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Course Form (One form per course, lab, or recitation)
NORTHEAST Integrated Curriculum Committee
Date: 10/21/2022
1.
Contact person: Susan Dauria
Phone:
2.
570-389-4952
Email: sdauria@bloomu.edu
Department: Anthropology, Criminal Justice, Sociology
Program: Anthropology
3.
Tracking # (For Provost office use only)
4.
CIP# (For Provost office use only)
5.
Select which actions you are requesting for _X_ Undergraduate __ Graduate
☒ Course Modified for Integration
6.
☐ Course Not Previously Offered at any campus
Click modalities that the course may be offered (80% +)
☒Face-to-Face/In person ☒ Online (100%) ☐ Interactive TV ☒ Multi-modal
New University
Course Prefix
New University
Course Number
New University
Course Title
ANTH
440
Religion and Magic GE
Current University
Course Prefix
Current University
Course Number
Current University
Course Title
*Only list Current Courses that are equivalent to the New Course
BU: ANTHRO
LHU:
MU:
480
Religion and Magic
New Course for Integrated University
7. Will the course be seeking General Education approval?
☐ No ☒ Yes (if yes, go to next section General Education Approval- click on this link)
8. Resources at Each Campus: List any resources, including faculty, facilities, technology,
equipment, or library resources necessary at each campus listed above.
The course will be offered within load of current faculty, and will be available to all three
campuses. For face to face offering there are no additional resources need beyond current
classroom technology. For online offering there are no additional resources need. For multi-modal
offering classroom will need to be equipped with proper technology to facilitate synchronous
communications with faculty member and students in-person and those students that are
accessing the class remotely.
Identify on which campuses the course is intended to be offered in the integrated university
(for administration use only):
☒ BU
☒ LHU
☒ MU
9. Identify Departments/Programs/Courses impacted by changes on this form:
No programs/departments/courses impacted by course changes.
10. Indicate Semester and Year Course will be implemented: Fall 2023
11. Provide a rationale for how this course relates to the mission and goals of the related program:
A B.A. in Anthropology provides students with skills needed to understand social and cultural
systems, and helps them develop critical thinking, analytical, problem-solving, and presentation
skills necessary for professional success. The goals of the Anthropology program are to have
students be able to: 1. Identify diverse worldviews, 2. Describe anthropological theories, 3. Apply
ethical principles in research and practice, 4. Conduct research, 5. Demonstrate effective
communication skills, and 6. Evaluate the viability of diverse approaches to contemporary issues.
This course considers the diversity of worldviews and lifeways expressed by peoples in various
cultures in the context of religion and magic (Program Goal 1). The course uses a variety of
anthropological theories to compare and contrast how cultural groups have been conceptualized
in academic accounts both within and outside of the discipline (Program Goal 2). The course
considers various cultures and societies, using a mix of culturally-appropriate methods and
approaches (Program Goal 6). Students will effectively communicate in speech and writing key
concepts, ideas, and theoretical perspectives on the diverse lifeways and worldviews around the
world in the context of religion and magic (Program Goal 5).
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces):
Religion and Magic
13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Analyzes and compares the origins, forms, elements, and symbolism of religious beliefs and
behavior. Considers the role of religion in society with particular reference to nonliterate
societies. Anthropological theories and methods of religion, historical and contemporary.
14. Credit(s): 3
Clock Hours: 3
Lecture: hours
Recitation: hours Lab: hours
Contract Hours: 3 Lecture: hours
Recitation: hours Lab: hours
15. Prerequisites (Courses completed prior to taking this course): None
16. Co-requisites (Courses which must be taken simultaneously with other courses): None
17. Enrollment Restrictions (e.g., limited to majors in program XXX, restricted from majors in program
XXX, etc.): None
18. Repeatable: Can this course be repeated for credit as a multi-topic class, not just for a grade
change?
☒ No ☐ Yes: How many times is the course repeatable?
