DOCSLIB.ORG

Religion, Comparative (REL) 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Religion, Comparative (REL) 1 Religion, Comparative (REL) 1 REL 254. Introduction to Russian and Eurasian Studies. (3) (MPF) Religion, Comparative Examines the major developments that have shaped Russian and Eurasian Culture, society and politics over the last millennium. The (REL) course incorporates perspectives from the social sciences, humanities and the fine arts. IIB. CAS-B. REL 101. Introduction to the Study of Religion. (3) (MPF, MPT) Cross-listed with ATH/CLS/ITS/HST/POL/RUS. Introduction to the study of religion as a phenomenon of human REL 275. Introduction to the Critical Study of Biblical Literature. culture. Various examples of religion are observed and compared in (3) (MPF, MPT) relationship to a thematic and methodological framework. IIB. CAS-B. Surveys origins, historical development, content of texts, both REL 128. Religion, Science, and Origins. (3) (MPF) canonical & non-canonical, that contributed to the formation of the A team-taught, interdisciplinary introduction to the science behind Bible against the background of the advent & continuing development the theory of evolution and to religious responses to that theory, of modern literary and historical-critical methods. IIB. CAS-B. including contemporary controversies around creation science and REL 277. Independent Studies. (0-6) intelligent design. Multiple disciplinary perspectives are brought to bear, drawn from fields in both the natural sciences (such as biology) REL 286. Global Jewish Civilization. (3) (MPF) and the humanities (such as philosophy of science, sociology of How did the Jewish people persist through the vicissitudes of knowledge, science studies, intellectual and cultural history, and enslavement, conquest, dispersion, and return, over the course of comparative religion). IIB. CAS-B. three thousand years of history? In this course, we will study of the Cross-listed with BIO. encounter between Jews and the cultures and lands in which they lived, through a consideration of Jewish sacred texts and literature, REL 133. Imagining Russia. (3) (MPF) spanning the globe from Ancient Mesopotamia to modern America. Survey of Russian history, society, politics, economy, literature, film, IIB, IIIB. CAS-B. and arts from a variety of intellectual perspectives. Classroom lectures plus out of class cultural presentations. IIB, IIIB. CAS-B. REL 306. History of Christian Thought. (3) Cross-listed with RUS. A survey of the history of Christian thought that introduces the major intellectual issues throughout Christian history, including REL 177. Independent Studies. (0-6) understandings of God, evil, human nature, and salvation. Examines REL 201. Methods for the Study of Religion. (3) (MPT) the diversity in Christianity between and within Orthodox, Catholic, Classical and contemporary theories of the nature, origin, and and Protestant traditions. Explores the interaction between function of religion in human society. Required for majors and minors intellectual developments and historical context. CAS-B. in comparative religion. ADVW. CAS-W. Cross-listed with HST 306. Prerequisite: sophomore standing. REL 313. Marriage Across Cultures. (3) REL 203. Global Religions of India. (3) (MPF) This class engages feminist theory and gender studies to explore the Explores the major religions of India and their growth outside India. consequences of different types of marital formations (polygamous Asks how these religions have contributed to the religious pluralism as well as monogamous) for the lives of women and men in selected of America. Also asks how Asian American and non-Asian American Western and non-Western cultures. IC. CAS-B. practitioners of these religions have changed the way that religion in Cross-listed with WGS. practiced in India and other parts of Asia. IIB, IIIB. CAS-B. REL 314. Social and Religious History of the Jewish People. (3) Cross-listed with AAA. (MPF, MPT) REL 223. Introduction to Buddhism. (3) Cultural, social, and religious history of Jews in Europe, America, and Explores the development of Buddhism in India and South Asia. the Middle East since Enlightenment with emphasis on 20th century Examines the relationship between early Buddhist values and those and in the context of the larger society and culture. IIB. CAS-B. of the larger culture in India, especially with regard to the importance REL 316. The Age of the Reformation. (3) of marriage, family, and accumulation of wealth. As Buddhism spread The religious revolutions of the 16th century, both Protestant and to Nepal, Tibet, Sri Lanka, Burma, and Thailand, it was transformed Catholic, in their social, political, and religious contexts. Topics chosen by and effected profound changes within these other cultures. These from: medieval reform movements and heresies; popular religion; the cultural interactions are explored. debates about clerical celibacy, free will, and the priesthood; social REL 226. Introduction to Islam. (3) discipline and the modern state; family and women; the missions to Origin and early history and rapid spread of Islam as a world faith, the New World; the witch craze and the Inquisition. development of Muslim theology and culture, major groups and Cross-listed with HST 316. thinkers, and problems and issues of the present. REL 330. Religion, Sex, & Gender. (3; maximum 6) REL 241. Religions of the American Peoples. (3) (MPT) Do people have gender-specific ways of experiencing religious life? An introduction to the Jewish, Eastern Orthodox, and Roman Catholic Learn how gender and sexuality shape a person’s religious life. See traditions with emphasis on their transition to and development in how organized religion is in turn shaped by the lived experience North America. IC. CAS-B. of humans with gendered and sexualized bodies. Apply feminist Cross-listed with AMS. and queer theory to selected case studies in order to analyze how religions respond to people and how people respond to religion. CAS- B. Cross-listed with WGS 330. 