SACRED QUEST, RS-101-05, 3 Units, Rev. F.
Buckley, S.J., Spring 2000
Office hours: T, TH, 11-noon, Harney £521,
(Phone: 6609) and by appointment
Website: www.usfca.edu/GOODNEWS EMAIL: buckleyf@usfca.edu
Jan 26
Orientation. Syllabus, methodology, tools, bibliography; Goals &
Principles; strategies of
learning. Read Smith: World's Religions , Ch. 1: Point of Departure
Feb. 2
Quiz on Smith: World's Religions , Ch.
1; Long Search:Indonesia . Read Smith , Ch. 9: Primal Religions
9 Paper on Smith , Ch. 9; Long
Search: Hinduism . Read Smith , Ch. 2:
Hinduism
16 Paper on Smith , Ch. 2; Long
Search: Footprint of the Buddha:Sri Lanka· Disappearing Buddha: Japan.
Read Smith , Ch. 3, Buddhism
23 Paper on Smith , Ch. 3; Long Search: China. Read Smith , Ch 4,
Confucianism, and Ch. 5: Taoism
March
1 TERM
PAPER COMPARING TWO ASIAN RELIGIONS, INCLUDING SITE VISITS.
Long Search: Judaism . Read
Smith , Ch. 7: Judaism.
8
Paper on Smith: World's Relig. , Ch. 7;
Long Search: Catholicism. Read Smith , Ch. 8: Christianity
15 Spring Break
22 Paper on Smith: World's Religions , Ch. 8; Long Search: Africa; Read
Carmody, Ch 1-3
29 Paper on Carmody,
Ch. 1-3; Long Search:
Protestantism Read Carmody , Ch. 7-8; MacCahill
April 5 Paper on Carmody, Ch. 7-8. Long Search: Orthodoxy . Read & write
2-page paper on Abbott,
Docs. of Vatican II , Non-Christian Religions,
pp. 660-668
12 Paper on Non-Christian Religions.
Videos: Moyers/Smith: Christianity
& Judaism; Smith:
Faces on Faith Read & write 2-page paper on Docs. of Vatican II , Ecumenism, pp. 343-366
19 Paper on Ecumenism. Long Search: Islam; Moyers\Smith: Islam .
Read Smith , Ch. 6: Islam
26 Paper on Smith: World's Religions , Ch. 6; Long Search: California. Read
Smith , Ch.10
May 3 TERM PAPER comparing A RELIGION OF THE BOOK WITH
ANOTHER RELIGION; SITE VISITS.
Summary of course. Video: Reflections on Long Search Wiping
Tears of 7 generations [Native Americans] or Moyers/Smith, Personal
Philosophy or **Women in Service of Religion : Religions of Book
17 FINAL
EXAMINATION (WED. 6:30
PM) Leave exams at Loyola House.
TERM PAPERS : Follow the
standard form for social sciences or Turabian or Higgins. 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, printed in boldface, and checked for spelling
and grammar, and must be at least ten pages...
Write for publication: indicate two possible journals. The Writing
Center provides useful help. Submit
preliminary drafts for input via email if you wish.
Gleeson
Library REFERENCE ROOM has bibliographies and encyclopedia and
"dictionary" articles, which
also provide bibliographies. The dates
of books and articles affect relevance.
The library PERIODICAL ROOM has bibliographical tools and
periodicals. Become familiar with the
University Learning and Writing and Computer Centers.
The
Library offers workshops on how to write a research paper. Get peer critiques.
Campus
Ministry and St. Ignatius Church as well as the whole Bay Area provide opportunities to
express in prayer and action deepening appreciation of the sacred traditions
you are sharing. 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 term papers. Students can also visit many
different churches, mosques, synagogues, and temples for background
experiences. Site visits will be
required for both term papers.
TEXTS:
Required: Huston Smith: The World's Religions , Harper, 1991,
paperback
Denise Carmody: Christian Feminist Theology, Blackwell, 1995
W. Abbott, ed., Documents of Vatican II (Gleeson Library Reserve room; Internet)
Recommended
as supplemental: Denise Carmody: Ways to the Center , Wadsworth, 1993,
paperback
Ninian Smart & R. Hecht,
eds., Sacred Texts of the World,
Crossroad, 1982
Leonard Biallas, World Religions: A Story Approach, 23rd, 1991
Michael Malloy, Experiencing World Religions, Mayfield,
2000
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
required texts and lectures, shows ability to relate material to life and to
other subject areas and to form a 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 required
texts and lectures; shows critical judgment, good speaking and writing skills.)
C= Satisfactory (Adequate grasp of required
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.
