CGC 510-=
01
– Comparative Religion (3 credit hours)
Spring 2=
009
Leo. 301 Sat
Office: 204 Leonard Hall- Office Hours: Monday and Wed=
nesday
The mission of the Master of Divinity Degree is to pre=
pare
persons for ordained ministry, for chaplaincy, general pastoral and religio=
us
leadership responsibilities in congregations and other settings, and to pre=
pare
some students for admission to advanced programs oriented to theological
research and teaching. The purpose is consistent with the mission of
The mission of the Master of Religious Education Degre=
e is
to equip persons for competent leadership in Christian Education to serve
congregational ministries and other religious institutions. This purpose is
consistent with the mission of
Program Go=
als for
M.Div. and M.R.E. Degrees
The Program Goals for the Master of Divinity Degree Pr= ogram are to:
The Program Goals for the Master of Religious Education Degree Program are to:
Program Learning Outcomes
|
MRE Program Learning O= utcomes (PLOs) |
MDiv Program Learning = Outcomes (PLOs) |
|
|
Course Description:
This course is a comparative and
comprehensive study of the major religions of the world. This course will discuss how these=
major
religions are practiced in their historical and contemporary cultural conte=
xt.
We will examine each group’s religious faith, leadership, structure,
ideologies, theology, and general life style. Through the use of lectures,
discussions, assigned readings, and occasional audio-visual presentations, =
guest
lecturers, we will gain a greater understanding of these major religious
beliefs. In addition, we will=
look
at the role of women, third-world, and cults/sects have on the climate of t=
hese
major religions in general.
Student Learning Outco=
mes(SLO)- At the completion of=
this
course, students will be able to:
1.) Discuss the origin, leading persona=
lities,
and examine the holy book(s) of the major religions covered in this course,=
and
analyze the tenets, rituals, worship, ethics, and life styles of these
religions.
2.) Identify the diverse
traditions of these religions to help them to better understand these relig=
ious
groups and individuals when they encounter them in their everyday walk of l=
ife.
3.) Analyze the methodolog=
y,
contexts, and the theological interpretations of the basic teachings,
practices, vocabulary of the Hindu, Jewish, Buddhist, Christian and Islamic
traditions.
4.) Engage in theological =
and
ethical reflections on the role of cults and sects in the religious traditi=
ons
of the world.
Student Learning
Outcomes include the following:
|
Student Learning Outcomes (SLO) At the completion of this course, students wi=
ll be
able to: |
Assessment of Student Learning Outcomes (Assessment Tools) |
Linkage to MDiv Program Learning Outcomes (PLO statement
number(s) that correspond to or support the SLO) |
Linkage to MRE Program Learning Outcomes (PLO statement number(s) that correspond to or
support the SLO) |
|
1. Discuss the origin,
leading personalities, and examine the holy book(s) of the major religions
covered in this course, and analyze the tenets, rituals, worship, ethics,=
and
life styles of these religions. |
Exam Questions, Res=
earch
Paper Group Presentations=
|
1,2 |
1,3 |
|
2. Identify the diverse
traditions of these religions to help them to better understand these
religious groups and individuals when they encounter them in their everyd=
ay
walk of life. |
Exam Questions, |
1,2, |
1,2,3 |
|
3. Analyze the methodol=
ogy,
contexts, and the theological interpretations of the basic teachings,
practices, vocabulary of the Hindu, Jewish, Buddhist, Christian and Islam=
ic
traditions. |
Exam Questions, Ref=
lection
Papers |
1,2,3,4 |
1,2,3,4 |
|
4. Engage in theologic=
al and
ethical reflections on the role of cults and sects in the religious
traditions of the world. |
Exam Questions, Cla=
ss
discussion |
1,2,3, |
1,3 |
The
student will engage in research, critical thinking, and dialogue so that th=
ey
will:
Use of Technology:
All students in this course a= re required to have regular access to email and to the internet. The Shaw Blackboard site (http://shawu.blackboard.com) will= be heavily used in this class. A= ll course handouts (including readings, guidelines for completing assignments,= and grading rubrics) will be made available via Blackboard. Students will also submit assignments and receive feedback using Blackboard’s Digital Dropbox.
