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The Catholic Imagination” Syllabus 1/1 (2012) Andrew T. Mccarthy, “The Catholic Imagination” Comment [Author1]: “The Catholic Imagination” is a required course in the Catholic Studies major at Anna Maria College. The primary 1 purpose of the course is to introduce students to THE CATHOLIC IMAGINA TION the Catholic culture which is a manifestation of the religious tradition, which, in turn, influences the transfer of religious and humanistic meaning back to the culture. The course is delivered on the ground to ANDREW THOMAS MCCARTHY, ANNA MARIA COLLEGE students in the major as well as non-majors who take it as a core curriculum distribution elective. It is adaptable for online delivery. The course description and objectives are standardized by the COURSE DESCRIPTION institution and were primarily developed by Dr. Michael Boover. The remainder of the syllabus is An exploration of the symbolic and imaginative dimension of Catholicism, key to the experience and developed by the author. transmission of Catholic tradition, as operative in art, music, literature, and liturgy, and as found in Comment [Author2]: Teaching religious imagination or any imagination is a challenge. The everyday life. design of this course, around the institutional course description and outcomes, mentors the religious imagination of students by bringing them STUDENT OUTCOMES into contact with imaginative themes and imaginative theory while facilitating the operation of their religious imaginations. The objective is to move students beyond an outsider’s, secondary 1. Increase in the understanding of selected artistic, cultural, literary and cinematic emphases source perspective through a deeper understanding particular to the Roman Catholic and (catholic) tradition. of the inner workings of their imaginations and a 2. Basic understanding of how religion and art together can give shape, meaning, and expressive direct engagement with religious themes by facilitating the creative process. This course is capacity to a person and a community of faith. designed to achieve a fuller theoretical 3. Expanded knowledge and appreciation of religious culture as an interpretive lens and as a understanding through praxis. means of dialogue with secular culture. 4. Appreciation of some distinct qualities associated with Catholicism as perceived by literary, visual, musical, and cinematic artists. 5. Identification and questioning of the roles writers, musicians, artists and filmmakers play in explorations and conversations about Jesus Christ, Christian life, and the pursuit of the beloved community. 6. Exploration of the purpose of artistry for the Church and the creative role of the human person in it as understood in the Catholic tradition. Critical assessment of both traditional and non- traditional forms of artistic evangelization. 7. Exploration of both the affinities and tensions between the creative individual and the creative community and exploration of the dynamics among persons from different levels of faith perception within a defined community. 8. Exposure to art, thoughts, and achievements of several creative Catholic thinkers with the intent of eliciting questions about an artistic vocation as an expression of personal and public faith- sharing. Comment [Author3]: Finding a text that REQUIRED TEXTS contains significant imaginative theory and a treatment of the religious imagination is a Catechism of the Catholic Church challenge. I used my own text for its treatment of the historical development of the theory and used a large selection of original sources which are listed in the course schedule. In the small college environment the scholarly endeavor is misplaced and self-serving if it is not manifested in the classroom. 1 The look of this article is not an error. See the editorial article for the explanation (Editor). 1 Syllabus 1/1 (2012) Andrew T. Mccarthy, “The Catholic Imagination” McCarthy, Andrew T. Francis of Assisi as Artist of the Spiritual Life: An Object Relations Theory Perspective. Lanham, MD: University Press of America, 2010. Comment [Author4]: Assessment material is gathered throughout the semester with early ASSESSMENT AND REQUIREMENTS opportunity for feedback. Primary determination of outcome achievement takes place at tertiary waypoints, at mid semester, and at the conclusion A letter grade will be credited with the lowest number in its range unless otherwise indicated. An in of the course. There are frequent homework between grade will be credited at the top of the lower letter grade range. (i.e., B/B+ equates to 86) assignments, the first of which is graded immediately for feedback and the rest are collected and graded as three separate portfolios. This allows Participation Midterm 7.5% Final 7.5% for regular and significant student engagement First Homework Midterm1% without overwhelming professor grading load. First Homework Portfolio Midterm 9% Second Homework Portfolio Final 10% Third Homework Portfolio