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RELI 101, SECTION G & H
Religion and Human Experience
Online Course Syllabus
January Session 09-53
January 11-March 6, 2010
BE ADVISED, THIS IS A REVIEW-ONLY SYLLABUS
THE OFFICIAL SYLLABUS WILL BE AVAILABLE
ON THE FIRST DAY OF CLASS AND MAY CONTAIN MINOR REVISIONS
Course Description
RELI 101: Religion and Human Experience
Provides and objective setting to encourage students to examine religion and various religious traditions in the
world, with opportunities to understand religion in the context of their own experience.
Prerequisites: None
I. Overview and Course Goals
Welcome to Religion and Human Experience online! This is an introductory course designed to help students
understand the role of religion in human experience. It will provide an objective setting to encourage students
to critically examine religion and various religious traditions in the world and provide them opportunities to
place that understanding in the context of their own experience. While there will be opportunities for
individuals to express their own religious beliefs and values, it should be clear that the purpose of this course
is not to promote any particular religious belief or value system. Therefore, all views must be respected and
given opportunity for expression throughout the term.
Each week, we will explore the basics of the major world religions and discuss the various topics generated
by the study of religion. Remember, Religious Studies 101 is not an “opinion” course. A careful study of
other religions may illume your faith life, but we will expect students to be able to understand, comprehend,
analyze and compare various religious traditions.
During Week 1, we will make our initial introductions, become familiar with learning on the web, and will
become acquainted with the expectations of the class. Of all the courses offered on-line, this course probably
demands the most amount of ―net-etiquette.‖ During this week, we will begin to explore the basic language of
religious studies and explore the basic connections of the great religious traditions. We will also discuss how
religions tell their story from generation to generation and contemplate what a religion entails.
During Week 2, we consider the nature and essence of religion and the importance of passing on one‘s faith.
In particular, we will discussion various conceptions and definitions of religion. Each student will also begin
preparing to write an essay about ancient Egyptian mummification and burial rites and beliefs in the afterlife.
During Week 3, we will discuss the religious worldviews of atheist, polytheist, monotheists and monists. As
we explore the question, ―why do bad things happen to good people?‖, we will look at the role of good and
evil in the physical world and beyond as well as consider the conception of reality and how this conception
affects religious thinking.
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During Week 4, we will explore Judaism and resulting philosophical debates that accompany the belief in
one God. The class will also contemplate the existing relationship between Jews, Muslims, and Christians.
During Week 5, we will discuss Christianity. The Christian story of the Incarnation of God as human is a
radical departure from Judaism. The challenge of ―Free Will‖ which leads one to Heaven or Hell also makes
for interesting dialogue and discussion. We will also revisit the concept of ―community‖ this week and the
importance of caring for ―one another.‖
During Week 6, we will introduce the study of Islam. Since the events of September 11, 2001, many
discussions about the basic teachings of Islam have appeared on television, weekly news magazines and the
daily press. As we study the basics of the faith, we will discuss the ―internal‖ variations of religions, for
example, fundamentalists, conservative, or liberals all sharing the same basic beliefs but acting out this faith
in their daily lives in different ways. This should be an interesting week of dialogue.
During Week 7, we will turn ―East,‖ if you will. The study of Hinduism can be as enriching and confusing.
We are studying a faith that has either one god or 330 million gods, depending on who is counting. In the past
twenty years, words like ―reincarnation, yoga, and Nirvana‖ have become part of the Western vocabulary—
but what do they mean in terms of religion? In addition, we will look at the Caste system and the question of
human suffering. Furthermore, we will examine Buddhism, ―an outgrowth of Hinduism.‖ Like Jesus and
Muhammad, Siddartha Gautama‘s life and teaching affects the lives of millions (maybe a billion) people
today.
During Week 8, we will briefly explore other ―Religions of the Far East,‖ including Confucianism, Taoism,
and Shintoism. It is interesting to ―end‖ the class on these particular religions because there are many people
who argue that these three are ―philosophies,‖ not faiths. With that discussion, we make the full circle and
return to Week One with the basic question: ―What is Religion?‖
II. Course Objectives
Upon completion of this course, students should be able:
1. To understand the various ways of defining religion and the implications of each;
2. To develop insight into the development of religion in personality and in social groups and
societies;
3. To be acquainted with characteristics of several of the major religions of the world by studying
some of their beliefs and practices;
4. To think critically about the connection between religion and culture and between religion and
self-understanding.
Measurable Learning Outcomes:
1. Analyze possible definitions of ―Religion‖
2. Provide a personal definition of religion that is academically defensible
3. Analyze implications of definition of religion on existing social practices
4. Explore aspects of religion and the socio-cultural context in which they exist.
5. Express in writing the various aspects of major world religions and the connection between
religion, culture and self-understanding.
III. Course Policies
To view a demonstration course for details about taking an on-line course, please go to the following address:
http://www.ccis.edu/online/demo.asp.
