Sociology 310H: Sociology of Religion
Dr. Scott Schaffer
Spring 2003

Class Meetings: Mon/Weds/Fri 1pm to 150pm, McComsey 107 - NOTE: Room change effective M Jan 27/2003

Office Hours: MWF 11am to 1150am, TTh 1130am to 1230pm, or by appt
Office: Susquehanna House 105
Vox: 717/872.3567    Fax: 717/872.3942     Email: scott.schaffer@millersville.edu

Web site: http://www.millersville.edu/~schaffer/courses/s2003/soc310h

Course Description:

This class is devoted to the sociological study of the place religion plays in our everyday lives and in social change. Through the study of this meaning system, we can understand not only the importance of meaning systems for our understanding and organization of the world, but also the ways in which we relate to one another and to a social order and in which we can conceive of certain kinds of social change.

It should be said from the outset that this course is not about religion per se; rather, we are using religion as a tool for understanding the variety of ways in which we organize our social lives, relate to others, and, from a more sociological point of view, as a means for examining many of the more fundamental questions about our social lives. As such, this course is not about the veracity or falsity of any religion in particular or religion in general; instead, religion becomes for us a means to an end, and no criticism of any student’s religious beliefs or lack thereof will be tolerated.

The first segment of this course will be a study of a variety of sociological theories about different aspects of religion. Sociologists have understood religion in different ways, and our task in this section of the course will be to develop a general understanding of the function and causes of religion and religious beliefs and their place in society. The second segment of the course will be an examination of religious beliefs as versions of social theory. In this segment, we will examine key texts in the world’s major religions in an attempt to understand how it is that our religious beliefs give us particular understandings of our place in the world vis-à-vis others and society.

The third segment of this course will put into practice these two ways of understanding religion through the examination of a set of case studies that focus on the ways in which religion serves to bolster and/or make possible a wide variety of movements oriented to social change. For better or worse (depending on the historical situation), religion often plays a part in how we conceive of “a better world”, and it is important to understand this when examining social movements.

The final segment of the course will highlight one of the essential contentions of this course – namely, that while religion itself may be a fading force in society, there is still a religiosity about modern social life. We all have a set of devotions – whether to a particular religion, a set of ideas, Britney Spears – that in effect serves to maintain “religious behavior” as a phenomenon that still serves us quite well in our social lives.

Since this course is an honors course, much of the responsibility for its success will devolve to you. It is expected that you will have read and thought about the assigned readings prior to coming to class, and that you will be prepared for discussing them in each class setting. After the initial segment of this course, which will be primarily lecture-based, we will move to a seminar format, which means that you must be prepared to contribute to each class session.

Required Texts:

There are six required texts for this course, all available at the MU Bookstore or at any reputable online bookseller.

Required:

Malcolm Hamilton, A Sociology of Religion
Roger Eastman (ed.), The Ways of Religion
Christian Smith (ed.), Disruptive Religion: Force and Faith in Social Activism
Joel Schalit, Jerusalem Calling: A Homeless Conscience in a Post-Everything World
Richard Antoun, Understanding Fundamentalism: Christian, Islamic and Jewish Movements
Michael Cuneo, American Exorcism: Expelling Demons in the Land of Plenty

There are also required readings available on eReserve through Ganser Library; please be sure to obtain and read these before the class session for which they are listed.

Course Assignments: There are three kinds of assignments for this course. You should note that in order to pass the course, you must complete all assignments in a timely manner.

Papers: There will be three papers assigned for this course. The first, a six-page paper, will be due in 5th week. The second, a ten-page paper, will be due in 9th week. The final paper, a twenty-page independent research paper, will be due on the last day of finals week. The first two paper assignments will offer you a choice of topics to write on; the final research paper will deal with a general research question regarding religious forms of behavior, but will focus primarily on a topic of your choosing. Outside research materials can be used to complement the works read for the first two papers, and are required for the final research project; please discuss these with me prior to using them in your work. You should refer to the “How to Write a Schaffer Paper” handout when preparing your papers, including citation and bibliographic requirements.

Class Presentation: You will be required to deliver two presentations during the semester and to serve as a discussant for another person’s presentation; the schedule will be determined in the first week of classes. In the first presentation, which will be approximately 15-20 minutes in length (with 10-minute discussant presentation), you will be asked to synthesize the assigned readings for that day’s session, develop an argument regarding those readings with regard to the general theme of the segment of the course, and pose questions for discussion by the class. The second presentation will deal with your research project. Your presentation will be peer-evaluated; their evaluations combine with mine to give you the grade on the presentation. Guidelines for the presentation can be found later in the syllabus.

