INDS 7015 Jews, Christians, and Muslims Interacting: An Inter-Religious Exploration Holy Cross Greek Orthodox School of Theology Hebrew College Islamic Society of Boston Faculty Class Meeting and Location Rev. Dr. Emmanuel Clapsis Tuesday evenings, 6:00 9:00 pm Holy Cross Classroom Building 221 eclapsis@hchc.edu Holy Cross Greek Orthodox 617-850-1266 School of Theology Rabbi Or Rose 50 Goddard Avenue Hebrew College Brookline, MA 02445 ORose@hebrewcollege.edu 617-559-8636 Imam Taymullah Abdur-Rahman Islamic Society of Boston taymullah1@gmail.com 617-785-9482 Course Description An inter-religious seminar bringing together Jewish, Christian and Muslim students to learn about each other s religious beliefs and practices through an exploration of key theological subjects, classical text study, dialogue, and shared meals. We will address five topics in the course of our study: (1) What Do We Know about God and How Do We Know It? (2) What Does it Mean to be God s Chosen People? (3) What is Required to Live a Holy Life? (4) How Do We Engage with Outsiders to Our Religion? (5) What is the Ultimate Aim of Human History? (messianism, resurrection, the world to come, and last judgment) The course is team-taught with faculty from Holy Cross Greek Orthodox School of Theology, Hebrew College, and The Islamic Society of Boston (Roxbury, MA). The class is limited to 15 students and efforts will be made to have a representative balance of students from each of the three religious traditions. The course meets once a week Tuesdays evenings at Holy Cross and will include one visit each to a local synagogue, church and mosque. The course is sponsored by a generous grant from the Association of Theological Schools.
INDS 7015 Jews, Christians, and Muslims Interacting Page 2 Course Goals and Outcomes The course brings together Jewish, Christian and Muslim students for mutual learning in an atmosphere of respect and openness. In their encounters, participants will study various sacred texts and discuss their beliefs and practices, including similarities and differences across traditions. Interfaith dialogue does not require one to give up or to invalidate one s religious convictions; rather one is expected to share one s faith commitments while seeking to learn about and understand another s religious life, as well as to explore opportunities for mutual growth and work for the common good. Our dialogue aims to promote the formation of personal and professional bonds among class participants as testimony to their shared dedication to God, humankind, and creation as a whole. Such an appreciation of common spiritual and ethical concerns can serve as a basis for joint efforts for greater justice and peace in the world. How this dialogue can be advanced most productively will be an essential concern for the course. The following learning outcomes inform the overall goals of the course at the end of which students should be able to: describe various traditional methods of scriptural interpretation used by members of the three faith traditions assess points of commonality and difference among the three communities regarding theological and praxis-related matters (see the five areas of exploration listed above) discern between effective and problematic interreligious dialogue techniques and approaches organize and implement dialogue efforts among local Jewish, Christian and Muslim religious leaders in a student s community Overall Course Structure The course has three main structural components: 1. The Theology(ies) and Sacred Practices of Judaism, Christianity and Islam: The appreciation of one another s faith commitments and cultural realities will be based on joint study and reflection on how Jews, Christians, and Muslims respectively understand the relationship between God, humankind, and the world at large (as expressed through the five key areas listed above). The goal is to create a dynamic and substantive learning environment informed by religious teaching, academic scholarship, and personal reflection. 2. Scriptural Reasoning: At the beginning of each class, students will have an opportunity to reflect jointly on sacred texts taken from the Hebrew Bible, the New Testament, and the Qur an (and commentaries on them). They will reflect on the sacred texts of their faiths in the company of others who understand them from their spiritual and ethical locations and perhaps have not had the opportunity to read and reflect on their meaning before. It is hoped that students will become respectfully familiar with each other s religious texts and jointly draw on their wisdom to deal with the practical issues their communities are facing and strengthen their ability to collaborate and respond constructively in situations of need and conflict. 3. Visits to Houses of Worship: An indispensable component of the course will be for the students along with the instructors to visit and attend a religious service in a synagogue, church, and mosque. The visits will provide an experiential learning opportunity beyond the weekly readings and classroom discussion. The purpose of such visits is to learn about particular religious sites and how their communities utilize them; to draw connections
INDS 7015 Jews, Christians, and Muslims Interacting Page 3 between their own religious tradition, practices, and rituals with those of another faith community; and to understand the commitment to service and other shared values of another specific religious community. Each visit will include conversation with representatives of the houses of worship and a debrief with the class instructors and students. The first two components will take place within weekly class meetings, while the third component (visits to houses of worship) will occur on two selected Fridays and one Sunday (see course schedule below). Honor Code All students are responsible for knowing and adhering to the academic integrity policy of Holy Cross. Violations of this policy may include: cheating, plagiarism, aid of academic dishonesty, fabrication, lying. In particular, plagiarism and cheating will not be tolerated and appropriate academic sanctions will be issued for such behavior. Disability Accommodations Students with disabilities are entitled by law to reasonable academic modifications. If you are a student with a disability, please contact Eileen Maguire, Academic Services Coordinator (emaguire@hchc.edu; 617-850-1202), at the beginning of the semester to obtain the appropriate Academic Modifications Documentation. Without proper documentation, we will not be able to grant any type of academic modifications or accommodations. Required Texts Bradford E. Hinze ed., Heirs of Abraham: The Future of Muslim, Jewish and Christian Relations (Eugene, Oregon: Wipf and Stock Publishers, 2013) Jacob Neusner, Brue Chilton, and William Graham, Three Faiths, One God: The Formative Faith and Practice of Judaism, Christianity, and Islam (Boston-Leiden: Brill Academic Publishers, Inc. 2002) Jennifer Peace, Or N. Rose, and Gregory Mobley, My Neighbor s Faith: Stories of Interreligious Encounter, Growth, and Transformation (Orbis, 2012) Leonard Swidler, Khalid Duran, Reuven Firestone, Trialogue: Jews, Christians, and Muslims in Dialogue (New London CT: Twenty Third Publications, 2007) Requirements This class is a combination of lecture, discussion and dialogue. Students are expected to keep up with the readings and participate in class discussions, and attend the three visits to the houses of worship. A student s final grade will be based on the following: 1. Attendance and active participation in classroom discussions. Students are allowed one absence during the semester. Any other absences will count against your final grade. Each absence beyond the one allowed absence will reduce this portion of your grade by 5 points. (40%) 2. Three reflection papers on house of worship visits. Each visit to a house of worship is followed by a 2-3 page personal reflection on the visit. These reflection papers (10 points each) should focus on the overall experience in terms of interfaith conversation and how the house of worship reflects fundamental aspects of the particular religious community s identity. (30%)
INDS 7015 Jews, Christians, and Muslims Interacting Page 4 3. A final research paper of 5-7 pages exploring the similarities and differences of one significant theological issue or religious practice within at least two of the three traditions. This assignment should draw on the readings from the course and at least two other scholarly sources. (30%) Preparatory Work before first Class Meeting The opening class meeting will be held on Tuesday, January 23. In preparation for the course, students are asked to watch the documentary film Three Faiths, One God: Judaism, Christianity, Islam. The documentary will be available for a 72-hours streaming period from Friday, January 19, 9:00 am through Monday, January 22, 9:00 am. Students registered for the course will be sent an electronic link to access the documentary during this period. The documentary thoughtfully examines the religious beliefs and practices shared by Jews, Christians and Muslims. The film illustrates how many believers in the Abrahamic faith communities are dealing with historical conflicts yet remain dedicated to facilitating understanding and respect. The documentary contrasts the religious practices of the three faiths, including the rituals of fasting and marriage and features a dramatic and moving example of reconciliation as the father of murdered Wall Street Journal reporter Daniel Pearl opens a dialogue between Muslims and Jews to create better understanding between the two faiths. In addition to the documentary, students are also asked to read two recent texts on inter-religious engagement and a personal reflection on the publication of Nostra Aetate in 1962: A Common Word between Us and You (available for download at: http://www.acommonword.com/the-acw-document). A Common Word is an open letter, dated 13 October 2007, from Islamic leaders to Christian leaders. Dabru Emet: A Jewish Statement on Christians And Christianity (available for download at: http://www.jcrelations.net/dabru_emet_a_jewish_statement_on_christians_and_christianit y.2395.0.html). Dabru Emet is an open letter dated July 15, 2002 by members of the National Jewish Scholars Project to the Christian leaders. Paul Knitter, Theological Goosebumps: A Turning Point in My Interfaith Journey, My Neighbor s Faith, 120-124. Course Schedule Most class sessions will be organized according to the following schedule: Ø 6:00 6:30: Opening blessings & dinner in Condakes Refectory (dinner is provided for by the ATS grant that is supporting this course) Ø 6:40 7:00: Scriptural reasoning (small student groups) Ø 7:00 7:10: Group reflection (with faculty) on scriptural passages Ø 7:10 7:30: First faculty presentation on scheduled theme for the class Ø 7:30 7:40: Break Ø 7:40 8:00: Second faculty presentation on scheduled theme for the class Ø 8:00 8:20: Third faculty presentation on scheduled theme for the class Ø 8:20 8:55: Classroom conversation on theme for the class Ø 8:55 9:00: Closing Intention
INDS 7015 Jews, Christians, and Muslims Interacting Page 5 January 23 January 30 February 6 February 13 What Do We Know about God and How Do We Know It? Formative Faith and Practice of Judaism, Christianity, and Islam, 1-35. Gregory Mobley, What the Rabbi Taught the Reverend about the Baby Jesus, My Neighbor s Faith, 48-50. Scriptural Reasoning David Ford, An Interfaith Wisdom: Scriptural Reasoning Between Jews, Christians and Muslims, Modern Theology 22 (2006), 345-367. S. Kepnes, A Handbook for Scriptural Reasoning, Modern Theology 22 (2006), 367-383. W. Taylor, How to Pitch a Tent: A Beginner s Guide to Scriptural Reasoning (London: St. St Ethelburga s Center for Reconciliation and Peace, 2008) Burton Vizotsky, It Begins with a Text, My Neighbor s Faith, 36-39. God: Personal and Impersonal Dimensions Formative Faith and Practice of Judaism, Christianity, and Islam, 36-98. Kecia Ali, Belief-O-Matic and Me, My Neighbor s Faith, 83-85. What Does It Mean to be God s Chosen People? Formative Faith and Practice of Judaism, Christianity, and Islam, 99-160. Reuven Firestone, Who are the Real Chosen People? The Meaning of Chosenness in Judaism, Christianity, and Islam (Woodstock, VT: Skylight Paths Publishing, 2008) 57-90. Nancy Fuchs Kreimer, Wrestling with Chosenness, Words to Live By: acred Sources for Interreligious Engagement (Orbis, forthcoming, 2018). *Friday, February 16: Synagogue Visit February 20 Living a Life of Holiness Formative Faith and Practice of Judaism, Christianity, and Islam, 161-207. Zalman Schachter-Shalomi, What I Found in the Chapel, My Neighbor s Faith, 207-210.