19. Dual-Level or Cross-Listed: Is this course dual-level? ☐Yes ☒No.
20. Estimated Frequency of Offering: Course will be offered once in a two year cycle.
21. Recommended class size for student success: Provide the recommended class size number and a
clear rationale based on accreditation guidelines, discipline standards, or pedagogical limitations.
The recommended class size for student success is 25. This course is writing, presentation, and
discussion intensive. The recommended class size is to meet the needs of students by allowing for
meaningful classroom discussions, more personal communication, inclusion of all students in
assessment of performance in formal and informal presentation settings, and working with
students on a one-on-one basis, and it is based on review of students' performance.
Submit a Master Course Syllabus – (see attached)
General_Education_Approval
Locate the required Curricular Theme, Program Goal, and Learning Objectives and Desired Outcomes for
your selected area of this program in the General Education Plan (click on this link).
GE-1: Select the Curricular Theme and Program Goal you are applying from the drop down below (click
on the words Choose an item, then click on the arrow and select one option):
Interconnections: Diversity
GE-2: How does your course fit into the General Education Curricular Theme and Program Goal to which
you are applying (be sure to address all of the required areas of the selected Program Goal)?
ANT 440 addresses all of the areas of Global Perspectives, specifically: (1) Human Diversity
(Individual, Group, Institutional) and its Impact on Behavior, (2) Historical and Cultural Roots of
Inequality, and (3) Attitudes, Beliefs, Behaviors Regarding Diversity.
Human Diversity (Individual, Group, Institutional) and its Impact on Behavior
The student understands how diversity and difference characterize and shape the human experience and
are critical to the formation of identity.
In terms of Human Diversity (Individual, Group, Institutional) and its Impact on Behavior the student in the
course will compare and contrast the diversity of worldviews and lifeways, with particular emphasis on
religion and magic, through anthropological examples from around the world.
Historical and Cultural Roots of Inequality
The student recognizes historical and cultural roots of inequality and responds to the need for social
justice.
In terms of Historical and Cultural Roots of Inequality the student will explain historic and contemporary
encounters of various peoples, including research that will facilitate their ability to evaluate the
contemporary issues that affect people around the world. The class include a discussion of religious
conversion tactics and syncretism.
Attitudes, Beliefs, Behaviors Regarding Diversity
The student demonstrates awareness of and manages the influence of personal biases.
In terms of Attitudes, Beliefs, Behaviors Regarding Diversity the student in the course will consider their
own individual and cultural perspectives on the relationship between other people around the world.
GE-3: List the Course Specific SLOs that correspond to the General Education SLOs of the relevant
Curricular Theme and Program Goal and explain how your course will meet each one of these Course
Objectives. Please be specific and use examples to align in column two and to demonstrate how this will be
implemented in column three.
Course Specific Student Learning
Objectives (SLOs)
General Education Student
Learning Objectives (SLOs)
How do the methods and
structure of the course provide
students with the opportunity
to meet each aligned pair of
General Education and Course
Specific SLOs?
Student compares and contrasts
the diversity of worldviews and
lifeways expressed by various
cultural traditions around the
world today in the context of
religion and magic.
Human Diversity (Individual,
Group, Institutional) and its
Impact on Behavior
The student understands how
diversity and difference
characterize and shape the
human experience and are
critical to the formation of
identity.
Student articulates the historic
and contemporary encounters
between various cultural settings,
including research and
development initiatives, to
evaluate the contemporary issues
that various groups are addressing
using a mix of culturallyappropriate methods and
approaches.
Student considers their own
individual and cultural
perspectives on the relationship
between various cultures and
their belief systems.
Historical and Cultural Roots of
Inequality
The student recognizes historical
and cultural roots of inequality,
and responds to the need for
social justice.
Lectures on the diversity of
worldviews and lifeways
expressed by various cultures
over time and space. Students
will discuss and write essays
related to the diversity of
worldviews and lifeways as well
as present data from existing
scholars from certain cultural
contexts.
Lectures provided historical
depth to the continuing
encounters with cultures.
Students will discuss and write
essays related to cultural
diversity in the context of the
course.
