Course Syllabus

Introduction to religion

Week 1 outcomes:

• Identify characteristics of religions and gods/deities
• Interpret artifacts and stories related to ancient cultures
• Introduce history and mythological origins and ideas
• Create the beginnings of community in the class.

Read Point of Departure and chapter 9 (the primal religions) in Smith.
Read and view the resources in the week 1 module including the resources in the Questions A assignment description.

Please introduce yourselves by Thursday at 11:59 p.m. What would you like us to know about you? What drew you to the class?.

2. Please raise a discussion question by Thursday at 11:59 p.m. and reply to the questions of at least two classmates by Sunday at 11:59 p.m.
3. Please respond to the following topic questions by Friday at 11:59 p.m. and at least one classmate's post for each by Sunday at 11:59 p.m.:

Topic Question A:

Read through the following description, visit the links, and then please respond to the following questions -- in one single post-- by Friday at 11:59 p.m. and reply to at least one classmate's post by Sunday at 11:59 p.m.:

Task 1

Visit these images at the Metropolitan Museum of Art. Read their descriptions carefully.

Baboon with a wedjat eyehttps://www.metmuseum.org/art/collection/search/546248Links to an external site.

God Horus protecting King Nectanebo IIhttps://www.metmuseum.org/art/collection/search/544887Links to an external site.

Head of a Hippopotamushttps://www.metmuseum.org/art/collection/search/547775Links to an external site.

Ten marble fragments of the Great Eleusinian Reliefhttps://www.metmuseum.org/art/collection/search/248899Links to an external site.

Bronze plaque of Mithras slaying the bullhttps://www.metmuseum.org/art/collection/search/256570Links to an external site.

What do you notice about these objects? What can we deduce from them about what people in those times and places might have believed and done with regard to what we now call "religion"?

Task 2

Watch this TED-Ed video about the Epic of Gilgameshhttps://www.youtube.com/watch?v=BV9t3Cp18RcLinks to an external site.

What are three important ideas that you notice from the video that you can connect to what you think religion is or does?

Task3

Read these resources

Mesopotamiahttps://www.worldhistory.org/Mesopotamian_Religion/Links to an external site.

Greece https://www.worldhistory.org/Greek_Religion/Links to an external site.

Egypthttps://www.worldhistory.org/Egyptian_Religion/Links to an external site.

Categorize major commonalities and major differences among the three. Then explain why you think we should or should not label the practices in these cultures “religions.” Use at least one college credible source, preferably from the library databases, to back up your reasoning.

Please post all three replies in one post in response to topic question(s) byFriday at 11:59 p.m. and reply to at least one classmate's post by Sunday at 11:59 p.m.Example:

I noticed ____about the objects (etc.). These objects make me think that ancient people might have cared about/been focused on ____.Three important ideas that I got from the video about what religion might be or do are _____.The main commonalities I noticed among the practices are _____.I also noticed these differences: ______etc. All of these exploratiojnms make me think that religion is ________ and I think that these cultures did/not not practice what we would now call religion because ________.

Topic question A relates to essential objectives (EOs) 1 and 2:

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.

Topic Question B:

First, be sure to have viewed the two videos in the module and to have read the two articles there (“Deity” in Britannica and “Hunter Gatherers and the Origin of Religion”: this one up to "Methods" only).

Listen to and read about Deum Verumhttps://chantblog.blogspot.com/2012/06/matins-invitatory-for-trinity-deum.htmlLinks to an external site.

Listen to “How Great” by Chance the Rapperhttps://www.youtube.com/watch?v=rttc--GYncoLinks to an external site.

Read this Hafiz poem:https://www.poetseers.org/the-poetseers/hafiz/hafiz-poems-the-gift/i-have-learned-so-much/Links to an external site.

View thedigital gods galleryin the module.

Then, please respond to the following question byFriday at 11:59 p.m. and at least one classmate's post bySunday at 11:59 p.m.:

What ideas start to emerge about the concept “god” from the digital gallery, the music and the poem? In what ways was it useful for ancient rulers (emperors, pharaohs, kings) to claim that they were gods or related in some way to a god? In what ways might such a claim be dangerous? In the modern (since 1900) world, can we see any secular rulers who are connected to gods or believed to be gods? Search for info. Be certain to cite your source(s) with BOTH an in text citation and a full end citation in either MLA or APA style. See the "How to cite" resource in the Starting Point module if you are new to citing.

