221.31 Social Science and Christianity (3 hrs.) Providence University College Professor: Dennis Hiebert, Ph.D. Winter Session, 2015 Email: dennis.hiebert@prov.ca Tuesdays & Fridays, 8:30 9:45am SYLLABUS A. Calendar Description of the Course An exploration of the bases, problems, possibilities, and models of integrating selected social sciences and Christianity, designed to identify common ground between the two world views, and to develop a personal philosophy and practice of how their intersection might be most mutually enhancing. B. Learning Outcomes This course examines the intersection of faith and learning. As such, it is not the psychology, sociology, or anthropology of religion, in which the social sciences are cast as the subject and Christianity is cast as the object, the social sciences as the knower and Christianity as the known. Nor is it merely the reverse, in which Christianity one-sidedly critiques the social sciences. Instead, this course attempts to situate the student as a third party, so as to enable him or her to examine the character of both the social sciences and Christianity, comparing and contrasting them to see what presuppositions, assumptions, and concerns might be integral to both, and how they might inform each other. How might they best collaborate in the pursuit of truth about human life, and in the flourishing of human life? Upon completion of this course, the student should be able to: 1. describe and characterize the nature of the social sciences and Christian faith as contrasting worldviews and social practices; 2. understand the challenge of philosophical questions about epistemology, cosmology, and philosophical anthropology/ontology to any potential integration of social science and Christian faith; 3. summarize and evaluate various models of integrating the social sciences and Christian faith that have been proposed; 4. apply the knowledge generated by the social sciences to the practice of biblical studies and Christian faith; 5. critique the social sciences from the perspective of Christian understandings of the world; 6. articulate a personal position regarding the intersection of the social sciences and Christian faith; 7. assess how and to what degree the social sciences and Christian faith might be mutually enhancing; Note re. Syllabus: It is the student s responsibility to retain their course syllabi for use as support for possible future applications to other educational institutions for transfer of credit.
8. apply social scientific perspectives creatively in seeking understanding, justice, and grace in the social world generally, and the Christian community specifically; 9. display an appreciation for social scientific scholarship and a commitment to Christian faith; 10. express encouragment in the progress of their personal, general integration of faith and learning. C. Required Readings 1. Required Textbooks Bass, Diana Butler. 2013. Christianity After Religion: The End of Church and the Birth of a New Spiritual Awakening. New York: HarperOne. Entwistle, David N. 2010. Integrative Approaches to Psychology and Christianity. 2 nd ed. Eugene, OR: Cascade Books. Palmer, Parker J. 1993. To Know as we are Known: Education as a Spiritual Journey. San Francisco: HarperCollins. Smith, Christian. 2011. The Bible Made Impossible: Why Biblicism is not a Truly Evangelical Reading of Scripture. Grand Rapids, MI: Brazos Press. Smith, Christian. 2003. Moral, Believing Animals: Human Personhood and Culture. Toronto: Oxford University Press. Stark, Rodney. 1997. The Rise of Christianity. New York: HarperOne. 2. Required Articles Hiebert, Dennis. 2012. The Community, Courage, and Compassion of the Christian Sociologist. The Journal for the Sociological Integration of Religion and Society, 2, 2, 15-22. Hiebert, Dennis. 2008. Can We Talk? Achieving Dialogue between Sociology and Theology. Christian Scholar s Review, 37, 2, 199-214. Miller, Kevin D. 2014. Reframing the Faith-Learning Relationship: Bonhoeffer and an Incarnational Alternative to the Integration Model. Christian Scholar s Review, 43, 2, 131-38. Moroney, Stephen. 2014. Where Faith and Learning Intersect: Re-Mapping the Contemporary Terrain. Christian Scholar s Review, 43, 2, 139-155. Syllabus, Winter Session, 2015 Page 2
