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Integrative Studies 2201: Theology of Social Justice
[Violence and Peace]
IS Thread:* Reflection and Responsibility
Fall Semester, 2013, 4 credits
T-Th: 9:45-11:15 a.m. Roush 213
Dr. Glenna S. Jackson; Towers 321 (top floor)
Office: 823-1561
Home: 895-8025
E-Mail: gjackson@otterbein.edu
Office Hours: By appointment or just stop in—if I’m not in class, I’m either in my office or the Library
Integrative Studies Mission:
The I.S. program aims to prepare Otterbein undergraduates for the challenges and complexity of a 21st
century world. It foregrounds interdisciplinary and integrative skills, competencies, and ways of
knowing and is committed to the premise that one’s learning should serve and shape one’s chosen
responsibilities in and to the world.
COURSE DESCRIPTION:
This course seeks to identify theological threads that are woven into the fabric of human responsibility
toward the earth and its inhabitants. Students will be required to think critically about the complexities
of social justice through topical emphases, e.g., the environment, religious violence, and institutional
history. Students will be active participants in the learning process as service-learning projects are
developed within each class. This particular section (Violence and Peace) revolves around social justice
in traditional religious contexts and will begin by analyzing key scriptural texts from the major religions
of the world that focus on the notion of justice. We will then trace each tradition from its inception
through the modern world to find consistencies and inconsistencies in its prescription for peaceful
worldviews. We will examine the rich tapestries of the major religious traditions and discover where
they have gone wrong in their endeavor for justice and peace, know what religious traditions actually
say through sacred texts and history, and become enlightened to the fact that no religious tradition is
totally evil or totally good.
INTEGRATIVE STUDIES GOALS:
1. To inspire intellectual curiosity about the world as it is and a deeper understanding of the global
condition.
2. To assist students in cultivating intercultural knowledge and competencies.
3. To promote active and critical reflection on the human self in its full range of contexts.
Outcomes:
Students analyze and reflect on their own sources of identity and values.
Students explore enduring and contemporary questions about human meaning and purpose.
Students recognize and engage with that which is other or unfamiliar to them.
4. To challenge students to critically examine their ethical responsibilities and choices in both
local and global contexts.
Outcome:
Students affirm the value of an enlarged ethical responsibility to other persons, the natural
world, and future generations.
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5. To encourage purposeful public engagement and social responsibility.
Outcomes:
Students demonstrate the intellectual and practical skills necessary for meaningful work and
active participation in the local community and the larger world.
Students explore the value of purposeful action in the face of the pressing problems of the 21st
century.
Students come to see themselves as responsible, engaged and informed persons, capable and
willing to act in ways that will improve or reshape the world.
*Discussion of Interweaving (pun intended) of Goals and Outcomes:
As students, many of you (if not most) come from a Christian tradition. As you begin to grapple with
sacred texts from the major religions of the world that focus on the notion of justice, you will not only
be forced out of your comfort zone from your own religious perspectives, but also realize that you may
actually be comfortable in other religious zones. Thus, most of you will begin the course by beginning to
"analyze and reflect on [your] own sources of identity and values" [Goal Three, Outcome 2] through the
Hebrew Bible (Old Testament) and Christian Origins (New Testament), move into an exploration of
"contemporary and enduring questions about human meaning and purpose" [Goal Three, Outcome 3]
(e.g., justice and peace), and find yourselves "recognizing and engaging with that which is other or
unfamiliar to [you]" [Goal Three, Outcome 4] by analyzing and reflecting on other sources of identity
and values through the Q'ran especially and also through Hindu and Buddhist sacred scriptures. This
realization will become actualization as you see "an enlarged ethical responsibility to other persons, et
al" [Goal Four, Outcome 1] as a world community whose religious texts all demand justice.
