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CALIFORNIA STATE UNIVERSITY NORTHRIDGE
Department of Religious Studies
SYLLABUS – SPRING 2016
Course: RS356 Contemporary Religious Thought (Course number: 14524)
T and Th: 11:00 - 12:15 pm (Room: SH 314)
Professor: Mutombo Nkulu-N’Sengha, Ph.D.
Email: mn142@csun.edu
Office: Santa Susana Hall (#228)
Office hours: T, Th: 3h30-4h30 pm
Tel. 818-677-3395
FACTOID (EVENTS AND DATES TO KEEP IN MIND):
March 21-27 (Monday-Sunday): Spring Recess (No class instruction)
May 12 (Thursday): Last day of formal class instruction
Final exam: Tuesday, May 17 (10:15 am -12h15pm)
5 assignments throughout the semester
I. COURSE DESCRIPTION
The Purpose of this course is to introduce students to the diversity and complexity of
religious thought in the 21st century. It is the study of selected major writings in religious
thought, with the aim of analyzing representative modern approaches to questions such as
God and the world, faith and self-understanding, and belief and social consciousness. We
will focus on the theological response to various social and religious challenges such as
religiously motivated violence and wars, sexism, classism, the democratic ideals of religious
freedom and tolerance, fundamentalism and the imperative of interreligious dialogue.
We will accomplish our goal through intensive reading of textbooks and other documents,
class presentations and discussions, lectures, videos, website research, individual and group
papers. This course intends to foster “active learning,” in other words students will not be
passive consumers of information from the instructor. Instead they will engage into
dialogue and discussion with the teacher, the textbooks and their fellow students.
II. STUDENT LEARNING OUTCOMES (SLOs for OUR RS356 COURSE)
This course is focused on interreligious dialogue and “violence and peace.” Through
active participation in this course, students are expected to accomplish the following:
1. Students will be able to analyze, interpret and reflect on sacred texts, religious thought,
and cultural forces and factors that shape religious attitude vis-à-vis violence, peace and
interreligious dialogue in the contemporary era (approximately the previous 50 years).
2. Students will be able to explain and give examples of a diversity of contemporary
religious outlooks vis-à-vis peace and violence, and the “religion of the other,” using critical
reasoning as well as empathy.
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3. Students will demonstrate (orally and in writing) a recognition of the difference between
an academic approach to religion and a personal, devotional approach; and will be able to
demonstrate a basic level of proficiency in locating academic resources and primary
material for the study of contemporary religion.
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We will accomplish our goals through lectures, intensive reading of the textbooks,
videos, class discussions, class presentations, and research papers.
Arts and Humanities (G.E. SLOs):
Goal:
Students will understand the rich history and diversity of human knowledge, discourse and
achievements of their own and other cultures of their own and other cultures as they are
expressed in the arts, literatures, religions, and philosophy.
Student Learning Outcomes:
Students will:
1. Explain and reflect critically upon the human search for meaning, values,
discourse and expression in one or more eras/stylistic periods or
cultures;
2. Analyze, interpret, and reflect critically upon ideas of value, meaning,
discourse and expression from a variety of perspectives from the arts
and/or humanities;
3. Produce work/works of art that communicate to a diverse audience
through a demonstrated understanding and fluency of expressive forms;
4. Demonstrate ability to engage and reflect upon their intellectual and
creative development within the arts and humanities;
5. Use appropriate critical vocabulary to describe and analyze works of
artistic expression, literature, philosophy, or religion and a
comprehension of the historical context within which a body of work
was created or a tradition emerged;
Describe and explain the historical and/or cultural context within which a body of work
was created or a tradition emerged
III.
REQUIRED TEXTS
1. Hick, John and Knitter, Paul, The Myth of Christian Uniqueness: Toward a pluralistic
Theology of Religions. (Wipf and Stock, 1987)
2. Jacques Dupuis, Toward a Christian Theology of Religious Pluralism. (Maryknoll, New
York: Orbis, 2001)
3. Selected Readings on the “Moodle” website
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COURSE REQUIREMENTS
IV.
