Copy of postmodern classroom
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Joshva has requested help filling in slides for an upcoming classroom discussion on postmodernity and Christian mission. The slides cover topics such as characteristics of postmodernity and modernity, definitions of Christian mission, relating the Bible to postmodern contexts, and methods and visions for postmodern mission. Respondents are asked to provide 1-2 words, phrases, or sentences to define each topic.
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SyllabusCourse SyllabusCourseInformationPrint th.docx
Syllabus
Course Syllabus
Course
Information
Print the complete syllabus
Course Number
REL 207
Course Title
Ritual, Symbol, and Myth
Credits
3 Credit Hours
Pre-requisites
ENG 102 or ENG 105 or ENG 108 with C or better; minimum 24 hours
Co-requisites
None
Faculty
Mariam Cohen
Catalog Description
Ritual, symbol, and myth as types of religious expression, with examples selected from the literate
and nonliterate religions of the world.
Course Overview
This course explores some of the principle ways in which humans employ myth, ritual, and
symbols to articulate and express religious beliefs and practices. It analyzes the relationships
among these three modes of religious expression, and their relationships to other dimensions of
religion. We will examine these aspects of religion as they occur in a variety of religious
traditions, comparing and contrasting different ways in which religion is experienced. Discussion
of these concepts will emphasize the development of critical thinking skills.
This course broadens students' understanding of the theoretical categories of academic study of
religion, thus meeting GS requirements in Humanities and Fine Arts that call for addressing
http://syllabus.next.ecollege.com/CurrentCourse/__System/__mainSyl.html
1 of 14 1/8/2013 5:38 PM
"questions of human experience and expression . . . human condition . . . basic human values . .
. (and) broader and deeper understanding of an individual's relationship to self, culture, and
nature." The course leads students to discover ways of creating and shaping collective and
individual religious identities through the various categories of religion. By offering opportunities
for students to evaluate theoretical constructs in light of data from specific religious traditions,
this course meets GS requirements in Literacy and Critical Inquiry (L), namely gathering,
interpretation, and evaluation of evidence . . . (and helping students to sustain and extend their
ability to reason critically and communicate clearly.
Learning Outcomes
At the completion of this course, students will be able to:
clarify our motives for studying religion.
define elements of critical thinking skills -- and begin to put them into practice.
be able to list and classify various definitions of "religion".
be able to describe the utility of various definitions of "religion".
critically examine the claim of a group to be considered as a "religion".
describe various ways that religious traditions conceptualize sacred power.
be able to define polytheism, monotheism, henotheism, dualism, unitarianism, and
trinitarianism.
be able to define agnosticism, atheism, and deism.
describe different types of myths.
describe the various functions of myths.
be able to discuss the relationship between "scientific" truth and the truth of myths.
describe different types of rituals.
describe the various functions of rituals.
be able to discuss the relationship between r ...
Discussion Board Guidelines Students must respond individually
Discussion Board Guidelines
Students must respond individually to the Discussion Board question and forge a discussion with at least two class members.
Discussion Board postings should be "original thought" posting. Unless requested to do so, students should not use the internet to create discussion board responses.
Discussion Board postings should be 300 words minimum in length, provide evidence of reading comprehension through illustrations from the reading assignments, critical thinking, and consideration of others' views.
When Discussion Board work is assigned on the syllabus schedule, students must post their responses by the appointed time and respond to at least two class members' posts within 48 hours/at the appointed time.
Discussion Board work is time-sensitive. Late submissions will not be accepted/will receive a zero.
It is STRONGLY suggested that you visit the discussion board frequently after your work is completed to see where the discussion is going and to further respond to your group members (or your instructor) if need be.
Please see the Discussion Board Rubric for grad
Assignment
Grading Rubric
Meets/Exceeds
Expectations
(10 Pts)
Approaches
Expectations
(8 Pts)
Needs Improvement
(6 Pts)
In-complete
and/or not
done correctly
(1 Pt)
No
Marks/Missing
(0 Pts)
Purpose
Purpose is clear.
Shows awareness of
purpose.
Shows limited
awareness of purpose.
No awareness.
No
Marks/Missing
Main idea Clearly presents a
main idea and
supports it throughout
the paper.
There is a main idea
supported
throughout most of
the paper.
