{"id":69,"date":"2012-05-12T16:33:14","date_gmt":"2012-05-12T20:33:14","guid":{"rendered":"http:\/\/blogs.butler.edu\/fys\/?page_id=69"},"modified":"2012-05-12T16:33:14","modified_gmt":"2012-05-12T20:33:14","slug":"faith-doubt-and-reason","status":"publish","type":"page","link":"http:\/\/blogs.butler.edu\/fys\/sample-syllabi\/faith-doubt-and-reason\/","title":{"rendered":"Faith, Doubt and Reason"},"content":{"rendered":"<p align=\"left\">\u00a0<strong>SAMPLE 1:<\/strong><\/p>\n<p align=\"center\"><strong>BUTLER UNIVERSITY<\/strong><\/p>\n<p align=\"center\"><strong>FYS 101 Section 09<\/strong><\/p>\n<p align=\"center\"><strong>Faith, Doubt and Reason I<\/strong><\/p>\n<p align=\"center\"><strong>Fall 2011<\/strong><\/p>\n<p align=\"center\"><strong>\u00a0<\/strong><\/p>\n<p>Instructor: Dr. James F. McGrath \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Email: jfmcgrat@butler.edu<\/p>\n<p>Office: Jordan Hall 202\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Office phone: x9364<\/p>\n<p>&nbsp;<\/p>\n<p><strong><span style=\"text-decoration: underline\">Introduction to the Course<\/span><\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>In this course we will be examining the relationship between faith, doubt and reason using a variety of biblical, theological, philosophical, and literary texts to guide our conversation and deliberations on these universal concepts. All faiths and doubts are welcome in this course, and students are expected to treat one another and each other\u2019s viewpoints with respect, while treating disagreements as an opportunity to learn.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">The Liberal Arts<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>This course is also intended to serve as an introduction to the liberal arts, an approach to education that is derived from the curriculum of the great medieval universities. While the content of the liberal arts has changed over time, its primary purpose remains the same: to train persons to think and act creatively, critically, freely and responsibly in their own lives and in their communities. In order to accomplish these objectives, in this course students will read and discuss some of the great texts of the Western intellectual tradition, paying special attention to the themes of faith, doubt and reason. Specifically, students will come to appreciate and embrace five hallmarks of a liberal arts education:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>The opportunity to immerse oneself in the study of the great figures, movements, questions and ideas of the past and present<\/li>\n<li>The challenge to expand one\u2019s horizons and experiences beyond the familiar<\/li>\n<li>The responsibility to enrich and enhance the lives of individuals and communities<\/li>\n<li>The demand for clear and effective communication of ideas<\/li>\n<li>The invitation to find joy and inspiration in the pursuit of knowledge and understanding<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">Course Objectives<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>In this course, students will begin their journey toward becoming liberally educated women and men. To that end, the following crafts will be practiced and honed in this seminar:<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<ul>\n<li><strong>Thinking:<\/strong> In his famous essay, \u201cWhat Is Enlightenment?\u201d the German philosopher, Immanuel Kant, issued a radical call to modern persons: <em>Sapere aude!<\/em> (Roughly translated, \u201cDare to know!\u201d). The liberal arts train and encourage persons to think, to reason, to weigh evidence, to construct arguments, and to take personal responsibility for informed leadership in the global community. In this course, students will learn how to find meaning and value in ideas and questions, how to think more creatively and critically, how to weigh and present evidence more carefully, and how to construct and make arguments more effectively.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Reading:<\/strong> The written word is the foundation of Western intellectual life, and there is evidence that inventions such as writing and printing have had an effect on human cognition itself. This course is designed around several classic texts in the Western intellectual tradition and a large portion of the course will involve reading and understanding texts from a variety of perspectives in a wide range of genres, including biblical texts, fiction, poetry, philosophy, and theology. The liberal arts train and encourage persons to read texts critically and creatively and to engage texts on a variety of levels, including cognitively, emotionally and existentially. In this course, students will learn how to read texts more critically and creatively and to understand more fully the texts and their authors, contexts, and influences on the past and the present.<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<ul>\n<li><strong>Writing: <\/strong>Developing skills in effective communication is an essential component of a liberal arts education. One primary means of communication is writing, which can take several different stylistic forms. In this course students will learn how to write more clearly, concisely, and appropriately in an academic style.<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<ul>\n<li><strong>Speaking: <\/strong>Speaking is another primary means of communication, and in this course students will learn how to present their ideas more clearly, concisely, and appropriately and to engage one another in thoughtful, respectful, fruitful conversation on a number of important and challenging topics in the context of seminar discussions.<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<ul>\n<li><strong>Faith, Doubt and Reason: <\/strong>Finally, in this course students will be asked to think deeply about some of the most fundamental and enduring questions in the Western intellectual tradition: Who or what is God? How and why do human beings search for God? What is faith? What is reason? What is doubt? What are the relationships between them? Are they contradictory or can they coexist? How have faith, doubt and reason shaped our lives and our world? How <em>should<\/em> faith, doubt and reason shape our lives and our world?<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong><span style=\"text-decoration: underline\">Student Learning Objectives<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>This course will also address the following Student Learning Objectives for the First Year Seminar program:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>To reflect on \u201cbig questions\u201d about themselves, their community and their world.<\/li>\n<li>To develop the capacity to read and think critically.<\/li>\n<li>To develop the capacity to write clear and persuasive expository and argumentative essays, with an emphasis on thesis formation and development.<\/li>\n<li>To gain an understanding of basic principles of oral communication as they apply to discussion.<\/li>\n<li>To understand the liberal arts as a vital and evolving tradition and to see themselves as agents within that tradition.<\/li>\n<li>To develop capacities for careful and open reflection on questions of values and norms.<\/li>\n<li>To develop the ability to carry out research for the purpose of inquiry and to support claims.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong><span style=\"text-decoration: underline\"><br \/>\n<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">Required Texts<\/span><\/strong><\/p>\n<p>Available for purchase in the Butler Bookstore:<\/p>\n<p>&nbsp;<\/p>\n<p><em>The New Oxford Annotated Bible with Apocrypha.<\/em><a title=\"\" href=\"#_ftn1\">[1]<\/a> New Revised Standard Version. Augmented 3<sup>rd<\/sup> ed. New York: Oxford University Press, 2007. <strong>ISBN: 9780195288803<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Cervantes, Miguel de. <em>Don Quixote<\/em>. Translated by Walter Starkie. Complete and unabridged ed. Signet Classic. New York: Penguin, 2001. <strong>ISBN: 9780451527868<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Descartes, Ren\u00e9. <em>Meditations on First Philosophy<\/em>. Translated by Donald Cress. 3<sup>rd<\/sup> ed. Indianapolis, IN: Hackett, 1993. <strong>ISBN: 9780872201927<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Goethe, Johann Wolfgang von. <em>Faust: Part One<\/em>. Translated by David Luke. New York: Oxford University Press, 2008. <strong>ISBN: 9780199536214<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Hacker, Diana. <em>A Pocket Style Manual. <\/em>5<sup>th<\/sup> ed. with 2009 MLA and 2010 APA Updates. Boston\/New York: Bedford\/St Martin\u2019s, 2010. <strong>ISBN: 031266480X<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Hume, David. <em>Dialogues Concerning Natural Religion<\/em>. Edited by Richard H. Popkin. 2<sup>nd<\/sup> ed. Indianapolis, IN: Hackett, 1998. <strong>ISBN:<\/strong><strong> 0872204022<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Plato. <em>The Trial and Death of Socrates<\/em>. Translated by G. M. A. Grube. 3<sup>rd<\/sup> ed. Indianapolis, IN: Hackett, 2001. <strong>ISBN: 9780872205543<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Tillich, Paul. <em>Dynamics of Faith<\/em>. Perennial Classics. New York: HarperCollins, 2001. <strong>ISBN: <\/strong><strong>9780060937133<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">Additional Readings<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>The following required texts are available in the Course Documents section of Blackboard in the folder labeled \u201cCourse Texts\u201d:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>Immanuel Kant, \u201cWhat is Enlightenment?\u201d<strong><\/strong><\/li>\n<li>William Clifford, \u201cThe Ethics of Belief\u201d<strong><\/strong><\/li>\n<li>J. L. Mackie, \u201cEvil and Omnipotence\u201d<strong><\/strong><\/li>\n<li>Fyodor Dostoyevsky, \u201cRebellion\u201d (from <em>The Brothers Karamazov<\/em>)<strong><\/strong><\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">Course Requirements<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>E-mails to a friend<\/strong> (10% of course grade). Students are to write 1-2 e-mails each week addressed to a friend at home, which will be sent to the professor. These should highlight some aspect of that week\u2019s course reading and\/or discussion which was felt to be interesting\/significant. The e-mail need not actually be sent to a friend. They should not contain plagiarized material and should be free from spelling and grammatical errors, although in all other respects they are to be informal. A total of 20 such e-mails should be written over the course of the semester.