HONR 1214-02

The bible and classical literature

Grant Testut, Ph.D.

1:40 - 2:30 MWF Associate Professor of Bible
WBC 120 (in the Bible Building) Chris Rosser, M.L.I.S., M.Div.
Associate Professor of Library

Nota bene: This

syllabus is an
electronic document.
No need to kill trees
by printing!
 quick note about Covid
Disruption...a hero’s bane!
Heroes, our semester is strange: we start early, end early, and we don’t have breaks. No rest for the weary! But you are heroes, and we know you’ll handle
disruption with the hallmark flexibility, nimbleness, and grace that has characterized heroes throughout long millennia (Gilgamesh excluded, of course).

Let not your hearts be troubled! If creeping COVID forces retreat and our course meetings move online, have no fear—all will be well, and your instructors are
prepared for such eventuality. As one of our favorite guides reminds us, All shall be well, and all shall be well, all manner of things shall be well (Julian of Norwich).

Heads up! Super important!

If you have tested positive for COVID-19 or know that you have been exposed to COVID-19, please do not come to class until you have been cleared by a
medical professional, such as the COVID-19 Clinical Officer. If you have to miss class, please send me a copy of communication from a medical professional
saying that you have tested positive or have been exposed. We will also need a copy of communication from a medical professional, or from a member of the
OC housing staff if you’re actually in quarantine, saying that you are no longer contagious or have negative test results before you can return to class. If you are
quarantined, we will work with you so that you do not fall behind in your coursework. Your attendance grade will not be reduced because of quarantine if
appropriate documentation is supplied, as mentioned above.

And finally... An allegory from Tomi Adeyemi’s Children of Blood and Bone:
The guard saunters over in a way that makes me itch for my staff. With the right blow I could knock him
off his feet; with the right thrust I could crush his throat. For the first time I realize that the guard doesn’t
wield an ordinary sword. His black blade gleams in his sheath, a metal more precious than gold.

Majacite . . . A weaponized alloy forged before the Raid, created to weaken our magic and burn through
our flesh. Just like the black chain they wrapped around Mama’s neck. A powerful maji could fight
through its influence, but the rare metal is debilitating for most of us. Though I have no magic to
suppress, the proximity of the majacite blade still pricks at my skin as the guard boxes me in.

“You would do well to keep your mouth shut, little girl.” And he’s right. I should. Keep my mouth shut,
swallow my rage. Live to see another day. But when he’s this close to my face, it’s all I can do not to jam
my sewing needle into his beady brown eye. Maybe I should be quiet. Or maybe he should die.
“You sh—”

Mama Agba shoves me aside with so much force I tumble to the ground. “Here,” she interrupts with a
handful of coins. “Just take it.” “Mama, don’t—” She whips around with a glare that turns my body to
stone. I shut my mouth and crawl to my feet, shrinking into the patterned cloth of my mannequin. . .

Allegorical Key: Majacite is Coronavirus, and Mama Agba is a composite of your instructors, who are
gonna (figuratively) knock heads if ya don’t take the virus seriously. Seriously. Be a hero, please.
 Dear heroes...
What you can expect from us...
As instructors, we believe that learning must be active; in other words, students learn best when they are active participants in the learning process. This is true
whether content delivery is offered virtually or in-person, traditional or gamified. Our aim is to facilitate, nurture, and guide students as you critically examine,
question, practice, and are shaped by learning and experience. Because we ourselves are continuous learners, we strive alongside students to explore the
stories around us, sharpen ears to the resonances between biblical and other storied-worlds, and empower students with skills for lifelong learning in a world
thoroughly enlivened by the Spirit and presence of God. Our purpose is to reach and transform each student’s heart; and we recognize that the truest path to the
heart is not through the head but through the gut. Therefore, we strive to bring learning to spaces of desire. Transforming the heart involves reorienting or
clarifying desire so that students’ love (i.e., desire) vectors more truly toward God and neighbor. Love is both the motivation and goal of our teaching.

That said, we hope to foster open, generative dialogue with us and among your classmates. If you have questions or concerns, the best way to contact us is
via email (grant.testut@oc.edu; chris.rosser@oc.edu), and we will respond within 24 hours. (See other contact info in Course Policies below.)

What we can expect from you...

As a hero-learner in a gamified learning environment embarking upon our journey together, please keep in mind the following three guidelines:

Communicate. Communicating with your instructors (questions, concerns, late submissions, etc.) is an important habit to develop. Be sure to email us or, if your
question is general and not too personal, feel free to submit to our Q&A discussion forum in Blackboard.

Participate. Engaging in class discussion—both face-to-face and virtually—by questioning, sharing ideas, offering robust feedback, and generating dialogue
among your classmates is an important way to increase learning. Be sure to join in without expectation that you must “sound like” an expert. We’re explorers!

Respect. Encountering difference is crucial for both intellectual and spiritual growth. Encounters with difference of opinion or ideology are not only likely, such
encounters are the vibrant heart of our journey together. We’ll be learning to detect ways our own presuppositions inform encounters with difference, and we’ll
sharpen skills for critical, civil, and generative dialogue. Be sure to approach every conversation guided by the Golden Rule (cf. Romans 13:10).
 Description: HONR 1214-02 The Bible and Classical Literature offers a careful study of key biblical texts and the
worldview they teach juxtaposed with a study of classical texts from the ancient Greek and Roman civilizations.
Students study the similarities of theme and artistic form between the two types of text and analyze the different
responses they offer to our human condition and needs.