Vague sense of a main
idea, weakly supported
throughout the paper.
No main idea.
Student didn't
turn in
assignment.
Overall and
Style
Well-planned and well-
thought out. Includes
title, introduction, and
statement of main
idea, transitions,
conclusion, using
APA standard: correct
font, font size and no
more than 1000
words.
Good overall
organization includes
the main
organizational tools
but font is incorrect
or word count is
more than 1000
and/or line spacing
is not doubled, or no
APA style.
There is a sense of
organization, although
some of the
organizational tools are
missing and/or late.
No sense of
organization.
Student didn't
turn in
assignment.
Content Exceptionally well-
presented and
discussed; ideas are
detailed, well-
developed with
evidence & facts
based on text
information.
Well-presented and
discussed; ideas are
detailed, developed
and supported with
less evidence and
details.
Content not as clear or
solid; some ideas are
present but not
particularly developed
or supported with
minimal evidence of
clear knowledge of
subject.
Content is not
complete.
Student didn't
turn in
assignment.
Structure Sentences are clear
and varied in pattern,
from simple to
complex, with
excellent use of
punctuation.
Sentences are clear
but may ...
CRJ104- Introduction to SecurityResearch PaperDue 800
CRJ104- Introduction to Security
Research Paper
Due: 8:00pm Saturday of Unit 7.
The research paper due for this course shall be a current topic of your choosing related to the private security field. Write on the past, present and future of this area/topic, to include, but not limited to, how it impacts the general population of the United States, and finally what changes you think are needed for the future. The instructor must approve the topic prior.
The paper shall be in APA format, typed in 12 font Times New Roman, and shall not have been turned in previously to any other instructor for any other course or assignment.Paper length is seven to nine pages not to include the cover page or bibliography. It is to be submitted as a Microsoft Word Document. A minimum of 5 sources from cases, law reviews, professional journals, news media articles, academic journals or books is required. Wikipedia and other encyclopedias are not acceptable sources. All papers will be submitted through SafeAssign to reduce the potential of plagiarism.
Research Paper Rubric
CRITERIA
Deficient
(0 - 35 Points)
Development Needed to Proficient
(36-78 Points)
Proficient
to Exemplary
(79 - 100 Points)
Points Earned
(100 Pts.)
1.
Sources cited in Bibliography
No sources to 1 sources.
(Points 0 – 3)
2 to 3 sources.
(Points 4-7)
4 or more sources.
(Points 8 – 10)
2.
APA Format, Font size, etc.
Does not follow formatting or required font size or in Times New Roman.
(Points 0-4)
Follows basic formatting. May not cite sources properly in text or Bibliography not correct.
(Points 4 – 8)
Follows the APA formatting including sources in text.
(Points 8 – 10)
3.
Length of Paper
Does not meet the minimum requirements.
(Points 0 – 4)
Meets the minimum requirements.
(Points 4 – 8)
Exceeds the minimum requirements.
(Points 8 – 10)
4.
Adjusted Safe Assign
Over 20 % of paper
(Points 0 – 4)
11 – 20 % of paper
(Points 4 – 8)
0 – 10 % of paper
(Points 8 – 10)
5.
Topic
Does not follow approved topic or slightly touches on it.
(Points 0 – 7)
Gives a general or small explanation of what the topic of the paper will be.
(Points 7 – 15)
Clearly explains in detail what will be discussed in the paper.
(Points 15 – 20)
6.
Explain past, present and future of the topic
Barely explains all three areas or does not even touch on one of the areas.
(Points 0 – 13)
Partially explains all three areas.
(Points 13 – 32)
Completely explains all three areas.
(Points 32 – 40)
Total Points:
Final class!
Exegesis Paper Conclusion, Final Exam Review, SETL
How Did You Do?
It is our final Menti poll! Please go to www.menti.com (code 8647 0915)
In this Final Class…
Exegesis Paper Conclusion
Final Exam Review
SETL
Exegesis Paper: Conclusion
Add a transition word to begin the paragraph.
Summarize the key words (Big impression and roadmap) and what the paragraphs have discussed.
Add modern application or a personal reflection at the end.
Application
Option 1: modern applicat ...