GOALS:
1) To help students explore systematically
and critically human religious
experiences in different cultures, so
that they discover God's revelatory presence and action embodied in history and
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, 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 and participation in interreligious
dialogue.
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:
. 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.
. 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
FINAL
EXAMINATION : SACRED QUEST 0128-101-05 MAY, 2000
How well were the learning goals and objectives achieved, i.e.:
What did you learn through this course:
-knowledge about religion, God, yourself, others, religious dialogue?
-appreciation of religion, God, yourself, others, religious dialogue?
-theological skills?
How did you change? What brought about the change?
What ideas did you put into practice? With what success?
What were your criteria for measuring success?
How will this course affect your future?
Spend no more than 150 minutes in writing
this examination on a computer.
You may
prepare for it as long as you wish. Indeed, the whole semester has been
preparing you for it.
Since you will have it on computer, you may
keep it as a summary of what you have learned.
When you
have finished it. leave it for me at the switchboard at Loyola House no later
than May 17, 6:30 PM .
Criteria to analyze a religious situation @ Francis J. Buckley, S.J.
1. Creed (experiences, beliefs, attitudes)
a. Sense of the Holy (Cf. Rudolph Otto)
b. Myth, story
c. Pantheism and polytheism (Cf. R.C.
Zaehner)
d. Word, Spirit, Trinity
e. Anthropology: creation, world;
community; person, freedom, responsibility;
sin, suffering, death, salvation
2.
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, popular religiosity and devotions, prayer)
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)
(Passover, Lent, Ramadan)
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. Appeal to personality
type/ temperaments: experimental, reflective, emotional, active [Enneagram,
Myers-Briggs]
a)
Body/Asceticism
b)
Knowledge/Wisdom
c)
Love/Devotion
d)
Work/Service
6. How can the data for the above analysis be accurately measured?
a. Directly--surveys, interviews
b. Indirectly--observation of moral
behavior, participation in cult, popular
religiosity, frequency of prayer and
ritual, impact on general culture
7. 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
d. Possible syntheses
REFLECTION QUESTIONS (Rev.) Francis J. Buckley, S.J.
NAME___________________________________
CHRISTIANS
BELIEVE THAT GOD IS PRESENT EVERYWHERE AND CALLING PEOPLE TO UNION WITH GOD AND ONE ANOTHER, GIVING
GIFTS TO BUILD COMMUNITY. THIS
FUNDAMENTAL BELIEF LIES BEHIND AN OPEN-MINDED, OPEN-HEARTED APPROACH TO ALL RELIGIOUS TRADITIONS.
TYPE OR PRINT [IN BOLD] WITH A COMPUTER THE ANSWERS TO THESE QUESTIONS:
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 filmās most successful
scenes? Why?
3) What were the least successful
scenes? Why?
4) In what way did this film touch you,
positively or negatively? Why?
5) What would you have changed in the film to
improve it?
6) Compare & contrast the film to the
assigned material in Huston Smith & Carmody.
a) How accurate was the portrayal of this religious culture
in the film, in the book?
b) What are some religious experiences of this culture?
c) How do these experiences confirm or contradict or expand
your own religious experiences?
d) What can this religion contribute to a
dialogue and cooperation about
The meaning and purpose of Life?
The
role and importance of Religious Experience?
The role and importance of
Community?
Theology, the understanding of Godās self-revelation?
The
role and importance of Action?
e) What are this religion's liberating
potentials? What does it liberate from? ...for?
f) How can this
religion critique secularism [which puts religion at the outer edge of life]?
g) How does this
religion promote contemplation of God and compassion for other people?
h) What roots of
injustice are embedded in this culture?
i) What did you
like about this religion? Why?
j) What did you
dislike about this religion? Why?
k) What can
Christianity learn from this religion?
l) What can
this religion learn from other religions?
m) What are the
three most important things you learned from studying this religion?
Dear Maureen, January 13, 2000
FOR MY
CLASS ON SACRED TRADITIONS I shall use the following videos:
Feb.
2 Long Search:Indonesia .
9
Long Search: Hinduism .
16
Long Search: Buddhism, Sri Lanka;
Long Search: Buddhism, Japan
23
Long Search: China .
Mar.1 Long Search: Judaism .
8
Long Search: Catholicism
22
Born Again , Long Search: Africa
.
29 Long Search:
Protestantism .
Apr.
5 Long Search: Orthodoxy .
12
Indigenous
American Religions , Religious
Experience . Moyers/Smith: Christianity
& Judaism
Smith: Faces on Faith
19 Long Search: Islam. Moyers/Smith Islam
26
Long Search: Reflections on the Long Search ; California .
