Download TH 612 Theology of Religious Manyness A Hartford Seminary

UPDATED SYLLABUS – 1 August 2015
TH 612 Theology of Religious Manyness
A Hartford Seminary Online Course
Fall 2015
Instructor:
Lucinda Mosher, Th.D.
Faculty Associate in Interfaith Studies
[email protected]
Cell: (646) 335-2951
Skype: lucinda.mosher
Office Hours: by appointment (in Hartford or by phone or Skype)
Course Meeting Times:
This is an asynchronous online course. It has no face-to-face component. A dedicated course
website will be available on Day One of Fall Term 2015. Students are expected to log in at least
once during every week of the term.
Email Policy
If you have matriculated in a Hartford Seminary program, your instructor will use your official
Hartsem student email addresses for all communications. Please check that account regularly.
Course Description:
The question of the place of one particular religion among other religions has been debated, for
millennia; likewise, the related question of the status (theologically) of adherents of other
religions according to a particular worldview. A range of answers have been advocated,
extensively (but not only) by Christian theologians and religious studies scholars. Premised on
the conviction that “theology of religious manyness” is a better formulation than “theology of
religions” or “theology of religious pluralism,” making use of the insights of the emerging
discipline of comparative theology, and examining the theoretical and methodological issues at
play, this course will explore a range of theological responses to the fact of religious manyness
from the vantage-points of Judaism, Islam, Hinduism, and Buddhism—as well as Christianity.
Given that this is an asynchronous online course, students shall work their way through a series
of online “learning objects”, doing so at whatever time of day they wish, and moving from one
object to the next at their own pace. Given that this is a three-credit, graduate-level course, these
tasks should require a total of 45 hours—although some people may wish to spend more time
with them.
Reading, writing, and research-project expectations are over and above expectations regarding
time committed to “online learning objects”—just as would be the case that students in a
traditional course would be expected to complete reading, writing, and research-project
assignments outside classroom time. Students should expect to spend some 90 hours on reading
and essay-writing for this course.
1
UPDATED SYLLABUS – 1 August 2015
Goals:
Completion of this course will enable the student to:
1) Account for the vocabulary of the academic study of religion and the relationship of one
religion to another.
2) Define the task of the theologian of religious manyness.
3) Explain the relation of theologies of religious manyness to the emerging fields of
“comparative theology” and “theology without walls”.
4) Differentiate a range of theological responses to the fact of religious manyness from
Jewish, Christian, Islamic, Hindu, and Buddhist vantage-points.
5) Formulate a personal theology of religious manyness that demonstrates knowledge of and
critical engagement with the major options presented in the literature engaged in this
course.
Through this course, students should be able to achieve the following Hartford Seminary Master
of Arts Degree Program Learning Outcomes: 1
#1. To demonstrate foundational and critical knowledge of one’s own religion.
#2. To demonstrate the knowledge, capacities, and willingness to respectfully engage other
religions and world views.
#4. To demonstrate knowledge and skills for dialogical and constructive engagement with
diversity.
Course Structure:
The course will comprise seven modules: course introduction; five religion-modules; course
conclusion—each with reading assignments and online activities, which may include watching or
listening to a lecture, answering a question posed by the instructor, commenting on another
student’s work, or even taking an ungraded quiz to check one’s understanding of course material.
The instructor reserves the right to revise the course outline if the need emerges during the term.
Attendance Policy
Participation in all online components is expected; failure to do so is considered an “absence”
and (if habitual) will affect one’s final grade.
Assessment Expectations
Students are expected to complete every reading assignment and to participate related online
activities in the time specified for a given unit. In an online course, the “discussion board” on the
course website becomes the locus for weekly discussion of readings. These rubrics are meant to
clarify how such “discussion” will be assessed. Students will receive a score for each online
“module”. Each post will be evaluated for quality of contribution, using Rubric A. Each
student’s discussion-board activity during a given module will be evaluated for quality, impact,
and frequency of participation, using Rubric B. The result will be translated to a percentage and a
letter grade for each module—and subsequently, for the course.
2
UPDATED SYLLABUS – 1 August 2015
Rubric A: Assessment of quality of contribution to class conversation via discussion-board posts
initiating a thread or responding to an instructor’s prompt:
9-10 points: The post comprises 150–300 words; it relates very well to topic; it demonstrates sophisticated
and nuanced engagement with assigned readings and advanced use of course vocabulary; it features well
structured, clear writing informed by excellent, creative, analytical reflection; it includes several new ideas
or questions; it is well-edited; properly formatted; it is submitted on time; it encourages further
engagement.
8-8.75 points: The post comprises 150–300 words; demonstrates proficient engagement with assigned
readings and use course vocabulary it features well structured, clear writing informed by excellent, creative,
analytical reflection; includes new some ideas or questions; is well-edited; is submitted on time; encourages
further engagement—but does not relate well to the topic at hand (or, is LATE). –OR– The post relates
well to the topic at hand, but has a few deficiencies in structure, clarity, creativity, analysis, or editing.
