Syllabus for Theology 101 Sacred Quest
0128-101-11 Sacred Quest, Rev. F.J. Buckley, S.J., Fall, 2001, Tuesdays, 6-8:40 PM, LM 344
Office hours: Tues. & Thurs., 11:00-noon, Harney 521, (Phone: 6601) and by appointment
WEBSITE: www.usfca.edu/fac-staff/buckleyf or www.usfca.edu/GOODNEWS
Includes syllabus, bibliography, photos & descriptions of students/staff, discussion groups
www.usfca.edu/~higginsj/academic/writing.html has useful notes on doing term papers.
Aug 28 Orientation. Syllabus, methodology, tools, bibliography; Goals & Principles;
strategies of learning. Read Smith: World's Religions, Ch. 1: Point of Departure
Sept. 4 Quiz on Smith: World's Religions, Ch. 1; discussion Long Search:Indonesia. Read
Smith, Ch. 9: Primal Religions
11 Paper on Smith: World's Religions, Ch. 9; discussion. Long Search: Hinduism. Read
Smith, Ch. 2: Hinduism
18 Paper on Smith: World's Religions, Ch. 2; discussion. Long Search: Buddhism. Read
Smith, Ch. 3: Buddhism
25 Paper on Smith: World's Religions, Ch. 3; discussion. Long Search: Buddhism. Read
Smith, Ch. 5: Taoism
9 Paper on Smith: World's Religions, Ch. 5; Discussion. Long Search: Judaism. Read
Smith, Ch. 7: Judaism. TERM PAPER COMPARING TWO ASIAN
RELIGIONS, INCLUDING SITE VISITS.
16 Paper on Smith: Ch. 7; discussion. Long Search: Catholicism Read Smith, Ch. 8.
23 Paper on Catholicism; discussion. Long Search: Orthodoxy. Read Smith, Ch. 8.
30 Paper on Orthodoxy. Discussion. Long Search: Protestantism. Read Smith, Ch. 8.
Nov. 6 Paper on Protestantism. Discussion. Long Search: Islam. Read Smith, Ch. 6: Islam.
13 Paper on Islam. Discussion. Write 2-page paper on Abbott, Documents of Vatican II,
Non-Christian Religions, pp. 660-668 [Lib. reserve] Video: Religious Experience.
20 Video: Long Search:Africa. Write TERM PAPER COMPARING TWO NON-
ASIAN RELIGIONS, INCLUDING SITE VISITS.
27. TERM PAPER DUE. Discussion: Term Papers, video on Africa. Video: Indigenous
American Religions.
Dec. 4. Long Search: California. Summary of Course
11 FINAL EXAMINATION—7:30 PM due at Loyola house..
Required Texts:
Huston Smith: The World's Religions, Harper, 1991, paperback
W. Abbott, ed., Documents of Vatican II (Gleeson Library Reserve room)
Denise Carmody: Christian Feminist Theology, Blackwell, 1995
Recommended as supplemental:
F. J. Buckley, S.J., Growing in the Church, University Press of America, 2000
F. J. Buckley, S.J., The Church in Dialogue, University Press of America, 2000
Denise Carmody: Ways to the Center, Wadsworth, 1993, paperback
Roger Eastman, ed., The Ways of Religion, Oxford, 1993
William O’Malley, S.J., God: The Oldest Question, Loyola, 2001
Vernon Ruland, S.J., Imagining the Sacred: Soundings in World Religions, Orbis, 1998
Ninian Smart & R. Hecht, eds., Sacred Texts of the World,
Robert Van Voorst, World Scriptures, Wadsworth, 1994
TERM PAPERS: Follow the standard form for social sciences or Alan Heineman & Hulon Willis,
WRITING TERM PAPERS, Harcourt. Include a bibliography. (Footnotes may be put at the end.)
References to the Bible should be by version, book, chapter, verse. Papers must be done on
computer and checked for spelling and grammar. Each term paper should be the equivalent of at
least ten typed pages. Write for publication: indicate two possible journals which might print it.
2-page WEEKLY PAPERS must be done on computer, 12 pt., bold, checked for spelling and grammar.
Gleeson Library has an excellent collection of materials on all major religions.
Consult the library REFERENCE ROOM for bibliographies and encyclopedia and "dictionary"
articles, which also provide bibliographies.
The library PERIODICAL ROOM in the basement has bibliographical tools and periodicals.
Become familiar with the University Learning and Writing and Computer Centers.
San Francisco has a marvellous array of sacred places, times, persons, and traditions for students
to explore and describe. Make use of them in composing the term papers.