Attitudes, Beliefs, Behaviors
Regarding Diversity
The student demonstrates
awareness of and manages the
influence of personal biases.
Lectures provided in-depth to
cultural and biological analysis
0f human experience.
Student discussions of their
own individual perspectives on
culture and how it relates to
the context of the course.
Students will reflexively write
on the student’s own cultural
and individual background
related to cultural diversity.
Submit the Master Course Syllabus (including assessment) in addition to this form to be considered for
General Education approval.
Signatures
Required
Signatures
Name
Date
Department
David Fazzino
10/21/2022
Chairperson
By typing my name in the box above, I am electronically signing this form. Dean, ICC Chair, and
President/Designee will sign to indicate approval directly in SharePoint.
MASTER COURSE SYLLABUS
Northeast Integrated Curriculum Committee
1. DATE PREPARED:
September 29, 2022
2. PREPARED BY:
Susan Dauria
3. DEPARTMENT:
Anthropology, Criminal Justice, and Sociology
Program:
Anthropology
4. COURSE PREFIX:
ANTH440
5. COURSE TITLE:
Religion and Magic GE
6. CREDIT HOURS:
3
7. RECOMMENDED CLASS SIZE: 25
8. PREREQUISITES/CO-REQUISITES:
None
9. COURSE DESCRIPTION FOR CATALOG: Analyzes and compares the origins, forms,
elements, and symbolism of religious beliefs and behavior. Considers the role of
religion in society with particular reference to nonliterate societies.
Anthropological theories and methods of religion, historical and contemporary.
10. CONTENT DESCRIPTION:
1. The Anthropological Study of Religion.
Anthropological approaches to
religion.
A history of the anthropology of
religion.
Religion in traditional & modem
cultures.
2. Myth & Meaning.
The anthropological study of myth.
Functional analyses of myth.
Structural analyses of myth
Religious Cults.
a.
b.
c.
d.
Individualistic cults.
Shamanistic cults.
Communal cults.
Ecclesiastical cults.
3. Supernatural Phenomena.
a.
b.
c.
d.
4.
Religious Practices.
a.
b.
c.
d.
5.
Animatism.
Animism.
Ancestral spirits.
Monotheism & polytheism.
Ritual: rites of passage & rites of intensification.
Magic & divination.
Supernatural healing & shamanism.
Witchcraft & sorcery.
Dynamic Religions.
a. Ecstatic religions & spirit possession.
b. Revitalization movements.
6.
Theories of Religion in Anthropology.
a. Functional theories of religion.
b. Structural theories of religion.
c. Psychological theories of religion.
11& 12. TABLE: STUDENT LEARNING OBJECTIVES AND STUDENT ASSESSMENT. Use the Table below to
document the outcomes and assessment for the course. If this is a General Education course, be sure to
complete the second column as well, it if is not a General Education course, you can leave the 2 nd column blank.
If General Education: Select the Curricular Theme and Program Goal you are applying from
the drop down below directly as done on the Course Form above (click on the words Choose
an item, then click on the arrow and select one option):
Interconnections: Diversity
11. Course Specific Student
Learning Objectives (SLOs)
General Education Student
Learning Objectives (Complete
this column for GE courses
only)
12. Student Assessment
Student compares and contrasts
the diversity of worldviews and
lifeways expressed by various
cultures and their religious
traditions in the context of
religion and magic.
Human Diversity (Individual,
Group, Institutional) and its
Impact on Behavior
The student understands how
diversity and difference
characterize and shape the
human experience and are
critical to the formation of
identity.
Students will discuss and write
essays related to the diversity
of worldviews and lifeways
expressed by the various
cultural belief systems around
the world.
Student articulates the historic
and contemporary belief
systems documented around the
world. Students evaluate the
contemporary issues that
various peoples are
encountering with regards to
their beliefs.
Student considers their own
individual and cultural
perspectives on the relationship
between various religious
communities and cultural
contexts.
Historical and Cultural Roots of
Inequality
The student recognizes
historical and cultural roots of
inequality and responds to the
need for social justice.