7-7.75 points: The post comprises at least 150 words, but exhibits many deficiencies in structure, clarity,
creativity, analysis, or editing; however, it is indeed related to the topic. ); may be overly reliant on opinion
over analysis; implies that readings have not been carefully completed. –OR– The post comprises at least 150
words and exhibits only a few deficiencies in structure, clarity, creativity, analysis, or editing—but, it is not
related to the topic at hand; overly reliant on opinion over analysis; implies that readings have not been carefully
completed.
6 – 6.75 points: While it may expresses new ideas or questions, the post exhibits some combination of the
following deficiencies: it is less than 150 words; it relates only loosely to the topic at hand; with regard to
structure, clarity, creativity, analysis, or editing, it has serious problems; content of comment indicates lack of
completion or understanding of reading assignment.
5 points or fewer: The post is not related to the topic; or, it relates only loosely to the topic at hand and with
regard to length, structure, clarity, creativity, analysis, or editing, it has many serious problems and
develops no new ideas or questions; content of comment indicates lack of completion or understanding of
reading assignment.
Rubric B: Assessment of quality of quality, impact, and frequency of participation in class
conversation during a given module, via discussion-board posts initiating a thread or responding
to an instructor’s prompt. Highest score possible = 12 points per module. 2
0 points
1 point
2 points
3 points
4 points
Quality of
participation
Insufficient:
Rarely participates
and is disengaged
Beginning:
Little self-initiated
participation in
discussions;
instructor needs to
solicit
participation.
Developing:
Initiates some level
of participation but
occasionally
disengaged.
Proficient:
Initiates
participation in
discussions.
Advanced:
Initiates and
participates
actively, helping
the dynamism of
the conversation.
Impact on
seminar
dynamics
Insufficient:
Contributions (or
lack thereof)
harmed seminar
dynamics.
Beginning:
Seminar and group
dynamics not
significantly
informed by
presence of student
Developing:
Contributions
sometimes
advanced seminar
dynamics, but not
always.
Proficient:
Contributions
regularly advance
seminar
dynamics in
positive ways.
Advanced:
Contributions
have consistently
positive impact
on seminar
dynamics.
Frequency
during Mod
Insufficient:
No posts or
responses
Beginning:
Only one original
post or response to
someone else’s
post
Developing:
At least two posts
or responses
Proficient:
At least two
original posts and
two responses
Advanced:
Four or more
original posts; at
least three
responses
3
UPDATED SYLLABUS – 1 August 2015
In addition to online participation, students are to submit five brief summary/reflection essays
(one for each religion) of no more than 1000 words at the end of each of the first six modules.
As the course nears its conclusion, students are to write a summary essay of ten to twenty pages
in which they demonstrate (at a level commensurate with the degree program in which they are
matriculated) their attainment of course goals—most especially their ability to articulate their
own theology of religious manyness, given their particular religious location.
All papers are to accord with the standards for academic papers posted on the Hartford Seminary
website. All papers and projects must accord with Hartford Seminary’s stated policy regarding
the citing of sources. Plagiarism is to be avoided! For guidelines, see:
http://www.hartsem.edu/wp-content/uploads/2013/10/Guidelines-for-Writing-A-ResearchPaper.pdf.
Final grades will be calculated as follows:
Online participation (Module 1)
10%
Online participation (Mods 2 – 6)
25%
Short essays (Mods 2 – 6)
50%
Online participation in Module 7 + Final essay
15%
Required Reading
Much of the required reading for this course will take the form of essays, journal articles, and
book chapters from a range of sources and provided to course enrollees on the course’s dedicated
website (either as PDFs for download or links to online items). In conversation with these items,
the following books should be read as directed in the course schedule:
Gross, Rita M. Religious Diversity What’s the Problem? Buddhist Advice for Flourishing with
Religious Diversity. Cascade Books 2014. ISBN 1620324091.
Race, Alan & Paul M. Hedges, eds. Christian Approaches to Other Faiths. SCM, 2008. ISBN
978-0-334-04114-6.
Griffin, David Ray, ed. Deep Religious Pluralism. Westminster/John Knox, 2005. ISBN
066422914X.
Brill, Alan. Judaism and Other Religions: Models of Understanding. Palgrave Macmillan, 2010.
ISBN 0230340253.
Shah-Kazemi, Reza. The Other in Light of the One: The Universality of the Qur’an and
Interfaith Dialogue. Islamic Texts Society, 2006. ISBN 1903682479.
NOTE: If you have never taken a survey course in the world’s religions, then you are also
required to read (and have at hand for reference) a good comprehensive textbook, such as Mary
Pat Fisher’s Living Religions (Prentice-Hall; any edition from the 4th onward is adequate). If you
plan to use a textbook other than Fisher’s, please clear your choice with your professor.
NOTE: The course’s extended bibliography follows the course schedule below.

