Syllabus TRS299 Lux Gargoyles and Angels

TRS 299 Gargoyles and Angels: The Ways of Faith in Western Europe Late Spring 2014 Luxembourg Help me to journey beyond the familiar, into the unkown Give me the faith to leave old way And break fresh ground with you… ~ Prayer of St Brendan June-Ann Greeley, PhD Associate Professor, Department of Theology and Religious Studies Sacred Heart University greeleyj@sacredheart.edu ‘Office’ Hours: M 8:00- 9:00am T 5:00- 6:00pm W 8:15- 9:15am ~ and other times by appointment Course Description This course is designed to introduce students to the history and contemporary expression of certain faiths in western Europe through the study of religious art and architecture as well as of the sacred written word, underscored by the assertion that the sacred words and religious art of any one historical time or geographic place or religious community supplement and complement each other as well as express distinctive aspects of the faith tradition in question The course presupposes that religion is an authentic construct of understanding and a natural system of meaning and proceeds from the informed perspective that humanity is most properly defined as homines religiosi: humans are uniquely and specifically endowed with a consciousness of the transcendent, a mindfulness of the numinous core of all existence It should be said that the course does not assume nor does it require of students any religious conviction or faith-based experience; however, each student is asked to participate for the duration of the study with a clear mind and an open heart Students will be asked both to analyze universally identifiable elements of religion and religious experience in each of the three Abrahamic faiths—Judaism, Christianity, and Islam—and to discern those concepts and practices that connect the three monotheistic faiths Thus, students will be exploring certain essential dimensions of religious expression: the central reality of a Transcendent/ Sacred Other; human encounters with that Absolute Reality in space and time; the implementation of symbolic forms, art and architecture, scripture and myth, to describe such encounters; activities and practices of ritual and worship within communities of belief, and foundations of morality and ethical proscriptions Students will also explore the historical and cultural contexts of the evolving articulation of each religion and the points of contact, both positive and negative, between and among them, as well as the significant issues that vex and enrich contemporary experiences of each of the three religions In addition to the textual materials that form the locus of study, students will enrich that academic core with other modalities of information, including field trips, student-directed presentations and independent projects, and special lectures    Learning Objectives for TRS 299         At the end of the semester, the student will be able to  describe two distinctive ideas in Seneca’s moral philosophy  explain the emergence of Christianity in western Europe in historical terms  give an account of the emergence of Islam in western Europe  discuss significant theological similarities among the three Abrahamic faiths  analyze monasticism as a defining characteristics of medieval Christian spirituality  explicate similarities in the mystical dimensions of Judaism, Christianity and Islam  offer an analysis of the connection between religious traditions and their sacred art and architecture  explicate some of the responses of contemporary believers to the modern world          Course Requirements/ Grading System^ A Final course paper (topic in consultation with instructor) ~ Due within three weeks of return B Final course project (in consultation with instructor) ~ Due within two weeks of return C In-class work on readings (averaged) ~Reading assignments noted in syllabus D Field trip journals ~ Writings based on prompts and reflection themes E Class presentations/ projects ~ Projects/presentations cannot be substituted or deferred E Class participation/ attendance/decorum ~ Seminar style format requires active participation E ^ FYI:  25% 20% 15% 15% 15% 10% A(4.0), 100-93; A- (3.67), 92-90; B+ (3.33), 89-87; B (3.0), 86-83; B- (2.67), 82-80; C+(2.33), 79-77; C (2.0), 76-73; C- (1.67), 72-70; D+ (1.33), 69-67; D (1.0), 66-60; F (0.0), 59-0 The list of course requirements noted above should be considered as a general marker more than a fixed instrument for the determination of the final grade for the course Depending on the strengths and weaknesses of a class, percentage values may be somewhat altered, at the discretion of the instructor However, the stipulated value determination of each course requirement should provide each student with the necessary information to assess personal performance in the class It is critical that students appreciate the importance of requirement E (participation/ attendance/ decorum) for the successful completion of the course Learning is not a spectator sport Each student is expected to engage the course and the course material honestly and actively Please note: this syllabus is your course contract            Course Texts (required): *Course Reader (* purchase at department) Augustine On Christian Teaching Oxford, 1999 Jaoudi, Maria Christian and Islamic Spirituality: Sharing a Journey Paulist Press, 1993 Radding, Charles M and Clark, William W Medieval Architecture, Medieval Learning Yale University Press, 1992 Shapiro, Rabbi Rami, editor Tanya, the Masterpiece of Hasidic Wisdom SkyLight Paths Publishing, 2010 A Few Other Comments  In order to achieve maximum benefit from the course, the student must be present and on time for each class session Because the course in offered as an intensive form of study, no absences will be permitted: the student will be penalized with a “0” for each class missed regardless of the excuse The instructor considers