The Grade of each student will be determined as follows:
1. Class participation (50%)
2. “Journal” (10%)
3. Final Exam (40%).
Note: Class participation includes attendance (mandatory!), reaction papers to
readings and videos, class discussion, class presentations, research assignments. Students
will write individual and group papers (2-3 pages each, single space). We will work in six
groups. Each group will select its own secretary or facilitator who will interact regularly
with the teacher. The facilitator shall distribute to the whole class an outline of each
presentation (1 page).
ASSIGNMENTS
Here are all your 7 required assignments in this class:
Since we work in 4 groups, each student shall accomplish only 5 papers throughout
the semester (2 individual papers, and 3 group assignments)
1. Religious Landscape (by group 1)
2. Sacred Texts (individual paper on selected texts from the Bible and the Koran)
3. Videos and some readings on religion and violence (by group 2)
4. Idolatry, Dominus Iesus, Violence and Peace in Judaism, Christianity and Islam
(selected readings available on moodle: groups 3 and 4)
5. Textbook 1. The Myth of Christian Uniqueness (by all the groups)
6. Textbook 2. Toward a Christian theology of Religious Pluralism (by all the groups)
7. Journal (Individual paper
Grading scale and standards
Grading scale:
95-100: A
87-89:B+
77-79: C+
67-69: D+
90-94: A-
85-86: B
75-76: C
65-66: D
80-84: B-
70-74: C-
The Meaning of your Grade:
Below 65: F
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“A” Work, Outstanding: The student has mastered the content of the course (or a specific
subject matter) and was able to express his or her knowledge in an outstanding fashion, in
well written papers which demonstrate a tremendous ability in critical thinking, original
thinking, and the capacity to analyze and synthesize knowledge harmoniously. “A” also
means that the student perfectly understood the purpose of the course and addressed the
assignments properly.
“B” Work, Very Good: Evidence of grasp of subject matter, some evidence of critical capacity
and analytic ability; reasonable understanding of relevant issues; evidence of familiarity
with the literature.
“C” Work, Average: The student has some good understanding of the subject matter or the
course; but does not address the assignments in a comprehensive way or does not write in a
systematic and thoughtful fashion. It also means that the student is weak in critical thinking
or did not well master the readings or the lectures. A paper replete with minor errors or
flaws could also fall in this category.
“D” Work, Barely Passing: The student is “intellectually poor.” The student has some
familiarity with the subject matter, but is very weak in analytical and synthetic skills or
simple ignores some fundamental points of the course.
“F” Work, Failure: The student is confused, does not understand properly the readings, the
assignments or the course; and can’t express ideas in a meaningful way. Students who cheat,
miss the course too often, or who do not do most of the assignments also fall in this
category.
V. THE TEN COMMANDMENTS OF OUR COURSE:
1. Please read carefully your syllabus and consult it and our two websites regularly
throughout the semester! This is important for better achieving your educational goals in
this course.
2. Remember that this course is not “taught online.” This means that if you miss the class,
you are responsible for what you missed that day. It is not up to the teacher to relecture to
you by email.
3. Failure to bring to class required readings (textbooks or readings posted on the web site)
will result in some sanction on your grade, because it disturbs the flow of our learning
process and hinders your ability to properly follow the lectures
4. ATTENDANCE:
More than 2 absences will seriously affect your final grade. Coming too late to the class
or leaving too early counts as an absence.
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5. Class preparation:
Assigned readings must be completed before coming to class. This will enable us to have
meaningful discussions.
6. ASSIGNMENTS:
- 6.1. For each assignment you shall give the teacher one hard copy and post the same paper
on the “moodle” website. You will get your grades automatically on the website.
If you do not post your paper on the website you will not have a grade!
-6.2. All the assignments will be presented in class by students in order to foster class
discussion
- 6.3. In this course, you shall always explain how each assignment helped you achieve the
educational goals of our university (these goals and student learning outcomes are in your
syllabus and on the website of our library in the Course reserves section)
- 6.4. Always mention on the first page of your papers the title of our course (RS 356
Contemporary Religious Thought, Spring 2012), assignment number and assignment topic.