4
UPDATED SYLLABUS – 1 August 2015
Course Outline
Module I: Course Introduction, September 8 - 20
Topic: The vocabulary of the academic study of religion
a. Religion as worldview
b. “Theology of religions” versus “theology of religious pluralism” versus “theology of
religious manyness”
c. Comparative religion versus comparative theology
i. What is comparative theology?
ii. What are its sources, norms, methods, and goals?
iii. What is the relationship between comparative theology and the work of
constructive theology?
iv. What is the comparative theologian’s relationship to the traditions under
study?
v. Can theologians within a specific religion do without comparative theology?
vi. What is the relationship between comparative theology and theology of
religious pluralism?
vii. What are the risks and dangers of comparative theology? The benefits?
Topic: Typologies: the vocabulary and paradigms of relationships between religions
Reading:
Paul Hedges, “A Reflection on Typologies: Negotiating a Fast-Moving Discussion,” in
Race & Hedges, 17-33.
Lucinda Mosher, Introduction to Toward Our Mutual Flourishing: The Episcopal
Church, Interreligious Relations, and Theologies of Religious Manyness, 1-5.
David Ray Griffin, “Religious Pluralism: Generic, Identist, and Deep” in Griffin, 3-38.
Rita M. Gross, “…the Author’s Standpoint”; “…Four Models…Regarding How People
Think about Belonging to a Religion”; and Chapter 4, in Religious Diversity—
What’s the Problem?, 3-13; 21-32.
Alan Brill, Preface (i-xi), Chapter 1: “Beginning the Conversation,” and Chapter 2:
“Theological Categories,” in Judaism and Other Religions: Models of
Understanding.
Arif Kemil Abduallh, “What is Religious Pluralism?” in The Qur’an and Normative
Religious Pluralism: A Thematic Study of the Qur’an, 1-22.
Knitter, Paul F. “Doing Theology Interreligiously: Union and the Legacy of Paul Tillich”
in CrossCurrents (March 2011), 117-132.
John D’Arcy May and Perry Schmidt-Leukel, “Introduction: Buddhism and its ‘Others’”
in Buddhist Attitudes to Other Religions, edited by Perry Schmidt-Leukel, 9-22.
Martin, Jerry L. Theology Without Walls: Theology from the Ground Up: Opening
Remarks. [See course website for this item]
5
UPDATED SYLLABUS – 1 August 2015
Online Learning Objects: 7 hours, approximately
a. Introduction to the course; introduction to this module: 1 hour
b. Self-introductions. 1 hour
c. Diana Eck on Religious Views of Religious Pluralism: Part I
https://www.youtube.com/watch?v=cR_tlcoNVF4. “Religious pluralism…is the
challenge of people of every tradition struggling to make sense of religious
difference…from the perspective of their religious faith, in the language of their religious
faith.”
Synopsis: “Today, as people encounter neighbors of other faiths, face to face, and as
communications enable people of every faith to know those of other faiths, what new
theological questions do we and others pose about our own faith? How is the ‘truth’ of
each tradition challenged in the face of other faiths and truth claims? Judaism,
Christianity, and Islam are increasingly referred to as the "Abrahamic" faiths, indicating a
common prophetic ancestor in the figure of Abraham. Abrahamic dialogue is on the rise.
What assessment do we have of these dialogues?” 1 hour and 8 minutes
d. Diana Eck on Religious Views of Religious Pluralism: Part II
https://www.youtube.com/watch?v=GPpzrK5aVoY. An exploration of views of some of
today’s thinkers from religious traditions of the Indic world—Buddhist, Jain, Hindu,
Sikh, and Muslim communities—on religions, the diversity of religions, engagements
between religions, and dilemmas of religious truth. 1 hour and 19 minutes
e. Paul Knitter, Theology of Religions: A Zero Sum Game? Draws on thinking of Krister
Stendahl in responding to assertions by journalist Robert Wright.
https://www.youtube.com/watch?v=ur10Xjx0zqI. Main talk: 45 minutes; total: 1 hour
and 19 minutes
f. Discussion Board activities. 2 hours
Module II: Christian Theologies of Religious Manyness, September 21 – October 4
Topics:
a. Christianity: a brief introduction/review
b. Various Christian positions vis-à-vis religious manyness
Reading:
Daniel Strange, “Exclusivisms: ‘Indeed Their Rock is Not like Our Rock’” in Race &
Hedges, 36-62.
David Cheetham, “Inclusivisms: Honouring Faithfulness and Openness,” in Race & Hedges,
63-84.
Perry Schmidt-Leukel, “Pluralisms: How to Appreciate Religious Diversity Theologically,”
in Race & Hedges, 85-110.
Paul Hedges, “Particularities: Tradition-Specific Post-modern Perspectives,” in Race &
Hedges, 111-135.
Jeannine Hill Fletcher, “Feminisms: Syncretism, Symbiosis, Synergetic Dance,” in Race and
Hedges, 136-154.
6
UPDATED SYLLABUS – 1 August 2015
Wang Shik Jang, “An Asian Christian Approach to Religious Pluralism,” in Griffin, 226-239.
Interfaith Relations and the Churches: A Policy Statement of the National Council of
Churches of Christ.
World Council of Churches, Who Do We Say That We Are? Christian Identity in a
Multireligious World.