Students will discuss and write
essays related to religion,
magic and myth as these
relate to a state of inequality.
Attitudes, Beliefs, Behaviors
Regarding Diversity
The student demonstrates
awareness of and manages the
influence of personal biases.
Student discussions of their
own individual perspectives
on cultural variation.
Students will reflexively write
on the student’s own cultural
and individual background
related to cultural diversity.
(suggested)
13. METHODS:
In a traditional classroom setting, the course is taught in a lecture format, supplemented with classroom
discussion, homework assignments, in-class assignments and activities, quizzes, and exams.
In a distance education or multi-modal setting, the course makes use of available university classroom
management software, and other supplementary web-based applications. The instructor may utilize a
variety of methods including the use of discussion boards, recorded lectures, online video and audio,
group projects. Exam proctoring may be required at the discretion of the individual instructor.
In a distance education setting: This course may be taught online using synchronous or asynchronous
methods based on the instructor.
14. COURSE ASSESSMENT:
The program curriculum committee will assess the objectives of course assessment and recommend
changes so that the course better reflects the goals of the program. Course assessment will also be
conducted in coordination with and/or upon the request of the Office of Institutional Effectiveness
and other relevant bodies.
15. SUPPORTING MATERIALS- SAMPLE TEXTS (Recommended):
Bielo, James S. 2015. Anthropology of Religion: The Basics. New York:
Routledge.
Durkheim, Emile. 1915. The Elementary Forms of the Religious Life. London:
George Allen & Unwin.
Evans-Pritchard, E.E. 1937. Witchcraft, Oracles & Magic Among the Azande.
Oxford: Clarendon Press.
Freud, Sigmund. 1913. Totem & Taboo. NY: Moffat Yard.
Gennep, Arnold van. 1908. The Rites of Passage. Chicago: University of Chicago
Press.
Glazier, Stephen, ed. 1997. Anthropology of Religion: A Handbook. Westport, CT:
Greenwood Press.
Harner, Michael, ed. 1973. Hallucinogens & Shamanism. NY: Oxford University Press.
Hicks, David, ed. 1999. Ritual & Belief: Readings in the Anthropology of Religion.
New York: McGraw-Hill.
Inglehart, Ronald. 1998. Human Values & Beliefs: A Cross-Cultural Source Book.
Ann Arbor: University of Michigan Press.
Klass, Morton. 1995. Ordered Universes: Approaches to the Anthropology of Religion.
Boulder, CO: Westview.
Kluckhohn, Clyde. 1944. Navajo Witchcraft. Boston: Beacon Press.
Lewis, I.M. 1971. Ecstatic Religion: An Anthropological Study of Spirit Possession &
Shamanism. Baltimore: Penguin Books.
Lindenbaum, Shirley. 1979. Kuru Sorcery: Disease & Danger in the New Guinea
Highlands. Mountain View, CA: Mayfield.
Lowie, Robert. 1925. Primitive Religion. NY: Liveright.
Luhrmann, T.M. 1989. Persuasions of the Witch's Craft: Ritual Magic in Contemporary
England. Cambridge, Mass: Harvard University Press.
Mair, Lucy. 1969. Witchcraft. NY: McGraw-Hill.
Middleton, John, ed. 1967. Magic, Witchcraft & Curing. Austin, TX: University of
Texas Press.
Moro, Pamela and James Myers. 2012. Magic Witchcraft and Religion: A Reader in the
Anthropology of Religion. New York: McGraw Hill.
Murphy, Joseph. 1988. Santeria: An African Religion in America. Boston: Beacon Press.
Pandian, Jacob. 1991. Religion & the Sacred Self: A Critical Introduction to the
Anthropological Study of Religion. NJ: Prentice-Hall.
Reynolds, Vernon, & Ralph Tanner. 1995. The Social Ecology of Religion.
NY: Oxford University Press.
Stein, Rebeca and Philip Stein. 2017. The Anthropology of Religion, Magic, and Witchcraft:
Fourth Edition. New York: Routledge
.
