Department of Religion
MWF 11:40 – 12:30
Curtis Hall 210
Instructor: Florian Pohl
Office telephone: (215) 204-7973
Email: [email protected]
Office location: Anderson Hall, 6th floor, Room Nr. 645
Office hours: Monday, Wednesday, and Friday 10:45–11:30 AM, or by appointment
This course will introduce you to the diversity of religious beliefs and practices in Islam, one of the world's major religions and multi-cultural traditions. We will survey the origins and early history of the Islamic faith, with an emphasis on the role of Muhammad as Prophet and the revelation of the Qur’an. A major aim of this course is to give voice to Islamic texts and provide a window into how Muslims, in varying socio-historical contexts, view themselves. Among the specific topics addressed are: core Islamic religious texts, Islamic doctrine and law, philosophy, Sufi mysticism, gender and the role of women, politics, fundamentalism and jihad, the ongoing debate between secularism and traditionalism in contemporary Islamic societies and Islam in America. A premise of this class is that different Muslims have had vastly differing (at times complementary, at times opposing) interpretations of Islam: at times they refer to different texts as authoritative, at times they offer radically different interpretations of the same texts. Given this spectrum of interpretations, we will never assume that any one Muslim's perspective is somehow "orthodox" to the exclusion of all other perspectives. Our readings will include samples of primary sources from all 1400 years of Islamic civilizations which have been written in many regions of the Muslim world. It is, in short, a course on the idea of Islam, an idea which continues to take shape.
The course is oriented both to those who have little or no prior knowledge of Islam and to those who already have a background in Islam. The ultimate aim of the course is neither to glorify nor critique Islam as a religion but rather to allow the student to see how Muslims view themselves and how we in the West have filtered these views over the centuries through the present. Goals for students enrolled in this course are 1) to think both empathetically and critically about Islam and Muslims; 2) to gain knowledge of the histories and cultures of the Muslim world; and 3) to develop the ability to interpret texts and other cultural phenomena (such as rituals, myths, architecture) that have religious presuppositions or implications. Additionally, the various writing assignments in this class will enhance your skills and competence as a writer.
(1) Annemarie Schimmel, Islam: An Introduction, Albany: State University of NY Press, 1992.
(2) John L. Esposito, Islam: The Straight Path, 3rd edition, 2002.
(3) Edward Said, Covering Islam, revised ed., New York: Vintage Books, 1997.
(4) Farid Esack, On Being a Muslim, London: Oneworld Publications Ltd., 1999.
(5) Amina Wadud, Qur’an and Woman. Reading the Sacred Text from a Woman’s Perspective, 2nd ed., Oxford/New York: Oxford University Press, 1999.
(6) Jack T. Chick (1988) The Prophet, Alberto Part Six, Chino, CA: Chick Publications. (comic book)
(7) Source Material: Readings in Islam; on reserve as hard copy at Paley Library Circulation Desk; also available as PDF-files on Blackboard.
(8) Additional readings will be made available through Blackboard.
This course will use the communication tools on Blackboard as well as readings and documents located there. To use Blackboard you only need to have a Temple email account. You should update your Blackboard profile so you will be able to receive relevant emails. Grades will be posted on Blackboard as well as some helpful internet links. You would do well to acquaint yourselves with some of the web-pages, and use them as a frequent point of entry and exploration around many of the issues we will be discussing.
Grading
This is a reading and writing intensive class. The class is listed at the W200 level, and I will treat it accordingly. You do not need to major in religion to take this class. However, I do expect you to work hard, and to contribute to class discussions. While I will lecture for part of the class almost every day, it will be conducted much more on a seminar model of examining your reactions to the reading material. The readings are engaging, and heavy. If you have not done the readings, it will simply be impossible for you to participate in the discussion. While we will suffer from that, the main damage will be done to your own learning and your grade. This equally applies to the amount and quality of writing expected of you.