2 Religion, Comparative (REL) REL 331. Paul and the Beginnings of Christianity. (3) REL 365. Arabian Gulf Economies in Social Transition. (6) History, institutions, and thought of early Christianity in the first two Since the discovery of oil in twentieth-century Arabia, the Sultanate centuries, C.E., including the letters of Paul and early interpreters of of Oman and the United Arab Emirates have seen remarkable social, Paul. cultural, political, and economic shifts. In visits to Dubai, Muscat, and Abu Dhabi, this program will introduce students to the intersection REL 332. The Development of Christianity: 100 to 451. (3) Development of Christianity and the interaction between religion, of the religious, cultural, and economic climates of both the United culture, society, and politics from second through fifth centuries. CAS- Arab Emirates and the Sultanate of Oman to foster the importance B. of Arab culture and Islam to the pursuit of a successful emerging, Cross-listed with HST 334. developed, and specialized economy in the Middle East. Through site visits, conversations with experts and locals, as well as personal REL 333. Religion, Dress, and Status. (3) (MPT) experiences, students will evaluate how culture is preserved, lost, and Displays of status through constrictive dress and gender segregation transformed in Oman and UAE in the course of engaging in local and will be explored with reference to religion, gender, and class. Course global business. As a result of this experience, students interested in will explore the topic through selected case studies, several of which foreign affairs, human cultures, global politics, and global economies involve Islamic cultures. will be uniquely skilled to succeed in the Arabian Gulf context. This Cross-listed with WGS. course is only offered as part of a credit workshop. REL 336. Reconstructing Jesus. (3) REL 373. Religion after Communism. (3) There are a lot of Jesuses out there; the divine savior, the wandering Explores the relationship between Religion and Socialism, focusing Jewish preacher, the apocalyptic prophet, the revolutionary, the moral especially on the Soviet Union and China. In both, religion suffered philosopher—each one someone’s reconstruction. How do we get to severe repression under communist regimes, followed in recent the Jesus of History, and what does that even mean? Students explore decades by the revival of Orthodox Christianity in Russia, Islam in the intellectual and methodological problems in reconstructing a Central Asia, and various religions in China, with significant impact historical figure — none more influential than Jesus of Nazareth. on society and politics in all. Examines the significance of religion in REL 340. Internship. (0-20) these countries for understanding international relations and media representation. CAS-B. REL 341. Protestantism and the Development of American Culture. (3) (MPT) REL 376. Global Jihadism. (3) History and symbolic structure of American Protestantism and its role Introduces and examines the development of contemporary Jihadi- in the development of American culture. Salafi movements such as al-Qa'ida and ISIS in comparison with Cross-listed with AMS 341. movements such as Hamas and Hizbullah. Evaluates the changing interpretations of Islamic tradition, law, and religious practice each REL 342. Religious Pluralism in Modern America. (3) (MPT) movement manifests. Particular attention is paid to a critical analysis Historical and cultural analysis of religious communities of the U.S. of the writings and multimedia productions of these movements in of primarily
Load more

Recommended publications
  • Fewer Americans Affiliate with Organized Religions, Belief and Practice Unchanged
    Press summary March 2015 Fewer Americans Affiliate with Organized Religions, Belief and Practice Unchanged: Key Findings from the 2014 General Social Survey Michael Hout, New York University & NORC Tom W. Smith, NORC 10 March 2015 Fewer Americans Affiliate with Organized Religions, Belief and Practice Unchanged: Key Findings from the 2014 General Social Survey March 2015 Table of Contents Abstract ......................................................................................................................................................... 1 Introduction ................................................................................................................................................... 1 Most Groups Less Religious ....................................................................................................................... 3 Changes among Denominations .................................................................................................................. 4 Conclusions and Future Work....................................................................................................................... 5 About the Data ............................................................................................................................................. 6 References ..................................................................................................................................................... 7 About the Authors .......................................................................................................................................
