RELIGION 423: RELIGION AND POLITICS IN AMERICA Spring 2017 (3 credit hours) Tuesday/Thursday 11:45 – 1:00 Winston Hall 114 Instructor: Dr. Jason Bivins Phone: 515-6102 Office Hours: 1:45-2:45 T/Th (and by appt.)
Email:
[email protected] Office: Withers Hall 447 Mailbox: Withers Hall 340
Course Description Robert Wuthnow has written that since 1945 political affiliations have become more important to religious traditions in America than theological or doctrinal similarities. Catholics and evangelicals were once bitter religious rivals but now find common cause in movements for pacifism or against abortion rights. African-American Muslims in America's cities once railed against the meekness of Christian ministers but now work with them to protest unfair housing and education policy. For these and other reasons, the old maps of American religion are insufficient in guiding us. We will pursue a new way of understanding American religion by studying why and how political or social issues have assumed prominence on the religious landscape. This course provides an overview of these changing patterns by focusing on the relation of postwar American religions to political issues. Our focus will be on several issues or areas through which American religions have redefined themselves: law, economics, the body, education, and warfare. Texts Robert B. Fowler, et. al. Religion and Politics in America, 5th Edition. Westview, 2014. $45.00. James Morone. Hellfire Nation. Yale, 2003. $16.50. David Sehat. The Myth of American Religious Freedom, 2nd Ed. Oxford, 2015. $24.95. Plus additional readings on electronic reserve (designated as “ER”). When links are not embedded in the syllabus, access the readings by logging into the library’s reserves using your Mypack: https://reserves.lib.ncsu.edu. Course Requirements Participation and Attendance (15%): You must show up to class well-prepared and ready to participate and listen well. You are allowed 2 “free” absences; thereafter, absences count against your grade. Please do not do nap or violate the electronics policy above. Either will be counted as an absence for the day. Because it is a waste of everyone’s time if you engage in such activities, I reserve the right not to inform you if I have marked you down for such infractions; if you’re unable to restrain yourself, you may find out the hard way that your grade has suffered considerably. IMPORTANT: Please refer to the electronic devices policy at the end of the syllabus. Classroom participation is evaluated on the following basis: A: Contributions in class are frequent and reflect exceptional preparation. Consistently volunteers answers and asks questions that assist the learning of the class as a whole. Class activities are enthusiastic and reflect diligence. B: Contributions in class are frequent and reflect thorough preparation. Often volunteers answers to questions. Frequently asks questions that assist the learning of the class as a whole. Class activities are approached with seriousness and diligence. C: Contributions in class are infrequent but reflect adequate preparation. Rarely volunteers answers to questions. Infrequently asks questions, but they are appropriate and helpful to class. Class activities are approached with diligence. D: Participates little or not at all in class. F: Contributions in class may be frequent but reflect a lack of preparation or are disruptive of the academic environment. Class activities are approached without seriousness and in a way that is
disruptive to others in class. If this person were not a member of the class, valuable class time would be saved and the quality of the course improved. Reading Responses (10%): EVERY Thursday by the beginning of class, you will submit a 1-2 page (that is, 250-500 word) critical response to the week’s readings (i.e. both Tuesday and Thursday readings for the week of submission). These must demonstrate not only that you have read and understood the assigned texts, but that you have reflected on them, raised questions about them, and attempted to situate them in the ongoing conversations we develop. ABSOLUTELY no lates accepted here. Papers: This semester you will submit two papers of a different nature and length. The first paper (15%, 7-10 pages double-spaced, due February 14) will ask you to crisply delineate and critically assess some of the major theoretical language we explore during the first month of class. The second paper (35%, 15-20 pages double-spaced; thesis/outline due March 28, final paper due April 27) asks you to define and interpret a problem, movement, or issue in postwar American religious history that captures the entanglements of religions and politics. In advance of each paper’s due