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There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion,
ideology, political affiliation, veteran status, age, physical handicap, or marital status.
Students with documented disabilities who may need academic services for this course are required to
register with the Coordinator for Disability Services. Until the student has been cleared through the
disability services office, accommodations do not have to be granted. It is vital if you are a student who
has a documented disability to read the entire syllabus before signing up for the course. The structure or the
content of the course can make an accommodation not feasible. The policies and related syllabus matters
remain subject to change in the event of extenuating circumstances.
Student Conduct
The instructor reserves the right to manage a positive learning environment and thus will not tolerate
inappropriate conduct in the course. All Columbia College students, whether enrolled in a land-based or
online course, are responsible for behaving in a manner consistent with Columbia College''s Code of Student
Conduct and Ethics Code for Computer Users. Students violating these codes will be referred to the Campus
Life Office for possible disciplinary action. The Code for Student Conduct and the Ethics Code for Computer
Users can be found in the Columbia College Student Handbook, a copy of which can be obtained by calling
the Campus Life office at 573-875-7425.
On-Line Participation
This course is offered online, using technology provided by Desire2Learn and Columbia College.
Participation online is expected to be continuous throughout the course. Failure to participate in online
discussions may result in the student failing the course. Emergencies should be documented and
communicated to the instructor as soon as possible. Students are expected to read the assigned texts each
week and log-in to the course discussion area, and post messages as required in the Course Schedule section
of this syllabus. Active participation in the course will guide students in preparing responses and exams.
The instructor will facilitate online discussions by responding to posted messages. See "Ground
Rules for On-line Participation" for additional information. A class week is defined as the period of
time between Monday and Sunday. The first week begins the first day of the session (Monday,
January 11, 2010) and ends midnight the following Sunday; in Week 8, the week and the course
will end Saturday evening at midnight (Saturday, March 6, 2010). Assignments scheduled for
completion during a class week should be submitted or posted by the weekly due dates stated on the
grading schedule below. If you ever have technical difficulty transmitting your assignments, FIRST
contact technical services at cchelpdesk@ccis.edu and SECOND contact the instructor.
Ground Rules for On-line Participation
1. Students should use email for private messages to the instructor and other students. The
Discussion area of the course is for public messages so each student may read what
others may have to say about any given topic, and respond to if desired.
2. Students are expected to participate in on-line discussions, as well as with other
appropriate online activities including sending/receiving email and navigating and
conducting research over the World Wide Web. See the full detail of expectations
below in the Summary of Student Responsibilities.
3. All students will observe Conventions of "online etiquette" when communicating on-line,
which includes courtesy to all users. Feel free to ask questions for the sake of clarity but
do not be demeaning or function as the local ―grammar/syntax/format police.‖
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4. Students may obtain assistance with computer-related problems through the Columbia
College technical help desk or the instructor.
Academic Honesty
All Columbia College policies are in effect as described in the Academic Dishonesty/Misconduct
section of the current college Catalog. All your work must be your own unless collaboration has been
authorized. If collaboration is authorized you must acknowledge the collaboration in writing. Your
grade will be based in large part on the originality of your ideas and your written presentation of these
ideas. Presenting as one''s own the words, ideas, or expression of another in any form is cheating
through plagiarism. If you are unsure what constitutes plagiarism, consult the Columbia College
writing center at http://www.ccis.edu/departments/writingcenter/documents/mla.html.
The content of these plagiarism sites would, if you were lucky, get you a "D" in this course if you
were not caught. It is substandard work indeed, but you will almost always be caught if you try to
cheat, due to the plagiarism prevention tools available to instructors.
Plagiarism will not be tolerated and the claim of ignorance is no excuse. Those found plagiarizing
may fail the course. Collaboration with other students is not permitted without explicit permission
from the instructor. This is a form of plagiarism. Roommates and spouses taking the same course
should be particularly careful.
Level of Participation
Discussion postings are informal. You should use capitalization to begin sentences, but there are no
penalties for misspellings, incomplete sentences, or other violations of grammatical rules. However,
the student‘s Discussion postings must be original and intelligible. You must communicate
effectively. In addition, you must meet the weekly requirements for full credit on Discussion room
assignments. See the full detail of expectations below in the Summary of Student Responsibilities.
Drop Box Assignments must use proper grammar, correct spelling, and, for the essay, well-
constructed sentences/paragraphs. There will be penalties for misspellings, incomplete sentences, or
other violations of grammatical rules. Papers must be submitted by the stated time or they will not be
accepted. Documents must be submitted in MS Word format. See the full detail of expectations
below in the Summary of Student Responsibilities.
Grading Policy
You will know in advance the standards for each assignment.
You will be able to track your average exactly throughout the course. The grading scale is based on
the percentage of points earned, as follows: A = 90-100; B = 80-89; C = 70-79; D = 60-69; F = 0-59.