    [Show full text]
  • Religious Studies (RELS) 1
    Religious Studies (RELS) 1 RELS 108 — Hinduism Course count: 1 RELIGIOUS STUDIES (RELS) An examination of Hinduism and the Hindu tradition from the Vedas to the present day. Among the subject considered: the Upanishads; RELS 101 — Intro to the Comparative Study of Religion Course count: 1 the Ramayana and Mahabharata; village Hinduism; Gandhi; and Introduction to the nature and place of religion in the human experience contemporary Hindu political thought. Evaluation will include both as critically understood through the modern disciplines of comparative examinations and essays. history, text criticism, and social science. Viewpoints covered include the psychoanalytic, philosophical, biological, artistic, and anthropological. GPA units: 1 Sources range broadly from the Bible to modern fiction, Lao Tzu to Celtic Common Area: Cross-Cultural Studies, Studies in Religion myths. The course also examines the effects of modern change on Typically Offered: Annually religion in global perspective. RELS 114 — Introduction To Theology Course count: 1 GPA units: 1 Introduction to major claims in Christian theology through a close Common Area: Cross-Cultural Studies, Studies in Religion examination of historical and contemporary Catholic and Protestant Typically Offered: Alternate Years theologies. Topics include: methods in doing theology and in biblical interpretation; images of God and of Jesus; the human condition; RELS 102 — Mary in Christian Theology Course count: 1 different marks and models of the church; and religious diversity. Mary, the mother of Jesus, has held great significance for Christians over Readings address the interplay in theological reflection between religious the centuries. This class will examine the following topics: Mary in the tradition and social location, and analyze the implications and challenges Scriptures, the development of Marian doctrines (the Virgin Birth, the of Christian claims in light of gender, race and poverty.
    [Show full text]
  • Informal Religious Activity Outside Hegemonic Religions: Wild Traditions and Their Relevance to Evolutionary Models Pascal Boyera,B
    RRBB1678518 Techset Composition India (P) Ltd., Bangalore and Chennai, India 11/8/2019 RELIGION, BRAIN & BEHAVIOR https://doi.org/10.1080/2153599X.2019.1678518 5 Informal religious activity outside hegemonic religions: wild traditions and their relevance to evolutionary models Pascal Boyera,b 10 Q1 aDepartment of Anthropology, Washington University in St. Louis, St. Louis, MO, USA; bDepartment of Psychological ¶ & Brain Sciences, Washington University in St. Louis, St. Louis, MO, USA ABSTRACT KEYWORDS Q2 Evolutionary approaches to religious representations must be grounded in Cultural evolution; 15 ¶ a precise description of the forms of religious activity that occurred before evolutionary models; the emergence of state societies and doctrinal religious organizations. religions; shamanism These informal religious activities or “wild traditions” consist of services provided by individual specialists, with no formal training or organization, who generally specialize in palliating or preventing misfortune. The anthropological and historical record show that (a) such 20 traditions are present in almost all documented human societies, (b) they have important common features, and (c) they reappear despite the political dominance of doctrinal organizations. The form of religious activity that humans spontaneously create, or re-create in the face of political suppression, comprises no stable doctrine, faith, or community Q3 of believers. In light of these facts, important corrections should be 25 ¶ made to current models of the evolutionary underpinnings of religious thought and behavior, in particular, by taking into account the great importance of political coercion and the minor role of doctrines in the QA: Coll: spread of religious concepts and practices. 30 Q4 Evolutionary perspectives in the study of religious representations aim to describe the kinds of men- ¶ tal capacities or preferences that (a) occur in human minds by virtue of natural selection and (b) influence the acquisition and transmission of what we usually call “religious” thought and behavior.
