Category: Religion and Theology

Format Instructions:
Please include all answers within one file or Word Doc.
Please choose a total of 3 prompts to answer from the list below. Each chosen prompt should be answered with 1 short essay, therefore your assignment should have a total of 3 short essays. 
Each (regular) answer will be graded out of 20 points, for a total of 60 points. 
Each response needs to be at least 1.5 pages double-spaced [minimum], you can write more if you would like.
Each response needs 4 references/in-text citations (specific instructions are below)
There will be a total of 4.5 double-spaced pages with written responses at a minimum.
There will be a total of 12 references at minimum. 
All direct quotations should be kept as brief as possible, none should exceed 2 lines. 
Format: 12-pt font and 1-inch margins, include a title for each essay, and paragraphs should be orderly/organized. 
There will be 1 extra-credit question available to you of this test. It will be worth 10 points and require at least 2 references. Your answer need not be as long as your other answers (aim for at least 7-8 sentences).
Reference Instructions:
ALL references will be exclusively from our class texts, readings, and lectures ONLY.
Please use the following format/s: 
If the author is known: (Author, page #) 
For texts from the World’s Wisdom: (WW, pg. #)
If the author is not known: (Title, pg. #)
For myths on Canvas: (Title) 
For Lecture Slideshows: (Slideshow title, slide #)
BOOKS:
God is Not One
The World’s Wisdom
Anatomy of the Sacred
1. Please compare and contrast one or two elements [philosophy/theology, beliefs, practice, etc.] of Buddhism and Hinduism. Are they similar/different? If so, how?  You can focus upon Prothero’s views in 
God is Not One  , or develop your own ideas. And please utilize primary texts from The World’s Wisdom as part of your answer.  [For this answer please include at least 2 references to
God is Not One or the lecture materials, and at least 2 references to the relevant texts from the World’s Wisdom].
2. Please compare and contrast one or two elements [philosophy/theology, beliefs, practice, etc.] of Judaism, Christianity, and Islam. Are they similar/different? If so, how?  You can focus upon Prothero’s views  in
God is Not One  , or develop your own ideas. And please utilize primary texts (Hebrew Bible, New Testament, Quran, etc.) from The World’s Wisdom as part of your answer.  [For this answer please include at least 2 references to 
God is Not One   or the lecture materials, and at least 2 references to the relevant texts from The World’s Wisdom].
3. Please compare and contrast the biographies (life stories) of the Buddha and Jesus using the archetype of the hero’s journey (diagram included below as well as on the respective slideshows). Be sure to utilize specific elements of the hero’s journey in your analysis: Challenges/Temptations, Death/Rebirth, Transformation, Atonement, etc. [Please include at least 4 references to 
God is Not One  , The World’s Wisdom, or other course materials (slideshows, etc.)].   

In the essay answer: What theology is (Definition, method, data, objective) as well as Application in activity (Through my own view)

Prompt
Format: Below is an essay question which draws together a number of themes and subjects that we have explored since the midterm (although issues and ideas from the first part of the course will clearly be relevant to your thinking). Your answer must be from 7-10 pages double-spaced in length, and should take the form of an essay. In other words, give me a clear thesis, a well-argued and well-researched body, and a concise conclusion. You MUST use the texts particular to each movement we have studied, and you must document these with proper citation. (In addition, if you wish to consult outside sources I will be happy to give you some recommendations.)
Question:
As we come to the end of our complicated journey with new religious movements in the United States, certain comparative themes have emerged in our conversations. One such theme has recurred often: the relationship between freedom/liberation and constraint/limits. 
Karl Marx once wrote that religion is “the sigh of the oppressed, the heart of a heartless world.” While he meant this as a disparaging remark, this notion actually helps us understand what religions DO for people, how they help people create meaning, and how they often work to preserve identity or community. 
In this essay, I want you to explore this relationship between freedom and constraint in American new religious movements. You must discuss at least three of the following new religious movements or impulses in your essay: the Nation of Islam, Wicca, Vodou/Santeria, Rastafarianism, New Age, Scientology, UFO religions, invented religions, bright side/dark side religious impulses, or the People’s Temple.
