Syllabus for Theology 101 Sacred Quest
0128-101-11
Sacred Quest, Rev. F.J. Buckley, S.J., Fall, 2002, Tuesdays, 6:15-8:55, CA D7
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. For useful
notes on doing term papers, see:
http://webdev.menlo.edu:8080/~jhiggins/academic/classes/writing.html
Aug
27 Orientation.
Syllabus, methodology, tools, bibliography; Goals & Principles;
strategies of learning. Read Smith: World's Religions, Ch. 1: Point of
Departure
Sept.
3 Quiz on Smith:
World's Religions, Ch. 1; discussion. Long
Search:Indonesia.
Read Smith, Ch. 9: Primal Religions
10 Paper on Smith: World's Religions, Ch. 9; discussion. Long Search: Hinduism.
Read Smith, Ch. 2: Hinduism
17 Paper on Smith: World's Religions, Ch. 2;
discussion. Long Search: Buddhism.
Read Smith, Ch. 3: Buddhism
24 Paper on Smith: World's Religions, Ch. 3; discussion. Long Search: Buddhism.
Read Smith, Ch. 4: Confucianism
8
Discussion on Smith: World's Religions, Ch. 5. Long Search: Judaism.
Read
Smith, Ch. 7: Judaism. TERM PAPER COMPARING TWO ASIAN
RELIGIONS, INCLUDING SITE VISITS.
15
Paper on Ch. 7; discussion. Long Search: Catholicism. Read
Smith, Ch. 8; Carmody.
22
Paper on Catholicism; discussion. Long Search: Orthodoxy. Read Dialogue,
Ch.8-11
29
Paper on Orthodoxy. Discussion.
Long Search: Protestantism. Read
Smith, Ch. 8.
Nov.
5
Paper on Protestantism. Discussion. Long Search: Islam. Read Smith, Ch. 6:
Islam.
12 Paper on Islam. Discussion. Write 2-page paper on Abbott, Documents of Vatican 2 Non-Christian Religions, pp. 660-668 [Lib. reserve] Video: Religious Experience.
19 Video: Long Search: Africa. Read
Carmody; Buckley, Dialogue, Ch. 1, 3, 20-25.
26 TERM PAPER COMPARING TWO NON-ASIAN
RELIGIONS, INCLUDING SITE
VISITS. Discussion: Africa. Video: Indigenous American Religions
Dec.
3 Summary of Course. Video:
California Dreaming.
10 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
F. J. Buckley, S.J., The Church in Dialogue, University Press of
America, 2000
Recommended as supplemental:
F. J. Buckley, S.J., Growing in the Church, 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, Crossroad/Herder, 1984
Robert Van Voorst, World Scriptures,
Wadsworth, 1994
TERM
PAPERS: Follow the
standard form for social sciences or Turabian 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.
The
reference room for bibliographies and encyclopedia and
"dictionary" articles, which also provide bibliographies.
The periodical room has bibliographical tools and periodicals.
Become
familiar with the University Learning and Writing and Computer Centers.
San
Francisco has a marvelous 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.
Mail
weekly papers to course BLACKBOARD Tools Digital Drop Box.
Use boldface.
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; good candidate to do graduate work in the field.).)
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
10, 2002
(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 Dec. 10, 7:30 pm.
Course
Goals for Sacred Quest: An
introduction to the Religious Traditions of the world.
1)
To encourage students to develop the religious dimensions of their own lives by
exploring systematically and critically human religious experiences in different
cultures, and becoming 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. In a world characterized by
violence, prejudice, and exploitation of the weak and marginalized, Catholic
social teaching can make an essential contribution.
3) To help students
learn and apply skills of critical analysis and synthesis to religious
issues through dialogue between scholarly disciplines [theology, history,
psychology, sociology, biology, philosophy, economics, literature, music, dance,
art]. At USF this dialogue will be
particularly rich because of the cultural diversity of students and faculty.
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, ritual,
morality.
. ability to apply historical-critical and literary principles of
interpretation to religious texts
of various traditions [doctrine, creed].
. ability to do research with critical analysis and judgment [strengths
& weaknesses].
. 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, architecture)
4. Educational system
5. 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)
j. Sacred Actions (rituals, ceremonies, dance, song)
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 the key themes
Make 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
NAME
STUDENT ID #_______________________
ADDRESS
E-mail TELEPHONE
ETHNIC
BACKGROUND
RELIGIOUS BACKGROUND
ADVISOR
MAJOR
YEAR
IN COLLEGE
Any
learning problems I should know of?
GRADE POINT AVERAGE
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?)
Think
about your personality, your relationships with others, your lifetime of
experiences, your hopes, your dreams, your understanding (from this course) of
what life is all about.
On
the other side, list ten things that are important to you that you would like to
work on to improve, to perfect, or to change during your program of study.
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?
prayer, personal and communal?
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.
QUESTIONS
TO BE EXPLORED IN FALL, 2002, SACRED QUEST
Does
God exist?
Revelation:
what, when, where, how?
How
recognize genuine revelation? Do I
need faith to have a revelation?
Does
God only speak through the Bible? How
interpret the Bible? xxx
Does
God love all people equally?
Why
are there so many religions? Is
this good or bad? Why?
Salvation—relation
to revelation?
How
can I strengthen my relationship with God?
Dialogue
between Religious Experience, Religion, and Spiritual growth
Dialogue
between Religions
Dialogue
between Religion and Science, between Religion and Culture (Change)
Dialogue
between Religion and Morality
Why
can’t religious leaders agree on a common set of ideas & principles
rationally?
[Enlightenment, lowest common denominator—blender vs. Chinese feast]
Would
constructing a universal religion defeat the purpose of dialogue?
Why
religious wars? [fear; desire to
expand, for the good of others who are ignorant]
Does
it matter if people worship different gods?
Why?
Is
one religion better than another? How
decide?
Why
put such trust in religious leaders? Hierarchy?
Are
Messianic Jews still truly Jewish?
Role of suffering in religion.
Have
religions ever died out and come back to life? [Wicca]
If
all religions stress love, why are they divided?
Why
do people need organized religion?
Why
is it so hard for religions to change rules?
With
the shortage of priests, will the Catholic Church change the rules?
What
is the most practiced religion? [Nuclear, 5%; modal, 55%; marginal, 20, dormant,
20]
What
is the ideal religion?
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