8 RLPC 776A DYNAMICS OF RELIGIOUS COMMUNITY GENDER

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13 HYDRODYNAMICS AND TRANSPORT IN THE COASTAL ZONE OF
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RLPC 790R: Dynamics of Religious Community

8


RLPC 776a DYNAMICS OF RELIGIOUS COMMUNITY:

GENDER, CULTURE, AND PEACEMAKING


Mary Elizabeth Moore Wednesdays – 2:00 – 5:00 p.m.

Spring 2008 408 Sunday School Building


The primary purpose of this course is to explore the social and theological dynamics of religious community life, with particular attention to gender, culture, and peacemaking. Focusing on case studies from different historical eras, religious communities, and parts of the world, we will engage in sociological, anthropological, and theological analysis. Students will have an opportunity to study one community in depth, drawing interpretive conclusions for anthropological theory and ethical practice, particularly as regards human communal life.


Four particular concerns underlie the formation of this course. The first is the importance of community and culture in religious life. Because much North American religious practice focuses on individual experience, and much religious reflection focuses on individual beliefs and practices, even on individual salvation in some traditions, the communal dimensions of religion are often understudied and underrated. A peculiar exception is the tendency to reflect on religious traditions other than one’s own, or traditions that one has rejected, with assumptions and assertions about homologous patterns, as if peoples in those religions were all the same. The tendency to think of these religious communities as monolithic groups yields the familiar dynamics of prejudice and discriminatory thinking, well studied in the social psychological literature.


The second concern of this course is the importance of human religious community in the larger social matrix, especially in relation to war and peace. The vitality and deep commitments of religion are shaped within the social milieu of a people. Religion, in turn, shapes the social perspectives, values, and attitudes of the larger culture. The study of religious community can, thus, be an important source for understanding human relationships, including the relationships of conflict, violence, reconciliation, and peacemaking. It can be particularly valuable in developing cultural theory, analyzing cultural interactions, and critiquing social patterns. To this end, attention is given in this course to ways people live religiously, the relation of religious communities to larger social interactions, and the influences of religious belief and practice on the quality of human life and the potential of peace, both within and beyond their religious communities.


The third concern that fuels this course is the importance of attending to the dynamics of religious communities and of studying this through diverse methodological approaches. The reason for this concern is that religious culture has often been explored as a more or less static phenomenon, and religious communities have often been studied in terms of their dominant characteristics. Though scholars have not usually assumed that religious communities are unchanging, they have most often described the more stable characteristics of communities, drawing wisdom from their research regarding the identity of these social groups. The very root of the word identity suggests sameness (as in “identical”), or continuity with the past. The scholarly bias toward identity is partially understandable because the dynamics of change are difficult to discern in community life, much less in broader cultures. The neglect of these fluid qualities in social and theological analysis inspires this course, however. We will focus here on the dynamics of culture, and to do that, we will have to draw from diverse methodological traditions: narrative, rhetorical criticism, ethnographic, and sociological.


The fourth concern is the vivid and subtle influences of gender on religious community and its engagement with the larger culture and decision-making society. This is often a hidden variable in conflict-building and peace-building. Within religious communities are many gender-shaped patterns, such as the subtle gender shaping of religious garments and practices, and religion-related gender definitions and gender relationships. Peacemaking activities are also accompanied by gendered patterns, which have barely been examined to date.


Students will be involved in developing two major projects: a review and critical analysis of several religious cultures, and an ethnographic study of the social and theological dynamics in a particular religious community. The first will be approached through broad reading and book reviews, reflecting on religious cultures that have been studied and reported through diverse research methods. The second will be approached through conducting and presenting an ethnographic study (or another kind of empirical investigation), with peer consultation along the way.



TEXTS


Principal Texts


Miriam Cooke, Women Claim Islam: Creating Islamic Feminism through Literature

(New York: Routledge, 2001).

Clifford Geertz, The Interpretation of Cultures (Basic Books, 1997).

Marc Gopin, Holy War, Holy Peace: How Religion Can Bring Peace to the Middle East

(Oxford: Oxford University, 2005).

Grace M. Jantzen, Foundations of Violence (Taylor and Francis, 2004).

John Paul Lederach, The Moral Imagination: The Art and Soul of Building Peace

(Oxford: Oxford University, 2004).

Mary Elizabeth Moore, “Dynamics of Religious Culture: Theological Wisdom and

Ethical Guidance from Diverse Urban Communities,” International Journal of

Practical Theology, vol. 2 (1998), 240-262. (Reprint distributed)

Mary Elizabeth Moore, “Dynamics of Religious Culture: Ethogenic Method,” in Robert

Jackson, ed., Title not available (in press). (Copy distributed)

Victor Turner, The Ritual Process: Structure and Anti-Structure (Transaction Publishers,

1995).

Sharon D. Welch, After Empire: The Art and Ethos of Enduring Peace (Minneapolis:

Augsburg Fortress, 2004)


Auxiliary Texts


Janet F. Fishburn, ed., People of a Compassionate God (Nashville: Abingdon,

2003).