Each student is responsible for:
1. 1 Completing weekly reading assignments, other assignments as specified, quizz(es), and
exams.
2. 2 Completing weekly discussion questions, as well as interaction, in the online
Discussion.
3. 3 Completing two ―Drop Box‖ essay assignments in MS Word.
Late Assignment Policy
Exams must be completed during the time specified. Online discussion work is unavailable after the
discussion is closed. Consequently, it is not possible to submit discussion work late. If students
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experience technical or computer problems they should attempt to gain computer or internet access at
a Columbia College site, public library, etc. to continue their participation in the course. Drop box
and other assignments must be submitted on time for maximum credit. Late work will result in a
reduction of points and will affect the assignment grade. The student may arrange to take exams and
complete assignments early by contacting the instructor in a timely manner.
IV. Grades
Text and Website readings should be completed prior to submitting assignments or taking quizzes
for the week.
A Syllabus Quiz is due by the end of the first week.
Online Discussion postings should be complete by Wednesday and Sunday of each assigned week.
Do NOT email the instructor Discussion postings; use the appropriate Discussion thread. Discussion
postings will be graded according to the grade criteria table (see page 5).
Drop Box Essays must be sent through the Drop Box in the course. Drop box assignments must use
MS WORD (.doc) or a format easily converted to Word.
Exams: There will be a midterm and a final exam, each worth 100 points. Each exam will consist of
100 objective questions (multiple choice, true/false, and reading comprehension). The midterm does
NOT require a proctor. Simply take the test (in the ―quizzes‖ section) during the time the midterm is
available to you. The Final is comprehensive and REQUIRES a proctor. You may NOT use notes, but
you may use your textbooks.
THE STUDENT IS RESPONSIBLE FOR ARRANGING AN ACCEPTABLE PROCTOR.
Acceptable proctors include but are not restricted to Columbia College Extended Campus Directors or
their staff, ministers, commanding officers (direct superiors are not allowed), corporate executive
officers (again, direct supervisors are not allowed), and public librarians. If you are a student at one of
Columbia College‘s extended campuses you MUST use Columbia College proctors. Family members
and friends may not serve as exam proctors. The instructor must approve all proctors. Report the
name, Columbia College site, and/or the email address for your proctor by the Sunday of the
third week of the term. This information will be put in a ―discussion thread,‖ (called Proctor
Information) although there is no true discussion. When choosing a proctor, be certain he or she has
an email account and access to a secure computer with internet connection. Exams must be taken
online using the course software. The final exam is password protected. The proctor will have the
password to open the examination.
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COURSE SCHEDULE – RELI 101 G-H
WEEK ASSIGNMENT POINTS DUE DATE
Week 1 Online Discussion #1 10 Points Wed. First Week
Online Discussion #2 10 Points Sun. First Week
Week 2 Online Discussion #3 10 Points Wed. Second Week
Online Discussion #4 10 Points Sun. Second Week
Week 3 Online Discussion #5 10 Points Wed. Third Week
Drop Box Assignment #1 (Essay) 30 Points Sun. Third Week
Proctor Information 10 Points Sun. Third Week
Online Discussion #6 10 Points Sun. Third Week
Week 4 Online Discussion #7 10 Points Wed. Fourth Week
Midterm Exam 100 Points Sun. Fourth Week
Online Discussion #8 10 Points Sun. Fourth Week
Week 5 Online Discussion #9 10 Points Wed. Fifth Week
On-Line Discussion #10 10 Points Sun. Fifth Week
Week 6 Online Discussion #11 10 Points Wed. Sixth Week
Drop Box Assignment #2 (Exam Prep) 20 Points Sun. Sixth Week
Online Discussion #12 10 Points Sun. Sixth Week
Week 7 Online Discussion #13 10 Points Wed. Seventh Week
Online Discussion #14 10 Points Sun. Seventh Week
Week 8 Online Discussion #15 10 Points Wed. Eighth Week
Final Exam 100 Points Sat. Eighth Week
Total 400 Points
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GRADING RUBRIC – RELI 101 G-H
GRADE CRITERIA FOR ONLINE DISCUSSION POSTINGS
10 = A
Online posting is on time and answers given for all questions. Answers are complete and
concise. Student responded to other threads (at least two) and the initial post and all other
submissions did not occur all within the same hour.
8 = B Assignment is on time. Answers are complete and concise, but student only made one other response or all submissions occurred within the same hour.
6 = C Assignment is on time but incomplete because the student made no responses to other students.
4 = D Assignment is on time but either the original post was incomplete or the student simply responded to a post (no initial posting).
GRADE CRITERIA FOR DROP BOX ASSIGNMENTS
DB #1 27-30 = A
DB #2 18-20 = A Assignment is on time; style and criteria followed, answers well thought out.