Participation: As always, your success in this course will depend in part upon your participation in it. Participation can take many forms – sometimes just being in class for lecture counts, while other times you’ll be asked to participate in class discussions or be offered the opportunity to attend cultural events or lectures that complement the course. In every case, participation is indicative of your level of commitment to your success in the course, and as such, it will be rewarded. And as this course will gradually transition from lecture to a more discussion-oriented seminar format, your participation will become extremely important as the semester goes on.

Grade Breakdown: All graded assignments will be evaluated on a letter grade basis with +/- adjustments (so A, A-, B+, etc.). At the end of the semester, your final grade will be converted to a GPA basis (A = 4.0, etc).

First Paper:                               10%
Second Paper:                           20%
Final Paper:                              40% (35% for paper, 5% for presentations on project)
Class Presentation/Discussant   15% (10% for presentation, 5% for discussant)
Participation:                            15%

Attendance, Timeliness, Presentation, Ethics and Academic Dishonesty Policies:

Attendance: The materials here are difficult, and class sessions are designed to help you gain a greater facility in reading social-theoretical texts. Hence, this course can only be fully and successfully completed if you attend every class session having read the materials in advance. My general policy regarding attendance is this: If you’re there, great – I’m happy to see you; if you’re not, that was your call to make. It is in your best interest to attend every session prepared to discuss the materials at hand; lecture notes do not necessarily good thoughts make…

Timeliness: As you know, the tempo of the semester system does not allow one to fall behind, and everything in this course builds to the final research paper. As such, you are requested and required to submit all assignments at the time and date announced. Except in the event of a sudden, unforeseen, catastrophic and well-documented event (such as your demise), no late papers will be accepted; in the event of a catastrophe, you must contact me by phone or e-mail as early as possible. Papers must be submitted to the instructor in person at the time and date due, to the Sociology/Anthropology Department office prior to the deadline, or by e-mail to me before the deadline.

Presentation: The research papers you will undertake in this course represent a significant portion of your time this quarter and are intended to get you to think about the nature of the institution in which you find yourselves. The expectation is that you will pursue these projects with vigor and a clear intent to do well in the development of your social research skills. As such, you are required to proofread and spell- and grammar-check all work submitted during this course. There is no excuse for submitting shoddy work in a time when any decent word processing program can polish your work. Any paper submitted with copious errors will automatically lose two full letter grades and may be returned for editing and resubmission within 72 hours. If your work receives a second proofreading violation, that and any further work will receive a zero.

Academic Dishonesty: Absolutely NO form of academic dishonesty (defined as the use of prohibited materials during an examination, any kind of communication with another person other than the professor or an exam proctor during an examination, the representation of another’s work as your own whether that work was purchased or freely offered) will be tolerated in this course. As it is contrary to both the mission of the university and to MU policies, any act of academic dishonesty will be met with an immediate failure on the exam or assignment at minimum, and referral to Student Affairs for judicial board proceedings at most. Just don’t even think about it – it robs us all of the learning experience.

Reading Schedule:

Please make sure that you have prepared the readings listed for each class session before coming to class and are ready to discuss them on the date listed.

M Jan 27: Introduction to the Course: Mechanics
W Jan 29: Introduction to the Course: Expectations, Assignments, and Scheduling
F Jan 31: Introduction to the Course: Topics and Issues – Hamilton, 1-20

Readings for Weeks 2-4 are available on eReserve.

M Feb 3: Tylor; Hamilton, pp. 21-27
W Feb 5: Freud; Hamilton, pp. 45-56
F Feb 7: Marx; Hamilton, pp. 80-86

M Feb 10: Durkheim; Hamilton pp. 97-108
W Feb 12: Radcliffe-Brown; Hamilton, pp. 113-122
F Feb 14: First paper handed out and discussed; Yinger

M Feb 17: Weber; Hamilton, pp. 137-146
W Feb 19: Geertz; Hamilton, pp. 157-164
F Feb 21: Berger; Hamilton, pp. 183-192

M Feb 24: Social theories of religion wrap-up discussion – no reading
W Feb 26: Paper prep and peer evaluation session – no reading; bring 3 copies of your paper draft to class
F Feb 28: First paper due at the start of class; paper debriefing session, first intermission discussion – social theories on religion – read Eastman, pp.1-12

Weeks 6-8: Religion as Social Theories – you should also endeavor to find one sociological article on the religions we discuss during this segment of the course