Topic question B relates to essential objectives (EOs) 3 and 5:

3. Compare the beliefs, ethical teachings, and rituals of selected religions.

5. Analyze the ways in which the world’s religions connect and conflict through their histories, beliefs, and practices.

Hinduisms

Week 2 outcomes:

• Identify characteristics of Hinduism
• Interpret scriptures and stories associated with Hinduism.

Read to page 41 in Smith.
Read the first 9 chapters of the Bhagavadgita (link to the text provided in the module).

Read and view all the resources in the week 2 module.

Discussions:

1. Please raise a discussion question by Thursday at 11:59 p.m. and reply to the questions of at least two classmates by Sunday at 11:59 p.m.
2. Please respond to the following questions by Friday at 11:59 p.m. and at least one classmate's post for each by Sunday at 11:59 p.m.:

   A. What stands out to you about the creation story in the Rig Veda? What seem to be important historical milestones in the development of Hinduism? How would you describe Hinduism's core ethical teachings? What seems introguing to you; what if anything seems perplexing and why? Refer to at least three of the resources in this week's module in your response, and be sure to use in text citations where you refer to them.

   
   B.There is a conflict in Chapter 2 of the Bhagavad Gita. How would you describe it; what might be an example of a similar conflict today? Use the terms dharma, karma yoga, atman, and samsara to explain how this conflict is resolved in Hindu thought as developed in the story.

Ways to be Hindu

Week 3 outcomes:

• Examine the role Hinduisms play in individual lives and in the global community.
• Illustratethe beliefs, ethical teachings, and rituals of Hinduism.

Read to page 75 in Smith.
Read the remaining 9 chapters of theBhagavadgita.

Read and view the resources in the week 3 module.

1. Please raise a discussion question by Thursday at 11:59 p.m. and reply to the questions of at least two classmates by Sunday at 11:59 p.m.
2. Please respond to the following two topic questions by Friday at 11:59 p.m. and at least one classmate's post for each by Sunday at 11:59 p.m.:

A.Krishna identifies four paths toward liberation in theBhagavad Gita. Do an Internet search and identify a person or group around the world who you think demonstrates each path (four people or groups total). The person or group does not need to be famous. Explain why each is an example of the particular yoga. Be sure to cite sources. Videos are acceptable. Of the four paths, which do you personally find most appealing/interesting and why?

B.Pick a place in the world with a significant Hindu population. You can refer to the map; you could consider Bali, the US, Nepal, the Caribbean, Mauritius, the UK, Bangladesh, Australia, or of course India -- although I hope many of you will look outside India. Find one or two college-credible sources to help you with this: What might a Hindu person's life be likely to be in this place? For example, what kind of Hinduism would this person be likely to practice? What are jarna and/or vati likely to be? Consider the likelihood of professional or menial work, educated or not, low income, middle income or high income, living in segration or integration, and so on. What challenges might that person anticipate in realizing Brahman in that location? Based on all those variables, what challenges might that person face in living their dharma? Remember: be specific, use in text citations where you use source info, and use full end citations for each source.

Sikhism and Jainism

Week 4 outcomes:

• 1. Trace the history and mythological origins of Jainism and Sikhism.
  2. Interpret the stories, myths, and scriptures associated with these religions.
  3. Compare the beliefs, ethical teachings, and rituals of these religions.
  4. Examine the role each of these religions plays in individual lives and in the global community.
  5. Analyze the ways in which Jainism and Sikhism connect and conflict through their histories, beliefs, and practices.

Read Appendix on Sikhism in Smith (p. 75)
This week you will be assigned to either Group A or Group B. See the "Group Members page in the module to find your group.

Group A will read all the Group A resources in the module plus the Sikh case study.

Group B will read all the Group B resources in the module plus the Sikh case study.

1. Please raise a discussion question by Thursday at 11:59 p.m. and reply to the questions of at least two classmates by Sunday at 11:59 p.m.
2. Please respond to the following questions by Friday at 11:59 p.m. and at least one classmate's post for each by Sunday at 11:59 p.m.:

A. Group A, teach us about Jainism. What did you learn? Consider if there is a creation story, its origins, history, views of karma including how the Jain view of karma differs from the Hindu view of karma, ideas of ahimsa, how Jains practice, whether Jains are a minority or majority religion, where they are in the world, what Jain art and stories reflects about Jain beliefs, and more. No one group member has to do ALL of that; Group A members should read what other group members have posted before you and add additional details for us. Be sure to cite your sources. Be sure to reply to any questions that Group B members might have for you here.