date, I will circulate specific assignments. In each case, you are expected to make a clear argument, articulating and substantiating your thesis, key assumptions, and backing this up with diligent research and rigorous argumentation. Take-Home Mid-Term (25%): This exam will consist of one or two essay questions that ask you to synthesize historical and theoretical materials from throughout the semester, and weave them together in cogent, well-constructed essays (with proper formatting, citations, and so forth). Grading of written work follows this basic template: A = Elegantly written or articulated, answers all aspects of a question, and anticipates criticism with persuasive argumentation. An A+ displays all of these traits and includes at least one aspect that raises the work above the level of most excellent college student efforts. An A- product is truly excellent in almost all respects but possesses one or more flaws, such as failing to anticipate important critiques. B = Careful but not brilliantly written or articulated, addresses the question generally, and anticipates critique to some degree. A B+ has most of these traits but also includes a stand-out feature (such as particularly original thinking), while a B- covers the basic expectations for an assignment but also has one or more serious flaws. C = Shows evidence of inquiry into the subject but uneven success either in meeting expectations to address the question with evidence drawn from course assignments or in presenting a coherent argument. C-level work is hampered by unclear writing, insufficient command of the assigned readings, and arguments that do not stand up to close scrutiny. D = Minimally acceptable in that it counts as the completion of the assignment, but is carelessly written or articulated, displays no meaningful engagement with the sources, and/or lacks a clear argument. F = Fails to meet the most basic criteria. Grade Scale: 98-100: A+ 93-97: A 90-92: A-
88-89: B+ 83-87: B 80-82: B-
78-79: C+ 73-77: C 70-72: C-
68-69: D+ 63-67: D 60-62: D-
0-59: F
GEP Category Objectives REL 423 is part of the following General Education Programs: U.S. Diversity. REL 423 is consistent with other GEP offerings in U.S. Diversity, assisting students in their efforts to:
1. Analyze how religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age identities are shaped by cultural and societal influences; 2. Categorize and compare historical, social, political, and/or economic processes producing diversity, equality, and structured inequalities in the U.S.; 3. Interpret and evaluate social actions by religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups affecting equality and social justice in the U.S.; 4. Examine interactions between people from different religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups in the U.S. GEP Learning Outcomes: In REL 423, students will: 1.
2. 3.
develop a historical and theoretical framework for understanding the history of religions and politics in the United States and the comparative questions involved in the study thereof; and acquire a basic familiarity with the traditions comprising this history; and learn to think, write, and reason theoretically and analytically about the themes and issues emerging from these historical considerations.
Means of Evaluating GER Outcomes: Based on the objectives and outcomes listed above, students in REL 423 will be expected to: 1. Demonstrate their reading and comprehension skills by submitting weekly writing assignments which summarize and reflect upon course readings 2. Display their understanding of larger historical processes and the theoretical models used in Religious Studies through structured debates and discussions which are a regular part of class time 3. Develop their thinking and reasoning abilities by pursuing two formal papers during the semester 4. Prove that they have synthesized course materials by taking examinations consisting of essay questions. Schedule Part I: Orientations Tuesday January 10: Introductions, Getting Started, Course Policies. Thursday January 12: Key Terms and Orientations Reading: Fowler 1 & 2. Tuesday January 17: Historical Overview Reading: Fowler 3; De Tocqueville, “Causes Which Maintain Democracy” (ER). Part II: Constitutions and Legacies Thursday January 19: Constituting secularism? Reading: Morone Introduction & 3; Fowler 6; Thomas Jefferson, “Letter to the Danbury Baptists”: https://www.loc.gov/loc/lcib/9806/danpre.html; and James Madison, “Memorial and Remonstrance Against Religious Assessments”: http://presspubs.uchicago.edu/founders/documents/amendI_religions43.html. Tuesday January 24: Public Space, Private Space, Civil Religion Reading: Sehat 1 & 2; Fowler 4.