    [Show full text]
  • Theory in the Study of Religion
    Chapter 3 Theory in the Study of Religion Donald Wiebe My aim in this paper is to assess the role of theory in ‘religious studies.’1 The task is a general one and will not concern itself with evaluating any specific theory or theories of religion but rather with the appropriateness of the very notion of ‘a theory of religion.’ It will not, however, be an easy undertaking, not only because of its generality but also because of its paradoxical character. To admit of the existence of theories of religion and yet raise the question of the ‘possibility’ of such theories is somewhat odd to say the least. The history of the study of religion, I suggest however, forces us both to the admission and to the question. 1 The Place of ‘Theory’ in Religious Studies The place of theory in ‘religious studies’ has had a rather chequered history. Theory, it seems, lies at the centre of the formation of this so-called ‘new sci- ence’ in the form of what Eric Sharpe in his history of the ‘discipline’ refers to as the ‘Darwinian-Spencerian theory of evolution.’ In concluding a survey of the antecedents of ‘comparative religion’ (i.e. the ‘new science of religion’ of Max Müller) he writes: … with Comte, Darwin and Spencer we have come to the threshold of the hundred years of comparative religion which we are to survey. We have seen something of the variety of approaches to the religions of mankind which could be held before the coming of evolutionism: the Christian 1 My attention in this paper will be focused primarily on the emergence of the study of religion as an academic discipline (i.e., a ‘university subject’) with the rise of the ‘phenomenologists.’ The ‘phenomenologists,’ I would argue, constitute a dominant tradition in the history of the scholarly study of religion.
    [Show full text]
  • Interrogating the Comparative Method: Whither, Why, and How?1
    religions Article Interrogating the Comparative Method: Whither, Why, and How?1 Barbara A. Holdrege Department of Religious Studies, University of California, Santa Barbara, Santa Barbara, CA 93106-3130, USA; [email protected] Received: 15 January 2018; Accepted: 26 January 2018; Published: 12 February 2018 Abstract: This essay seeks to illuminate the problematics, methods, and dynamics of comparison by interrogating how certain analytical categories in the study of religion, such as scripture and the body, can be fruitfully reimagined through a comparative analysis of their Hindu and Jewish instantiations. I consider a range of issues that are critical to any productive comparative study, and I reflect more specifically on the principal components of my own comparative method in light of Oliver Freiberger’s analytical framework: the goals of comparative analysis; the modes of comparison; the parameters that define the scope and the scale of the comparative inquiry; and the operations involved in the comparative process, beginning with selection of the specific traditions and analytical categories to be addressed and formulation of the organizational design of the study and culminating in the re-visioned categories and models in the study of religion that constitute the fruits of the comparative inquiry. Keywords: comparative method; analytical categories; models of religious tradition; Hinduisms; Judaisms; Hindu-Jewish comparative studies; scripture; body; Veda; Torah Jonathan Z. Smith, in his 1982 essay “In Comparison a Magic Dwells,” surveys and critiques four basic modes of comparison—ethnographic, encyclopedic, morphological, and evolutionary— together with their more recent variants, and concludes that none of the proposed methods is adequate. Yet he suggests that the comparative enterprise should not thereby be abandoned, for the process of comparison is a constitutive aspect of human thought and is critical to the task of the scholar of religion.
