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Collaborative Digital Work: Mapping Religious Activity in the GTA
- 1. CTL Talk Mar17-11 - Dr. D. Perley
Editor's Notes
- Notes: Definition, classification, comparison, explanation ( RR , 197) Jonathan Z. Smith’s fourfold approach: “ The ‘end’ of comparison cannot be the act of comparison itself. I would distinguish four moments in the comparative enterprise: description, comparison, redescription and rectification. Description is a double process which comprises the historical or anthropological dimensions of work: First, the requirement that we locate a given example within the rich texture of its social, historical, and cultural environments that invested with its local significance. The second task of description is that of reception history, careful account of how our second order scholarly tradition has intersected with the exemplum. That is to say, we need to describe how the data has become accepted as significant for the purpose of argument. Only when such a subtle contextualization is completed does one move on to the description of [at least] a second example undertaken in the same double fashion. With at least two exempla in view, we are prepared to undertake their comparison both in terms of aspects and relations held to be significant, and with respect some category, question, theory, or model of interest to us. In such a comparison is the redescription of the exempla (each in light of the other) and the rectification of the academic categories in relation to which they have been imagined.” (Smith, Relating Religion , 198) - McCutcheon’s reluctance to deal with descriptive histories of religious traditions. McCutcheon, Studying Religion: An Introduction .
- PRIMARY GROUPS: Each of the four Primary Groups is assigned 2 major religious traditions/practices 1. Judaism and Sikhism 2. Christianity and Hinduism 3. Islam and East-Asian Religions 4. Buddhism and 1 st Nations/Indigenous Religions Theoretical/Logistical Justification of design of Primary Groups: Atypical clustering of these religious traditions forces a comparative viewpoint and helps move students out of a ‘faith-based’ mode of apologetics or defense of a particular religion. My teaching experience also contributed to these distinctions – monotheistic, abrahamic faiths are clearly separated, again requiring students to step out of zones of familiarity. FROM MY 2010 TEACHING PHILOSOPHY: “ James urged the philosopher in all of us to seek the familiar in what is strange, and the strange in the familiar, and nowhere is such a principle more applicable than in the introductory teaching of different religious traditions and the academic discourses that surround them.” TOTAL APPROXIMATE NUMBER FOR EACH PRIMARY GROUP: 15 Each of the four Primary Groups has 4 Subgroups for a total of 16 subgroups. 1. Definitions and Classifications: Traditions and Sites (3 students) 2. Interpretations: Insider and Outsider, E-world and “Real” World (4 students) 3. History of Communities: Arrivals and Establishments (4 students) 4. Comparative Analysis in Modern, Global, and Canadian Contexts (4 students) Approximate total number of students: 15 X 4 = 60 students. 1.1. Judaism and Sikhism: Definitions and Classifications: Traditions and Sites 1.2. Judaism and Sikhism: Interpretations: Insider and Outsider, E-world and Real World 1.3. Judaism and Sikhism: History of Communities: Arrivals and Establishments 1.4. Judaism and Sikhism: Comparative Analysis in Modern, Global, and Canadian Contexts 2.1. Christianity and Hinduism: Definitions and Classifications: Traditions and Sites 2.2. Christianity and Hinduism: Interpretations: Insider and Outsider, E-world and Real World 2.3. Christianity and Hinduism: History of Communities: Arrivals and Establishments 2.4. Christianity and Hinduism: Comparative Analysis in Modern, Global, and Canadian Contexts 3.1. Islam and East-Asian Religions: Definitions and Classifications: Traditions and Sites 3.2. Islam and East-Asian Religions: Interpretations: Insider and Outsider, E-world and Real World 3.3. Islam and East-Asian Religions: History of Communities: Arrivals and Establishments 3.4. Islam and East-Asian Religions: Comparative Analysis in Modern, Global, and Canadian Contexts 4.1. Buddhism and 1 st Nations/Indigenous Religions: Definitions and Classifications: Traditions and Sites 4.2. Buddhism and 1 st Nations/Indigenous Religions: Interpretations: Insider and Outsider, E- world and Real World 4.3. Buddhism and 1 st Nations/Indigenous Religions: History of Communities: Arrivals and Establishments 4.4. Buddhism and 1 st Nations/Indigenous Religions: Comparative Analysis in Modern, Global, and Canadian Contexts Students can also be organized according to which subgroup they belong to. .1. Definitions and Classifications: Traditions and Sites 1.1. Judaism and Sikhism: Definitions and Classifications: Traditions and Sites 2.1. Christianity and Hinduism: Definitions and Classifications: Traditions and Sites 3.1. Islam and East-Asian Religions: Definitions and Classifications: Traditions and Sites 4.1. Buddhism and 1 st Nations/Indigenous Religions: Definitions and Classifications: Traditions and Sites .2. Interpretations: Insider and Outsider, E-world and “Real” World 1.2. Judaism and Sikhism: Interpretations: Insider and Outsider, E-world and Real World 2.2. Christianity and Hinduism: Interpretations: Insider and Outsider, E-world and Real World 3.2. Islam and East-Asian Religions: Interpretations: Insider and Outsider, E-world and Real World 4.2. Buddhism and 1 st Nations/Indigenous Religions: Interpretations: Insider and Outsider, E-world and Real World .3. History of Communities: Arrivals and Establishments 1.3. Judaism and Sikhism: History of Communities: Arrivals and Establishments 2.3. Christianity and Hinduism: History of Communities: Arrivals and Establishments 3.3. Islam and East-Asian Religions: History of Communities: Arrivals and Establishments 4.3. Buddhism and 1 st Nations/Indigenous Religions: History of Communities: Arrivals and Establishments .4. Comparative Analysis in Modern, Global, and Canadian Contexts 1.4. Judaism and Sikhism: Comparative Analysis in Modern, Global, and Canadian Contexts 2.4. Christianity and Hinduism: Comparative Analysis in Modern, Global, and Canadian Contexts 3.4. Islam and East-Asian Religions: Comparative Analysis in Modern, Global, and Canadian Contexts 4.4. Buddhism and 1 st Nations/Indigenous Religions: Comparative Analysis in Modern, Global, and Canadian Contexts
- TASKS GROUP MEMBERSHIP ( Wishlist) DELEGATION OF DUTIES (BASED ON WORKSHEET) RESOURCES USED Worksheet Computer rooms in BV RLGB10 Libguide E-Resources Encyclopedia of Religion Websites *Turnitin.com* ACTIVITIES Wishlist Worksheet Collaboration Delegation of duties Researching Writing Reviewing Presenting roundtables Student Worksheet (the website form fields may not resemble the form fields depicted on this worksheet MAPPING RELIGIOUS ACTIVITY IN THE GTA: PAST AND PRESENT 1. Definitions and Classifications: Traditions and Sites Religious Tradition (one of 8-9 religious traditions/areas that we look at: Judaism, Sikhism, Christianity, Hinduism, Islam, Taoism, Confucianism, Shinto, Buddhism, First-Nations, and possibly Zoroastrianism) Provide a brief description of the major religion in question (no more than 200 words total): Primary Description Tags for Definitions and Classification: Create tags that identify the general religion as well as key terms that classify the religion according to subcategories (e.g., for “Christianity,” tags might be “Christianity” “Presbyterianism” “Roman Catholic”). As we proceed, find specific labels and categories that best match our chosen sites. This information can be gleaned from subgroup .3 History of Communities in GTA: Arrivals and Foundations. Create at least two tags: Add Tag Bibliography: 2. Interpretations: Insider and Outsider, E-world and “Real” World Provide at least two brief descriptions of the religious tradition (in a broad and specific sense), based on Internet Sources or other material from an Insider Perspective. Compare and evaluate the differences between different representations: Insider (Emic) Views: Provide at least two examples of descriptions of the religious tradition (in a broad and specific sense) based on Internet Sources from an Outsider Perspective. Evaluate whether these perspectives