Group papers must have a cover page containing the group number and the names of group
members, in addition to assignment topic and assignment number. Each paper should be
typed (single space) and stapled. (Papers that are not stapled and do not follow these
instructions will not be graded; in other words you will get F as grade for that specific
assignment.
- 6.5. Once graded, your papers will not be rewritten! However, the teacher is open to read
your draft before you submit the final version of each paper.
- 6.6. Papers will be handed to the teacher according to due dates mentioned in the syllabus.
Late papers will not be accepted! If you do not turn in an assignment I will not ask you for it. I
will assume that you are content with an “F” grade for that specific assignment.
- 6.7. All the assignments will be presented orally for class discussion. The teacher will
grade your oral presentation as well as your written paper. Before each presentation you
shall hand to the teacher an outline of the major points of your presentation. It is critical to
mention the important things you learned, how the assignment contributed to your
knowledge and critical thinking and how it helped you achieve the educational goals.
7. You have made a conscious, informed choice to be a member of this class. This means
that you have read the syllabus, and know the workload required. I am ready to help you at
any time, even outside my offices hours. But you must let me know that you need help.
8. As a matter of respect for yourself, your fellow students and the teacher, you are
required to observe basic classroom decorum. In particular, this means that you will turn
off (or set to “silent” mode) any electronic devices such as watch alarms, pagers and cellular
phones.
9. The university policy on academic dishonesty, particularly with regards to cheating and
plagiarism, are taken for granted.
10. Unacceptable behavior that can dramatically affect your grade:
a. Disturbing the class with cell phones or other negative behaviors
b. Playing with computer and cell phone instead of following the lecture
c. Absentism
d. Not doing Class presentations
e. Plagiarism
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Keep in mind the Student Conduct Code of our University:
http://www.csun.edu/a&r/soc/studentconduct.html#responsible
Students are expected to be good citizens and to engage in responsible behaviors that
reflect well upon their university, to be civil to one another and to others in the campus
community, and to contribute positively to student and university life. Dishonesty is
therefore an unacceptable Student Behavior.
By Dishonesty, we mean, among other things: Cheating, plagiarism, or other forms of
academic dishonesty that are intended to gain unfair academic advantage; furnishing false
information to the faculty member; forgery or alteration of documents.
VI. ROAD MAP FOR THE LECTURES
(SCHEDULE OF LECTURES, ASSIGNMENTS, AND CLASS DISCUSSIONS)
Consult Moodle for details on the assignments
WEEK 1 (Tuesday Jan 26 – Th. Jan 28): General Introduction to the course
Epistemological Foundation of the course:
Why Contemporary Religious Thought? And How?
Context and Methodology of the course
Educational goals of the course and course requirement
WEEK 2 (Tuesday, Feb.2 – Th, Feb. 4):
Preliminary readings
No written assignment is required, however in order to get some idea of the perspective of
this course read at least 3 texts of your choice from the following list (for class discussion):
Readings (available on our website):
1) Allegory of the Cave (see website)
2) Definition of religion and its social function
3) Christianity in Key Theses (see moodle)
4) We are all Hindus
5) Religious Knowledge in the US (see Moodle)
6) State of Religious Education in the US
7) State of Religious Beliefs in the US
8) THE PEW FORUM ON RELIGION AND PUBLIC LIFE
http://pewforum.org/
