GLOBAL ETHICS AND RELIGION

Religion/Philosophy 120

Professor: Lorin Geitner Email: geitner@chapman.edu

Classroom: Zoom Office: Once we are back on the ground:
Course Meeting Time: Starbucks in Beckman Hall (unless a private
Class # Religion/Philosophy 120 meeting is requested and scheduled in advance).
Office Hours: 1:00-2:00 p.m., MWF, via Zoom

Fall 2020 Lorin Geitner, JD, MRel.

In this course we will address fundamental, cross-cultural ethical issues which have both been
perennially raised by the world's great religious traditions and which confront us in the 21st century.
Particular attention will be given to Hinduism, Jainism, Buddhism, Confucianism, Judaism,
Christianity and Islam.

After first investigating the historical background and foundational ideas of these religious
traditions, we will ask such questions as , "How should humans relate to each other?", "What is the
meaning of non-violence in the Asian traditions?", "In view of the ecological crisis, what does
religion say about how humans should relate to the earth?", "What are human rights and how are
human rights viewed in the World Religions", "Is the Buddhist notion of compassion like the
Christian notion of love?", "How might a religious ethic give life meaning?", "Can the World
Religions help prevent war?", “Do humans have rights regarding medical care?” and “Can the
World Religions help us make ethical medical decisions?”

In approaching these questions, novels, as well as primary works in religion and philosophy, will be
used as texts. Critical thinking and argumentative writing will be emphasized.

TEXTS:

Endo, Shusaku. Deep River. New Directions, 1994.

Hanh, Thich Nhat. Cultivating the Mind of Love. Parallax, 1996.

Runzo, Joseph and Martin, Nancy M., eds. Ethics in the World Religions. Oxford: Oneworld
Publications, 2001. (EWR)

Runzo, Joseph; Martin, Nancy M.; and Sharma, Arvind, eds. Human Rights and Responsibilities in
the World Religions. Oxford: Oneworld Publications, 2003. (HRRWR)

Smith-Christopher, Daniel. Subverting Hatred: The Challenge of Nonviolence in Religious

Tradition. Maryknoll, NY: Orbis Press, 2007. 10th Anniversary Edition

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EVALUATION

There will be four components upon which the grade will be based: (1) an essay midterm
examination, (2) minimum of 5 thought papers, (3) an essay final examination, which will each
count for 28%. (4) Oral performance/class participation will count for 16%.

Thought Papers should be submitted in both hardcopy and by email. These papers should be: 2-4
pages long. They are an opportunity to articulate your ideas about the material presented in the
given section in a thoughtful manner, evidencing not only comprehension of material, but also
synthesis with other material covered to date and your prior studies, and a critical assessment
thereof. Instructor may request students to present exemplary thought papers to their peers. Thought
papers are due on dates noted in the syllabus. Although a minimum of five thought papers are
required, there are seven dates you can submit papers. If you choose to submit more than the
required 5, your lowest thought paper grades to date will be deleted for each additional paper
submitted.

Oral performance has three components: (1) regular class attendance, (2) discussion in and/or after
class and/or completion of take-home quizzes which tie into assigned readings and lecture, and (3)
an in-class oral presentation. Attendance will be taken each day and students who repeatedly miss
class without a legitimate excuse and/or are unprepared to address the questions from the take-home
quizzes during class should expect a reduction in their grade. Take-home quizzes are tools to help
you prepare for in-class discussion, and are due at the end of the period in which the relevant
material has been discussed. In-class oral presentations should be five or ten minutes and may be on
any topic involving both ethics and religion, whether addressing material covered in class or
applying the critical thinking techniques covered in class to material that has piqued your interest
(with prior approval from professor).

Program Learning Outcomes:

 Students will synthesize research results and formulate written arguments on topics in
religious studies.
 Students will analyze and assess the global range of religious beliefs and practices in
historical and cultural context.
 Students will be able to appraise the roles religion plays in community and cultural life.
Students will engage in critical thinking with respect to issues, ideas, artifacts and events
related to the study of religion, engaging in comprehensive exploration before formulating an
opinion or conclusion.
 Students will be able to effectively deliver a prepared, purposeful presentation on a topic in
religious studies designed to increase knowledge, to foster understanding, or to promote
change in the listeners' attitudes, values, beliefs, or behaviors.

BA Philosophy

 Ability to state and support a thesis; apply knowledge of critical reasoning, accurately
interpret philosophic sources, and clearly communicate a balanced account in writing.
 Ability to construct and analyze complex arguments and distinguish good reasoning from
bad.