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Formal papers<\/strong> (2 x 15% = 30% of course grade). Two formal papers (5-7 pp. each) on assigned topics are required. In each case a first draft is to be submitted to the instructor for comment before the final draft is due. Also, the first draft of each formal paper will be submitted to a classmate for peer review (see below). The formal paper assignments are as follows:<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><span style=\"text-decoration: underline\">FYS Formal Paper #1: What makes actions moral?<\/span><\/p>\n<p>Adopting the persona of Abraham in the story in Genesis of his being called upon to sacrifice his son Isaac, ponder the Euthyphro dilemma \u2013 i.e. the question whether morality is objective (and thus potentially something that transcends even God) or is whatever God declares to be good. Try to decide whether you believe you should go through with the sacrifice, based on your deliberations and any conclusion you draw. If the dialogue format of Plato\u2019s work is more conducive to exploring the subject, you may imagine Abraham conversing with someone \u2013 whether God, an angel, or his son Isaac.<\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"text-decoration: underline\">FYS Formal Paper #2: Why do bad things happen to good people?<\/span><\/p>\n<p>The question posed in this paper is often summarized under the heading of <em>theodicy<\/em>, which means the attempt to defend God from charges of injustice in light of the problem of undeserved suffering. Explicitly place the perspectives of the Book of Job, Mackie and Dostoyevsky into \u201cconversation\u201d with one another, and explicitly consider what faith, doubt and reason offer as perspectives on this topic.<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Creative writing<\/strong> (15% of course grade). Students will write an updating of Hume\u2019s <em>Dialogues <\/em>under the title \u201cHume\u2019s Internet Discussion Board Concerning Natural Religion.\u201d<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Peer review <\/strong>(10% of course grade): Any student who fails to provide a colleague with the required peer review feedback will lose this part of their grade.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Final paper<\/strong> (15% of course grade). The final paper is an opportunity for thinking about the \u201cbig picture.\u201d It will be 8-10 pages long. The final paper assignment will be posted in the \u201cAssignments\u201d section of Blackboard.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Class participation<\/strong> (20% of course grade). Developing your oral communication skills is an important objective of the course, and discussion is an important means of engaging in critical thinking, by opening our views to the critical scrutiny of others. You will be graded on your oral performance, including the quality of your participation in regular class meetings. Quality participation means contributing to the discussion in a meaningful, insightful, and informed way on a consistent basis. In addition to general class presentation, students will also be evaluated separately for participation in two class activities. Note that the final paper presentation will evaluate students\u2019 <em>effective communication<\/em> in an <em>oral<\/em> <em>presentation<\/em> of the topic of their paper and not the content, which will be evaluated separately as a written assignment. Rubrics for determining the participation grade are listed below.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<ul>\n<li>General participation 10%<\/li>\n<li>Faust skit participation 5%<\/li>\n<li>Final paper presentation\u00a0 5%<\/li>\n<\/ul>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong><span style=\"text-decoration: underline\">More about Participation<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p>Seminars are dependent on active participation from all students for their success. <em>This is crucial not only in order to develop your oral communication skills, but also to develop the level of critical thinking that only dialogue can accomplish<\/em>. To that end, students will have read all of the assigned texts before each class and will come to class prepared to discuss the material. Active participation is an integral part of students\u2019 learning experience and is reflected in the participation portion of the final grade. The rubrics for the participation grade are as follows:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>Missing class and rarely participating in the discussion will earn a participation grade of <strong>D<\/strong>.<\/li>\n<li>Coming to class and rarely participating in discussions will earn a participation grade of <strong>C<\/strong>.<\/li>\n<li>Quality participation in most classes will earn a participation grade of <strong>B<\/strong>.<\/li>\n<li>Frequent excellent participation in each class which shows evidence of having read and understood assigned reading will earn a participation grade of <strong>A<\/strong>.<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">More about Writing <\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>The First Year Seminar is designed to improve your skills as a writer. Much of your grade this semester will depend on your written work. In this course we will work on how to identify and develop topics and theses, how to write clearly and persuasively using evidence, and how to develop your own style. We will pay attention to the mechanics of good writing, such as grammar, spelling, and punctuation.<\/p>\n<p>&nbsp;<\/p>\n<p>Your formal papers should be free of grammatical, spelling, punctuation and typographical errors <em>already in the first draft<\/em>. You will receive a \u201cmechanics\u201d grade on first drafts which will be counted as part of your short writing grade.<\/p>\n<p>&nbsp;<\/p>\n<p>Each student will submit a copy of the first draft of each formal paper to a classmate for review. The reviews will be short (1-2 pp.) critiques of the first draft of the formal paper. Critiques should focus on substantive issues such as the thesis statement, development of arguments, use of evidence, and organization rather than issues of mechanics and grammar. You will receive a grade on your critique. Papers will be assigned to reviewers in class on the due date of the first draft. The critiques will be submitted to the instructor and to the author of the paper by the beginning of the next class meeting.<\/p>\n<p>&nbsp;<\/p>\n<p>Hacker\u2019s <em>Pocket Style Manual <\/em>is an indispensable resource for this course. Keep it with you for easy reference when you write your papers.<\/p>\n<p>&nbsp;<\/p>\n<p>All written work, including short writing assignments, must be double spaced in 12-pt Times New Roman font (or a similar font) with 1\u201d margins.<\/p>\n<p>&nbsp;<\/p>\n<p>In order to practice good environmental stewardship, all papers will be submitted, evaluated and returned digitally. All written work will be submitted to the instructor <span style=\"text-decoration: underline\">via e-mail<\/span> (or in the case of final drafts, <span style=\"text-decoration: underline\">via Blackboard)<\/span> <em>before the class meeting on the due date<\/em>.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong><span style=\"text-decoration: underline\">Penalties for Lateness<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p>Students are expected to submit their assignments on time. This means that assignments will be submitted to the instructor before the class meeting on the due date. Assignments submitted late without prior permission of the instructor will be penalized 1\/3 of a letter grade for every 24 hours they are late. For example, an assignment that would have earned a B will earn a B- if submitted one day late, a C+ if submitted two days late, a C if submitted three days late, etc. Assignments submitted more than 7 days late will receive a failing grade. The 24-hour period begins at the beginning of the class meeting on the due date for the assignment.<\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">Plagiarism<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Plagiarism is the use of another person\u2019s words or ideas without proper acknowledgment. It is a very serious ethical matter and will be handled accordingly. In this course the <strong>minimum<\/strong> penalty for plagiarism is failure of the assignment while egregious plagiarism can result in failure of the course or worse, so it is important to understand what counts as plagiarism and to avoid it at all costs. Learning to avoid plagiarism is one of the skills students will acquire in this class. For further information on plagiarism and other forms of academic dishonesty, please consult the BU Student Handbook, p. 13. Also, each student will complete the tutorial and quiz entitled \u201cUnderstanding Plagiarism,\u201d both available on Blackboard.<\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">A Note about Wikipedia<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Wikipedia, the enormously popular and successful online encyclopedia, is not a scholarly, peer-reviewed source; it is a conglomeration of posts and redactions produced and edited by anyone with an internet connection, and no expertise is required to contribute to it. As such, it may not be used for research or as a source for any work in this course. Nevertheless, it can at times lead you to appropriate primary and secondary sources that are useful and can be used for assignments.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong><span style=\"text-decoration: underline\">Requests for Academic Accommodations<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>It is the policy and practice of Butler University to make reasonable accommodations for students with properly documented disabilities.