DB #1 24-26 = B
DB #2 16-17 = B
Assignment is on time, style and criteria followed, but answers are not well
thought out.
DB #1 21-23 = C
DB #2 14-15 = C
Assignment is on time, but incomplete; either the student failed to follow the style
and criteria requirements or did not address one or more aspects of the essay
question.
DB #1 18-20 = D
DB #2 12-13 = D Assignment is on time, but barely adequate, poorly written, and/or organized
Grades/points for all assignments, exams, and class discussions will be posted in the grade book
so that students may follow their own progress in the course. Total possible points for course:
400.
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Summary of student responsibilities:
1. Complete weekly reading assignments. Because of the nature of this course, you are responsible
for learning the material from the textbook. The instructor will be available to clarify any of the
material but the student is responsible for reading and learning the material.
2. Students are expected to participate throughout the eight-week term. The student‘s initial post
must be substantive and adequately cover the discussion question (approx. 150-300 words) and
the student must respond to at least two other student posts. Occasionally, students post their
initial comment and two responses in the same hour and then never visit the discussion again.
Often, this occurs as the deadline approaches. This participation strategy defeats the purpose of
each online discussion. The goal is to facilitate ―conversation‖ and learning throughout the
course. When the student joins the discussion only once, multiple responses made during the
same hour will count as ONE response. Students may not post responses in the online discussion
after the scheduled deadline. Be sure to check your time zone. Discussions conclude at midnight
CST.
3. Complete two DROP BOX assignments. DB #1 is an essay. DB #2 is an exam-prep project.
? DB #1 – Essay:
o Specific directions are provided under VI. Course Schedule, Week 3, of the syllabus.
o This assignment must be written in traditional paragraph form and use proper
grammar, correct spelling, and well-constructed sentences/paragraphs.
o Do not include a title page. Instead, place your name, course number, Essay One, and
date at the top left margin. Single-spaced the title info.
o The body of the essay must be double-spaced, approximately 500 words (about 1 ? -
2 pages, double-spaced), Times New Roman 12 pt font, pages numbered bottom
center, if additional resources are utilized use parenthetical citation style (author‘s
last name, year of publication, page number). At least three scholarly sources must be
used (Catoir, chapter 2, and two articles provided). Do not use web-only resources in
your paper.
o This assignment is worth 30 pts and must be submitted in MS Word (doc) format by
the stated time (CST). An example of an Essay in this format is provided in the
content section for week three.
? DB #2 – Exam prep project:
o From your readings in Catoir (introduction & 1-8) and Smith (1-3, 10-11, 14-16,
epilogue) formulate fifteen multiple choice and fifteen true/false questions (30
questions total).
o Place your name, course name/number, Assignment #2, and date at the top left
margin. Also, you must identify the answer and note where the answer may be found
in the course reading (author‘s last name and page only). Do not provide a separate
answer key. Make sure your questions are original and that alternatives for the M/C
questions are logical and close enough to be challenging.
o The instructor may select a few questions from the submissions for the final exam.
This assignment will assist the student in preparing for the final exam.
o This assignment is worth 20 pts and must be submitted in MS Word (doc) format by
the stated time (CST). An example of the assignment in this format is provided in the
content section for week seven.
4. Complete the syllabus quiz, a midterm, and a final exam by the stated time (CST). The syllabus
quiz is based on the OFFICIAL course syllabus. The midterm and final exam questions are
derived from the assigned textbooks, handouts, and discussions. The midterm does NOT require a
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proctored. The final exam is comprehensive and REQUIRES a proctor. Proctor information
should be submitted to by the third week in the discussion thread ―Proctor Information.‖
5. Maintaining regular contact with the class and instructor.
Note: You will need Adobe Acrobat Reader to download some assignments. Download it free at
http://www.adobe.com/products/acrobat/readstep.html. You will also need Microsoft Word or
Microsoft Works, or Open Office for all typing assignments.
V. Required Texts
? World Religions: Beliefs Behind Today''s Headlines, 4th Edition.
Author: John Catoir (NY: St Pauls, 2004)
ISBN: 978-0-8189-0640-4
? Why Religion Matters: The Fate of the Human Spirit in an Age of Disbelief
Author: Huston Smith (NY: HarperSanFrancisco, 2001)
ISBN: 978-0-06-067102-0
Note: in any Religious Studies class, the issue of textbook is problematic. A text cannot be used if
it props up the beliefs of one faith and attacks other faiths. Therefore, it is important to know the
paradigm (worldview) of the author as the author explores other faith traditions, as well as the
author‘s own tradition. John Catoir is a Roman Catholic priest and Huston Smith is the son of
Christian missionaries in China. Both authors are careful to tell the stories of other religious
traditions with enthusiasm and without making any derisive statements.