The presence in San Francisco of a variety of liturgical traditions (African American, Hispanic,
Korean, Japanese, Chinese, Filipino, Greek, Russian, Armenian, Roman, etc.) can provide source
material for student reflection papers and term papers. Students can also visit many different
churches, mosques, synagogues, and temples for background experiences.
GRADING will be based on required regular attendance and quality of participation in class; on
the extent and quality of research, imagination, critical judgment shown in the term papers and
the papers and on the quizzes and examinations.
A= Outstanding (Beyond a thorough grasp of text and lectures, shows ability to relate material to
life and to other subject areas and to form personal synthesis; shows good critical judgment in
area and choice of bibliography; very good oral and written expression; excellent candidate to do
graduate work in the field.)
B= Superior/Good (Accurate grasp of text and lectures; shows critical judgment, good speaking
and writing skills.)
C= Satisfactory (Adequate grasp of texts and lectures in essentials.)
D= Unsatisfactory/Poor
F= Failure (Course not counted toward degree requirements.)
Attendance is expected in all classes. Absence at 20% of classes is grounds for failure.
FINAL EXAMINATION, SACRED QUEST, December 11, 2001
(Rev.) Francis J. Buckley, S.J.
In the light of the course goals, objectives, and criteria,
1. What is the role of religious experience in human life?
2. What is the role of religion in human life?
3. What are the three most striking things you have learned about religion?
4. How have you grown in appreciation of others' religions?
5. How have you grown in appreciation of your own religion?
6. What will you do differently as a result of this course?
Spend no more than 150 minutes in writing this examination on a computer.
When you have finished it. leave it for me at the switchboard at Loyola House no later than December 11, 7:30 pm.
1) To help students explore systematically and critically human religious experiences in different cultures, so that they become familiar with the major religious traditions, values, and symbols (creed, code, and cult).
2) To help students appreciate the role of religion in life, drawing conclusions about human dignity and rights, about human freedom and responsibility, about the need for both prayer and action to cooperate effectively for the good of the entire human family and the cosmos in which we live.
3) To build respect for others' religions.
4) To help students learn skills to analyze religion through dialogue between scholarly disciplines. At USF this dialogue will be particularly rich because of the cultural diversity of students. It will involve the formation of skills of critical analysis and synthesis.
5) To encourage students to develop the religious dimensions of their own lives.
COGNITIVE OBJECTIVES: TO KNOW:
. Knowledge of the basic elements, themes, and trends in the study of religion.
. Awareness of the relevance of cultural diversity to religious expression.
. Awareness of the major areas and trends of interdisciplinary religious dialogue and
critical reflection on significant religious issues.
. Awareness of interreligious and ecumenical dialogue
. Familiarity with essential theological resources and tools
. Familiarity with the methods and content of various approaches to religion.
AFFECTIVE OBJECTIVES: TO FEEL:
. sensitivity to religious values
. appreciation and respect of one's own and other religious traditions
. appreciation of the beauty and limits of various religious traditions
. enthusiasm about the study of religion.
. appreciation for what religion means for human dignity and responsibility to others and
for the environment
BEHAVIORAL OBJECTIVES: SKILLS TO DO:
. ability to cultivate spirituality through meditation, prayer.
. ability to apply historical-critical and literary principles of interpretation to religious texts
of various traditions
. ability to do research with critical analysis and judgment
. ability to use creative imagination in forming personal theological syntheses, integrating life
experience with theological interpretation and integrating theological principles with action
. ability to write and speak clearly and effectively on religious and theological topics
. ability to engage fruitfully in theological interdisciplinary dialogue
1. Creed (experiences, beliefs, attitudes)
a. Sense of the Holy
b. Myth
c. Pantheism and polytheism
d. Word, Spirit, Trinity
e. Anthropology: creation, world; community; person, freedom,
responsibility; sin, suffering, death, salvation
. Code (values, behavior)
a. Law
b. Evolution of morality--in what direction, in what stages
c. Attitude to self, others, material world, God
d. Correlation to social development:
1. Political and social organization
2. Economic system (production/distribution, work/leisure)
3. Communication (oral/written, images and symbols, art, music)
4. Educational system
5. Architecture
6. Asceticism, monasticism
3. Cult (worship, ritual)
a. Union with divinity--prayer, sacrifice, magic
b. birth and initiation (consecration)
c. struggle vs. physical evil and death
d. forgiveness
e. marriage
f. Sacred Time (feasts, blessings)
g. Sacred Places (Temples, pilgrimages)
h. Sacred Languages
i. Sacred Persons (king, prophet, priest, shaman, guide, healer, savior,
suffering servant)
4. How does this group meet its basic needs:
a. Security
b. Affection (esp. by facilitating & interpreting religious experience)
c. Acceptance (by others, by self, of others, of world, of suffering)