\u00a0 Written notification from Student Disability Services is required.\u00a0 If you are eligible to receive an accommodation and would like to request it for this course, please discuss it with me and allow one week advance notice.\u00a0 Otherwise, it is not guaranteed that the accommodation can be received on a timely basis.\u00a0 Students who have questions about Student Disability Services or who have, or think they may have, a disability (psychiatric, attentional, learning, vision, hearing, physical, medical, etc.) are invited to contact Student Disability Services for a confidential discussion in Jordan Hall 136 or by phone at extension 9308.<strong><\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">Tips for Success<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<ul>\n<li>Although attendance will not be taken after the first few class meetings, regular class attendance is <strong>strongly<\/strong> encouraged. Regular attendance generally translates into better performance in the course. If you must miss class for any reason, please let me know by email before class.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>This course is a seminar, which means that discussion forms the basis of the class meetings. Quality participation in class discussions requires coming to class prepared to discuss the assigned material. Remember: regular class participation counts for 10% of the final grade. Without regular quality participation it may be impossible to get an A.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>Learning requires the proper environment. Please be respectful of your classmates, your instructor, and yourself by giving your full attention to the discussion. Please silence or turn off your cell phones before class and do not turn them on again until after class has been dismissed. Also, if you bring a computer with you to class, it should not be used for any activity not directly related to the course. Violations of this policy will negatively affect the student\u2019s participation grade and may result in the student being asked not to use their laptop in class.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>Practice good study habits. Take notes on your reading, supplement them during class discussions, and review them regularly. Cramming for papers and exams is a very inefficient and ineffective way to succeed in your coursework. The most effective way to learn material is to review and consolidate it regularly. The Learning Resource Center is a wonderful resource for assistance in developing good study habits.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>Ask questions! The old clich\u00e9 is true: the only stupid question is the unasked question. There is a very good chance that others have the same question you do. Don\u2019t be afraid to ask!<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">Schedule of Class Meetings and Assignments<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>R 8\/25\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Introduction to the course and review of the syllabus<\/p>\n<p>&nbsp;<\/p>\n<p>T 8\/30\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Kant, \u201cWhat Is Enlightenment?\u201d (On Blackboard)<\/p>\n<p>Clifford, \u201cThe Ethics of Belief\u201d (On Blackboard)<\/p>\n<p>&nbsp;<\/p>\n<p>R 9\/1\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tillich, <em>Dynamics of Faith<\/em>, pp. 1-46<\/p>\n<p>&nbsp;<\/p>\n<p>T 9\/6\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Genesis ch. 1-14<\/p>\n<p>&nbsp;<\/p>\n<p>R 9\/8\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Genesis ch. 15-33<\/p>\n<p>R 9\/15\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Paper day \u2013 discussion of formal paper #1<\/p>\n<p><strong>First draft of formal paper #1 due by end of day<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>T 9\/20\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tillich, <em>Dynamics of Faith<\/em>, pp. 47-62<\/p>\n<p><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Peer review of formal paper #1 due<\/strong><\/p>\n<p>R 9\/22\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Job ch. 1-19<strong><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>T 9\/27\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Job ch. 27-31, 38-42<\/p>\n<p>Dostoyevsky, \u201cRebellion\u201d (On Blackboard)<\/p>\n<p><strong>Final draft of formal paper #1 due<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>R\u00a0 9\/29\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Mackie, \u201cEvil and Omnipotence\u201d (On Blackboard)<\/p>\n<p>Discussion of theodicy<\/p>\n<p><strong>First draft of formal paper #2 due<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>T 10\/4 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Paper day &#8211; in-class discussion of first drafts<\/p>\n<p><strong>Peer review of formal paper #2 due<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>R 10\/6\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cervantes, <em>Don Quixote<\/em>, pp. 41-110<strong><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>T 10\/11\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cervantes, <em>Don Quixote<\/em>, pp. 111-197<\/p>\n<p><strong>Final draft of formal paper #2 due<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>R 10\/13\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>READING BREAK: NO CLASS<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>T 10\/18\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Descartes, <em>Meditations on First Philosophy<\/em>, pp. 1-35<\/p>\n<p>&nbsp;<\/p>\n<p>R 10\/20\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Hume, <em>Dialogues Concerning Natural Religion<\/em>, Introduction and pp.1-43<\/p>\n<p>&nbsp;<\/p>\n<p>T 10\/25\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Hume, <em>Dialogues Concerning Natural Religion<\/em> pp. 44-89<\/p>\n<p>&nbsp;<\/p>\n<p>R 10\/27\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Paper day \u2013 in-class discussion of third formal paper<\/p>\n<p><strong>First draft of formal paper #3 due<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>T 11\/1\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Hume, \u201cOf Miracles\u201d (pp.107ff)<\/p>\n<p>Tillich, <em>Dynamics of Faith<\/em>, 85-113<\/p>\n<p><strong>Peer review of formal paper #3 due<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>T 11\/8\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Goethe, <em>Faust<\/em>, pp. 37-102<\/p>\n<p><strong>Final draft of formal paper #3 due<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>R 11\/10\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Goethe, <em>Faust<\/em>, 102-148<\/p>\n<p><strong>Skit-preparation: add a scene to Faust\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>T 11\/15\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>FOCUS ON FINAL PAPER<\/strong><\/p>\n<p>R 11\/17\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>FOCUS ON FINAL PAPER<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>Thanksgiving Break<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>T 11\/29\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Skit Performances<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>R 12\/1\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Student Presentations on Final Papers<\/strong>\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <strong><\/strong><\/p>\n<p><strong>Final Paper Due<\/strong><\/p>\n<p><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n<p>T 12\/6\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Student Presentations on Final Papers<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <strong><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>R 12\/8\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Wrap-Up and Discussion of Spring Semester<\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\"><br \/>\n<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<hr align=\"left\" size=\"1\" width=\"33%\" \/>\n<div>\n<p><a title=\"\" href=\"#_ftnref1\">[1]<\/a> It is very important that you have an annotated study Bible for this course. If you have any questions about the suitability of your Bible for use in this course, please ask me as soon as possible.<\/p>\n<\/div>\n<p><strong>SAMPLE 2:<\/strong><\/p>\n<p align=\"center\"><strong>BUTLER UNIVERSITY, FALL, 2011<\/strong><\/p>\n<p align=\"center\"><strong>HN 110-01.\u00a0 Honors First Year Seminar: Faith, Doubt and Reason<\/strong><\/p>\n<p align=\"center\"><strong>Professor Paul Valliere<\/strong><\/p>\n<p align=\"center\"><strong>\u00a0<\/strong><\/p>\n<p><strong>Butler&#8217;s liberal arts core<\/strong><\/p>\n<p>HN 110 is your first course in Butler University&#8217;s liberal arts core curriculum.\u00a0 The liberal arts are a set of educational practices deriving from the medieval universities and Renaissance colleges of Europe.\u00a0 The mainspring of the liberal arts is the creative tension between three distinct but mutually relevant traditions of learning:<\/p>\n<p>1) classical learning, based on the heritage of Greece and Rome;<\/p>\n<p>2) biblical learning, based on the Hebrew and Greek scriptures;<\/p>\n<p>3) scientific learning, based on the investigation of nature in modern times.<\/p>\n<p>In HN 110 you will engage all three traditions and their interaction.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Objectives of HN 110<\/strong><\/p>\n<p>In HN 110 you will be asked to challenge yourself and your classmates in several ways.\u00a0 You will be asked to grapple with some of the best books and ideas in the world.\u00a0 You will be challenged to develop your reading, writing and speaking skills far beyond the level you have already achieved.\u00a0 You will be asked to think deeply about fundamental questions of human existence: Who or what is God?\u00a0 How do human beings search for God?\u00a0 What is faith?\u00a0 What is reason?\u00a0 How are faith and reason affected by doubt?\u00a0 How do faith, doubt and reason shape our lives?\u00a0 How <em>should<\/em> they shape our lives?<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Honors Program<\/strong><\/p>\n<p>You are enrolled in a year-long honors section of First Year Seminar, HN 110-HN111, totaling eight hours of academic credit.