Schedule

Date Class Plan Due Date Class Plan Due

F, 8/14 Aim: introduce syllabus and establish expectations NOTE: Make it M, 8/24 Aim: To vindicate myth as an act of truth-telling Ambrosial
Pre-class task(s): Watch this introductory video a habit to check Pre-class task(s): Read Intro to From Homer to offering, MW2
In-class activities: Weekly Harry Potter.
Introductions Content in In-class activities:
Orientation and expectations Blackboard Discussion: The Vindication of Myth; Otto’s
Intro to worldview, humans as players to find readings numinous; Douglas (un)clean
Post-class task(s): Watch TedEd on monomyth; and helpful Post-class task(s): Read Gilgamesh (Tablets I-VIII)
read C.S. Lewis’ “The Abolition of Man” (ch. 1 & resources. It’s
appendix) like treasure! W, 8/26 Aim: Hero’s journey, transitioning to the human hero Ambrosial
Pre-class task(s): Read Gilgamesh (Tablets I-VIII) offering, WW2
M, 8/17 Aim: To identify the reality of worldview through Ambrosial In-class activities:
stories that illustrate discontinuity. offering, MW1 Discussion of early themes in Gilgamesh
Pre-class task(s): Ambrosial offering (mortality, companionship, kingly responsibility)
In-class activities: Post-class task(s): Read Gilgamesh (Tablets IX-XI)
What are we seeing? and Gen. 6-9
Chasing threads in a web of beliefs...
Recognizing the Tao F, 8/28 Aim: Noah/Gilgamesh Ambrosial
Post-class task(s): Read Enuma Elish (Tablets I-IV) Pre-class task(s): Read Gilgamesh (Tablets IX-XI) offering, FW2
and Gen. 1-4 and Gen. 6-9
In-class activities:
W, 8/19 Aim: Creation myth (Enuma Elish and Genesis) Ambrosial Discussion of flood narratives; melancholy
Pre-class task(s): Read Enuma Elish (Tablets I-IV) offering, WW1 endings; divine tragedy
and Gen. 1-4 Post-class task(s): Instruction of Amenemope (all),
In-class activities: the Instructions of Shuruppak (all), Ecc. 1-4; Pr. 1-9;
Intro to Enuma Elish; worldview-forging Exile 22:17-24:34; Sirach 24; 44-50
Post-class task(s):  
Read Enuma Elish (Tablets V-VII) and Gen. 10-11 M, 8/31 Aim: Nice to meet you, Ma'at Ambrosial
Pre-class task(s): Instruction of Amenemope (all), offering, MW3
F, 8/21 Aim: Creation myth (Enuma Elish and Genesis) Ambrosial the Instructions of Shuruppak (all), Ecc. 1-4; Pr. 1-9;
Pre-class task(s): Read Enuma Elish (Tablets V-VII) offering, FW1 22:17-24:34; Sirach 24; 44-50
and Gen. 10-11 In-class activities:
In-class activities: The “sage” as character; implications of Israel
Continue discussion, introduce Ps 29, 74, etc. borrowing from Egyptian sages; wisdom as
Post-class task(s): Read Intro to From Homer to protection of status quo, wisdom as challenge to
Harry Potter. status quo
Post-class task(s): Gen. 3; Dt. 27-30
 Date Class Plan Due Date Class Plan Due

W, 9/2 Aim: Fall as Wisdom Ambrosial M, 9/14 Aim: Blood and ichor Ambrosial
Pre-class task(s): Gen. 2-3; Dt. 27-30 offering, WW3 Pre-class task(s): Iliad, Books 9-12 offering, MW5
In-class activities: In-class activities: Discuss: ah, sweet ambrosia!
Fall narrative(s) as wisdom texts: What are the Post-class task(s): Iliad, Books 13-16
implications?
Post-class task(s): Job, 1-3; Babylonian Theodicy; W, 9/16 Aim: Rage and lament Ambrosial
Man and His Ba Pre-class task(s): Iliad, Books 13-16 offering, WW5
In-class activities: Discuss: ah, sweet ambrosia!
F, 9/4 Aim: Theodicy, anthropodicy, and Job Heroic Task: Post-class task(s): Iliad, Books 17-20
Pre-class task(s): Job, 1-3; Babylonian Theodicy; “Call to
Man and His Ba Adventure” F, 9/18 Aim: Rage and lament Heroic Task:
In-class activities: Pre-class task(s): Iliad, Books 17-20 “Departure”
Discussion of Job; Satan character and dualism Ambrosial In-class activities: Discuss: ah, sweet ambrosia!
Post-class task(s): Job 4-42 offering, FW3 Post-class task(s): Iliad, Books 21-24 Ambrosial
offering, FW5

M, 9/7 Aim: Theodicy, anthropodicy, and Job Ambrosial M, 9/21 Aim: (de)Humanizing the enemy Ambrosial
Pre-class task(s): Job 4-42 offering, MW4 Pre-class task(s): Iliad, Books 21-24 offering, MW6
In-class activities: In-class activities: Discuss: ah, sweet ambrosia!
Continue discussion; ambiguous wisdom; Post-class task(s): Odyssey, Books 1-4;
weirdness of response to Job “Odysseus’ Scar” by Auerbach
Post-class task(s): Iliad, Books 1-4; Weil, “Iliad,
Poem of Force” W, 9/23 Aim: Intro to Odyssey, Odysseus “the man” Ambrosial
Pre-class task(s): Odyssey, Books 1-4; “Odysseus’ offering, WW6
W, 9/9 Aim: Intro to Iliad, the wrath of Achilles Ambrosial Scar” by Auerbach
Pre-class task(s): I Iliad, Books 1-4; “Weil, Iliad, offering, WW4 In-class activities: Discuss: ah, sweet ambrosia!
Poem of Force” Post-class task(s): Odyssey, Books 5-8
In-class activities: Discuss: ah, sweet ambrosia!
Post-class task(s): Iliad, Books 5-8 F, 9/25 Aim: A virtuous queen and king Ambrosial
Pre-class task(s): Odyssey, Books 5-8 offering, FW6
F, 9/11 Aim: Kleos, hubris, courage, oh my! Heroic Task: In-class activities: Discuss: ah, sweet ambrosia!
Pre-class task(s): Iliad, Books 5-8 “Assistance” Post-class task(s): Odyssey, Books 9-12
In-class activities: Discuss: ah, sweet ambrosia!
Post-class task(s): Iliad, Books 9-12 Ambrosial M, 9/28 Aim: Desiring nostos Ambrosial
offering, FW4 Pre-class task(s): Odyssey, Books 9-12 offering, MW7
In-class activities: Discuss: ah, sweet ambrosia!
Post-class task(s): Odyssey, Books 13-16
 Date Class Plan Due Date Class Plan Due