Fernandez, Eleazar S. “Does Christianity Have Monopoly on Salvation?” (online)
Christoph Schwöbel, “Particularity, Universality, and the Religions,” in Christian
Uniqueness Reconsidered, Gavin D’Costa, ed (Orbis, 1990).
Online Learning Objects: 7 hours
a. Lucinda Mosher on Christian theologies of religious manyness. 30 minutes
b. Exploration of On Common Ground: Christianity (useful for those with little background
in Christianity) – http://www.pluralism.org/religion/christianity;
Jesus: http://www.pluralism.org/religion/christianity/introduction/jesus;
The Church: http://www.pluralism.org/religion/christianity/introduction/church;
Protestant Movement:
http://www.pluralism.org/religion/christianity/introduction/protestant;
Interfaith concerns: http://www.pluralism.org/religion/christianity/issues/interfaith.
30 minutes
c. Orthodox Christianity: The Rumanian Solution (from The Long Search, BBC 1977). An
introduction to Orthodox Christian beliefs and practices, in the context of a political
situation that no longer obtains. Still worthwhile to watch for its lessons on doctrine and
liturgy. https://www.youtube.com/watch?v=6Qk54gys7H0. 1 hour
d. Religions of the World: Orthodox and Roman Catholic Christianity (narrated by Ben
Kingsley). A “history of religions” approach to comparing two streams of Christian belief
and practice. https://www.youtube.com/watch?v=p7cUuxh3CYY. 1 hour
e. Religious Pluralism: Seeing Religions Again with Marcus Borg. A presentation on the
fact of religious pluralism; a way of seeing religions; similarities and differences between
religions; being Christian in an age of pluralism.
https://www.youtube.com/watch?v=jHIv-c-Rpzw. 1 hour
f. Amos Yong presents an Evangelical and Trinitarian theology of religions from a
Pentecostal perspective, critiquing a recent book by McDermott and Netland (which in
fact had critiqued Yong’s approach). https://www.youtube.com/watch?v=4etJgZ3sqpM. 1
hour and 12 minutes
g. OPTIONAL: Gavin D’Costa, a Catholic, on his personal development in Theology of
Religions, the theological methods upon which he drew, and his critique of the
“Exclusivist, Inclusivist, Pluralism” typology.
https://www.youtube.com/watch?v=Wa7HdJ7FI78. 10 minutes
h. Discussion Board Activities. 2 hours
First 1000-word essay is due via email no later than 11:59 pm (ET), 10/4/2015.
7
UPDATED SYLLABUS – 1 August 2015
Module III: Jewish Theologies of Religious Manyness, October 5 – October 18
Topics:
a. Judaism: a brief introduction/review
b. Various Jewish positions vis-à-vis religious manyness
c. Christian responses
Reading:
Alan Brill, Preface (xii-xiii), Chapters 3 through 7, in Judaism and Other Religions: Models
of Understanding.
Sandra B. Lubarsky, “Deep Religious Pluralism and Contemporary Jewish Thought,” in
Griffin, 111-129.
Eugene Borowitz, “A Jewish Response: The Lure and Limits of Universalizing Our Faith,”
in Christian Faith in a Religiously Plural World, Donald G. Dawe and John B. Carman,
eds. (Orbis, 1986).
Dan Cohn-Sherbok, Judaism and Other Faiths (London: Macmillan, 1994), 157-59; 177.
Louis Jacobs, A Jewish Theology (London: Darton, Longman and Todd, 1973), 289-91.
National Jewish Scholars Project, Dabru Emet: A Jewish Statement on Christians and
Christianity (2002).
Ronald H. Miller, “Judaism: Siblings in Strife,” in Race & Hedges, 176-190.
Online Learning Objects: 7 hours
a. Introductory Lecture – Lucinda Mosher. 30 minutes
b. Exploration of On Common Ground: Judaism (useful for those with little background in
Judaism) – http://www.pluralism.org/religion/judaism;
Torah: http://www.pluralism.org/religion/judaism/introduction/torah;
Talmud: http://www.pluralism.org/religion/judaism/introduction/rabbinic;
Keeping Shabbat: http://www.pluralism.org/religion/judaism/experience. 30 minutes
c. The Chosen People (The Long Search, BBC 1977). Introduction to Judaism.
https://www.youtube.com/watch?v=KIXHaRa9Tt4. 1 hour
d. Deborah Weissman, Ph.D., Towards a Jewish Theology of Other Religions,
https://www.youtube.com/watch?v=_oIqhRKOFro. “Can contemporary Jews develop a
theology of other religions that is both faithful to the Jewish tradition and respectful
towards the beliefs and practices of others? What resources exist that could inform such
an approach?” 45 minutes
e. Rabbi Alan Brill, Ph.D., Recent Christian Theologies of Judaism: A Jewish Response. An
exploration of the question of how the two religions think differently about theology. He
seeks to steer the discussion beyond attempting to create sameness or difference and
outlines the changes on both sides from perceiving differences between the faiths to
perceiving commonality. https://www.youtube.com/watch?v=ZyioyVuLFZ0. 45 minutes
f. Dialogue on religious truth, with Judith Plaskow and Jeanine Hill-Fletcher. Two feminist
theoreticians—one Jewish and one Christian—explore whether religious truth is really an
8
UPDATED SYLLABUS – 1 August 2015
issue in their respective theologies; and, if so, how their own feminism informs it.
https://www.youtube.com/watch?v=TSf8RcRfVCU. 1 hour
g. Discussion Board Activities. 2 hours
Second 1000-word essay is due via email no later than 11:59 pm (ET), 10/18/2015
Module IV: Islamic Theologies of Religious Manyness, October 19 – November 1
Topics:
a. Islam: a brief introduction/review
b. Various Islamic positions vis-à-vis religious manyness
c. Christian responses.