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Instructor<\/strong><\/p>\n<p>Dr. Paul Valliere, McGregor Professor in the Humanities.<\/p>\n<p>Department of Philosophy and Religion, 202B Jordan Hall.<\/p>\n<p>pvallier@butler.edu; office tel. 940-9404; home tel. 844-7146.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Required course books<\/strong> (available for purchase in the Butler Bookstore)<\/p>\n<p>Cervantes, <em>Don Quixote<\/em>, trans. Tom Lathrop. Signet Classics, NAL\/Penguin.<\/p>\n<p>Descartes, <em>Meditations on First Philosophy<\/em>, trans. Donald Cress. 3d ed. Hackett.<\/p>\n<p>Goethe, <em>Faust. Part One<\/em>, trans. David Luke. Oxford.<\/p>\n<p>Hacker, Diana.\u00a0 <em>A Pocket Style Manual.<\/em> 5th ed. Bedford-St. Martin&#8217;s.<\/p>\n<p>Hume, David, <em>Dialogues Concerning Natural Religion<\/em>, ed. Richard H. Popkin.<\/p>\n<p>2d ed.\u00a0 Hackett.<\/p>\n<p><em>The New Oxford Annotated Bible with the Apocrypha.<\/em> New Revised Standard Version.\u00a0 4th ed. Oxford.<\/p>\n<p>Plato, <em>The Trial and Death of Socrates<\/em>, trans. G. M. A. Grube. 3d ed. Hackett.<\/p>\n<p>Shakespeare, William, <em>Hamlet<\/em>. Signet Classics. NAL\/Penguin.<\/p>\n<p>Tillich, Paul. <em>Dynamics of Faith<\/em>. Perennial Classics, Harper and Row.<\/p>\n<p>&nbsp;<\/p>\n<p>A few additional readings will be posted on the Blackboard site for this course.<\/p>\n<p><strong>Course requirements<\/strong><\/p>\n<p><em>\u00a0<\/em><\/p>\n<p><em>Tutorial groups.<\/em>\u00a0 All students will be assigned to a tutorial group.\u00a0 The group meets one hour a week outside of class to discuss papers, prepare oral reports or do other assigned tasks.\u00a0 The tutorial group meetings are the way you earn the fourth hour of academic credit in this course each term.<\/p>\n<p>&nbsp;<\/p>\n<p><em>Formal papers<\/em> (50% of course grade).\u00a0 Three formal papers (5-6 pp. each) on assigned topics are required.\u00a0 In each case a first draft is to be submitted for evaluation one week before the final draft is due.<\/p>\n<p>&nbsp;<\/p>\n<p><em>Short writing assignments<\/em> (20% of course grade).\u00a0 There will be occasional short writing assignments (1-2 pp. each).\u00a0 Some of these are indicated on the syllabus.\u00a0 There will be others as the occasion arises.<\/p>\n<p>&nbsp;<\/p>\n<p><em>Oral performance<\/em> (20% of course grade).\u00a0 Developing oral communication skills is an important objective of this course.\u00a0 You will be graded on your oral performance, first and foremost on the quality of your participation in regular class meetings.\u00a0 There will also be some speaking assignments and group reports.<\/p>\n<p><em><br \/>\nFinal examination<\/em> (10% of course grade).\u00a0 A two-hour final examination will be given on Monday, Dec. 12, 2011, 8:00-10:00 a.m.,<strong><em> <\/em><\/strong>in the classroom.<strong><\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>More about writing <\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>The First Year Seminar is designed to improve your skills as a writer.\u00a0 In this course we will work on how to identify and develop topics and theses to write about, how to write clearly and persuasively using evidence, and how to develop your own style.\u00a0 We will pay attention to the mechanics of good writing, such as grammar, spelling and punctuation.\u00a0 Working together as a community of writers, we will often comment on each other&#8217;s writing.<\/p>\n<p>&nbsp;<\/p>\n<p><em>A Pocket Style Manual<\/em> by Diana Hacker, 5th ed., is a required tool in this course.\u00a0 Occasional assignments in this book will be discussed in class; otherwise, students need not bring the manual to class but should keep it handy for ready reference.<\/p>\n<p>&nbsp;<\/p>\n<p><em>Mechanics grades:<\/em><\/p>\n<p>Your three formal papers should be free of grammatical, spelling, punctuation and typographical errors <em>already in the first draft<\/em>.\u00a0 You will receive a \u201cmechanics grade&#8221; on first drafts which will be counted as part of your short writing grade.\u00a0 The editing that takes place between the first and final draft of a paper should focus on substantive matters such as content, logic, organization, clarity and style.<\/p>\n<p>&nbsp;<\/p>\n<p>All written work, including short writes, must be submitted in 2-space typescript.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Plagiarism<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Plagiarism is the use of other people&#8217;s words or ideas without documentation.\u00a0 Plagiarism is theft\u2014the academic equivalent of shop-lifting.\u00a0 Plagiarism commonly occurs in writing but can occur in other ways, such as using another person\u2019s words in a speech without acknowledgment.\u00a0 Penalties for deliberate plagiarism are severe, including failing an assignment, failing a course or expulsion from the university.\u00a0 See the <em>Butler University Student Handbook<\/em> (available online on the Butler website) for a full discussion of student rights and responsibilities regarding \u201cAcademic Integrity.\u201d<\/p>\n<p>&nbsp;<\/p>\n<p>Inexperienced students sometimes plagiarize without meaning to do so.\u00a0 Guarding against this is a skill we will work on in this course.\u00a0 See Hacker&#8217;s <em>Pocket Style Manual<\/em>, sections 29, 35 and 40, for a brief discussion.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>More about faith<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Chances are, you are used to hearing about &#8220;reason&#8221; in the classroom.\u00a0 Talking about &#8220;faith&#8221; in an academic setting may be new to you.\u00a0 Clarifying what faith means is one of the tasks of our seminar.\u00a0 For now, let&#8217;s just say that faith means your overall view of things, the big picture of the world that tells you where and how to find meaning in it.\u00a0 Another way of putting it is to say that your personal faith is your answer to the question: What is the ground and goal of human existence and of my existence in particular?<\/p>\n<p>&nbsp;<\/p>\n<p>Faith positions vary.\u00a0 The range extends from historic religious faiths such as Judaism, Christianity and Islam to secular faiths such as humanism, skepticism and atheism.\u00a0 All faith positions are welcome in this class and will be subjected to careful scrutiny.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Requests for academic accommodations<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>It is the policy and practice of Butler University to make reasonable accommodations for students with properly documented disabilities.\u00a0 Written notification from Student Disability Services is required.\u00a0 If you are eligible to receive an accommodation and would like to request it for this course, please discuss it with the instructor and allow one week advance notice for each occasion in which the accommodation will be needed.\u00a0 Otherwise, it is not guaranteed that the accommodation can be made in a timely manner.\u00a0 If you have questions about Student Disability Services, contact Michele Atterson, JH 136, ext. 9308.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Schedule of class meetings and assignments<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>W 8\/24\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Introduction to the course.<\/p>\n<p>&nbsp;<\/p>\n<p>F 8\/26\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 William Clifford, &#8220;The Ethics of Belief&#8221; (on Blackboard).<\/p>\n<p>Short write due.<\/p>\n<p>&nbsp;<\/p>\n<p>M 8\/29\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Introduction to the Pentateuch and Genesis, <em>New Oxford Annotated Bible<\/em>, \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 pp. 3-11, and Genesis 1-11, pp. 11-28.<\/p>\n<p>&nbsp;<\/p>\n<p>W 8\/31\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Genesis 12-22, <em>New Oxford Annotated Bible<\/em>, pp. 28-42.\u00a0 Short write due.<\/p>\n<p>&nbsp;<\/p>\n<p>F 9\/2\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Genesis 23-36, <em>New Oxford Annotated Bible<\/em>, pp. 42-62.<\/p>\n<p>&nbsp;<\/p>\n<p>M 9\/5\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Labor Day.\u00a0 No class.<strong><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>W 9\/7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tillich, <em>Dynamics of Faith<\/em>, pp. 1-46.<\/p>\n<p>&nbsp;<\/p>\n<p>F 9\/9\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tillich, <em>Dynamics of Faith<\/em>, pp. 47-62.\u00a0 Short write due.<\/p>\n<p>M 9\/12\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Genesis 37-50, <em>New Oxford Annotated Bible<\/em>, pp. 62-80.<\/p>\n<p>&nbsp;<\/p>\n<p>W 9\/14\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Plato, <em>Euthyprho<\/em>, in <em>The Trial and Death of Socrates<\/em>, pp. 1-19.<\/p>\n<p>F 9\/16\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <em>Euthyphro<\/em>, continued.<\/p>\n<p><strong>First draft of formal paper #1 due in class.<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>M 9\/19\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discussion of first drafts of paper #1.<\/p>\n<p>&nbsp;<\/p>\n<p>W9\/21\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <em>Euthyphro<\/em>, concluded.<\/p>\n<p>F 9\/23\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Introduction to the Poetical and Wisdom Books and Job, <em>New Oxford<\/em><\/p>\n<p><em>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Annotated Bible<\/em>, pp. 721-726.<\/p>\n<p><strong>Final draft of formal paper #1 due in class.<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>M 9\/26\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Job 1-14, <em>New Oxford Annotated Bible<\/em>, pp. 727-740.<\/p>\n<p>&nbsp;<\/p>\n<p>W 9\/28\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Job 15-31, <em>New Oxford Annotated Bible<\/em>, pp. 740-758.<\/p>\n<p>&nbsp;<\/p>\n<p>F 9\/30\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Job 38-42, <em>New Oxford Annotated Bible<\/em>, pp. 765-771.<\/p>\n<p>&nbsp;<\/p>\n<p>M 10\/3\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cervantes, <em>Don Quixote<\/em>, pp. 3-64.<\/p>\n<p>W 10\/5\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <em>Don Quixote<\/em>, pp. 64-114.\u00a0 Short write due.