W, 9/30 Aim: Hospitality and hubris Ambrosial F, 10/16 Aim: An unexpected ending... Ambrosial
Pre-class task(s): Odyssey, Books 13-16 offering, WW7 Pre-class task(s): Read Aeneid, Books 9, 11 & 12 offering, FW9
In-class activities: Discuss: ah, sweet ambrosia! In-class activities: Discussion: Virgil’s intent?
Post-class task(s): Odyssey, Books 17-20 Post-class task(s): Read Luke, 1-9

F, 10/2 Aim: Hospitality and hubris Heroic Task: M, 10/19 Aim: Gospel as bios: Luke in context Ambrosial
Pre-class task(s): Odyssey, Books 17-20 “Trials” Pre-class task(s): Read Luke, 1-9 offering, MW10
In-class activities: Discuss: ah, sweet ambrosia! In-class activities: Discussion, like heaven’s manna!
Post-class task(s): Odyssey, Books 21-24 Ambrosial Post-class task(s): Read Luke, 10-18
offering, FW7
W, 10/21 Aim: On the road with Jesus... Ambrosial
M, 10/5 Aim: Hero revealed: duality and dynamism Ambrosial Pre-class task(s): Read Luke, 10-18 offering, WW10
Pre-class task(s): Odyssey, Books 21-24 offering, MW8 In-class activities: Discussion, like heaven’s manna!
In-class activities: Discussion; assign groups for Post-class task(s): Read Luke, 19-24
teaching project
Post-class task(s): Read Prometheus Bound F, 10/23 Aim: The King who comes in the name of the Lord Heroic Task:
Pre-class task(s): Read Luke, 19-24 “Crisis”
W, 10/7 Aim: Example teaching session: Prometheus Bound Ambrosial In-class activities: Discussion, like heaven’s manna!
Pre-class task(s): Read Prometheus Bound offering, WW8 Post-class task(s): Read Acts 1-9 Ambrosial
In-class activities: Discuss: ah, sweet ambrosia! offering, FW10
Post-class task(s): Read Antigone
M, 10/26 Aim: Like a mighty, rushing wind Ambrosial
F, 10/9 Aim: Example teaching session: Antigone Heroic Task: Pre-class task(s): Read Acts 1-9 offering, MW11
Pre-class task(s): Read Antigone “Approach” In-class activities: Discussion, like heaven’s manna!
In-class activities: Discuss: ah, sweet ambrosia! Post-class task(s): Read Acts 10-19
Post-class task(s): Read Aeneid, Books 1 & 2 Ambrosial
offering, FW8 W, 10/28 Aim: Echoes of Troy? Ambrosial
Pre-class task(s): Read Acts 10-19 offering, WW11
M, 10/12 Aim: Intro to Aeneid, of arms and a man! Ambrosial In-class activities: Discussion, like heaven’s manna!
Pre-class task(s): Read Aeneid, Books 1 & 2 offering, MW9 Post-class task(s): Read Acts 20-28
In-class activities: Discussion: Pietas and virtue
Post-class task(s): Read Aeneid, Books 4 & 6 F, 10/30 Aim: Nostos revisited Ambrosial
Pre-class task(s): Read Acts 20-28 offering, FW11
W, 10/14 Aim: (un)Manly Men Ambrosial In-class activities: Discussion, like heaven’s manna!
Pre-class task(s): Read Aeneid, Books 4 & 6 offering, WW9 Post-class task(s): Read John 19; Barber, “Combat
In-class activities: Performing gender in Aeneid Myth and Harry Potter”
Post-class task(s): Read Aeneid, Books 9, 11 & 12
 Date Class Plan Due REQUIRED TEXTS
M, 11/2 Aim: Piercing the serpent Ambrosial Because excellent translations of both classical and biblical literature are
Pre-class task(s): Read John 19; Barber, “Combat offering, MW12 readily and freely available, our course does not require the purchase
Myth and Harry Potter”
In-class activities: Discussion: Our mother, Jesus, of any textbooks. However, we highly recommend that students acquire
turning the world on its ear a good study Bible, like the HarperCollins Study Bible (NRSV) or the NIV
Post-class task(s): TBD Study Bible, which will serve them throughout their studies. For those
who want to purchase personal copies of Iliad, Odyssey, and Aeneid, we
W, 11/4 TBD: Wrapping up, reflecting on our journey Heroic Task: recommend translations by Robert Fagles.
“Treasure”

F, 11/6 Student-led discussion TBD

Heroic Task: “Result” due for specific team Grading
M, 11/9 Student-led discussion TBD Grade Scale:
Heroic Task: “Result” due for specific team A         92-100                     
B         82-91                       
W, 11/11 Student-led discussion TBD
Heroic Task: “Result” due for specific team C         75-81                        
D         67-74
F, 11/13 TBD: Wrapping up, reflecting on our journey TBD F          below 67

W, 11/18 Final, 1:00 - 2:50 (note: due date for final subject to Heroic Task:
revision per discussion in class) “Resolution”
However...

Grading in Bible and Classical Literature is a bit more interesting than a

wooden grading scale. As described below in the syllabus, our class
progresses through the Hero’s Journey, and grades correspond to
exercises and tasks accomplished, assessed via rubrics (see below). The
brave acquisition of all badges corresponds to an “A”; point values for
assignments (awarded via grading rubrics) determine grades of B, C, D,
and F.

Grades for all assignments, along with instructor feedback, will be

available in the “My Grades” section of Blackboard for our course.

See below for a description of exercises, tasks, and badges, along with
Clever Odysseus attacks the wrong cyclops...
corresponding values.
 quest(ion)ing: our Ambrosial offering
Concerning discussion postings...
With the catchword quest(ion)ing as dynamo powering our hero’s journey, students and instructors employ inquiry as the primary
mode for engaging biblical and Classical texts. 