Smith, Christian. 2014. The Sacred Project of American Sociology. Oxford University Press. Ch.1. The Argument, Ch.7. What is Sociology Good for? and Ch.8 Conclusion. Note: All of the above required articles are posted as PDF documents in your Blackbaud student portal under Class Documents for this course. D. Course Requirements 1. Course Reading and Class Participation 10% x 3 = 30% Your attendance and participation in class is even more important in this course than in courses that are primarily lecture courses. In upper level seminar courses such as this, you have the opportunity to learn about and from your classmates, not just your instructor, and to develop your own ability and ease in conversing intellectually. The quality of the class experience will be socially constructed by what the members of the class bring to it; the better prepared and more willing to participate each student is, the richer the course will be for all. Come to each class having not only completed the assigned reading for that day, but having highlighted and annotated the text while you read it. Bring your annotated hard copy of the reading with you to class. If you do not own the textbook, you are required to make a photocopy on which you can write. Class discussion of the readings will be structured in such a way that everyone will have equal opportunity to offer comments and/or answer questions based on their highlights and annotations. After discussion of each reading is complete, you will submit your hard copy to me for grading. The first 10% of your grade for this component of the course will be based on how extensively you have highligted and annotated your readings over the course of the semester. As part of the final exam, you will be asked to grade your classmates for the overall quality of their interactions in class during the semester. The second 10% percent of your own grade for this component will be the average of the evaluations your classmates give you, with the highest and lowest scores deleted from the calculation. The final 10% of your grade will be the grade I give you for the quality of your class interactions. Note: Class attendance will be taken. On your fifth class absence, 15% of this 30% will be deducted automatically from your grade, with another 2% for every class missed thereafter. Syllabus, Winter Session, 2015 Page 3
2. Personal Postion Paper 20% Due Date: February 13 As your reflection on Unit I: Worldviews and Narratives, write a formal 2,000 word paper (i.e. third person, etc. 6-7 page, double-spaced, 12 point font) articulating your personal position on the relationship between social science and Christianity. You must use the American Sociological Association style of documentation for this assignment (an ASA style guide and sample paper are posted in your Blackbaud student portal under Class Documents for this course). You must reference all course readings up to this point in the course (Moroney, Miller, Hiebert, Entwistle, Smith). As you formalize your thoughts about what we have read so far, you should address the following: a) the nature of knowledge epistemology Epistemology is not about what we know, but about how we come to know what we know. On what basis do we have confidence in what we know? How do we come to our worldviews and narratives? How do they function for us? How should they function for us? b) the nature of humanity philosophical anthropology Philosophical anthropology seeks answers to the question of what it means to be human. What is the character of the human state of being? What exactly is a person? Are we basically minds, animals, spirits, or souls? Are we accountable to anyone or anything, or are we free and autonomous? Are we merely accidents, or the product of some intention? What is our metaphysical reality? c) The relationship of social science and Christianity Are the social sciences and Christianity a) at complete odds with one another? i.e. enemies b) able to benefit from each other? i.e. spies or colonialists c) parallel to one another? i.e. neutral parties d) capable of dynamic interaction? i.e. allies Note: These questions are intended only to stimulate your thinking. Please do not use them as an outline for your actual paper. The idea is to address these issues in a way that best fits your style, interests, and experience of the readings. Syllabus, Winter Session, 2015 Page 4