NORTHEAST Integrated Curriculum Committee
Date: 10/21/2022
1.
Contact person: Susan Dauria
Phone:
2.
570-389-4952
Email: sdauria@bloomu.edu
Department: Anthropology, Criminal Justice, Sociology
Program: Anthropology
3.
Tracking # (For Provost office use only)
4.
CIP# (For Provost office use only)
5.
Select which actions you are requesting for _X_ Undergraduate __ Graduate
☒ Course Modified for Integration
6.
☐ Course Not Previously Offered at any campus
Click modalities that the course may be offered (80% +)
☒Face-to-Face/In person ☒ Online (100%) ☐ Interactive TV ☒ Multi-modal
New University
Course Prefix
New University
Course Number
New University
Course Title
ANTH
440
Religion and Magic GE
Current University
Course Prefix
Current University
Course Number
Current University
Course Title
*Only list Current Courses that are equivalent to the New Course
BU: ANTHRO
LHU:
MU:
480
Religion and Magic
New Course for Integrated University
7. Will the course be seeking General Education approval?
☐ No ☒ Yes (if yes, go to next section General Education Approval- click on this link)
8. Resources at Each Campus: List any resources, including faculty, facilities, technology,
equipment, or library resources necessary at each campus listed above.
The course will be offered within load of current faculty, and will be available to all three
campuses. For face to face offering there are no additional resources need beyond current
classroom technology. For online offering there are no additional resources need. For multi-modal
offering classroom will need to be equipped with proper technology to facilitate synchronous
communications with faculty member and students in-person and those students that are
accessing the class remotely.
Identify on which campuses the course is intended to be offered in the integrated university
(for administration use only):
☒ BU
☒ LHU
☒ MU
9. Identify Departments/Programs/Courses impacted by changes on this form:
No programs/departments/courses impacted by course changes.
10. Indicate Semester and Year Course will be implemented: Fall 2023
11. Provide a rationale for how this course relates to the mission and goals of the related program:
A B.A. in Anthropology provides students with skills needed to understand social and cultural
systems, and helps them develop critical thinking, analytical, problem-solving, and presentation
skills necessary for professional success. The goals of the Anthropology program are to have
students be able to: 1. Identify diverse worldviews, 2. Describe anthropological theories, 3. Apply
ethical principles in research and practice, 4. Conduct research, 5. Demonstrate effective
communication skills, and 6. Evaluate the viability of diverse approaches to contemporary issues.
This course considers the diversity of worldviews and lifeways expressed by peoples in various
cultures in the context of religion and magic (Program Goal 1). The course uses a variety of
anthropological theories to compare and contrast how cultural groups have been conceptualized
in academic accounts both within and outside of the discipline (Program Goal 2). The course
considers various cultures and societies, using a mix of culturally-appropriate methods and
approaches (Program Goal 6). Students will effectively communicate in speech and writing key
concepts, ideas, and theoretical perspectives on the diverse lifeways and worldviews around the
world in the context of religion and magic (Program Goal 5).
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces):
Religion and Magic
13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Analyzes and compares the origins, forms, elements, and symbolism of religious beliefs and
behavior. Considers the role of religion in society with particular reference to nonliterate
societies. Anthropological theories and methods of religion, historical and contemporary.
14. Credit(s): 3
Clock Hours: 3
Lecture: hours
Recitation: hours Lab: hours
Contract Hours: 3 Lecture: hours
Recitation: hours Lab: hours
15. Prerequisites (Courses completed prior to taking this course): None
16. Co-requisites (Courses which must be taken simultaneously with other courses): None
17. Enrollment Restrictions (e.g., limited to majors in program XXX, restricted from majors in program
XXX, etc.): None
18. Repeatable: Can this course be repeated for credit as a multi-topic class, not just for a grade
change?
☒ No ☐ Yes: How many times is the course repeatable?