<\/p>\n<p>&nbsp;<\/p>\n<p>F 10\/7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <em>Don Quixote<\/em>, pp. 115-190.<strong><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>M 10\/10\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Shakespeare, <em>Hamlet<\/em>, Acts 1-3.<strong><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>W 10\/12\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Shakespeare, <em>Hamlet<\/em>, Acts 4-5.<\/p>\n<p>&nbsp;<\/p>\n<p>F 10\/14 Fall reading break.\u00a0 No class meeting.<\/p>\n<p>&nbsp;<\/p>\n<p>M 10\/17\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The ending of <em>Don Quixote<\/em>, Part One, pp. 430-493.<strong><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>W 10\/19\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The ending of <em>Hamlet<\/em>.<\/p>\n<p>&nbsp;<\/p>\n<p>F 10\/21 <em>Hamlet <\/em>and <em>Don Quixote.<\/em>\u00a0 <strong>First draft of formal paper #2 due in class.<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>M 10\/24\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Descartes, <em>Meditations on First Philosophy<\/em>, pp. 1-17.<\/p>\n<p>W 10\/26\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <em>Meditations on First Philosophy<\/em>, pp. 17-35.<\/p>\n<p>&nbsp;<\/p>\n<p>F 10\/28 Same.\u00a0 \u00a0 <strong>Final draft of formal paper #2 due in class.<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>M 10\/31\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Hume, <em>Dialogues Concerning Natural Religion<\/em>, pp. 1-48. <strong><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>W 11\/2\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <em>Dialogues Concerning Natural Religion<\/em>, pp. 49-89.<\/p>\n<p>&nbsp;<\/p>\n<p>F 11\/4\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Same.<\/p>\n<p>&nbsp;<\/p>\n<p>M 11\/7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tillich, <em>Dynamics of Faith<\/em>, pp. 85-113.<\/p>\n<p>&nbsp;<\/p>\n<p>W 11\/9\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Same.\u00a0 Short write due.<\/p>\n<p>&nbsp;<\/p>\n<p>F 11\/11 Introduction to <em>Faust<\/em>.<\/p>\n<p>Goethe, <em>Faust<\/em>, pp. 3-27.<\/p>\n<p>&nbsp;<\/p>\n<p>M 11\/14\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Goethe, <em>Faust<\/em>, pp. 27-62.<\/p>\n<p>&nbsp;<\/p>\n<p>W 11\/16\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <em>Faust<\/em>, pp. 62-96.<\/p>\n<p>&nbsp;<\/p>\n<p>F 11\/18 <em>Faust<\/em>,\u00a0 pp. 97-121<\/p>\n<p>&nbsp;<\/p>\n<p>Thanksgiving Vacation.<\/p>\n<p>&nbsp;<\/p>\n<p>M 11\/28\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <em>Faust<\/em>, pp. 122-148.<\/p>\n<p>W 11\/30\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Same.<\/p>\n<p>&nbsp;<\/p>\n<p>F 12\/2\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Same.\u00a0 <strong>First draft of formal paper #3 due in\u00a0 class.<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>M 12\/5\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 J. L. Mackie, &#8220;Evil and Omnipotence&#8221; (on Blackboard).<\/p>\n<p>&nbsp;<\/p>\n<p>W 12\/7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Same.<\/p>\n<p>&nbsp;<\/p>\n<p>F 12\/9\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Last class meeting.\u00a0 <strong>Final draft of formal paper #3 due in class.<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Mon., Dec. 12, 8:00-10:00 p.m. \u2013 Final Examination in the classroom.<br \/>\nTutorial Group Schedule for HN 110-01<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Week of:<\/p>\n<p>&nbsp;<\/p>\n<p>8\/29\u00a0\u00a0\u00a0\u00a0\u00a0 Group discussion\/report on Genesis 23-36.<\/p>\n<p>9\/5\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss reading and short writing assignment in Tillich.<\/p>\n<p>&nbsp;<\/p>\n<p>9\/12\u00a0\u00a0\u00a0\u00a0\u00a0 Share and criticize page(s) of first draft, formal paper #1.<em><\/em><\/p>\n<p>&nbsp;<\/p>\n<p>9\/19\u00a0\u00a0\u00a0\u00a0\u00a0 Group discussion of \u201cpiety\u201d (Plato&#8217;s <em>Euthyphro<\/em>).<\/p>\n<p>&nbsp;<\/p>\n<p>9\/26\u00a0\u00a0\u00a0\u00a0\u00a0 Group discussion\/report on Job.<\/p>\n<p>&nbsp;<\/p>\n<p>10\/3\u00a0\u00a0\u00a0\u00a0\u00a0 Group discussion\/report on <em>Don Quixote<\/em>.<\/p>\n<p>&nbsp;<\/p>\n<p>10\/10\u00a0\u00a0\u00a0 No tutorial group meeting (Fall reading break).<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Rotation of discussion-group membership.<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>10\/17\u00a0\u00a0\u00a0 Share and criticize pages(s) of first draft, formal paper #2.<\/p>\n<p>&nbsp;<\/p>\n<p>10\/24\u00a0\u00a0\u00a0 Group discussion\/report on Descartes.<\/p>\n<p>&nbsp;<\/p>\n<p>10\/31\u00a0\u00a0\u00a0 Group discussion\/report on Hume.<\/p>\n<p>&nbsp;<\/p>\n<p>11\/7\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss first reading assignment in <em>Faust<\/em>.<\/p>\n<p>&nbsp;<\/p>\n<p>11\/14\u00a0\u00a0\u00a0 Group discussion\/report on <em>Faust<\/em>.<\/p>\n<p>&nbsp;<\/p>\n<p>Thanksgiving Vacation<\/p>\n<p>&nbsp;<\/p>\n<p>11\/28\u00a0\u00a0\u00a0 Share and criticize page(s) of first draft, formal paper #3.<\/p>\n<p>&nbsp;<\/p>\n<p>12\/5\u00a0\u00a0\u00a0\u00a0\u00a0 Discuss final examination questions.<\/p>\n<p><strong>SAMPLE 3:<\/strong><\/p>\n<div>\n<p align=\"center\"><strong>BUTLER UNIVERSITY<\/strong><\/p>\n<p align=\"center\"><strong>FYS 101 Sections 54 &amp; 63<\/strong><\/p>\n<p align=\"center\"><strong>Faith, Doubt and Reason I<\/strong><\/p>\n<p align=\"center\"><strong>Fall 2011<\/strong><\/p>\n<p align=\"center\"><strong>\u00a0<\/strong><\/p>\n<p align=\"center\">Instructor: Dr. Brent Hege<\/p>\n<p align=\"center\">Email: bhege@butler.edu<\/p>\n<p align=\"center\">Office: Jordan Hall 202G<\/p>\n<p align=\"center\">Office Phone: x8274<\/p>\n<p align=\"center\">Office Hours:<\/p>\n<p align=\"center\">MWF: by appointment<\/p>\n<p align=\"center\">TR: 10:00-12:00<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">Introduction to the Course<\/span><\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>In this course we will critically examine the relationship between faith, doubt and reason, experience and the meaning of life using a variety of biblical, theological, philosophical, and literary texts to guide our conversations and deliberations on these universal human faculties and their contribution to our own quests for meaning. All faiths and doubts are welcome in this course and students are expected to treat one another and all opinions with respect.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">The Liberal Arts<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>This course is also intended to serve as an introduction to the liberal arts, an approach to education that is derived from the curriculum of the great medieval universities. While the content of the liberal arts has changed over time, its primary purpose remains the same: to invite students to embark on a life-long journey of discovery and growth and to train them to think and act creatively, critically, freely and responsibly in their own lives and in their communities. In order to accomplish these objectives, in this course students will read and discuss some of the seminal texts of the Western intellectual tradition, paying special attention to the themes of faith, doubt and reason (themselves essential contributors, each in their own ways, to Western civilization), experience, and the meaning of life. Specifically, students will come to appreciate and embrace five hallmarks of a liberal arts education:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>The opportunity to immerse oneself in the study of the great figures, movements, questions and ideas of the past and present<\/li>\n<li>The challenge to expand one\u2019s horizons and experiences beyond the familiar<\/li>\n<li>The responsibility to enrich and enhance the lives of individuals and communities<\/li>\n<li>The demand for clear and effective communication of ideas<\/li>\n<li>The invitation to find joy and inspiration in the pursuit of knowledge and understanding<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">Course Objectives<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>In this course, students will begin their journey toward becoming liberally educated women and men. To that end, the following crafts will be practiced and honed in this seminar:<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<ul>\n<li><strong>Thinking:<\/strong> In his famous essay, \u201cWhat Is Enlightenment?\u201d the German philosopher Immanuel Kant issued a radical call to modern persons: <em>Sapere aude!<\/em> (Roughly translated, \u201cDare to think!\u201d) The liberal arts train and encourage persons to think, to reason, to weigh evidence, to construct arguments, and to take personal responsibility for informed leadership in the global community. In this course, students will learn how to find meaning and value in ideas and questions, how to think more creatively and critically, how to weigh and present evidence more carefully, and how to construct and make arguments more effectively.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Reading:<\/strong> The written word is the foundation of Western intellectual life. This course is constructed on the foundation of several seminal texts in the Western intellectual tradition and a large portion of the course will involve reading and understanding texts from a variety of perspectives in a wide range of genres, including biblical texts, fiction, poetry, philosophy and theology. The liberal arts train and encourage persons to read texts critically and creatively and to engage texts on a variety of levels, including cognitively, emotionally and existentially. In this course, students will learn how to read texts more critically and creatively and to understand more fully the texts and their authors, contexts, and influences on the past, present, and future.<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<ul>\n<li><strong>Writing: <\/strong>Developing skills in effective communication is an essential component of a liberal arts education. One primary means of communication is writing, which can take several different stylistic forms. In this course students will learn how to write more clearly, concisely, and appropriately in an academic style by writing a series of shorter and longer papers and in-class reflections.