Thursday January 26: Liberalism and Its Critics Reading: Rawls, “Justice as Fairness” (ER); and Michael Walzer, “The Communitarian Critique of Liberalism”: https://www.sss.ias.edu/files/pdfs/Walzer/CommunitarianCritiqueLiberalism.pdf. Tuesday January 31: Requirements of Citizenship? Epistemology and Discourse Reading: Fowler 7; Sehat 3; Charles Pierce, “Greetings from Idiot America”: http://www.facstaff.bucknell.edu/rac039/Personal_Site/Thoughts/Articles/idiots.htm. Part III: The State, Legal Authority, Patriotism & Dissent Thursday February 2: Law and the Sources of Obligation 1 Reading: Fowler 4; and Abby Rapoport, “The Quality of Mercy.” http://prospect.org/article/qualitymercy-0. Tuesday February 7: Law and the Sources of Obligation 2 Reading: Fowler 9; Sehat 11; Eugene Volokh, https://www.washingtonpost.com/news/volokhconspiracy/wp/2015/09/04/when-does-your-religion-legally-excuse-you-from-doing-part-of-yourjob/?tid=pm_pop_b. Thursday February 9: Holy Disobedience and Faithful Allegiance Reading: Cecilia O’Leary, “To Make a Nation” (ER); Sehat 8. Part IV: The Body Tuesday February 14: Separate Sovereigns and the Politics of Identity Reading: Sehat 9 & 10. PAPER ONE DUE Thursday February 16: The Gendered Body 1 Reading: Morone 8 & 9; Sehat 7. Tuesday February 21: The Gendered Body 2 Reading: Ruether, “Changing Ideologies and Realities” (ER); Morone 10 & 11. Thursday February 23: Sexuality Reading: Fowler 11; Countryman, “The Bible, Heterosexism” and “Roe v. Wade” (ER); Morone pp. 396-406, 477-492. Tuesday February 28: The Racial Body 1 Reading: Morone 4 & 5; Sehat 4. Thursday March 2: The Racial Body 2 Reading: Fowler 10; King, “Letter from Birmingham Jail” and X, “I Don’t Mean Bananas” (ER); Morone pp. 414-432; and Ta-Nehisi Coates, “The Case for Reparations,” The Atlantic (June 2014): http://www.theatlantic.com/features/archive/2014/05/the-case-for-reparations/361631/. TAKE-HOME MIDTERM DISTRIBUTED (DUE IN CLASS MARCH 14) Tuesday March 7 & Thursday March 9: NO CLASS – SPRING BREAK Part V: Home and the World Tuesday March 14: Education Reading: Sehat 12; Farris, “Citizens of Two Worlds” (ER); Jeff Sharlet, “Through a Glass, Darkly”: http://www.harpers.org/archive/2006/12/0081322#1-anchor; and take a look at www.hslda.org. Thursday March 16: Communalism and Separatism Reading: Tabor & Gallagher, “The Wacko from Waco” and Gardell, “The Smorgasbord of the Revolutionary White Racist Counterculture” (ER).
