HomeMy WebLinkAboutPHR-131Departmental Policy Syllabus Feb. 24, 2025
Bergen Community College
Division of Humanities
Department of Philosophy and Religion
Course Syllabus
PHR-131: Exploring Religion
An individual classroom syllabus for this course must include as much of the following
information as is applicable:
Basic Information About Course and Instructor:
Semester and year:
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Course Description:
PHR-131 Exploring Religion What makes something religious? This course explores
the phenomenon of religion as expressed in various cultural forms, including individual
and communal identities, rituals, myths, ethics, conceptions of the divine, the reality
and meaning of evil, sacred scriptures and spaces, religious experience, and popular
culture. Attention is also given to religion in the media and politics, and to the
continuing influence of religion in the contemporary world.
Credits: 3 (3 lectures)
Prerequisites: None
Corequisites: None
General Education Humanities Course
Diversity Course
Student Learning Outcomes: As a result of meeting the requirements in this course,
students will be able to:
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Departmental Policy Syllabus Feb. 24, 2025
1. analyze and articulate what makes something "religious" by exploring key
elements such as rituals, myths, ethics, and sacred spaces within diverse cultural
and historical contexts.
2. evaluate how religion is expressed through individual and communal identities,
sacred texts, rituals, and conceptions of the divine across various traditions.
3. describe and assess the influence of religion on media, politics, and popular
culture, and how it shapes contemporary social dynamics and ethical debates.
4. explore and think critically about complex religious ideas such as the nature of
the divine, the problem of evil, and the meaning of religious experience.
5. compare and contrast religious practices, beliefs, and symbols across different
cultures and traditions to better understand their diversity and shared elements.
6. locate, evaluate, and use effectively information from a variety of relevant
sources appropriate for the academic study of religion; and
7. engage in respectful conversations about religious beliefs and practices and
communicate informed perspectives on religious diversity.
In pursuit of the foregoing objectives, the course is based on the reading and discussion
of both primary and secondary sources; the essential principles of critical thinking are
introduced; techniques of scholarly research and writing are reviewed; students are
encouraged to participate actively in class discussions; and students are required to do
a substantial amount of expository and critical writing in response to the material
presented in the course.
Relationship between these Student Learning Outcomes and the Gen Ed/Essential Learning Outcomes:
SLOs: EL1 EL2 EL3 EL4 EL5 EL6 EL7 EL8 EL9 EL10 EL11
1 X X X X X
2 X X X X
3 X X X
4 X X X
5 X X X X
6 X X
7 X X
EL1-Effective Speaking EL2-Effective Writing EL3-Mathematical Reasoning EL4-Scientific Reasoning EL5-Technological Competency EL6-Information Literacy
EL7-Social-Behavioral Analysis EL8-Historical Analysis EL9-Humanistic Analysis EL10-Intercultural Awareness EL11-Moral Literacy
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Departmental Policy Syllabus Feb. 24, 2025
Course Signature Assignments:
Analysis: What makes something religious?
In this assignment, you will explore how one focus of our study this
semester—e.g., a type of ritual, a type of social movement, a type of symbol, or a
type of “religious experience”—manifests in two different cultural contexts, and
how the often unclear boundaries between “religious” and “secular” practices may
influence our thinking about each. To start, choose a practice or phenomenon that
we’ve studied that can be debated as "religious" or "non-religious." Possible
subjects include contemporary spiritual practices (e.g., mindfulness meditation, or
meditation in secular spaces, or “manifesting”), some aspect of “civil religion,”
political movements with religious elements or religious influences, or cultural
rituals/festivals (including holidays) with religious origins.
Write a 4-5 page essay, using at least 3 scholarly sources, addressing all of the
following:
● Describe the key features of the phenomenon, and discuss the role it plays
in individual and community identity.
● Analyze reasons for thinking this phenomenon should be classified as
religious, or secular, or perhaps a blend of both, while comparing how this
phenomenon is viewed in at least two different cultural or religious
contexts. (Could be different religious communities, views of different
secular or religious critics, different perspectives in popular media, etc.)
● Evaluate how different understandings of religion shape individual and
societal attitudes toward this, and how cultural background influences one’s
understanding of what is considered "religious."
● End with a meta-cognitive reflection: What did this exercise reveal to you
about the nature of religion? What surprised you? Did it challenge or
reinforce the traditional definitions of religion we studied? What insights did
you gain about religious diversity? What did you learn about yourself ?
This Signature Assignment assesses SLOs 1 through 6, and ELOs 2, 6, 9 and 10.
Analysis: The Role of Myth in Religion
In this assignment, you will explore how religious myths convey deeper truths and
values in a cultural context. To start, select a myth or story from one religious
tradition we’ve studied this semester (e.g., the story of Krishna, the life of the
Buddha, the story of Noah’s Ark, etc.)
Then write a short essay (500-750 words), using at least 2 scholarly sources, and
answering the following:
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Departmental Policy Syllabus Feb. 24, 2025
● What is the central message or lesson of the myth?