May 3 Huston Smith: Faces on Faith ; Wiping Tears of 7 Generations;
Moyers/Smith: Personal Philosophy; Women on Service of
Religion: Religions of Book
For CHRIST
TODAY:
March 21: Videos of Michael Himes
28 Zeffirelli: Jesus of Nazareth
May 2 Long Search: Rome, Leeds,
Desert
9 Third Millennium:
Vatican 2, Liturgy; Catholic Charities: Whatsoever you do
Please get
them to me the day before each class.
Thank you.
(Rev.)
Francis J. Buckley, S.J.
1. GEC
Area VI
2. Course
Title: Sacred Quest
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 (Cf.
Syllabus)
8.
Examples of Texts/Readings: (Cf. Syllabus)
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 to this course.
13. Writing
Projects.
Students
will do weekly papers and two term papers to develop their habits of analysis
and synthesis and to sharpen skills of written expression.
14.
Possible Co-curricular Activities.
San
Francisco has a marvellous array of sacred places, times, persons, and
traditions for students to explore and describe.
15.
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.
16.
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.
A HUMAN SEARCH: BEDE GRIFFITHS could be used
for Sacred Traditions,
Could fit
after Hinduism or at end of course. Also could be used for Dev. Psch. & Xn
Growth, esp.
for Jung
and death. 60 min.
CATHOLIC CHARITIES: "WHATSOEVER YOU
DO" takes 10 min., focuses on food, housing,
sick,
elderly. Cut there to skip $$ appeal.
Social action of Church in 308.
Huston Smith: FACES ON FAITH, 26 min., fits
101 very well:
February 24, 1998
This valuable supplement to other
approaches builds on the growing
interest in spirituality among all age groups.
. Listserve groups for an entire class are
very useful in all classes. Require
students to send
me a
personal reflection each Tuesday, a listserve message for the whole class on
Thursday.
This will
keep the discussions and learning throughout the week.
INTRODUCTION TO SACRED TRADITIONS, RS-101, 3 Units, Rev.
F.J. Buckley, S.J., Spring, 1997
Office hours: T, TH,
11:10-noon, Harney 521, (Phone: 6609) and by appointment
..head03r Sacred Traditions, Page ##
Jan 27 Orientation. Syllabus, methodology, tools,
bibliography; Goals & Principles; strategies of
learning. Read Smith: World's Religions, Ch. 1: Point of
Departure
Feb. 3 Quiz on Smith: World's Religions, Ch. 1; Long
Search:Indonesia. Read Smith, Ch. 9: Primal R.
10 Paper on
Smith, Ch. 9; Long Search: Hinduism. Read Smith, Ch. 2: Hinduism, Ch. 3,
Buddhism
17 Holiday
24 Paper on
Smith, Ch. 2; Long Search: Buddhism.
Read Smith, Ch. 3, Buddhism
Mar. 3 Paper on Smith, Ch. 3; Search: China. Read Smith, Ch 4, Confucianism, and Ch. 5: Taoism
10 TERM PAPER
COMPARING TWO ASIAN RELIGIONS, INCLUDING SITE VISITS.
Long
Search: Judaism. Read Smith, Ch. 7:
Judaism.
17 Spring Break
24 Paper on
Smith: World's Relig., Ch. 7; Long Search: Catholicism Read Smith, Ch. 8:
Christnity
31 Paper on
Smith: World's Religions, Ch. 8; Long Search: Orthodoxy. Read Carmody, Ch 1-3
Apr. 7 Paper on Carmody, Ch. 1-3; Long Search: Protestantism
Read Carmody, Ch. 7-8
14 Paper on
Carmody, Ch. 7-8. Videos: Born Again
and Long Search: Africa; Read & write
2-page paper
on Abbott, Docs. of Vatican II, Non-Christian Religions, pp. 660-668
21 Paper on
non-Christian Religions. Videos: Indigenous American Religions and Religious
Experience.
Read & write 2-page paper on Docs. of Vatican II, Ecumenism, pp. 343-366;
28 Paper on
Ecumenism. Long Search: Islam. Read Smith, Ch. 6: Islam
May 5 Paper on Smith: World's Religions, Ch. 6; Long Search:
California and Reflections on the
Long
Search. Read Smith, Ch.10
12 TERM PAPER
COMPARING TWO NON-ASIAN RELIGIONS, INCLUDING SITE VISITS.
Summary
of course. Video: Huston Smith: FACES ON FAITH, 26 min.
19 FINAL
EXAMINATION (MON. 6:30 PM).
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, and must be
at least ten pages.
Write for publication: indicate two possible journals which
might print it.
Consult the library REFERENCE ROOM for bibliographies and encyclopedia and "dictionary"
articles, which also provide bibliographies. The dates of books and articles affect
relevance.
The library PERIODICAL ROOM in the basement has
bibliographical tools and periodicals.