Ada Maria Isasi-Diaz, En La Lucha: In the Struggle (Augsburg Fortress, 1994).

Elaine Lawless, God’s Peculiar People: Women’s Voice and Folk Tradition in a

Pentecostal Church (University Press of Kentucky, 2005).

Elaine Lawless, Holy Women, Wholly Women (University of Pennsylvania, 1994).

Hannah Naveh, ed., Israeli Family and Community: Women’s Time (Portland: Vallentine

Mitchell, 2003).


REQUIREMENTS


The basic requirements of this class are:


  1. Participate fully in the life of the class—This includes the weekly assignments and formal papers and presentations, as well as the collaborative work that takes place as you reflect on your readings and projects in seminar discussions and outside of class. A seminar is most valuable when each member of the learning community contributes fully to the whole.


  1. Write two critical review papers of class texts, and analyze the dynamics of the cultures that the authors describe. These papers will not be graded, but they will contribute to class discussions on the days that you bring them, and the professor will read and comment on them. You may choose any of the texts that are assigned between January 30 and March 26; the recommended length for papers is 2-4 typed pages. You can approach this like a book review in which you describe the author’s purpose, thesis and method, and then evaluate the contributions and limitations of the work. In addition, you are asked to analyze and interpret the descriptions and theoretical constructs of the book regarding the dynamics of religious culture.


  1. Conduct an ethnographic (or empirical) study of a religious community, and present a seminar paper analyzing the cultural dynamics in that community. Each student is asked to do a major study of a religious community, including analysis and interpretation (20-30 pages, typed). A methodology paper will be provided as a guide for your study, though you may use other methodologies, as fitting to the purpose and context of your study. In your study, you are asked to spend time in your chosen community—observing, interviewing, participating, and recording what you see and hear and touch. Proposals for these studies will be discussed in class on February 27 (details on class schedule), providing a time to consult with your peers on your research design. These proposals will not be graded, but the professor will also read and comment on them. We will also spend time in one other class session collaborating in the analysis of data. Your major project will be to complete the analysis and tell the story of this community, informed by your observations and analysis.


Note: The seminar papers are due one week before they are discussed in class. Please send a hard copy to Mary Elizabeth Moore, and send an electronic copy to class members so everyone can read your paper for discussion in the seminar. Your paper will be returned with a grade (unless you request that the paper be considered a first draft and not be graded). You may resubmit the paper if you wish. If you choose to do so, please submit the final paper by May 5 and include the earlier marked draft with the revised version.


  1. Respond to your colleagues’ seminar papers by reading their papers carefully, reflecting with the presenters in class, and writing marginal notes for their benefit (comments, questions, suggestions).

COMMUNICATION


You are encouraged to meet with the instructor at least once during the semester to reflect on your seminar project and paper. You are also invited to communicate whenever you have questions, ideas, or suggestions to discuss. Contact Mary Elizabeth Moore at [email protected] or by telephone (Office - 404-727-6388 or Home for “emergencies” – 404-325-8710). You can also make appointments by e-mail.


CLASS SCHEDULE


Jan. 23 INTRODUCTION


Jan. 30 DYNAMICS OF LIFE AND DEATH: Dynamics of Culture

Reading: Jantzen, Foundations of Violence

Respondent: ________________________________________

Snack: _Cynthia


Feb. 6 Dynamics of Ethical Response

Reading: Welch, After Empire: The Art and Ethos of Enduring Peace

Respondent: _Craig

Snack: __Cynthia


Feb. 13 DYNAMICS OF RELIGIOUS COMMUNITIES

Readings:

  1. Mary Elizabeth Mullino Moore, “Dynamics of Religious Culture: Theological Wisdom and Ethical Guidance from Diverse Urban Communities,” International Journal of Practical Theology (pp. 240-262).

  2. Mary Elizabeth Mullino Moore, “Dynamics of Religious Culture: Ethogenic Method,” unpublished paper.

  3. Fishburn, People of a Compassionate God, OR Naveh, Israeli Family and Community: Women’s Time: Read about 60 pages of your choice, focusing on the textured lives of the communities that these two collections describe, as well as the theoretical reflections upon them.

  4. Lawless, Holy Women, Wholly Women (Chapter 1) or a short reading of your choice from Lawless, God’s Peculiar People: Women’s Voice and Folk Tradition in a Pentecostal Church

Reflecting: These writings are a combination of descriptive, analytic,

interpretive, and prescriptive, written with particular contemporary

concerns in mind. Reflect on four questions as you read.

Description—What do you know descriptively about the particular

communities and cultures described in these books?

Analysis—What are the major themes and patterns of action and

interaction?

Interpretation—What do you learn about the dynamics of religious

community?

Prescription—What proposals for the future do these authors make? How

have they employed the study of religious communities to develop

these proposals? What proposals are implicit?