Textbooks for the course may be ordered on-line from:
http://direct.mbsbooks.com/columbia.htm
Select the Online Education link when ordering from MBS, not your campus location link. Books
may be ordered by phone at 1-800-325-3252 or by fax 1-800-499-0143. For additional
information about the book store visit http://www.direct.mbsbooks.com
Students: Please note that the use of an eBook carries certain risks: information may be
missing due to copyright restrictions, the book cannot be resold to MBS, and an eBook
purchase cannot be refunded.
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VI. Course Schedule
Week 1: Introduction to Religious Studies
1 Readings: Read the preface, introduction, and chapters 1-3 (chapters 4-9 are optional) in Smith
(xiii-58) and the preface and introduction in Catoir (xi-xxvii).
2 Class Activities: First, introduce yourself in the "Introductions" thread located in the
Discussion forum. Please give us more than your name. Include your profession, hobbies, a little
about your personal history, and any other information that can help us get to know you. It would
also be interested to why you chose this course. Please post your response in the appropriate
thread by the end of week one. This thread will remain open throughout the course. Second, watch
―Interview with Huston Smith - 1.‖ This video clip is located in the content section for Week 1.
Complete this prior to the end of week 1. The content tab is located on the course homepage.
Login to the course homepage through Eservices.
3 Syllabus Quiz: Complete the syllabus quiz by 11:59 p.m., Sunday (central time). This is an
―open syllabus‖ quiz and it is located in the ―Quizzes‖ section on the course home page. You will
have 30 minutes to complete this 10-question quiz and you must use the official syllabus prepared
for this particular session.
4 On-line Discussion Assignments:
On-Line Discussion #1. [THIS IS A 10-POINT BONUS DISCUSSION.] In this beginning
Discussion thread, we will discuss the manner of Religious Education or Religious
Instruction. The basic four methods of Religious Instruction are:
1. Tell a story.
2. Show a picture.
3. Ask Questions.
4. Learn (Memorize) a prayer, song, or statement.
These four methods seem to be the same throughout humankind. Three questions to consider:
One, in your life, where have you encountered these four methods? (Don?t hesitate to
include religious, military, athletic, or artistic experiences). Two, have you had any
occasion to observe another religious tradition or culture practice these methods?
Please post your response in the appropriate thread by midnight Wednesday
On-Line Discussion #2. Consider this scenario:
Joe is very faithful and forthright in his beliefs. He holds that all things come from the
volcano he has named ―Ed.‖ Every so often Ed erupts and changes things. Joe feels that
these eruptions are normal and bring balance to the world. He believes that balance is lost
when people expect Ed to erupt more often or less often than Ed desires. Joe believes that
we can become one with Ed after our lives end by tossing our bodies into the lava. This
will help keep things in balance.
Joe is the only believer.
In a serious discussion, decide whether or not Joe practices religion. What elements are
present and what elements are missing? What are the elements needed for Joe?s beliefs to
become a “World Religion?”
While there are no wrong answers, please give this some thought based on what you have
learned in your introductory readings. Please post your response by midnight Sunday.
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Week 2: The Nature and Essence of Religion and the Importance of Passing on Faith
1 Readings: Read Smith chapters 10-11 (chapters 12-13 optional) and read the introduction and
chapter 1 in Catoir (go ahead and read chapter 2 if you have time).
2 Class Activities: First, download the ―Ancient Egyptian Essay Worksheet.‖ Begin preparation
for the first Drop Box assignment. This essay is due at the end of the week three (additional details
are located in the content section for week three). Consult the syllabus for additional details.
Second, begin to identify a proctor for your final exam. The ―Guide to Arranging a Proctor for
Your Final‖ will be helpful. Third, watch ―Interview with Huston Smith - 2.‖ This video clip is
located in the content section for Week 2 Complete this prior to the end of week 2. The content tab
is located on the course homepage. Login to the course homepage through Eservices.
3 On-line Discussion Assignments:
On-Line Discussion #3. Based upon your readings to date in Smith‘s book and Catoir (intro,
ch. 1), respond to the following questions:
How does Smith define and describe the nature or essence of religion? How does Catoir
define and describe religion? Cite specific examples in each textbook (referencing the
author?s name and page number). Compare and contrast each view of religion and its
importance in human experience with your own experience. Finally, what aspects in
Stephen Dunn?s poem, “At the Smithville Methodist Church,”(Smith, 56-58) support
Smith?s, Catoir?s, or your own understanding of the nature and essence of religion? Be
specific
Please post your response by midnight Wednesday.
On-Line Discussion #4. It has been said that if you are at a party and you tell someone you
have a terrible disease or you are a terrorist, the conversation happily continues. But, if
you tell them you are religious, an icy chill hits the air. Peter Kreeft believes that much of
this is due to ignorance in the area of religious studies. His personal pet peeve is the
statement: ―All religions are the same deep down.” He states:
―That is simply factually untrue. No one ever makes this claim unless he is (1)
abysmally ignorant of what the different religions of the world actually teach or (2)
intellectually irresponsible in understanding these teachings in the vaguest and
woolliest way or, (3) morally irresponsible in being indifferent to them.‖
This quote comes from a chapter in Kreeft‘s book, Fundamentals of the Faith, p. 74-75 and is
located in the content section of this week‘s assignment.