Before each class, students engage assigned readings; from the readings questions rise, and students will compose and post in the
appropriate discussion forum a single ambrosial offering—a question of their own design, reflective of their own insight, and
evidential of thoughtful engagement. Each ambrosial offering is a personal contribution to “feed” class conversation (ambrosia is
divine food, of course, and student offerings help us savor and nourish ourselves through deep engagement with timeless texts).
Instructors provide feedback and sharpen student questions. In this way, throughout the semester students gain skills for articulating
meaningful q’s, questions that drive thinking and motivate deeper exploration, often “off the beaten path.”

Our quest itself is sustained by old, powerful verbiage: fides quaerens intellectum, faith seeking understanding. When we hear Saint
Anselm’s famous phrase faith seeking understanding, we may be tempted to focus on faith, the strength of our convictions and
beliefs; or, we might focus on understanding, the proud goal we have reached when our wondering becomes certainty. Yet seeking
implies that we are embarked on a quest, full of danger, excitement, and wonderment, with surprises at every turn. When emphasis
is put on the verb(al noun), faith seeking understanding becomes a dynamo propelling us deeper into the mysteries of faith, because
our faith is formed as we grow in understanding, and deepened faith then shapes how we understand the world to be. 

Questions set the table for the feast of class meetings, fragrant ambrosial offerings that
deeply satisfy, nourishing blood, bone, hearts, and minds. As the Prophet invites, 

Come, buy wine and milk

   without money and without price.
Why do you spend your money for that which is not bread,
   and your labour for that which does not satisfy?
Listen carefully to me, and eat what is good,
   and delight yourselves in rich food. (Isaiah 55)

Quest(ion)ing becomes sustenance for our quest, enlarging souls as we satisfyingly

engage texts that make and keep us human.
 Badging our heroes
Outcomes and Assessment for Bible and Classical Literature
Explanation and outcomes
Through learning experiences in Bible and Classical Literature, students will:
1. Identify and articulate continuity and discontinuity among ancient and classical texts, biblical literature, and own perspective(s)
2. Demonstrate critical engagement of assigned texts, familiarity with themes, and apprehension of questions the stories raise
3. Demonstrate reflection on how engaging ancient texts informs understanding of the Bible and (potentially) enriches faith
4. Demonstrate ability to question texts as partners in dialogue and to put texts in conversation with each other
5. Demonstrate recognition of various textual genres, including and especially the nature of myth
6. Process, synthesize, and demonstrate learning through a collaborative project and presentation

Daunting tasks, undaunted spirits

Throughout our journey this semester, students will complete Quest(ion)ing exercises and Heroic Tasks that serve to demonstrate
comprehension of the texts we engage and competency with the thought-tools we’re working to sharpen. Quest(ion)ing exercises
are responses to assigned readings and participation in classroom or virtual discussion. Heroic Tasks include reflection pieces and
presentation of a collaborative, culminating project. Successful completion of tasks is assessed via rubric, as described below.

Undertaking a hero’s journey

As a framework for conceptualizing our movement towards course completion, we are employing The Hero’s Journey (see below) as
a map to guide our undertaking. Heroic Tasks correspond to various hours on the journey; badges are awarded along the way,
culminating in the Hero’s Badge, which signifies an “A” in the course. Grading rubrics and task descriptions can be found below.

The Hero’s Badge

 Status quo

11. resolution 1. Call to adventure

2. assistance
10. new life
Ordinary
World

9. return 3. Departure

Special
8. Result World 4. Trials

7. treasure 5. Approach

6. Crisis

mapping the Hero’s journey

Points for Quest(ion)ing Exercises, Heroic Tasks, and Badges

In Bible and Classical Literature, students are expected to complete

exercises and tasks to earn badges, by which they earn their grade and Quest(ion)ing Badge
complete the course.

Quest(ion)ing Exercises: For each class period, students will engage

Red Mage Token
pre-class readings or other activities. Prior to class, students are expected
We know it’s not always possible to complete
to post a thoughtful question as a Discussion Board post in Blackboard
readings and make posts; life happens! So, for every
(see description above). Quest(ion)ing exercises are intended to confirm
five (5) occasions that you continue the conversation
reading comprehension and to generate class discussion. See rubric
by offering a substantial comment on a peer’s daily
below to guide question articulation. Discussion Board forums can be
post, you get one Red Mage Token. The Red Mage
accessed in Blackboard, and threads for each period are clearly marked
is a source of healing or a weapon of destruction!
(e.g., WW1 = Wednesday, Week 1; MW2 = Monday, Week 2). Exercises
completed at 90% will receive the Quest(ion)ing Badge.
Here’s how it works:
35 Read-Respond Exercises
Healing Potion: The Red Mage Token can be used
to heal 10 points on any Heroic Task!
Heroic Tasks: As described below, Heroic Tasks correspond to various
hours on the Hero’s Journey. Tasks are graded via rubrics (see below),
and corresponding badges are awarded for students who receive 85
points or better. Heroic Tasks signify transitional movement as we
Fireball: The Red Made Token can obliterate one
progress throughout the course and offer opportunity for reflection on both
Read-Respond score!
learning and personal experience. See schedule above for due dates
and descriptions below for details.
Note: Each discussion thread counts as one
occasion toward the five needed for the Red Mage
11 Heroic Tasks
Token, regardless of how many substantial
comments are made in the thread.
Badges: Badging offers a means for gamifying learning in this course.
The Hero’s Journey (which will be described in class) offers an interesting
way of conceptualizing our movement through the various texts we
engage. Badges are acquired as Tasks and Exercises are successfully
completed, and accumulation of all badges signifies an “A” in the Nota Bene:
course. See below for details regarding specific badges. In using the phrase “Hero’s Journey,” we are not oblivious
Don’t freak out! to the gendered implications of the language. The “Hero’s
17 Badges = “A” final grade Take a breath! It will be Journey” is a literary “thing” which we will discuss in class,
much better than it seems and although masculine in aspect the journey is
on paper!!! undertaken by heroic women and men alike. The
Tasks! ! 20%
“Heroine’s Journey” is also a literary “thing,” and we will
Assignments! 80% distinguish the two in our discussions.
Total! ! 100%
 catalog of badges
Badge Timing Icon Badge Timing Icon