B. Group B, teach us about Sikhism. What did you learn? Consider if there is a creation story, its origins, history, views of karma, ideas of ahimsa, how Sikhs practice, whether Sikhs are a minority or majority religion, where they are in the world, what Sikh art and stories reflects about Sikh beliefs, what Sikhism's spiritual goal seems to be and more. Also, consider what Hindu practices from Weeks 2 and 3 Sikhs might consider to be "blind rituals" (Sikhs reject blind rituals). No one group member has to do ALL of that; Group B members should read what other group members have posted before you and add additional details for us. Be sure to cite your sources. Be sure to reply to any questions that Group A members might have for you here.

C. Everyone, please read the case study of the Sikh temple. Given what you are learning about Sikhism, what importance does the temple have to the local Sikh community? In what ways is the temple connected to Sikh identity and practice? Look up the religious demographics of San Jose area. What role might religious intolerance have played in opposing the temple; what logical assumptions can we make about the religious identification of those who opposed it? Read about Protection of Religious Exercise:https://www.justice.gov/crt/title-42-public-health-and-welfareLinks to an external site. Do you agree or disagree that the Sikh community should have been able to build the temple in their chosen design? Justify your position with evidence; cite sources with in text citations and full end citations.

Buddhisms

Week 5 outcomes:

• Trace the history and development of Buddhism
• Examine Buddhism’s core beliefs and the religion’s role in individual lives

Read chapter III in Smith.
Read theDhammapada
See “The Buddha” PBS documentary (posted in the module)

Read and view the resources in the week 5 module.

1. Please raise a discussion question by Thursday at 11:59 p.m. and reply to the questions of at least two classmates by Sunday at 11:59 p.m.
2. Please respond to the following questions by Friday at 11:59 p.m. and at least one classmate's post for each by Sunday at 11:59 p.m.:

A)What does theDhammapadatell us about the nature of the self? What path does it lay out for practitioners? Compare and contrast its structure, style and message with those of theBhagavadgita; what insights do those give us into the similarities and differences between Buddhism and Hinduism? Do we see similar themes or different ones in the Agganna Sutra?

B) In a nutshell, how does Buddhism seem to have come into being and spread? What main differences stand out among the three major divisions; have we seen any similar ideas in any of the Dharmic religions we have studies so far (Hinduism, Jainism, Sikhism)? If so, what seems to make Buddhism unique? Refer to the resources in the Pluralism Project and in the documentary; be sure to cite. Of course, feel free to use Smith as well.

Ways to be Buddhist

Week 6 Outcomes:

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.

Read all the resources in the week 6 module.

1. Please raise a discussion question by Thursday at 11:59 p.m. and reply to the questions of at least two classmates by Sunday at 11:59 p.m.
2. Please respond to the following questions by Friday at 11:59 p.m. and at least one classmate's post* by Sunday at 11:59 p.m.:

A) Do the exercise on Dr. Harrington's "Dependent Origination" resource in this week's module and post it here. In your post, reflect on what you learned about Buddhist concepts of "being" from the exercise. Were there any surprises for you? Also think about the Karaniya Metta Sutra, in this week's resources. As you look at the causes and effects that you traced, to what extent is loving kindness reflected?

B)After carefully reading all three case studies posted in the module, chooseone. In your post, discuss the following three points:

- What do you notice about the intersection of Buddhism and the particular culture reflected in the case study? If the Buddhist-related issue were situated in a different culture, might the outcome be different? Why or why not? Please use evidence to support your answer; a "feeling" isn't enough. Fnd a college credible source to support your assertion, and be sure to cite it wherever you use it with an in-text citation, and include a full end citation.

- Each of these issues is described as a particularly Buddhist issue. Would the same issue be likely to arise as a Hindu issue or a Sikh issue? Why or why not? Again, use specifics to back up your answer; consider various concepts related to each religion.

- What might create (or have created) a different and more beneficial outcome for the issue? Would such a resolution be (or have been) possible given the cultural and religious factors involved? Why or why not? Be specific.

*For this question, please reply to a classmate who chose a different case study than the one you chose. Be specific in your response; agree, disagree, ask questions, offer additional perspectives, or all of those.

As always, this is not an assignment, but if you have time stop in at this week's culture cafe for some awesome performances, from techno to drumming to dance!

Indigenous systems of China and Japan

Read Chapter IV and V in Smith.
Read theDao De Jingand theAnalects of Confucius

Dao de Jing:http://www.with.org/tao_te_ching_en.pdfLinks to an external site.

Analects:http://classics.mit.edu/Confucius/analects.mb.txtLinks to an external site.