INDS 7015 Jews, Christians, and Muslims Interacting Page 6 February 27 Relating to Those Outside Our Religious Community Formative Faith and Practice of Judaism, Christianity, and Islam, 208-254. *Sunday, March 4: Church Visit March 6 The Eschatological Future of Humanity and of the World (Messianism, Resurrection and Last Judgment) Formative Faith and Practice of Judaism, Christianity, and Islam, 255-308. Rita Nakashima Brock, When I Get to Heaven, My Neighbor s Faith, 51-54. *March 13 Spring Break March 20 March 27 Interreligious Dialogue and its Importance Muslims in Dialogue, 1-46. Catherine Cornille, Conditions for Inter-Religious Dialogue, in The Wiley- Blackwell Companion to Inter-Religious Dialogue, 20-34. Bradford E. Hinze, Jewish, Christian, Muslim Trialogue, An Introductory Survey, in Bradford Bradford E. Hinze edit., Heirs of Abraham: The Future of Muslim, Jewish and Christian Relations, 1-19. Mary C. Boys, Its Complicated, My Neighbor s Faith, 138-143. Jonah Pesner with Hermon Hamilton, A Community, Not Simply a Coalition, Ibid., 248-252. Preparing for Dialogue: Judaism (Rabbi Reuven Firestone) Muslims in Dialogue, 48-91. Trialogue among a Jew, a Christian, and a Muslim: Reuven Firestone, A problem with Monotheism, Judaism, Christianity, and Islam in Dialogue and Dissent, with responses by Michael L. Fitzgerald (Christian) and Mahmoud M. Ayoub (Muslim) and a reply to the two responses in Bradford E. Hinze ed. Heirs of Abraham: The Future of Muslim, Jewish and Christian Relations, 20-54 Or N. Rose, Holy Chutzpah: Lessons from William Sloan Coffin, My Neighbor s Faith, 138-143. *April 3 Pesach Paschal Recess
INDS 7015 Jews, Christians, and Muslims Interacting Page 7 *April 10 Holy Cross Paschal Recess *Friday, April 13: Mosque Visit April 17 April 24 May 1 Preparing for Dialogue: Christianity (Leonard Swidler) Muslims in Dialogue, 94-133. Michael L. Fitzgerald, Relations among the Abrahamic Religions, A Catholic Point of View, with responses by Reuven Firestone (Jew) and Mahmoud M. Ayoub (Muslim), and a reply to the two responses by Bradford E. Hinze ed., Heirs of Abraham: The Future of Muslim, Jewish and Christian Relations, 55-93. Judiith Burling, How a Daoist Fire-Walking Ceremony Made Me an Episcopalian, My Neighbor s Faith, 73-78. Preparing for Dialogue: Islam (Khalid Duran) Muslims in Dialogue,136-190. Trialogue among a Jew, a Christian, and a Muslim: Mahmoud M. Ayoub, Abraham and His Children: A Muslim Perspective, with responses by Reuven Firestone (Jew) and Michael L. Fitzgerald (Christian) with a reply to the two responses in Bradford E. Hinze edit., Heirs of Abraham: The Future of Muslim, Jewish and Christian Relations, 94-124. Ibrahim Abdul-Matin, Water Carriers, My Neighbor s Faith, 7-10. An Evening of Celebration of Sacred Music from the Jewish, Christian and Muslim Traditions Irfan A. Omar, Submitting to the Will of God: Jews, Christians, and Muslims Learning from Each Other, in Bradford E. Hinze ed., Heirs of Abraham: The Future of Muslim, Jewish and Christian Relations, 123-141.