In response to the above: what ways may religions be similar, such as common themes,
perceptions, and life experiences? Speculate: why would somebody say “deep down all
religions are the same?” If someone were to say that all religions are the same deep
down, what do you think this person would be trying to say about the human condition or
religious quest? Finally, are “all religions the same deep down?”
Please post your response by midnight Sunday.
Week 3: Religious Worldviews and Conceptions of Reality
1 Readings: Reading Smith chapters 14-16 and Catoir chapter 2.
2 Class Activities: First, using Catoir‘s introduction and Smith‘s chapter 15, define: Atheism,
Polytheism, Monotheism, and Mysticism. Make sure you clearly understand the difference
between each. Second, using any dictionary, define the following words: Theology, Theodicy,
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Theomachy, Theomorphism, Theophany, and Religion. Do not send in the definitions. Keep these
definitions handy in your notes. Make sure you are able to distinguish and understand each term.
Third, watch ―Interview with Huston Smith - 3.‖ This video clip is located in the content section
for Week 1. Complete this prior to the end of week 3.
Finally, if you have not already done so, download the ―Ancient Egyptian Essay Worksheet‖ and
finalize your preparation and research for the pending essay assignment. Complete the essay (drop
box assignment #1) and upload it using the drop box tool by midnight Sunday. Details are noted
below (item 4).
3 On-line Discussion Assignments:
On-Line Discussion #5. ―One of the great questions posed by monotheism is simply ―whom
do you blame when things go wrong?‖ Polytheists can always blame theomachy, forgetting to
honor local deities, or simply ill-natured gods. So, for monotheists, consider what might be
the answer to the question ―why do bad things happen to good people?‖ This problem in
monotheism is often referred to as a theodicy.
Download and read the interview with Rabbi Harold Kushner, author of the best selling book,
When Bad Things Happen to Good People. Also, download "Why bad things happen to good
people." The latter is a series of articles written by the developer of this course, Dan John,
and is from a Christian perspective. Both articles are listed in the content section of this
week''s assignments.
Question for discussion: What are some of the key points made in these articles
regarding suffering? Also, speculate how a monotheist might explain why bad things
happen to good people.
Please post your response by midnight Wednesday.
On-Line Discussion #6 ―Dad, is this real?‖ On page 230 of Smith‘s book, we find ourselves
inside a scholarly debate that seems solved by answering the innocent question. “What is
?real??” Theorize how one determines reality or identify what is required to determine reality.
Now apply that concept to a religious or faith reality (feel free to use your own experience).
Please post your response by Sunday midnight.
4 “Drop Box” Assignment #1: To assist you in this question, feel free to use the ―Ancient
Egyptian Essay Worksheet.‖ It is in the content section of this week‘s assignments and will assist
you with writing your essay. Do NOT turn in the worksheet… it is merely a guide to help you.
For many history students, the discussion of wrapping mummies and various embalming
techniques remains popular from elementary school through post-graduate work. Our
question is fourfold: why did the ancient Egyptians take such great care in preparing the
dead? How would an ancient Egyptian respond to our modern methods of cremation? For
the ancient Egyptian, what is the connection between believing in the pharaoh as god and
believing in an afterlife? How does the religion of the ancient Egyptians explain this
phenomenon and how did this belief structure seem to affect daily life?
The assignment should be written in traditional paragraph form using proper grammar, correct
spelling, no title page (simply put your name, course number, Essay One, and date at top left
margin, single spaced), body of the essay double spaced, approximately 500 words (about two
pages, double-spaced), Times New Roman 12 pt font, pages numbered bottom center. Make
use of Catoir chapter 2 and at least two additional scholarly sources in your research (two are
provided). When citing sources, use parenthetical citation style (author‘s last name, year of
publication, page number), avoid website resources. Papers must be submitted in MS Word
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(doc), MS Works (wks), or Open Office (ods) format by the stated time. An example of an
Essay in this format is located in the content section of this week‘s assignments.
Please send them to me via the Drop Box no later than midnight Sunday.
5. Be sure you have also uploaded your proctor information! (Ten easy points!)
Week 4: Introduction to Judaism
1 Readings: Read Catoir chapter 3.
2 Class Activities: First, download the worksheet ―Basic Teachings of Judaism.‖ It is in the
content section of this week‘s assignments and provides a simple overview of Basic Judaism.
Second, if you have time, read or scan the article by Zeitlin. The sections ―The Period of the
Second Temple‖ (7-16) and ―Judaism as a Religion‖ (28-38) may prove very helpful in
discussions 5-6. Third, watch ―Interview with Huston Smith - 4.‖ This video clip is located in the
content section for Week 4. Complete this prior to taking the midterm exam.