<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<ul>\n<li><strong>Speaking: <\/strong>Speaking is another primary means of communication, and in this course students will learn how to present their ideas more clearly, concisely, and appropriately and to engage one another in thoughtful, respectful, fruitful conversation on a number of important and challenging topics in the context of seminar discussions.<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<ul>\n<li><strong>Faith, Doubt and Reason: <\/strong>Finally, in this course students will be asked to think deeply about some of the most fundamental and enduring questions in the Western intellectual tradition: Who or what is God? How and why do human beings search for God? What is faith? What is reason? What is doubt? What are the relationships between them? Are they contradictory or can they coexist? How have faith, doubt and reason shaped our lives and our world? How <em>should<\/em> faith, doubt and reason shape our lives and our world? What role does experience play in our use of faith, doubt and reason? What is the meaning of life? How do our experiences and our use of faith, doubt and reason inform our quests for meaning?<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong><span style=\"text-decoration: underline\">Student Learning Objectives<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>This course will also address the following Student Learning Objectives for the First Year Seminar program:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>To reflect on \u201cbig questions\u201d about themselves, their community and their world.<\/li>\n<li>To develop the capacity to read and think critically.<\/li>\n<li>To develop the capacity to write clear and persuasive expository and argumentative essays, with an emphasis on thesis formation and development.<\/li>\n<li>To gain an understanding of basic principles of oral communication as they apply to discussion.<\/li>\n<li>To understand the liberal arts as a vital and evolving tradition and to see themselves as agents within that tradition.<\/li>\n<li>To develop capacities for careful and open reflection on questions of values and norms.<\/li>\n<li>To develop the ability to carry out research for the purpose of inquiry and to support claims.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong><span style=\"text-decoration: underline\">Required Texts<\/span><\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>Available for purchase in the Butler Bookstore:<\/p>\n<p>&nbsp;<\/p>\n<p>Caputo, John D. <em>Philosophy and Theology<\/em>. Horizons in Theology. Nashville: Abingdon, 2006. <strong>ISBN 9780687331260<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Cervantes, Miguel de. <em>Don Quixote<\/em>. Translated by Walter Starkie. Complete and unabridged ed. Signet Classic. New York: Penguin, 2001. <strong>ISBN: 9780451527868<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Descartes, Ren\u00e9. <em>Meditations on First Philosophy<\/em>. Translated by Donald Cress. 3<sup>rd<\/sup> ed. Indianapolis, IN: Hackett, 1993. <strong>ISBN: 9780872201927<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Goethe, Johann Wolfgang von. <em>Faust: Part One<\/em>. Translated by David Luke. New York: Oxford University Press, 2008. <strong>ISBN: <\/strong>9780199536214<\/p>\n<p>&nbsp;<\/p>\n<p>Hacker, Diana. <em>A Pocket Style Manual<\/em>. 5<sup>th<\/sup> ed. Boston: Bedford\/St. Martin\u2019s, 2010. <strong>ISBN 978-0312664800 <\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Montaigne, Michel de. <em>Essays<\/em>. Translated by John M. Cohen. New York: Penguin, 1993. <strong>ISBN: 9780140178975<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><em>The New Oxford Annotated Bible with the Apocrypha.<\/em><a title=\"\" href=\"#_ftn1\">[1]<\/a> New Revised Standard Version. Fully revised 4<sup>th<\/sup> ed. New York: Oxford University Press, 2010. <strong>ISBN: <\/strong>9780195289558<\/p>\n<p>&nbsp;<\/p>\n<p>Plato. <em>The Trial and Death of Socrates<\/em>. Translated by G. M. A. Grube. 3<sup>rd<\/sup> ed. Indianapolis, IN: Hackett, 2001. <strong>ISBN: 9780872205543<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Tillich, Paul. <em>Dynamics of Faith<\/em>. Perennial Classics. New York: HarperCollins, 2001. <strong>ISBN: <\/strong><strong>9780060937133<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">Additional Readings<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>The following required texts are available in the Course Documents section of Blackboard in the folder labeled \u201cCourse Texts\u201d:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>Immanuel Kant, \u201cAn Answer to the Question: What Is Enlightenment?\u201d<strong><\/strong><\/li>\n<li>William Clifford, \u201cThe Ethics of Belief\u201d<strong><\/strong><\/li>\n<li>Fyodor Dostoyevsky, \u201cRebellion\u201d (from <em>The Brothers Karamazov<\/em>)<strong><\/strong><\/li>\n<li>J. L. Mackie, \u201cEvil and Omnipotence\u201d<strong><\/strong><\/li>\n<li>Thomas Nagel, \u201cDeath\u201d<strong><\/strong><\/li>\n<li>Thomas Nagel, \u201cThe Absurd\u201d<strong><\/strong><\/li>\n<li>Paul Tillich, selected sermons<strong><\/strong><\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">Course Requirements<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Short writing assignments<\/strong> (20% of course grade). Four short writing assignments (2-3 pp. each) on assigned topics are required. \u201cMechanics\u201d grades (see below under \u201cMore about Writing\u201d) are also figured into the short writing grade. The short writing assignments are posted in the \u201cPaper Assignments\u201d section of Blackboard.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Formal papers<\/strong> (30% of course grade). Two formal papers (5-7 pp. each) on assigned topics are required. In each case a first draft is to be submitted to the instructor for comment before the final draft is due. The formal paper assignments are posted in the \u201cPaper Assignments\u201d section of Blackboard.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Final paper<\/strong> (10% of course grade). The final paper is an opportunity for thinking about the \u201cbig picture\u201d and will be based on interviews with members of the BU community. It will be 8-10 pages long. The final paper assignment is posted in the \u201cPaper Assignments\u201d section of Blackboard.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Class participation<\/strong> (30% of course grade). Developing your oral communication skills is an important objective of the course. You will be graded on your oral performance, including the quality of your participation in regular class meetings. Quality participation means contributing to the discussion in a meaningful, insightful, and informed way on a consistent basis. Rubrics for determining the participation grade are listed below.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Final examination<\/strong> (10% of course grade). A two-hour final examination will be given in our regular classroom on Monday, December 12<sup>th<\/sup>, from 8-10am for the 9am section and on Thursday, December 15<sup>th<\/sup>, from 1-3pm for the 11am section. University policy mandates that exams <strong>must<\/strong> be taken at the scheduled time except for situations of extreme urgency. Students may not take the final before the scheduled time for any reason. In case of emergency, please consult the instructor as soon as possible to make arrangements for taking the final exam at another time.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Extra credit. <\/strong>One opportunity will be provided for extra credit. Students wishing to do the assignment will write a brief analysis (2-3 pp.) of the portrayals of belief and doubt in the film <em>Doubt<\/em>, with reference to appropriate course texts. The extra credit assignment will count toward the short write portion of the final grade. Students submitting the extra credit assignment will have their lowest short write grade dropped. The extra credit assignment is due to the instructor before the beginning of class on Friday, December 9<sup>th<\/sup>.<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">More about Writing <\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>The First Year Seminar is designed to improve your skills as a writer. Much of your grade this semester will depend on your written work. In this course we will work on how to identify and develop topics and theses, how to write clearly and persuasively using evidence, and how to develop your own style. We will pay attention to the mechanics of good writing, such as grammar, spelling, punctuation, and citations.<\/p>\n<p>&nbsp;<\/p>\n<p>Your formal papers should be free of grammatical, spelling, punctuation and typographical errors <em>already in the first draft<\/em>. You will receive a \u201cmechanics\u201d grade on first drafts which will be counted as part of your short writing grade. First drafts will <strong>only<\/strong> be graded on mechanics, not on content.<\/p>\n<p>&nbsp;<\/p>\n<p><em>A Pocket Style Manual<\/em>, by Diana Hacker, is an indispensable resource for this course. Keep it with you for easy reference when you write your papers.<\/p>\n<p>&nbsp;<\/p>\n<p>All written work must be double spaced in 12-pt Times New Roman or similar font with 1\u201d margins.<\/p>\n<p>&nbsp;<\/p>\n<p>In order to practice good environmental stewardship, all papers will be submitted and returned digitally. All written work will be submitted to the instructor via the \u201cPaper Submissions\u201d tab on the Blackboard menu <em>before the class meeting on the due date<\/em>.<\/p>\n<p>&nbsp;<\/p>\n<p>N.B. Papers must be uploaded as Word (.doc or .docx) files. Please <strong>do not<\/strong> copy your paper into the box available on the Paper Assignments page.