With each movement, describe the ways in which constraint and freedom are experienced with regard to the following three areas: the body, society/community, and intellect/mind. Be very specific about how each tradition deals with these three areas – how are limits perceived in each area, and how do these traditions attempt to create freedom therein? What do these movements promise or offer people? How do they respond to people’s suffering and their experience of limits? How do they reshape people’s experience of their world, through specific beliefs, practices, and communities?
In your responses, you may wish to consider the role of religious eclecticism (including the limits of what counts as a “religion” in terms of pop culture, fantasy narratives, conspiracy, and invented religions), the ways in which the mainstream defines the religious “other,” the growing number of religious consumers/seekers, and other key concepts we have dealt with over the semester. 
————–
Texts (only write about these NRMs):
The People’s Temple”
What do they think are the Limits of the body, society/community, intellect/mind
How do they create freedom in these areas
What does this nrm offer to people?
How do they respond to peoples suffering?
How do they reshape peoples experiences of the world?
Reading:
Sikivu Hutchinson, “Why Did So Many Black Women Die?”: https://religiondispatches.org/why-did-so-many-black-women-die-jonestown-at-35/.
Jim Jones interview: https://jonestown.sdsu.edu/?page_id=14016.
People’s Temple promotional booklet: https://jonestown.sdsu.edu/wp-content/uploads/2020/01/03-pt-booklet.pdf.
“Wicca”
What do they think are the Limits of the body, society/community, intellect/mind
How do they create freedom in these areas
What does this nrm offer to people?
How do they respond to peoples suffering?
How do they reshape peoples experiences of the world?
Reading :
Urban Chpt. 8: https://catalog.lib.ncsu.edu/catalog/NCSU4290574.
Zitkala-Sa, “Why I Am a Pagan”: https://classes.matthewjbrown.net/teaching-files/american/Zitkala-Sa-Pagan.md.pdf.
“W.I.T.C.H. Manifesto” at: https://www.versobooks.com/blogs/4588-witchy-bitchy.
“The Nation of Islam”
What do they think are the Limits of the body, society/community, intellect/mind
How do they create freedom in these areas
What does this nrm offer to people?
How do they respond to peoples suffering?
How do they reshape peoples experiences of the world?
Reading :
Elijah Muhammad, “Message to the Blackman in America”: Allah is God – Who is That Mystery God? Part 2; Original Man – Know Thyself; The Black Woman; A Program for Self-Development.
https://newsyllabus.files.wordpress.com/2016/08/message-to-the-blackman-elijah-muhammad.pdf.
Urban chapter 5: https://catalog.lib.ncsu.edu/catalog/NCSU4290574.
“Scientology”
What do they think are the Limits of the body, society/community, intellect/mind
How do they create freedom in these areas
What does this nrm offer to people?
How do they respond to peoples suffering?
How do they reshape peoples experiences of the world?
Reading:
Tuesday April 9: Bright Side
Reading: Urban Chpt. 7: https://catalog.lib.ncsu.edu/catalog/NCSU4290574.
Skim: https://www.scientologycourses.org/tools-for-life/integrity/steps/two-rules-for-happy-living.html.
“Rastafarianism “
What do they think are the Limits of the body, society/community, intellect/mind
How do they create freedom in these areas
What does this nrm offer to people?
How do they respond to peoples suffering?
How do they reshape peoples experiences of the world?
Religious eclestism
Religious other
Reading:
The Holy Piby, chpt. 3: https://www.sacred-texts.com/afr/piby/piby08.htm.
Zora Neale Hurston, “Hoodoo in America,” pp. 362-68: https://www.jstor.org/stable/535394.
Laine Kaplan-Levenson, “Mother Catherine Seals and the Temple of the Innocent Blood”: https://www.wwno.org/post/mother-catherine-seals-and-temple-innocent-blood.
Urban chapter 6: https://catalog.lib.ncsu.edu/catalog/NCSU4290574.

Requirements:
1,000-3,000 words
12-point font
Times New Roman
1-inch margins
Double-spaced
Term Paper Directions
Purpose: fulfill learning objectives
1. An opportunity to develop skills in expressing yourself orally and in writing
2. An opportunity to develop ethical reasoning and/or decision making
3. An opportunity to analyze and critically evaluate ideas, arguments, and points of view
Directions for process writing:
Participate in brainstorming
Participate in thesis workshop in class
Provide feedback to peers
Complete book review worksheet
Select and ethical issue to investigate
Identify course material that will be useful for your argument
Identify outside course material that will be useful for your argument.