Finally, take advantage of the additional resources and videos concerning Judaism located in the
content section for week four. The resources are optional but will enhance your overall learning of
Jewish history.
3 On-line Discussion Assignments:
On-Line Discussion #7. After reading Catoir and the summary sheet, please answer the
following questions:
What is the essential key to understanding Judaism? It seems that the Jews have
numerous rules. Why? How and in what way did the Jewish exile in Babylon impact the
emergence of Judaism and affect the development of its many “rules”?
Feel free to make us of any insights you obtain from the optional article. Please post your
response by midnight Wednesday.
On-Line Discussion #8. What is the connection, if any, between Jewish faith (ancient and
modern) and that of Muslims and Christians? What have these other religions gained or
incorporated from the Jews? How does this basic overview of Judaism influence your
understanding of your own beliefs?
Please post your response by midnight Sunday.
4. Midterm Exam :
No proctor is needed for the mid-term. This exam will cover all the required readings,
materials (including the syllabus), and discussions through week four. The midterm will
also have some reading comprehension question. These questions involve issues related
to Judaism, Christianity, and the development of Islam and the answers are within the
provided text. Follow the directions carefully and save your exam repeatedly. The
midterm exam is worth 100 points.
Complete your exam by midnight Sunday. The midterm exam will be available this week
only. On the course homepage, select quizzes, midterm exam. You will have two hours to
take the exam. This exam does NOT require a proctor and is ―open book.‖
Week 5: Introduction to Christianity
1. Readings: Read Catoir chapter 4. Also read the article, ―Jesus the Christ,‖ by A. Durwood
Foster, is provided in this week‘s content section.
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2. Class Activities: Download ―An Introduction to Christian Social Justice‖ and read the parable
provided on the handout from Matthew 25. Contemplate the importance of caring for the less
fortunate in Christian theology.
Also, take advantage of the additional resources and videos concerning Christianity located in the
content section for week five. These resources are optional, but will enhance your overall learning
of Christian history.
3. On-line Discussion Assignments:
On-Line Discussion #9: Using the handout ―An Introduction to Christian Social Justice,‖
discuss the following:
The teacher asked the class: ?What does it mean to be a Christian.‖ The class, made up
entirely of Christians, raised their hands. The first student answered: ―To be nice.‖ In
addition, the other students added ―help each other‖ and ―love one another‖ to the
answer, ―nice.‖ The teacher responded, ―So, according to your definitions, would a nice
Muslim or a nice Hindu be Christian?‖
Three questions: First, are “nice Hindus” or “nice Muslims” Christian? If not,
what is missing from the students answers? Second, why would a classroom of
Christians focus on “being nice?” In Christian theology, how important is the
manner in which a person treats another person? Finally, since treating others
is an act of "free will," how does this concept of free will affect Christian
theology, especially in terms of the belief in an afterlife (like in Matthew 25:31-
46)…where the good are rewarded and the evil punished?
Please post your response by midnight Wednesday.
On-Line Discussion #10: ―At least we can say that religion has weathered the storm.‖
Smith‘s opening line in chapter 10 (154) opens the door to some interesting discussions
about religion‘s ―fit‖ in the modern world. Furthermore, Nietzsche‘s admonition to never
give up on the idea of God, while acknowledging that he himself ―will perish‖ is truly
revealing (Smith, 170). In light of the enduring nature of religion in general and
Christianity specifically, answer this question:
What characteristics of Christianity have allowed it to “weather the storm(s)?”
Refer to Catoir?s questions on Page 65 for some help and insights, but don?t
stop there. Also consider what Smith has to say about the resilience of religion
(ch. 10) or include aspects from the supplementary article by Foster.
Please post your response by midnight Sunday.
Week 6: Introduction to Islam
1 Readings: Read Catoir chapter 5. Also, read the article, ―Muhammad: Prophet and Statesmen,
by Mehmet Aydin. It is provided in this week‘s content section.
2 Class Activities: Download ―An Introduction to Islam.‖ It is located in the content section of
this week‘s assignments. This handout contains several interesting readings from the Quran and
some interesting insights into the Muslim understanding of free will.
Also, take advantage of the additional resources and videos concerning Islam located in the
content section for week six. These resources are optional, but will enhance your overall learning
of Islam.
3 On-line Discussion Assignments:
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On-Line Discussion #11. Using Catoir chapter 5 or Aydin‘s article, identify several
aspects of Islam that you found either interesting, curious, or that you did not previously
know. Finally, if you have had occasion to observe Muslim participation in one of the
five pillars or other Muslim customs, how has this week‘s readings affected your
understanding of those events?
Please post your response by midnight Wednesday.
On-Line Discussion #12. Aydin‘s article stresses the connection between faith and social
consciousness and the manner in which the role of the prophet and statesman overlap.