Reading:
Shah-Kazemi, Reza. The Other in Light of the One: The Universality of the Qur’an and
Interfaith Dialogue.
Arif Kemil Abdullah, “The Islamic Framework of Religious Pluralism,” and “Structural
Elements of Normative Religious Pluralism in the Qur’an,” in The Qur’an and Normative
Religious Pluralism: A Thematic Study of the Qur’an, 23-44; 114-151.
A Common Word Between Us and You. [PDF].
Mahmoud Ayoub, “The Word of God and the Voices of Humanity,” in Hasan Askari and
John Hick, eds. The Experience of Religious Diversity (Gower Press, 1985).
Mustafa Ruzgar, “Islam and Deep Religious Pluralism,” in Griffin, 158-177.
Muhammad Legenhausen, “Islam and Religious Pluralism,” [PDF].
Abdulaziz Sachedina, “Islamic Theology of Christian-Muslim Relations” in Journal of
Islamic Studies, Vol. 18-19, 1998-1999, pp. 2-23.
Eboo Patel, “A Theology of Interfaith Cooperation,” in Insights: The Faculty Journal of
Austin Seminary, 20-22.
Jerusha Tanner Lamptey, Introduction to Never Wholly Other: A Muslima Theology of
Religious Pluralism (OUP, 2014).
Martin Bauschke, “Islam: Jesus and Muhammad as Brothers,” in Race & Hedges, 191-210.
Online Learning Objects: 7 hours
a. Introductory Lecture – Lucinda Mosher. 1 hour
b. On Common Ground: Islam – http://www.pluralism.org/religion/islam;
The Qur’an: http://www.pluralism.org/religion/islam/introduction/quran;
One Ummah with Many Views:
http://www.pluralism.org/religion/islam/introduction/ummah;
Unity and Diversity: http://www.pluralism.org/religion/islam/issues;
The New Islamic Landscape:
http://www.pluralism.org/religion/islam/america/infrastructure;
Call to Prayer: http://www.pluralism.org/religion/islam/experience;
Salat: http://www.pluralism.org/religion/islam/experience/salat;
9
UPDATED SYLLABUS – 1 August 2015
Friday Prayer: http://www.pluralism.org/religion/islam/experience/jumah;
Ramadan: http://www.pluralism.org/religion/islam/experience/ramadan;
Women: http://www.pluralism.org/religion/islam/issues/women;
Struggling against Stereotypes:
http://www.pluralism.org/religion/islam/issues/stereotypes. Total = 1 hour
c. Muhammad: Legacy of a Prophet. http://freedocumentaries.org/documentary/pbsmuhammad-legacy-of-a-prophet. 1 hour
d. Dr. Jerusha Tanner Lamptey on “How does Islam depict the religious ‘other’?”—the
main question behind her latest book, Never Wholly Other: A Muslima Theology of
Religious Pluralism (OUP: 2014):
https://www.youtube.com/watch?v=nU3s5dLtNfoTBA. 45 minutes.
e. Tariq Ramadan on Beyond Tolerance: Islam and Pluralism.
https://www.youtube.com/watch?v=Igxdcl2dDm0.
Main lecture = approx. 1 hour; total presentation = 1 hour and 50 minutes
f. Discussion Board activities. 2 hours
Third 1000-word essay is due via email no later than 11:59 pm (ET), 10/25/2015
Module V: Hindu Theologies of Religious Manyness, October 26 – November 15
Topics:
a. Hinduism: a brief introduction/review
b. Various Hindu positions vis-à-vis religious manyness
c. Christian responses
Reading:
Kana Mitra, “Theologizing Through History,” in Toward a Universal Theology of Religion,
Leonard Swidler, ed. (Orbis, 1987).
Anantanand Rambachan, “The Hindu Tree on America’s Sacred Ground”in Barbara A.
McGraw and Jo Renee Formicola, eds., Taking Religious Pluralism Seriously: Spiritual
Politics on America’s Sacred Ground (Waco, Texas: Baylor University Press, 1992.
Vivekananda, Speeches at World’s Parliament of Religions, Chicago, 1893.
Mahatma Gandhi, from “The Story of My Experiments with Truth,” in Christianity Through
Non-Christian Eyes, Paul J. Griffiths, ed. (Orbis, 1990).
Jeffery D. Long, “Anekanta Vedanta: Toward a Deep Hindu Religious Pluralism,” in Griffin,
130-157.
