Religion 371 W: Research and Writing in Religious Studies
Tuesday & Thursday, 8 to 9:50pm, 320 Chapman Hall
David R. Bains, Assistant Professor
Office: 325 Chapman Hall, phone: 726-2879, email: email@example.com
Office Hours: Mon & Wed 1-3pm. I'll be happy to make an appointment for a different time, just let me know.
Students develop analytical,
research, and writing skills in religious studies In a small-seminar format, students will
engage in reading and analysis of both primary and secondary materials. They will also engage in a directed research
paper. The focus of the course in fall
2004 will be fundamentalist and modernist movements in late nineteenth-century
and early twentieth-century
Goals: Upon completion of this course students will be able to:
· Identify and explain various disciplines within religious studies.
· Interpret primary sources using a variety of disciplines.
· Evaluate research in religious studies from a variety of critical perspectives.
· Generate and complete a research design on a topic of interest in religious studies.
· Present the results of their research with clarity and grace in both written and oral form.
development of Fundamentalism and Liberalism in late nineteenth- and early
Wayne C., Joseph W. Williams, and Gregory C. Colomb. The Craft of Research. 2nd ed.
DeBerg, Betty A. Ungodly Women: Gender and
the First Wave of American Fundamentalism. New ed.
Weber, Timothy P. On the Road to Armageddon:
How Evangelicals Became
Marsden, George M. Understanding
Fundamentalism and Evangelicalism.
Diane. A Writer's Reference. 5th ed.
George M. Fundamentalism and American Culture: The Shaping of
Twentieth-Century Evangelicalism: 1870-1925.
Hutchison, William R. The Modernist Impulse
in American Protestantism.
Themes in Seminar:
This semester we will examine the culture and thought of American Protestantism in the decades surrounding the turn of the last century. Our earliest sources will be from the 1870s; most of our attention will be focused on the period 1890-1925, some of the sources will lead us up to the First World War (1939-1945). We will also examine controversies among Southern Baptists in the 1970s and 1980s as a coda to this story.
The central event that we will examine is development of Protestant liberalism, the emergence of Fundamentalism, and the resulting controversy between Fundamentalists and Modernists. We will also examine other aspects of Protestant life that are sometimes ignored in the focus on the conflict between these two parties, including the role of the market, the home, and church architecture.
Major themes and issues we will address include:
Students are expected to observe high standards of intellectual integrity. Read the "Ethics of Research" in The Craft of Research, pp. 285-288. Also see the relevant section of the Student Handbook and the University Catalog. Study groups are encouraged, but all work submitted in this class must be your own. Suspected lapses in academic integrity will be investigated and adjudicated in accordance with the University's values policy.
For information on the format of papers and citations see my handout "Guidelines for Essays in Religion."
Attendance and Grading / Department of Religion:
Roll will be taken each day. In a TR class a student may miss four classes without penalty. After the fifth absence your final grade will be reduced one letter grade. After the seventh absence the student will receive an FA for the course. Three tardies count as one absence. If you come in after your name is called, you will need to notify your professor at the end of the class period, or else the tardy will become an absence. The Department of Religion grading scale is:
A= 100%-95%, A- = 94%-92%
B+ = 91%-88%, B = 87% - 85%, B- = 84%-82%
C+ = 81% - 78%, C = 77%-74%, C- = 73% - 70%
D+ = 69% - 66%, D = 65% - 63%, D- = 62% -60%; F = 59% and below
Papers that are turned in after the set due date will be penalized one full letter grade for each week that they are late during the first half of term. No credit will be given to late assignments leading up to the final paper (those from Oct. 21 on). Ordinarily, I do not accept email submission of papers. It is your responsibility to submit a paper copy.
All students with disabilities seeking reasonable accommodation must register with Disability Support Services #726-4078 or #726-2105. Thereafter, you are invited to schedule appointments with the instructor to discuss reasonable accommodation requests verified by Disability Support Services.
