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It is difficult to ignore how much religious conflict is in the world. Daily (even hourly) news
updates remind us of the presence of religious intolerance and conflict in the world. To many,
this is surprising because deep down, were all really just the same. Artists, celebrities,
teachers, family members, and faith leaders often remind us of this idea all the time. Maya
Angelou perhaps put it best in her poem Human Family when she wrote:
In minor ways we differ / in major we're the same.
I note the obvious differences / between each sort and type,
but we are more alike, my friends, / than we are unalike
but we are more alike, my friends, / than we are unalike.1
But what if sheand, therefore, weare wrong? What if we are more unalike than alike? What
if our differences are major and not minor to who we are? This class will explore that alternative
idea. We will consider the significance of difference, disagreement, and debate in understanding
religious diversity, striving to celebrate that which make us unalike by embracingrather than
minimizing or erasingour differences.
1
Hear Maya Angelou recite Human Family here: https://youtu.be/5F_aHt34a-g
Course Structure
This course will follow a seminar format with two major themes: 1) Learning about the role of
religion in shaping social identities and 2) Learning about rival religions. Along the way,
we will consider a variety of theories of identity and religious difference in order to better
understand how disagreement and debate might contribute to religious diversity. Students will
gain familiarity with major theories of social identity then apply those approaches to social
identity and difference to rival religions and real world case studies. Through in-class
discussions and debates, we will test these social theories and reflect upon our own
understanding of religious conflict and diversity.
Assigned Readings
In this course, two books will guide our conversations. Each book focuses
on the importance of differences--not commonalities--to really
understanding and appreciating other people. Each book argues (in
different ways) that religious identities are formed through disagreement,
both within religious groups and between those groups and the larger
culture they are found in.
Learning Goals
Through this course each student will:
1. Gain a familiarity with the secular, academic study of religion and critical approaches
to religion to better understand complex identity and social formations2
2. Apply those methods & theories to their study of eight rival religions and their
historic contexts to think independently and analytically about the real world
3. Practice civil debate and disagreement to prepare for a life of civic participation
4. Articulate the significance and value of cultural differences to develop their own
sense of belonging to and within a diverse society
2
Secular refers to that which is worldly or governed by temporal affairs. Secular spaces and concerns are typically
contrasted with religious spaces and concerns because religious spaces are believed to be governed by the supernatural or
other-worldly affairs. Religious officials are credentialed by a religious institution and secular officials are credentialed by
secular institutions, like the government.
For midterm and final exams, students will have a take-home 2 Essays 30%
essay.4 Both essays will require students to articulate the value and
significance of cultural differences using real world examples.
Student Evaluation
Because this course is focused on appreciating diversity in new ways, it is about much more than
just a letter grade. Instructor feedback will serve as a regular assessment of progress by
identifying your work in one of three stages (mastery, a proficiency, or developing).5 Students
will receive a rubric for each assignment describing the criteria that fits each category. Since
mastery of a course outcome is the goal of each assignment--and not a point value or letter
grade--students have 1 chance to revise & resubmit written assignments if they have not
mastered it. Revised written work must be resubmitted within one week of grades being issued.
Academic dishonesty, when or if it occurs, will be handled on a case-by-case basis in accordance
with UNI Academic Honesty policies.
3
Make-ups will be assigned on a case-by-case basis and must be the result of an usual or emergency situation.
4
Since students have time to complete it on their own time, there will be no make-ups for these assignments.
5
This model of specification grading is based on Rice University Professor Caleb McDaniels U.S. History Survey, 1848 to
present, (http://wcm1.web.rice.edu/pdf/hist118sp15.pdf) and Linda Nilson and Claudia J. Stanny, Specifications Grading:
Restoring Rigor, Motivating Students, and Saving Faculty Time (Sterling, VA: Stylus Publishing, 2014).
Assignment grades will be posted on eLearning and will contribute to the students final grade
according to the percentages above. Final grades will be assigned according to the rubric below.
This rubric already takes rounding the nearest integer into account.
Bs B- B B+
79.5-82.4% 82.5-86.4% 86.5-89.4%
Cs C- C C+
69.5-72.4% 72.4-76.4 76.5-79.4%
Ds D- D D+
59.5-62.4% 62.5-66.4% 66.5-69.4%
Campus Resources
Success does not happen all on our own. It requires building relationships and working
with other people. It means asking for help or assistance along the way towards your goals.
Professor Burnidge
Since Professor Burnidge designed the class, created the assignments, & assesses your progress,
shes likely to be the best person to answer your questions. You can reach her in person at 1101
Bartlett Hall & via email at cara.burnidge@uni.edu. Walk-in office hours are Mondays
3-5PM. All other meetings can be made by adding yourself to her calendar:
https://goo.gl/WZ8URR. If there isnt a time that works, then email her with 2-3 possible
meeting times.