Read and view the resources in the week 7 module.

1. Please raise a discussion question by Thursday at 11:59 p.m. and reply to the questions of at least two classmates by Sunday at 11:59 p.m.
2. Please respond to the following questions by Friday at 11:59 p.m. and at least one classmate's post for each by Sunday at 11:59 p.m.:

a) Think about the time periods that spawned Daoist and Confucian beliefs. What were three or four important social factors in China at the time? Where do we see them reflected in theAnalectsand theDao de Jing? What do you see as the main difference between these texts; where can you see an overlap or similarity of concepts? Consider the two pieces of calligraphy in the Met Museum resource. How does the first example reflect Confucian values, including ideas from the text; what Buddhist and Daoist concepts, including ideas from the texts, can we see reflected in the second example?

b)How would you describe the passage you read from theKojiki? Name some fundamental differences you notice when you compare this text to theAnalectsand theDao de Jing. Think about Japanese culture at the time that Shinto emerged; what cultural factors might have influenced particular ideas in Shinto (connect the Shinto concepts to the factors). Do we see any common ground between Shinto and the two Chinese belief systems? If so, what? In both China and Japan, Buddhism has integrated with indigenous belief systems; explain why you think that is possible.

Judaisms

Week 8 outcomes:

• 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.

Read Chapter VII in Smith this week and next.
Read the Book of Exodus and the first two chapters of Genesis (link posted in the module)

Read and view the resources in the week 7 module.

1. Please raise a discussion question by Thursday at 11:59 p.m. and reply to the questions of at least two classmates by Sunday at 11:59 p.m.
2. Please respond to the following questions by Friday at 11:59 p.m. and at least one classmate's post for each by Sunday at 11:59 p.m.:

a)Explain three Jewish ethical teachings that can be found in the book of Exodus; be specific and refer to chapters and verses. How do these compare to ethical teachings that are found in any of the other texts we have read thus far, such as the Dhammapada, the Dao de Jing, and so on?
b)Genesis 1 and 2 lays out the mythological origins of the world; does it seem specifically Jewish?" Why or why not? In what ways can we see Exodus as describing a mythological origin, or at least development, of the Jewish people as an identity? What seem to be the most important points in the course of Jewish history; does either text seem to connect to the actual history? Be specific with points and cite anywhere that you use a source even if you put the source information into your own words.

Stop by the culture cafe if you have time; where else can you meet "Punk Jews"?

Ways to be Jewish

Week 9 outcomes:

1. Trace the history and mythological origins of Judaism.

2. Interpret the stories, myths, and scriptures associated with Judaism.

3. Compare the beliefs, ethical teachings, and rituals of selected religions with Judaism's.

4. Examine the role Judaism plays in individual lives and in the global community.

5. Analyze the ways in which Judaism and other world religions connect and conflict through their histories, beliefs, and practices.

Read and view all of the resources in the week's module.

1. Please raise a discussion question by Thursday at 11:59 p.m. and reply to the questions of at least two classmates by Sunday at 11:59 p.m.
2. Please respond to the following questions by Friday at 11:59 p.m. and at least one classmate's post for each by Sunday at 11:59 p.m.:

a)Using this week's sources, consider what it might be to "be Jewish." You are free to use additional reputable sources if you wish. In your response, look at various possibilities. For example, what might it mean to be a Reform woman compared to an ultra-Orthodox woman in America; what might it mean to be a Black Caribbean Jew compared to being a Chinese Jew in China; etc. For the various possibiliteis that you consider -- consider at least three, please -- how strong a threat might antisemitism be and why? What factors might the different types of Jews have in common; for example, would they be equally likely to keep the Sabbath, or not? Would they be equally liklely to celebrate High Holidays? Would they be equally likelyt to partake in the same kinds of rituals? Be specific.

b)Respond to the discussion questions in the case study. What do you think and why? As part of your response, consider whether any of the other faith practices/religions we have studied so far might experience a similar dilemma. Specifically, why or why not? (Consider, for example, whether other religions have anything similar to mitzvot; what their attitude is toward the ethical teaching of justice; whether they have any rituals associated with charity; and so on).

Christianities

Week 10 outcomes:

1. Trace the history and mythological origins of Christianity.
2. Interpret the stories, myths, and scriptures associated with Christianity.
3. Compare the beliefs, ethical teachings, and rituals of different Christianities.
5. Analyze the ways in which Christianity and Judaism connect and conflict through their histories, beliefs, and practices.