But then you must face the reality that the world does not consistently demand justice and so we will
examine where the major religious traditions have gone wrong in their endeavor for justice and peace—
"pressing problems of the 21st century" [Goal Five, Outcome 3] will be taken directly from the daily
newspaper. Skills developed from applying an historical-critical method of research (particularly
redaction criticism) to sacred texts will transfer to students' reading of all information [Goal Five,
Outcome 1] and produce a confidence in them as "informed persons" to "improve or reshape the world"
[Goal Five, Outcome 4] and not just be armchair peace and justice advocates. You will know what
religious traditions actually say, through sacred texts and history, and leave the class enlightened (no
pun intended) to the fact that no religious tradition is totally evil or totally good.
However each manifestation of this course develops and wherever it goes, the IS Mission will be integral
to its structure and purpose. The "complexity of a 21st century world" with no easy answers will be
obvious from the outset. Academic religion is by nature holistic and integrative because it includes, for
example, the studies of anthropology, art, communication, economics, education, ethics, foreign
languages, linguistics and cultures, geography, history, literature, music, philosophy, political science,
psychology, life and environmental sciences, religion and theology, and sociology.
If I were to visualize the content, goals and outcomes in this course, it would be like whitewater canoeing
in Wisconsin: sometimes you see the rocks ahead and paddle through them with a sense of excitement
and accomplishment; sometimes you miss seeing the rock/boulder (even though it’s been pointed out to
you by the person doing all the work in the front of the canoe), overturn the canoe and somehow survive,
losing some of the gear and feeling lighter for a while, but gradually having the need to replenish—and
the contents are always a bit different from the original pack.
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DISABILITY STATEMENT:
If you need an accommodation based on the impact of a disability, you should contact me to arrange an
appointment as soon as possible. At the appointment we can discuss the course format, anticipate your
needs and explore potential accommodations. If you have not previously contacted the Disability
Services Coordinator (x1618 or Kera McClain Manley [kmcclainmanley@otterbein.edu]), I encourage you
to do so. The Academic Support Center is located on the 2nd floor of the Library.
COURSE RATIONALE:
The following rationale are taken from Dr. Martin Marty, guest speaker for Otterbein’s sesquicentennial
Opening Convocation, and explain why one “gets to” teach and study religion rather than “got to”:
1. Religion motivates most killing in the world today.
2. Religion contributes to most healing in the world today.
3. Religion is globally pervasive; there is a great deal of it.
4. Religion has a long past, and its tentacles are culture-wide.
5. Religion is hard to define, and thus a tantalizing subject.
6. Religion, however, defined, helps explain many human activities.
7. Religion is protean, so discovery in its zone demands many specialties.
8. Religion is one of the most revealing dimensions of pluralism.
9. Religion gets to be studied because it is practical.
10. Religion as a subject matter or a dimension of culture has attracted a scholarly
cohort of experts.1
FORMAT: Readings, lectures, films, discussion/interactivity, and research.
REQUIRED TEXTS:
The Bible (any version) and The Koran (any version)
Mark J. Allman, Who Would Jesus Kill? War, Peace, and the Christian Tradition (Anselm Academic Press,
2008).
Jimmy Carter, Palestine: Peace Not Apartheid (New York: Simon & Schuster, 2007). [book or tape]
John J. Collins, Does the Bible Justify Violence? (Minneapolis: Fortress Press, 2004).
Connor Grennan, Little Princes (this year’s Common Book selection)
Charles Kimball, When Religion Becomes Evil (HarperSanFrancisco, 2002).
Current newspapers, popular journals, magazines (e.g., TIME, Newsweek, US&World Report, The
Economist); media newscasts
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Marty, “You Get to Teach and Study Religion,” Academe (November/December 1996) 14-17.
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TEXTS IN LIBRARY (closed reserve):
The Africana Bible: Reading Israel’s Scriptures from Africa and the African Diaspora (Minneapolis:
Fortress Press, 2010).
J. Harold Ellens, The Destructive Power of Religion: Violence in Judaism, Christianity, and Islam (4 vols.;
Westport, CONN: Praeger, 2004).
Glenna S. Jackson, “From Hippo to Hippos: Being on the Edge of Smash in Africa,” in Charles W. Hedrick,
ed., When Faith Meets Reason: Religion Scholars Reflect on Their Spiritual Journeys (Santa Rosa,
CA: Polebridge Press, 2008), pp. 1-11.
