Classroom: University Hall 3786
CRN: 74205, Section 1
Tuesdays: 7:15 to 9:45 pm
Professor: Amir Hussain
Office: University Hall, Room 3724
Phone: (310) 338-5987 (or Department of Theological Studies at 338-7670)
Email: amir.hussain@lmu.edu
Web Page: http://faculty.lmu.edu/amirhussain/
Office Hours: Tuesdays and Thursdays, 1:00 pm to 4:00 pm, and by appointment
Course Description:
This course will introduce students to the contemporary Islamic religious tradition. It will focus on the ways in which different Muslim groups have understood Islam and what it means to be Muslim. We will start our study of contemporary Islam with some methodological issues: What is “Islam”? What is “the Modern World”? How can these phenomena be studied? The next section of the course will discuss feminism and its impacts on Islam and modernity. The third section of the course will return to the discussion of “what is Islam?” with a focus on Muslim religiosity and activity outside of North America. The final section of the course will discuss the role of Islam in the United States and Canada. The last week of the course will be devoted to student seminar presentations about their research.
Student Learning Outcomes:
At the end of this course students will 1) demonstrate that they will think both empathetically and critically about Islam and Muslims; 2) demonstrate knowledge of the cultures of the contemporary Muslim world; 3) demonstrate that they have the ability to interpret texts and other cultural phenomena (such as rituals, myths, architecture) that have religious presuppositions or implications; and 4) through class participation, seminar presentation and written assignments have improved their verbal and written skills.
Statement on the University Mission in Relation to Theological Studies:
Courses in the Department of Theological Studies serve the University Mission to encourage learning, educate the whole person, serve faith and promote justice.
Theological Studies courses encourage learning within the intellectual and cultural heritage of the Catholic tradition. They value imagination and intellect, seeking an integration of different kinds of knowledge, and promote ecumenical and interreligious discourse. They seek to educate the whole person and serve faith by an academic exploration of the possibilities, challenges, and ambiguities of faith, in dialogue with the contemporary world. By their structure and content, they strive to promote justice by encouraging students to engage their theological understanding in a broken world.
Theological Studies courses require students to think, speak, write, and reflect critically about the largest questions of human existence. To do this, students are required also to “acquire the arts of precise and elegant expression, a sound and critical grasp of ideas, a familiarity with the modern world’s ways of knowing itself, a personal understanding of this nation’s history and multicultural heritage, and an appreciation of other cultures and societies around the globe.” (University Bulletin)
Theological Studies courses invite students to become more reflective and responsible persons in their own intellectual, ethical, and spiritual development.
Required Texts:
Shahab Ahmed, What is Islam? (New Jersey: Princeton University Press, 2016)
John Esposito, The Future of Islam (New York: Oxford University Press, 2010)
Amir Hussain, Muslims and the Making of America (Waco: Baylor University Press, 2016)
Lecture outlines and other readings supplied by the professor
Evaluation:
It is important for each student to know at the outset that this course requires daily reading, written assignments and a seminar presentation. Moreover, regular class attendance and participation are required. Clear, grammatically correct composition and standard spelling are expected on all written assignments.
Information on the book reviews, the theological reflection, the research paper (which will be on a topic of the student’s choice, in consultation with the instructor), and the seminar presentation (which will be on the student’s research paper) will be provided separately during the course. Active class participation will positively affect the student’s final grade. More than one unexcused absence during the semester will negatively affect the student’s grade. The University’s grading policy, including the plus/minus system, will be used. The University’s policy on Academic Honesty (discussed below) will be followed in this course.
Grades will be determined as follows:
15% A review of not more than 5 pages on the Esposito book.
15% A review of not more than 5 pages on the Ahmed book.
40% A research paper of not more than 15 pages.
15% A theological reflection of not more than 5 pages about the course
15% Seminar participation and presentation.
Americans with Disabilities Act:
Students with special needs as addressed by the Americans with Disabilities Act who need reasonable modifications, special assistance, or accommodations in this course should promptly direct their request to the Disability Support Services Office. Any student who currently has a documented disability (physical, learning, or psychological) needing academic accommodations should contact the Disability Services Office (Daum Hall Room 224, 310-338-4535) as early in the semester as possible. All discussions will remain confidential. Please visit http://www.lmu.edu/dss for additional information.