Nixon Mythology Syllabus 2019
This is the syllabus for a Nixon graduate seminar on Mythology, summer 2019
Psy 103 Education Organization -- snaptutorial.com
For more classes visit
www.snaptutorial.com
PSY 103 Week 1 Individual Assignment: Origins of Psychology and Research Methods Worksheet
PSY 103 Week 2 Individual Assignment: Learning Experience Paper Version 1
PSY 103 Week 2 Individual Assignment: Learning Experience Paper Version 2
Student-Driven Critical Thinking in Online Discussions
Discussion forums are commonly used in online courses as a medium for students to develop critical thinking, communication, and information literacy skills. An effective way to meet these objectives is to use an explicit critical thinking framework, in which students are given specific instructions on how to structure their posts.
http://www.criticalthinking.org
COTE NOTE: http://bit.ly/COTENOTEcriticalthinking
PAGE 1California State University Northridge .docx
PAGE
1
California State University Northridge
DEPARTMENT OF RELIGIOUS STUDIES
COURSE SYLLABUS (Fall 2015)
Course: RS 150 World Religions (G.E. S5)
(Class number: 14366)
Tuesday (4:00 -6:45 PM); Room SH 390
(August 24 - December 8, 2015)
Professor: Mutombo Nkulu-N’Sengha, Ph.D.
Email: [email protected]
Tel. 818-677-3395
Office: Santa Susana Hall, #228
Office Hours:
Tuesday 10:00 am – 12:20 pm; Th 3:00-3:50 pm
Friday 9:45-10:45 am
Website: http://moodle.csun.edu/ (for our course; password: 5656)
and
http://www.csun.edu/religious.studies/ (our Department)
FACTOID (KEY EVENTS and DATES TO KEEP IN MIND):
Tuesday, December 8 (last day of formal instruction)
Thursday-Friday (November 26-27): Thanksgiving Recess (No Class)
Final exam: Tuesday, December 15: 5:30 – 7:30 PM
5 Requirements: 3 assignments (papers),
Midterm Exam and Final Exam (online, multiple choice format)
TABLE OF CONTENTS:
I. Course Description
II. Required Texts
III. Course Requirement
1. Your Grade
2. Assignments
3. Criteria for the evaluation of your assignments
4. Grading Scale and Standards
IV. Course Objectives and Students Learning Outcomes
V. Why Study this Course?
VI. Course Perspective
VII. The Ten Commandments of our Course
VIIII. Road Map for the Lectures
IX. Internet Resources
X. Group Members (for student group assignments and class discussion)
I. COURSE DESCRIPTION
This course provides an overview of various world religious traditions in their historical and cultural developments. As such it satisfies the S5 general education requirements for comparative cultural studies/gender, race, class, ethnicity studies.
The Purpose of this course is to introduce students to the diversity and complexity of the religious phenomenon in our pluralistic Global village. This is a study of selected major world religions with emphasis on the historic international faiths of Asia and the Near East. We will investigate rituals, ethics, institutional structures and the cultural ethos of religions as well as their myths, doctrines and sacred texts.
Given that it fulfills a General Education requirement in the Humanities, this course is taught in a perspective that takes into account the current context of our pluralistic, multicultural and democratic societies.
Although we will focus on the major world religions of Christianity, Islam, Judaism, Hinduism, and Buddhism, we will also briefly address other forms of spirituality, mainly the ancestral spiritual ways of cosmotheandric religions which predate the current dominant religions and influenced them in a variety of ways.
II. REQUIRED TEXTS
1. Robert S. Ellwood and Barbara A. McGraw, Many Peoples, Many Faiths: Women and Men in the World Religions. (Upper Saddle River: Pearson, 10th edition, 2014).
2. MOODLE website : http://moodle.csun.edu/
To access what is available on the library website (connected to moodle) use the password 5656 (required for t.
The Week 3 Forum meets the following course objectivesUnderstand .docx
The Week 3 Forum meets the following course objectives:
Understand the feminist perspective, masculinities, and contributions to social research.
In this discussion forum, students are required to provide a response to one of the following questions. Remember to include two references to the readings and to respond to two other posts.
1.
What is the double standard discussed in Andersen (Chapter 4)? How has the double standard changed over time? Reference the readings and respond to two other posts.
Or
2.