Paul A. Laughlin, Getting Oriented: What Every Christian Should Know about Eastern Religions, but
Probably Doesn’t (Santa Rosa, CA: Polebridge Press, 2005).
Paul A. Laughlin with Glenna S. Jackson, Remedial Christianity: What Every Believer Should Know about
the Faith, but Probably Doesn’t (Santa Rosa, CA: Polebridge Press, 2002).
Mark W. Muesse, Confucius, Buddha, Jesus, and Muhammad (36 DVDs; The Great Courses; The
Teaching Company, 2010).
Jack Nelson-Pallmeyer, Is Religion Killing us?: Violence in the Bible and the Quran (Harrisburg, PA: Trinity
Press International, 2003).
Martha C. Nussbaum, The Clash Within: Democracy, Religious Violence, and India’s Future (Belknap
Press of Harvard University Press, 2009).
COURSE REQUIREMENTS:
1. Class attendance and participation are always expected. Any required absence must be
explained to me in advance. Roll call will be taken each class period. An unexcused absence
cannot be made up in terms of class activities for that day. If you are not in class, it is your
responsibility to find out from a student colleague what has transpired and what assignments
may have been made.
2. Attendance and 1-2 page response paper at three co-curricular arts events on Otterbein’s
campus (“Curriculum related Arts Events” calendar is available on the IS website.) One of the
events may be an athletic event. Response papers are due by the last class period of the
semester. Please note: if you do not complete this core Integrative Studies core requirement,
you will not pass the course. Check the IS Website for accepted events each week.
3. E-Portfolio
The Integrative Studies Program e-Portfolio contains carefully selected examples of your work
that demonstrate you have achieved the learning goals and outcomes for the curriculum. You
will begin your e-Portfolio in your FYS or TYS course; include work you do in your I.S. classes;
write a number of statements and complete the e-Portfolio in your dyad. Besides including at
least 2-3 pieces of work or “artifacts” (including multimedia forms as well as written work, if you
choose) for each Integrative Studies course you take, you will write in response to prompts
provided by the I.S. Program about your learning. The mantra of e-Portfolio programs is often
“collect, select, reflect.” Your first step should be to save—collect—any work that might be
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valuable for demonstrating your achievements. When you finalize your I.S. program e-Portfolio,
you will make final selections from this collection of work that represent the best evidence and
you will include thoughtful, articulate, critical reflections (in response to prompts) that explain
how the items provide evidence that you’ve mastered the learning.”
4. Research and Argumentative Essay: What role should religion play in one of the following
countries? (2,800 words=7 pages, minimum—no maximum)
a. Each member of the class must sign up for one of the following countries:
1) Afghanistan (Muslim//Jew//Christian)
2) Egypt (Coptic (Christian]//Muslim//Jew)
3) Kashmir [India] (Hindu//Muslim//Christian)
4) Israel-Palestine (Jew//Palestinian//Christian)
5) Northern Ireland (Protestant//Roman Catholic)
6) South Africa (ANC//IFP//Dutch Reformed)
[Members of each research country will sit together and work/act as a learning group within the class
during the course of the semester. Each team will also be responsible for specific assignments.]
b. The essay must be typed, double spaced, include footnotes and bibliography. See
enclosed examples for acceptable footnote and bibliography forms. (Requesting a
critique on early drafts as early as possible in the semester is encouraged. Use the
Academic Support Center, even if you are an A student!)
c. The essay should include the following:
1) thesis statement (e.g., The violence in [Afghanistan] is/is not a result of religious
belief OR Religion should (or should not) play a role in [Afghanistan].
2) current status of that country in terms of religion, politics, economics
3) historical information leading up to the socio-political and socio-religious
problems in that particular country as they stand today; specifically, what role
has religion played in the dispute? (If you need help with key persons or issues
in your country, please ask!) (Hint: as you write your paper, begin with the
present and work your way backward.)