Email will be the instructor’s primary mode of contacting students outside of class hou= rs. Thus, all students must set up the= ir email address on Blackboard. Directions for doing so are below:
We will be using the following sections of Blackboard = for this course:
Follow the instructions below to submit assignments vi= a the Digital Drop Box:
Academic Integrity:
Students in this course are expected to abide by the Shaw University Code of Conduct. The university po= licy on plagiarism will apply to all assignments given in this course (see Stude= nt Handbook). Plagiarism involve= s the intentional or unintentional representation of another person’s words and/or ideas as one’s own. Students are expected to cite all materials, including scriptural references, using the formats described in Kate Turabian’s A Manual for Writers of Term Papers, T= heses, and Dissertations.
If you need help determining whether to cite, see the =
guide
on avoiding plagiarism at http://libr=
ary.duke.edu/research/plagiarism/index.html
Young, William A.,
Morality The World Religions: A world view and contemporary issues
Recommended
Kimball,
Charles, When Religion Becomes Evil.
Braswell,
George W., Jr., Understanding World Religion.
Ford,
David, The The Modern Theologians: An Introduction to Theology Since 191=
8,
3rd edition (
Hopre,
Lewis M. Jr., Religions of the World.
Turabian,
Katie, A Manual for Writers of Term Papers, Theses, and Dissertations,
6th edition,
The
following point system will be used for all assignments:
A =
90-100
B &=
nbsp; 80-89
C &=
nbsp; 70-79
D =
60-69
F &=
nbsp; 59
and below
A
plus or minus grade (e.g., B+ or C-) is used to indicate proximity to the
particular grade. At the end, all minuses and pluses will be rounded to the
point that best reflects the student’s progress in the course.
No
grades are “given” in this course. Each student earns her/his g=
rade.
I &=
nbsp; A
student receives an “I” only when extraordinary
circumstances (extended illness, death in the family, etc.) prevent the stu=
dent
from completing all the assignments before the end of the semester.
All
written assignments need to conform to the guidelines in the
A &nbs=
p; Indicates
the student has significantly exceeded the minimum expectatio=
ns
for the assignment. The student has consulted the relevant scholars and has
consistently entered into dialogue with these scholars, offering his/her
critique of the relevant sources. All the required parts of the assignment =
are
present, and the written presentation is consistently above average, with no
errors in spelling or grammar.
B &nbs=
p; Indicates
the student has exceeded the minimum expectations for the
assignment. The student has consulted relevant scholars and has entered into
dialogue with most of them, offering his/her critique of the sources. All t=
he
required parts of the assignment are present, and the written presentation =
is
above average, with no errors in spelling or grammar.
C &nbs=
p; Indicates
the student has met the minimum expectations for the assignme=
nt.
The student has consulted relevant scholars and has represented their views
well, at least occasionally offering a critique of the sources. The required
parts of the assignment are present, and the written presentation is
acceptable, with minimal errors in spelling or grammar.
D &nbs=
p; Indicates
the student has not met the minimum expectations for the
assignment in one or more of the following ways: significant critical
scholarship is not consulted; significant segments of the assignment are
missing or inadequate; or the written presentation is inadequate in grammar,
spelling, or format.