Final 10% Midterm Exam Midterm 10% Final Creative Portfolio Final 25% Final Essay Final 20% Comment [Author5]: Participation is designed as a contest for students without substantial penalty PARTICIPATION for the ardent non-contributing class members when they participate in a receptive mode. Arum The top two participants in classroom and small group discussions will receive 15 out of 15 points. The and Roksa have identified the challenges of overcoming a wave of academic disengagement least engaged participant will receive 10 out of 15 points (or less), and all others will receive 13 out of 15 (2011). The loss of points for absences in points. I reserve the right to award more than two participants’ full credit and to identify more than one conjunction with the opportunity to make up a reasonable number of those points through person in the lowest credit category. The use of handheld texting devices in class, even below the desk, additional coursework has increased the overall (even the appearance of doing so as indicated by the tell-tale student texting posture) will be noted attendance rate and subsequent engagement in courses by causing students to be judicious in without further comment and be counted against your participation grade. Similarly, eyes closed in class deciding whether or not to miss a class. will also result in a lower participation grade. Once the initial participation grade is determined, I will make further deductions for absences according to the following scale: There will be a two point deduction from your final course grade for each absence that is not excused by the Office of Academic Affairs. This point reduction is a reflection of missed learning opportunity. For example: If you miss 4 classes and your final average would otherwise have been an 86 (B), it will be reduced to a 78 (C+). Participation and attendance have a significant impact on your intellectual growth and your final grade. Do not risk your grade. See below! PARTICIPATION RESTORATION CREDIT FOR ABSENCES I will allow you to do makeup credit within two weeks of the beginning of any absence. To complete this work, handwrite a two-page review or analysis of the text chapter or document selection that we are covering for that day or the most recent reading material that is related to the topic covered in the missed class. Although it is impossible to replace the experience of the class, it is hoped that this effort will increase your overall understanding of the topics that were missed. On this paper I expect a fairly normal size of legible script, beginning on the second line and reaching within two lines of the bottom of the page on college rule paper, 8.5x11 inches, no more than 1 inch margins. Write on every line. “Do not skip lines.” Neglecting to meet these requirements will lead to a ½ credit or no credit adjustment for the missed class. 2 Syllabus 1/1 (2012) Andrew T. Mccarthy, “The Catholic Imagination” I leave it up to you to verify with me what days you missed. You figure out from the syllabus which is the appropriate reading to review. Make sure you identify yourself, the day for which you are seeking credit, and the reading you are reviewing. I will only accept a maximum of 4 of these papers during the semester. They must be handwritten to ensure originality HOMEWORK Objective: Student will demonstrate a comprehensive engagement with the text and course material in an effort to better participate in and process the classroom experience. Below are general descriptions of each type of homework assignment (See schedule for specific assignment dates and topics): A. Discover Four Things: I want you to do some internet research on one of the Catholic themes that we will discuss in class. From this research you are expected to describe in two to three sentences what you have discovered about the theme that would help another person to understand the theme. I included a link to the Catechism of the Catholic Church in the required texts. This might prove helpful. You can also use an online Catholic Encyclopedia. (Supports student outcome 4) B. Summaries: For each assignment in a primary class text I want you to write a two paragraph summary of the material, concluding with analysis on the most important or striking point in your mind. Explain why it is so. (Supports student outcome 1 and 2) C. Three to Four Important Literature Points: For each piece of literature assigned for reading I want you to identify 3-4 important points by transcribing a quote, with its page number in parentheses. Then write 2-3 sentences on why that quote is important to the literature or what it says about the author’s use of imagination. The best of these will include consideration of both. (Supports student outcome 3 and 5) D. Four point analysis: I want you to carefully consider a work of art, music, drama or architecture that we view and/or discuss in class or for homework, and review any notes you made about the work.
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