4) a clear argument that flows from your thesis statement;
5) inclusion and interaction with outside sources, including television and radio
newscasts and popular news journals (e.g., TIME, Newsweek, US & World
Report, The Economist) about your country;
6) a conclusion that discusses what might be done to right the injustices you find in
your country, especially as it pertains to religion;
7) a transcript or summary of an email/chat room dialogue between you and a
person from the country in your research paper; the ideal would be to develop
an e-mail correspondence with a real person from your country;
8) a minimum of ten scholarly resources; INTERNET SOURCES MAY NOT BE USED
WITHOUT EXPLICIT PERMISSION
9) a minimum of five current newspaper/journal sources
10) documentation (check Syllabus for proper footnote and bibliographic forms);
11) projects will be graded on content (see above), organization, documentation,
writing style and creativity;
12) an outline of the research paper may look like this:
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Research and Argumentative Paper Skeleton
A. Contents
1. Title Page
2. Table of Contents
3. Introduction
a. Thesis statement
b. Statement of intent and order of the paper
c. Reasons/outline for following information, in general; i.e., state an agenda and/or
organization
4. Body
a. Sub-headings
b. Reminder of reason why information is important to understand the thesis, especially
the specific information about to be articulated
c. Evidence from sources
d. Interaction with evidence
e. Conclusion—your argument as a result of investigation and interacting with other
sources
5. Summary
a. Restate the thesis
b. Future projects/interests
6. Dialogue—Provide documentation
B. Bibliography
1. Not to be counted in the 2,800 words
2. Scholarly sources
3. Current/popular sources
4. Personal sources
C. Writing Style
1. Length—minimum of 2,800 words [about seven pages]; no maximum
[if the paper is short, the percentage will be taken into first consideration—regardless of the
quality of writing]
2. Citation—Chicago Manual of Style
3. Spell Check is mandatory—I will not grade anything beyond three spelling errors
D. Miscellaneous
1. Pictures
2. Maps
3. Personal experience with the country
4. Artifacts
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5. Team Oral Report (15 minutes [minimum] to 25 minutes [maximum] in length)—to
be scheduled for Weeks Thirteen and Fifteen.
a. the following elements should be included in the oral report;
1) a map of the country and its relationship to the rest of the world;
2) a summary of the research papers with an emphasis on the role of religion;
3) handouts with historical timeline and terminology;
4) film clips/You Tube segments
5) inclusion of site visit
6) inclusion of email correspondence
7) inclusion of selected movie(s)
8) preparation for reactions from the class.
b. possible means of presenting the above material:
1) formal reports with information divided among participants;
2) a play;
3) a debate;
4) a TV or radio talk show;
5) a newscast;
6) interactivity with student colleagues from other country groups
7) any other creative means.
[Keep in mind that you will have approximately twenty minutes to let your class colleagues know as
much as possible about your country—be creative and efficient with the time allowed. Practice the
presentation and be familiar with the technology that you will need—you will be cut off when the
allotted time is up. Rehearse pronunciations as best as possible.]
c. suggestions for props to be included in the presentations:
1) bits and pieces of news clips or movies;
2) overhead transparencies and/or use of Power Point;
3) taped music (I have music from all countries for your consideration);
4) taped conversations or interviews;
5) costumes (if you do not use any costume props to demonstrate your culture,
please dress up as though this were a business-related presentation or interview);
6) any other creative (but suitable) ideas.
d. grades will be based on the following:
1) preparedness
2) content
3) creativity
4) delivery
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6. Due Dates:
a. Outline and Bibliography for research paper—week six. Approval or request for emendation
will be given back by the following week.
b. Final Research Paper—Week Fifteen.
The paper must be typed, double spaced, include footnotes and bibliography. See enclosed examples
for acceptable footnote and bibliography forms. (Requesting a critique on early drafts as early as
possible in the semester is encouraged. Once again, make an appointment at the Academic Support
Center)
c. Oral Reports are scheduled for Weeks Thirteen and Fifteen.
