RELS 3563 section 001 (CRN 42848)
Fall 2020, University of Oklahoma, College of Arts and Sciences
Tuesdays and Thursdays, 1:00-2:15 in Physical Sciences Center (PHSC) 416
vishanoff at ou dot edu
Office hours: Tuesdays and Fridays 10:00-11:00, or by appointment. Feel free to come to my office (Robertson 119), call my office phone (405-325-1150), or video chat (just call or email to let me know and then click here for my personal Zoom room).
This seminar is an attempt to enter into a theological conversation with Muslims through close reading of several different types of Islamic theological writing such as the Qur'an, creeds, disputational theology (kalam), philosophical theology, mystical theology, Islamist thought, and postmodern thought. Our primary goal will be to learn how to converse with each author by seeking to discover his assumptions, methods, and theological concerns. As we move from one author to the next, we will also develop our own ongoing conversation about some of the theological topics they address such as salvation, predestination, God's attributes, prophecy, revelation, the nature and sources of theological knowledge, and religious pluralism.
We will work very deliberately on the skill of reading primary texts attentively, and on the equally difficult art of contributing to a class discussion. I will provide feedback to help you improve whatever skills you already have (or feel you don’t have) in these areas. Some texts will be short, but will require very careful reading. You will write a midterm essay analyzing how one or two Muslim theologians approach a specific theological topic of your choice, and then expand that study into a final paper showing how that topic was addressed by a number of different Muslim writers over the course of Islamic history. The final exam will consist of an essay about your own intellectual development over the course of the term.
This course satisfies the General Education IV-NW requirement (Non-Western Culture). It is a traditional in-person class (not blended), but this semester we will resort to online discussions in Canvas in cases of illness, isolation orders, or campus closure.
The following textbooks are all required and must be brought to class when assigned. I have a few extra copies of some of these books that former students have donated so that you can borrow them for the semester if your budget is tight; if you would like to borrow some, please email me before the term begins or talk with me after our first class.
The Qur'an, translated by Muhammad A. S. Abdel Haleem. Oxford World's Classics, Oxford University Press. ISBN 978-0199535958. $12.95 (paperback; hardcover and English/Arabic also available; any edition of this translation is okay).
- We will use this immediately. Please use this specific translation, which is excellent. I suggest ordering your own copy before the term begins. However, it is also available free to OU students online here; if you are not on campus, you may need to log on to the OU Library's web site before this link will work. If you use the online version, please print out the text before you read, so that you can mark it up and bring it with you to class. You can use the chapter : verse lookup to find the sura you want.
- Al-Ghazali's Moderation in Belief, translated by Aladdin M. Yaqub. University of Chicago Press, 2013. ISBN 978-0226060873. $50 hardcover, $22.99 Kindle; $10 limited time ebook (45 days) from publisher.
Avicenna on Theology. Translated by Arthur J. Arberry. Reprint Kazi Publications, 2007. ISBN 978-1930637412. $9.95.
- There are several reprints of this floating around, and any one of them should do, as they all seem to have the same page numbers.
- The Faith and Practice of al-Ghazali. Translated by William Montgomery Watt. Oneworld, 2000. ISBN 978-1851680627. $23.99.
- Sayyid Qutb. Milestones. Dar al-Ilm, 2007. 978-0934905145. $14.95.
- Please use this specific edition, which is available along with all the other books through soonerbooks.com; other editions have different page numbers, which makes class discussion very confusing.
- Farid Esack. Qur’an, Liberation, and Pluralism. Oneworld, 1997. ISBN 978-1851681211. $34.99.
- To develop the desire and ability to learn through close reading of primary texts and attentive listening to Muslim authors.
- To develop the skills and ethics of constructing knowledge collectively through discussion.
- To develop a conceptual and historical mental map of major currents in Islamic thought, as a framework for further learning.
- To identify tacit assumptions and stated principles that are shared or debated in Islamic discourse, and understand these findings both in the Muslim authors’ terms and in terms of our own categories.
- To develop listening knowledge–that is, to train and equip ourselves for the difficult art of listening to, conversing with, and getting to know religious people who do not share our assumptions, convictions, or ways of thinking.
Preparation and contribution (40% of the course grade):
There are two ways to demonstrate your preparation and contribute to this class:
- By speaking up in class. Oral contributions in class are often the most helpful for the rest of us–but only if what you say is clear, concise, relevant to where we are or where we need to go in our conversation, and well grounded in the assigned readings. Don’t talk just to fill silence! If you tend to speak up often, make a special effort to defer to those who speak less often, and please help me to notice students who have their hands up if I don’t see them.
- By posting written comments in Canvas, in the Reply box beneath the day's assignment, at least one hour before class, in response to my questions about the assigned readings. These comments should be concise, should refer to specific parts of the readings, and should present just one idea in response to just one of the questions raised in the assignment. You can mention ideas that others have already raised in their posts, but be sure to credit them, and add your own substantive contribution based on your own reading in your own words. Please keep a copy of all your posts for yourself as well, in case some get lost in cyberspace.