<=
span
style=3D'font-size:11.0pt'>F
Student Classroom Decorum Expectations
To enhance student le=
arning and
an engaging classroom atmosphere, students are expected to dress and behave=
in
a manner conducive to classroom learning. More specifically, students will =
avoid
disruptive classroom behavior (i. e., talking to classmates, disrespectf=
ul
responses to teacher instructions; swearing; wearing clothes that impede
academic learning such as but not limited to wearing body-revealing clothing
and excessively baggy pants; hats/caps, and/or headdress). Students will
turn off telephones prior to entering the classroom. Students who exhibit t=
he
behaviors described above, or similar behaviors will be immediately dismiss=
ed
from class at the third documented offense. The student will be readmitted =
to
class only following a decision by the Divinity School Dean. The student may
appeal the decision of the Dean to the Vice President of Academic Affairs, =
and
then to the President of Shaw University. The decision of the President wil=
l be
final. Failure to follow these procedures will result in termination of the
appeal, and revert to the decision of the Department Chair.
Course Requirements:
15% Write a narrative about your faith and l=
ife
experiences
15% The study of an
assigned religious faith (group project)
10% Visit to a temple, shrine, synagogue,
mosque, etc.; write on your experience (group)
15% Book report, reflection papers
20% &=
nbsp; Mid-term
exam &nb=
sp; =
&nb=
sp; =
&nb=
sp; =
30% &nbs=
p; Final
exam
100%
&nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp;
1.Tests and Final Examination: Two
written examinations will be given during the semester covering material fr=
om
the text, lectures, group presentations and other readings.
=
If a student fails to take an exam as scheduled,=
it is
the student’s responsibility to inform the instructor immediately.
=
2. Reflection Papers/ Book Reports= : Each student will submit two refec= tion papers. Topics for the papers= will be assigned during the semester and are included in the syllabi. The reflection papers will be two = full pages in length, will be typewritten and double-spaced. The papers will reflect your criti= cal thinking and examination of assigned topics. Each student is expected to apply = their writing skills to prepare his or her paper. Your grade will, in part, be determined by your treatment of the topic, your original, critical thinking, and your use of proper grammar and punctuation.
Subject Conte=
nt
Rubric
|
ATTRIB=
UTE |
EMERGI=
NG |
COMPET=
ENT |
EXEMPL=
ARY |
|
INVEST=
IGATE
& RESEARCH |
Little inqu=
iry.
Limited knowledge shown. |
Explores to=
pic
with curiosity. Adequate knowledge from variety of sources displayed. |
Knowledge b=
ase
displays scope, thoroughness, and quality. |
|
ANALYZ=
E &
EXAMINE |
Separates i=
nto
few parts. Detects few connections or patterns. |
Sifts and
organizes information. Detects patterns. Connects information to explain =
the
topic. |
Prospects f=
or
patterns and connections. Uses plans or models to explain the nature of t=
he
whole topic. |
|
CONSTR=
UCT &
SYNTHESIZE |
Applies lit=
tle
information. Combines few facts or ideas. Needs more development. |
Assembles a=
nd
combines new knowledge to form a coherent whole. |
Combines fa=
cts
and ideas to create new knowledge that is comprehensive and significant. =
|
|
REFLEC=
T &
INTERPRET |
Conceives f=
ew
ideas. Draws few inferences. The meaning of the topic is vague. |
Uses perspe=
ctives
and insights to explain relationships. Reflects real life. |
Point of vi=
ew
reveals meaning of topic with insight into its signficance. Applies to re=
al
life. |
Group Discussion Rubric
|
ATTRIB=
UTE |
EMERGI=
NG |
COMPET=
ENT |
EXEMPL=
ARY |
|
LISTEN=
ING |
Recognizes =
and
responds to others speaking. |
Uses and
practices listening processes regularly. |
Habitually =
uses listening
processes. |
|
NON-VERB=
AL
COMMUNICATION Eye contact, gestures, posture, facial expression, voice. |
Comprehends=
some
information from non-verbal cues. |
Draws accur=
ate
conclusions from body language and facial expressions. |
Able to rec=
ognize
and use subtle non-verbal communication cues. |
|
CO-OPE=
RATION |
Sometimes s=
hows
ability to wait to give appropriate verbal / non-verbal responses. |
Usually sho=
ws
ability to wait to give appropriate verbal / non-verbal responses. |
Habitually =
shows
ability to wait with openness and awareness to give appropriate verbal /
non-verbal responses. |
|
PARTICIPATION Tells thoughts, feelings, ideas so others
understand. |
Rarely talks during the discussion or=
talk
is off the subject. Offers few ideas to the discussion. |
Shares freely and explains with detai=
ls.