7. Composition of Final Grade
a. attendance and participation (20%)
two-three absences=B
four-five absences=C
six-seven absences=D
eight or more absences=F
[IF YOU ARE ABSENT, IT IS COMPULSORY THAT YOU CONTACT A STUDENT COLLEAGUE AS SOON AS
POSSIBLE AND FIND OUT WHAT YOU MISSED. DO NOT INTERRUPT CLASS TO ASK FOR MATERIALS
DISTRIBUTED DURING THE MISSED CLASS PERIOD.]
b. assignments
c. tests
d. research paper
e. oral report
f. final exam
(20%)
(20%)
(15%)
( 5%)
(20%)
8. All written assignments must be typed (normal type size and type style, i.e., size and
style of Syllabus), double-spaced with one-inch margins, and proofed. Assignments
not meeting these standards will NOT be accepted. Always copy all work that is to
be handed in, for your own protection. Do not submit anything via e-mail without
specific permission.
REPEAT:
ANY ASSIGNMENT NOT MEETING THESE STANDARDS WILL BE RETURNED WITHOUT A GRADE
9. Academic dishonesty of any kind is unacceptable. See the Campus Life Handbook.
Be aware that ANY assignment turned in as original work that is not original work
will result in an F for the final course grade. Also be aware that there are computer
“buster” programs that reveal anything taken from the internet or web.
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FOOTNOTE AND BIBLIOGRAPHY FORMAT
(Chicago Style)
1. Footnotes are preferred (rather than end notes).2
2. Footnotes should include the exact single page of the quotation or reference.
3. The bibliography should be alphabetized by authors’ last names.
4. The bibliography should include the entire number of pages dealing with the subject,
unless the source is a complete book.3
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This is an example of the proper form for footnotes:
For a book:
Glenna S. Jackson, ‘Have Mercy On Me’: The Story of the Canaanite Woman in Matthew 15.21-28
(Sheffield, England: Sheffield Academic Press, 2002), 93.
For an article:
Glenna S. Jackson, “From Hippo to Hippos: Being on the Edge of Smash in Africa,” in Charles W. Hedrick,
ed., When Faith Meets Reason: Religion Scholars Reflect on Their Spiritual Journeys (Santa Rosa, CA: Polebridge
Press, 2008), 5 (1-11).
For a website: state the address, author’s full name, and date accessed
Once a source has been cited in a footnotes, subsequent citings should be included as follows:
Jackson, Have Mercy, 101.
Jackson, “From Hippo to Hippos,” 10.
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The same entries for a bibliography would read:
Jackson, Glenna S., ‘Have Mercy On Me’: The Story of the Canaanite Woman in Matthew 15.21-28
(Sheffield, England: Sheffield Academic Press, 2002).
Jackson, Glenna S., “From Hippo to Hippos: Being on the Edge of Smash in Africa,” in Charles W. Hedrick,
ed., When Faith Meets Reason: Religion Scholars Reflect on Their Spiritual Journeys (Santa Rosa, CA: Polebridge
Press, 2008), 1-11. [Complete page numbers are necessary in the bibliography if the reference is to a journal.]
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THE USE OF INCLUSIVE LANGUAGE
It is expected that all written and oral work will make use of inclusive language. To be specific, the term
“man” can no longer be used to express both female and male; i.e., in today’s world all women do not
feel included in “men,” even though they may be aware of its historical meaning.4 Words such as “one
or “person” are more acceptable terms. When the gender of the person being discussed can be either
female or male, indicate it by saying “she or he,” “s/he,” “him or her,” “him/her,” etc.
It is also important to recognize that the deity is not always referred to in the masculine in traditional
biblical and extra-biblical texts, and therefore, need not be in the contemporary. It is better to keep
repeating the word “God” than to use the pronoun “he.” By the end of the quarter, assignments will not
be accepted that refer to God with gender pronouns.
Good references for this issue include Casey Miller and Kate Swift, The Handbook of Nonsexist Writings
and The Language of the New Century Hymnal (Cleveland: Pilgrim Press).
Likewise, if you are assuming the identity of a person not of your own faith and/or disagree with their
belief system, be extremely careful not to fall (knowingly or unknowingly) into ethnic, religious, or any
other kind of slurs.