Dayananda Sarasvati, “The Light of Truth,” in Christianity Through Non-Christian Eyes,
Paul J. Griffiths, ed. (Orbis, 1990).
Kauai Aadheenam Monastery, “How Do Hindus View Other Religions?”
http://www.himalayanacademy.com/blog/taka/2011/09/10/how-do-hindus-view-otherreligions/
Jayaram V, “Hinduism and Religious Tolerance,”
http://www.hinduwebsite.com/hinduism/h_tolerance.asp
10
UPDATED SYLLABUS – 1 August 2015
Swami Nikhilananda, “Interreligious Attitude,” http://www.hinduism.co.za/inter-re.htm
K. P. Aleaz, “Hinduism: We Are No Longer ‘Frogs in the Well,’” in Race & Hedges, 212-33.
Online Learning Objects: 7 hours
a. Introductory Lecture: Lucinda Mosher. 30 minutes
b. Exploration of On Common Ground: Hinduism (useful for those with little prior
background in Hinduism) – http://www.pluralism.org/religion/hinduism;
Many Gods and One: http://www.pluralism.org/religion/hinduism/introduction/gods;
Building the Temple: http://www.pluralism.org/religion/hinduism/america/temple. 15
minutes
c. Puja: Expressions of Hindu Devotion. (Smithsonian Institution, 1996) An introduction to
bhakti yoga from (essentially) a smarta advaita point of view.
http://www.asia.si.edu/explore/indianart/videoPuja.asp. 15 minutes
d. 330 Million Gods (from The Long Search, BBC 1977). Introduction to Hinduism.
https://www.youtube.com/watch?v=KQwva2gj4O4. 1 hour
e. Vivekananda and Pluralism – a panel presentation at USC by Jeffery Long; Makarand R.
Paranjape; Anantanand Rambachan; Sharada Sugirtharajah
https://www.youtube.com/watch?v=e-c0LKcVvTo. 2 hours
f. The Hindu-Christian Encounter: Fresh Light on the Jewish-Christian-Muslim Dialogue
by Francis X. Clooney, S.J. https://www.youtube.com/watch?v=17FNZT0IZY0. 1 hour
g. Discussion Board Activities. 2 hours
Fourth 1000-word essay is due via email no later than 11:59 pm (ET), 11/15/2015
Module VI: Buddhist Theologies of Religious Manyness, November 16 – December 6
Topics
a. Buddhism: a brief introduction/review
b. Various Buddhist positions vis-à-vis religious manyness
c. Christian responses
Reading:
Kristin Beise Kiblinger, “Buddhist Stances Towards Others: Types, Examples,
Considerations,” in Buddhist Attitudes to Other Religions, Perry Schmidt-Leukel, ed.
(EOS, 2008).
Rita M. Gross, Chapters 3, 5, 6, 7, 8, 9, in Religious Diversity—What’s the Problem?
Christopher Ives, “Liberating Truth: A Buddhist Approach to Religious Pluralism,” in
Griffin, 178-192.
Kulatissa Nanda Jayatilleke, “The Buddhist Attitude to Other Religions,” in The Wheel, No.
216 (Kandy, Sri Lanka: Buddhist Publication Society, 1975).
K. Sri Dhammananda, The Buddhist Attitude Towards Other Religions (Kuala Lumpur,
Malaysia: Buddhist Missionary Society, 1983).
11
UPDATED SYLLABUS – 1 August 2015
John Makransky, “Buddhist Perspectives on Truth in Other Religions: Past and Present,”
Theological Studies, 2003 (Vol 64), 334–61.
Kenneth Tanaka, “Buddhist Pluralism: Can Buddhism Accept Other Religions as Equal
Ways?” in Perry Schmidt-Leukel, ed., Buddhist Attitudes to Other Religions.
Masao Abe, “A Dynamic Unity in Religious Pluralism: A Proposal from the Buddhist Point
of View,” in Steven Heine, ed., Buddhism and Interfaith Dialogue (Honolulu: University
of Hawai’i Press, 1995).
Elizabeth Harris, “Buddhism: Two Essential Movements of the Human Spirit?” in Race &
Hedges, 234-254.
Online Learning Objects: 7 hours
a. Introductory Lecture: Lucinda Mosher. 1 hour
b. On Common Ground: Buddhism – http://www.pluralism.org/religion/buddhism;
Meditation: http://www.pluralism.org/religion/buddhism/introduction/becoming-buddha;
Dharma: http://www.pluralism.org/religion/buddhism/introduction/dharma;
Becoming a Monk: http://www.pluralism.org/religion/buddhism/experience/becoming-amonk;
Chanting the Sutras: http://www.pluralism.org/religion/buddhism/experience/chanting;
Multiple Buddhisms? http://www.pluralism.org/religion/buddhism/issues;
Engaged Buddhism: http://www.pluralism.org/religion/buddhism/issues/social-action;
Ecumenical and Interfaith Buddhism:
http://www.pluralism.org/religion/buddhism/issues/ecumenical. 1 hour
c. Footprint of the Buddha (The Long Search, BBC 1977). Introduction to Theravada
Buddhism, using a phenomenological, anthropological approach.
