RELS 140AM: The Holy Qur an Summer 2017 Dr. Millar wmillar@linfield.edu Syllabus Course Description: Literature of the Qur an: its form, content, historical development, and interpretation. The course is designed especially for students with some familiarity with Old and New Testament narrative. Since many of the stories and figures of the Old and New Testament reappear in the Qur an, it is instructive to engage in interreligious dialogue at the textual level. The goal is to give students an opportunity for further study of the major world faith that is Islam. Textbooks: Reza Aslan, No god but God: the Origins, Evolution, and Future of Islam (New York: Random House, 2011) ISBN 9780812982442 N. J. Dawood, trans., The Koran: With a Parallel Arabic Text (New York: Penguin, 2000) ISBN 9780140445428 William McCants, The Isis Apocalypse: The History, Strategy, and Doomsday Vision of the Islamic State (St. Martin s Press, 2015) ISBN 978-1250080905 Course Requirements: 1. Regular reading and preparation for posting on Discussion Board. 2. Active participation on the Discussion Board, to include a minimum of four postings per week on Blackboard. (20%) 3. Four Response Papers (20% each). Course grade is determined by the average of grades on the four Response Papers and the level of participation in the online discussion. 4. Students are expected to adhere to the college policy on academic honesty, as published in the Linfield College Course Catalog. Learning Objectives for all students taking RELS 140: The Holy Qur an 1. To write and speak knowledgeably about the Qur an within its historical context; 2. To gain an understanding of the origins of Islam as a third Abrahamic faith; 3. To explore what the Qur an has to tell us about the development of Judaism
2 and Christianity in the seventh century CE; 4. To gain experience in interpreting sacred texts and apply insights to contemporary interreligious dialogue. For those taking RELS 140: The Holy Qur an for Ultimate Questions credit for the Linfield Curriculum, the learning objectives are to learn and demonstrate growth in the following: 1. To articulate and evaluate unexamined assumptions and paradigmatic ways of acquiring knowledge. 2. To analyze critically, fundamental beliefs, cultural practices, and competing truth claims. For those taking RELS 140: The Holy Qur an for Living Past credit for the Linfield Curriculum, the learning objectives are: 1. To learn how to analyze and contextualize primary sources. 2. To learn how to analyze and critique secondary, scholarly arguments about the past. 3. To learn how to make an analytical or interpretive argument about the past. 4. To recognize that differences separate people past and present, though all people share a common humanity. 5. To understand the nature and limits of knowledge about the human past. For those taking RELS 140: The Holy Qur an for Global Pluralism credit for the Linfield Curriculum, the learning objectives are: 1. Develop a better understanding of the issues of identity, politics, culture, history, health care, and/or economics in a context of a culture other than that of the United States. 2. Interrogate issues of colonialism, dominance, hegemony, and control by examining the social, economic, business, and/or political relationships that formerly colonized countries share with their imperial sites. 3. Reflect upon the relationship that two or more countries share with each other through a comparative analysis of literature, the arts, politics, and/or social movements. 4. Examine the impact of globalization and interdependence of cultures and economies on the lives of individuals.
3 Portland and DCE: Students with disabilities are protected by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. If you are a student with a disability and feel you may require academic accommodations contact Cheri White, Program Director of Learning Support Services (LSS), as early as possible to request accommodation for your disability. The timeliness of your request will allow LSS to promptly arrange the details of your support. LSS is located in Loveridge Hall, Room 24, (503-413-8219). We also encourage students to communicate with faculty about their accommodations. Academic Integrity Statement: "adhere to the college policy on academic honesty, as published in the Linfield College Course Catalog." Taskstream: is Linfield's eportfolio system. Students must demonstrate meeting the learning objectives of each of the Linfield Curriculum Modes of Inquiry or designation by posting exemplars of their work. Exemplars can be uploaded directly to Taskstream from within a BlackBoard course. Identity Verification: Students enrolled in Online and Continuing Education courses and programs at Linfield College are required to periodically verify their identity through Ucard. This ensures that students taking classes through Online and Continuing Education are the people doing the work. The authentication process will be required at the start of each term and then at random times during the term. Instructions will be provided. For identity verification, students will need a webcam enabled computer and a legal form of picture ID (such as a drivers license or a passport). If you have questions about or problems with the authentication process contact the OCE office at (503) 883.2447; (oce@linfield.edu) LECTURE AND DISCUSSION TOPICS AND READING ASSIGNMENTS Week 1 Jun 19: Preface and Prologue Part I: Muhammad: A Biography of the Prophet Jun 20: The Sanctuary in the Desert Jun 22 : The Keeper of the Keys Jun 23: The City of the Prophet Week 2 Reza Aslan, No god by God, pp. xiii-xxxi. Reza Aslan, No god but God, pp. 3-22. Reza Aslan, No god but God, pp. 23-49. Reza Aslan, No god but God, pp. 50-75.