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According to Marianne Ferguson (Women and Religion [New York: Prentice-Hall, 1989] 157) who quotes Thomas
Groome, “the historical evidence is that gender exclusive language originated and was intended to maintain the
connection that men are superior to women and are the natural norms of humanity.” She also quotes Thomas
Wilson, an English grammarian, who in the year 1503 indicated “that male superiority should be demonstrated by
always naming men before women, as in “man and wife.” A century later Joshua Poole, another English
grammarian, said the male terminology has “pride of place” in language because the male gender is the worthier
one. The English Parliament recognized the use of language to reinforce male power by passing a law in 1850
decreeing that “he” legally stands for “he and she.”
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READINGS AND ASSIGNMENTS SCHEDULE
(subject to change)
REMINDER: If you are absent, it is compulsory that you contact a student colleague as soon as possible
and find out what you missed. If there are materials that were distributed in class, please come to my
office and get copies. Do not interrupt class to ask for materials distributed during the missed class
period.
BASIC CLASSROOM ETIQUETTE
 NO CELL PHONES [get them out of sight; if I see you texting, you will be marked absent]
 NO COMPUTERS OPEN WITHOUT PERMISSION
 NO BATHROOM BREAKS UNLESS YOU HAVE A MEDICAL PROBLEM
 THROW ALL TRASH AFTER CLASS, NOT DURING CLASS
IN GENERAL
 Always bring texts to class that are listed for the week
 On Tuesdays, the first few minutes of each class session will include your reading of newspaper and
journal articles about events from your designated country—keep us up to date!
Week One—August 27-29
Readings:
Introduction and Orientation
Attitudes Assessment
Sacred Scriptures and Method
“Stoning and Scripture”
“ Dr. Laura”
“God Angrily Clarifies ‘Don’t Kill’ Rule”
Jackson, “From Hippo to Hippos”
Written Assignments: “Bible Passages”
“How to Find a Wife”
“Marriage Rules”
Respond to the article, “From Hippo to Hippos” according to the rubric
Week Two—September 3-5
Hinduism
Reading:
Little Princes—in entirety, in preparation for next week’s guest lecturer
Film:
“Lage raho Munna Bhai”
Written Assignment:
Find a YouTube segment on Gandhi and write a two-page response to it
[e-Portfolio requirement]. (Be sure to include address for You Tube.)
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Week Three—September 10-12
Thursday:
Hinduism, cont.
Guest Speaker in class—James Hopkins, “Tibetan Buddhist Monastery”
[He will also be speaking in the evening—time and venue TBA—you may use
the evening venue as one of your IS requirements.]
Test #1
Week Four—September 17-19
God-Language and Religious Violence
Written Assignments: Find one YouTube clip regarding religion and violence. Write a onepage summary and reaction [e-Portfolio requirement].
Research the meaning(s) of “Elohim”
Thursday:
Guest Speaker in class—Ms. Devon Kuntzman, 2013 Otterbein University Global
& Intercultural Engagement Young Alumni Award
Week Five—September 24-26
Research
Tuesday:
Meet as a country team and begin brainstorming about the following
assignments:
1. Choose a feature film to watch together from/about your country
2. Arrange a time to visit a house of worship from your research country
3. Share ideas for establishing an email correspondence from within your
country
4. Prepare for presentation with these suggestions—
a. share resources
b. determine the venue for your presentation
c. outline the presentation
d. make individual assignments
e. draft the presentation
f. make a You Tube or video of your presentation, if appropriate for
your venue
g. rehearse the presentation that includes the You Tube or video
Thursday:
Meet with Ms. Betsy Salt in Library 201 for library/research instruction
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Week Six—October 1-3
Judaism
Outline and bibliography Due in class on Thursday
Readings:
Genesis 1-3, from Jewish, Christian, and Muslim translations
The Destructive Power of Religion: Violence in Judaism, Christianity, and Islam
Does the Bible Justify Violence?
Films:
“Genesis” (Bill Moyers)
“The History of God” (Karen Armstrong)
“The Pianist” or “Schindler’s List”
Assignment:
Find one piece of art that depicts violence in a Hebrew Bible story; print and
bring to class.
Tuesday:
Common Book Convocation—3:00-4:00 p.m.—strongly encourage your
attendance and may use it as one of your IS requirements
Week Seven—October 8-10
Readings:
Written Assignment:
Test #2
Judaism, cont.