Librarian Kaitly Goss-Perice is very helpful!
Use Chicago citation style
Write a persuasive, thesis-driven argument on an ethical issue of your choosing.
Make revisions based on peer feedback.
Make revisions based on Dr. Wolff’s feedback.
Optional: take your paper to the writing center
Write reflection on process writing
TOPIC
Papers should engage the course material, including the book you reviewed(included bbelow), as you analyze an ethical issue of your choosing. You are required to engage the course material (show me what you learned in this class) whether that is to dis/agree, nuance, or expand it.
FORM
Open with a “hook.” This can be a statistic, personal story, anecdote, etc. It should be specific and concrete. Avoid broad, sweeping statements.
Craft a persuasive, thesis-driven argument on an ethical topic of your choosing. Generally, the thesis statement comes at the end of the first or second paragraph. It can be more than one sentence and you are welcome to use the first person. Create an argument that demonstrates critical thinking and deep reflection.
Elements of a strong thesis statement:
1)  What you will argue (be as specific and concrete as possible. Avoid broad generalizations)
2)  Who you will cite (specific scholars, their terms/concepts you will engage, evidence)
3)  How you will make your argument. For example: I will use Townes’ notion of
“countermemory” in order to…)
4)  Whydoesitmatter?Whatarethestakes?Whatisthesignificance?
5)  When/whereIncludearoadmap/outlinenearthebeginningofyourpaper(firstorsecond
paragraph) that introduces the major moves that you will make to develop your argument. For example: First, … Then, … Next, … Last, …
Keep in mind that often we discover our argument through writing. That’s fantastic! But your paper is not complete. Once you sort out what you are arguing, which can take some time, who you will engage, when/where, how, and why you will probably need to rewrite your introduction and thesis statement to make sure that it matches what you do in the paper. The process of writing and revising is a back and forth between what you plan to do, what you actually do, and then aligning what you claim with what you doJ
In this class we are aiming to develop your critical thinking skills (verbal and written). There is room to make mistakes when it comes to content as you develop these skills. Focus on showing me your engagement and thinking.
Be thoughtful about which details fit into broader themes as you organize your thoughts into paragraphs with effective topic sentences.
Reverse outline and consider whether the content would be clearer if rearranged. Read the paper aloud to yourself so that you can catch typos and unclear statements.
SOURCES
Remember, you are required to think with, against, and beyond the course material. That
does not mean that you must agree with the authors. They don’t agree with each other 🙂 What is does mean is that you should thoughtfully engage with the concepts in the texts to demonstrate their uses and limits.
You don’t quote from a text to explain what it means in some neutral or objective way. You quote from a text to show what your perspective on it makes visible. You want to focus your readers on your ideas, to draw their attention not to the texts you’re quoting but to the work you’re doing with those texts (Harris, Rewriting: How to Do Things With Texts).
For example:
How do they reorient and expand your notion of the ethical issue?
What methods and concepts are helpful?
Where do the readings fall short?
Explain the limitations as you understand them and why those are significant.
Explain whether you are you able to rework their ideas and extend/apply them to your concerns? Critique needs to lead to alternatives and your tone should be civil and scholarly (not informal or hostile).
Show me how you are thinking. What does it mean and why does it matter? Strong analysis points to something that is not obvious in the text, but that can be supported with evidence from the text. It can be critical of what the author neglects, praise potential applications to scenarios beyond the author’s concern, make connections to other readings, attend to the form of the writing, draw connections among ideas, make a claim about the deeper meaning behind the text, place the text within historical context, etc.
You are welcome to do outside research, but it is not required.
Please use Chicago citation style and include the full citational information in footnotes.
Grading
Papers will be graded on the depth of the author’s insight, quality of analysis, clarity, organization, evidence, use of course material, the use of proper citation format, and overall polish.
Use the peer review document as a guide.