Respondent: __Sybrina

Snack: __Craig


Feb. 20 ETHNOGRAPHIC METHODS

Reading: Victor Turner’s Ritual Process, reading entire book.

Reflecting: Reflect on the following questions as you read: What methods

are being employed to study religious cultures? What is the major

purpose of the author, and for what purposes does the author draw

upon the cultural research? What insights do you discover into the

dynamics of religious communities?

Respondent: __Cynthia, Wynetta, and Craig

Snack: __Bethany

IRB Certification: Complete the IRB certification process as described

on the last page of the syllabus.


Feb. 27 INTERPRETATION: CULTURAL THEORY

Reading: Clifford Geertz’s The Interpretation of Cultures—pp.3-54 (Chs.

1-2, which give Geertz’s conceptural perspective on

anthropological study); 87-189; 311-326; and 360-453 (reading

these last two chapters for big ideas)

Reflecting: Reflect on the following questions as you read: What is the

major purpose of the author, and for what purposes does the author

draw upon the cultural research? What insights do you discover

into the dynamics of religious communities, particularly as regards

the development of cultural theory?

Writing: Bring a 2-page proposal for your ethnographic study to class for

dialogue and peer guidance. Please bring 5 copies of your

proposal to class (one for you, one for the instructor, and three for

your consulting group). Include in your proposal: (1) purpose

of the research, (2) community to be studied (with a brief

description), (3) method to be followed, and (4) questions that you

have regarding the design and conduct of your research.

Respondent: __Sybrina

Snack: __Ashley


Mar. 5 INTERPRETATION: RELIGIO-CULTURAL CRITIQUE AND

CONSTRUCTION

Reading: Cooke, Women Claim Islam: Creating Islamic Feminism

through Literature

Alternative Reading: Isasi-Diaz, En La Lucha: In the Struggle

Reflecting: Ask the following questions of this text, giving particular

emphasis to the final interpretive question. What methods

are being employed to study religious cultures? What is the major

purpose of the author, and for what purposes does the author draw

upon the cultural research? What insights do you discover into the

dynamics of religious communities particularly in relation to the

dynamic interplay of religious communities with larger cultural

movements and oppressive realities? What does the author

contribute to the methods and content of religious and cultural

critique and construction.

Respondent: __Wynetta and Ashley

Snack: __Wynetta


Mar. 12 Spring Break


Mar. 19 DYNAMICS OF PEACEMAKING

Reading: Gopin, Holy War, Holy Peace: How Religion Can Bring Peace

to the Middle East

Respondent: ___Bethany

Snack: __Craig


Mar. 26 Reading: Lederach, The Moral Imagination: The Art and Soul of Building

Peace

Respondent: __Bethany, Ashley, and Cynthia

Snack: __Mary Elizabeth


Apr. 2 SEMINAR PAPERS

(P) ___Cynthia

Respondent: ___Craig and Sybrina

Snack: __Sybrina


Apr. 9 SEMINAR PAPERS

(P) ___Craig

(P) ___Bethany

(P) ___Ashley


Respondent: __Cynthia and Wynetta

Snack: __Mary Elizabeth


Apr. 16 SEMINAR PAPERS

(P) ___Sybrina

(P) ___Wynetta

Respondent: ___Bethany and Ashley

Snack: ___Craig


Apr 23 No Class – Time to work on your papers.


May 4 Final papers due.



Instructions for IRB Human Subjects Education Program

Go to http://www.citiprogram.org to register for the human subjects education program and to take the required testing modules.

When you get to the CITI page, click on Register for the CITI Course to get your user name and password.

On the registration form, use your student ID number for your Emory ID and employee number. For department, list Candler School of Theology. For course you wish to take, choose “social and behavioral investigation course only.” Choose “interviewer” for your role in human research. After submitting your registration information, choose Group 2 on the next page. You can then click on “Basic Course” to begin.

You can study the modules on-line or print them. The quizzes must be taken on-line. You may retake them until you have learned the material well and have received the requisite score. The site will keep track of the modules you have completed as well as your scores. You need to get 80% correct on the quizzes for the required modules.

You do not need to take all of the modules in one sitting. When you leave the site, be sure to log off. To continue your work on the modules, return to http://www.citiprogram.org.

Below are the modules that you will need to take:

Introduction History and Ethical Principles Defining Research with Human Subjects The Regulation of The Social and Behavioral Sciences Assessing Risk in Social and Behavioral Sciences Informed Consent Privacy and Confidentiality Conflict of Interest in Research Involving Human Subjects Emory University

Under the optional modules, you will also need to take: Informed Consent Research With Protected Populations - Vulnerable Subjects: An Overview Vulnerable Subjects- Research Involving Minors

When you have successfully passed the required modules, you will have the option to view your completion report. Please print a copy of this completion report and turn it into the instructors.


If you have any questions or run into any problems throughout the IRB process, feel free to get in touch with Mary Elizabeth.




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