https://www.youtube.com/watch?v=C3r202etWLE. 1 hour
d. The Land of the Disappearing Buddha – Japan (The Long Search, BBC 1977). Actually,
an introduction to both Zen and Pure Land Buddhism.
https://www.youtube.com/watch?v=G6KyQIo9Q7M. 1 hour
e. The Dalai Lama on
“Is there only one true religion?”
https://www.youtube.com/watch?v=eQrUWmzshsI;
“Conflicting Philosophies of World Religions”
https://www.youtube.com/watch?v=9yQud-ckpJM;
“Different Religions Share a Central Message of Compassion”
https://www.youtube.com/watch?v=1F6g5g2ieps. Total = 40 minutes
f. Discussion Board activities. 2 hours
Fifth 1000-word essay is due via email no later than 11:59 pm (ET), 12/6/2015.
Module VII: Course Conclusion, December 7 - 22
Topics:
a. Pulling it all together: revisiting comparative theology
b. Assessment: have the course’s goals been achieved?
12
UPDATED SYLLABUS – 1 August 2015
c. Final observations
d. Final paper
Reading: whatever the student deems necessary for the final paper
Online Learning Objects: 3 hours
a. Dr. John Thatamanil on The Promise of Religious Diversity: Dialogue after Religion.
https://www.youtube.com/watch?v=3FbfcygGG2Q. 1 hour.
b. Discussion and final observations. 1 hour and 30 minutes
c. Course assessment tool. 30 minutes
NB: Last day to post to website and have it “count” as course participation = 12/22/2015
NB: Final Essay is due via email no later than 11:59 pm (ET), December 23, 2015.

For Further Reading:
Abdullah, Arif Kemil. The Qur’an and Normative Religious Pluralism: A Thematic Study of the
Qur’an. London: International Institute of Islamic Thought, 2014.
Ariarajah, S. Wesley. Your God, My God, Our God: Rethinking Christian Theology for Religious
Plurality. World Council of Churches, 2012
Berthrong, John H. The Divine Deli: Religious Identity in the North American Cultural Mosaic.
Orbis, 1999. ISBN 1-57075-268-0.
Brill, Alan. Judaism and World Religions: Encountering Christianity, Islam, and Eastern
Traditions. Palgrave, 2012.
Clooney, Francis X. Comparative Theology: Deep Learning Across Religious Borders. WileyBlackwell, 2010. ISBN 978-1-4051-7974-4.
Cohn-Sherbok, Dan. Interfaith Theology: A Reader. Oneworld, 2001. ISBN 1-85168-276-7.
Cracknell, Kenneth. In Good And Generous Faith: Christian Responses to Religious Pluralism.
Pilgrim Press, 2006.
Dhammananda, K. Sri. Buddhist Attitude Towards Other Religions. Kuala Lumpur, Malaysia:
Buddhist Missionary Society, 1983.
Eck, Diana L. Encountering God: A Spiritual Journey from Bozeman to Benares, second edition.
Beacon Press, 2003.
Feldmeier, Peter. Encounters in Faith: Christianity in Interreligious Dialogue. Anselm
Academic, 2011.
Heim, S.Mark. Salvations: Truth and Difference in Religion. Orbis, 1995.
How Do Hindus View Other Religions?
http://www.himalayanacademy.com/blog/taka/2011/09/10/how-do-hindus-view-otherreligions/
13
UPDATED SYLLABUS – 1 August 2015
Jayatilleke, K. N. The Buddhist Attitude to Other Religions. Kandy, Sri Lanka: Buddhist
Publication Society, 1966.
Kärkkäinen, Veli-Matti. An Introduction to the Theology of Religions: Biblical Historical &
Contemporary Perspectives. IVP Academic, 2003. ISBN 978-0-8308-2572-1.
Kiblinger, Kristin Beise. Buddhist Inclusivism: Attitudes Towards Religious Others. Ashgate
Publishing Limited, 2005. ISBN 0754651339
Knitter, Paul F. “Doing Theology Interreligiously: Union and the Legacy of Paul Tillich” in
CrossCurrents (March 2011), 117-132.
———. Introducing Theologies of Religions. Orbis, 2002. ISBN 1-57075-419-5.
Largen, Kristin Johnston. Finding God Among Our Neighbors: An Interfaith Systematic
Theology. Fortress, 2013. ISBN 978-0-8006-9933-8.
Legenhausen, Muhammad. Islam and Religious Pluralism. http://www.al-islam.org/altawhid/vol14-n3/islam-and-religious-pluralism-dr-muhammad-legenhausen.
Makransky, John. Buddhist Perspectives on Truth in Other Religions: Past and Present.
http://www.johnmakransky.org/article_04.html
Martin, Jerry. Theology Without Walls: Theology from the Ground Up: Opening Remarks. [PDF]
Mosher, Lucinda Allen. Toward Our Mutual Flourishing: The Episcopal Church, Interreligious
Relations, and Theologies of Religious Manyness. Peter Lang, 2012.