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  Knowledge of Core Philosophical Fields: SLO 3E: Ethics, Ability to demonstrate knowledge
of some of the most important figures and theories in philosophical ethics.
 Students will have some of the following abilities:
o Understand Non-Western Philosophy: to understand philosophical worldviews arising
from a diversity of cultures (including non-Western philosophies);
o Attain a “Meta-” Perspective: to reason critically about meta-philosophical or meta-
ethical issues arising from the diversity of worldviews across cultures (e.g., is ethical
relativism implied by a diversity of ethical views across cultures? Can we meaningful
compare or criticize worldviews or paradigms without presupposing one? Is scientific
realism true?);
o Understand “Global” Ethical Issues: to critically evaluate practical ethical issues that
are global in nature or involve multiple cultures (e.g., the ethics of war,
environmental philosophy, the ethics of globalization, world hunger).

BA Religious Studies

 Students will synthesize research results and formulate written arguments on topics in
religious studies.
 Students will analyze and assess the global range of religious beliefs and practices in
historical and cultural context.
 Students will be able to appraise the roles religion plays in community and cultural life

General Education Learning Outcomes:

 Social Inquiry Learning Outcome: Employs theories of how people frame and analyze social
and/or historical phenomena.
 Values and Ethical Inquiry Learning Outcome: Articulates how values and ethics inform
human understanding, structures, and behavior.
 Global Study Learning Outcome: Connects contemporary social and/or environmental topics
to their origins and analyzes their effects on our increasingly globalized world
Global Studies Inquiry Learning Outcome

Connects contemporary social and/or environmental topics to their origins and analyzes their
effects on our increasingly globalized world.

Social Inquiry Learning Outcome

Students identify, frame and analyze social and/or historical structures and institutions in the
world today.

Values and Ethics Inquiry Learning Outcome

Students articulate how values and ethics inform human understanding, structures, and
behavior.

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Chapman University Academic Integrity Policy

Chapman University Academic Integrity Policy: Chapman University is a community of scholars

which emphasizes the mutual responsibility of all members to seek knowledge honestly and in good
faith. Students are responsible for doing their own work, and academic dishonesty of any kind will
be subject to sanction by the instructor and referral to the university’s Academic Integrity
Committee, which may impose additional sanctions up to and including dismissal. At their discretion
the faculty may submit student work to plagiarism detection software, such as www.turnitin.com for
review.

Academic dishonesty can take a number of forms. It includes, but is not limited to, cheating on a test
or examination, claiming the work of another as your own, plagiarizing any paper, research project,
or assignment, or falsely submitting material to fulfill course requirements.

Plagiarism: Plagiarism is theft of another individual's words or ideas. This includes drawing your
information from someone else's work and not acknowledging that you have done so in a footnote,
as well as copying someone else's words directly without using quotation marks and crediting your
source. If you are unsure about what constitutes plagiarism or how to make proper references, please
consult the Chapman library website. Plagiarism will result in failure on the assignment and may
result in failure in the course and expulsion from the university.

Students with Disabilities Policy: In compliance with ADA guidelines, students who have any
condition, either permanent or temporary, that might affect their ability to perform in this class are
encouraged to contact the Office of Disability Services. If you will need to utilize your approved
accommodations in this class, please follow the proper notification procedure for informing your
professor(s). This notification process must occur more than a week before any accommodation can be
utilized. Please contact Disability Services at (714) 516-4520 or (www.chapman.edu/students/student-
health-services/disability-services) if you have questions regarding this procedure or for information and
to make an appointment to discuss and/or request potential accommodations based on documentation of
your disability. Once formal approval of your need for an accommodation has been granted, you are
encouraged to talk with your professor(s) about your accommodation options. The granting of any
accommodation will not be retroactive and cannot jeopardize the academic standards or integrity of the
course.

Equity and Diversity

Chapman University is committed to ensuring equality and valuing diversity. Students and professors are
reminded to show respect at all times as outlined in Chapman’s Harassment and Discrimination Policy:
http://tinyurl.com/CUHarassment-Discrimination. Any violations of this policy should be discussed with
the professor, the Dean of Students and/or otherwise reported in accordance with this policy.

Religious Accommodation

Your instructor will provide a course syllabus at the beginning of each term that specifies dates of exams
and due dates of assignments. It is the responsibility of each student to review these syllabi as soon they
are distributed, as well as final examination schedules (within the first three weeks of the semester) and
to consult the faculty member promptly regarding any possible conflicts with major religious holidays
where those holidays are scheduled in advance and where those holidays constitute the fulfillment of
their sincerely held religious beliefs. Upon the timely request of one or more students, your instructor
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will work with student(s), whenever possible, to accommodate the student(s) using reasonable means,
such as rescheduling exams and assignment deadlines that fall on major religious observances and
holidays.