    [Show full text]
  • Surviving and Thriving in a Hostile Religious Culture Michelle Mitchell Florida International University, [email protected]
    Florida International University FIU Digital Commons FIU Electronic Theses and Dissertations University Graduate School 11-14-2014 Surviving and Thriving in a Hostile Religious Culture Michelle Mitchell Florida International University, [email protected] DOI: 10.25148/etd.FI14110747 Follow this and additional works at: https://digitalcommons.fiu.edu/etd Part of the New Religious Movements Commons Recommended Citation Mitchell, Michelle, "Surviving and Thriving in a Hostile Religious Culture" (2014). FIU Electronic Theses and Dissertations. 1639. https://digitalcommons.fiu.edu/etd/1639 This work is brought to you for free and open access by the University Graduate School at FIU Digital Commons. It has been accepted for inclusion in FIU Electronic Theses and Dissertations by an authorized administrator of FIU Digital Commons. For more information, please contact [email protected]. FLORIDA INTERNATIONAL UNIVERSITY Miami, Florida SURVIVING AND THRIVING IN A HOSTILE RELIGIOUS CULTURE: CASE STUDY OF A GARDNERIAN WICCAN COMMUNITY A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF ARTS in RELIGIOUS STUDIES by Michelle Irene Mitchell 2014 To: Interim Dean Michael R. Heithaus College of Arts and Sciences This thesis, written by Michelle Irene Mitchell, and entitled Surviving and Thriving in a Hostile Religious Culture: Case Study of a Gardnerian Wiccan Community, having been approved in respect to style and intellectual content, is referred to you for judgment. We have read this thesis and recommend that it be approved. _______________________________________ Lesley Northup _______________________________________ Dennis Wiedman _______________________________________ Whitney A. Bauman, Major Professor Date of Defense: November 14, 2014 The thesis of Michelle Irene Mitchell is approved.
    [Show full text]
  • Statement on Diversity: As a Subfield of Religious Studies, the Study of Comparative Mysticism Has Been Dominated by Male White Western Scholars Since Its Inception
    California Institute of Integral Studies EWP9566: ADVANCED Ph.D. SEMINAR: COMPARATIVE MYSTICISM Spring 2014 (3 units) Thursdays 3:00pm-6:00pm (Jan 30-Mar 13; Mar 27-May 1); Saturday 10-5pm (May 10) Instructor: Jorge N. Ferrer, PhD. Tel. (415) 575-6262; email: [[email protected]]. Course Description: In the spirit of dialogue and inquiry, this advanced seminar provides an in-depth exploration of the field of comparative mysticism. After discussing the various meanings of the term “mysticism,” an overview of the field of comparative mysticism and its methodological foundations will be offered. We will discuss the major horizons of the field, as well as the main families of interpretive models in the field: typological, perennialist, constructivist, feminist, neo-perennialist, evolutionary, contextualist, postmodern, pluralist, and participatory. Topical sessions will address five contemporary areas of inquiry in the study of mysticism: (1) the intermonastic dialogue, (2) mysticism and gender, (3) embodiment and erotic mysticism, (4) the ethics of mysticism, and (5) psychedelic research and mystical experience. Students select two mystical traditions, authors, notions or phenomena and compare them applying one of the models studied or their own comparative approach. Students are encouraged to approach the study of mystics and mystical texts from an empathic, participatory, and contemplative perspective. Summary of Educational Purpose: The main purpose of this course is to deepen students’ knowledge of classic and contemporary approaches to the study of mystical phenomena and comparative mysticism. An additional objective is to guide students in the selection of the most appropriate comparative approach for their research interests. Learning Objectives: After completing this course, students will be able to: 1.