M Mar 3: Hinduism: Eastman, pp. 13-73
W Mar 5: Buddhism and Zen: Eastman, pp. 77-104, 110-121, 131-143, 154-159
F Mar 7: Confucianism and Taoism: Eastman, pp. 163-200, 207-211, 215-245

M Mar 10: Second paper handed out and discussed; Shinto: Eastman, pp. 257-286
W Mar 12: Judaism: Eastman, pp. 287-317, 326-334
F Mar 14: Islam: Eastman, pp. 397-444

M Mar 17: African Religions: Eastman, pp. 447-483
W Mar 19: Religion as social theory wrap-up session – no reading
F Mar 21: Paper prep and peer evaluation session – no reading; bring 3 copies of your paper draft to class

Mar 24-28: Spring Recess – no class.

M Mar 31: Second paper due at the start of class; Term project handed out and discussed; paper debriefing session – no reading

Weeks 9-11: Religion as a Force for Social Change – for this section, you should track cited materials in each of the articles and/or find additional materials to complement our discussion

W Apr 2: Religion and Social Movements: Smith, pp. 1-28
F Apr 4: Religion, Organization and Leadership: Smith, pp. 29-66

M Apr 7: Ritual and Insurgent Consciousness: Smith, pp. 67-104
W Apr 9: Religion, Mobilization and Repression: Smith, pp. 105-146
F Apr 11: Symbols and Activist Identities: Smith, pp. 147-188

M Apr 14: Ideology and Religious Disruption: Smith, pp. 189-222
W Apr 16: Term project presentations
F Apr 18: Term project presentations

Weeks 12-14: Fundamentalism(s), religious or otherwise… - you should ensure that you are up-to-date on matters relating to fundamentalisms operating in the world around us

M Apr 21: Schalit, pp. 15-86; Antoun, pp. 1-54
W Apr 23: Schalit, pp. 87-162; Antoun, pp. 55-116
F Apr 25: Schalit, pp. 163-219; Antoun, pp. 117-163

M Apr 28: Term project presentations
W Apr 30: Term project presentations
F May 2: Term project presentations

M May 5: Cuneo, first half
W May 7: Cuneo, second half; paper prep session
F May 9: Term project DUE at the start of class

F May 16, 1015am to 1215pm: Mandatory closure discussion session

Summing Up – Due Dates:

Fri Feb 28/2003 – First paper due at the start of class

Mon Mar 31/2003 – Second paper due at the start of class

Wed Apr 16 and Fri Apr 18/2003 – Term project outlines, anticipated arguments

Mon Apr 28 to Fri May 2 – Term project presentations

Fri May 9/2003 – Final paper due to me at start of class

Fri May 16/2003, 1015am to 1215pm – Mandatory closure discussion session

 

Paper Evaluation Guidelines

More information on these guidelines and examples of what I expect is available in the “How to Write a Schaffer Paper” handout, which will be given out with the first paper assignment. These, though, are the overall guidelines in order of importance.

1. Strength and clarity of response to the paper topic’s main question. Each paper assignment will ask you to respond directly to an argumentative question, and you should ensure that your paper contains a direct and clear response to this question.

2. Strength and cohesiveness of the argument. The papers you will write in this class are argument-based – it isn’t enough to deliver a simple one-sentence statement that answers the question. Instead, you need to take the time to show me how it is you came to that response – the thought process you went through, the references you drew from in order to figure out your position, and how you put everything together. In algebra, it was called “showing your steps”; here, it’s just good argumentation.

3. Accuracy in presentation and understanding of materials. While most of this course is devoted to the development of your own perspective on these thinkers and the world, there are some minimum “correct” and “incorrect” understandings of what the authors said. You need to be sure that you accurately represent what each author says, that you accurately and adequately cite any reference to the original text(s), and that you explain any unorthodox presentation of the authors’ works.

4. Presentation – spelling, grammar, tone, and the actual submitted paper. As it’s become ridiculously easy to ensure that your work is cleanly presented, you must ensure that your paper is spell- and grammar-checked prior to submitting it for evaluation. You should also endeavor to ensure that it’s proofread, either by you, a discussion group member, or someone else – and this proofreading should be both for the technical matters and for clarity of argument. Otherwize, you’re paper will appeer bad, even iff its the most briliant thing ever writen.

Deductions: The following are automatic deductions without appeal:

Also, note that I grade on a letter grade with +/- additions, so there should be no dallying around with the math.

