Religious Studies

This course investigates several themes in the history of the Indian Ocean from 1500 to 1800. This period is often referred to as the heyday of commercial and cultural interaction between the numerous peoples inhabiting the coasts from China and India to the Middle East and East Africa. Special attention is placed on the Islamic regions of the Indian Ocean. During this period the Islamic world witnessed a renewed vigor under the Ottoman Safavid and Mughal Empires. Soon, Islamic culture and, more importantly, Islamic law could be found in practically all the major ports of the Indian Ocean giving this large area a sense of cohesion and uniformity. This cohesion was particularly evident in commerce where merchants tended to recognize the same standards and ethics. Thus, one of the important questions raised by this course is did the numerous networks of trade succeed in establishing a common rhythm to the historical development of the Indian Ocean region and to what extent did Islamic culture play a role in this? Among the other themes investigated are the nature of the ports and their relationship with the hinterland, the type of ships used and the sailors who navigated them, and the role of piracy. The course ends with a consideration of the nature of early European presence in the Indian Ocean and the impact it had on the future development of the region.

Lectures: MW 11:30-1:00

Assignments/Evaluation: quiz 10%, book reviews 20%, two essays 30%, two presentations 10%, final exam 20%, participation 10%

This course surveys, in a swiftly moving and concise fashion, the art of India, China and Japan. The purpose of the course is to provide a foundation for students who may proceed to study aspects of Asian culture in depth, and also to provide a general survey for students who simply desire some basic insight into non-Western civilizations. In the section of the course dealing with Indian art, the focus will be on the development of Buddhist art and on the representations of the Hindu gods. In the section on China, the material is heavily weighted toward Chinese painting. In the section on Japan, sculpture, painting, architecture and the "minor arts" will all be introduced, with some emphasis being given to Zen Buddhism.

In each section of the course, the informing religious contexts will always be considered.

Assignments/Evaluation: Course grades will be based upon performance in three one-hour tests (one for each section of the course) and in two major essays (10-15 pages each, one each term). As much as such material can be quantified, each test will count for 15% of the final grade, and each essay will count for 27.5% of the final grade.

Representative Texts: The primary text for the course will be Sherman E. Lee's A History of Far Eastern Art. Students will also be asked to purchase three other books: D.T. Suzuki's Zen and Japanese Culture, Heinrich Zimmer's Myths and Symbols in Indian Art and Civilization, and Lao Tzu's Tao Te Ching. Other readings (available from the Reserve Desk in Scott Library) will be suggested as the course proceeds.

Focus: This course provides students with an introduction to: selected biblical texts and related materials (e.g. Dead Sea Scrolls) in their historical and social contexts as well as contemporary perspectives on the bible.

Lecture: Wednesday 7-10 P.M.

Format: A lively innovative teaching methodology including workshop discussions.

Assignments/Evaluation: Participants are expected to read and reflect on assigned material before coming to class so as to participate in an informed manner. Grading is spread throughout the year and is based on the following: Two tests (midterm, final - 25% each), and two written assignments (one each term - 25% each)

Representative Texts: AK/HUMA 1850.06 Course Kit; The New Oxford Annotated Bible College Edition paperback; Christian Hauer and William Young, An Introduction to the Bible (4th Edition. Prentice Hall 1998); T. Harpur, For Christ's Sake (Toronto: McClelland & Stewart, 1993).

Approximately the first half of this course will be devoted to consideration of several more or less standard topics--e.g. the nature of mystical consciousness, the epistemic credentials of supposed revelations, whether it is possible to prove the existence of God (or gods). But in the second half, it will focus more narrowly on the question of whether anything in the very early history of human beings provides clues about the evolutionary development--and possible biological function(s)--of religious and quasi-religious ways of thinking.

Lectures: M &W 2:30-4:30

Assignments/Evaluation: First exam 30%, first paper 30%, final exam 40%

Representative Texts: Beta Course kit

CHECK WITH ATKINSON PHILOSOPHY DEPT FOR DETAIL INFORMATION

Lectures: T 6-9 p.m.

A fundamental philosophical concern is the notion of truth. Definitions of truth are connected with explanations of meaning and how meaning occurs in human life. Existentialism arose as a revolt against notions of absolute truth articulated, albeit differently, in both philosophical idealism and the flourishing empirical sciences of the late 19th and early 20th centuries. In contrast to both the naive realism of the natural sciences and, the idealist definition of truth as the logical function of a conceptual system, existentialists emphasize the relevance of contingency, ambiguity and lived experience to philosophical accounts of meaning.