Tuesday March 21: Economy 1 Reading: U.S. Catholic Bishops, “Economic Justice for All” and Lienesch, “Christianizing Capitalism” (ER). Michael Sandel, “What Isn’t for Sale?” at: http://www.theatlantic.com/magazine/archive/2012/04/what-isn-8217-t-for-sale/8902/. Thursday March 23: NO CLASS Tuesday March 28: Economy 2 Reading: Ehrenreich, “Serving in Florida” (ER); Morone 12; Steven Pearlstein, “When Shareholder Capitalism Came to Town”: http://prospect.org/article/when-shareholder-capitalismcame-town; and Chrystia Freeland, “The Disintegration of the World,” http://www.theatlantic.com/magazine/archive/2015/05/the-disintegration-of-the-world/389534/. RESEARCH PAPER THESIS STATEMENT & OUTLINE DUE Thursday March 30: NO CLASS Tuesday April 4: America in the World Reading: Mickelthwait and Woolridge, “America the Different” and Robertson, “Antiglobal Religion” (ER); optional but an important piece: Robert Kagan, “Power and Weakness”: http://web.clas.ufl.edu/users/zselden/Course%20Readings/RKagan.pdf. Thursday April 6: War and Peace 1 Reading: Walzer, “Preface and the Crime of War” and Hauerwas, “Whose Just War? Which Peace?” (ER); Morone pp. 378-396. Tuesday April 11: War and Peace 2 Reading: Lindsey, “World War III”; Gorenberg, “The Gate of Heaven”; Berrigan, “Just Wars and Genocide”; and Day, “War is the Health of the State” (ER). Thursday April 13: Violence and Terrorism Reading: Juergensmeyer, “Cosmic War” (ER); Morone, pp. 450-466; and Patrick Blanchfield, “God and Guns, Part One”: https://wp.nyu.edu/therevealer/2015/09/25/god-and-guns/ Tuesday April 18: Militarism and Anti-Statism Reading: Summary of Andrew Bacevich, The New American Militarism: http://www.drtomlifvendahl.com/American%20Militarism.pdf; and http://www.washingtonpost.com/sf/national/2016/05/21/armed-with-guns-and-constitutions-thepatriot-movement-sees-america-under-threat/. Thursday April 20: Environment Reading: Kraft, “The Greening of Buddhist Practice” and Greenawalt, “Borderlines of Status” (ER); Michael Barkun, chapter 4 of Chasing Phantoms (EB). Part VI: Discourse Thursday April 25: Demonology Reading: Morone 2; and Daniel Burke, “The Secret Costs of Islamophobia”: http://www.cnn.com/2016/09/23/us/islamerica-secret-costs-islamophobia/. Thursday April 27: Social Criticism and Technology Reading: Sehat, “Conclusion” and “Postscript”; and Emerson T. Brooking & P. W. Singer, “War Goes Viral”: http://www.theatlantic.com/magazine/archive/2016/11/war-goes-viral/501125/. FINAL RESEARCH PAPER DUE Catalog Description: Issues and problems in religion and politics in the United States since 1900. Historical, theoretical, sociological, and cultural approaches to religion and politics. Inquiry into
the relations between religion and the state. Responses of religious traditions to American social and political issues. Satisfies the following GEP requirements: Humanities, U.S. Diversity. Format and Policies Format: This class is an upper-level seminar. This means that there will be a lot of work, and that much of the responsibility for the course’s success depends on your diligent reading and participation. You are responsible for completing the reading for each session in advance. I will spend some time lecturing, but be prepared to discuss, argue, criticize, and think creatively, all within the bounds of mutual respect. (Note that discussion is not a forum for voicing your opinions, on either religion or politics.) Prerequisite: One introductory (300-level or higher) course in Religious Studies, Philosophy, Political Science, or History. No co-requisite. No enrollment restriction. Electronic Devices Policy: All laptops, iPads, and phones must remain closed and off during class, unless you have come to an agreement with me. The course thrives on maximum participation, and this can only happen if we engage in direct conversation without media interference. Allowances will be made in accordance with Disability Service policies. If I see you texting or web-surfing in class I will record you as absent for the day (and I will not waste my time by telling you I have done so). Don’t do it. Late Assignments: I do not give extensions except in case of documented family or medical emergency, in line with the university Attendance regulation (NCSU REG02.20.03). https://policies.ncsu.edu/regulation/reg-02-20-03. Any assignment turned in late will be docked one full letter grade per calendar day. Incompletes: As stated by the university grading policy, "An IN must not be used...as a substitute for an F when the student's performance in the course is deserving of failing. An IN is only appropriate when the student's record in the course is such that the successful completion of particular assignments, projects, or tests missed as a result of a documented serious event would enable that student to pass the course." In this class, a grade of "IN" will only be given (1) in response to a written student request [email is fine] submitted to the instructor before 4:00 on the last day of classes; (2) at the instructor’s discretion; and (3) because of a serious interruption a student's work not caused by his/her own negligence. The university's policy on incompletes REG 02.50.03) can be found at http://policies.ncsu.edu/regulation/reg-02-50-03. Statement for Students with Disabilities: Reasonable accommodations will be made for students with verifiable disabilities. In order to take advantage of available accommodations, students must register with Disability Services for Students at Suite 2221, Student Health Center, Campus Box 7509, 515-7653. https://dso.dasa.ncsu.edu/ For more information on NC State's policy on working with students with disabilities, please see the Academic Accommodations for Students with Disabilities Regulation (REG02.20.1) http://policies.ncsu.edu/regulation/reg-02-20-01. Academic Dishonesty: All students share responsibility to uphold standards of academic integrity and honesty. It is NCSU policy that all students sign the Pack Pledge on tests and assignments, indicating: “I have neither given nor received unauthorized aid on this test or assignment.” By signing your name on any classwork, it is assumed that you have thereby made this Pledge. For further information, you may consult the Code of Student Conduct Policy (POL11.35.1) at: http://policies.ncsu.edu/policy/pol-11-35-01. N.C. State Polices, Regulations, and Rules (PRR): Students are responsible for reviewing the NC State University PRR’s which pertains to their course rights and responsibilities: Equal Opportunity and Non-Discrimination Policy Statement https://policies.ncsu.edu/policy/pol-04- 25-05 with additional references at: https://oied.ncsu.edu/equity/policies/
Code of Student Conduct https://policies.ncsu.edu/policy/pol-11- 35-01 Grades and Grade Point Average https://policies.ncsu.edu/regulation/reg-02- 50-03 Credit-Only Courses https://policies.ncsu.edu/regulation/reg-02- 20-15 Audits https://policies.ncsu.edu/regulation/reg-02- 20-04 Students of Concern: https://studentsofconcern.ncsu.edu/classroom-syllabus Supporting Fellow Students in Distress: As members of the NC State Wolfpack community, we each share a personal responsibility to express concern for one another and to ensure that this classroom and the campus as a whole remains a healthy and safe environment for learning. Occasionally, you may come across a fellow classmate whose personal behavior concerns or worries you, either for the classmate’s well-being or yours. When this is the case, I would encourage you to report this behavior to the NC State’s Students of Concern website: http://go.ncsu.edu/NCSUcares. Although you can report anonymously, it is preferred that you share your contact information so they can follow-up with you personally. Class Evaluations: Online class evaluations will be available for students to complete during the last two weeks of class. Students will receive an email message directing them to a website where they can login using their Unity ID and complete evaluations. All evaluations are confidential; instructors will never know how any one student responded to any question, and students will never know the ratings for any particular instructors. • Evaluation website: https://classeval.ncsu.edu • Student help desk:
[email protected] • More information about ClassEval: http://www2.acs.ncsu.edu/UPA/classeval/index.htm. Restriction on Sharing Content of Course Materials: Copying, distributing, downloading, and uploading information on the Internet may infringe the copyright for that information. Even an innocent, unintentional infringement violates the law. Violations of copyright law that occur on or over the university’s networks or other computer resources may create liability for the university as well as the computer user: https://policies.ncsu.edu/regulation/reg-01- 25-02. Accordingly, repeat infringers will have their computer account and other access privileges terminated by NC State. By accessing e-reserve and course web site material you agree to the following statement: “I acknowledge that all documents made available to me for the course REL 323 taught at NC State University in the current term are copyrighted and intended only for my personal use. By logging into the REL 323 website, you certify that you will not share any content of the class REL 323 NC State University website with a third party without written permission from the course instructor Dr. Jason C. Bivins. REG 02.20.11 - Recording Lectures and Discussions: Students may not use recording devices in the classroom without explicit prior permission of the instructor. If permission is granted, there must also be no member of the class who objects. Instructor and class permission is not required when an accommodation notification from Disability Services has been received by the instructor, which identifies a student that requires the use of a recording device. However, the instructor may prohibit the use of any recording device when it would inhibit free discussion and free exchange of ideas in the classroom. https://policies.ncsu.edu/regulation/reg-02- 20-11.