Note: This is a discussion-oriented class. In order to productively engage in class discussion, it is

important to keep up with the readings and be prepared to answer the questions in the relevant take-
home quizzes. However, as a result of being discussion-oriented, it should be noted that the
material covered in a specific class session, as set forth in the syllabus, may be approximate and
subject to adjustment: the instructor’s priority is to foster productive and engaged discussion of the
material. If the class falls behind the syllabus, announcements will be posted on Blackboard
indicating the running order until we catch back up to the syllabus.

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COURSE OUTLINE
Religion/Philosophy 120
Spring 2020

DATES READINGS AND REFERENCES

I. Religion and Ethics
1. M 8/31 Introduction  Intro
 Review of Syllabus
2. W 9/2  Basic Theory:
o Discourse
o Rhetoric
 Analysis vs. Critique
3. Fri. 9/4  Resources on Blackboard
 Tools for Critique
 Discussion: analysis/critique
 (Begin) Martin, “Introduction: Inter-religious Understanding”
in Ethics in the World Religions (EWR)1-16
o Background
Mon., 9/7 – Holiday! Labor Day!
4. Wed., 9/9 The Moral o Discussion: analysis/critique
Point of View  (Background) Runzo “Being Religious and Doing Ethics"
EWR, 19-37
5. Fri, 9/11  Runzo - "Being Religious and Doing Ethics" EWR, 19-37
Last day to add or to
drop without record or
to change to audit.
6. Mon. 9/14  Runzo - "Being Religious and Doing Ethics" EWR, 19-37
o Discussion: Analysis, critique and synthesis

II. Comparative Metaphysics & Differences in Moral Perspective

7. Wed., 9/16 Comparative  (Concl.) Runzo
Metaphysics  Intro
 Film: "Heaven on Earth: Hinduism"
 First thought paper on “Religion and Ethics” material
due.
8. Fri., 9/18 Comparative  "Heaven on Earth: Hinduism"
Metaphysics  (Concluded)
 Time allowing: “Hinduism: Elephant God”
 Time allowing: Student presentation
9. Mon., 9/21 Comparative  Naryanan, "Hindu Ethics and Dharma" EWR 177-195
Metaphysics;  (Time Allowing) Background: Judaism
Metaphysics  Time allowing: Student presentation
Drives Ethics
10 Wed., 9/23 Metaphysics  Background on Judaism
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 Drives Ethics;  Time allowing: Student presentation
Differences in
Moral
Perspectives
11. Fri., 9/25 Differences in  Dorff, "Doing the Right and the Good" EWR 89-113
Moral  Time allowing: Student presentation
Perspectives
III. Compassion in Mahayana Buddhism
12. Mon., 9/28 Zen Buddhism  Background: Buddhism
 Read: Hanh, Cultivating the Mind of Love 3-34
 Time allowing: Student presentation
 Second thought paper, addressing “Comparative
Metaphysics & Differences in Moral Perspective”
material, due.
13 Wed., 9/30 Zen Buddhism;  Film: "Zen: the Search for Enlightenment"
Engaged  Read: Hanh, Cultivating the Mind of Love 35-70
Buddhism  Time allowing: Student presentation
14. Fri., 10/2 Mahayana  (Finish) Film: “Zen, the Search for Enlightenment”
Buddhism  Begin: Hanh, Cultivating the Mind of Love 71-107
Last day to change
grading option.  Time allowing: Student presentation
15. Mon., 10/5  Conclude: Hanh, Cultivating the Mind of Love 108-124
 Wright, "Practices of Perfection" EWR 219-233
 Time allowing: Student presentation
IV. Love and Suffering in Hinduism, Buddhism, and Christianity
16. Wed., 10/7  Background: Endo and Deep River
 Read: Endo, Deep River 1-68
 Third thought paper, addressing “Compassion in
Mahayana Buddhism material, due.
 Time Allowing: Student Presentation
17. Fri., 10/9  Deep River
 Begin: Endo, Deep River 60-126
 Time allowing: Student presentation
18. Mon., 10/12  Endo, Deep River 126-181
 Time allowing: Student presentation
19. Wed., 10/14  Endo, Deep River 182-216
 Time allowing: Student presentation
20. Fri., 10/16 MIDTERM
V. War and Non-violence in the World Religions
21. Mon., Begin: Film: "Hiroshima: The Legacy"
10/19 Fourth thought paper, addressing Love and Suffering in
Hinduism, Buddhism and Christianity, due.