3. Assessment of Christianity Paper 15% Due Date: March 24 As your reflection on Unit II: Social Scientific Analysis, write an informal 1,500 word (5 page, double-spaced, 12 point font) summary and assessment of the social scientific variables that have been operative in Christianity throughout its history, as identified and outlined by the readings in this unit. How relatively important do you think these variables have been? How aware has Christianity been of these variables? What should best be done about them, if anything? Again, you should reference each segment of the unit, that is, the lecture on social construction, and the books by Stark, Smith, and Bass. 4. Personal Journey Paper 15% Due Date: April 10 As your reflection on Unit III: Personal Journeys, write an informal (first person) 1,500 word paper (5 page, double-spaced, 12 point font) that references Palmer and addresses the following questions. It is not necessary to answer all of the questions below, just whichever are most pertinent to your story. In narrative/chronological form, describe the ways in which the study of the social sciences has affected your journey as a Christian? - what were the particulars of your life that led you to pursue social science? - where was the first point of salient intersection of social science and Christianity for you? - have your notions of the intersection evolved over time? - what were the good moments? The bad moments? - have your perspectives of Christianity and/or being a Christian been modified cognitively? Emotionally? Behaviorally? If so, how? - what questions have been raised that were not there previously? - what issues remain unresolved for you? - have your personal aspirations and/or life goals been modified by this journey? If so, how? 5. Social Concerns Fair You are required to attend the Expressions of Justice: Providence Social Concerns Fair on March 19, 6:00-9:30 pm in the Student Life Centre. The event includes visual presentations of various social justice issues by students in the Introduction to Sociology II course, followed by a collective viewing of a documentary film. You, along with the students in the Global Problems and Change course, are required to assess each presentation, select your top three choices, and hand your votes in to me at the event. Criteria for selection will be provided. The results will be tabulated and the top three presentations announced prior to the documentary, with prizes awarded accordingly. Failure to attend and participate will result in a 5% reduction of your overall course grade. Syllabus, Winter Session, 2015 Page 5
6. Comprehensive Exam 20% Due Date: April 14 The exam will require you to give short written summaries of all the respective readings, including the Hiebert article, Can We Talk? Achieving Dialogue between Sociology and Theology. Any request to reschedule a final exam must be approved by the Academic Committee in accordance with the policy in the University College Academic Calendar. http://www.providenceuc.ca/college/registrars_office/exam_policy/ E. Grading Summary 1. Grade Components Course Reading and Class Participation 30% (10% x 3) Personal Position Paper 20% Assessment of Christianity Paper 15% Personal Journey Paper 15% Comprehensive Exam 20% Note: The last date for Voluntary Withdrawal from this course is Monday, Mar. 9. 2. Grading Scale Final course letter grades and their Grade Point equivalents will be calculated using the following scale: Percent G.P. Quality Percent G.P. Quality 91 99 = A+ 4.0 Exceptional 67 69 = C+ 2.3 Satisfactory 85 90 = A 4.0 Excellent 63 66 = C 2.0 Adequate 80 84 = A- 3.7 60 62 = C- 1.7 77 79 = B+ 3.3 Superior 57 59 = D+ 1.3 Marginal 73 76 = B 3.0 Good 53 56 = D 1.0 Poor 70 72 = B- 2.7 50 52 = D- 0.7 < 50 = F 0.0 Failure Syllabus, Winter Session, 2015 Page 6
F. Course Policies The full text of the academic policies, procedures and regulations can be found online in the Providence University College Academic Calendar http://www.providenceuc.ca/college/registrars_office/calendar/. 1. ICTs in Class Student use of information and communication technologies for purposes other than class note-taking is not allowed in the classroom, as students are expected to give their total attention to class activities. Use of cell-phones or ipods is never appropriate in the classroom, and use of laptop computers to play games, write blogs, chat with others, browse the internet, or engage material not related to the class is always distracting to classmates and disrespectful to the instructor. While some instructors here at Providence University College and other universities ban laptop computers and other ICTs from the classroom, as I do in other courses, I am expecting you more senior students in this course not to abuse the privilege of using laptops for note-taking in class. 