Makes connections to what others say. |
Talk inspires others. Supports and le=
ads
others in discussion. |
4. Class Attendance: The attendance policy printed in t= he Shaw University Undergraduate Catalogue will be enforced. When a student is unable to attend class, it is the student's responsibility to call the professor in advance, whenever possible. It is the student's responsibility to obtain the notes, handouts, or other material f= or the missed class. Students remain responsible for all assignments due during the missed class. An absence does not excuse the student from any work or d= ue dates.
Attendance will be taken = at the beginning of each class and students not present at that time will be marked absent. Students who come in = late are required to inform the instructor immediately following that class peri= od in order to be counted late rather than absent. Once in attendance, students shoul= d not leave class without the instructor's permission.
Class attendance is manda=
ted for
all
|
Time Clas= s Meets Per Week |
Unexcused= Absences Allowed |
|
3 |
3 |
|
2 |
2 |
|
1 |
1 |
Students who do not excee= d the allowable number of absences will receive five points as part of the total points for the final course grade.
After the allowed number = of unexcused absences has been used, students will receive points as part of t= he final course grade according to the following table for unexcused absences greater than the allowed absences
|
Number Gr= eater Than Excused Absences |
Points Ea= rned |
|
1 |
4 |
|
2 |
3 |
|
3 |
2 |
|
4 |
1 |
|
5 or more= |
0 |
&n= bsp;
Instructor’s
Expectations
1. Each student is expect=
ed to
come to class prepared to discuss class assignments.
2. Due to considerations =
of
fairness, no exam make-ups will be given or late assignment accepted except=
in
cases of documented emergency or when pre-arranged with the instructor for
appropriate reasons.
3. Students are expected =
to
follow university policies as put forth in the institution’s student =
code
of responsibilities and conduct.
4. Have proper decorum in
class. Disruptive behavior wi=
ll not
be tolerated. Each student=
217;s
right to learn, question, and communicated must be respected by all student=
s.
5. Phones and peepers mus=
t be
muted during class. Use of su=
ch
devices during class is prohibited.
Class Participation<=
/b>: Course enrollment indicates students’ ac=
tive
participation in a positive manner in the learning process. Participation
includes: demonstrating critical thinking, active learning, development and=
use
of listening and speaking skills needed for career success, and the ability=
to
engage a discipline’s conversation. Such participation includes asking
questions, active listening, seeking out and valuing the opinion of others,=
and
showing respect for peers and the instructor. Participation includes eviden=
ce
that the student prepares for class by reading the assigned material prior =
to
class and by contributing to class discussions, and asking questions about =
the
readings and lectures. Students will be assigned participation points prima=
rily
based on the Student Participation Rubric below:
Student Participation Rubric
|
Cri=
teria |
Exe=
mplary 5 |
Out=
standing 4 |
Sat=
isfactory 3 |
Ade=
quate 2 |
Uns=
atisfactory 1 |
|
Interaction/ participation in classroom learning activities |
Demonstrates critical
thinking skills, evidence that student read assigned material, asks focus=
ed
and appropriate questions, always interacts, responds regularly to questi=
ons;
freely volunteers opinions, initiates appropriate questions, does not