<\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">Penalties for Lateness<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p>Students are expected to submit their assignments on time. This means that assignments will be submitted to the instructor before the class meeting on the due date. Assignments submitted late without prior permission of the instructor will be penalized 1\/3 of a letter grade for every 24 hours they are late. For example, an assignment that would have earned a B will earn a B- if submitted one day late, a C+ if submitted two days late, a C if submitted three days late, etc. Assignments submitted more than 7 days late will receive a failing grade. The 24-hour period begins at the beginning of the class meeting on the due date for the assignment and includes weekends and breaks. Only documented illness or a family emergency are reasons for extensions; being busy or tired, having other assignments due at the same time, having a fight with your roommate, significant other or family member, or being upset about the Colts are not sufficient reasons for extensions.<\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">Plagiarism<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Plagiarism is the use of another person\u2019s words or ideas without proper acknowledgment. It is a very serious ethical matter and will be handled accordingly. In this course the <strong>minimum<\/strong> penalty for plagiarism is failure of the assignment while egregious plagiarism can result in failure of the course or worse, so it is important to understand what counts as plagiarism and to avoid it at all costs. Learning to avoid plagiarism is one of the skills students will acquire in this class. For further information on plagiarism and other forms of academic dishonesty, please consult the BU Student Handbook, p. 13. Also, each student will complete the tutorial and pass the quiz entitled \u201cUnderstanding Plagiarism,\u201d both available on Blackboard.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">A Note about Wikipedia and Study Aids<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Wikipedia, the enormously popular and successful online encyclopedia, is not a scholarly, peer-reviewed source; it is a conglomeration of posts and redactions produced and edited by anyone with an internet connection. As such, it may not be used for research or as a source for any work in this course.<\/p>\n<p>&nbsp;<\/p>\n<p>For more, please see <a href=\"http:\/\/www.youtube.com\/watch?v=eaADQTeZRCY\">http:\/\/www.youtube.com\/watch?v=eaADQTeZRCY<\/a><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p>Additionally, many tempting study aids are easily available to today\u2019s students (including the popular SparkNotes). This course is intended to train students as independent thinkers and critical consumers of information, and resources such as SparkNotes discourage the practice of these crafts by doing much of the work for you. As such, SparkNotes and similar study aids (online or otherwise) may not be used for research or as a source for any work in this course. If you have any questions about the suitability of a source for work in this course, please ask me before you use it.<\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">Inclusive Language<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Language shapes perception, as we assign properties and qualities to things based on the language we use. Because the human race is a diverse family, language that favors one sex or gender or suggests that one sex or gender represents all of humanity will not be accepted in this course. Also, as we will see in the course of our work this semester, it is equally inappropriate to use sex-specific language for God. For that reason, students are expected to use inclusive language in all work for this course. Unless directly quoting an original text, please refrain from using sex-specific pronouns to refer to God or to human beings. The following is a partial list of exclusive language and suggested inclusive alternatives:<\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<p><em><br \/>\n<\/em><\/p>\n<div>\n<p><em>Human Beings:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 God:<\/em><\/p>\n<p>&nbsp;<\/p>\n<p>Man \u2013 human being(s), people, persons, men and women\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 He &#8211; God<\/p>\n<p>Mankind \u2013 humanity, humankind\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Him &#8211; God<\/p>\n<p>He \u2013 they, one\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 His \u2013 God\u2019s<\/p>\n<p>Him \u2013 them, one\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Himself &#8211; Godself<\/p>\n<\/div>\n<p>&nbsp;<\/p>\n<p>His \u2013 their\/theirs, one\/one\u2019s<\/p>\n<p>Himself \u2013 themselves, oneself<\/p>\n<p>&nbsp;<\/p>\n<p>To enforce this practice of using inclusive language, writing assignments containing excessive exclusive language will be penalized one-third of a letter grade. Please proofread your papers to ensure that no exclusive language remains. If a student consistently fails to use inclusive language, the instructor will send a reminder to that student, including a reference to this portion of the syllabus.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">More about Participation<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p>Seminars are dependent on active participation from all students for their success. To that end, students will have read all of the assigned texts before each class and will come to class prepared to discuss the material. Active participation is an integral part of students\u2019 learning experience and is reflected in the participation portion of the final grade. The rubrics for the participation grade are as follows:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>Missing classes and rarely participating in the discussion will earn a participation grade of <strong>D<\/strong>.<\/li>\n<li>Coming to class and occasionally participating in discussions will earn a participation grade of <strong>C<\/strong>.<\/li>\n<li>Quality participation in most classes will earn a participation grade of <strong>B<\/strong>.<\/li>\n<li>Frequent excellent participation in each class will earn a participation grade of <strong>A<\/strong>.<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">The Faith, Doubt and Reason \u201cBig Brother\/Big Sister\u201d Program<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>The First Year Seminar is your introduction to collegiate academics and it will be an intense, challenging, immensely rewarding and enjoyable experience. As in so many other areas of our lives, it is often helpful to seek direction from those who have already been where we would like to go. A number of veterans of Faith, Doubt and Reason from last year have volunteered to serve as \u201cBig Brothers\/Big Sisters\u201d to this year\u2019s group of students, to offer advice and encouragement and to be a peer resource for you as you embark on your journey toward becoming liberally educated women and men. You will be randomly assigned to a \u201cBig\u201d at the beginning of the semester. Your level of involvement is entirely up to you and you are not required to participate. However, I urge you to seek out your Big at the beginning of the semester for coffee or lunch, as you will find them to be fun and wise beyond their years!<\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">Requests for Academic Accommodations<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>It is the policy and practice of Butler University to make reasonable accommodations for students with properly documented disabilities. Written notification from Student Disability Services is required. If you are eligible to receive an accommodation and would like to request it for this course, please discuss it with the instructor and allow one week advance notice for each occasion in which the accommodation will be needed. Otherwise, it is not guaranteed that the accommodation can be received on a timely basis. If you have questions about Student Disability Services, you may wish to contact Michele Atterson, JH136, ext. 9308.<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">Tips for Success<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<ul>\n<li>Although attendance will not be taken after the first few class meetings, regular class attendance is <strong>strongly<\/strong> encouraged. Regular attendance generally translates into better performance in the course. If you must miss class for any reason, please let me know by email before class.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>This course is a seminar, which means that discussion forms the basis of the class meetings. Quality participation in class discussions requires coming to class prepared to discuss the assigned material. Remember: class participation counts for 30% of the final grade. Please come to class prepared to discuss the material.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>Learning requires the proper environment. Please be respectful of your classmates, your instructor, and yourself by giving your full attention to the discussion. The use of cell phones in this course is strictly prohibited. Please silence or turn off your cell phones before class and do not turn them on again until after class has been dismissed. Also, please refrain from emailing, tweeting, shopping, visiting Facebook, YouTube, your favorite blog, or any other website during class. It is disrespectful to your classmates, your instructor, and the learning process. Repeated violations of this policy will result in the student being asked not to bring their laptop or cell phone to class and will negatively affect the student\u2019s participation grade.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>Practice good study habits. Take notes on your reading, supplement them during class discussions, and review them regularly. Cramming for papers and exams is a very inefficient and ineffective way to succeed in your coursework. The most effective way to learn material is to review and consolidate it regularly. The Learning Resource Center is a wonderful resource for assistance in developing good study habits.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>Ask questions! The old clich\u00e9 is true: the only stupid question is the unasked question. There is a very good chance that others have the same question you do. Don\u2019t be afraid to ask!<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<ul>\n<li>Take advantage of my office hours \u2013 I am here to help you and I love meeting with students!