Call to Adventure Earned Week 4 Quest(ion)ing Badge Earned for completion of

90% quest(ion)ing
exercises

Assistance Earned Week 5

Result Earned Weeks 14-15

Departure Earned Week 6

Heroes’ Challenge Earned for completion of
Hours 6-8
Adventure Begins Earned for completion of
Hours 1-3
Return Earned Week 15

Trials Earned Week 8

New Life Earned Week 15

Approach Earned Week 9 Resolution Earned Week 16

Brave New World Earned for completion of Hero’s Boon Earned for completion of
Hours 4-5 Hours 9-11

Crisis Earned Week 11 The Hero’s Badge Earned for acquisition of

all previous badges

Treasure Earned Week 13

 quest(ion)ing Rubric
Quest(ion)ing Exercises Capstone Milestones Benchmark
(25 pt) (18 pt) (10 pt)

Use this rubric to guide question
articulation as you respond to
assigned readings.
Reflect: Questions are of the
highest level and reveal a
depth of introspection;
questions put texts in
conversation with here-and-
now contexts.
Create: Questions yield new
insights and/or provide new
ways for thinking about texts;
observations provoke
thought , potentially eliciting
robust class discussion
Adapt: Questions exhibit
critical thinking and skillfully
draw out insight regarding
themes, characterizations,
issues, etc.
Model: Questions do not
evidence engagement with
assigned readings. (Note: no
points awarded to plagiarized
questions; encounter with
instructors imminent...)

Comments and Points:

Total Points: (minimum 90 percent required for badge)

Nota bene: Typically, ambrosial offerings are assessed as either attempted or not attempted (i.e., this rubric is not necessary for evaluating
all student questions submitted). However, the above rubric should guide students as they construct capstone-level questions and will be
used to evaluate all questions that are deemed deficient or less-than-compelling (i.e., they only meet adapt or model rubric levels).

Badge awarded? Yes or No

Additional comments:

Reviewer name(s):

Student name:

Hours 1 - 3
Complete tasks for each hour to
gain all icons and receive this badge!
Hour and explanation
Hour 1: Call to Adventure
We begin our journey by paying attention to
origin stories, primal myths whose truth-telling
stirs imagination, shapes identity, situates
power, and suggests a relationship between
humanity, divinity, and the cosmos. Status
quo is established but disrupted; disaster
summons response, and adventure begins.
Hour 2: Assistance
The sage, a character type we encounter on
our journey, offers a boon, wise advice for
living well. From the sages we learn skills for
observation and for questioning; we acquire
“just so” stories for making sense of the world,
yet we also encounter disruption, fissures in
the status quo to which we must attend.
Hour 3: Departure
Darkening sky, brewing storm, and crumbling
“just so” stories signify departure from the
status quo into strange landscapes. Will the
sage’s boon sustain us? Will we find new
wisdom, or will we be undone by whirlwinds
and weird, loathsome, unnamed things lurking
in the liminal spaces of new experience?
Heroic Tasks
Adventure begins
Tasks and outcomes Icon
For this hour, students will compose a reflection piece (300-500
words) that describes three or more points of continuity and
three or more points of discontinuity among Enuma Elish,
biblical creation texts, modern origin stories, and personal beliefs.
Students will also articulate three critical questions that help
drive thinking into these texts.
Maps to outcomes 1, 2, and 4.
For this hour, students will compose a reflection piece (300-500
words) that describes three or more points of continuity and
three or more points of discontinuity among Egyptian,
Mesopotamian, Hebrew wisdom, and personal beliefs. Students
will also articulate three critical questions that help drive thinking
into these texts.
Maps to outcomes 1, 2, and 4.
Here, students compose a reflection piece (300-500 words) that
maps the Hero’s Journey to their own life. Specifically, the piece
should focus on departure, an experience of disrupted status quo,
forcing movement into new and strange landscapes. Literal
departure (like moving to a new town, etc.) should not overshadow
internal landscapes, i.e., the affect of departure on the soul. Tell
us a story about your own experience of departure.
Maps to outcome 3.
 Rubrics
Hours 1-3: Capstone
Adventure Begins (25 pt)
Hour 1: Call to Adventure Reflect: Questions and
observations are of the
highest level and reveal a
depth of introspection as
presuppositions are mulled
Comments and Points:
Hour 2: Assistance Reflect: Questions and
observations are of the
highest level and reveal a
depth of introspection as
presuppositions are mulled
Comments and Points:
Hour 3: Departure Reflect: Piece is an exemplar
of good storytelling, applying
class discussion and texts to
personal experience
Comments and Points:
Total Points: (minimum 85 percent required for badge)
Badge awarded? Yes or No
Additional comments:
Reviewer name(s):
Student name:
Milestones
(18 pt)
Create: Questions yield new Adapt: Questions exhibit
insights and/or provide new critical thinking and skillfully
ways for thinking about texts; put texts into conversation;
observations provoke thought observations incorporate yet
and elicit robust discussion move beyond class discussion
Create: Questions yield new Adapt: Questions exhibit
insights and/or provide new critical thinking and skillfully
ways for thinking about texts; put texts into conversation;
observations provoke thought observations incorporate yet
and elicit robust discussion move beyond class discussion
Create: Piece is effective Adapt: Piece moves beyond
storytelling that elicits mere description (What?);
pathos, raises questions, and/ captures and portrays
or challenges perspectives departure’s impact (So what?)
Benchmark
(10 pt)
Model: Questions and
observations are incomplete
or do not move beyond
instructor comments and
suggestions
Model: Questions and
observations are incomplete
or do not move beyond
instructor comments and
suggestions
Model: Piece is adequate, but
exhibits grammatical and/or
clarity issues; thoughtfulness
is difficult to discern