Several questions will guide us through the course readings: What is truth, for the existentialist? What isn't truth? What is the importance of lived experience to the concept of truth? How does meaning occur in human experience? What does it mean ‘to be' and what special importance has this question for some existentialists? According to the existentialist and in contrast with other explanations of truth and meaning, what possibilities are there in life for self-knowledge, personal freedom and moral action?

Assignments/Evaluation: Regular class and tutorial attendance; preparation of all assigned readings. First assignment - 25%; second assignment - 30%; tutorial participation - 15%; final exam - 30%.

Representative Texts: Beta Course Kit; The Ethics of Ambiguity by Simone De Beauvoir, New York: Carol Pub. Grp., 1996.

This course surveys the principles and methods of anthropological archaeology in the context of world prehistory. The methods used by archaeologists and the theories they entertain about the past have emerged as archaeologists confront specific issues of human prehistory. Key events and processes will be examined in the Pleistocene archaeological record of the Americas, Eurasia, and Africa. Several basic concepts will provide the context for learning: evolutionary theory; the development of subsistence strategies; the innovation and diffusion of technology; population dynamics; social differentiation and complexity; the domestication of plants and animals. Prehistory will be surveyed from the beginnings of human culture in the Basal Palaeolithic, through the establishment of sedentary village life in the Neolithic, to the emergence of the world's first civilizations.

Format: Two lecture hours and one tutorial hour per week.

Assignments/Evaluation: TBA - the first two weeks of classes.

This course surveys the development of the earliest civilizations in the Old and New Worlds. We begin with an in depth look at the explanations for the rise of civilization and the state. Subsequent themes concern the origins of writing, the story of decipherment, ancient Sumer and the world's first cities, and the African civilizations of Old Kingdom Egypt and ancient Nubia. The winter term begins with the civilization of North China and Minoean Crete, and we examine the Black Athena controversy over the Egyptian and Phoenician origins of Greek civilization. For a change of pace we turn to archaeological facts and fantasies, from astronauts to the pharaoh's curse. The remainder of the term covers the ancient civilizations of the New World: Peru, the Maya, and finally the Aztecs and the Spanish conquest.

Format: Two lecture hours and one tutorial hour.

Recommended Prerequisite: 2140 6.0 - (Introduction to Archaeology & Palaeoanthropology)

Assignments/Evaluation: To be announced within the first two weeks of classes.

A cross-cultural study of myths according to theme and type: creation, fertility, resurrection, and culture myths; gods and goddesses; heroes and tricksters. Material is drawn from a wide range of cultures and traditions.

Lecture: MTWRF: 1 to 4 P.M (May 1 - June 14)

Format: Students attend a three-hour lecture/seminar five afternoons a week.

Assignments/Evaluation: T.B.A.

This course examines the cultures and social systems of Southeast Asia. Beginning with an examination of the ecology and prehistory of the region, a brief journey through Southeast Asian cultural history provides an understanding of a number of important issues and topics in the region. These include Buddhism, Islam, Chinese and Indian influences, colonialism, tribes, rural development, and urbanism. With this background, the course investigates recent upheavals in the area, especially the plight of refugees. It concludes with a review of recent developments, including the establishment of ASEAN (Association of Southeast Asian Nations) and Canada's growing interest in the Pacific Rim.

Format: three hour seminar

Assignments/Evaluation: TBA

Degree Credit Exclusion: AS/SOSC 1460 6.0

This course introduces students to the study of Africa. The first part deals with autonomous Africa - i.e. the long period when African societies' directions were largely internal and self-directed. The second part of the course looks at the beginning of the process of the incorporation of Africa into what then was a European-dominated international economic and state system. The final part is concerned with Africa in the twentieth century. Through a focus on particular topics (the state, peasantries, etc.), it will deal with the developments resulting from and since colonialism in Africa, looking at negotiation and resistance as well as imposition. The last few topics concern issues of current concern such as the economic crisis and structural adjustment, democracy, gender politics and the situation in South Africa.

Throughout the course, we will be concerned with historically changing forms of socio-economic organization and political structures, as well as thought and belief systems. In addition, throughout there is critical evaluation of the field of African Studies itself, as an area of enquiry developed over the past century.

Format: two hour lecture and one hour tutorial

Assignments/Evaluation: project (20%), in-class tests (20%), first essay (20%), second essay (20%), workshop participation/presentations (20%).

An exploration of social scientific theories of religion; religion in Canada today; ritual in sacred and secular contexts; women's spirituality, religion and social structure; religion and modernizations.