d. Integration
1. Interior (experience, attitudes, values, behavior, cult)
2. Exterior (with space, time, problems and trends of culture)
3. Social (clergy/laity; political, economic affairs; communication)
e. Growth
5. How can the data for the above analysis be accurately measured?
a. Directly--surveys, interviews
b. Indirectly--observation of moral behavior, participation in cult,
frequency of prayer and ritual, impact on general culture
6. How could another religion be integrated into this culture?
a. Mutual Weaknesses to be remedied b. Mutual Strengths on which to build
c. Obstacles to integration
HOW TO READ A BOOK
F. J. Buckley, S. J.
A. General Orientation:
Date (Bibliography)
Preface
B. Structure:
Table of Contents
First & last paragraphs of chapter...headings
Topic sentences of paragraphs
C. Mark it:
Underline key themes
Marginal notes & questions
Circle matters to be explained
D. Critique it:
1) What are the major issues discussed?
2) Is the approach sound, plausible, acceptable? Why?
3) What assumptions are made? How are they justified?
4) How does this fit in with your experience?
5) How does this fit in with other authors?
6) Do you agree or disagree? Why?
7) What conclusions follow--for you, for others?
8) How will you act on this?
HOW TO STUDY
1. Organize time
2. Start with hardest material
3. Race the clock
4. Analyze & synthesize: find main points & interrelations
5. Test yourself: ask & answer questions
NAME STUDENT ID #_______________________
ADDRESS
E-mail TELEPHONE
ETHNIC BACKGROUND RELIGIOUS BACKGROUND
ADVISOR MAJOR YEAR IN COLLEGE
Any learning problems I should know of?
Groups which significantly affect your attitudes, values, behaviors:
Books you read last month:
What parts of the newspaper do you read? How often?
Magazines you read last month:
Movies you saw last month:
TV programs you saw last month:
Favorite type of music: Favorite color:
How many hours a day do you spend on average:
. studying?
. talking with friends?
. working?
. in sports?
. in email?
. on the internet?
. playing computer games?
. in other forms of recreation?
What are your favorite sports?
What are your other favorite forms of recreation?
What human problems are you most interested in?
What religious issues are you most interested in?
What values do you see in this particular course?
What can you bring to the community of this class? (What are you good at?)
What do you want from this community? (What are you looking for?)
1. GEC Area VI
2. Course Title: Introduction to Sacred Scriptures
3. Recommended Course Level: Freshman 100
4. Prerequisite Course Number and Title: none
5. Detailed Course Description: (for further detail see ##7-8)
An introduction to the Religious Traditions of the world.
6. General Course Goals and Specific Objectives
1) To help students explore systematically and critically human religious experiences
in different cultures, so that they become familiar with the major religious traditions, values, and symbols (creed, code, and cult).
2) To help students appreciate and respect the role of religion in life, drawing
conclusions about human dignity and rights, about human freedom and responsibility, about the need for both prayer and action to cooperate effectively for the good of the entire human family and the cosmos.
3) To help students learn skills to analyze religion through dialogue between scholarly
disciplines. At USF this dialogue will be particularly rich because of the cultural diversity of students. It will involve the formation of skills of critical analysis and synthesis.
4) To encourage students to develop the religious dimensions of their own lives.
COGNITIVE OBJECTIVES:
. Knowledge of the basic elements, themes, and trends in the study of religion.
. Awareness of the relevance of cultural diversity to religious expression.
. Awareness of the major areas and trends of interdisciplinary religious dialogue and
critical reflection on significant religious issues.
. Awareness of interreligious and ecumenical dialogue
. Familiarity with essential theological resources and tools
. Familiarity with the methods and content of various approaches to religion.
AFFECTIVE OBJECTIVES:
. sensitivity to religious values
. appreciation and respect of one's own and other religious traditions
. appreciation of the beauty and limits of various religious traditions
. enthusiasm about the study of religion.