Writing Resources
Brainstorming
Developing a thesis
How to write a thesis statement
Counter argument
Reverse outlining
Topic sentences and sign posts
Revising
Editing
The closest thing to Religion
Augustana College services
Academic Tutoring
Reading and Writing Center
English Language Learner Support
Meet with a librarian
Title IX
Counseling Services 
Book Review Worksheet
Christian Ethics 2024
I. Content:
The book “Red Lip Theology” shows that the author believes that Black women can feel stronger and more confident by rethinking their faith and embracing their own experiences and expressions. The author talks about how Black women can see traditional religious stories in new ways that match their own lives better by relating to their own experiences. It also mentions how something simpler like wearing red lipstick can be a way for Black women to push back against society’s expectations. The idea of Red Lip Theology is about Black women feeling more in charge of their lives and feeling closer to their faith by being themselves. This shows that when Black women embrace who they truly are, they can feel stronger and more empowered in their spiritual beliefs.
Top of Form
Bottom of Form
Candice uses terms “intersectionality,” highlighting how factors like race, gender, and class intersect to shape experiences. She also explores “liberation theology,” emphasizing the pursuit of freedom from various oppressions, and critiques “beauty standards,” challenging societal norms. The concept of “reinterpretation” is also discussed, referring to the process of repeating traditional religious teachings through personal experiences. The authors arguments and ideas are persuasive because they talk about the challenges Black women face within both religious and societal contexts and offer ways to feel stronger and more confident by being true to themselves. However, her arguments would not be persuasive if she doesn’t think about the reader’s point of view or experiences as the arguments might not make sense to the readers.
From reading the book, I learned how important it is for people to feel like their faith matches their own life experiences. I also learned that being yourself, even when society expects something else, can make you feel more powerful and confident. I appreciate how this book encourages people to embrace their true selves and find strength in their faith. Candice is bold, authentic, and sincerely standing in her truth. One curious question I have is, how could the author’s ideas make it easier for everyone to feel included and valued, especially people who might not usually feel that way in church?
II. Form: Candice mostly talks about her own experiences and stories from other Black women, which are primary sources. She also mentions ideas from feminist theology and other studies, which use secondary sources. I think the evidence is convincing because it comes from real people’s lives, which makes it feel more real and relatable. The author also talks about theories and studies to back up their points, which helps make their arguments stronger. Therefore, I think it would be better if the author included some statistical data or facts to support their arguments. I like how the author mixes personal stories with academic ideas. It makes the book easy to understand but also interesting. I think using this approach in my own writing could help make it more engaging and persuasive.
III. Analysis: The author is primarily concerned with empowering Black women to proclaim their identities and spirituality within the context of faith and society. She wants to show that Black women can be strong and true to themselves, even when traditional religious teachings might not fully include their experiences. The stakes are high because the author is tackling issues of identity, agency, recognizing the struggles that Black women face and giving them a voice. It’s important because it’s not just about individual women, but about changing how society and religion see and treat Black women. However, the author could’ve talked more about the bigger systems that keep Black women from feeling heard and valued. Another thing the author could talk about is how different parts of a person’s identity, like being a woman, or other things like sexual orientation or disability, all affect how they experience religion and society.
A critique that I have is that it could be perceived that Candice is creating her own theology rather than staying true to traditional interpretations.
Candice’s arguments show how we can make religion more inclusive and empowering for everyone. With movements like Black Lives Matter, it’s important to think about how spaces can be more welcoming for Black women and other marginalized groups.
IV.  The book didn’t completely change my research question, but it did give me a deeper understanding of the topic and provided more perspectives to consider. I’ll use this book as a source as it shows how faith and identity intersect, especially for Black women. I’ll use its ideas to explain why diversity and inclusivity matter in religious communities. My thesis statement is embracing diversity and inclusivity in religious communities is important for empowering individuals and promoting spiritual growth and community well-being.
Outline:
Introduction:
·      Talk about why it’s important for religious communities to be inclusive and add thesis statement.
Historical Context:
·      Explain how exclusion and marginalization in the past have hurt communities.
Use Red Lip Theology as a Case Study:
·      Discuss how the book shows how including everyone makes communities better.
Benefits of Diversity and Inclusivity:
·      Talk about how having different kinds of people in a community helps everyone learn and grow.
Ethical Imperatives and Moral Considerations:
·      Explain why it’s just the right thing to do to include everyone, no matter who they are.