The Final Grade will be calculated as follows:
(1) class attendance and participation 10%
(2) weekly journal entries 10%
(3) additional weekly writing assignments 10%
(4) two (2) book reviews 20%
(5) one interview and essay 15%
(6) reflective essay on The Prophet 15%
(7) course portfolio 20%
So that there are no misunderstandings later on, I find it useful to share with you my definitions of what I expect for various grades:
"A" Work, Outstanding: Strong evidence of original thinking; good organization, capacity to analyse and synthesize; superior grasp of subject matter with sound critical evaluations; evidence of extensive knowledge base.
Additionally, here are explicit criteria for written assignments:
"B" Work, Very Good: Evidence of grasp of subject matter, some evidence of critical capacity and analytic ability; reasonable understanding of relevant issues; evidence of familiarity with the literature.
For written assignments: Realizes 1) through 9) well, but not fully and completely. Demonstrates overall ability but shows little apparent originality or creativity.
"C" Work, Average: Student who is profiting from his/her university experience; understanding of the subject matter; ability to develop solutions to simple problems in the material.
For written assignments: Realizes 1) through 9) adequately and demonstrates overall competence. Contains a few minor errors or flaws. A "C" assignment may show great creativity and originality, but those qualities don't make up for poor or careless writing. A "C" assignment usually looks and reads like a penultimate draft.
"D" Work, Barely Passing: Some evidence of familiarity with subject matter and some evidence that critical and analytic skills have been developed.
For written assignments: Fails to realize elements of 1) through 9). Contains several serious errors or flaws, or many minor ones. A "D" assignment often looks and reads like a first draft.
"F" Work, Failure: Little evidence of even superficial understanding of subject matter; weakness in critical and analytic skills; with limited or irrelevant use of literature.
For written assignments: Fails to realize several elements of 1) through 9). Contains many serious errors or flaws, and many minor ones as well.
(1) Attendance and Participation
Attendance is required as it forms a PREREQUISITE for all of your work in class. If you have a valid excuse for missing a class session, please bring the excuse to me for evaluation. With a valid excuse you are allowed to be absent from a total of three (3) class sessions. With every additional absence your FINAL GRADE for this class will go down 5%. Class participation is part of the learning process. As it is also part of the final grade there will be ample opportunity for it over the course of the semester. Apart from my lectures you will be involved in activities such as class discussion, group work with subsequent presentations, and in-class writing. Reading assignments for each week are due at the beginning of each week unless noted otherwise. I expect you to keep up with all readings and assignments and to get the notes for missed class sessions from your peers. I encourage you to ask questions and suggest topics for discussion in class. I will call on you often and ask about the content of assigned readings.
(2) Weekly Journal Entries
Your written work for this course also includes weekly journal entries (WJE). These are due in class along with the reading assignments from the textbook at the beginning of each week (i.e., Monday). I will NOT accept any late papers. In your journal you will respond to the readings from our textbooks (i.e., Esposito, Schimmel). The entries consist of two components: (1) two discussion questions on the readings assigned for that week. (2) one paragraph (around 200 words) of reflection on one or two ideas, issues, questions, or problems that came up for you in the readings assigned for that week. The journal entries are informal in the sense that they are exploratory. You do not have to arrive at some finished view or conclusion. However, they must be thoughtful. The journal entries are designed to keep you engaged with the material, to help you practice writing, to hash out some ideas informally, and to have a log of your thoughts at this state in your academic development. The contents of the journal entries will be private, and there will be no penalty for “controversial” opinions. You are free to explore a variety of writing styles and voices. I am interested in your reactions to the subject matter and not in your ability to adopt another’s view.
(3) Additional Weekly Writing Assignments
Every week I will ask you to compose additional pieces of writing. These will include homework assignments such as reflection papers on the source material covered during the week (usually 250-300 words long), in-class writings, pop-quizzes, written reviews of your classmates’ assignments (peer reviews), and reports about field trips. In all of your writings you will be asked to synthesize your own reflections, the readings, and class discussions. I will increasingly look for (a) use of academic language/concepts relevant to the discussion the respective subject; (b) degree of engagement with the text/ideas/concepts; (c) style/coherence of your argument.