9) American Piety in the 21st Century:
http://www.baylor.edu/content/services/document.php/33304.pdf
10) Unesco universal declaration on cultural diversity
11) Universal declaration of human rights (by the UN)
12) Multiculturalism and Me
13) American Piety in the 21st century
14) State of Religious Beliefs in the US
15) State of Religious Education in the US
WEEK 3 (Tuesday, Feb. 9 – Th, Feb.11):
Videos on Religion and Violence in the world (God’s Warriors)
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WEEK 4 (Tuesday, Feb. 16 – Th, Feb.18):
Assignment 1. Religious Landscape of the US and the world
(Understanding the nature of religious pluralism in our world)
Paper and Class Presentation (Group 1 and 2)
WEEK 5 (Tuesday, Feb. 23 – Th, Feb.25):
Assignment 2 (by Group 3 and 4)
Selected Readings (Paper and Class presentation):
1. Euthyphro
2. Book burning
3. Dynamics of Prejudice
4. Dominus Iesus
5. Religious Alterity
WEEK 6 (Tuesday, March 1 – Th, March 3):
Assignment 3 (by all the groups)
1. War prayer
2. Exterminate All the Brutes
3. American Holocaust
4. Divine honor in Judaism
5. FILM GOD’S WARRIORS
WEEK 7(Tuesday, March 8 – Th, March 10):
Assignment 4 (individual paper; by each student):
Selected Sacred Texts (Bible and Koran)
WEEK 8 (Tuesday, March 15 – Th, March 17):
Assignment 5 (by Group 5):
(selected readings; Paper and Class presentation):
1. Erasmus against war
2. John Locke on Toleration
3. Soyinka on Tolerant Gods
4. Cantwell Smith on “Idolatry”
Week 9 (March 21-27, Monday-Sunday): Spring Recess
(No class instruction)
WEEK 10 (Tuesday, March 29 – Th, March 31):
Assignment 6:
Interreligious Dialogue: Christian Uniqueness (textbook)
(Paper and Class presentation by Group 1 and 2 )
WEEK 11 (April 5-7):
Assignment 6:
Interreligious Dialogue: Christian Uniqueness (textbook)
(Paper and Class presentation by Group 1 and 2 )
WEEK 12 (Tuesday, April 12– Th, April 14):
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Assignment 7:
Interreligious Dialogue: Theology of Religious Pluralism (Textbook)
(Paper and Class presentation by Group 3, 4, and 5)
WEEK 13 (Tuesday, April 19– Th, April 21):
Assignment 7:
Interreligious Dialogue: Toward a Christian Theology of Religious Pluralism (Textbook)
((Paper and Class presentation by Group 3, 4, and 5)
WEEK 14 (Tuesday, April 26– Th, April 28):
Assignment 7:
Interreligious Dialogue: Toward a Christian Theology of Religious Pluralism.
(Paper and Class presentation by Group 3, 4, and 5)
WEEK 15 (Tuesday, May 3– Th, May 5):
Assignment 8: Journal due (and class presentations)
WEEK 16 (Tuesday, May 10– Th, May 12): Last week of formal class instruction
Review of the course and study questions
Thursday, last class meeting for this course
FINAL EXAM: MAY 17TH (Tuesday): 10:15 am – 12:15 pm
INTERNET RESOURCES
Some useful websites on Religions, Population, and Social and Religious Issues in the US
and in the World
http://www.youtube.com/watch?v=pIW27p4BI_g
http://crooksandliars.com/john-amato/pastor-drake-prays-obamas-death-im-not
http://gawker.com/5407568/christian-conservatives-praying-for-god-to-kill-obama
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http://www.christianpost.com/news/kansas-speaker-not-resigning-over-deathprayer-request-for-obama-67646
http://gawker.com/5272822/pennsylvania-paper-flunks-us-history-publishesobama-death-threat
SCIENCE AND RELIGIOUS VIOLENCE (Oxford and other universities)
http://www.src.ox.ac.uk/
http://www.src.ox.ac.uk/2010conf.htm
http://www.neuroethics.ox.ac.uk/
http://www.wabashcenter.wabash.edu/resources/resultbrowse.aspx?topic=549&pid=427
http://www.wabashcenter.wabash.edu/resources/article2.aspx?id=10516
http://www.catholiceducation.org/articles/facts/fm0012.html
ZYGON CENTER FOR RELIGION AND SCIENCE
http://zygoncenter.org/
http://www.zygonjournal.org/
STUDENT RESOURCES:
http://www.csun.edu/religious.studies/studentresources.html