Challenges and Opportunities:
·      Discuss the challenges of including everyone and how we can overcome them.
·      Give some ideas for how communities can become more inclusive.
Conclusion:
·      Reflect thesis and sum up why it’s so important to include everyone in religious communities.
Other Sources:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1447116/
https://www.un.org/esa/socdev/egms/docs/2009/Ghana/inclusive-society.pdf
Monica Coleman, Making a Way Out of No Way: Womanist Theology
Emilie M. Townes, and Angela D. Sims, Womanist Theological Ethics
One challenge I think I’ll face is getting the right sources and making sure I connect the stories from the book with more academic sources from class. I think Dr. Wolff can help me by giving feedback on my research question and outline to make sure they’re clear and focused. It would also be helpful to get feedback on my drafts to make sure my arguments are good.
term paper library worksheet
I will use the lecture presentations provided and the notes I took in class as well as the group presentations to get the main topics I should use on my paper that relate to my topic.
The main topics I will use from lectures include:
Defining evil: Exploring the concept of evil helps with understanding systemic injustices and helps us see why some people in religious communities’ face discrimination. By studying its operation, the root causes of discrimination and marginalization can be uncovered. This makes people want to stand up against unfairness and make things better.
Virtue and environmental ethics:  Just like diverse ecosystems are healthier, diverse religious groups are stronger. By embracing different backgrounds and perspectives, there would be communities that thrive and make a positive impact on the world.
Religion & Politics:  Studying how religion and politics intersect helps to see how to advocate for inclusive religious practices. It shows how political decisions affect religious freedoms, and lets people push for policies that support diversity in religious communities.
What resources can the librarians help you to find!
The librarians can help me figure out which databases on the catalog would be the most helpful one regarding my topic and help me find more sources to use to write my paper.
Paper Proposal
Christian Ethics RELG 203
Paper topic: The Importance of Embracing Diversity and Inclusivity in Religious Communities
Ethical concerns: The ethical concerns revolve around fostering inclusivity within religious communities PARTICULARLY IN BUSINESS, recognizing the dignity and worth of all individuals regardless of their background, and promoting spiritual growth and community well-being.
Thesis statement: In my paper, I aim to explore why it’s crucial for religious communities to embrace diversity and inclusivity. I believe that when everyone feels accepted and valued within their religious community, it fosters a sense of belonging and strengthens the community.
What: My paper will focus on why it’s essential for religious communities to be inclusive and diverse. I’ll discuss how inclusivity promotes empathy and understanding and contributes to the spiritual growth and well-being of the community.
How: I’ll support my argument by analyzing how diversity enriches religious communities using examples from course readings and real-world experiences. I’ll also explore the intersection of identity, faith, and inclusivity to understand the challenges and opportunities for creating inclusive religious spaces.
Why: Embracing diversity and inclusivity is not just the right thing to do morally, but it also benefits religious communities by creating spaces where everyone feels valued and empowered to participate fully in community life.
When/where: I’ll begin by discussing the ethical imperative of inclusivity in religious communities, followed by an exploration of how diversity enhances community well-being. I’ll then delve into the challenges and opportunities for creating inclusive religious spaces and offer recommendations for fostering diversity and inclusivity.
Who: I’ll get insights from scholars such as Monica Coleman and Emilie M. Townes, as well as concepts and theories discussed in class readings and lectures to support my argument.
I will use the course readings to explore the intersection of identity, faith, and inclusivity. Additionally, I will draw on insights from scholars like Emilie Townes to support my argument. I will also use sources from the library website.
Outline(draft):
1)     Introduction: Why diversity and inclusivity matter in religious communities
2)     The benefits of diversity: How inclusivity promotes empathy, understanding, and community well-being. Add sources.
3)     Challenges and opportunities: Identifying barriers to inclusivity and strategies for fostering diversity.
4)     Conclusion: Emphasizing the importance of embracing diversity and inclusivity for the spiritual growth and well-being of religious communities. Conclude with a strong closing statement and add a road map.
I’ll demonstrate curiosity by exploring diverse perspectives and real-world examples to understand the complexities of the topic. I’ll also show compassion by advocating for inclusive practices that promote the dignity and worth of all individuals within religious communities.