Nikhilananda, Swami. Interreligious Attitude. http://www.hinduism.co.za/inter-re.htm
Race, Alan. Making Sense of Religious Pluralism: Shaping Theology of Religions for Our Times.
SPCK, 2013. ISBN 978-0-281-06438-0.
Rambachan, Anatanand.”The Hindu Tree on America’s Sacred Ground,” in Taking Religious
Pluralism Seriously: Spiritual Politics on America’s Sacred Ground, edited by Barbara
A. McGraw and Jo Renee Formicola. Baylor, 2005. ISBN 1-932792-33-3.
Sacks, Jonathan. The Dignity of Difference: How to Avoid the Clash of Civilizations. Continuum,
2002. ISBN 0-8264-1443-5
Sacks, Jonathan. The Home We Build Together: Recreating Society. Continuum, 2007. ISBN
978-0-8264-8070-5.
Schmidt-Leukel, Perry, ed. Buddhist Attitudes to Other Religions. EOS, 2008. ISBN 978-3-83067351-4
Shafiq, Muhammad & Mohammed Abu-Nimer. Interfaith Dialogue: A Guide for Muslims.
London: IIIT, 2007. ISBN 978-1-56564-369-7.
Shah Kazemi, Reza. Common Ground Between Islam & Buddhism. Fons Vitae, 2010. ISBN 9781891785627
Smith, Brian K. “Who Does, Can, and Should Speak for Hinduism?” in Journal of the American
Academy of Religion, 68:4 (December 2000): 741-49.
Smith, Jonathan Z. “Religion, Religions, Religious” in Essays in the Study of Religion.
University of Chicago Press, 2004.
14
UPDATED SYLLABUS – 1 August 2015
Stedman, Chris. Faithiest: How an Atheist Found Common Ground with the Religious. Beacon
Press, 2012. ISBN 978-0-8070-1439
Sugirtharajah, Sharada, ed. Religious Pluralism and the Modern World: An Ongoing
Engagement with John Hick. Palgrave Macmillan, 2012. ISBN 0230296696.
V, Jayaram. Hinduism and Religious Tolerance.
http://www.hinduwebsite.com/hinduism/h_tolerance.asp
Valkenberg, Pim, ed. World Religions in Dialogue: A Comparative Approach. Anselm
Academic, 978-1-59982-083-5.
Volf, Miroslav. Exclusion & Embrace: A Theological Exploration of Identity, Otherness, and
Reconciliation. Abingdon Press, 1996. ISBN 0-687-00282-6
1
Hartford Seminary Master of Arts Learning Outcomes and Key Characteristics
1. To demonstrate foundational and critical knowledge of one’s own religion by:
a. Knowing Scriptures, authoritative texts, history, and traditions of one’s own religion
b. Relating one’s tradition to public issues which intersect with faith
c. Developing an appreciation of the continuum of expressions and interpretations of one’s own
religious tradition
d. Engaging one’s own religion analytically and contextually
e. Appreciating the different streams of thought and practice within one’s own tradition
2. To demonstrate the knowledge, capacities, and willingness to respectfully engage other religions and world
views by:
a. Knowing seminal texts of a religion other than one’s own
b. Knowing the history of a religious community other than one’s own
c. Knowing the societal contexts of a faith tradition other than one’s own
d. Displaying empathy in critical examination of other religions
e. Communicating sensitively in dealing with another faith
f. Reflecting on elements in one’s own faith from the point of view of the other
3. To demonstrate knowledge of the practices of one’s own religious tradition and the capacity to appreciate
the practices of other faith traditions by:
a. Knowing rites and rituals of one’s faith tradition
b. Understanding the meanings and benefits of engaging in those practices
c. Knowing the difference between individual practices and communal or institutional norms
d. Engaging perspectives and practices different from one’s own
e. Appreciating the spiritual integrity inherent in practices of other faith traditions
4. To demonstrate knowledge and skills for dialogical and constructive engagement with diversity by:
a. Knowing sacred literatures of one’s own and other religious traditions
b. Appropriating critical theories to engage diversity in a given context (e.g. race, class, gender,
sexual orientation, religion)
c. Being critically reflexive about one’s own social location and how it shapes engagement with
others
d. Displaying capacity to respectfully engage the other
e. Displaying knowledge and skills that are cognizant of understandings and differences
5. To demonstrate the ability to relate theory and practice in the social contexts in which religion-communities
exist by:
a. Defining and specifying the relevant dimensions of social contexts in which religion-communities
exist
b. Demonstrating how particular social contexts shape a religion-community’s practices
c. Articulating ways in which social context informs religion-community leadership
15
UPDATED SYLLABUS – 1 August 2015
2
Based on a rubric devised by Dr. Dan Joslyn-Siemiatkoski, who in turn credits:
https://www.cmu.edu/teaching/assessment/examples/courselevel-bycollege/cfa/tools/participationrubric-cfa.pdf and
http://www46.homepage.villanova.edu/john.immerwahr/TP101/EvDay/discussion%20rubric.pdf.
16