● How does this myth explain the human condition, the nature of the divine,
or the relationship between humans and the divine?
● How does the myth reflect the cultural and historical context in which it
originated?
● Why do you think myths like this one endure in religious traditions, even in
modern times?
● Are there any modern equivalents to this religious myth in today’s secular
culture? How do it, or they, compare in terms of impact and influence?
● End with a meta-cognitive reflection: What did this exercise reveal to you
about the nature of myth or narrative? What surprised you? What did you
learn about yourself in the process of doing the assignment?
This Signature Assignment assesses SLOs 1, 2, 3, 4 and 6, and ELOs 2, 6, and 9.
Course Content:
Along with PHR-131, Bergen’s course offerings in Religious Studies include
PHR-130: Religions of the World, PHR-122: Women and Religion, and PHR-224:
Religions of the West.
Most students who enroll in BCC Religion courses choose PHR-130 or PHR-131.
Some of these students will take both of these courses. It is especially important
that PHR-131 have a distinct identity from PHR-130. Although most instructors in
PHR-131 will include some discussion of specific religious traditions, PHR-131
should not be essentially a comparative study of religion. Rather, PHR-131 is an
introduction to the multidisciplinary field of Religious Studies and to the major
themes and issues in religious thought. Accordingly, course content should be
organized topically, rather than by tradition.
Course Texts and/or Other Study Materials:
There are many “Introduction to Religious Studies” texts available. Most
instructors will likely want to build their course around some general
introductory-level textbook. Instructors will also want to provide access to sacred
texts, and this can often be done using freely available online resources. Because
Religious Studies is inevitably multicultural, texts should be chosen which are not
limited solely to a Western tradition. Some standard and very useful texts are the
following:
Cunningham and Kelsay, The Sacred Quest: An invitation to the Study of Religion
(6th Ed.)
Kessler, Studying Religion: An Introduction Through Cases (3rd ed.)
Livingston, Anatomy of the Sacred: An Introduction to Religion (6th ed.)
Richter, Religion: A Study in Beauty, Truth, and Goodness
Writing, Research, and Critical Thinking Requirements
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Departmental Policy Syllabus Feb. 24, 2025
PHR-131 requires students to complete a variety of critical thinking and writing
assignments. It also requires students to employ techniques of scholarly research
in some of their assignments. These assignments may include class discussions
and debates requiring the application of critical thinking skills, short in-class
essays, out-of-class writing projects (journals, research papers,
argument-analysis papers, book reviews, etc.), tests and examinations containing
essay components, and so forth. Instructors will respond to and comment on
students' writing in detail.
Grading Policy:
A student’s final grade for the course is based primarily on his or her performance
on the required work for the course (writing assignments, examinations, class
presentations, etc.) and on his or her overall mastery of the material covered in
the course. A student’s class participation may also be evaluated, and the grade
thereon may be used as a factor in determining the student’s final grade for the
course; but a class participation grade will count for no more than twenty percent
(20%) of the final grade. A student's research and writing work will count at least
fifty percent (50%) of the final grade.
BCC Attendance Policy:
All students are expected to attend every scheduled meeting of each course in
which they are registered. Attendance and lateness policies and sanctions are to
be determined by the instructor for each section of each course. These will be
established in writing on the individual course outline. Attendance will be kept by
the instructor for administrative and counseling purposes.
Philosophy and Religion Departmental Attendance Policy:
Students are expected to attend class regularly and punctually. Attendance will be
taken at each class session. It is expected that class will be conducted such that
students will benefit in their written work by the lectures and class discussion. If
students occasionally arrive late, they should be encouraged to enter quietly, not
disturbing the class. If students miss class, they should be encouraged to use the
course calendar to stay abreast of material. It is probably a good idea for students
to find study partners and to exchange telephone numbers. Make-ups for
examinations should be allowed by the instructor if, in the instructor’s judgment,
the student has presented a good excuse for missing the work. Instructors may
penalize work which is late; however, the instructor’s policies for make-ups and
late work must be clearly specified on the student guide.
Include the following statement on the BCC Philosophy Club:
The Philosophy Club has functioned continuously since the late 1980’s. It usually
meets on Tuesdays during the Activities Period, 12:30-1:25 PM, but sometimes
also on different days and at different times. I encourage you to join the club. For
further information, contact the Office of Student Life or the Club Advisor, Prof.