college students mature enough to be responsible for their attendance in class There will be no reminders of this policy and the policy is non-negotiable  Excessive and consistent tardiness (late by more than five minutes more than three times) will be considered as unexcused absence from the class It is the responsibility of the student to be prompt and prepared to engage the class: the student should be respectful of her/his classmates and not interfere with the process of the class by late arrivals  This is a course in Theology and, as such, is a Humanities course Therefore, reading assigned materials and writing about those readings are requirements, not options, for successful completion of the course Students should therefore take into consideration the structure of the course  Laptops are allowed only at the discretion of the instructor or if the instructor has been informed directly by the Learning Center of a student’s requirement of a laptop for note-taking If a student is not sure whether the LC has the necessary documentation for such a request, it is the responsibility of the student to arrange the accommodation with the LC staff prior to arrival in Luxembourg  Class texts and implements (paper, pen) for note-taking are required for each class Students are not permitted to share course texts and attendance without course texts will impact the student’s optimal performance in the class  Make-up versions are not given for any in-class writings or quizzes under any circumstances Emailed explanations about a missed class/ exercise sent after the fact will have no bearing on altering this policy Any claim to ‘sudden illness’ on the day of an assignment will be addressed on a ‘case-by-case’ basis and the instructor reserves the right to reject such an excuse if deemed marginal at best It is the student’s responsibility to ascertain his/her own schedule and plan for all class activities  All food, cell phones, pagers, Ipods, peripheral conversations, and other distractions are not allowed during class and must be left “at the door.” It is the responsibility of the student to inform the instructor with official documentation of any medical condition that might necessitate a modification in the eating policy Beverages such a water, coffee, tea, and juices, are permitted PLEASE TURN OFF ALL CELL PHONES BEFORE COMING TO CLASS… notably because  Texting during class is rude, intrusive and unnecessary Recent studies have proved that humans in fact not multi-task well, and learning well new material is nearly impossible with constant distractions The class is for education and not external conversation If the instructor is in the position of having to remind a student consistently to refrain from texting/ referring to his/her phone, then the instructor reserves the right to mark such intrusive activity against the student’s daily participation grade  Professionalism and appropriate class management is a course requirement Therefore, if a student has need to leave the class for any reason, the student must make a formal request of the instructor (raising one’s hand and politely requesting to step outside the class briefly) It is neither professional nor appropriate to leave a class on a whim for any period of time  Please read carefully SHU’s policy on Academic Integrity, to be found on the web site and in the Student handbook The instructor agrees completely with the SHU policy on academic integrity and students are expected to acquaint themselves with the policy on Academic Integrity now Ignorance of what are the parameters and expectations of the policy is no excuse If a student is not clear about what constitutes cheating, plagiarism, or any other infraction of the policy, it is the responsibility of the student to consult the instructor now (beginning of course) for clarification The instructor considers intellectual theft and deliberate cheating (the “cut-and-paste” school of composition, among others) absolutely indefensible and worthy only of failure for the assignment and, possibly, the course Just to be is a blessing Just to live is holy ~ Rabbi Abraham Heschel TRS 299: Gargoyles and Angels: The Ways of Faith Assignment Syllabus Late Spring 2014 Luxembourg Campus Wherever you stand, Be the soul of that place ~ Rumi ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Class Meetings May 26 human seem What are the happiness, pleasure, still valid today? Assignments Due Introduction: The Ancient Ways of Faith Based on the writings of the ancient philosopher Seneca, what were some of the values and the ideals of society in ancient Rome? Do those values and ideals very different from values and ideals of today? Stoic ideals of benevolence, goodness, and reason? Are those concepts Read: Seneca, Moral Essays (selections) (Reader) Read: “Ancient Types of Sacrifice” (selections) (Reader) May 27 on the as well as drawing: the images assignment Site visits Trier, Germany Students will be assigned reflection questions based field trip Students should bring writing materials implements for taking photographs or will be part of the day’s writing Read: Scheid, “Religions in Contact” (Reader) Write: directed journal responses May 28 the Augustine teach teaching world? How did concepts, like hero, virtue, aspects of ancient belief and sustained in the Christian culture? Transition to Christianity What were some of the new ideas and ways of being in the world that emerged in the late ancient world from basic teachings of Christianity? What did St about signs and their meaning and how did such relate to Christian understanding of the Christianity alter (if at all) certain goodness and truth? What philosophy were Read: Augustine, On Christian Teaching ~ Preface (all) ~ Ch 1-3 (selected sections) Class: Palladius, “Life of Melania the Elder” (Reader) Presentation: “Transition to Christianity: Appeals” (Reader) (2) May 29 Monasticism: The Way of Spiritual