    [Show full text]
  • Reading List in Theory and Method for Religious Studies 12.15.09 Asad
    Reading List in Theory and Method for Religious Studies 12.15.09 Asad, Talal, Genealogies of Religion: Discipline and reasons of power in Christianity and Islam (Baltimore: Johns Hopkins University Press, 1993). Bell, Catherine, Ritual Theory, Ritual Practice (New York: Oxford University Press, 1992). Berger, Peter L., The Sacred Canopy: Elements of sociological theory of religion, (Garden City, NY: Anchor Books, 1969). Doniger, Wendy, The Implied Spider: Politics and Theology in Myth (New York: Columbia University Press, 1998). Douglas, Mary, Purity and Danger: An analysis of the concepts of pollution and taboo (London; New York: Routledge, 1994). Durkheim, Émile, The Elementary Forms of Religious Life, trans. Carol Cosman (Oxford New York: Oxford University Press, 2001). Eliade, Mircea, Patterns in Comparative Religion, trans. Rosemary Sheed (Cleveland, World Pub. Co., 1966). Freud, Sigmund, The Future of an Illusion, trans. and ed. James Strachey (New York: Norton, 1961). Freud, Sigmund, Totem and Taboo: Some points of agreement between the mental lives of savages and neurotics, trans. James Strachey (London: Routledge, 2001). Geertz, Clifford, The Interpretation of Cultures: Selected Essays (New York: Basic Books, 1973). Hewitt, Marsha. Critical Theory of Religion: A Feminist Analysis (Minneapolis: Augsburg Fortress Publishers, 1995). James, William, The Varieties of Religious Experience (Cambridge, Mass.: Harvard University Press, 1985). Levy-Strauss, Claude. Tristes Tropiques Lincoln, Bruce, Theorizing Myth: Narrative, ideology, and scholarship (Chicago: University of Chicago Press, 1999). Luckman, Thomas. The Invisible Religion (New York: Macmillan Publishing Company, 1967). Malinowski, Bronislaw, Magic, Science, and Religion, and other essays (Garden City, N.Y.: Doubleday, 1954). Marx, Karl and F. Engels, Marx and Engels on Religion (Moscow, Foreign Languages Pub.
    [Show full text]
  • African Concepts of Energy and Their Manifestations Through Art
    AFRICAN CONCEPTS OF ENERGY AND THEIR MANIFESTATIONS THROUGH ART A thesis submitted to the College of the Arts of Kent State University in partial fulfillment of the requirements for the degree of Master of Arts by Renée B. Waite August, 2016 Thesis written by Renée B. Waite B.A., Ohio University, 2012 M.A., Kent State University, 2016 Approved by ____________________________________________________ Fred Smith, Ph.D., Advisor ____________________________________________________ Michael Loderstedt, M.F.A., Interim Director, School of Art ____________________________________________________ John R. Crawford-Spinelli, D.Ed., Dean, College of the Arts TABLE OF CONTENTS LIST OF FIGURES………………………………………….. iv ACKNOWLEDGMENTS …………………………………… vi CHAPTERS I. Introduction ………………………………………………… 1 II. Terms and Art ……………………………………………... 4 III. Myths of Origin …………………………………………. 11 IV. Social Structure …………………………………………. 20 V. Divination Arts …………………………………………... 30 VI. Women as Vessels of Energy …………………………… 42 VII. Conclusion ……………………………………….…...... 56 VIII. Images ………………………………………………… 60 IX. Bibliography …………………………………………….. 84 X. Further Reading ………………………………………….. 86 iii LIST OF FIGURES Figure 1: Porogun Quarter, Ijebu-Ode, Nigeria, 1992, Photograph by John Pemberton III http://africa.si.edu/exhibits/cosmos/models.html. ……………………………………… 60 Figure 2: Yoruba Ifa Divination Tapper (Iroke Ifa) Nigeria; Ivory. 12in, Baltimore Museum of Art http://www.artbma.org/. ……………………………………………… 61 Figure 3.; Yoruba Opon Ifa (Divination Tray), Nigerian; carved wood 3/4 x 12 7/8 x 16 in. Smith College Museum of Art, http://www.smith.edu/artmuseum/. ………………….. 62 Figure 4. Ifa Divination Vessel; Female Caryatid (Agere Ifa); Ivory, wood or coconut shell inlay. Nigeria, Guinea Coast The Metropolitan Museum of Art, http://www.metmuseum.org. ……………………… 63 Figure 5. Beaded Crown of a Yoruba King. Nigerian; L.15 (crown), L.15 (fringe) in.