<\/li>\n<\/ul>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">Schedule of Class Meetings and Assignments<\/span><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>W 8\/24\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Introduction to the course and review of the syllabus<\/p>\n<p>&nbsp;<\/p>\n<p>F 8\/26\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Kant, \u201cAn Answer to the Question: What Is Enlightenment?\u201d (<strong>On Blackboard<\/strong>)<\/p>\n<p>&nbsp;<\/p>\n<p>M 8\/29\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Caputo, <em>Theology and Philosophy<\/em>, 1-20<\/p>\n<p>&nbsp;<\/p>\n<p>W 8\/31\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Caputo, <em>Theology and Philosophy<\/em>, 21-43<\/p>\n<p>&nbsp;<\/p>\n<p>F 9\/2\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Caputo, <em>Theology and Philosophy<\/em>, 43-58; 68-84<\/p>\n<p>&nbsp;<\/p>\n<p>M 9\/5\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Labor Day \u2013 No Class<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>W 9\/7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tillich, <em>Dynamics of Faith<\/em>, pp. 1-46<\/p>\n<p>F 9\/9\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Clifford, \u201cThe Ethics of Belief\u201d (<strong>On Blackboard<\/strong>)<\/p>\n<p>&nbsp;<\/p>\n<p>M 9\/12\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cThe Interpretation of the Bible from the Nineteenth to the Mid-Twentieth Centuries,\u201d <em>New Oxford Annotated Bible<\/em>, Essays 2221-2226<\/p>\n<p>\u201cContemporary Methods in Biblical Study,\u201d <em>New Oxford Annotated Bible<\/em>, Essays 2227-2234<\/p>\n<p>\u201cIntroduction to the Pentateuch,\u201d <em>New Oxford Annotated Bible<\/em>, Hebrew Bible 3-6<\/p>\n<p>\u201cGenesis,\u201d <em>New Oxford Annotated Bible<\/em>, Hebrew Bible 7-11<\/p>\n<p><strong>Short Write #1 Due<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>W 9\/14 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Genesis chps. 1-11<\/p>\n<p>&nbsp;<\/p>\n<p>F 9\/16\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Genesis chps. 12-22<\/p>\n<p>&nbsp;<\/p>\n<p>M 9\/19\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Genesis chps. 23-33<\/p>\n<p>&nbsp;<\/p>\n<p>W 9\/21\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Paper day \u2013 in-class discussion of issues from first short write<\/p>\n<p>&nbsp;<\/p>\n<p>F 9\/23\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Paper day \u2013 in-class discussion of first formal paper<strong><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>M 9\/26\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tillich, <em>Dynamics of Faith<\/em>, pp. 47-62<\/p>\n<p><strong>First draft of formal paper #1 due<\/strong><\/p>\n<p>W 9\/28\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Plato, <em>Euthyphro<\/em>, pp. 1-19<strong><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>F 9\/30 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cIntroduction to the Poetical and Wisdom Books,\u201d <em>New Oxford Annotated Bible<\/em>, Hebrew Bible 721-725<\/p>\n<p>\u201cJob,\u201d <em>New Oxford Annotated Bible<\/em>, Hebrew Bible 726<\/p>\n<p>Job chps. 1-14<strong><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>M 10\/3\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Job chps. 15-19, 27-31, 38-42<\/p>\n<p>&nbsp;<\/p>\n<p>W 10\/5\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Dostoyevsky, \u201cRebellion\u201d (<strong>On Blackboard<\/strong>)<\/p>\n<p><strong>Final draft of formal paper #1 due<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>F 10\/7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Mackie, \u201cEvil and Omnipotence\u201d (<strong>On Blackboard<\/strong>)<\/p>\n<p>&nbsp;<\/p>\n<p>M 10\/10\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Concluding discussion of theodicy<\/p>\n<p><strong>Short write #2 due<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>W 10\/12 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Research Workshop in Irwin Library computer lab, Room 119<\/p>\n<p>&nbsp;<\/p>\n<p>F 10\/14\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Reading Day \u2013 No Class<\/strong><\/p>\n<p>M 10\/17\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cervantes, <em>Don Quixote<\/em>, pp. 41-105<strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n<p>W 10\/19\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Cervantes, <em>Don Quixote, <\/em>pp. 106-145<\/p>\n<p>&nbsp;<\/p>\n<p>F 10\/21\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Descartes, <em>Meditations on First Philosophy<\/em>, pp. 1-24<\/p>\n<p>M 10\/24\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Descartes, <em>Meditations on First Philosophy<\/em>, pp. 24-35<\/p>\n<p>&nbsp;<\/p>\n<p>W 10\/26\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Paper day \u2013 in-class discussion of second formal paper<\/p>\n<p>&nbsp;<\/p>\n<p>F 10\/28 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tillich, <em>Dynamics of Faith<\/em>, 85-113<\/p>\n<p><strong>First draft of formal paper #2 due<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>M 10\/31\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Montaigne, \u201cOn Experience,\u201d pp. 343-406<\/p>\n<p>&nbsp;<\/p>\n<p>W 11\/2\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Montaigne, \u201cOn Cannibals,\u201d \u201cOn the Custom of Wearing Clothes, \u201cOn<\/p>\n<p>Repentance,\u201d pp. 105-123, 235-250<\/p>\n<p>F 11\/4\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Goethe, <em>Faust<\/em>, pp. 3-62<strong><\/strong><\/p>\n<p><strong>Final draft of formal paper #2 due<\/strong><\/p>\n<p>M 11\/7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Goethe, <em>Faust<\/em>, pp. 62-107<\/p>\n<p>&nbsp;<\/p>\n<p>W 11\/9\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Goethe, <em>Faust<\/em>, pp. 107-148<strong><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>F 11\/11\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Nagel, \u201cDeath\u201d (<strong>On Blackboard<\/strong>)<\/p>\n<p><strong>Short Write #3 due<\/strong><\/p>\n<p>M 11\/14\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Nagel \u201cThe Absurd\u201d (<strong>On Blackboard<\/strong>)<\/p>\n<p>W 11\/16\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Tillich, Sermons (<strong>On Blackboard<\/strong>)<\/p>\n<p>&nbsp;<\/p>\n<p>F 11\/18 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Paper Day \u2013 in-class discussion of final papers<\/p>\n<p><strong>Short Write #4 due<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>M 11\/21 \u2013 F 11\/25\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Thanksgiving Break<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>M 11\/28\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 In-class film: <em>Doubt<\/em><strong><\/strong><\/p>\n<p><strong><em>\u00a0<\/em><\/strong><\/p>\n<p>W 11\/30\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 In-class film: <em>Doubt<\/em>\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <strong><\/strong><\/p>\n<p><strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n<p>F 12\/2\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 In-class film: <em>Doubt<\/em><\/p>\n<p>&nbsp;<\/p>\n<p>M 12\/5\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Student Discussion of Final Papers<em><\/em><\/p>\n<p><strong>Final Paper Due<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <strong><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>W 12\/7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Final Exam Review\u00a0\u00a0\u00a0\u00a0\u00a0 <strong><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>F 12\/9\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Wrap-Up, Discussion of Spring Semester, Pictures, Evaluations<\/p>\n<p><strong><em>Doubt<\/em> Extra Credit Due<\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">\u00a0<\/span><\/strong><\/p>\n<p><strong><span style=\"text-decoration: underline\">Final Exam<\/span><\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p>9am Section:\u00a0\u00a0 Monday, December 12<sup>th<\/sup>, 8-10am<\/p>\n<p>11am Section: Thursday, December 15<sup>th<\/sup>, 1-3pm<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div>\n<hr align=\"left\" size=\"1\" width=\"33%\" \/>\n<div>\n<p><a title=\"\" href=\"#_ftnref1\">[1]<\/a> It is very important that you purchase <em>this<\/em> Bible for use in this course (we will also be using it next semester). The NRSV is the standard academic translation of the Bible used by biblical scholars, theologians, and many churches throughout the English-speaking world. We will also be reading many of the prefaces and essays only found in this edition, so be sure to buy the 4<sup>th<\/sup> edition with the corresponding ISBN number. If you have any questions, please see me.<\/p>\n<\/div>\n<\/div>\n<p><strong><br \/>\n<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u00a0SAMPLE 1: BUTLER UNIVERSITY FYS 101 Section 09 Faith, Doubt and Reason I Fall 2011 \u00a0 Instructor: Dr. James F. McGrath \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Email: jfmcgrat@butler.edu Office: Jordan Hall 202\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Office phone: x9364 &nbsp; Introduction to the Course \u00a0 In this course &hellip; <a href=\"http:\/\/blogs.butler.edu\/fys\/sample-syllabi\/faith-doubt-and-reason\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1509,"featured_media":0,"parent":66,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-69","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/blogs.butler.edu\/fys\/wp-json\/wp\/v2\/pages\/69","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/blogs.butler.edu\/fys\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/blogs.butler.edu\/fys\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/blogs.butler.edu\/fys\/wp-json\/wp\/v2\/users\/1509"}],"replies":[{"embeddable":true,"href":"http:\/\/blogs.butler.edu\/fys\/wp-json\/wp\/v2\/comments?post=69"}],"version-history":[{"count":10,"href":"http:\/\/blogs.butler.edu\/fys\/wp-json\/wp\/v2\/pages\/69\/revisions"}],"predecessor-version":[{"id":118,"href":"http:\/\/blogs.butler.edu\/fys\/wp-json\/wp\/v2\/pages\/69\/revisions\/118"}],"up":[{"embeddable":true,"href":"http:\/\/blogs.butler.edu\/fys\/wp-json\/wp\/v2\/pages\/66"}],"wp:attachment":[{"href":"http:\/\/blogs.butler.edu\/fys\/wp-json\/wp\/v2\/media?parent=69"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}