__.
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Departmental Policy Syllabus Feb. 24, 2025
College Policy Statements:
Statement on plagiarism and/or academic dishonesty:
Academic Matters - Bergen Community College - Acalog ACMS™
Statement on the appropriate use of AI (see the following link for guidance):
AI-Guidance-Resource-Page.pdf (bergen.edu)
ADA statement:
Disability Services (Office of Specialized Services) | Bergen Community College
Sexual Harassment statement:
HR-003-001.2018-Policy-Prohibiting-Sexual-Harassment.pdf (bergen.edu)
Statement on acceptable use of BCC technology:
Acceptable-Use-Policy.pdf (bergen.edu)
Recommended Syllabus Statements from the Office of Specialized Services:
OSS Statements | Bergen Community College
Student and Faculty Support Services:
Accessibility Statement
Bergen Community College is committed to ensuring the full participation of all
students in its programs. If you have a documented disability (or think you may
have a disability) and, as a result, need a reasonable accommodation to
participate in this class, complete course requirements, or benefit from the
College’s programs or services, contact the Office of Special Services (OSS) as
soon as possible at 201-612-5270 or www.bergen.edu/oss. To receive any
academic accommodation, you must be appropriately registered with OSS. The
OSS works with students confidentially and does not disclose any disability-related
information without their permission. The OSS serves as a clearinghouse on
disability issues and works in partnership with faculty and all other student service
offices.
Student Support Services
Bergen Community College provides exemplary support to its students and offers
a broad variety of opportunities and services. A comprehensive array of student
support services including advising, tutoring, academic coaching, and more are
available online at https://bergen.edu/currentstudents/.
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Departmental Policy Syllabus Feb. 24, 2025
Sidney Silverman Library Online Resources: Guides BY SUBJECT - LibGuides at Bergen Community College
General Search and Databases: Library | Bergen Community College
Include a Course Outline and Calendar:
Date Ch.* General Topic Focus and Activity
9/5 Introductions; presentation, Icebreaker, Syllabus
9/9 1 Toward a
Definition of
Religion
Defining ‘Religion’—analytical exercise (handout)
Conversation on Exclusivism, Inclusivism, and
Pluralism
9/12 2 The Nature of
the Sacred
The Concept of the Sacred (incl. immanent vs.
transcendent); Psalm 99 and Tao te Ching exercise
(handout)
9/16 2 The Nature of
the Sacred
Sacred Persons, Places and Objects
Discussion of Jesus, Torah, Quran
Exercise on the Katha Upanishad & Discussion of
Atman and Buddha-Nature (PPT)
9/19 3 The Appearance
of the Sacred
Religious Experience
Hierophany Discussion: Prophets and Sacraments /
Videos on Burning Bush & Prophets
9/23 3 The Appearance
of the Sacred
Hierophany Discussion: Mysticism (Handout exercise
on “Nirvana and Ownerless Consciousness”); Videos
on Kaaba, Stupas, and Torii
9/26 3 The Appearance
of the Sacred
Continued discussion and analysis of Sacred Places
9/30 4 The Language of
the Sacred
Religion and Language
Myth and parables
Parable Exercise—Mustard Seed
10/3 4 The Language of
the Sacred
The Visual Language of the Sacred
Exercise and discussion of Tibetan Altars and Greek
Orthodox Churches vs. Quaker Meetings
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Departmental Policy Syllabus Feb. 24, 2025
10/7 4 The Language of
the Sacred
Biblical Myths: Genesis vs. Gnostic Variants
Pali Canon and Oral Traditions
10/10 4/5 Ritual Thinking critically about Rituals
Video on Rituals and follow-up discussion
10/14 5 Ritual Asceticism and Mortification
Self-flagellation and crucifixion, tonsure of Hindu
infant, and Sky Burial.
Ritual Handout Exercise.
10/17 5 Ritual Ritual, Community and Identity
Videos on Agnihotra; demo on Buddhist Prostration.
10/21 6 Sacred
Communities
American Civil Religion; Churches, Sects and Cults;
Schisms
10/24 6 Sacred
Communities
Monastic Life
10/28 6 Sacred
Communities
Religion and Demographic Change; PBS video and
then small group discussion on New Religious
Movements and Dominion Theology
10/31 7 The Problem of
Evil
Identifying Evil; video interview(s) with Elie Wiesel;
responses to the Holocaust
11/4 LIBRARY INSTRUCTION DAY
11/7 7 The Problem of
Evil
Responses to Evil
Discussion of CS Lewis’ “The Rival Conceptions of
God”
11/11 7 The Problem of
Evil
Evaluating the Major Responses to Evil
11/14 8 Religion and
Morality
The Euthyphro Dilemma
11/21 8 Religion and
Morality
Discussion of Sannyasis (video) and Jihad (video)
11/25 8 Religion and
Morality
“Why Pray?” video and discussion of deontological
and teleological justifications for prayer and the locus
of prayer
11/28 THANKSGIVING
12/5 9 The Quest for
Salvation
Introduction to Salvation: what, from what, and why?
Origins of Soul and Heaven Video
12/9 9 The Quest for
Salvation
Western views of sin and salvation
Asian approaches to liberation
12/12 9 The Quest for
Salvation
Index card on personal views of salvation
*Due Date of Essay*
12/16 Last Class/Day of Semester
*Chapter references are to Cunningham and Kelsay’s The Sacred Quest
Possible Note to Students: This Course Outline and Calendar is tentative and
subject to change, depending upon the progress of the class.
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Departmental Policy Syllabus Feb. 24, 2025
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