Simon Fraser University
Engaging the World

Course Outlines

Fall 2020 - HUM 360 J100

Special Topics: Great Themes in the Humanistic Tradition (4)

Religion, Spirituality & Ecology

Class Number: 7542

Delivery Method: In Person

Overview

  • Course Times + Location:

    Sep 9 – Dec 8, 2020: Thu, 5:30–7:20 p.m.
    Burnaby

  • Prerequisites:

    45 units.

Description

CALENDAR DESCRIPTION:

An interdisciplinary study of a selected theme that has made a lasting contribution to the humanistic tradition in more than one field of endeavour(e.g. philosophy, politics, literature,economics, religion). This course may be repeated once for credit. Students who have credit for a course with this content under another Humanities course may not take this course for further credit. Breadth-Humanities.

COURSE DETAILS:




In the seminal 1967 essay by historian of technology Lynn White Jr. entitled “The Historical Roots of the Ecological Crisis,” the author, a Christian himself, suggested that Christianity was the major cause of the ecological crises that were then becoming apparent.

In the decades since, first a trickle and then a deluge of responses to that essay have emerged. The fields of Sacred Natural Sites, Spiritual Ecology, Religion and Nature, Ecotheology and Religion and Ecology have all sprung up in the last several decades, each seeking to document, cajole or reorient the world’s religious and spiritual traditions in light of the increasingly dire environmental crises we face. Christianity in particular, which birthed contemporary Western Science and modernism, has had to wrestle with claims of deep anthropocentrism, toxic world denial, rampant materialism and destructive industrial exploitation of the earth that has resulted in pollution, an extinction crisis and anthropogenic global warming.

Many contemporary practitioners of various faiths and spiritualities have responded by ‘greening’ traditional religious views. This can take place by retrieving or reinterpreting traditional and authoritative teachings. Others have called for a more post-religious or at least religiously plural approach to ecological spirituality that often references various indigenous spiritualities.

This course will explore these emerging responses to the environmental crisis on the part of the religions and contemporary spirituality through a variety of theoretical writings and case studies. We will ask whether or not the environmental crisis is primarily a moral crisis; whether the religions might offer their weight to solving these interconnected problems, or, whether they are an impediment to their resolution.

COURSE-LEVEL EDUCATIONAL GOALS:


  • Gain a basic understanding of the major world religions’ views on the earth, creation, nature and ecology.
  • Survey and discuss the strategies being used by activists to enlist the religions of the world in the ecological movement and to bridge the gap between faith and science.
  • Look at the role of religious institutions in conservation and biodiversity preservation among ‘sacred natural sites.’
  • Understand contemporary post-religious spiritualities in relation to ecology. 
  • Explore personal connections to faith, religion, spirituality and place.

Grading

  • Spiritual Ecology Field Journal x 3 30%
  • Reflective Final Essay 30%
  • Reading Reflection Journals x 16 20%
  • Class Presentations 20%

Materials

REQUIRED READING:

Various online sources will be used in this course

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

TEACHING AT SFU IN FALL 2020

Teaching at SFU in fall 2020 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.

Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112).