19. Dual-Level or Cross-Listed: Is this course dual-level? ☐Yes ☒No.
20. Estimated Frequency of Offering: Course will be offered once in a two year cycle.
21. Recommended class size for student success: Provide the recommended class size number and a
clear rationale based on accreditation guidelines, discipline standards, or pedagogical limitations.
The recommended class size for student success is 25. This course is writing, presentation, and
discussion intensive. The recommended class size is to meet the needs of students by allowing for
meaningful classroom discussions, more personal communication, inclusion of all students in
assessment of performance in formal and informal presentation settings, and working with
students on a one-on-one basis, and it is based on review of students' performance.
Submit a Master Course Syllabus – (see attached)
General_Education_Approval
Locate the required Curricular Theme, Program Goal, and Learning Objectives and Desired Outcomes for
your selected area of this program in the General Education Plan (click on this link).
GE-1: Select the Curricular Theme and Program Goal you are applying from the drop down below (click
on the words Choose an item, then click on the arrow and select one option):
Interconnections: Diversity
GE-2: How does your course fit into the General Education Curricular Theme and Program Goal to which
you are applying (be sure to address all of the required areas of the selected Program Goal)?
ANT 440 addresses all of the areas of Global Perspectives, specifically: (1) Human Diversity
(Individual, Group, Institutional) and its Impact on Behavior, (2) Historical and Cultural Roots of
Inequality, and (3) Attitudes, Beliefs, Behaviors Regarding Diversity.
Human Diversity (Individual, Group, Institutional) and its Impact on Behavior
The student understands how diversity and difference characterize and shape the human experience and
are critical to the formation of identity.
In terms of Human Diversity (Individual, Group, Institutional) and its Impact on Behavior the student in the
course will compare and contrast the diversity of worldviews and lifeways, with particular emphasis on
religion and magic, through anthropological examples from around the world.
Historical and Cultural Roots of Inequality
The student recognizes historical and cultural roots of inequality and responds to the need for social
justice.
In terms of Historical and Cultural Roots of Inequality the student will explain historic and contemporary
encounters of various peoples, including research that will facilitate their ability to evaluate the
contemporary issues that affect people around the world. The class include a discussion of religious
conversion tactics and syncretism.
Attitudes, Beliefs, Behaviors Regarding Diversity
The student demonstrates awareness of and manages the influence of personal biases.
In terms of Attitudes, Beliefs, Behaviors Regarding Diversity the student in the course will consider their
own individual and cultural perspectives on the relationship between other people around the world.
GE-3: List the Course Specific SLOs that correspond to the General Education SLOs of the relevant
Curricular Theme and Program Goal and explain how your course will meet each one of these Course
Objectives. Please be specific and use examples to align in column two and to demonstrate how this will be
implemented in column three.
Course Specific Student Learning
Objectives (SLOs)
General Education Student
Learning Objectives (SLOs)
How do the methods and
structure of the course provide
students with the opportunity
to meet each aligned pair of
General Education and Course
Specific SLOs?
Student compares and contrasts
the diversity of worldviews and
lifeways expressed by various
cultural traditions around the
world today in the context of
religion and magic.
Human Diversity (Individual,
Group, Institutional) and its
Impact on Behavior
The student understands how
diversity and difference
characterize and shape the
human experience and are
critical to the formation of
identity.
Student articulates the historic
and contemporary encounters
between various cultural settings,
including research and
development initiatives, to
evaluate the contemporary issues
that various groups are addressing
using a mix of culturallyappropriate methods and
approaches.
Student considers their own
individual and cultural
perspectives on the relationship
between various cultures and
their belief systems.
Historical and Cultural Roots of
Inequality
The student recognizes historical
and cultural roots of inequality,
and responds to the need for
social justice.
Lectures on the diversity of
worldviews and lifeways
expressed by various cultures
over time and space. Students
will discuss and write essays
related to the diversity of
worldviews and lifeways as well
as present data from existing
scholars from certain cultural
contexts.
Lectures provided historical
depth to the continuing
encounters with cultures.
Students will discuss and write
essays related to cultural
diversity in the context of the
course.