dominate discussion |
Demonstrates beginni=
ng
critical thinking skills, some evidence that student read assigned materi=
al,
often interacts in class; responds often to questions, often volunteers
opinions, contributions less developed and focused contributions |
Occasionally, demons=
trates
critical thinking skills, occasionally interacts and responds to questions
when prompted, contributions not as clearly focused, contributions lack
focus, rambling, or tangential, questions sometimes digressive |
Rarely demonstrates =
critical
thinking skills, rarely participates or volunteers point- of-view, provid=
es
minimal answers when called upon, does show interest in class and discuss=
ion,
some evidence that material was read |
Does not participate=
or
respond to questions; almost never volunteers to contribute or provide
information, little or no evidence that read assigned material or complet=
ed
assignments, may be disruptive to class |
|
Engagement in the electronic/ email learning forum |
Demonstrates compete=
ncy in
using electronic/email, including Blackboard learning forum assignment. |
Follows directions w=
ith
minimal difficulty, most of=
time
no difficulty accessing and using electronic learning forum |
Misses no more than =
two
assignments, minimal difficulty accessing and using electronic learning
forums |
Misses more than two
assignments. Some difficulty
accessing and using electronic learning forums |
Never logs onto Blac=
kboard
or check email, assignments not completed, no demonstrated competency in
using electronic learning forum |
|
Professional attitude and demeanor &nbs=
p; &=
nbsp; &nbs=
p;
|
No disruptive classr=
oom
behavior, no cell phones or electronic devices during class, respectful a=
nd
courteous to others, recognizes and respects other students’
points-of-view, alert in classroom, enthusiastic for work |
Rarely disruptive and
disrespectful on rare occasions, alert in the classroom on most occasions,
enthusiastic most of the time, no cell phones or electronic devices |
Minimally disruptive=
and
disrespectful, sometimes lethargic in the classroom |
Disruptive and disrespectful, rarely enthusiastic<= o:p> |
Not respectful and
courteous, alert or enthusiastic in the
classroom |
|
Punctuality |
0-2 times tardy |
3-4 times tardy |
5-6 times tardy |
7-8 times tardy |
9-10 times tardy |
Class Schedules
|
Class &nbs=
p;
Date |
Student Learning
Outcomes =
[list the SLO numbers (s)] M.R.E |
Student Learning Outcomes [list the SLO numbers (s)] M.DIV |
Course Content or Unit |
|
Mode of Instructional Delivery |
Related Assignment |
Resources |
Assessment Tool |
|
Week 1 Jan17 |
1,3 |
1,2 |
Introduction:
so what’s the difference? |
So What’s the Difference Pgs. 1-168 |
Lecture Discussion |
Library Assignment |
The Baptist Faith Me=
ssage
pgs 1-152 |
Exam Questions |
|
Jan 19 |
|
|
MARTIN LUTHER KING HOLIDAY |
|
|
|
|
|
|
Week 2 Jan 24 |
1,3 |
1,2 |
History
of The Christian Faith: what we believe about God, the Devil, the Holly
Spirit, the Bible Humankind (Sin/Salvation), the Church, the Community, a=
nd
other people of Faith Report |
Hand Out developed by
Professor |
Lecture and Class
participation |
History of Christian=
ity Review previous disc=
ussions,
group and class presentations |
The Bible OT/NT References on the su=
bject
matter www.baptiststart.com=
/doctrine.htm |
Write a Narrative ab=
out your
experiences, faith and life |
|
Week 3 Jan 31 |
1 |
1 |
Cults
and Sects |
Hand Out developed by
Professor Father Divine pgs 1-=
367 Jehovah’s Witn=
ess
Answered Verse By Verse pgs.1-129 |
Lecture on a particu=
lar cult
& sect. Class Reports |