Compare and contrast the stories in Connell about Adam Singer and Tip Southern (Chapter 6). What do these stories tell us about masculinities in the U.S.?
Instructions:
Sociology lives when we engage it – we read about it, we discuss it, we debate it, we frame our research questions with it, we put it to the test of empiricism, and every once in a while we build it ourselves. Therefore, the success of this course depends on all of us thoroughly engaging it. One of the most important parts of the course will be the discussions and debates we participate in, in our Forum. These discussions need to be informed by thorough reading of the assigned texts.
Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world, active presence. Learners will engage with the instructor and peers through rich responses to their posts. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week. All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required. Quotes should not be used at all, or used sparingly. If you quote a source quotation marks should be used and an APA formatted citation and reference provided.
Points
Ex
e
m
p
la
r
y (100%)
Acc
o
m
p
lished (85%)
Developing (75%)
Beginning (65%)
Not Participating (0%)
Comprehension of course materials
4
Initial post demonstrates rich comprehension of course materials. Detailed use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.
Initial post demonstrates clear comprehension of course materials. Use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.
Initial post does not clearly demonstrate comprehension of course materials. Specific terminology or examples learned in class may be incorrect or incomplete. Post may include some opinion without evaluated evidence.
Initial post does not demonstrate comprehension of course materials. Specific terminology or examples learned in class are not included. Post is opinion based without evaluated evidence.
No posting, post is off topic, post does not meet minimum criteria for demonstrating beginning level of comprehension. Post may be.
Evo research topics to r qs (judith hanks), january 2016 (1)
Classroom Based Research EVO 2016- Week 2 HOA: Judith Hanks on "Identifying focus of research"
A REFLECTIVE NARRATIVE ON THE DESIGN AND DELIVERY OF A COURSE ABOUT MORAL EDU...
Academic Paper Writing Service
http://StudyHub.vip/A-REFLECTIVE-NARRATIVE-ON-THE-DESIGN-AN 👈
Sec3 english language_comprehension_in your own words
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SyllabusCourse SyllabusCourseInformationPrint th.docx
Syllabus
Course Syllabus
Course
Information
Print the complete syllabus
Course Number
REL 207
Course Title
Ritual, Symbol, and Myth
Credits
3 Credit Hours
Pre-requisites
ENG 102 or ENG 105 or ENG 108 with C or better; minimum 24 hours
Co-requisites
None
Faculty
Mariam Cohen
Catalog Description
Ritual, symbol, and myth as types of religious expression, with examples selected from the literate
and nonliterate religions of the world.
Course Overview
This course explores some of the principle ways in which humans employ myth, ritual, and
symbols to articulate and express religious beliefs and practices. It analyzes the relationships
among these three modes of religious expression, and their relationships to other dimensions of
religion. We will examine these aspects of religion as they occur in a variety of religious
traditions, comparing and contrasting different ways in which religion is experienced. Discussion
of these concepts will emphasize the development of critical thinking skills.
This course broadens students' understanding of the theoretical categories of academic study of
religion, thus meeting GS requirements in Humanities and Fine Arts that call for addressing
http://syllabus.next.ecollege.com/CurrentCourse/__System/__mainSyl.html
1 of 14 1/8/2013 5:38 PM
"questions of human experience and expression . . . human condition . . . basic human values . .
. (and) broader and deeper understanding of an individual's relationship to self, culture, and
nature." The course leads students to discover ways of creating and shaping collective and
individual religious identities through the various categories of religion. By offering opportunities
for students to evaluate theoretical constructs in light of data from specific religious traditions,
this course meets GS requirements in Literacy and Critical Inquiry (L), namely gathering,
interpretation, and evaluation of evidence . . . (and helping students to sustain and extend their
ability to reason critically and communicate clearly.
Learning Outcomes
At the completion of this course, students will be able to:
clarify our motives for studying religion.
define elements of critical thinking skills -- and begin to put them into practice.
be able to list and classify various definitions of "religion".
be able to describe the utility of various definitions of "religion".
critically examine the claim of a group to be considered as a "religion".
describe various ways that religious traditions conceptualize sacred power.
be able to define polytheism, monotheism, henotheism, dualism, unitarianism, and
trinitarianism.
be able to define agnosticism, atheism, and deism.
describe different types of myths.
describe the various functions of myths.
be able to discuss the relationship between "scientific" truth and the truth of myths.
describe different types of rituals.
describe the various functions of rituals.
be able to discuss the relationship between r ...