Attitudes, Beliefs, Behaviors
Regarding Diversity
The student demonstrates
awareness of and manages the
influence of personal biases.
Lectures provided in-depth to
cultural and biological analysis
0f human experience.
Student discussions of their
own individual perspectives on
culture and how it relates to
the context of the course.
Students will reflexively write
on the student’s own cultural
and individual background
related to cultural diversity.
Submit the Master Course Syllabus (including assessment) in addition to this form to be considered for
General Education approval.
Signatures
Required
Signatures
Name
Date
Department
David Fazzino
10/21/2022
Chairperson
By typing my name in the box above, I am electronically signing this form. Dean, ICC Chair, and
President/Designee will sign to indicate approval directly in SharePoint.
MASTER COURSE SYLLABUS
Northeast Integrated Curriculum Committee
1. DATE PREPARED:
September 29, 2022
2. PREPARED BY:
Susan Dauria
3. DEPARTMENT:
Anthropology, Criminal Justice, and Sociology
Program:
Anthropology
4. COURSE PREFIX:
ANTH440
5. COURSE TITLE:
Religion and Magic GE
6. CREDIT HOURS:
3
7. RECOMMENDED CLASS SIZE: 25
8. PREREQUISITES/CO-REQUISITES:
None
9. COURSE DESCRIPTION FOR CATALOG: Analyzes and compares the origins, forms,
elements, and symbolism of religious beliefs and behavior. Considers the role of
religion in society with particular reference to nonliterate societies.
Anthropological theories and methods of religion, historical and contemporary.
10. CONTENT DESCRIPTION:
1. The Anthropological Study of Religion.
Anthropological approaches to
religion.
A history of the anthropology of
religion.
Religion in traditional & modem
cultures.
2. Myth & Meaning.
The anthropological study of myth.
Functional analyses of myth.
Structural analyses of myth
Religious Cults.
a.
b.
c.
d.
Individualistic cults.
Shamanistic cults.
Communal cults.
Ecclesiastical cults.
3. Supernatural Phenomena.
a.
b.
c.
d.
4.
Religious Practices.
a.
b.
c.
d.
5.
Animatism.
Animism.
Ancestral spirits.
Monotheism & polytheism.
Ritual: rites of passage & rites of intensification.
Magic & divination.
Supernatural healing & shamanism.
Witchcraft & sorcery.
Dynamic Religions.
a. Ecstatic religions & spirit possession.
b. Revitalization movements.
6.
Theories of Religion in Anthropology.
a. Functional theories of religion.
b. Structural theories of religion.
c. Psychological theories of religion.
11& 12. TABLE: STUDENT LEARNING OBJECTIVES AND STUDENT ASSESSMENT. Use the Table below to
document the outcomes and assessment for the course. If this is a General Education course, be sure to
complete the second column as well, it if is not a General Education course, you can leave the 2 nd column blank.
If General Education: Select the Curricular Theme and Program Goal you are applying from
the drop down below directly as done on the Course Form above (click on the words Choose
an item, then click on the arrow and select one option):
Interconnections: Diversity
11. Course Specific Student
Learning Objectives (SLOs)
General Education Student
Learning Objectives (Complete
this column for GE courses
only)
12. Student Assessment
Student compares and contrasts
the diversity of worldviews and
lifeways expressed by various
cultures and their religious
traditions in the context of
religion and magic.
Human Diversity (Individual,
Group, Institutional) and its
Impact on Behavior
The student understands how
diversity and difference
characterize and shape the
human experience and are
critical to the formation of
identity.
Students will discuss and write
essays related to the diversity
of worldviews and lifeways
expressed by the various
cultural belief systems around
the world.
Student articulates the historic
and contemporary belief
systems documented around the
world. Students evaluate the
contemporary issues that
various peoples are
encountering with regards to
their beliefs.
Student considers their own
individual and cultural
perspectives on the relationship
between various religious
communities and cultural
contexts.
Historical and Cultural Roots of
Inequality
The student recognizes
historical and cultural roots of
inequality and responds to the
need for social justice.