Degree Credit Exclusions: GL/SOCI 2010E 3.0 (Fall 1991, 1992 and 1993)

(This course is open to students in their first, second or third year of study who have not taken "Religion and Society" as a special topic in 1991, 1992, or 1993.)

This course will survey the diverse history of Islamic societies from the seventh century to the early modern period. Topics covered include: the pre-Islamic Middle East; Arabian society; Muhammad and the rise of the new religion; the expansion of Islam in Asia, Africa and Europe; the fundamental belief system of Islam; the Caliphate of Baghdad; the development of various schools of Islamic theology, mysticism, philosophy, science and the arts; the commercial revolution of the Middle Ages; the coming of the Turks; the slave soldiers (Mamluks) of Egypt; the revolutionary shi'ism in Iran; the Muslim experience in India and Central Asia; decline of Islamic power; European penetration; and the problems of continuity and change. The political, social, cultural and economic institutions will receive roughly equal treatment. While much of the focus will be on trends affecting the Islamic World as a whole, attention will also be given to selected regional issues. Students will be introduced to several primarysource materials in translation such as selections from the Qur'an, travelers accounts, and selections from medieval works of fiction.

Lecture: M 2:30-4:30

Tutorials: M 4:30-5:30; M 4:30-5:30; M 5:30-6:30; W 1:30-2:30; W 1:30-2:30

Assignments/Evaluation: Quizzes (2) 10%, Essays (2) 40%, exams 40%, discussion 10%

Representative Texts: TBA

AS/HUMA 2851 3.0Z & 2852 3.0Z are affiliated with the University of Waterloo Distance Education Programme. STUDENTS MUST FOLLOW YORK UNIVERSITY ENROLMENT & DROP DEADLINES.

New age beliefs tend to justify semi-religious or spiritual attitudes with scientific or pseudoscientific interpretations. At times, "real science" is invoked while at other times, opinions and impressions claimed to be beyond scientific understanding are sought. This social attitude is complicated by the discussion in many social science fields about the meaning of science in a particular corporate, political or cultural context. The teaching and interpretation of science has become a lively topic of debate in many disciplines. Many are dealing with these intellectual and emotional streams in their own lives. Separating out these various streams is no easy task and this course addresses such issues for the anthropology student. New Age is viewed from the perspective of cultural critique uncovering the reasons for widespread beliefs in psychics, astrology, UFO aliens, alternative health techniques, channelling, lost continents (Atlantis), and so on in the context of a society dominated by technology and science. These investigations are accomplished in terms of a growing ethnography and historiography on these phenomena.

Format: Three hour seminar.

Assignments/Evaluation: To be announced within the first two weeks of classes.

This course will be a detailed and critical examination of twentieth century existential philosophy, with particular attention devoted to Heidegger and Sartre. The central focus of the course will be twofold. First, to understand and evaluate existentialist theories of human beings, particularly as these theories contrast with other theories in Western philosophy. Second, to understand and evaluate the different varieties of the existentialist concept of existence.

With this in mind, our discussions will range across such problems as being-in-the-world, nothingness, freedom, the self, inter-subjectivity, radical choice, anxiety, temporality, authenticity and existential ethics. Particular attention will be paid to evaluating Heidegger's arguments against the Cartensian model of mind. We will also look at the contributions existential philosophy has made to psychology.

Assignments/Evaluation: two essays (40% and 60%)

Representative Texts: M. Heidegger, Being and Time, trans. by J. Macquarrie and E. Robinson (New York: Harper and Row, 1962); J.P. Sartre, Being and Nothingness, trans. by H. Barnes (New York: Washington Square Press, 1956).

The first half of the course will be devoted to a closer reading, analysis, and interpretation of Being and Time, with the main emphasis placed on "Division One". The latter half of the course will be devoted to a close reading, analysis, and interpretation of Being and Nothingness.

Grades: Mid-term essay - 40%; final exam 60%.

The course is designed as a combination of lecture and discussion. You are expected to do all the assigned readings, and to come to class prepared to discuss them. Please bring the book we are reading to class.

The liturgy of the Jewish people has evolved over a period of many centuries, employing initially sections of the Bible (in particular, but not exclusively, Psalms). There emerged over time other religious poetry in the form of prayers, supplications and adorations, many of which were built upon selections from the Talmud and Mishnah.

This course will concentrate on a critical and literary analysis of a number of liturgical writings. Emphasis will be placed upon the development of the various strata within the traditional prayer book and the different types of Hebrew language used.

The course will be taught in Hebrew.

Format: One and one half hours of discussion per week over the entire year.