Become familiar with the University Learning and Writing and
Computer Centers.
WEEKLY PAPERS also must be done on computer and must be no
more than two pages long.
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.
COURSE GOALS:
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, 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:
. 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
TEXTS:
Required: Huston
Smith: The World's Religions, Harper, 1991, paperback
Denise
Carmody: Christian Feminist Theology, Blackwell, 1995
W.
Abbott, ed., Documents of Vatican II (Gleeson Library Reserve room)
Recommended as supplemental: Denise Carmody: Ways to the
Center, Wadsworth, 1993, paperback
Ninian
Smart & R. Hecht, eds., Sacred Texts of the World,
Robert
Van Voorst, World Scriptures, Wadsworth, 1994
Roger
Eastman, ed., The Ways of Religion, Oxford, 1993
FINAL EXAMINATION:
How well were the learning goals and objectives achieved,
i.e.:
What did you learn through this course:
-knowledge about religion, God, yourself, others, religious dialogue?
-appreciation of religion, God, yourself, others, religious dialogue?
-theological skills?
How did you change?
What brought about the change?
What ideas did you put into practice? With what success?
What were your criteria for measuring success?
How will this course affect your future?
Spend no more than 150 minutes in writing this examination
on a computer.
You may prepare for it as long as you wish. Indeed, the
whole semester has
been preparing you for it. Since you will have it on
computer, you may keep
it as a summary of what you have learned.
When you have finished it. leave it for me at the
switchboard at Xavier Hall
no later than: May 19, 6:30 PM
Criteria to analyze a religious situation @ (Rev.) Francis J. Buckley, S.J.
1. CREED (experiences, beliefs, attitudes)
a. Sense of the
Holy
b. Myth
(non-scientific attempt to convey mystery, sense of the Holy)
c. Pantheism and
polytheism
d. Word, Spirit,
Trinity
e. Anthropology:
creation, world; community; person, freedom,
responsibility; sin, suffering, death,
salvation
2.CODE (values, ethical-spiritual behavior)
a. Law
b. Evolution of
morality--in what direction, in what stages
c. Values of
self, other humans, 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. Sacred Actions
to foster Union with the Holy--prayer, sacrifice, magic
. birth
and initiation (consecration)
.
struggle vs. physical evil and death
.
forgiveness
.
marriage
b. Sacred Times
(feasts, blessings)
c. Sacred Places
(Temples, pilgrimages)
d. Sacred
Languages
e. 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 (of
experience with 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
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) In what way did
this film touch you, positively or negatively?
Why?
5) What would you
have changed in the film to improve it?
6) Compare &
contrast the film to the assigned material in Huston Smith & Carmody.
**************************************************************************
CHRISTIANS BELIEVE THAT GOD IS PRESENT EVERYWHERE AND
CALLING PEOPLE
TO UNION WITH GOD AND ONE ANOTHER, GIVING CHARISMS TO BUILD
COMMUNITY.
ON THE OTHER SIDE OF THIS SHEET, ANSWER:
1. What are some religious experiences of this religion?
2. How do these experiences confirm or contradict or expand
your own religious experiences?
3. What can Christianity learn from this religion?
4. What can this religion learn from other religions?
5. What common goals with other religions form a basis of
dialogue and cooperation?
6. What are this religion's liberating potentials? What does
it liberate from? ...for?
7. What can this religion contribute to a dialogue about
Life, sharing joy and sorrow?
Religious Experience, sharing spiritual riches?
Community, seeking a common good?
Theology, finding God and God's plan?
Action, working for development and freedom?
8. How can this religion critique secularism, which puts
religion at the outer edge of life?
9. How does this religion promote contemplation of God and
compassion for other people?
10. What roots of injustice are embedded in this culture?
11. How have the film and the readings helped you understand
this religion?
12. How have the film and the readings helped you understand
your own religion?
Dear Roland, December 16, 1996
FOR MY CLASS ON SACRED TRADITIONS I shall use the following
videos:
Feb. 3 Long Search:Indonesia.
10 Long Search:
Hinduism.
24 Long Search:
Buddhism, Sri Lanka; Long Search: Buddhism, Japan
Mar. 3 Long Search: China.
10 Long Search:
Judaism.
24 Long Search:
Catholicism
31 Long Search:
Orthodoxy.
Apr. 7 Long Search: Protestantism.
14 Born Again,
Long Search: Africa.
21 Indigenous
American Religions, Religious Experience.
28 Long Search:
Islam.
May 6 Long Search: Reflections on the Long Search;
California.
13 Huston Smith:
Faces on Faith
Please get them to me the day before each class.
Thank you.
(Rev.) Francis J. Buckley, S.J.
..end
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