(4) Two Book Reviews
The assignment is to read and critically review the assigned books for the course on Farid Esack’s On Being a Muslim, and Amina Wadud’s Qur’an and Woman. You are required to read and review all three books in their entirety.
Maximum length: 1,000 words for each review (roughly 3 typed double-spaced pages)
Due Dates:
Friday, March 5 (Qur’an and Woman)
Friday, April 9 (On Being a Muslim)
The reviews need to be submitted during class. Late papers will NOT be accepted.
Guidelines:
You should spend no more than the first page of your review summarizing the contents of the book. In this section, you could discuss what the author talks about, and what she/he does not discuss. As an example, what elements in the book are treated with priority and privilege? What is required in this section is more than just a simple synopsis of the book. Instead, you should give an accurate and balanced description of the book's relevant content.
The next section of the report should consist of your critical reflections on the book. What are its strengths? What are its weaknesses? Again, as an example, you might discuss the language that the author uses, and what this has to say about inclusivity, or her/his understanding of the role(s) of women, children and men. Remember that this review should be a contribution to scholarly discussion and, therefore, be free of purely personal polemic. In this section, you may also wish to examine the theoretical framework used by the respective author, and how that framework leads to the work that she/he has written.
Finally, you should have a conclusion in which you discuss the impact of the book for the academic study of Islam in particular, and religion in general. This conclusion could take any number of directions. For example, you might wish to discuss what the author presumes about the nature and contemporary function of religion.
(5) What is Islam? Interview and Essay
A major aim of this course is to give voice to how Muslims, in varying socio-historical contexts, view themselves. This assignment requires you to meet and interview a Muslim living in the United States about her/his understanding of Islam and to put this experience into the form of a coherent essay.
Maximum Length of Essay: 1,000 words
Due Date: Friday, March 26. Late papers will NOT be accepted.
Guidelines:
The one general question that your essay must answer is: What does Islam mean for your interview partner? You must prepare in advance for your interview and think of suitable questions which will give the interviewee a chance to explain her/his understanding to you and which will highlight various aspects thereof. When interviewing, you may choose to record the conversation or take notes. Sometimes it can be inappropriate to take notes while someone is speaking as this may disrupt the natural flow of the conversation. An audio-recorder can also change the atmosphere and natural flow of your conversation. Be aware of these concerns when you decide what to do. If you decide against either of these ways of recording your interviewee’s statements you should write down as much as you remember about the interview as well as about your own thoughts and impressions directly after the conversation. It is a good idea to jot down any additional information and thoughts you have even if you were able to tape your conversation. Informal conversations before and after a formal interview often contain important information that is otherwise lost. These field notes will be the basis for your writing. Without detailed notes you will have little to draw from for your subsequent essay. When writing your essay I do not want you to give me a word-for-word transcription of the interview. Write a coherent essay that introduces your interview partner’s understanding and concept of Islam. Use direct quotations sparingly and only where they highlight key ideas. As example for a possible style of such an essay you can look at the interview with Farid Esack on Blackboard.
Just a few more technicalities: It is your responsibility to find an appropriate partner for your interview. Over the course of the semester I will introduce you to some of the resources available in the city and on campus (such as the Muslim Student Association) which can be helpful in your search for an interview partner. I strongly advise against phone or email interviews. The distinct quality of a face-to-face encounter with another living person is clearly preferable to the mediated nature of conversations via phone or email. If you feel that there are good reasons for you to choose this you must clear your decision with me. Finally, although your essay is not intended for publication it is necessary that your interview partner sign a consent form which you can download on Bb. You must make two copies of the form. One of these is for your own records and must be turned in along with your essay while the other copy is for your interview partner to keep.
(6) Reflective Essay – The Prophet: Comic or Tragic?
The purpose of this essay is to recognize the bias and stereotypes in the comic book by Jack Chick about the claims of former priest Alberto R. Rivera regarding the origins, history and alleged motivations in Islam.
Maximum Length: 1,800 words (roughly 6 pages)
Due Date: The final copy of your essay is due in class on Friday, April 30. Late papers will NOT be accepted.