http://www.csun.edu/catalog/religiousstudies.html
http://www.csun.edu/catalog/generaleducation.html
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UNESCO UNIVERSAL DECLARATION OF CUTURAL DIVERSITY
http://unesdoc.unesco.org/images/0012/001271/127161e.pdf
SACRED TEXTS
1. SACRED TEXTS
http://www.sacred-texts.com
2. THE BIBLE ON LINE (Read it here)
http://www.allonlinebible.com/
http://st-takla.org/Bibles/Holy-Bible.html
http://www.catholic.org/bible/
http://www.bible-researcher.com/links02.html
http://catholic-resources.org/Bible/Links.htm
2. THE KORAN
http://www.sacred-texts.com/isl/quran/index.htm
http://quran.com/
RELIGIOUS AFFILIATION OF US PRESIDENTS
http://www.usconstitution.com/presbyreligion.htm
http://www.adherents.com/adh_presidents.html
Faith on the Hill: The Religious Composition of the 112th Congress
http://www.pewforum.org/Government/Faith-on-the-Hill--The-Religious-Composition-ofthe-112th-Congress.aspx
THE PEW FORUM ON RELIGION AND PUBLIC LIFE
http://pewforum.org/
INSTITUTE FOR STUDIES OF RELIGION (BAYLOR UNIVERSITY)
http://www.isreligion.org/
American Piety in the 21st Century:
http://www.baylor.edu/content/services/document.php/33304.pdf
ADHERENTS OF ALL RELIGIONS
http://www.adherents.com
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World Evangelization Research center and Global Christianity:
http://www.gem-werc.org/gd/gd.htm
WORLD POPULATION
U.S. CENSUS BUREAU
www.census.gov/cgi-bin/ipc/popclockw
also see the “International Data Base” at
http://www.census.gov/ipc/www/idbnew.html
UNITED NATIONS POPULATION DIVISION
http://esa.un.org/unpp
Population Reference Bureau (PRB)
http://www.prb.org
Population clock:
Office of Population Research, Princeton University (New Jersey)
http://opr.princeton.edu/popclock
SOME MAJOR RELIGIOUS INSTITUTIONS
THE AMERICAN ACADEMY OF RELIGION:
http://www.aarweb.org/
THE VATICAN (ROMAN CATHOLIC CHURCH):
http://www.vatican.va/phome_en.htm
THE US CONFERENCE OF CATHOLIC BISHOPS:
http://www.usccb.org/
World Council of Churches (WCC):
http://www.oikoumene.org/
http://www.wcc-coe.org/wcc/english.html
AMERICAN NATIONAL COUNCIL OF CHURCHES:
http://www.ncccusa.org/
PARLIAMENT OF THE WORLD’S RELIGIONS:
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http://www.parliamentofreligions.org/
http://www.cpwr.org/
The World Council of Religious Leaders:
http://www.millenniumpeacesummit.org/faiths_indigenous.html
EATWOT
(Ecumenical Association of Third World Theologians):
http://eatwot.org/
The UN and the Rights of Indigenous Peoples:
http://www.unhchr.ch/html/menu6/2/fs9.htm
RELIGIOUS CONSULTATION ON POPULATION,
REPRODUCTIVE HEALTH AND ETHICS:
http://www.religiousconsultation.org/
United Nations Declaration on the Rights of Indigenous Peoples
Resolution adopted by the General Assembly
[without reference to a Main Committee (A/61/L.67 and Add.1)]
http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf
On RELIGION, TOLERANCE AND DIALOGUE
http://www.religioustolerance.org
http://global-dialogue.com/
(GLOBAL DIALOGUE INSTITUTE)
http://institute.jesdialogue.org/
VIDEOS
Videos on the Bible
http://www.pbs.org/wnet/religionandethics/episodes/april-22-2011/king-james-bible400th-anniversary/8666/
http://www.pbs.org/wnet/religionandethics/episodes/by-topic/the-king-james-bible“masterpiece-by-committee”/8673/
What would Jesus cut? (Religious Leaders and the Budget Debate):
http://www.pbs.org/wnet/religionandethics/episodes/july-15-2011/religious-leadersand-the-budget-debate/9148/
Heaven and Hell:
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http://www.pbs.org/wnet/religionandethics/episodes/july-8-2011/heaven-andhell/9108/
RELIGION AND SECULARISM: DECLINE OF CHRISTIANITY IN EUROPE
The French case:
http://www.pbs.org/wnet/religionandethics/episodes/june-24-2011/frenchsecularism/9037/
The Irish case:
http://www.pbs.org/wnet/religionandethics/episodes/july-15-2011/decline-of-the-irishcatholic-church/9146/