Discussion Board Guidelines Students must respond individually
Discussion Board Guidelines
Students must respond individually to the Discussion Board question and forge a discussion with at least two class members.
Discussion Board postings should be "original thought" posting. Unless requested to do so, students should not use the internet to create discussion board responses.
Discussion Board postings should be 300 words minimum in length, provide evidence of reading comprehension through illustrations from the reading assignments, critical thinking, and consideration of others' views.
When Discussion Board work is assigned on the syllabus schedule, students must post their responses by the appointed time and respond to at least two class members' posts within 48 hours/at the appointed time.
Discussion Board work is time-sensitive. Late submissions will not be accepted/will receive a zero.
It is STRONGLY suggested that you visit the discussion board frequently after your work is completed to see where the discussion is going and to further respond to your group members (or your instructor) if need be.
Please see the Discussion Board Rubric for grad
Assignment
Grading Rubric
Meets/Exceeds
Expectations
(10 Pts)
Approaches
Expectations
(8 Pts)
Needs Improvement
(6 Pts)
In-complete
and/or not
done correctly
(1 Pt)
No
Marks/Missing
(0 Pts)
Purpose
Purpose is clear.
Shows awareness of
purpose.
Shows limited
awareness of purpose.
No awareness.
No
Marks/Missing
Main idea Clearly presents a
main idea and
supports it throughout
the paper.
There is a main idea
supported
throughout most of
the paper.
Vague sense of a main
idea, weakly supported
throughout the paper.
No main idea.
Student didn't
turn in
assignment.
Overall and
Style
Well-planned and well-
thought out. Includes
title, introduction, and
statement of main
idea, transitions,
conclusion, using
APA standard: correct
font, font size and no
more than 1000
words.
Good overall
organization includes
the main
organizational tools
but font is incorrect
or word count is
more than 1000
and/or line spacing
is not doubled, or no
APA style.
There is a sense of
organization, although
some of the
organizational tools are
missing and/or late.
No sense of
organization.
Student didn't
turn in
assignment.
Content Exceptionally well-
presented and
discussed; ideas are
detailed, well-
developed with
evidence & facts
based on text
information.
Well-presented and
discussed; ideas are
detailed, developed
and supported with
less evidence and
details.
Content not as clear or
solid; some ideas are
present but not
particularly developed
or supported with
minimal evidence of
clear knowledge of
subject.
Content is not
complete.
Student didn't
turn in
assignment.
Structure Sentences are clear
and varied in pattern,
from simple to
complex, with
excellent use of
punctuation.
Sentences are clear
but may ...
CRJ104- Introduction to SecurityResearch PaperDue 800
CRJ104- Introduction to Security
Research Paper
Due: 8:00pm Saturday of Unit 7.
The research paper due for this course shall be a current topic of your choosing related to the private security field. Write on the past, present and future of this area/topic, to include, but not limited to, how it impacts the general population of the United States, and finally what changes you think are needed for the future. The instructor must approve the topic prior.
The paper shall be in APA format, typed in 12 font Times New Roman, and shall not have been turned in previously to any other instructor for any other course or assignment.Paper length is seven to nine pages not to include the cover page or bibliography. It is to be submitted as a Microsoft Word Document. A minimum of 5 sources from cases, law reviews, professional journals, news media articles, academic journals or books is required. Wikipedia and other encyclopedias are not acceptable sources. All papers will be submitted through SafeAssign to reduce the potential of plagiarism.
Research Paper Rubric
CRITERIA
Deficient
(0 - 35 Points)
Development Needed to Proficient
(36-78 Points)
Proficient
to Exemplary
(79 - 100 Points)
Points Earned
(100 Pts.)
1.
Sources cited in Bibliography
No sources to 1 sources.
(Points 0 – 3)
2 to 3 sources.
(Points 4-7)
4 or more sources.
(Points 8 – 10)
2.
APA Format, Font size, etc.
Does not follow formatting or required font size or in Times New Roman.
(Points 0-4)
Follows basic formatting. May not cite sources properly in text or Bibliography not correct.