Read Chapter VIII in Smith this week and next
Read the Gospel of Luke and the Gospel of John (links in the module).

Read and view all the resources in the week 10 module; read all pages in The Pluralism Project link under "Introduction to Christianity."

1. Please raise a discussion question by Thursday at 11:59 p.m. and reply to the questions of at least two classmates by Sunday at 11:59 p.m.
2. Please respond to the following questions by Friday at 11:59 p.m. and at least one classmate's post for each by Sunday at 11:59 p.m.:

a)Look carefully at the two paintings from the Met Museum. Zoom in on the images; pay attention to the details. In the one, how is Jesus portrayed? What contrast do you notice between Jesus and the other figures? What message does the painting seem to intend? How does the image "fit" with the images of Jesus that we receive from Luke's Gospel and John's gospel; does it fit? What do you notice about the painting of the Apocalypse? Do you see connections to either of the gospels? What beliefs and ethical teachings do you notice in the gospels and in the paintings; do they align? Be specific.

b) Using the pages from the Pluralism Project, how would you describe the main theological differences among the three main branches of Christianity, Orthodoxy, Catholicism and Protestantism? What history seems to have led to the development of first, Christianity as a whole, and then later the developments of Catholicism and later still Protestantism; what if anything do you notice about the timeline of those developments? What reasons can you think of why -- given that we have become familiar with different movements within Judaism, both now and in the past -- Christianity did not stay as simply another movement within Judaism? What evidence supports your thinking? Be sure to cite your sources with both in-text and full end citations.

Ways to be Christian

Week 11 outcomes:

• 3. Compare the beliefs and ethical teachings of Christian religions.
  4. Examine the role Christianity plays in individual lives and in the global community.
  5. Analyze the ways in which Christianity and other world religions connect and conflict through their histories, beliefs, and practices.

Read and view all the resources in the week 11 module.

1. Please raise a discussion question by Thursday at 11:59 p.m. and reply to the questions of at least two classmates by Sunday at 11:59 p.m.
2. Please respond to the following questions by Friday at 11:59 p.m. and at least one classmate's post for each by Sunday at 11:59 p.m.:

A.As you read about the many different ways of being Christian in the world, what do you notice about the roles that Christianity plays in people's lives and in the global community? What benefits stand out to you? What are drawbacks, if any? Finally, given the diversity of theology and practice that we see, it is reasonable to argue that there is a religion called Christianity at all -- or rather, are there various faiths that look to Jesus as their figurehead? Be specific in your reasoning; use any of the resources from this week and last week to support your ideas. Of course, be sure to cite with both in text citations and full end citations.

B. Tackle the case study by answering the five questions at the end of it. What conflicts do you see? What advice would you give Brandenburg; do you think that "Christianity" supports his actions? Be specific as to why or why not.

Islams

Week 12 outcomes:

1. Trace the history and mythological origins of Islam.
2. Interpret the stories, myths, and scriptures associated with Islam.
3. Compare the beliefs, ethical teachings, and rituals of Islam with Judaism and Christianity.

Read Chapter VI in Smith this week .
Read and view the resources in the week 12 module. In the Pluralism Project link, read the following essays: "The Call of Islam"; "Islam Means Being Muslim"; "Qur'an, the Word of God"; "Muhammad, the Messenger of God"; "One Ummah with Many Views"; "Sunni and Shia Interpretations"; Sufism, Seeking God"; "Islamic Beliefs"; "Expansion of Islamic Civilization"; "The Rise of European Colonialism."

In The Qur'an, read the first five Surahs (Al-Fatihah, Al-Baqarah, Ali 'Imran, An-Nisa, and Al-Maidah) plus 7, Al-Araf; 9, At-Tawbah; 11, Hud.

1. Please raise a discussion question by Thursday at 11:59 p.m. and reply to the questions of at least two classmates by Sunday at 11:59 p.m.

2. Please respond to the following questions by Friday at 11:59 p.m. and at least one classmate's post for each by Sunday at 11:59 p.m.:

A.What stands out to you from your readings in the Qur'an? Where do you notice correlations with the Hebrew Bible and/or New Testament? Does what you read in the Qur'an affirm what is in those texts, put a different spin on them, or perhaps both? Examplain, using specific examples. Does what you are reading in the Qur'an seem organized around a historical timeline? If not, how might you describe the organization?

B.What surprises you as you learn about Islam? Cite specific resources from the module. In what ways do you notice stories, ethical teachings, beliefs, and rituals that are similar to those found in other Abrahamic faith traditions; in what ways might Islam have a unique take on those? What questions should we be mindful of as we consider Islam and politics: both politics within the Islam world and politics in which Islam and the non-Islamic world intersect?