Class Participation (15%) Much of our class will focus on discussion of the assigned readings. All students must come to class prepared and actively engage in the class. Your grade will be determined according to the following general guideline: Unattentiveness in class = 0, Good attendance and attentiveness = C, Strong attendance and active participation in class discussions (showing interest in topic or issues and familiarity with assigned materials) = B; Strong attendance, active participation in class discussions (showing interest in topic or issues and familiarity with assigned materials), and demonstrable leadership (somehow making a positive difference in the class dynamic) = A.
Mid-term examination (20%) On the readings and class discussions from the first half of the term.
Other short assignments and essays (mainly in the in first half of term) (15%) This includes serving as discussion leader (probably twice), short essays, bibliography, and other exercises. See the course outline below.
Research project (various stages) (50%) Students will complete a closely-supervised research paper on a topic of their choice related to the topics of the course chosen in consultation with the instructor. The final paper will be a scholarly paper of 12-15 pages, utilizing primary and secondary sources to present original research.
Detailed instructions on the research paper will be provided throughout the term. Here is a synopsis of the minimal requirements:
Sources: The nature and scope of sources used will vary widely according to your topic.
Primary sources: You must identify and use primary sources outside those assigned for the course. You may however, choose to focus on documents discussed in the course as central sources.
Secondary sources: You must identify and use at least 10 secondary sources. You must substantially engage with the arguments of some of your sources (for example, by critiquing them, nuancing them, or testing them on new data).
You must follow the stages outlined in the class.
The grade for the research project will be based on the following:
Preliminary topic and Bibliography & Research Problem (5%)
Annotated Bibliography (5%)
First Draft (10%)
Complete Draft (10%) (Nov. 29-Dec. 8 as assigned)
Participation in peer-review of drafts (5%) (Nov. 30-Dec. 9 as assigned)
Final paper & Electronic Portfolio on CD (60%)
Course Outline (Subject to Revision):
1. January 27: Introduction to Religious Studies
What is religion? or By majoring in
religion, what do you expect to study?
How do you study religion? a.) How do you gain information? b.) How do you process this information into knowledge?
How do you get at the "truth"?
2. Feb. 1: Introduction to Religious Studies (con't) / Using and Citing Sources
"Using Sources" chapter 6 of Craft, 90-107
Assignment Bring two copies to class. One to hand in at the beginning, one to refer to in class. 1.) Drawing on p. 107of Craft a.) state what the problem/question and the solution/main claim is for each chapter of
3. Feb. 3: Historical Background
Reading: Marsden, Understanding,
1-61 (Historical Overview 1870-1930)
Marvin Yeomans Whiting, "The Beginning," chapter 1 of The bearing day is not gone : the seventy-fifth anniversary history of Independent Presbyterian Church of Birmingham, Alabama, 1915-1990 (Birmingham, Ala.: Independent Presbyterian Church, 1990), 13-23.
Timothy P. Weber, “Evangelicalism North and South,” Review and Expositor 92 (1995): 299-317.
Assignment: Quiz & TBA
4. Feb. 8: Baconian Science and Old School Presbyterian Theology
Reading: Hodge, Chapter
1, On Method, Systematic Theology,
Marsden, Understanding, "The Evangelical Love Affair with Enlightenment Science" 122-152; ["Why Creation Science," 153-181]
Theodore T. Munger, "The New Theology" (1882) reprinted in Frank X. Ryan, ed. Darwinism and Theology in America: 1850-1930 Bristol, U.K.: Thoemmes, 2002) 3:145-152.
Craft of Research, 1-33
Assignment: 1.) Complete the "Understanding Your
Reader" checklist, 32-33 for one of the sources you have read thus far.
2.) Short Essay: Both Munger and Hodge refer to theology as a "science" and to the Bible as a principle source. How does their conception of the method theology and the Bible's role in it compare?