Presentation Guidelines

Length, Format, and Style

Your presentation should be approximately 15 minutes long, though somewhat shorter and somewhat longer presentations are most certainly acceptable. You should not simply read from a prepared paper – that’s boring for all of us, most especially you. Instead, come prepared with an outline, notes, a list of quotations to which you want to refer, and the like. If you want, feel free to distribute an outline of your talk, either in class or before the session by e-mail (address lists will be provided). Be conversational; the presentation, after all, is designed to spark further discussion on the reading materials and on the talk you give in class.

Content

The seminar presentation is not supposed to be merely exegetical; that is, you’re not supposed to come in and give a detailed summary of the readings for the week. Assume that everyone has read the materials and go on from there. You can provide a brief, integrative summary of the readings, but don’t take much more than a couple of minutes to do this.

Your presentation is meant to do three things: to spark the conversation we have the remainder of the evening; to highlight what you think are important issues or themes that are raised in the text; and to help you and the group synthesize the materials in preparation for the two course papers. Discussion questions will be provided each week to cover the assigned materials and to give you a set of signposts for getting through the material. Everyone will have dealt with these questions, so you don’t want to just give your answers to them. Instead, talk about what you found most interesting, challenging, intriguing, or insightful. Give us your ideas about the material, and be prepared to explain them, defend them, etc.

In general, you should think of your presentation as a mini-lecture, a conference presentation, or an oral presentation of a short paper. Present your findings in a clear, coherent, thematic manner; make some kind of argument about what you’ve found; give supporting evidence (i.e., page references and/or quotations, when relevant) for your findings; and all will be right with the world.

Evaluation Criteria

Your presentation will be evaluated on the following criteria: breadth of knowledge of the material; your ability to thematically analyze the materials and present key issues in a synthetic form; the success of your presentation in sparking discussion among your fellow classmates; and the cogency and clarity of your presentation. Your absence on your scheduled presentation date is not acceptable; please do your best to attend every session (especially when you’re scheduled to present), and let me know as early as you possibly can if you’ll be unable to attend your presentation session so we can make alternate arrangements for you and the class.

Discussant Requirements

As a discussant, your job is to address some of the more important elements of the presenter’s discussion. In order to do this, you need to ensure that (a) you and the presenter(s) have talked about the presentations in advance, and (b) that you add your own ideas to the presentation(s) given, ideas that deal with the higher-order elements of the discussion and add to what’s been discussed. Mere summations of the presentations will receive a zero (0) on the discussant service.

Audience Response

Class members should ensure their attendance at every session. You should pay careful attention to the presentation given, looking for key points for discussion and/or debate. Use the discussion questions as a way of preparing for the discussion, and bring your own findings to the table. Above all, please be courteous and collegial in your reception of each presentation, and engage the presenter’s ideas and understandings of the materials so that we all have a good, enjoyable time discussing these important works.

Submissions

On the day of your presentation, you need to turn in to me a copy of your outline, which should show your thesis, your evidence for that thesis (i.e., page numbers and quotations), and how you’re putting it all together. This outline must be typed, and full quotes need to appear on the outline.

Evaluation

There will be two evaluations given – mine of the outline you submit, and the class’ evaluation of your presentation. Each person in the class will be asked to anonymously give you a grade and feedback on your presentation, including ways to improve future presentations you’ll have elsewhere. Part of that evaluation will include the extent to which your presentation sparked discussion during the class, so be sure to take this into account when you work up the presentation. My evaluation will follow the criteria listed in the course syllabus for papers, though they will obviously be less fully developed than your papers will be.

Student evaluation forms will be available on the course web site: http://www.millersville.edu/~schaffer/courses/s2003/soc310h. Please be sure to print one out before each session.

Course Expectations

1. That you will come to each class session prepared, having read that day’s assigned readings and any recommended outside readings, and that you will be prepared to engage in discussion regarding those readings;

2. That you will maintain high standards of academic integrity and achievement, including your responsibility for your contributions in class, the timely and diligent completion of all assignments, and your willingness to challenge yourself and others in a constructive and intellectually beneficial way;

3. That you will avail yourself of all opportunities afforded to you by this course and the Honors College, including participation in outside cultural or intellectual events, availing yourself of opportunities for consultation with me and other appropriate faculty members regarding your work in this course, and the pursuit of opportunities for intellectual and cultural exchange with other members of the course;

4. And, that you will work to ensure that this class is fulfilling for all of us involved in it. I know I’ll do my best to ensure that this happens.