Hours 4 - 5
Complete tasks for each hour to
gain all icons and receive this badge!
Hour and explanation
Hour 4: Trials
Darkness deepens, yet we discover light for
our journey. Encounters with weird others
threaten to undo interior worlds, forcing us to
discover new strength, to harden muscles,
sharpen minds, and soften hearts. Will trials
mark our undoing, or will those we encounter
mark us as heroes? This dark hour we
tremble, yet with iron resignation break down
forest gates, walk through cavernous night,
face monsters, and embrace trial, knowing
that heroes and learners are born of struggle.
Hour 5: Approach
Fatigue is overwhelming, yet we have
discovered new sources of courage. Before
us looms our greatest challenge; now we
prepare ourselves to confront an unnamed
horror threatening to shatter our comfortable
worlds; but there is no other choice, and we
resign ourselves to a hero’s doom.
Heroic Tasks
Brave new world
Tasks and outcomes Icon
For this hour, students will identify a contemporary social issue
that resonates with one or more episodes from any of the stories
we have engaged. Write a discussion post that describes the
social issue; explain how your selected episode(s) informs,
illustrates, or problematizes the issue; conclude with an assertion
of truth to take with you into “the real world,” where social
injustices are truly encountered. Use two scholarly sources
(monographs or articles) to support your observations, sharpen
your thinking, or help frame your discussion. Use MLA formatting
to cite your two sources.
Maps to outcomes 2, 3, and 4.
For this hour, students will be assigned to groups of four or five
and work together to determine which text(s) they will work with for
their final collaborative project (see description below, Hours 6-8).
In a Google Doc, groups will identify their selected passage,
explain what teaching point they hope to draw out of the
passage, and describe how they will facilitate a learning
experience for classmates that delivers the intended instruction
and/or challenge. Nota bene: Groups are scored collectively;
however, instructors reserve the right to score students
individually if fairness seems at stake.
Maps to outcomes 2 and 6.
 Rubrics
Hours 4-5: Capstone Milestones Benchmark
Brave New World (25 pt) (18 pt) (10 pt)

Hour 4: Trials Reflect: Post compellingly
synthesizes selected
episode(s) and discovered
scholarly resources, offering
provocative insight into the
social issue in light of
readings; discussion is clear,
concise, and compelling; “So
what?” conclusion offers clear
challenge; sources are robust
and MLA is excellent
Create: Post displays creative
interplay between text and
identified issues (i.e., the way
selected episode(s) inform or
challenge the contemporary
issue are insightful and
provocative; presentation is
clear, concise, compelling,
culminates in a powerful “So
what?” take-away; sources
and MLA are appropriate
Adapt: Post shows strong
interplay between identified
issue and selected episode(s);
discussion is clear but needs
better concision; culminates
in a “So what?” take-away;
sources are appropriate but
do not clearly inform thinking
and discussion; MLA requires
some attention.
Model: Post identifies a social
issue, but connection to
episode(s) is weak and needs
strengthening; take-away
offered by not compellingly
articulated (i.e., does not
provide a resounding “So
what?” response; informed by
sources, but of questionable
scholarship; MLA formatting
requires attention

Comments and Points:

Hour 5: Approach Reflect: Group works together
to select a text and articulate
a teaching point with clear
“So what?” implications;
teaching plan exhibits
thoughtfulness regarding
pedagogy and proposes a
creative, doable presentation
Create: Group work is
excellent; team clearly works
together to select a text and
articulate a provocative
teaching point; facilitation
plan is creative, appropriate in
scope, and exhibits some
thought about pedagogy
Adapt: Group works well
together and exhibits strong
participation by members;
teaching point is clear and
clearly emerges from selected
text; proposed plan for
facilitation is over-ambitious,
distracting, or off-point
Model: Group work is
adequate, but primarily
reflects input from one or two
team members; text is
selected, but teaching point is
unclear; proposed plan for
facilitation is “wooden” and
lacks pizazz

Comments and Points:

Total Points: (minimum 85 percent required for badge)

Badge awarded? Yes or No

Additional comments:

Reviewer name(s):

Student name:

Hours 6 - 8
Complete tasks for each hour to
gain all icons and receive this badge!
Hour and explanation
Hour 6: Crisis
Now it comes to it: no turning back. Hearts
thundering, we enter darkness, shadow
realms where mortal souls are unwelcome
except as unlucky consumables...
Courage!
Hour 7: Treasure
Unbearably fatigued, we nevertheless emerge
victorious, boon in hand! What have we
discovered, and what help has been ours
along the way? These are the treasures with
which we emerge from darkness...
Hour 8: Result
Sweaty work has paid in full; we are prepared
for the task at hand. Muscles are hardened,
minds sharpened, souls enlarged. We are
now equipped to lead those who will follow, to
challenge and teach those who will listen.
Heroic Tasks
heroes’ Challenge
Tasks and outcomes Icon
For this hour, groups work together on their teaching projects. The
following actions are required:
• establish plan for reading selected text and for group meetings
• create “lesson plan”; assign roles, develop and prepare
necessary materials; refine and reduce scope; articulate “So
what?” takeaway
• schedule a meeting between group members and instructors for
checking in on progress and offering advice
Maps to outcome 6.
For this hour, each group will meet with instructors prior to
scheduled teaching period. Groups should be prepared to:
• Demonstrate facilitation prep progress (near completion)
• Describe reflection on the experience of this project
• Demonstrate competency with selected text and teaching point
• Incorporate instructor changes or recommendations
Maps to outcomes 2 and 6.
For this hour, groups will facilitate class on assigned date over
their selected text and teaching point. Keep in mind the following:
• Pre-class activities should be sufficiently announced in advance
• Teaching point and take-away should be clearly articulated
• Roles may differ, but all members should equally participate
• Execution is compelling, provocative, and challenging
Maps to outcomes 2 and 6.
 Rubrics
Hours 6-8: Capstone
Heroes’ Project (25 pt)
Hour 6: Crisis Reflect: Group plan evidences
excellent collaboration;
facilitation plan is exemplary
of thoughtful lesson prep;
checkpoint is scheduled
Comments and Points:
Hour 7: Treasure Reflect: From the instructors‘
perspective, the group is
prepared; reflection is robust;
ideas generate excitement
Comments and Points:
Hour 8: Result Reflect: Group offers an
exemplar of good teaching;
execution is compelling; class
is engaged; take-away is
challenging and memorable
Comments and Points:
Total Points: (minimum 85 percent required for badge)
Badge awarded? Yes or No
Additional comments:
Reviewer name(s):
Student name:
Milestones
(18 pt)
Create: Group plan is robust Adapt: Group plan and
and establishes clear roles; facilitation plan are complete;
facilitation plan is creative and members have clear roles;
evidences solid thought- timely scheduling checkpoint
work; checkpoint scheduled with instructors accomplished
Create: From the instructors‘ Adapt: From the instructors‘
perspective, group exhibits perspective, group exhibits
high level of preparation, need for more preparation,
reflection, and enthusiasm reflection, and readiness
Create: Group offers a Adapt: Group offers excellent
creative and memorable learning experience with
learning experience; their strong take-away; execution
presentation raises questions, does not equally involve all
and challenges perspectives members
Benchmark
(10 pt)
Model: Group plan and
facilitation plan are available
but unclear; instructors have
been primary motivators for
scheduling checkpoint mtg.
Model: From the instructors‘
perspective, group exhibits
low level of preparation,
reflection, and readiness
Model: Group offers
adequate learning
experience, but preparation
issues are evident; take-away
is unclear or not challenging

