Andrew O. Fort RELI 20523 Office Hours:

TBH 214 Finding the Founders M-F: 11-12

Phone: 257-6448 Fall 2007 or by appointment

a.fort@tcu.edu personal.tcu.edu/afort

Description: In this course, we will look at the founders of three important religious traditions. We will consider them both in their own right and as examples of what happens during the creation of a religious tradition. To assist our understanding, we will begin by considering the question “what is religion?”, and looking at how diverse the definitions of and approaches to religion are. We then turn to reports of the lives of Confucius, the Buddha, and Jesus Christ. We will inquire into how their cultural context shapes them, and how our cultural upbringing shapes the way we look at them. Questions will include: How were they shaped by their environment? What did they teach, and what questions were important to them? How are they alike, and how different? What can we really know about them?

Outcomes: This course will have two primary outcomes: first, from beginning a study of “religious studies,” you will come to understand that our discipline itself is a historical product with certain perspectives and canons of inquiry. As prospective majors or minors, this understanding is important to carry forward in your studies. Second, you will become more informed about the three founders and more generally about the worldviews of others, past and present, and this information will make available new self-understandings. You will also learn to read texts closely and to reflect deeply about what a religious teacher says. Finally, you should expect to improve both your oral and written communication skills.

Requirements: You are expected to come to all classes, and to read (and think about) the assignments before class. Lectures and discussion are central, and demand preparation; the uninformed or absent student hinders the whole class. There is no specific point penalty for absences, or for late or missed work. If these matters become an issue, I will let you know, but more than three absences are likely to indicate a problem. You should bring the relevant books to class, as we shall analyze the readings.

There will be written responses due weekly, either short (1-2 page) response papers or in a group computer journal on eCollege (15% of grade). There will also be mid-term and final exams (25% each). The exams will cover material from lectures and readings, and are intended to bring out both academic information and personal reactions to what you are learning. At the end of the semester, you will also make a 10-15 minute presentation addressing how the founders and their teachings are alike or different, or what you have learned about studying religious founders (20%). Finally, presence and participation in class is also part of your grade (15%); each student is expected to be prepared to engage in the day’s discussion of the reading. Both quantity and quality of class contributions will count.

Other: If you have a problem affecting your course participation, or must miss class, let me know. If you have a disability which may affect your class performance, please inform me during the first week of class. For information about attendance, disabilities and/or academic misconduct, refer to the appropriate sections under www.studentaffairs.tcu.edu. Here are two policy statements:

Texas Christian University complies with the American with Disabilities Act and with Section 504 of the Rehabilitation Act of 1973 regarding students with disabilities.  No otherwise qualified individual shall be denied access to or participation in the services, programs and activities of TCU solely on the basis of a disability.  The University shall provide reasonable accommodations for each eligible student who (a) has a record or history of such an impairment, or (c) is regarded as having such an impairment.

Academic Misconduct – Any act that violates the academic integrity of the institution is considered academic misconduct.  The procedures used to resolve suspected acts of academic misconduct are available in the offices of Academic Deans and the Office of Campus Life.  Specific examples include, but are not limited to:

Cheating:           

Copying from another student’s test paper, laboratory report, other report, or computer files and listings;

Using, during any academic exercise, material and/or devices not authorized by the person in charge of the test;

Collaborating with or seeking aid from another student during a test or laboratory without permission;

Knowingly using, buying, selling, stealing, transporting, or soliciting in its entirety or in part, the contents of a test or other assignment unauthorized for release;

Substituting for another student or permitting another student to substitute for oneself;

Plagiarism:

The appropriation, theft, purchase or obtaining by any means another’s work, and the unacknowledged submission or incorporation of that work as one’s own offered for credit. Appropriation includes the quoting or paraphrasing of another’s work without giving credit therefore.           

Collusion:

The unauthorized collaboration with another in preparing work offered for credit.

Note that grades are in ten point increments; TCU does not yet allow pluses or minuses. Finally, feel free to see me after class or by appointment.

RESOURCES FOR STUDENTS

Library (257-7117); Center for Academic Services (257-7486, Sadler Hall 11); Writing Center (257-7221, Rickel Bldg. 244); Student Development Services (257-7855, Student Center Rm. 220); University Ministries (257-7830, Student Center Rm. 111).

REQUIRED TEXTS (available at the TCU Bookstore)

R. Dawson, Confucius

H. Fingarette, Confucius: The Secular as Sacred

M. Carrithers, The Buddha

W. Rahula, What the Buddha Taught

H. C. Kee, What Can We Know About Jesus?

M. Borg, ed., Jesus at 2000

there will also be a number of copied readings

DAILY CLASS ASSIGNMENTS

21 Aug. Introduction to course and its participants

23 Aug. What is religion? Definitions of religion

Livingston, 4-10

28 Aug. What is religion? Why and how to study

Livingston, 11-31, Smart, 1-7

30 Aug. What is religion? How to study

Smart, 8-19

4 Sept. introduction to Chinese culture

Thompson, 1-13 Video on Confucius

6 Sept. Chinese culture (the family)

Dawson, 91-120 (preparing for Confucius)

11 Sept. Who is Confucius? Dawson, 120-52

13 Sept. What did Confucius teach? (li) Fingarette, 1-36

18 Sept. What did Confucius teach? (jen) Fingarette, 37-79

20 Sept. Is Confucianism a religion? Taylor, 7-22, Dawson, 153-75

25 Sept. Indian culture at Buddha’s birth Carrithers, 9-30

27 Sept. Video and discussion on the Buddha

2 Oct. Who is the Buddha? (before the awakening)

Carrithers, 31-56 Rahula, 1-15, 125-36

4 Oct. Fall break

9 Oct. Who is the Buddha? (after awakening)

Carrithers, 56-69 Rahula, 16-34, 91-94

11 Oct. What did the Buddha teach? (The Noble Truths)

Rahula, 35-50, 136-38

16 Oct. What did the Buddha teach? (meditation)

Rahula, 51-75, 99-101, 109-15

18 Oct. What did the Buddha teach? (social relations)

Rahula, 76-89, 97-99, 119-25 Carrithers, 70-85

23 Oct. Mid-term exam

25 Oct. Studying Jesus and his sociocultural setting

Britannica online. “Christianity” (first section)

Borg, 121-47

30 Oct. Who is Jesus? Borg, 7-29, 55-72

(if you wish, you may bring a copy of the Bible or New Testament)

1 Nov. video on Jesus plan presentations Borg, 33-54

6 Nov. Who is Jesus? (sources through Q) Kee, 1-42

Carpenter, 187-200

8 Nov. What did Jesus teach? read Gospel of Mark Carpenter, 245-58

13 Nov. What did Jesus teach? (Mark) Kee, 43-88

15 Nov. What did Jesus teach? (other Gospels) Kee, 89-114

20 Nov. Discussion of Jesus Borg, 107-19

THANKSGIVING BREAK

27 Nov. Student presentations. Address one of the following questions: How are the founders alike? How are they different? What can we really know about them? What I learned from the academic study of the founders.

29 Nov.

4 Dec. “ “ “

FINAL EXAM Thursday Dec. 13, 8:30 a.m.