Ways of being Muslim

Week 13 outcomes:

3. Compare the beliefs, ethical teachings, and rituals of Islam and other selected religions.
4. Examine the role Islam plays in individual lives and in the global community.
5. Analyze the ways in which Islam and the world’s religions connect and conflict through their histories, beliefs, and practices.

View all the resources in the week 13 module.

1. Please raise a discussion question by Thursday at 11:59 p.m. and reply to the questions of at least two classmates by Sunday at 11:59 p.m.

2. Please respond to the following questions by Friday at 11:59 p.m. and at least one classmate's post for each by Sunday at 11:59 p.m.

A. Sufi instructor Gregory Soden said the following in an interview: "Sufism is an Islamic discipline. Alevi-Bektashis are currently debating whether to proclaim ourselves a separate religion, as that is our status in Albania and Kosovo. Our situation is difficult in Turkey because the Sunni fundamentalist establishment is reluctant to recognize our Islam. But we are millions, cannot all be killed, and are not going away." (Schwartz, Stephen S. "Replies to questions about Sufism...."Center for Islamic Pluralism, 22 Apr 2017).

What reasons can you think of for both arguments: That Sufism is a separate religion from Islam, and that Sufism is simply a practice within Islam? Refer to our sources last week and this week on Sufism. As well, refer to Christianity and/or Judaism within your answer.

B. Choose one of the following options:

Option 1: Respond to the case study, focusing on questions 1, 2 and 3. Refer to at least one of the week's resources (be sure to cite).

Option 2: Choose a a way of being Muslim. Focus in on a specific place, such as being a Muslim in Nation of Islam in the U.S., or being a Muslim woman in Afghanistan, or being a Sufi in either Turkey or Pakistan, or so on. What is the role that Islam plays in that group's life? How does that compare to other ways Islam might manifest in the global community? What conflicts might that group/person have with other "kinds" of Muslims; what conflicts and alliances might the person/group have with other religions? Use sources in addition to those in the modules, be specific, and cite with both in text citations and full end citations.

TTE and African Religions in Diaspora

Week 14 outcomes

• 1. Trace the history and mythological origins of the world's major 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.

By now you should have readTouching the Elephant.

Read and view all the resources in the Week 14 module.

1. Please raise a discussion question by Thursday at 11:59 p.m. and reply to the questions of at least two classmates by Sunday at 11:59 p.m.
2. Please respond to the following questions by Friday at 11:59 p.m. and at least one classmate's post for each by Sunday at 11:59 p.m.:

A.Consider the information you are learning this week on Afro-Caribbean religions and African religions in diaspora. Do these traditions seem to have any common characteristics? If so, what are they and from what historical realities might they stem? What hypotheses can we present about their mythologies; for example; how might we describe their pantheons? How would you describe the relationship between these traditions and healing? What does the relationship of these religions seem to be with Christianity? Do we see stigma at all? Explain.

B. Over the course of the semester, you have been readingTouching the Elephant, which presents an argument that particular values can be found throughout the world's religions. Now that we have looked at many different religions, do you agree or disagree that these values cross the boundaries of faith traditions? Provide examples from the resources we have used this term. Do you see any conflicts or disagreements over how these values might manifest? Do you see shared values other than the eight highlighted in the book; if so, what do you notice?

Learning project and synthesis

Week 15 outcomes:

• To present learning
• To reflect on the learning of others and how it affects your own ideas
• Metacognition: to reflect on how you can transfer the knowledge gained in the class to other aspects of your work, school, and/or personal life

This week the learning project is due. You are reading the prohjects of at least two classmates.

After you post your learning project to the drop box (so that I can grade it-- that step is important), please post it to the learning project discussion as an attachment.Both are due Tuesday by 11:59 pm.By Saturday at 11:59 p.m., please respond to the projects of two classmates in detail. This should be a conversation. Ask questions about ideas expressed in the project; point out strengths; comment on how the writer might have strengthened the project (what would you have liked to see included, for example? Where might more evidence have been helpful?) You are graded here only on your responses to peers. "Great job!" is not a substantive response; be detailed and thoughtful, please.

b) Please respond to the following questions by Friday at 11:59 p.m. and at least one classmate's post by Sunday at 11:59 p.m: What is the most important concept you have gained from the class? In what practical ways can you use what you learned in the class in other aspects of your life (work, home, school)?