Guidelines: Each student must write an original response identifying stereotypes about Islam and responding to these with information learned in the course. Address your argument to the following question: Is Chick's "The Prophet" comic or tragic or both? It is important in this reflective essay to show how Muslims react to absurd claims like those made in the comic book. You must draw on the various Muslim voices in articles read during the course. You should also address why you think fundamentalists like Jack Chick are so antagonistic toward Islam, as you reflect on the history of the two faiths. In addition to the course material, you are encouraged to use information obtained on Islamic websites or to become involved in an Islamic chat room.
This is a reflective essay rather than a term paper. The idea is to put yourself into the role of a Muslim talking about his/her faith against absurd and stereotypical claims. One way to write the essay is in the first person as an open letter to Jack Chick or Alberto Riviera. All quotations must be properly footnoted. Avoid long quotations in order to sum up material you could as easily put in your own words.
Grading: This essay is worth 20% of your final grade. Additional criteria to the general standards listed above consists of the following:
a. demonstration that the information presented is understood
b. use of relevant and appropriate examples from the course
c. covers an adequate range of issues
d. effective critique of stereotypes about Islam
e. inclusion of Islamic perspectives
f. ability to synthesize rather than merely repeat or describe
g. clarity and coherent explanation of points made
h. level of effort (including length)
i. originality and creativity
j. relevant use of information from other sources
(7) Course Portfolio
You will submit a portfolio that showcases your revised work for the entire semester.
Due Date: During exam week (at the latest Friday, May 7 by 3:00 PM). You must hand in your portfolio personally (Anderson Hall, 6th floor, HB645). Do not leave your work in my mailbox! I will NOT accept any portfolio after Friday 3:00 PM.
Guidelines: Writing is a process and reviewing and revising. You should therefore continually revise your work as soon as you receive feedback for it either from your peers, from me, and/or through general class discussion of the subject of your work. The portfolio gives you a chance to showcase your revised work for the entire semester. You may include in your portfolio as many writing samples as you wish. Make sure that they cover as wide a range of writing styles and topics as possible. A successful course portfolio will typically include the following:
• one revised book review
• the revised interview/essay
• three revised journal entries
• three revised additional weekly writings
• one additional piece of work/writing which reflects your engagement with the material/your development as a writer
The most explicit grading criterion for this assignment is your level of effort and success in revising and thereby enhancing your work.
Remember: All pieces included in the portfolio must be revised (with the exception of the last item). All of these assignments must be handed in along with their respective first drafts and comments (peer reviews or my own comments where applicable). Make a photocopy of your portfolio and keep the originals as I may not have an opportunity to return your work to you in person.
Extra Credit Option
Throughout the semester I will announce events that stand in relation to our class (such as TV programs, lecture series on campus, community events); write up a report in which you evaluate those elements that relate to our class. – You may also find similar events yourself. If you want to do an extra credit on them, however, you must clear the topic with me first.
General Remarks
Classes must be attended on time. If you have a valid excuse for missing class, you must bring it to me for evaluation. The class will be conducted with an open attitude in regard to questions and comments. However, no personal remarks toward another person with the intent to degrade or judge will be tolerated. Students with disabilities should see me as early in the semester as possible in order to develop appropriate protocols that will facilitate a stronger learning experience. Pagers and cell phones must be turned off prior to entering the class. NOTE that I do not accept papers sent to me by email. You must bring a hard copy of each assignment to class. No late assignments will be accepted. Make sure that you save your work so that you have a backup in case my hamster decides to eat your paper.
Finally, all students deserve an atmosphere of fairness, honesty, and maturity. Violations of academic honesty such as plagiarism and academic cheating are subject to disciplinary procedures as stated in the University's Statement on Academic Honesty and the Student Code of Conduct (http://www.temple.edu/assistance/ccIIIa.html). For any of the above-mentioned conduct you will fail the class at first offense regardless of whatever additional disciplinary measures the University applies.
Class Schedule
Jan 21, 23 Introductory meetings: Methodological issues: What is Islam?