When Religion Becomes Evil
“The Legacy of Abraham,” TIME Magazine [September 30, 2002]
God vs. Gays: The War That Never Was” (Marconi, undated)
“Homosexuality and the Bible” (Wink, 1996)
“Sodomy” (Patterson, The Fourth R, March-April 2013, pp. 9-10)
“What the Bible Really Says About Sex” (Miller, Newsweek , February 14, 2011,
pp. 47-49)
“What the New Testament Says About Homosexuality (Walker, The Fourth R,
May-June 2008, pp. 9-12)
“When a Man Lies with a Man as with a Woman” (Patterson, The Fourth R, MayJune 2012, pp. 13, 24)
Write a two-page review/response to a movie based in the country that you are
researching . The purpose of this assignment is to provide a physical
environment and context for your country; i.e., to see your country through the
eyes of the characters in a movie. Also, critique the film in terms of stereotypes
(or even misrepresentation) it portrays. [e-Portfolio requirement]
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Week Eight—October 15-17
Fall Break//Research
Tuesday—Fall Break
Thursday—Team Research Day—I will be in the Library to work with you
Friday—RELG 1400 will visit Temple Israel at 5:30 p.m. This class is welcome to join them and
will serve as an IS event.
Week Nine—October 22-24
Buddhism//Research
Reading:
Excerpts from Thich Nhat Hanh
Films:
“Words of My Perfect Teacher”
“How the Buddha Taught” [#16, Confucius, Buddha, Jesus, Muhammad]
Written Assignments:
Find a YouTube segment on Thich Nhat Hanh and write a two-page
response to it [e-Portfolio requirement]. (Please include the You Tube
address and name.)
Write a reflective statement of 700-800 words in which you explain
how this course has thus far given you a vision of yourself as an engaged
and informed local and global citizen. Be sure to address the IS goals
and learning outcomes in your narrative [e-Portfolio requirement].
E-mail Correspondent: Submit the name and email address of the correspondent you have
established within your country.
Thursday:
Country Teams/Research [I will be at the Jesus Seminar Meeting]
Week Ten—October 29-31
Christianity
Reading:
Remedial Christianity, chs. 3-4 (Library Reserves)
Films:
“The History of God,” cont.
“The Jewish and Roman Worlds of Jesus” [#18, Confucius, Buddha, Jesus, Muhammad]
Written Assignment:
Bibliography and Outline Due for Research Paper
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Week Eleven—November 5-7 Christianity, cont.
Readings:
Gospel of Mark
Who Would Jesus Kill? War, Peace, and the Christian Tradition
Film:
“Romero”
Written Assignments:
As country teams, peruse the gospel of Mark and compile lists of texts
that espouse violence and those that espouse peace.
Peruse The Book of Revelation—is it a document that espouses peace or
violence?
Test #3
Week Twelve—November 12-14
Islam
Readings:
Koran, TBA
Is Religion Killing us?: Violence in the Bible and the Quran
Palestine: Peace Not Apartheid
Films:
“The History of God,” cont.
“Arabia in the Days of Ignorance” [#26, Confucius, Buddha, Jesus, Muhammad]
“Kandahar”
Written Assignment:
Research the use of art in Islam—e.g., what can and cannot be
depicted? Write a two-page essay, stating a thesis and providing the
evidence [e-Portfolio requirement]
Week Thirteen—November 19-21
Tuesday:
Test #4
Thursday:
Afghanistan
Egypt
Week Fourteen—November 26-28
Presentations
Research/Thanksgiving
Tuesday:
Research [I will be at the Society of Biblical Literature Annual Meetings]
Thursday:
Thanksgiving Day
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Week Fifteen—December 3-5
Presentations and Wrap-Up
Research Papers Due on Tuesday in Class
Tuesday:
Israel-Palestine
Kashmir [India]
Thursday:
Northern Ireland
South Africa
Continent of Africa from Dr. Jackson’s perspectives
Final Exam: Thursday, December 12, 8:00-10:00 a.m.
Check out the Religion and Philosophy Homepage for additional information
about our department, including professors.