(Points 4 – 8)
Follows the APA formatting including sources in text.
(Points 8 – 10)
3.
Length of Paper
Does not meet the minimum requirements.
(Points 0 – 4)
Meets the minimum requirements.
(Points 4 – 8)
Exceeds the minimum requirements.
(Points 8 – 10)
4.
Adjusted Safe Assign
Over 20 % of paper
(Points 0 – 4)
11 – 20 % of paper
(Points 4 – 8)
0 – 10 % of paper
(Points 8 – 10)
5.
Topic
Does not follow approved topic or slightly touches on it.
(Points 0 – 7)
Gives a general or small explanation of what the topic of the paper will be.
(Points 7 – 15)
Clearly explains in detail what will be discussed in the paper.
(Points 15 – 20)
6.
Explain past, present and future of the topic
Barely explains all three areas or does not even touch on one of the areas.
(Points 0 – 13)
Partially explains all three areas.
(Points 13 – 32)
Completely explains all three areas.
(Points 32 – 40)
Total Points:
Final class!
Exegesis Paper Conclusion, Final Exam Review, SETL
How Did You Do?
It is our final Menti poll! Please go to www.menti.com (code 8647 0915)
In this Final Class…
Exegesis Paper Conclusion
Final Exam Review
SETL
Exegesis Paper: Conclusion
Add a transition word to begin the paragraph.
Summarize the key words (Big impression and roadmap) and what the paragraphs have discussed.
Add modern application or a personal reflection at the end.
Application
Option 1: modern applicat ...
Nixon Mythology Syllabus 2019
This is the syllabus for a Nixon graduate seminar on Mythology, summer 2019
Psy 103 Education Organization -- snaptutorial.com
For more classes visit
www.snaptutorial.com
PSY 103 Week 1 Individual Assignment: Origins of Psychology and Research Methods Worksheet
PSY 103 Week 2 Individual Assignment: Learning Experience Paper Version 1
PSY 103 Week 2 Individual Assignment: Learning Experience Paper Version 2
Student-Driven Critical Thinking in Online Discussions
Discussion forums are commonly used in online courses as a medium for students to develop critical thinking, communication, and information literacy skills. An effective way to meet these objectives is to use an explicit critical thinking framework, in which students are given specific instructions on how to structure their posts.
http://www.criticalthinking.org
COTE NOTE: http://bit.ly/COTENOTEcriticalthinking
PAGE 1California State University Northridge .docx
PAGE
1
California State University Northridge
DEPARTMENT OF RELIGIOUS STUDIES
COURSE SYLLABUS (Fall 2015)
Course: RS 150 World Religions (G.E. S5)
(Class number: 14366)
Tuesday (4:00 -6:45 PM); Room SH 390
(August 24 - December 8, 2015)
Professor: Mutombo Nkulu-N’Sengha, Ph.D.
Email: [email protected]
Tel. 818-677-3395
Office: Santa Susana Hall, #228
Office Hours:
Tuesday 10:00 am – 12:20 pm; Th 3:00-3:50 pm
Friday 9:45-10:45 am
Website: http://moodle.csun.edu/ (for our course; password: 5656)
and
http://www.csun.edu/religious.studies/ (our Department)
FACTOID (KEY EVENTS and DATES TO KEEP IN MIND):
Tuesday, December 8 (last day of formal instruction)
Thursday-Friday (November 26-27): Thanksgiving Recess (No Class)
Final exam: Tuesday, December 15: 5:30 – 7:30 PM
5 Requirements: 3 assignments (papers),
Midterm Exam and Final Exam (online, multiple choice format)
TABLE OF CONTENTS:
I. Course Description
II. Required Texts
III. Course Requirement
1. Your Grade
2. Assignments
3. Criteria for the evaluation of your assignments
4. Grading Scale and Standards
IV. Course Objectives and Students Learning Outcomes
V. Why Study this Course?
VI. Course Perspective
VII. The Ten Commandments of our Course
VIIII. Road Map for the Lectures
IX. Internet Resources
X. Group Members (for student group assignments and class discussion)
I. COURSE DESCRIPTION
This course provides an overview of various world religious traditions in their historical and cultural developments. As such it satisfies the S5 general education requirements for comparative cultural studies/gender, race, class, ethnicity studies.