are relatively neutral, polemical, or distortive: Outsider (Etic) Views: Describe any issues that relate to religious identity (coming from within or from outside of the tradition – up to 100 words): Sources Used (Internet URL’s, newspaper or magazine citations): 3. History of Communities in GTA: Arrivals and Foundations When was the assigned religious site “founded” or “established” in the GTA? Start Date If there is a corresponding end date (if the site radically changed features or no longer exists): End Date Where was the site established? Address: Latitude/Longitude: Provide a brief historical description of the relevant site/community based on monographs and academic sources (if available – 200 words): Provide a brief summary of keypoints from “Oral Histories” (either obtained through interviews or archival research – 100 words): Identify any specific community representatives that provided content for “Oral Histories” (either based on fieldwork/interviews or archival research). Tags for Identifying and Distinguishing Physical Sites: Identify any distinguising features of the physical site as well as key activities that take place in association with the site (e.g., “basilica” “prayer” “festival celebrations”): Add Tag Sources: Clearly identify sources used for 3. History of Communities in GTA: Arrivals and Foundations. Precisely Distinguish between monographs (books), journal articles, internet sources, archival materials (audio, video, etc.), and NEW archival material (new interviews, new audio recordings, etc.): 4. Comparative Analysis in Modern, Global, and Canadian Contexts Related Areas of Global Interest (name up to two places in the world that are intimately connected with the specific sites/groups selected): Write a brief description of any key contemporary issues that face the respective community as a community within Canada (100 words): Write a brief description of key global issues that imply transnational connections between Canadian communities and communities abroad (100 words): What are the key activities that best describe the interaction between Canadian communities and related communities abroad (e.g., education and development resources – 100 words): Bibliography: Clearly identify sources used (books, articles, internet sources, etc.):
- Go to page 28 of originality report
- http://webapps.utsc.utoronto.ca/historyengine/ 1980 – Anishnawabe 1990 – Islamic Society of Toronto 2010 – Sridurka Temple
- .1. Definitions and Classifications: Traditions and Sites 1.1. Judaism and Sikhism: Definitions and Classifications: Traditions and Sites 2.1. Christianity and Hinduism: Definitions and Classifications: Traditions and Sites 3.1. Islam and East-Asian Religions: Definitions and Classifications: Traditions and Sites 4.1. Buddhism and 1 st Nations/Indigenous Religions: Definitions and Classifications: Traditions and Sites .2. Interpretations: Insider and Outsider, E-world and “Real” World 1.2. Judaism and Sikhism: Interpretations: Insider and Outsider, E-world and Real World 2.2. Christianity and Hinduism: Interpretations: Insider and Outsider, E-world and Real World 3.2. Islam and East-Asian Religions: Interpretations: Insider and Outsider, E-world and Real World 4.2. Buddhism and 1 st Nations/Indigenous Religions: Interpretations: Insider and Outsider, E-world and Real World .3. History of Communities: Arrivals and Establishments 1.3. Judaism and Sikhism: History of Communities: Arrivals and Establishments 2.3. Christianity and Hinduism: History of Communities: Arrivals and Establishments 3.3. Islam and East-Asian Religions: History of Communities: Arrivals and Establishments 4.3. Buddhism and 1 st Nations/Indigenous Religions: History of Communities: Arrivals and Establishments .4. Comparative Analysis in Modern, Global, and Canadian Contexts 1.4. Judaism and Sikhism: Comparative Analysis in Modern, Global, and Canadian Contexts 2.4. Christianity and Hinduism: Comparative Analysis in Modern, Global, and Canadian Contexts 3.4. Islam and East-Asian Religions: Comparative Analysis in Modern, Global, and Canadian Contexts 4.4. Buddhism and 1 st Nations/Indigenous Religions: Comparative Analysis in Modern, Global, and Canadian Contexts