Academic Honesty:
Academic dishonesty will be treated as an extremely serious matter, with serious consequences that can range from receiving no credit for assignments/tests to expulsion. It is never permissible to turn in any work that has been copied from another student or copied from a source (including Internet) without properly acknowledging the source. It is your responsibility to make sure that your work meets the standard of academic honesty set forth in the “LMU Academic Honesty Policy” (see http://bulletin.lmu.edu/).
Tentative Nature of the Syllabus:
If necessary, this syllabus and its contents are subject to revision; students are responsible for any changes or modifications distributed in class or posted on the professor’s web site.
Schedule of Classes:
Tuesday, Jan. 10: “Too much heaven on their minds”. Introductions. Who are we, what are we doing in this course and why? “Here we are now, entertain us”: Islam, Muslims and the American media.
Tuesday, Jan. 17: Who are Muslims? Basic terms and concepts about Islam. READING: The Future of Islam, introductory materials and Chapter 1.
Tuesday, Jan. 24: Basic issues in political Islam. READING: The Future of Islam, Chapter 2.
Tuesday, Jan. 31: Islamic reformers in the modern world. READING: The Future of Islam, Chapter 3. Research paper outline due.
Tuesday, Feb. 7: America and the Muslim World. READING: The Future of Islam, Chapter 4 and concluding materials. Review of Esposito book due.
Tuesday, Feb. 14: Video on women in Islam. Women and Islam. The impacts of Feminism on Islam.
Tuesday, Feb. 21: Women and Islam continued.
Tuesday, Feb. 28: Six questions about Islam. READING: What is Islam?, Part One.
Tuesday, March 7: No class due to Spring Break.
Tuesday, March 14: Conceptualizations. READING: What is Islam?, Part Two.
Friday, March 17: Last day to withdraw from classes or to apply for credit/no credit grading.
Tuesday, March 21: Re-Conceptualizations. READING: What is Islam?, Part Three.
Tuesday, March 28: The Importance of Being Islamic. Review of Ahmed book due.
Tuesday, April 4: Contemporary Islam in the United States: Malcolm X, Louis Farrakhan and the Nation of Islam. READING: Muslims and the Making of America, Introduction, Chapters One and Two.
Tuesday, April 11: Islam as a North American religious phenomenon: Indigenous and Immigrant Muslims. READING: Muslims and the Making of America, Chapters Three and Four, Conclusion.
Tuesday, April 18: Islam as a North American religious phenomenon: The Muslim communities of the United States and Canada. Research paper due.
Tuesday, April 25: Student Seminar Presentations. Theological reflection due.
Responsibilities and Respect:
In this course, as in this life, we all have responsibilities toward each other. I have found that my most successful classes are those in which we respect each other, and understand our mutual responsibilities. With that in mind, I offer my understanding of these responsibilities with the following assumptions. We will discuss them in the first week of class, and I hope that you will consult them throughout the course. Tina Pippin has articulated the following “manifesto” with her students, and it is with their words that I would like to begin:
we have the responsibility for sharing in and contributing to the learning process; we have the right to voice an opinion that is based on a self-chosen value system; we have the right to dissent or differ from the professor and from others in class; we have the right to personal dignity not to be infringed by the conduct of the professor; we have the responsibility for evaluating and suggesting positive directions for the class at informal evaluations throughout the course and at the end of the formal evaluation in order to make the learning process more efficient and valuable; we have a right to a curriculum that is inclusive of race, class, gender, and sexuality.
Assumptions I Make About You
1. You have made a conscious, informed choice to be a member of this class. This means that you have read the syllabus, and know the workload required. Be aware that on average, you should spend 3 hours on your own (reading, studying, making notes, working on assignments, etc.) for every hour that you are in class.
2. You will give the basic respect that is due to me and the other students in this class.
3. You will observe basic classroom decorum. In this class that means (but is not limited to!) the following: 1) You will turn off (or set to “silent” mode) watch alarms and cellular phones. You will not text in class. 2) If you come in late, leave early, or need to leave during the class, you will do so with a minimum of disruption. To do this, open the door slowly, and close it slowly behind you. Don’t make a lot of noise packing or unpacking your things. If you are coming in late, it’s a good idea to take off your coat and open your book bag/knapsack in the hallway. 3) You may eat or drink in the class, providing that you don’t disrupt the class (no “noisy” foods, and please clean up after yourself). 4) You won’t start to put away your things until the class is over. 5) You will not interrupt when someone else is speaking.