Hours 9 - 11
Complete tasks for each hour to
gain all icons and receive this badge!
Hour and explanation
Hour 9: Return
The ascent begins. Are we ready for reentry,
to once again encounter familiar worlds? And
will we be recognizable to those at home?
Will we be accepted, or have we been
undone by these experiences, reshaped so
that we no longer fit the world we once
inhabited?
Hour 10: New Life
Landscapes become known; we imagine all
that awaits just beyond the next rise.
Excitement is tinged with ambiguity; we are
changed by our experiences. What will it
mean to begin new life with old familiars?
Hour 11: Resolution
We’ve settled in. This Hour is Bilbo mapping
his quest and detailing his adventures; this is
a quiet hour for reflection on all that has
happened, how we are changed: who we
were, who we are, and who we are becoming.
Heroic Tasks
heroes’ boon
Tasks and outcomes Icon
For this hour, students will compose a reflection piece (300-500
words) describing how myth (as defined and discussed in class)
functions in their own lives and learning.
Maps to outcome 5.
For this hour, students will begin mapping their own experiences
to the hours of the Hero’s Journey. For each hour, identify a life
experience or learning experience resonates with that aspect of
the journey; for as many hours as possible, briefly describe
aspects of readings and/or class discussions that inform your
understanding of each particular stage. This assignment is an
outline, a thought-piece to help guide reflection for the Resolution.
Maps to outcomes 1, 2, and 3.
For this hour, students will compose a 500 to 700 word reflection
piece that describes their own experience of the Hero’s Journey,
especially as it relates to class readings and conversations.
Creativity is encouraged; reflection should be personal and
meaningful. The goal of this exercise is to demonstrate capacity
for recognizing continuity and discontinuity between self and text,
and for understanding stages of the Hero’s Journey as resonant
with personal experiences, both in life and for learning.
Maps to outcomes 3 and 4.
 Rubrics
Hours 9-11: Capstone
Heroes’ Boon (25 pt)
Hour 9: Return Reflect: Piece is exemplar of
reflection; explicates the role
of myth in personal life, draws
out challenging takeaways
with clear, compelling writing
Comments and Points:
Hour 10: New Life Reflect: Outline is complete,
and offers a clear, strategic
plan for approaching the final
reflection piece
Comments and Points:
Hour 11: Resolution Reflect: Final piece serves as
an exemplar of reflection;
demonstrates thoughtful
understanding of self upon a
Hero’s Journey; robustly
engages content; concludes
with a challenging “So what?”
Comments and Points:
Total Points: (minimum 85 percent required for badge)
Badge awarded? Yes or No
Additional comments:
Reviewer name(s):
Student name:
Milestones
(18 pt)
Create: Reflection creatively Adapt: Reflection evidences
evidences mythic elements in strong understanding of myth
personal life and draws out and offers a clear, concise,
implications; writing is clear, compelling description of the
concise, and compelling mythic in personal life
Create: Outline is clear, Adapt: Outline is clear,
complete, and generates thoughtful, and complete;
creative ideas for how to evidences the beginning of a
approach the final plan for executing the final
Create: Final piece clearly and Adapt: Final piece is well-
creatively demonstrates written, shows good
resonance between self, the movement between self and
Hero’s Journey, course texts, aspects of the Hero’s
and discussions; offers a clear Journey, interacts with course
“So what?” conclusion content, and offers a
takeaway
Benchmark
(10 pt)
Model: Reflection shows
adequate understanding of
myth, per class discussion,
and discerns mythic presence
in personal life
Model: Outline is complete,
but does not offer clear idea
for how to approach the final
reflection piece (Resolution)
Model: Final piece is clear,
shows how aspects of the
Hero’s Journey map to
personal experiences, and
evidences interaction with
course texts and discussions
 Policies
Class Participation.
Because this course is primarily a readings seminar, students are expected to contribute thoughts and discussion at each class period. Accordingly, grades will be
awarded for participation and quality of contribution. Though a student may occasionally have a quiet day, persistent silence will result in reduction of the
participation portion of the grade. Class attendance and punctuality are essential for maximum development. Absence from the discussion, interaction, and
exchange is irretrievable.  Students must report their absence or tardiness to the instructor prior to class. Absences may be excused for illness, family emergency
or official representation of the university, though excusing an absence or tardiness is at the discretion of the instructor.

Email and Phone

To contact your professors, you may call, email, or come by or make an appointment.

The best way to contact your instructor is by email. Whenever possible, your instructor will respond within 24 hrs. of receiving an email message. Do not wait until
the "last minute" (e.g. just before class time) to send an email and expect an immediate answer or that the instructor even received the message. Clearly mark all
e-mail messages to the professor on the subject line as shown below:

Subject line:      HONR 1214    Last Name, First Name        Assignment Name      

Students may call the instructor on his office phone (see page 1 of syllabus). If unavailable, you are encouraged to leave a voicemail message including your
name and the reason for your call.

Phone extensions: Grant Testut, 5378; Chris Rosser, 5323

We also encourage private appointments to discuss the class or anything else.

Office Hours
Students should feel free to stop by the instructor’s office for consultation. It is best to email or call in advance to make an appointment to ensure that the instructor
will be available.