If you are shy, or have trouble formulating ideas quickly enough to speak up, I suggest you start out with written comments; then, when you have found your voice in writing, start looking for opportunities to bring up your ideas in class.
How much should you contribute? As long as we are meeting in person and you attend regularly, you should aim to make a substantial contribution about once a week, whether orally in class, in writing online, or a mix of the two. If you miss more than a couple of classes for illness, self-isolation, or any other reason, or if the whole class has to move online, then to make up for the loss of class discussion you will be expected to contribute online for pretty much every class--though I realize you might have to skip a few.
Your grade for “preparation and contribution” will be based not only on whether you have contributed regularly but also on the depth, insightfulness, clarity, and conciseness of your contributions, and especially on how well they reflect careful reading of the assigned texts. Your grade will not depend on having “the right interpretation” of the readings–we will often disagree, and we will all make plenty of mistakes trying to understand our texts, and that’s fine. Your grade will also be affected by little indications of preparation and engagement such as bringing the assigned texts to class, and by how well you help us to maintain a focused intellectual atmosphere in the classroom by doing things like staying alert and engaged, respecting others, and avoiding anything that might disrupt, distract, or discourage others from staying focused.
Major paper, in two stages (15% and 30%)
The first stage (15%) will be a 1500-2000 word midterm essay in which you analyze what one or two primary texts have to say about a theological topic of your choice (see the Guidelines for Midterm Essay). The second stage (30%), a 3000-4000 word term paper, should expand your midterm essay into a multidimensional study of your chosen topic (see the Guidelines for Term Paper). Your term paper may incorporate material from your midterm essay, improved and reframed to fit the argument of the new paper.
Final exam (15%)
An essay exam describing your own intellectual process and development over the course of this term.
Attendance (crucial, but more flexible this semester)
The work of this course consists in thinking and reaching conclusions together in class, not learning information on your own. This is only possible with your consistent preparation, attendance, and participation. Therefore, I usually have a strict attendance policy; but this term is different. I don't want you to feel any pressure to come to class if you don't feel well, so there will be no grade penalty for absences. All I ask is that you communicate with me about your absences, even if you don't feel you have a good excuse, so that I can help you figure out the best way to still benefit from the course. And be sure to post online about the reading, preferably before class, if you are going to be absent (though I realize that circumstances might not always permit that). I will still record attendance, just so that I know who ought to be posting online daily to make up for missed discussions.
Academic honesty (all or nothing)
In my estimation, any form of deceit, however “mild,” warrants a final course grade of F. Individual instances of suspected academic dishonesty will be referred to the appropriate University authorities, who will investigate and determine appropriate penalties (which may include grade penalties, extra classes, suspension, expulsion, and/or other penalties). In my estimation, academic dishonesty includes (but is not limited to) turning in writing not created by yourself solely for this class, plagiarism (reproducing or paraphrasing someone else’s words or ideas without citing them), failing to document sources as required in an assignment, helping other students to avoid doing their own reading or thinking or writing, selling a paper or post or exam essay or sharing it with someone who might use it instead of doing his or her own work, using the ideas or wording in others' online posts without citing them, submitting answers or comments online without having studied the relevant materials for yourself, and false excuses for absences or late or missed assignments. You have no need to invent excuses, because unmet requirements will affect only my evaluation of your work, they will not affect my respect for you as a person; so false excuses mean that you are attempting to falsify your grade, which in my estimation warrants a course grade of F. See ou.edu/integrity for information on student rights and responsibilities with regards to academic misconduct.
Course evaluation (a moral requirement)
At the end of the term you will have the opportunity to answer online questions about this class at eval.ou.edu. This may seem like a meaningless exercise, but I actually care a great deal about the insights that students give me in these surveys about themselves, their learning experiences, and my own teaching. There is no way for me to formally require completion of these evaluations, and I never find out which students do and do not fill them out (unless they mention their names in their answers, which can help me understand their comments better). But I hope you will agree, when you see how much of myself I poor into this class over the course of the term, that you owe me ten minutes of your time and some honest answers about the class! I sincerely want and expect every student to fill out an evaluation. Thank you; my future students and I will all be grateful that you did.
- Assignments may or may not be accepted late, at the instructor’s discretion. Unless arranged in advance, any such lateness will be penalized one letter grade for each interval between class periods (or any fraction thereof) that elapses after the scheduled date.
- No extra-credit work will be assigned or accepted; please do not ask. To benefit from this class, you need to do the work as it is assigned, not do other work later.
- In order to help alleviate the stress of "dead week" or "pre-finals week," I have designed the schedule so that the papers and almost all the readings are completed before the last week of classes. For specific provisions of OU's official pre-finals week policy see https://apps.hr.ou.edu/FacultyHandbook#4.10.