Your essay must address the above question, but there are several ways you can approach it. Some possible ones are: (a) discuss how Munger fits into (or falls between) the three theological methods Hodge describes (speculative, mystical, and inductive); (b) use their statements about the nature of natural science and theology's relation to it as a starting point, drawing on Marsden for historical context (bear in mind that Hodge was fairly old when he published in 1871 and Munger still middle aged when he wrote in 1882); (c) use a common issue that they both discuss as a starting point (e.g., the atonement)
5. Feb. 10: Developing Liberalism
Charles Briggs, "Barriers to the Scriptures" (1891) reprinted in H. Shelton Smith, Robert T. Handy, and Lefferts A. Loetscher, eds. American Christianity : An Historical Interpretation with Representative Documents (New York: Scribner's, 1960) 2:275-279
Charles Briggs, "Orthodoxy" (1889) reprinted in William R. Hutchison, ed. American Protestant Thought in the Liberal Era. (Lanham, Md.: University Press of America, 1968), 28-36.
Max Gray Rogers, “Charles Augustus Briggs,” in Dictionary of Heresy Trials in American Christianity, ed. George H. Shriver (Westport , Conn.: Greenwood Press, 1997), 48-59. (handout)
"Making Good Arguments," chapter 7 of Craft, 109-126
Assignment: Use the Hodge
and Warfield article and identify at least two claims with their supporting reason(s),
evidence(s), warrent(s), and acknowledgements and response.
6. Feb. 15: Evangelical Liberalism's self presentation & missionary thought
William Adams. "Christianity as a Distinctive Religion" and "The
Finality of Christianity" in Christian Theology in Outline.
George A. Gordon, "The Gospel for Humanity," (1895) in reprinted in William R. Hutchison, ed. American Protestant Thought in the Liberal Era. (Lanham, Md.: University Press of America, 1968), 98-107.
Assignment: In an essay of 500-600, words explain what you see to
be the central differences between the liberals (Briggs, Clarke) and the
Princetonians (C. Hodge, A.A. Hodge, B.B. Warfield) on the nature of the Bible
and its role in theology. Be sure to
support your claim with reference to the readings.
Recommended: Hutchison, Chapter 4, 111-144
7. Feb. 17: Eschatology: Pre- and Post- Millennialism
8. Feb. 22: Social Thought
Walter Rauschenbusch, Christianity and the Social Crisis (New York: Macmillan, 1907), xi- 92. Because I have just recently decided to include chapter 1 of this book, the readings are found in two packets from two sources. The introduction and chapter 2 are in the packet reprinted from Sydney E. Ahlstrom, ed., Theology in America: The Major Protestant Voices from Puritanism to Neo-Orthodoxy (New York: Bobbs-Merrill, 1967). Chapter 1 is in the handout directly from the 1913 printing of the book. In chapter 1, pay special attention to pp. 1-22 where lays out the basic characteristics of the prophetic message and pp. 27-36 where he discusses the deficiencies of the message of some of the later prophets.
A Theology for the Social Gospel (New York: Macmillan, 1917), 69-76, reprinted in Sydney E. Ahlstrom, ed., Theology in America: The Major Protestant Voices from Puritanism to Neo-Orthodoxy (New York: Bobbs-Merrill, 1967).
Lyman P. Powell, "Real Coöperation of the Churches: The Interchurch World Movement" reprinted in Carpenter, ed. The Fundamentalist-Modernist Controversy
I. M. Haldeman, Why I am Opposed to the Interchurch World Movement reprinted in Carpenter, ed. The Fundamentalist-Modernist Controversy
Recommended: "'The Great Reversal'" chapter 10 of Marsden, Fundamentalism and American Culture, 85-101; Hutchison, chapters 5 &6, esp. 164-206.
