Religion and the Life Cycle in Cultural Context

Course Outline, Readings, and Assignments

Topics Due for the day on which they are listed ▼	Readings/Assignments Readings due for the day on which they are listed ▼
I. Religious Dimensions of Human Life
Jan. 18: Introduction to the Course · Aims, structure, expectations, introductions · Discussion: What is Religion?
Jan. 20: Defining Religion	§ W. H. Clark: “What is Religion?”
Jan. 25: Religion as the Limit Dimension of Human Experience	§ David Tracy, “The Religious Dimension of Common Human Experience and Language”
II. Life as a Whole: Faith, Integrity and Despair in Bergman’s Wild Strawberries
Jan. 27: Viewing of the film Wild Strawberries, by Ingmar Bergman	§ Erik Erikson, The Human Life Cycle § Erik Erikson, A Schedule of Virtues, in “Human Strength and the Cycle of Generations”
Feb. 01: Dream Analysis 1: The Clock, the Coffin and the Corpse	§ Wild Strawberries, pp. 23-55 Discussion Questions 1 Due in class today
Feb. 03: Dream Analysis 2: The Examination	§ Wild Strawberries, pp. 55-82 Discussion Questions 2 Due in class today
Feb. 08: Tucking Up	§ Wild Strawberries, pp. 82-95 Discussion Questions 3 Due in class today
III. Religious Dimensions of Erikson’s Eight Stages of the Life Cycle
Feb. 10: Erikson’s Eight Stages of the Life Cycle	§ Review Erikson Readings from Jan. 27 § Erikson, Erikson & Kivnick, A Life History: Revisitation and Reinvolvement
Feb. 15: India BY Comparison § Kakar, The Hindu World Image
IV. Religion and Childhood
Feb 17: Childhood Experience and the Virtues of Hope and Will Discussion Leaders: Mala & Alyssa Respondents: Peter and Hannah B.	§ Review Erikson on Stages 1 – 4 § Wright, The Religious Dimension, pp. 148-164 § Wright, Becoming as Children
Feb. 22: Early Life Experience and the Image of God Discussion Leaders: Emily & Larissa Respondents: Adam & Nathan	§ Rizzuto, “Object Relations and the Formation of the Image of God”
Feb. 24: Religion, Play and the Imagination Discussion Leaders: Etahjayne & Sam Respondents: Amy L & Alyssa	§ Pruyser, Forms and Functions of the Imagination in Religion (second chapter in the Pruyser document on Blackboard)
March 01: India BY Comparison § Kakar, “Mother and Infants” Discussion Leaders: Hannah B. & Suzanne Respondents: Emily & Dana
No class on March 03 March 03: Take-Home Midterm Exam Sent to you Due by 10:00 PM on March 7^th. You may either send the exam to me by email or leave it in the tray outside of my office (AA110C)
V. Transformative Experiences 1: Maslow’s Religion, Values and Peak Experiences
March 08: Transcendent Experiences Discussion Leaders: Adam & Margaret Respondents: Larissa & Sam	§ Maslow, Chs. 1-4
March 10: The Farther Reaches of Human Nature Discussion Leaders: Hannah M & Amy B Respondents: Mala & Etahjayne	§ Maslow, Chs. 5-8 Reaction paper option 1: Childhood and Religion
March 15-17: No Class (Spring Break) VI. Adolescence: Belief and Identity
March 22: Religion and Identity Discussion Leaders: Dana & Nathan Respondents: Suzanne & Kayla	§ Review Erikson on Identity § Allport, “The Religion of Youth,” “The Nature of Doubt”
March 24: Class Canceled	§ Fowler, “Stages in Faith: The Structural-Developmental Approach” Reaction paper option 2: Peak Experiences
March 29: No Class (advising day)
March 31: The Adolescent’s Religion Discussion Leaders: Amy L & Peter Respondents: Amy B & Margaret
April 5: India BY Comparison § Bumiller, Wedding First, Love Later Discussion Leaders: Alyssa, Nathan & Kayla Respondents: Suzanne, Adam & Sam