4. You will do all of the required reading. This means that you will often have to read something more than once in order to fully understand it (remember the 3:1 ratio in the first assumption). You will attend class regularly and on time.
5. You will be responsible for all of the material that we cover in class. If you miss a class, you will contact another student to find out what you missed.
6. If you have a question, any question, you will ask it. You may ask during class, during my office hours, by telephone, or email.
7. You will turn in your assignments on time. If you are unsure of the requirements for an assignment, or when it is due, you will ask me.
8. You will improve your writing skills throughout this class. You will ask me for help, and also contact the Learning Resource Center if you need to at (310) 338-2847.
9. You will share your personality, knowledge, skills and special expertise with the rest of us throughout this semester.
Assumptions You Can Make About Me
1. I will give you the respect that I ask you to give me and the other members of this class.
2. I will begin and end the class on time. I will try to follow the schedule of lectures/lecture outlines as closely as possible.
3. I will be available to help you, but you must let me know that you need help. I will be available during my scheduled office hours (and can often schedule appointments at other times), and will return phone calls and emails promptly. Please contact me when you first have a problem. If you wait until it is too late, then it is too late!
4. If you do not turn in an assignment, I will not ask you for it. I will assume that you are content with a grade of zero for that assignment.
5. I will grade fairly and responsibly, returning your assignments to you in a timely manner. I do not grade on a curve, and will grade each assignment on its own merit. Through the “grading standards” outline (given below), I will let you know how I grade. I am willing to explain my grade to you, but if you request a grade change, you must be willing to explain to me (using the same outline) why you deserve another grade.
6. I will follow and enforce the university policy on academic dishonesty, particularly with regards to cheating and plagiarism.
7. I will be receptive to and encourage constructive comments about my teaching (as an example, “you’re ugly and your mother dresses you funny” is NOT a constructive comment. :-)
8. I will do my best to help you, but I cannot learn the material for you.
Grading Standards:
I use the plus/minus system, so be aware that these ranges themselves contain a range of work.
“A” Work Superior Strong evidence of original thinking; good organization, capacity to analyse and synthesize; superior grasp of subject matter with sound critical evaluations; evidence of extensive knowledge base.
For written assignments: 1) Responds fully to the assignment; 2) Expresses its purpose clearly and persuasively; 3) Is directed toward and meets the needs of a defined audience; 4) Begins and ends effectively; 5) Provides adequate supporting arguments, evidence, examples and details; 6) Is well-organized and unified; 7) Uses appropriate, direct and inclusive language; 8) Correctly acknowledges and documents sources; 9) Is free from errors in grammar, punctuation, word choice, spelling and format; and 10) Maintains a level of excellence throughout, and shows originality and creativity in realizing 1) through 7).
“B” Work Good Evidence of grasp of subject matter, some evidence of critical capacity and analytic ability; reasonable understanding of relevant issues; evidence of familiarity with the literature.
For written assignments: Realizes 1) through 9) well, but not fully and completely. Demonstrates overall ability but shows little apparent originality or creativity.
“C” Work Satisfactory Student who is profiting from his/her university experience; understanding of the subject matter; ability to develop solutions to simple problems in the material.
For written assignments: Realizes 1) through 9) adequately and demonstrates overall competence. Contains a few minor errors or flaws. A “C” assignment may show great creativity and originality, but those qualities don’t make up for poor or careless writing. A “C” assignment usually looks and reads like a penultimate draft.
“D” Work Poor Some evidence of familiarity with subject matter and some evidence that critical and analytic skills have been developed.
For written assignments: Fails to realize elements of 1) through 9). Contains several serious errors or flaws, or many minor ones. A “D” assignment often looks and reads like a first draft.
“F” Work Failure Evidence of familiarity with only some subject matter; presence of some critical and analytic skills.
or Little evidence of even superficial understanding of subject matter; weakness in critical and analytic skills; with limited or irrelevant use of literature.
For written assignments: Fails to realize several elements of 1) through 9). Contains many serious errors or flaws, and many minor ones as well. An assignment that violates the university’s policy on academic dishonesty (e.g. cheating or plagiarism) will at minimum receive a failing grade.