Dr. Testut: My office hours are under construction and will be posted as soon as they are determined.  

Mr. Rosser: Feel free to visit with me during class, stop by my office in the library, or email for an appointment. I don’t hold regular office hours because of
library responsibilities, but you are welcome to email me if you’d like to set up an appointment. My office is located on the first floor of the library, LC 105.
Here’s my weekly schedule. Also, feel free to schedule a research session with me here.

Laptop/Handheld/Phone Policy
Laptops are not allowed in class except as permitted by instructors. All other electronic devices may not be used during class periods.
Absences and Late Work
All assignments, quizzes and exams are to be handed in at the times designated by the syllabus or by the instructors.  Any late work will not be accepted, and the
student will receive a “0” for the assignment or evaluation.  The only exceptions granted will be for reasonable excuses (it is up to the instructors' discretion what
counts as a reasonable excuse).  In such cases, it is in the student’s interest to inform the instructors of the situation as soon as possible.  Should there be an
event (e.g. severe weather) that prevents a class or exam time for the entire group, the students will be informed by their instructors through Blackboard
announcements as to the next course of action.

Closings and Emergencies

In the case class cancellation or campus closure for inclement weather or emergencies, students will be notified via email and Blackboard announcement. For this
course always prepare for the assignment for the given date. The professor will later give any instructions regarding make up of missed work.  Follow the syllabus
for daily class assignments.

In case of an emergency, faculty, staff, and students who have signed up for OC Campus Messenger (oc.edu/notify) will be notified by text, email, or Twitter. If the
emergency occurs during class, the instructor will inform the students present of the appropriate procedures.    

Oklahoma Christian University Policy on Academic Honesty

Cheating: Cheating on an examination, assignment, roll sheet or other course related work or activities undermines the ethics of the academy and the specific
Christian purposes of Oklahoma Christian University. Accordingly, students who cheat on examinations, assignments or other course related work or activities will
face serious consequences, as outlined in this policy.

Plagiarism: One particular form of cheating is plagiarism. Plagiarism is the transmission of another’s ideas, words, or materials as one’s own and/or the failure to
credit accurately the ideas, words, or materials of another. Plagiarism also includes passing off another’s work (a friend, a parent, a website) as one’s own.
Plagiarism undermines the ethics of the academy and the specific Christian purposes of Oklahoma Christian University. Accordingly, students who engage in
plagiarism in assignments submitted will face serious consequences, as outlined in this policy.

Penalties for Academic Dishonesty

1. On the first offense, the student will receive zero (0) credit for the examination or assignment. For forms of cheating or dishonesty other than on examinations
or assignments, the Professor shall have the discretion to impose an appropriate penalty. Professors must send documentation of the first offense to the
appropriate chair, the dean of the appropriate college, the Chief Academic Officer, and the Dean of Students.
2. On the second offense in the same course, the student will receive an F in the course. Professors must send documentation of the second offense to the
appropriate chair, the dean of the appropriate college, the Chief Academic Officer, and the Dean of Students.
3. At either the first offense or second offense, the student may appeal using the process described in both the OC Student Handbook and the OC Academic
Policy Manual covering Grade Appeals.
4. If the student commits offenses in two or more courses, the Academic Appeals Committee, described in the OC Student Handbook and in the OC Academic
Policy Manual, may assign penalties for academic dishonesty in addition to the penalties assigned by the professors in the courses. The Academic Appeals
Committee may impose penalties up to and including suspension from the University in instances where a student has engaged in cheating or plagiarism in
two or more courses. The Academic Appeals Committee will inform the Chief Academic Officer and the Dean of Students in writing of any penalties imposed
by it and will report annually on its activities to the University’s Academic Affairs Committee.
5. Professors should maintain the highest standards of academic honesty both in and out of the classroom. Professors must report and apply the rules regarding
cheating/plagiarism to the appropriate channels. The student should be referred to the Oklahoma Christian University Covenant for principles which should
guide conduct in these matters.
Americans with Disabilities Act
If you have a diagnosed disability and need special accommodations, please notify Ms. Katy Roybal (425-1876) before or immediately after your first scheduled
class meeting. After your disability has been verified, your instructor will work with you, with Ms. Roybal, and with the Office of the Vice President of Academic
Affairs to provide reasonable accommodations to ensure that you have a fair opportunity to perform in this course.

Sexual Misconduct Policy (Title IX)

Oklahoma Christian University is a Christian community unequivocally committed to ensuring a working and learning environment in which the dignity of every
individual is respected and providing a campus environment that is free of unlawful discrimination, which includes sexual harassment, sexual assault, or sexual
misconduct. OC’s Sexual Misconduct Policy (see the OC Student Handbook) is compliant with Title IX, which states, “No person in the United States shall, on the
basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving
Federal financial assistance.” Sexual harassment is a breach of community, which expresses disrespect, exploits and undermines relationships based on trusts,
and interferes with learning and productive work.

Students are encouraged to immediately seek available assistance and report incidents of sexual misconduct as defined by the Sexual Misconduct Policy to either
the Title IX Coordinator or one of the Title IX Deputy Coordinators listed below:

Title IX Coordinator: Mrs. Lisa Herndon, 405.425.1820 (lisa.herndon@oc.edu)

Students have access to confidential services through OC’s Counseling Center and the Spiritual Life office.

OC Counseling Center: 405.425.5250 Let’s have a brilliant

semester together!
Spiritual Life
Jeff McMillon, Dean of Spiritual Life, 405.425.5919
Summer Lashley, Ethos Director, 405.425.5908

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Course materials provided or made available to students in class, online or via email are the property of Oklahoma Christian University, the instructor and
other copyright holders and are made available for the sole use of students enrolled in this class during the semester in which the student is enrolled. Students
may keep one copy (print or digital) for personal use only and may not distribute the materials in any media format to any person without the express permission of
the Oklahoma Christian University and the instructor. Original materials posted and authored by students may not be distributed under any circumstances.

Oklahoma Christian University is a higher learning community that

transforms lives for Christian faith, scholarship and service.