Textbook: Esposito xiii-xvi; Schimmel 1-6
Reading: Said (Chapter One 1-79)
Textbook: Esposito 1-17; Schimmel 7-17
Source: Sirat Rasul Allah (Ibn Ishaq, d.767): The Life of Muhammad (55-67)
Feb 9, 11, 13 The Qur’an: Its Teachings, Collection, and Exegesis
Textbook: Esposito 17-31; Schimmel 29-50
Source: The Qur’an (68-86)
Source: Islam as a Monotheistic Creed: Selections from the Qur’an (126-129)
Textbook: Esposito 32-57; Schimmel 19-28
- and -
Theology and Philosophy
Textbook: Esposito 68-74; Schimmel 73-89
Source: Ibn Khaldun on Theology: Muqqadimah (129-133)
Source: The Fiqh Akbar II (133-139)
Feb 23, 25, 27 Islamic Law: Historical Development, Sources of Law (Hadith), Schools of Law, Courts of Law, Content of Law (Five Pillars)
Textbook: Esposito 74-93; Schimmel 51-57.59-72
Source: Shafi’i’s Risala (192-198)
Source: Worship and Ritual in Islam (234-254)
BOOK REVIEW Amina Wadud DUE Fri Mar 5
Mar 1, 3, 5 Muslim Family Law, Custom and Law
Textbook: Esposito 93-99
Source: Muslim Women’s Struggle for Independence: Bouthaina Shaaban’s A Syrian Muslim Women Speaks Her Mind (367-376)
Book Review: Amina Wadud DUE Fri Mar 5
Spring Break: Mon Mar 8 – Sun Mar 14
Mar 15, 17, 19 Sufism: The mystical dimension of Islam
Textbook: Esposito 100-109, Schimmel 101-126
Source: Islamic Mysticism: Qur’anic Sources, Ibn Khaldun, Rumi, Hamzah Fansuri, Sejarah Melayu (139-155)
INTERVIEW/ESSAY DUE Fri Mar 26
Mar 22, 24, 26 Shi’i Religious Practices: Shi‘i Islamic doctrines and practices
Textbook: Esposito 109-114.179-186 (Iran), Schimmel 91-100
Source: The Nature and Scope of Shi‘ite Islam: H. Enayet (198-202)
Mar 28, 31 and Apr 2 Islamic civilization in the Middle Ages
Textbook: Esposito 57-67
Reading: Hugh Goddard, A History of Christian-Muslim Relations, Chicago: New Amsterdam Books, 2000, pp.177-198 (Chapter 8: “Dialogue or Confrontation?”).
BOOK REVIEW Farid Esack DUE Fri Apr 9
Apr 5, 7, 9 Farid Esack’s On Being a Muslim
Book Review: due Friday, April 9
Apr 12, 14, 16 Pre-Modern and Modern Reform Movements and Thinkers
Textbook: Esposito 115-157, Schimmel 127-145 (selections)
Source: Sayyid Qutb and Jahiliyyah (357-361)
Apr 19, 21, 23 Contemporary Islam: Religion and Politics
Textbook: Esposito 158-203, Schimmel 127-145 (selections)
Reading: Esposito’s section on “Violence and Terrorism,” in: What Everybody Needs to Know about Islam (117-138).
Source: S.H. Nasr, “The Shari’ah and Today’s World” (361-367)
REFLECTIVE ESSAY “The Prophet” DUE Fri Apr 30
Apr 26, 28, 30 Contemporary Islam in Europe and the U.S.
Textbook: Esposito 203-222
Reading: Jane I. Smith, Islam in America, New York: Columbia University Press, 1999, pp.126-149 (Chapter Six: “Living a Muslim Life in American Society”).
Reflective Essay “The Prophet”: due Fri Apr 30
LAST DAY OF CLASS
May 3, 5 Issues of Authority and Interpretation AND Review/Feedback
Textbook: Esposito 223-252
COURSE PORTFOLIO DUE Friday, May 7 by 3:00 PM