Using examples from the article reflect on the connection between faith and social
justice. Ask yourself, ―is it possible to separate one‘s faith from one‘s social
environment?‖ Then, offer a brief answer to that question.
Please post your response by midnight Sunday.
Week 7: An Introduction to Hinduism and Buddhism
4. 1 Readings: Read Catoir chapter 6 and 7. Also, read the article by David Kalupahana, ―Buddha:
The Founder of a Tradition of Peace,‖ which is available in the content section for this week‘s
assignments.
5. 2 Class Activities: Hinduism and Buddhism possess a relationship similar to the that shared
between Judaism and Christianity. In our on-line dialogue this week, we will discuss some of
these connections. First, several optional articles are included in this week‘s content section to
assist your understanding of Hinduism. The student should select at least one article to increase
awareness of Hinduism. Second, download and review the handouts, ―An Introduction to
Hinduism‖ and ―An Introduction to Buddhism: The Religion of Story.‖ Both are located in this
week‘s content.
6. Finally, take advantage of the additional resources and videos concerning Hinduism and
Buddhism, located in the content section for week seven. These resources are optional, but will
enhance your overall learning of these traditions.
7. 3 Course Evaluation: http://www.ccis.edu/online/evaluations/evaluations.asp Course
evaluations will open on Monday, of the Seventh Week and close at 5pm CST on Wednesday, of
the Eighth Week. Thank you for taking time to do this.
8. 4 On-line Discussion Assignments:
On-Line Discussion #13. After reading Catoir chapter 6, reviewing the handout, ―An
Introduction to Hinduism,‖ and answering the questions on Catoir, page 95, address these
questions:
How does the caste system tie into karma and reincarnation? In other words, what is the
relationship between karma, caste and reincarnation? In contrast, how does the
Christian notion of Social Justice (helping one?s neighbor and the implied effect on one?s
eternal state) fit with the Hindu concept of caste and reincarnation?
Please post your response by midnight Wednesday.
On-Line Discussion #14. On page 31 of Smith‘s book, he develops an interesting
counterattack to O. E. Wilson‘s belief that religion is ―easier‖ than other things,
especially ―empiricism.‖ After reading Catoir and the handout "An Introduction to
Buddhism," answer these questions:
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What are some of the physically challenging aspects of religion, especially in Buddhist
practices? In your experience, what are some physically challenging aspects of religious
practice? Have you ever been “changed” by a physical discipline? (Feel free to include
military, athletic or artistic disciplines.)
Please post your response by midnight Sunday.
5 “Drop Box” Assignment #2:
? From your readings in Catoir (introduction & 1-8) and Smith (1-3, 10-11, 14-16,
epilogue) formulate fifteen multiple choice and fifteen true/false questions (30 questions).
? Place your name, course name/number, Assignment #2, and date at the top left margin.
Also, you must identify the answer and note where the answer may be found in the
course reading (author‘s last name and page only). Do not provide a separate answer key.
Make sure your questions are original and that alternatives for the M/C questions are
logical and close enough to be challenging.
? The instructor may select a few questions from the submissions for the final exam. This
assignment will assist the student in preparing for the final exam.
? This assignment is worth 20 pts and must be submitted in MS Word (doc), MS Works
(wps), or Open Office (odt) format by the stated time. An example of the assignment (in
this format) is provided in the content section for week seven.
Week 8: The Religions of the Far East
1 Readings: Read Catoir chapter 8 and the epilogue in Smith.
9. 2 Class Activities: As we come to a close, we will look at three ―religion-philosophies‖ and the
impact of these beliefs on one‘s life. Take advantage of video, ―Confucius: Words of Wisdom,
located in the content section for week eight. This resource is optional, but will enhance your
overall learning of this tradition.
3 Course Evaluation: http://www.ccis.edu/online/evaluations/evaluations.asp Course
evaluations will open on Monday, of the Seventh Week and close at 5pm CST on Wednesday, of
the Eighth Week 2007. Thank you for taking time to do this.
4 On-line Discussion Assignments:
On-Line Discussion #15. Simply, after reading Catoir and Smith, answer this question:
Are Confucianism, Taoism, and Shintoism religions? If so, why? If not, then what is a
religion?
Please post your responses by midnight Wednesday.
5 Final Exam:
The exam is worth 100 points and will have objective questions based upon the required
textbooks and handouts.
You must complete your exam by Saturday evening, 11:59 p.m.
(central time). The Final will be available by Monday on ESERVICES and you will
have two hours to take the exam.
Congratulations! You made it!
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VII. Instructor Information
Rich Pruitt
Email: rapruitt@cougars.ccis.edu
Email is the preferred mode of correspondence. However, feel free to call if necessary, Monday
through Saturday between 8:00 a.m. to 9:00 p.m. (CST). (Number to be provided during course.)
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