VII. Transformative Experiences 2: William James on Conversion and Mysticism
April 7: Mystical Experience Discussion Leaders: Hannah B, Margaret & Mala Respondents: Etahjayne, Dana & Hannah M	§ James, Chs. 16 & 17 “Mysticism” from The Varieties of Religious Experience Reaction paper option 3: Adolescence and Religion
April 12: India BY Comparison § McDaniel, Nursing the baby Husband: The Shakta Tradition Discussion Leaders: Emily & Sam Respondents: Mala & Amy L
VIII. Mid-Life Religiosity
April 14: Religion in Adulthood Discussion Leaders: Peter & Dana Respondents: Amy B & Margaret	§ Review Erikson and Fowler § Allport, “The Religion of Maturity” § Clark, “Criteria for a Mature Religion” Reaction paper option 4: Mystical Experience
April 19: In a Different Voice: A Feminist Critique of Erikson’s Notions of Maturity Discussion Leaders: Suzanne & Kayla Respondents: Emily & Hannah B	§ Gilligan, “Visions of Maturity”
April 21: The Quest for Meaning: Frankl’s Logotherapy Discussion Leaders: Amy L, Amy B & Adam Respondents: Hannah M & Peter	§ Frankl, Man’s Search for Meaning
IX. Death and Dying The purpose of this last section of the class is for you to develop your own thoughts about the potential psychological and religious aspects of a person’s response to degenerative disease in old age. Focusing on the conditions associated with Alzheimer’s disease, ask yourself this question: How could you best find meaning and strength in the context of such disease in old age? In working out your thoughts on this question, draw as fully as you can from the readings for this course and try to articulate (a) the optimal developmental foundations for a healthy response to the disease in oneself; (b) the possible religious features of such a response. Please keep in mind the following: Alzheimer’s disease gradually destroys one’s memory and ability to learn, reason, make judgments, communicate and carry out daily activities. The nerve cell damage begins with cells involved in learning and memory and gradually spreads to cells that control every aspect of one’s thinking, judgment, and behavior. The damage eventually affects cells that control and coordinate one’s physical movements. Discussion Leaders: please help us get the discussion started by composing a full paragraph (or more) on the above question. Post both paragraphs in one document on the Discussion Board. Don’t worry about right or wrong answers, just be as thoughtful and honest as you can. Respondents: Please compose a full paragraph response to each of the posted paragraphs, reflecting on the similarities and differences in your own thoughts on the question. All others: Please be prepared with your thoughts.
April 26: Religion, Aging and Disease Discussion Leaders: Hannah M & Larissa Respondents: Alyssa & Nathan	· Review the course readings that are relevant to the above question Reaction paper option 5: Adulthood and Religion
April 26: Viewing of the film Iris 8:15 PM, Library 321
April 28: Discussion of Iris Discussion Leaders: Mala & Etahjayne Respondents: Larissa & Kayla	§ TBA Reaction paper option 6: Religion and the Approach of Death Due by April 29^th.
May 03: Take–Home Final Posted here by 5:00 PM TAKE HOME FINAL May 06: Take–Home Final Due by Midnight Send your final to me by email at djmeckel@smcm.edu Type “Take Home Final” on the subject line Send your essays in one document only Name your document as follows: “[your last name] Take Home Final”