. appreciation for what religion means for human dignity and responsibility to others and
for the environment
BEHAVIORAL OBJECTIVES:
. ability to apply historical-critical and literary principles of interpretation to
religious texts of various traditions
. ability to do research with critical analysis and judgment
. ability to use creative imagination in forming personal theological syntheses,
integrating life experience with theological interpretation
and integrating theological principles with action
. ability to write and speak clearly and effectively on religious and theological topics
. ability to engage fruitfully in theological interdisciplinary dialogue
7. Detailed Description of Topics to be Covered and Suggested Sequence (Syllabus))
and 8. Examples of Texts/Readings:
Orientation. Syllabus, methodology, tools, bibliography; Goals & Principles; strategies of
learning. Read Smith: World's Religions, Ch. 1
Paper on Smith: World's Religions, Ch. 1; Long Search, Discussion. Read Smith, Ch. 2
Paper on Smith: World's Religions, Ch. 2; Long Search, Discussion. Read Smith, Ch. 3
Paper on Smith: World's Religions, Ch. 3; Long Search, Discussion. Read Smith, Ch. 4
Paper on Smith: World's Religions, Ch. 4; Long Search, Discussion. Read Smith, Ch. 5
Paper on Smith: World's Religions, Ch. 5; Long Search, Discussion. Read Smith, Ch. 6
Paper on Smith: World's Religions, Ch. 6; Long Search, Discussion. Read Smith, Ch. 7
Paper on Smith: World's Religions, Ch. 7; Long Search, Discussion. Read Smith, Ch. 8
Paper on Smith: World's Religions, Ch. 8; Long Search, Discussion. Read Smith, Ch. 9
Paper on Smith: World's Religions, Ch. 9; Long Search, Discussion. Read Smith, Ch. 10
Paper on Smith: World's Religions, Ch. 10; Long Search, Discussion. Read Smith, Ch. 1
Paper on Smith: World's Religions, Ch. 11; Long Search, Discussion. Read Smith, Ch. 1
Paper on Smith: World's Religions, Ch. 12; Long Search, Discussion.
9. Opportunities to raise and discuss Gender Issues: These arise in treating both the cultural background and the role of women in various religious traditions.
10. Opportunities to Exercise Critical Thinking Skills.
Students are required to read primary sources critically. Strong emphasis is put on
structural analysis, source and redaction criticism. Students will also do two term papers.
11. Opportunities to Incorporate Celebration of Cultural Diversity, Pluralism: These flow
easily from discussion of the various religions. The meaning and value of life, love, faith,
and how to express these in action are central.
12. Writing Projects. Students will do two term papers to develop their habits of analysis and
synthesis and to sharpen skills of written expression.
13. Possible Co-curricular Activities. San Francisco has a marvellous array of sacred places,
times, persons, and traditions for students to explore and describe.
14. Possible Ways to use the Community as Resource.
The presence in San Francisco of a variety of liturgical traditions (African American,
Hispanic, Korean, Japanese, Chinese, Filipino, Greek, Russian, Armenian, Roman) can provide source material for student reflection papers and term papers. Students can also visit many different churches, mosques, synagogues, and temples for background experiences.
15. Possible On- and Off-Campus Resources for Course Instructors
On Campus lectures and symposia on Liberation Theology, Davies Forum, Cultural Diversity
can provide useful supplemental background for class discussions.
The presence in San Francisco of a variety of liturgical traditions (African American,
Hispanic, Korean, Japanese, Chinese, Filipino, Greek, Russian, Armenian, Roman) can provide source material for student reflection papers and term papers. Students can also visit many different churches, mosques, synagogues, and temples for background experiences.
Reflection Questions (Rev.) Francis J. Buckley, S.J.
A film is not a book. Film uses another language--of images and sound track,
with camera angles and pacing to set moods. Film aims at the head through
the heart. It tries to stimulate an experience--and demands reflection.
1) What were the most impressive images and sounds in this film? Why?
2) What were the most successful scenes? Why?
3)What were the least successful scenes? Why?
4) How accurate was the portrayal of this religious culture?
5) What did you like about this religious culture? Why?
6) What did you dislike about this religious culture? Why?
7) In what way did this film touch you, positively or negatively? Why?
8) What would you have changed in the film to improve it?
9) Compare the film to the assigned material in Huston Smith.
10) Contrast the film to the assigned material in Huston Smith.
11) How have the film and the readings helped you understand that religion?
12) How have the film and the readings helped you understand your own religion?
ALTERNATE QUESTION SET
1. What roots of injustice are embedded in this culture?
2. What are the liberating potentials of this religion?
what does it free from?...for?
3. How does this religion promote contemplation of God
and compassion for others?
4. What can this religion contribute to dialogue and cooperation about
life, sharing joy and sorrow?
religious experience, sharing spiritual riches?
theology, finding God and God's plan?
action, working for development & freedom?
5. How can this religion critique secularism,
which puts religion and God at the outer edge of life?
6. What can Christianity learn from this religion?
7. What can this religion learn from other religions
Christians believe that God is present everywhere and calling people to union
with him and one another, giving charisms to build community.