Students will discuss and write
essays related to religion,
magic and myth as these
relate to a state of inequality.
Attitudes, Beliefs, Behaviors
Regarding Diversity
The student demonstrates
awareness of and manages the
influence of personal biases.
Student discussions of their
own individual perspectives
on cultural variation.
Students will reflexively write
on the student’s own cultural
and individual background
related to cultural diversity.
(suggested)
13. METHODS:
In a traditional classroom setting, the course is taught in a lecture format, supplemented with classroom
discussion, homework assignments, in-class assignments and activities, quizzes, and exams.
In a distance education or multi-modal setting, the course makes use of available university classroom
management software, and other supplementary web-based applications. The instructor may utilize a
variety of methods including the use of discussion boards, recorded lectures, online video and audio,
group projects. Exam proctoring may be required at the discretion of the individual instructor.
In a distance education setting: This course may be taught online using synchronous or asynchronous
methods based on the instructor.
14. COURSE ASSESSMENT:
The program curriculum committee will assess the objectives of course assessment and recommend
changes so that the course better reflects the goals of the program. Course assessment will also be
conducted in coordination with and/or upon the request of the Office of Institutional Effectiveness
and other relevant bodies.
15. SUPPORTING MATERIALS- SAMPLE TEXTS (Recommended):
Bielo, James S. 2015. Anthropology of Religion: The Basics. New York:
Routledge.
Durkheim, Emile. 1915. The Elementary Forms of the Religious Life. London:
George Allen & Unwin.
Evans-Pritchard, E.E. 1937. Witchcraft, Oracles & Magic Among the Azande.
Oxford: Clarendon Press.
Freud, Sigmund. 1913. Totem & Taboo. NY: Moffat Yard.
Gennep, Arnold van. 1908. The Rites of Passage. Chicago: University of Chicago
Press.
Glazier, Stephen, ed. 1997. Anthropology of Religion: A Handbook. Westport, CT:
Greenwood Press.
Harner, Michael, ed. 1973. Hallucinogens & Shamanism. NY: Oxford University Press.
Hicks, David, ed. 1999. Ritual & Belief: Readings in the Anthropology of Religion.
New York: McGraw-Hill.
Inglehart, Ronald. 1998. Human Values & Beliefs: A Cross-Cultural Source Book.
Ann Arbor: University of Michigan Press.
Klass, Morton. 1995. Ordered Universes: Approaches to the Anthropology of Religion.
Boulder, CO: Westview.
Kluckhohn, Clyde. 1944. Navajo Witchcraft. Boston: Beacon Press.
Lewis, I.M. 1971. Ecstatic Religion: An Anthropological Study of Spirit Possession &
Shamanism. Baltimore: Penguin Books.
Lindenbaum, Shirley. 1979. Kuru Sorcery: Disease & Danger in the New Guinea
Highlands. Mountain View, CA: Mayfield.
Lowie, Robert. 1925. Primitive Religion. NY: Liveright.
Luhrmann, T.M. 1989. Persuasions of the Witch's Craft: Ritual Magic in Contemporary
England. Cambridge, Mass: Harvard University Press.
Mair, Lucy. 1969. Witchcraft. NY: McGraw-Hill.
Middleton, John, ed. 1967. Magic, Witchcraft & Curing. Austin, TX: University of
Texas Press.
Moro, Pamela and James Myers. 2012. Magic Witchcraft and Religion: A Reader in the
Anthropology of Religion. New York: McGraw Hill.
Murphy, Joseph. 1988. Santeria: An African Religion in America. Boston: Beacon Press.
Pandian, Jacob. 1991. Religion & the Sacred Self: A Critical Introduction to the
Anthropological Study of Religion. NJ: Prentice-Hall.
Reynolds, Vernon, & Ralph Tanner. 1995. The Social Ecology of Religion.
NY: Oxford University Press.
Stein, Rebeca and Philip Stein. 2017. The Anthropology of Religion, Magic, and Witchcraft:
Fourth Edition. New York: Routledge
.
Media of