double spaced



                            RELIGIOUS EXPERIENCE & COMMUNITY

Lesson 6 – Mar 10 to Mar 16

   1. Read Chapter 6 of the Ellwood text
   2. Read John G. Neihardt. Black Elk Speaks: Being the Life Story of a Holy Man of the
      Oglala Sioux, Chapters 3 and 18. This can be read online at:
      http://www.firstpeople.us/articles/Black-Elk-Speaks/Black-Elk-Speaks-Index.html
   3. Complete Quiz #3

   4. PAPER 5 – Due Mar 16

              Take a particular tradition and describe the relationship within that religion
              between the official faith and popular faith (or what Ellwood calls “great” and
              “small” religion). What is the effect of this distinction in that religion? Is it
              necessary? Is it good?.

              Papers should be 250-500 words double spaced




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                           RELIGION, ETHICS AND SOCIAL JUSTICE

Lesson 7 – Mar 17 to Mar 23

   1. Read Chapter 8 of the Ellwood text
   2. Read Lynna Dhanani and Ryan Brizendine, “The Islamic Conception of Justice.” Eastern
      Conceptions of Justice. The Justice Initiative, a project of The Justice Project: 1-26. This
      can be found in the Supplementary Readings found under Assignments in our
      classroom.
   3. Respond to all discussion topics

   4. PAPER 6 – Due Mar 23

              Determine a current event in which questions of morality, politics, and religion
              intersect (you may notice that there are many of these right now), as a basis for
              your paper. What part of this current event is about religion, what part is about
              morality, what part is about politics? (For instance, in many situations people
              will say they are acting in the name of their religion—and many of them are;
              however, political considerations and questions of personal morality may play
              an even bigger role. In this paper, try to determine what part each of these—
              religion, morality, and politics—plays in the current event you’ve chosen.

              Papers should be 250-500 words double spaced



                                        FINAL PROJECT

Lesson 8 – Mar 24 to Mar 30

ONLINE GROUP PROJECT: Create a “religion”

       See instructions provided on Lesson 8 Discussion board. You will create an imaginary
       religious tradition, based on what you’ve learned in this course a religion needs to
       provide. You and your classmates will discuss one another’s “religion”. This group
       project will be conducted on the Discussion board, and you will be graded both on
       your own participation and on the support you give your classmates.

       THE ONLINE GROUP PROJECT WILL BE DUE ON SUNDAY, MARCH 30




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