Comparative Religions

Comparative Religions

• Welcome to the spring semester of the 2015 school year!

• Congratulations on choosing Comparative Religions, an exciting semester long course which emphasizes the development and practice of the major religions of the world today.

• This class is a UC approved college prep course in which can be used as elective credit in meeting college entrance requirements.

Course Textbook and Resources

• Our textbook this year will be: • Hopfe and Woodward Religions of the

World. 12th ed. New York: Pearson Longman, 2012. Textbook

• Students are encouraged to access e-text and additional resources online at www.MyReligionLab.com

Comparative Religions Themes

• Humankind has been concerned throughout recorded history with religious questions, such as the existence of God, the meaning and purpose of life and death, and the sense we make of our lives. In the contemporary world, religion has a significant influence on individuals and societies across the globe.

• The power of religion to both unite and divide affects believers and unbelievers alike. Therefore, religion in its varied forms is a distinctive realm of human experience that demands academic inquiry.

• The course seeks to promote an awareness of religious issues in the contemporary world by requiring the study of a diverse range of religions.

• The religions will be studied in such a way that students acquire a sense of what it is like to belong to a particular religion and how that influences the way in which the followers of that religion understand the world, act in it, and relate and respond to others.

World Religions and Theory of Knowledge

• In the teaching of world religions, a number of issues will arise that highlight the relationship between theory of knowledge and world religions. Some of the questions that will be considered during the course are identified below:

1. What is a religion? To what extent is religion distinguishable from culture or ideology?2. Are religions created, discovered or revealed? What are the implications for religious

knowledge?3. To what extent is religious belief rational? Are reason and emotion necessarily opposed in

religious belief?4. Do people of differing religious convictions necessarily have different world views?5. Does the concept of religion exist in every society? If so, what are the implications of this

knowledge?6. Who claims to possess religious knowledge and on what basis?7. What implications do religious beliefs have for other areas of knowledge? How do these

vary from religion to religion?8. What implications does Nietzsche’s statement pose for morality when he says “God is

dead”?9. What might Einstein have meant when he said “Religion without science is blind. Science

without religion is lame”?10.In what ways does religious language differ from everyday language, and what does this

tell us about religious knowledge?11.What is the role of intuition as a source of religious belief?12.What is the role of empirical evidence as a source of religious belief?

World religions aims

1. promote an inquiring, analytical and empathetic approach to the study of religion

2. develop an informed understanding of the diversity of world religions

3. foster a respectful awareness of the significance of the beliefs and practices for the faith member

4. develop an understanding of how religion affects people’s lives5. encourage a global appreciation of the issues surrounding

religious and spiritual beliefs, controversies and movements in the world today

Introduction to the study of religion

• The following questions should be considered as an introduction to the subject.– What is religion?– How do we study religion? Insider/outsider

approaches.– Which sources do we use and how do we

interpret them?– What makes an experience religious?

Fundamental questions

• The following three questions underpin the study of all world religions:1. What is the human condition?2. Where are we going?3. How do we get there?

Course Activities

• A) Tests (35%)– Tests will be given at the end of the unit of

study for each religion. – It is important to realize test will cover

assigned readings. – Lecture topics are designed to supplement,

not replace reading.

Course Activities

• B) Activities Packets (20%) – Activity packets are due before the test covering the

assigned reading. – They include note cards, timeline and review questions from

the chapters.– Students may also analyze a source document or an

incident of religious violence to include in their packets. – Students are encouraged to do an historical inquiry or

current event connection to deepen their knowledge and get a higher score.

Course Activities

• C) Final (15%)– The semester will conclude with a cumulative

final. – Students will have an opportunity to show

what they have learned over the entirety of the course.

– Students need to understand the final can have a significant impact on their grade.

Course Activities

• D) Projects (10%) – Both group and individual projects will be

assigned to help review the course material.– These projects will be closely tied to course

themes and help students prepare for theit tests and final.

Course Activities

• E) Portfolios (10%)– Students are required to keep their

assessments, warm ups, and assignment packets in a portfolio for each of the religions.

– These will be due at the end of each unit of study and should be kept throughout the course as they are very helpful in reviewing information for the exam.

Course Activities

• F) Participation (10%)– Students are expected to participate at a high

level in class, both in answering questions and volunteering information for discussions.

– For part of their participation points students will be given warm-up questions at the start of class, and turn these in at the end of each unit of study.

Course Structure

• The course will use the following grade scale;

• A: 90 - 100 %• B: 80 - 89%• C: 70 - 79%• F: 0 - 69%

Course Structure

Rubric scale• 5 (Exemplary) 100%• 4 (Advanced) 90%• 3 (Proficient) 80%• 2 (Basic) 70%• 1 (Below Basic) 60%• 0 (Not turned in) 0%

Course Structure

• Incomplete/Late work; – Students with a verified absence must turn in

work due and make up any assessment on the day they return to class in order to receive full credit.

– Students may make up work that is incomplete or below basic until the end of each unit for a maximum score of 2 (basic; 70%)

Course Expectations

• My main class rule is RESPECT. – This means respect for me, your peers, and the classroom. No

putdowns are allowed, even if you’re joking. Keep your hands to yourself. Use proper language and keep our room clean.

• Be ready to learn. – This means stay in your assigned seat and work quietly. Pay attention

and don’t use any electronic devices.• Be Responsible

– This means come to class and be on time. Make sure you are inside the classroom when the bell rings. The school attendance and tardy policy will be enforced, and grades can be lowered for missing too much class. If you miss class, find out the assignment.

• Do the Right Thing– Be honest, have integrity. Do your own work. Stay positive; ask yourself

how I can do better? Do whatever it takes to get the job done to the best of your ability. Don’t take shortcuts.

Course Expectations

• The following consequences will be applied for rule violations;– 1st Warning: Verbal– 2nd Warning: Classroom Cleanup– 3rd Warning; Time Out/Detention– 4th Warning; Parent Contact– 5th Warning; Office Referral

• We work too hard for any distractions. If you can’t behave, transfer out!

Communication and Materials

• Course lectures, assignments, grades and other information are available on my website at; www.teacherweb.com/ca/greatoak/herbst

• You may also contact me by email: kherbst@tvusd.k12.ca.us

• or by voice mail (951)294-6450 x3211• Students will need a pack of index cards (100)

and 3 folders to use throughout the semester.

• Thanks for taking my class• Return the last part of your syllabus signed

tomorrow.• I look forward to working with you this

semester!