Community What is monasticism and what is its historical tradition in Europe? What are some defining characteristics of Christian monasticism? What role did monasticism play in the evolution and sustained development of Christianity in Europe? What does the Benedictine ‘rule’ manifest about monastic spirituality? What was the monastic sense of life as a pilgrimage? of detachment from the material world? What was the value of art to monastic expression? Read: The Rule of St Benedict (Reader) Read: Janet Nelson, “Medieval Monasticism” (Reader) Presentation: Dimier, “Stones Laid Before the Lord” (2) May 30 as well as drawing: the images assignment Site visits Metz, France Students will be assigned reflection questions based on the field trip Students should bring writing materials implements for taking photographs or will be part of the day’s writing Read: Lilley, “Cities of God? ” (Reader) Read: D’Avray, “Symbolism and Medieval Religious Thought” (Reader) Write: directed journal responses May 30-June PARIS Excursion While much of this field trip is at the discretion of each student, a visit on Saturday morning is required for the course Students should bring some writing materials along on the excursion in order to take notes for a writing assignment, as well as technology for capturing images Students should also have Radding text and Reader on excursion to Paris for reference and commentary Read: Temko, “Notre Dame of Paris” (Reader) Read: Radding and Clark, Medieval Architecture, Medieval Learning: ~ Chs 1-3; 5; (selected sections in each chapter) Write: directed journal responses June as well as Afternoon site visits in Luxembourg Students will be assigned reflection questions based on the field trip Students should bring writing materials implements for taking photographs or drawing: the images assignment will be part of the day’s writing Write: directed journal responses June The Ways of Faith: Judaism What are essential tenets of Judaism? What was the experience of the Jewish community in the late ancient world? in the Christian world of medieval and modern Europe? How must the Holocaust be integrated into any study of Judaism? Did the Jewish experience change with the advent of Christianity as a social and political organizing force (as well as a religion)? What key themes emerge from the Psalms? How does Jewish mysticism and Jewish spirituality differ from “institutional” Judaism, if at all? What is the Jewish teaching of tikkun olam and why does Rabbi Sacks insist that it is such an important concept for modern society? Do you agree? Why? Why not? Read: Tanya, Masterpiece of Hasidic Wisdom (Reader) ~ pp xxxii-lvi; 2- 53 Read: selections from Rabbi Heschel (BB Content) Presentation: YouTube: Rabbi Jonathan Sacks on ethics and tikkun olam (BB) _ June Christianity? revelation in the the essential evolution of Islam in Qur’an and what are some in the Qur’an? What are some of the themes? spiritual themes? The Ways of Faith: Islam What are some of the primary tenets of Islam? In what ways is Islam similar to and different from Judaism? What is the significance of prophecy and three Abrahamic faiths? What are some of factors that led to the emergence and the Christian West? What is the of the important themes significant ethical Read: “Selections from the Qur’an” (Reader Read: Examples of Sufi poetry (class handout) Presentation: “Ethical Concepts in the Qur’an” _ June Islam spiritual encourage can the visionary or need it be? Why? Why Interfaith Dialogues: Mystical Spirituality What is the mystical dimension of religion and how are the mystical traditions of Judaism, Christianity and similar? How different? Are the mystical and teachings of religions more or less likely to interfaith dialogue? Why? Why not? How or mystical encounter be verified not? How mystics experience the Transcendent (God)? themselves? the natural world? How they experience Read: Jaoudi, Christian and Islamic Spirituality: ~ Ch 1, 3, Read: Tanya, Masterpiece of Hasidic Wisdom: ~ pp 60- 103; 128-137 (passim) Review: Hildegard of Bingen PPT (Reader) Presentation: Smirnov, “Nicholas of Cusa…” (Reader) _ Presentation: Barstow, “Joan of Arc and Female Mysticism” _ June as well as drawing: the images assignment Field Trip to Echternach Students will be assigned reflection questions based on the field trip Students should bring writing materials implements for taking photographs or will be part of the day’s writing Write: directed journal responses June Religion and the Modern World What are some of the contemporary issues facing spiritual teachers and religious leaders today? How have issues of gender, race, and political and economic history influenced or contributed those issues? How has the increasingly vigorous rise of secularism influenced or contributed to those issues? Do the religious scholars and leaders have points of agreement in their assessments of contemporary society and the human condition? What are some of those points of agreement? What are some differences? Prepare for class: YouTube: Irshad Manji (BB) YouTube: Charles Taylor and Rabbi Sacks (BB) YouTube: Dr Seyyed Nasr (BB) Presentations: Ahmed, “Border Passage” (BB) _ “Read the Book of Faith” (BB) _ Give light and the darkness will disappear of itself ~ Erasmus ... is holy ~ Rabbi Abraham Heschel TRS 299: Gargoyles and Angels: The Ways of Faith Assignment Syllabus Late Spring 2014 Luxembourg Campus Wherever you stand, Be the soul of that place ~ Rumi ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~... intellectual theft and deliberate cheating (the “cut -and- paste” school of composition, among others) absolutely indefensible and worthy only of failure for the assignment and, possibly, the course... some of the values and the ideals of society in ancient Rome? Do those values and ideals very different from values and ideals of today? Stoic ideals of benevolence, goodness, and reason? Are those