GRADING
Take Home Midterm Exam	250
Take Home Final Exam	250
Discussion Leading (2)	100
Discussion Responses (2)	100
Three-Page Reaction Papers (4)	200
Basic Participation Active participation	60 40

Final Grade Values
1000 Points Possible

920 to 1000 = A   900 to 919 = A-   880 to 899 = B+   820 to 879 = B   800 to 819 = B-   780 to 799 = C+

720 to 779 = C 700 to 719 = C- 680 to 699 = D+ 620 to 679 = D 600 to 619 = D- 599 and below = F

Track your progress in the class on Blackboard

Descriptions of Assignments:

Midterm and Final Exams: These exams will test your knowledge of the content of the course readings and lectures as well as the extent to which you have reflected carefully on the question of religious dimensions of the life stages and the ways in which those stages and their religious dimensions might differ between India and the U.S.A.

Discussion Questions: Each student will direct two discussion sessions in class, in cooperation with one other student. I will assign the dates for leading discussion. The two students should come up with four discussions questions (two each ) and consult with each other in advance to be sure that the questions are sufficiently different and that together they should generate a comprehensive discussion of the reading assignment(s) for that day. After completing the questions, one of the two students should compile them into one document. That document must be sent to me via email by 5:00 PM, two days before the class discussion. I will approve the questions or suggest alterations. The final list of four questions should be posted as one document on the discussion board by 8:00 PM the evening before the discussion. List each pair of questions under the name of the discussion leader who wrote them. Each student should then write responses to his or her own two questions. Those responses should be at least one substantial paragraph each. Do not post these responses. At the end of class on the day of the discussion, one of the two students should give me a paper copy of the four questions along with the responses from both students.

· Any of the following will result in a 5 point reduction: late submission of the questions for my approval, late posting of the questions on the question board, late submission of the responses.

· If a student does not show up in class to lead a discussion, s/he receives no points for the assignment plus a 20 point reduction from the basic participation score.

Discussion Responses: Each student will respond to all four questions for two discussion postings. I will assign the two dates for each student. The student will compose written responses of no less than one full paragraph for each of the four questions. These responses should be submitted to me on the day of the discussion. No need to post the responses. Late responses will not be accepted.

Reaction papers: There are four reaction paper assignments. They invite you to develop your own thinking on religion and the life cycle under three categories: (1) transformative experiences, (2) the religious dimensions of the life stages, and (3) differences and similarities between India and the U.S. with respect to religious dimensions of the life cycle. Students must write a reaction paper under each of the three categories and a fourth under whichever category s/he chooses. The due dates for reaction papers are given in the schedule of classes above. Each paper is worth 50 points. Papers should be at least three full pages long (anything less will be graded down, papers under two full pages will receive no points).

Participation: “Participation” means (1) present, (2) alert, (3) prepared with assignments, (4) punctual arrival. Lack of any of these will affect the grade, excessive lack (e.g., more than 3 undocumented absences) is reason for dismissal from the class.

Active Participation: “Active Participation” refers to participation above and beyond the basics; for example, when a student asks questions, makes comments, seeks clarification, argues a point, brings outside material (like news articles, books, experiences, etc.) to share in class. This category includes at least one individual meeting (10 pts) with me, to be scheduled in advance.

Very Important Info:

My Attendance Policy: Attendance is required. Without regular attendance, students do not tend to do well in the class. I allow two free days. As a courtesy, please let me know when you will be taking a free day; there is no need to say why. After the two free days, each undocumented absence results in a 20 point reduction.  If a student acquires more than three undocumented absences, s/he must withdraw from the class. After the deadline for withdrawal, the student will receive an F for the course. A note from a doctor, dentist, coach, or funeral director -- with contact information -- is acceptable documentation. The student must present the note on the day that he or she returns to class, otherwise the absence will be counted as undocumented. Without such a note, or in the case of a late note, the absence will not be counted as documented. Please note that a phone call or email message saying that you are ill is not sufficient, nor is a note from the health center confirming an appointment.

Online Syllabus: This online syllabus can be accessed through the Blackboard course page but I recommend that you bookmark it so as to bypass BB when it goes down. I might well alter the assignment schedule as seems appropriate or necessary; but I will not change the grading policies.

Email:

Email Communications: Students are responsible for checking the online syllabus and their email every day. I will announce any and all changes via email -- e.g., a changed deadline or altered reading assignment.

No Emailed Assignments: I cannot accept them unless you clear it with me in advance and only under unusual circumstances. While I appreciate that print costs are considerable, I consider them a legitimate part of college expenses. Running out of pay for print is not a valid reason for submitting an assignment by email.

Computer Failure: It is not a valid excuse for a late assignment. Be sure to back up. Broken or unreliable computer? Use the computers at the college computer labs.

Academic dishonesty in any form -- including plagiarism of self or others, falsified documentation of a doctor’s note, etc. -- will not be tolerated. Cheating of any kind results, without exception, in an “F” for the course without the option of withdrawal.

Food in class: Drinks and snacks of the very quiet variety are allowed in class (e.g., poi, rasgula, duck pate), nothing else.

No activated cell phones in the classroom (so please turn them off).