    [Show full text]
  • Contemporary Rites of Passage at a Time When We Need Them the Most by Tara Moreno
    Contemporary Rites of Passage At A Time When We Need Them The Most By Tara Moreno There’s no doubt we are living in turbulent times. As human consciousness shifts, it is becoming more and more apparent that we need communities to recognize and honor the growing pains and transitional challenges that we are all experiencing as individuals. How can communities do that? One very important way is by practicing rites of passage, which have been used by ancient and modern cultures around the world to support community members in transition by ritualizing and supporting change. The term rite of passage, as coined in 1929 by anthropologist Arnold van Gennep, describes the universal practice of ceremonializing life’s major events or transitions. In the book The Art of Ritual, authors Renee Beck and Sydney Barbara Metrick remind us that “Human beings have used ritual for centuries as an important buffer to change and as a way of consciously recognizing and supporting a life event rather than denying or indulging in it … the end results of all ritual are increased balance, strength, energy, and comfort.” A more commonly known rites of passage is “initiation”, which often takes the form of a coming of age ceremony in which a community comes together to person as they let go of one stage of development (childhood or adolescence) and embrace the new identity or role of the next stage (adolescence or young adulthood). Globally, there are numerous cultures currently using coming of age ceremonies regularly, exemplified by the Pathways programs for youth in Australia.
    [Show full text]
  • 137194NCJRS.Pdf
    --~----~------ If you have issues viewing or accessing this file contact us at NCJRS.gov. U.S. Department of Justice Federal Bureau of Prisons Federal Prisons VOL.2,NO.4 WINTER 1992 137188- U.S. Department of Justice 137196 National Institute of Justice This document has been reproduced exactly as received from the person or organization originating it. Points of view or opinions stated in this document are those of the authors and do not necessarily represent the official pOllition or policies of the National Institute of Justice. Permission to reproduce this . rJ material has been granted by Pub11C ])::main/Federa1 Bureau of Prisons/US Dept. of Justice to the National Criminal Justice Reference Service (NCJRS). Further reproduction outside of the NCJRS system requires permis­ sion of the........, owner. '. I Winter 1992 37 Santeria in Federal Prisons Understanding a little-known religion Mark S. Hamill One early morning in 1980, two correc­ tional officers were making a routine inspection of Cellhouse C of the U.S. Penitentiary in Atlanta, when they noticed a peculiar, putrid smell along the corridor. The smell was coming from the cell of one Antonio Garcia Perez, * a Cuban refugee from that year's "Free­ dom Flotilla" who had been sent to the Atlanta Penitentiary for the crime of murder. The officers were careful; they removed Garcia Perez and his Cuban cell mates from their living area and inspected the cell. The foul smell came from rancid butter stored in a dozen milk cartons under Garcia Perez's bed. A makeshift construction of about 50 empty cereal boxes stood in the corner of the cell, surrounded by cigar butts, coffee, rotten oranges, and rock candy.
    [Show full text]
  • Title: Comparative Study of Hinduism and Christianity Subject Areas
    Michigan State University Fulbright-Hays Group Study Abroad 2009: Nepal in the Contemporary World Lesson Plan Martha Cain Berkley High School, Berkley Michigan Title: Comparative Study of Hinduism and Christianity Subject Areas: World History, World Cultures, or Comparative Religion Grade Levels: 9 – 12th grade Length of Lesson: 3 -4 traditional schedule class periods (or 2+ days for block scheduling plus time outside class for the editorial. Summary/Overview: When asked, most people would state that Hinduism is a polytheistic religion but is it? How did it get that label? Why do we consider Hinduism with Vishnu, Shiva and Brahma (all part of the absolute god; Brahman) a polytheistic religion and Christianity with the Holy Trinity (father, son and holy spirit/ghost) a monotheistic religion? This lesson will explore both religions and ask students to compare the two belief systems. - Assessment: The students will be assessed both formally and informally throughout this unit. There will be a brainstorming session, formative assessments throughout the power point presentations and finally, a written assessment to gauge their overall comprehension of the material. The calumniating assessment is to have the students write an editorial to a newspaper responding to the headline of “The Mono’s Have It: Hinduism Reclassified as a Monotheistic Religion”. The students, using Christianity as their model of comparison, will agree or disagree with the new classification while supporting their argument with evidence. Primary Objectives: - The students will be able to define in their own words what constitutes a world religion. - The students will be able to apply their prior knowledge of mono and polytheistic religions to Hinduism and Christianity, using evidence from each religion and applying it to their classification.
    [Show full text]