Assignments/Evaluation: Two quizzes (10% each = 20%); one term paper (30%); participation (30%); final exam 20%.

Prerequisite: AS/HEB 3000 6.0 or equivalent.

Representative Texts: Readings will include Birnhaum's The Daily Prayerbook, De Sola's The Traditional Prayerbook and Petuchowski's Understanding Jewish Prayer.

A close textual analysis of the book of Exodus and of interpretations of the book written in Hebrew throughout the ages. Language of instruction and readings in Hebrew.

This course is designed for the student who can work comfortably with Hebrew texts, but it does not assume a prior acquaintance with Biblical literature or with classical modes of Biblical exegesis. The course will consist primarily of readings and analysis of sources. It will attempt to acquaint the student with the style of both legal and narrative passages, Biblical literature, and with the ways in which this literature was understood and reworked by later generations of Jewish exegetes.

Prerequisite: AS/HEB 3000 6.0 or equivalent.

Format: Three hours of discussion per week.

Assignments/Evaluation: Class participation - 25%; written assignments - 25%. first test - 20%; final exam - 30%.

Representative Texts: The primary texts will be in the Hebrew Bible and the compendium of exegesis called Miqraot Gedolot. Other readings may include: Jacobs, Jewish Biblical Exegesis; Kafih, Ramban al-Hattorah; Leibowitz, Iyyunim Hadashim be-Sefer Shemot; Melamed, Mefarshey Hamiqra; Rosin, Rashbam al Hattorah; Segal, Parshanut Hamiqra; Wieser, Ibn Ezra al Hattorah.

After reviewing various ways to approach the study of religion within Anthropology and related disciplines, we will concentrate on a number of topics. The following (in no particular order) are some of the general areas of interest I wish to touch upon and in some cases develop for extensive discussion. Most are interrelated: religious symbolism and myth; revitalization movements; prophetic and charismatic leadership; religious language-games, metaphors and rhetorical strategies; gender and religion; violence and religion; demonization of the "Other"; the problem of evil and suffering; religious con-games and the gullibility of the pious; religion and social change; religion and politics; purity and pollution; religious festivals, rituals and other performances; religious exegesis; economics and religion; religion, trust and business ethics; religion and trade; tourism and religion; pilgrimages; popular religion/ "official" religion; social memory and the invention of tradition.

Format: Three lecture/discussion hours.

Assignments/Evaluation: TBA first week of classes

CHECK FINE ARTS/VISUAL ARTS FOR INFORMATION ON THIS COURSE

This course explores expressive culture by examining the performance and products which express cultural meaning . We will investigate how performances are produced, interpreted and transformed through time. While the course is broadly cross-cultural, we will pay special attention to the integration of artistic domains in the societies of Southeast Asia. Ritual, dance, visual arts, theatre (particularly puppets and masks) and popular entertainment such as spectacles will be considered.

In order to understand how expressive systems are integrated, the course addresses the following questions:

1. How are artistic domains integrated within one particular society?
2. What regularities and patterns can be seen cross-culturally within one form of artistic expression?
3. How do artistic forms condense and communicate key symbolic messages?
4. How is artistic expression being transformed through mass culture and tourism?

Throughout the course, we will be building on theoretical arguments in anthropology related to the process of cultural production, including structuralism, formal analysis, semiotics and hermeneutics.

Format: Three lecture/discussion hours.

Assignments/Evaluation: TBA first week of classes

A close textual analysis of selected passages from the prophetic books of the Hebrew Bible and interpretations of these books written in Hebrew throughout the ages. Language of instruction and reading is Hebrew.

The course is designed for the student who can work comfortably with Hebrew texts, but it does not presuppose a prior acquaintance with Biblical literature or with classical modes of Biblical exegesis. The course will consist largely of reading and analysis of Biblical sources and commentaries; secondary literature will be of secondary importance. The course will attempt to acquaint the student with the style and theological concerns of the prophets, their relationship to the Pentateuch and the ways in which their ideas were understood and reinterpreted by later generations of Jewish exegetes.

Format: Three hours of discussion per week.

Assignments/Evaluation: Class participation - 25%; written assignments - 25%; first test 20%; final exam - 30%.

Prerequisite: AS/HEB 3000 6.0 or equivalent.

Representative Texts: The primary texts will be the Hebrew Bible and the compendium of exegesis called Miqraot Gedolot. Other readings may include: Jacobs, Jewish Biblical Exegesis; Melamed, Mefarshey Hamiqra; Segal, Parshanut Hamiqra.

Top of Page

Religious Studies Main Page

Humanities Main Page

York Main Page