Kingdom of the cults=
Review previous disc=
ussions,
group and class presentations |
Web sites and Librar=
y Research www.namb.net www.4truth.4truth.ne=
t |
Class Participation<= o:p> |
|
Week 4 Feb 7 |
2 |
2 |
Lecture/Discussion/Presentations:
Catholicism: Its History, Doctrines, and Practices 9 – |
Morality The World R=
eligion Catholicism section |
Lecture and Class
Participation |
Web Sites Review previous disc=
ussions,
group and class presentations |
Hopre, Lewis M. Jr. =
–
Religions of the World |
Class Participation<= o:p> |
|
Week 5 Feb 14 |
1 |
1 |
Hinduism,
Buddhism, Islam, Jews/Arab conflict: The History, Religious Philosophy, L=
ife
Style, Religious Book, Doctrine |
Braswell, George W.,=
Jr.,
Understanding World Religion When religion Become=
s Evil Pgs126-213 |
Lecture Discussion |
Morality The World Religion Review previous disc=
ussions,
group and class presentations |
Web Sites Research www.arab.net/palrsti=
ne/pe-jewisharab.htm www.mideastweb.org/b=
riefhistory.htm |
Class Participation<= o:p> |
|
Week 6 Feb 21 |
4 |
4 |
Lecture:
When Religion is Evil |
Kimball, Charles, Wh=
en
Religion Becomes Evil Pgs. 1-125 |
Lecture Discussion |
Hand Out Review previous disc=
ussions,
group and class presentations |
Web Sites Research www.namb.net |
Reflection Paper |
|
Week 7 Feb 28 |
3 |
2 |
Library
Research Day: Catholicism/Cults & Sects – |
Morality The World R=
eligion Catholicism section<= o:p> |
Video Presentation |
Visit a Christian Ch=
urch Review previous disc=
ussions,
group and class presentations |
Web Sites Research www.saintaquinas.com=
/theology.html |
Reflection paper Presentation (write on your exper=
ience)
and provide a church program/bulletin |
|
Week8 Mar 7 |
2 |
2 |
Mid Term |
N/A |
EXAM |
N/A |
N/A |
EXAM |
|
Week 9 Mar 14 |
1 |
2 |
Jews/Arab
Report: Presentation/Guest Lecturer |
Lecturer will bring =
handouts
and website information |
Guest Lecturer |
Http: www.jewishvirtuallibrary.or=
g/jsource/myths/mf15.html
- 46k Review previous disc=
ussions,
group and class presentations |
Web Sites Visit a Jewish Synag=
ogue http://jbuff.com/syn=
agogue_pictures.htm |
Reflection paper Presentation (write on your exper=
ience)
and provide a church program/bulletin |
|
Week 10 Mar 21 |
|
|
|
|
|
|
|
|
|
Week 11 Mar 28 |
3 |
2 |
Islam |
Islam Section Primary Text Book. |
Group Project |
http: www.saudinf.com/main/b6.htm=
- 10k Review previous disc=
ussions,
group and class presentations |
Web Sites Visit a Islamic Masq=
ue www.islamword.net www.islam.com |
Reflection paper Presentation (write on your exper=
ience)
and provide a church program/bulletin |
|
Week 12 April 4 |
1 |
1 |
Hinduism: take-home =
exam |
Hinduism Section. Primary Text Book |
Group Project |
http: w=
ww.religioustolerance.org/hinduism.htm
- 70k Review previous disc=
ussions,
group and class presentations |
Web Sites Visit a www.religiousfacts.c=
om/hinduism/index.htm |
Reflection paper Presentation (write on your exper=
ience)
and provide a church program/bulletin |
|
April 10-April 19 |
|
|
Easter and Spring Break |
|
|
|
|
|
|
Week 13 April 25 |
1 |
|
Buddhism 1 |
Buddhism Section Primary Text Book |
Group Project |
http: www.buddhaweb.org/ - 8k Review previous disc=
ussions,
group and class presentations |
Web Sites Visit a www.brainquote.com/q=
uotes/authors/b/buddha.html |
Reflection paper Presentation (write on your exper=
ience)
and provide a church program/bulletin |
|
Week14 May 2 =
|
1,2,3,4 |
1,2,3,4 |
|
N/A |
EXAM |
N/A |
N/A |
EXAM-EXIT INTERVIEW=
|
|
Week 15 May 4-7 |
|
|
Final Exam:=
Buddhism and Islam |
|
|
|
|
|
|
Week 16 Ma=
y 8 |
|
|
Last Day of Class |
|
|
|
|
|