Course Syllabus

Fall 2024 | PHI-2010-VT01 - Comparative Religion

In Person Class

Standard courses meet in person at CCV centers, typically once each week for the duration of the semester.

Faculty

Scott Couper
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View Faculty Statement
Hiring Coordinator for this course: Collin Lee

General Education Requirements

VSCS Humanistic Perspectives

Note

Many degree programs have specific general education recommendations. In order to avoid taking unnecessary classes, please consult with additional resources like your program evaluation, your academic program catalog year page, and your academic advisor.

Courses may only be used to meet one General Education Requirement.

Course Description

Introduces and compares such major religions as Judaism, Christianity, Islam, Hinduism, Buddhism, Confucianism, and Taoism. Students study mythical, ethical, and cultic aspects of these religions through reading and discussion of both sacred writings and literature of religious commentary.

Essential Objectives

1. Trace the history and mythological origins of the world's major religions.
2. Interpret the stories, myths, and scriptures associated with the world’s religions.
3. Compare the beliefs, ethical teachings, and rituals of selected religions.
4. Examine the role religion plays in individual lives and in the global community.
5. Analyze the ways in which the world’s religions connect and conflict through their histories, beliefs, and practices.

Required Technology

More information on general computer and internet recommendations is available on the CCV IT Support page. https://support.ccv.edu/general/computer-recommendations/

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.

Required Textbooks and Resources

This course uses one or more textbooks/books/simulations, along with free Open Educational Resources (OER) and/or library materials.

Fall 2024 textbook/book details will be available on . On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be specific to this class. Please see this page for more information regarding the purchase of textbooks/books.

For Open Educational Resources (OER) and/or library materials details, see the Canvas Site for this class.

The last day to use a Financial Aid Advance to purchase textbooks/books is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.

Methods

This course's structure includes lectures, weekly readings, regular discussion and participation in small-group activities that demonstrate active engagement with the course subject matter, weekly written assignments, an evaluation, and independent research (see below).

This syllabus is subject to slight amendment, especially in the Weekly Schedule, as two weeks before the class I will likely insert audio-visuals and activities into the subject sections (as one should not lecture nor listen to a lecture for almost three hours, even with a break).

Weekly Lectures: Lectures will focus on key concepts and theory based on the two texts assigned for the course.

Weekly Readings: Each week, about thirty (30) pages from the two texts will be assigned.

Discussion: Because this is a course that engenders 'comparisons', participation in discussion is very important. Everyone has a different comfort level when speaking in a group or in public, so remember only a small percentage of communication includes what we actually verbalize. Exhibiting interest, engagement, enthusiasm, agreement or disagreement can all be done without words.

Evaluation: A midterm evaluation will be administered halfway through the semester. It will be an open-book essay that covers the material thus far.

Written assignments/Typed responses: Each week, you will submit a typed response to the reading. It should be between one to two (1 to 2) pages in length. By 'typed response,' I don't mean a summary; no regurgitation; I have already read the reading assignment. I would like you to speak 'to' the reading. I will assume that you have read it and I will assume that you understand it. I do not need you to verify that you have read and understand the reading. Instead, I would like you to respond to the author as if you were having a conversation with him/her/they. What is your reaction? Focus on the three or four most important takeaways from the reading. What kinds of connections did you make between what he/she/they said and what you understand based on life experience and general knowledge. What insights or new understandings did the reading trigger? I strongly encourage you to write in your books - reactions, insights, connections, questions, even prompts to 'stories' of your experience. Your notes will provide you the seeds for your written response - they will almost write your assignment for you.

Final Project (Independent Research): We will, almost without external motivation, learn and excel at that in which we are passionate. Peruse the resources for this class as well as on-line resources until you find a topic that touches that special nerve inside, that is, where you wish to 'drill down'. I encourage you to cross-pollinate subjects (intracultural communication and politics/race/sexuality/history/theology/space travel). If politics interests you, investigate the Iranian hostage crisis of the late-1990s. If space or astronomy interest you, investigate intercultural relations between nationalities on the International Space Station. If you are passionate about issues of gender or sexuality, educate yourself on debates and points of contestation within the LGBTIQA+ community. If you are interested in theology, explore how Siberian rural culture, the history of the Russian Orthodox church, and schisms caused by eighteenth century reforms influenced Grigorii Rasputin. If issues of race and identity interest you, explore the complexities of intersectionality for bi-racial or bi-cultural people of color. Select an area of interest - this area could be a specific culture or region, it could be a specific theme, it could be one or two of your favorite stories, it could be an activity, art, or profession. Then discern what makes you excited about this area of study. You will prepare an oral presentation on your findings. This presentation will conform to the CCV Oral Communication Rubric. This will include a slide presentation (PowerPoint, Prezzi, or similar platform) on your findings of roughly ten (10) slides and approximately fifteen (15) minutes in duration.

Evaluation Criteria

Typed responses - 30%

Participation in discussion - 20%

Midterm examination - 25%

Formal presentation that demonstrates proficiency using the CCV Oral Communication Rubric - 25%

Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

	High	Low
A+	100	98
A	Less than 98	93
A-	Less than 93	90
B+	Less than 90	88
B	Less than 88	83
B-	Less than 83	80
C+	Less than 80	78
C	Less than 78	73
C-	Less than 73	70
D+	Less than 70	68
D	Less than 68	63
D-	Less than 63	60
F	Less than 60
P	100	60
NP	Less than 60	0

Weekly Schedule

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

• In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
• Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
• Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.

Missing & Late Work Policy

Class attendance: We are all required to be on-time to each class. Being late is distracting and signals disrespect (whether you intend it or not). If you are late three (3) times that will equal an unexcused absence and subsequent grade reduction. Multiple absences can result in you being dropped from the class.

Students who know that they will not have course access for any given week should make arrangements with me to complete assignments and participation requirements prior to the absence.

You are responsible for checking Canvas and getting any notes, materials, and assignments for the class you missed. Please reach out and ask questions if anything is unclear.

Late work: Assignments are due by the deadline noted on the syllabus, even when you need to be absent. Your work can be emailed or dropped-off at the front desk.

Written assignments that are turned-in after the due date will be considered for partial credit (-5% per day), but will not be accepted beyond one week after the published deadline.

Extensions will be granted only in extenuating circumstances. If a lengthy medical problem or other emergent personal issue will result in missing weekly discussions and/or assignments, please contact me for advice.

Accessibility Services for Students with Disabilities:

1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.

Academic Integrity