22 Wed., 10/21  Conclude: Film: "Hiroshima: The Legacy"

 Discussion: Truman’s decision and utilitarian ethics
 Time allowing: Student presentation

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 23. Fri., 10/23  Smith-Christopher, "Introduction" Subverting Hatred 9-12
 Background: Islam
 Time allowing: Student presentation
24. Mon., 10/26  Conclude: Background: Islam
 Harris - "Non-violence in Islam" SH, 95-113
 Smith-Christopher, "That was then..." EWR, 251-269
 Milgrom - "Non-violence in Judaism" SH, 115-139
 Time allowing: Student presentation
25. Wed., 10/28  Chapple - "Jainism and Non-violence", SH, 13-24
 Queen - "Nonviolent Activism in Buddhism" SH, 25-47
 Time allowing: Student presentation
VI. Human Rights and Responsibilities in the World Religions
26. Fri., 10/30 Rights and  Runzo, “Secular Rights and Religious Responsibilities" in
Responsibilities Human Rights and Responsibilities in the World Religions
(HRRWR), chapter 1, 9-25
 ter Haar, “Rats, Cockroaches and People Like Us”
HRRWR, chapter 5, 79-95
 Time allowing: Student presentation
 Fifth thought paper, on “War and Non-violence material,
due.
27. Mon., 11/2 Rights and  Kellenberger, “Human Rights, Environmental Rights and
Responsibilities; Religion” HRRWR, chapter 7, 115-128
Buddhist/Hindu/  Fredericks, “Buddhism and Human Rights” HRRWR,
Confucian chapter 18, 247-264
Perspectives  Time allowing: Student presentation
28. Wed., 11/4 Buddhist/Hindu/  Martin, “Roles, Rights and Reciprocity in Hindu Dharma,
Confucian HRRWR, chapter 19, 267-280
Perspectives  Background: Confucianism/Taoism
 Time allowing: Student presentation

29. Fri., 11/6 Human Rights  Conclude: Background: Confucianism/Taoism
in Judaism,  Twiss, “Confucian Values and Human Rights” HRRWR,
Last day to withdraw Christianity and
from class. chapter20, 283-299
Islam  Time allowing: Student presentation

30. Mon., 11/9 Human Rights  Quinn, “ Christian Ethics and Human Rights” HRRWR,
in Judaism, chapter 17, 233-245
Christianity and  Arvind Sharma, Towards a Declaration of Human Rights by
Islam; the World’s Religions, HRWWR Part III, Chapter 8, 131-139
Declaration of  Time allowing: Student presentation
Human Rights
by the World’s
Religions
31. Wed., 11/11 Declaration of  Charlotte Fonrobert, A Universal Declartion of Human
Human Rights Rights by the World's Religions: Jewish Perspective,
by the World’s HRWWR Ch. 10, 149-156
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 Religions  A Universal Declaration of Human Right by the World's
Religions, HRWWR, Ch. 9, 141-147
 Time allowing: Student presentation
Declaration of  Amir Hussain, "This Tremor of Western Wisdom": A
Human Rights Muslim Response to Human Rights and the Declaration,
by the World’s HRWWR Part III Chapter 12, 169-177
Religions  Time allowing: Student presentation
Declaration of  Christopher Key Chapple, Can One Size Fit All? Indic
Human Rights Perspectives on the Declaration of Human Rights by the
by the World’s World's Religions, HRWWR Part III, Chapter 13, 179-185
Religions  Time allowing: Student presentation
Declaration of  David Chappell, Inter-religious Dialogue, Globalization, and
Human Rights Human Rights: Buddhist Reflections on Interdependence and
by the World’s the Declaration, HRWWR Part III, Chapters 14, 187-196
Religions  Time allowing: Student presentation
VII. Religion & Ecology
 Discussion: Universal Declaration of Human Rights by the
World’s Religions (HRWR)
 Time allowing: Student presentation
 Optional thought paper, on Human Rights and
Responsibilities in the World Religions, due.
11/23 – 11/27 Thanksgiving Break!
36. Mon., 11/30  Begin: Film: "Spirit and Nature"
37. Wed., 12/2  Conclude: Film: "Spirit and Nature"
 Time allowing: Student presentation
38. Fri., 12/4  Conclude: Chapple, "Life Force in Jainism and Yoga" in The
Meaning of Life in the World Religions, 137-150 (on reserve
in library)
 Time allowing: Student presentation
39. Mon., 12/7  Tucker, "Confucian Cosmology & Ecological Ethics" EWR
331-345
 Time allowing: Student Presentation
40. Wed., 12/9 Medical Ethics  McFague, "The World as God's Body" in The Meaning of
Life in the World Religions, 289-313 (on reserve)
 LaFleur, "From Agape to Organs" EWR 271-290
 Time allowing: Student Presentation
41. Fri., 12/11  Chakravarti, “Faith, Faiths and the Future” HRRWR, chapter
3, 51-65
 Student Presentations
 Conclusions
 Optional Thought Paper on “Religion and Ecology”
material due.