2. Academic Integrity Students are expected to demonstrate academic integrity in all its various forms, and will be held accountable for doing so by the policy on Academic Conduct in the Student Handbook (http://www.providencecollege.ca/college/student_life/). One particularly problematic breach of academic integrity is plagiarism, which is stealing from the ideas and writings of another person and passing them off as one s own. For an elaboration of the nature, types, and prevention of plagiarism, see the document entitled Academic Dishonesty: The Problem of Plagiarism in Academic Writing posted under Class Documents in your Blackbaud student portal. 3. Late Assignments All assignments are due at the beginning of class on the day they are due. Assignments will not be accepted after their due date; a grade of zero will be given for that component of the course. Furthermore, I will not receive requests for due date extensions. If you feel an extension is warranted in your case, attach a cover letter to your assignment when you hand it in, explaining why it is late, and I will make a decision if and when your paper is graded. Assigning a late penalty (usually 10% or one letter grade per week) or waiving the zero grade will be considered only in the cases of medical or personal emergencies as detailed in your cover letter. Computer problems, conflicts with co-curricular activities, changes in employment schedules, or competition for library resources do not constitute such personal emergencies. Failure to plan ahead, or to maintain a margin of time for unforeseen events prior to the due date, does not warrant an extension either. Syllabus, Winter Session, 2015 Page 7
G. Class Schedule This course employs a seminar format of learning, where the majority of class time will be given to discussion of readings. Therefore it is imperative that all students complete the readings for each class topic prior to that class, and then come to class, annotated hard copies in hand, prepared to discuss them. Date Reading Assignment Due Jan. 6 Orientation to the Course Jan. 9 Moroney, Where Faith and Learning Intersect. (16 pp) Miller, Reframing the Faith-Learning Relationship. (7 pp) Hiebert, The Community, Courage, and Compassion of the Christian Sociologist. (7 pp) UNIT I: Worldviews and Narratives Jan. 13 Jan. 16 Jan. 20 Jan. 23 Jan. 27 Jan. 30 Feb. 3 Feb. 6 Feb. 10 Entwistle, Integrative Approaches, Ch. 2-4 (52 pp) Entwistle, Integrative Approaches, Ch. 5-7 (64 pp) Day of Prayer (classes cancelled) Entwistle, Integrative Approaches, Ch. 8-10 (60 pp) Entwistle, Integrative Approaches, Ch. 10-12 (54 pp) Smith, Moral Believing Animals, Ch. 2 (38 pp) Smith, Moral Believing Animals, Ch. 3 (18 pp) Smith, Moral Believing Animals, Ch. 4 (32 pp) Smith, Moral Believing Animals, Ch. 5 (30 pp) UNIT II: Social Scientific Analysis Feb. 13 Feb. 17 Feb. 20 Feb. 24 Lecture: The Social Construction of Reality Personal Position Paper Due Stark, The Rise of Christianity, Chs. 2 & 4 (44 pp) Stark, The Rise of Christianity, Chs. 5 & 7 (50 pp) Smith, The Bible Made Impossible, Ch. 1 (24 pp) Syllabus, Winter Session, 2015 Page 8
Feb. 27 March 2-6 Mar. 10 Mar. 13 Mar. 17 Mar. 19 Mar. 20 Mar. 24 Smith, The Bible Made Impossible, Ch. 2-3 (40 pp) Reading Days (classes cancelled) Bass, Christianity After Religion, Beginning & Ch. 1 (39 pp) Bass, Christianity After Religion, Ch. 2 & 3 (64 pp) Bass, Christianity After Religion, Ch. 4 & 5 (66 pp) Expressions of Justice: Providence Social Concerns Fair, 6:00-9:30 pm Bass, Christianity After Religion, Ch. 6 & 7 (48 pp) Smith, The Sacred Project of American Sociology (30 pp) Carter, Review of Psychology as Religion: The Cult of Self-Worship (2 pp) Assessment of Christianity Paper Due Unit III: Personal Journeys Mar. 27 Mar. 31 Apr. 3 Apr. 7 Palmer, To Know as We are Known, Ch. 1-4 (68 pp) Guest Sojourners: Val Hiebert, Kurt Armstrong, Meghan Edwards Good Friday (classes cancelled) Guest Reflection: Mother Bunnies and Hounds of Heaven, Val Hiebert Apr. 10 Closing Discussion Personal Journey Paper Due Apr. 14 Comprehensive Exam Hiebert, Can We Talk? Achieving Dialogue between Sociology and Theology. Syllabus, Winter Session, 2015 Page 9