9. Feb. 24: Devotion and Practice
Hamilton, Michael S., and
Margaret Lamberts Bendroth. "Keeping the 'Fun' in Fundamentalism: The
Savage, Sara. "A Psychology
of Fundamentalism: The Search for Inner Failings." In Fundamentalism,
Church and Society, edited by Martyn Percy and Ian Jones, 25-52.
10. March 1: The Impact of World War I
12. March 8. :Fundamentalist and Modernist Battles
Torrey, "Will Christ come Again?: An Exposure of the Foolishness, Falacies and Falsehoods of Shailer Mathews
Fosdick, Shall the Fundamentalists Win?
Gray, "The Deadline of Doctrine Around the Church"
Recommended: Marsden, Fundamentalism and American Culture, 141-195.
13. March 10: Fundamentalists after 1925
Marden, Understanding, 182-201.
Stanley, Susie C.
"Wesleyan/Holiness Churches: Innocent Bystanders in the
Fundamentalist/Modernist Controversy." In Re-Forming the Center : American Protestantism, 1900 to the Present,
edited by Douglas G. Jacobsen and William Vance Trollinger, Jr., 172-93.
14. March 15: Fundamentalism and Gender
Clifford Putney, Muscular
Christianity: Manhood and Sports in Protestant
15. March 17: Fundamentalism and gender 2
Discussion of possible topics for research
Spring Break / Holy Week
16. March 29: Religion and the Market
"From Topics to Questions" chapter 3 of Craft, [3-16], 40-55.
17. March 31: Architecture and Theology
Assignment: Preliminary Topics due
April 5 Fundamentalist Controversy II: The Southern Baptist Convention
19. April 7 MID TERM
20. April 12
Problem & Working BibliographyDue see page 66
Workshop: Refining problems, examining your sources
21. April 14
Reading: Craft, 127-150; Weber, 155-186 or TBA from your sources
Workshop: your sources
22. April 19:
& Bibliographic Essay Due
Workshop: your sources
23. April 21: Workshop: Working toward outlines
24. April 26 Workshop: Working toward drafts
Assignment: Outline & Partial Drafts Due
25. April 28: Workshop: Working toward draft
May 3: Workshop: Revising drafts
Assignment: First Draft Due
27. May 5: Student presentations and discussion of drafts
Assignment: Comments on papers (as assigned)
28. May 10: Student presentations and discussion of drafts
Assignment: Comments on papers (as assigned)
Final Paper due: Tuesday, May 17, 5pm
Policy on Edited Standard Written English
Suppose a group of people
were living on an island, all using the same language, until one day the island
broke in two, separated by impassable water.
In one hundred years, with no contact, would the people on both halves
still use the same language forms?
No. Human language is always
changing. Language on each half of the
island would evolve with different forms and rules. Neither would be better in any absolute sense
just different. Similarly, in the
On finished, formal papers (not on drafts, in-class writings, or writing specifically labeled as informal), you must have no more than an average of two departures from ESWE per page, in any combination of the following areas:
End-of-sentence punctuation (avoid run-on sentences, comma splices, fragments, or misuse of semicolon). Occasionally you may use a fragment or comma splice for a special effect. Label it in the margin.
Verb forms (use ESWE rules for adding -ed and -s, for using helping verbs, and so on).
Verb tense (avoid confusing shifts in verb tenses).
Agreement of subject and verb.
Pronoun form (use ESWE rules to choose between I and me, she and her, who and whom, and so on).
Agreement of pronoun with antecedent (the antecedent is the word the pronoun refers to).
Use of apostrophe s and the suffix -es.
Use of quotation marks for all quoted words.
Spelling (a typo counts as a misspelling).
Proper sentence sense (no words omitted, scrambled, or incomprehensible).
Note that the policy applies only to finished, final, formal writing, not to drafts, in-class writing, or writing that is specifically labeled as informal. [Adopted from Barbara A. Walvoord and Virginia Johnson Anderson, Effective Grading: A Tool for Learning and Assessment (San Francisco: Jossey-Bass, 1998).]