4 Jun 26 : Fight in the Way of God Jun 27: The Rightly Guided Ones Jun 29: This Religion Is a Science Reza Aslan, No god but God, pp. 76-108. Reza Aslan, No god but God, pp. 109-141. Reza Aslan, No god but God, pp. 142-173. Jun 30: In the Footsteps of the Martyrs Reza Aslan, No god but God, pp. 174-198. Week 3 Jul 03: Stain Your Prayer Rug with Wine Jul 04: An Awakening in the East Reza Aslan, No god but God, pp. 199-224. Reza Aslan, No god but God, pp. 225-254. Jul 06: Slouching Toward Medina ; Welcome to the Islamic Reformation Reza Aslan, No god but God, pp. 255-277; 278-292 Jul 07: Set Topics for Response Paper #1 on Muhammad Jul 09: Response Paper #1 on Muhammad Due Week 4 Part II: Judaism, Christianity, and Islam Jul 10: Adam Selected Comparative Texts for Adam Jul 11 Surah Passages Related to Adam Jul 13: Noah Selected Comparative Texts for Noah Jul 14: Surah Passages Related to Noah
5 Week 5 Jul 17: Abraham Selected Comparative Texts for Abraham Jul 18: Surah Passages Related to Abraham Jul 20: Set Topics for Response Paper #2 on Adam, Noah, and Abraham Jul 23: Response Paper #2 on Adam, Noah, and Abraham Week 6 Jul 24: Moses Jul 25: Surah Passages Related to Moses Jul 27: Mary Jul 28: Surah Passages Related to Mary Week 7 Jul 31: Jesus Aug 03: Surah Passages Related to Jesus Selected Comparative Texts for Moses Selected Comparative Texts for Mary Selected Comparative Texts for Jesus Aug 04: Set Topics for Response Paper #3 on Moses, Mary, and Jesus Aug 06: Response Paper #3 on Moses, Mary, and Jesus Week 8 Part III: The Isis Apocalypse
6 Aug 07: William McCants, Raising the Black Flag, Chap 1 Aug 08: William McCants, Mahdi and Mismangement, Chap 2 Aug 10: William McCants, Bannermen, Chap 3 Aug 11: William McCants, Resurrection and Tribulation, Chap 4 Week 9 Aug 14: William McCants, Sectarian Apocalypse, Chap 5 Aug 15: William McCants, Caliphate Reborn, Chap 6 Aug 17: William McCants, Conclusion and Set Topics Aug 18: Response Paper #4 due midnight (11:59 pm) The Isis Apocalypse
7 Discussion Worksheet Date: Name: Author of Reading Attach this title page to the papers you use to complete your discussion worksheet. Complete Phase I and Phase II BEFORE meeting with your group. PHASE 1: WHAT IS THE AUTHOR TRYING TO SAY? (BEFORE CLASS) 1. Definitions: List key new terms and concepts in this reading. Define those you do not already know. Circle those that you feel need clarification or discussion. 2. Thesis Position: Express in the affirmative, the bottom-line one idea you see the author is seeking to persuade you to believe: one sentence (no conjunctions, no dependent clauses, no prepositional phrases, no internal punctuation) whether or not you agree with the author. 3.Author's Defense: What has the author offered as evidence which supports your choice of this thesis? At this stage, do not evaluate what you think of the thesis or the evidence offered. It is important simply to identify what you think the thesis and the evidence offered is. PHASE 2: WHAT DO YOU THINK ABOUT THE AUTHOR'S POSITION? (BEFORE) 4. Take a Stand: If everyone in the world believed the thesis position you have identified in #2, would the world be a better or worse place to live in? Why? Why not? Try not to sit on a fence. 5. Critique the Author's Defense: Go back over the list of evidence you identified in #3. Has the author overlooked relevant evidence to the discussion? Are there other possible conclusions one could draw from the evidence? Relate this discussion to the ongoing discussion of the course. What inter-connections do you see? PHASE 3: WHAT DO WE THINK ABOUT THIS? (IN-CLASS) 6. Definitions: Identify new words and make sure all in the group are clear as to the definitions. You do not need to discuss words everyone understands. 7. Thesis Position: Give everyone in the group an opportunity to present in one sentence what they think this reading's thesis is. That is your thesis #2. Discuss the various options until the group comes to a consensus. Add to your worksheet what the group has decided the thesis is (#7). This may or may not agree with your initial suggestion. I will want to see both in your worksheet. 8. Author's evidence: Give everyone in the group an opportunity to present what they see as the evidence the author offered for the thesis position. Discuss the various options until the group comes to a consensus. Don't give up your own voice unless you are convinced by arguments offered by others in the group. 9. Group Stand: Take a group stand with respect to the thesis and defense you have identified. If everyone in the world believed the thesis position identified, would the world be a better or worse place to live in? Why? Why not?
8 PHASE 4: EVALUATING THE DISCUSSION (Do this the last ten minutes of group meeting.) 10. A. Overall Reactions: A lot Some None I learned I participated I enjoyed C. General Dynamics Warm, non-threatening group climate Everyone participated Leadership functions were distributed Overall focus on resolving uncertainties and comparing insights Evaluation is accepted as an integral part of the group process B. Group Completion of Steps: Good OK Bad 6. Definitions 7. Thesis 8. Defense 9. Group Stand Yes? No D. Roles: Check ( x ) your own. Circle those you observed in others. Positive Roles Initiating Gatekeeping Asked for information Timekeeping Gave Information Encouraging Reaction Asked for Reactions Tension Release Gave Reactions Useful Pause Restated Point Gave examples/asked for examples Asked for Summary Summarized Discussion Dysfunctional Roles Sidetrack to Own Area Interrupted Others Monopolized Discussion Put-down Irrelevant stories, etc. Apologizing Withdrawal Premature Evaluation Failure to Listen E. Instructor Input: I would like to have the instructor comment on the following, relevant to the reading: F. Parting Comments: Any thoughts you may have about the group process, the reading, the class, suggestions for improvement, etc. This form is adopted from a handout at a workshop on the topic of process and content in learning led by Professor Craig Nelson of Indiana University. The form is modified from W. F. Hill, Learning Through Discussion (Sage Publication, 1969).