- Exams or work falling on religious holidays may be rescheduled without penalty; please let me know in advance, as soon as you are able to determine that a holiday may conflict with class or an assignment.
- Any student who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact me personally as soon as possible; I will be very glad to make accommodations to help you participate and learn more effectively. If you are unsure whether you should request some kind of accommodation, or what kind of accommodation might be most helpful for you, consult the staff at the Disability Resource Center who will be able to help figure out what is best and whether you should formally register with the Center (730 College Avenue, 325-3852, TDD 325-4173).
- Title IX Resources and Reporting Requirement: For any concerns regarding gender-based discrimination, sexual harassment, sexual assault, dating/domestic violence, or stalking, the University offers a variety of resources. To learn more or to report an incident, please contact the Sexual Misconduct Office at 405/325-2215 (8 to 5, M-F) or email@example.com. Incidents can also be reported confidentially to OU Advocates at 405/615-0013 (phones are answered 24 hours a day, 7 days a week). Also, please be advised that a professor/GA/TA is required to report instances of sexual harassment, sexual assault, or discrimination to the Sexual Misconduct Office. Inquiries regarding non-discrimination policies may be directed to: Faustina Layne, Interim Institutional Equity Officer and Title IX Coordinator, at 405/325-3546 or firstname.lastname@example.org. For more information, visit http://www.ou.edu/eoo.html.
- Adjustments for Pregnancy/Childbirth Related Issues: Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact me or the Disability Resource Center at 405/325-3852 as soon as possible. Also, see http://www.ou.edu/eoo/faqs/pregnancy-faqs.html for answers to commonly asked questions.
- Special university-wide COVID-19 attendance policy:
- A temporary university policy has been established to protect the OU community by ensuring that students who are ill or required to isolate feel encouraged to remain at home. Missing a class session or other class activity due to illness or isolation will not result in a penalty for the absence, and the student will not be asked to provide formal documentation from a healthcare provider to excuse the absence. This policy is based on all students and faculty adhering to the principles of integrity, honesty, and concern for others.
- Students who are experiencing symptoms of COVID-19, including cough, fever, shortness of breath, muscle pain, headache, chills, sore throat, loss of taste or smell, congestion or runny nose, nausea or vomiting, or diarrhea or who have been in close contact with others who have symptoms should:
- Remain at home to protect others
- Ensure that any needed screening has been conducted (COVID-19 Screening and Reporting Tool) and any needed treatment obtained
- Contact the instructor prior to absence or inability to participate, if possible, and provide an honest report of the reason for which you cannot attend class or complete a course activity
- Continue to complete coursework to the extent possible, using Canvas, zoom, and other online tools
- Submit assignments electronically to the extent possible and as directed by the instructor
- Communicate with the instructor to arrange modifications to deadlines or work requirements or reschedule exams or other important course activities, when it is necessary
- Recorded sessions: In the unlikely event that we have to go online and some sessions of this course end up being recorded or live-streamed, these recordings will be the intellectual property of the individual faculty member and may not be shared or reproduced without the explicit, written consent of the faculty member. In addition, privacy rights of others such as students, guest lecturers, and providers of copyrighted material displayed in the recording may be of concern. Students may not share any course recordings with individuals not enrolled in the class, or upload them to any other online environment.
- Masking policy: As outlined by the University of Oklahoma's Chief COVID Officer, until further notice, employees, students, and visitors of the OU community will be mandated to wear masks (1.) when they are inside University facilities and vehicles and (2.) when they are outdoors on campus and social distancing of at least six feet is not possible. For the well-being of the entire university community it is important that everyone demonstrate the appropriate health and safety behaviors outlined in the University Mandatory Masking Policy (https://www.ou.edu/coronavirus/masking-policy). As this mandate includes all campus classrooms, please make sure you are wearing your mask while in class. If you do not have a mask or forgot yours, see the professor for available masks. If you have an exemption from the Mandatory Masking Policy, please see the professor to make accommodations before class begins. If and where possible, please make your professor aware of your exemption and/or accommodation prior to arriving in class. If a student is unable or unwilling to wear a mask and has not made an accommodation request through the ADRC, they will be instructed to exit the classroom.
- If you are experiencing any mental health issues that are impacting your academic performance, counseling is available at the University Counseling Center (UCC). The Center is located on the second floor of the Goddard Health Center, at 620 Elm Rm. 201, Norman, OK 73019. To schedule an appointment call (405) 325-2911. For more information please visit http://www.ou.edu/ucc.
- OU also has a detailed non-discrimination policy.
The syllabus page shows a table-oriented view of the course schedule, and the basics of course grading. You can add any other comments, notes, or thoughts you have about the course structure, course policies or anything else.
To add some comments, click the "Edit" link at the top.