The Purpose of this course is to introduce students to the diversity and complexity of the religious phenomenon in our pluralistic Global village. This is a study of selected major world religions with emphasis on the historic international faiths of Asia and the Near East. We will investigate rituals, ethics, institutional structures and the cultural ethos of religions as well as their myths, doctrines and sacred texts.
Given that it fulfills a General Education requirement in the Humanities, this course is taught in a perspective that takes into account the current context of our pluralistic, multicultural and democratic societies.
Although we will focus on the major world religions of Christianity, Islam, Judaism, Hinduism, and Buddhism, we will also briefly address other forms of spirituality, mainly the ancestral spiritual ways of cosmotheandric religions which predate the current dominant religions and influenced them in a variety of ways.
II. REQUIRED TEXTS
1. Robert S. Ellwood and Barbara A. McGraw, Many Peoples, Many Faiths: Women and Men in the World Religions. (Upper Saddle River: Pearson, 10th edition, 2014).
2. MOODLE website : http://moodle.csun.edu/
To access what is available on the library website (connected to moodle) use the password 5656 (required for t.
The Week 3 Forum meets the following course objectivesUnderstand .docx
The Week 3 Forum meets the following course objectives:
Understand the feminist perspective, masculinities, and contributions to social research.
In this discussion forum, students are required to provide a response to one of the following questions. Remember to include two references to the readings and to respond to two other posts.
1.
What is the double standard discussed in Andersen (Chapter 4)? How has the double standard changed over time? Reference the readings and respond to two other posts.
Or
2.
Compare and contrast the stories in Connell about Adam Singer and Tip Southern (Chapter 6). What do these stories tell us about masculinities in the U.S.?
Instructions:
Sociology lives when we engage it – we read about it, we discuss it, we debate it, we frame our research questions with it, we put it to the test of empiricism, and every once in a while we build it ourselves. Therefore, the success of this course depends on all of us thoroughly engaging it. One of the most important parts of the course will be the discussions and debates we participate in, in our Forum. These discussions need to be informed by thorough reading of the assigned texts.
Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world, active presence. Learners will engage with the instructor and peers through rich responses to their posts. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout the week. All posts should demonstrate college level writing skills. To promote vibrant discussion as we would in a face to face classroom, formatted citations and references are not required. Quotes should not be used at all, or used sparingly. If you quote a source quotation marks should be used and an APA formatted citation and reference provided.
Points
Ex
e
m
p
la
r
y (100%)
Acc
o
m
p
lished (85%)
Developing (75%)
Beginning (65%)
Not Participating (0%)
Comprehension of course materials
4
Initial post demonstrates rich comprehension of course materials. Detailed use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.
Initial post demonstrates clear comprehension of course materials. Use of terminology or examples learned in class. If post includes opinion, it is supported with evaluated evidence.
Initial post does not clearly demonstrate comprehension of course materials. Specific terminology or examples learned in class may be incorrect or incomplete. Post may include some opinion without evaluated evidence.
Initial post does not demonstrate comprehension of course materials. Specific terminology or examples learned in class are not included. Post is opinion based without evaluated evidence.
No posting, post is off topic, post does not meet minimum criteria for demonstrating beginning level of comprehension. Post may be.
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- 1. Postmodern Classroom – a Test case You are requested to fill in the next slides for the next class room discussions. You may use some of the powerpoint used in the previous class for reference. Thank you Joshva
- 2. What are the words that come to your mind when you think of Postmodernity 1. Example ‘truths’ 2. 3. 4.
- 3. What are the words that come to your mind about Modernity? 1. Example ‘scientific’ 2. 3. 4.
- 4. What are the immediate characteristics of Postmodern Context? (words and phrases) 1. Example ‘mediated’ 2. 3. 4.
- 5. What is Christian Mission in one or two sentences Example ‘sending out’
- 6. How do you Christian Mission in the Postmodern Context? Name a few methods in one or two words Example ‘relationship’
- 7. How do you related Bible to Postmodern context identify each example in one or two words Example ‘particular to Universal’
- 8. What are different characteristics of postmodern worship each line in one or two words Example ‘participation’
- 9. What is your vision for Postmodern mission in one or two sentences
- 10. What will be your practical step in postmodern mission? One or two sentences