IMPORTANT:
Be sure to conform your thesis to the specific instructions(
Thesis statement:
Your thesis should not be answered with a simple yes or no. It is not a fact or information. Avoid superlatives. Make an assertion with specific language that you can support using the course material. Include who, what, when, where, and how:
·      What are you going to argue?
·      How are you going to make your argument?
·      Why does it matter?
·      When/where (include a “road map”/outline of what you will discuss first, second, third, etc.)
·      Who (be specific about the scholars you will cite, their terms/concepts, and what those accomplish)
). 
This does not have a roadmap or enough detail. 
Narrow the scope of your inquiry. Is there a person, event, or object that you can analyze to illustrate your point?
Weave the course material throughout your paper. 
it needs to be grounded in something
what would illustrate your argument is the Stakes for Lacking Religious Literacy in Business.
Utilize concepts from “Ethics in Business” discussions to highlight the importance of religious literacy in workplace diversity initiatives.
Argue that religious illiteracy among business leaders can lead to exclusionary practices, hindering efforts to create inclusive work environments reflective of diverse religious beliefs.
make sure to cite specific readings, terms, concepts, and ideas and explain how those will contribute to your argument

Place yourself in the position of Johnny Marr. If you would have had his experience described in chapter one, explain how you would have attempted to deal with your loss. Cite at least three New Testament verses or passages that could be used to guide your response to this tragedy, and explain how they could have been used for this purpose.
Put yourself in the place of Florence Strickland in the “Second Rendezvous”. If you had just learned that your spouse was having an extramarital affair, explain how you would handle this situation. Cite at least three New Testament verses or passages that could be used to guide your response, and explain how they could have been used for this purpose.
In his introduction, Richard Dooling describes the worldview of the author of Rendezvous in Black, Cornell Woolrich. It appears that for Woolrich, this world is a godless place, ruled by “Fate” and “Chance”. In other words, he believed there is no meaning or purpose behind the events of life. “Things just happen”. For him, this world is a place where the innocent are often the victims of cruel, “monstrous, irrational, barely comprehensible forces”. (pp. xiii and xv) According to film scholar, Thomas Renzi, Woolrich’s pessimistic worldview may have been influenced by the writings of William Shakespeare, including the following passage from Macbeth: “Life’s but a walking shadow; a poor player that struts and frets his hour upon the stage and then is heard no more. It is a tale told by an idiot, full of sound and fury, signifying nothing.” The following passages express the worldview of the New Testament: Rom. 8:28-39, 11:33-36; Eph. 1:3-12, 3:1-20; Col. 1:15-20; 2 Tim. 1:8-10. Contrast the worldviews of Cornell Woolrich and that of the New Testament. Tell which one is more like yours, and explain why.
How does the death of Martine Jensen connect with any of the statements about Woolrich’s worldview given in Question Three? How would the New Testament writers have used their worldview to explain why God would allow a tragedy like Martine’s to happen in real life?
Woolrich’s biographer, Francis Nevins, indicates that Woolrich had an excessive fear that death was the end of existence. According to a friend of Woolrich, Barry Malzberg, Woolrich once said “It isn’t dying I’m afraid of…; I know what it is to die, I’ve died already. It is the endless obliteration, the knowledge that there will never be anything else. That’s what I can’t stand, to try so hard and end in nothing”. In contrast to Woolrich, the authors of the New Testament clearly believed that there is life after death. Cite three New Testament verses or passages in which the author expresses a belief that life continues after death. Which view of death is more like yours, that of Woolrich or the New Testament? Explain.
For which character in the novel do you have the most sympathy? Explain.
Discuss a life lesson illustrated in Rendezvous in Black. Identify at least one New Testament verse or passage that teaches this same lesson.
Include an introduction and conclusion to your paper.

In a 4- to 5-page paper that is unified, coherent, and well-developed, please do the following:
With a focus on their respective understandings of human freedom, compare and contrast the
role played by assurance (and related notions) in Luther’s theology with the role played by
security (and related notions) in John Locke’s political philosophy.
Your paper should advance a clear, concise thesis; it should develop a well-structured argument
in support of that thesis; and it should ground that development in textual quotation and
analysis focused solely on Luther’s “Preface to the Epistle of Saint Paul to the Romans” and John
Locke’s Second Treatise of Government.