Lydia Huffman Hoyle Course Syllabus
Prepared for the Center for the Study of Religion and American
Culture by:
Lydia Huffman Hoyle
Department of Religion
Georgetown College
The Center is pleased to share with you the syllabi for
introductory courses in American religion that were developed
in seminars led by Dr. Grant Wacker of Duke University Divinity
School. In all of the seminar discussions, it was apparent
that context, or the particular teaching setting, was an
altogether critical factor in envisioning how students should
be introduced to a field of study. The justification of
approach, included with each syllabus, is thus germane to
how you use the syllabus.
For the personal use
of teachers. Not for sale or redistribution.
© Center for the Study of Religion and American Culture,
1998
I. Syllabus Justification
Two years ago, after contemplating what course I might
offer for a Jr/Sr seminar in Religion, I decided to make
a list of possible themes and distribute them to majors
and minors in the department. The students then returned
the list (or flagged me down on campus) to register their
preferences. Every student who responded ranked "Denominationalism"
as their first choice. That was the genesis of this course.
Student Profile
The size and makeup of the student body at Georgetown College
made this "voting procedure" possible and contributed
to the unanimous result. There are approximately 1200 undergraduate
students at Georgetown. Although there are representatives
from thirty-one states and seven countries, the majority
of students are Kentucky natives. Most are white. (The level
of racial diversity in the student body reflects the low
level of diversity in the state as a whole.) Academically,
the students range from moderately poor to exceptional with
students pooling on each end of the range. In respect to
religious background, approximately 50% are Baptist, 10%Catholic,
10%Methodist, and 10%Christian. Probably fewer than 3% would
identify themselves as non-Christian. Most students hold
relatively conservative religious and social views but are
fairly ignorant in respect to theology (e.g. "What
is Calvinism anyway?"), church history, (e.g. "Didn't
Baptists start with John the Baptist?"), and a post-children's-Sunday
School version of the Bible (e.g. "Didn't the disciples
write the Gospels?").
The students likely to register for an upper-level course
in Religion are somewhat different from those described
above. All of them would have taken at least two courses
in New Testament and/or Hebrew Bible. Thus, they have become
comfortable with (or at least resigned to) a critical approach
to the study of religion. These students also tend to be
brighter than average. Because the religion department has
a reputation for requiring a lot from students, below-average
students rarely venture into upper-level classes. Although
most students in the class will be majors or minors in Religion,
they may have no background in American religious history.
It was, in part, a recognition of this ignorance that apparently
spurred the initial interest in denominationalism as a topic
of study.
A final word regarding the likely participants in the class
is needed. Upper-level religion classes at Georgetown tend
to draw students who anticipate a ministry-type career.
Thus, many students study with an eye toward future application.
They want to understand other religious traditions, in part,
because they will need to explain differences and similarities
to parishioners in their own churches or because they will
be counseling people from denominations other than their
own. It is necessary to take into account these practical
concerns in the planning of the course.
Institutional Setting
Georgetown College is a liberal arts college in central
Kentucky. Founded in 1827, it is the oldest of three colleges
in the state sponsored by the Kentucky Baptist Convention.
(The Convention contributes approximately 5% of the college
budget and retains veto power over the naming of trustees.)
Although there are some broad limits on faculty (e.g. one
couldn't openly engage in witchcraft), academic freedom
is upheld. The institution would not expect Baptists to
"win" in the course of a class on denominationalism.
It is the case, however, that the Religion Department faculty
is Baptist by requirement of the college.
Course Goals (or why this syllabus looks like it does)
Most of my students have been raised in the small worlds
of rural Kentucky towns. They have had little exposure to
people who are significantly different from themselves.
Their own worldviews are not well thought-out because they
have never been confronted with ideas that conflict with
their own. The first goal of this course is thus to expose
students to alternative ways of being Christian in America.
The course requires that students visit three congregations
and reflect on those visits. In addition, an enthusiastic
participant in each of the nine traditions discussed will
visit the class. These advocates (often local ministers)
extol the virtues of their tradition. (Last year, one of
our guests was a white minister at a local African Methodist
Episcopal church!) A basic Baptist professor (That would
be me!) could never give a lecture that would have the impact
of these personal encounters. Through these class visits
and their field work, the students are able to discover
the differences between the textbook description of a tradition
and a living example.
The "field work" also serves to meet a second
goal for the course. It raises questions that the students
want answered. It is my theory that it is a waste of time
to be handing out "answers" to questions that
no one is asking. Thus, a goal I have in every class I teach
is to make students want to know more about the subject
at hand. The church visits stimulate thought and inquiry.
Students want to understand what they have seen and experienced.
A third goal of the course is to make the students active
participants in the learning process. This is not a course
that is primarily geared toward hour-long lectures. A lot
is expected of the students. They are to read in preparation
for class discussions. They are to become "class experts"
on a particular tradition. They are to engage in independent
research. The students are not merely unwrapping a completed
work of art produced by their insightful professor. They
are co-producers of the course. Like their professor, they
are seeking to understand so that they can help others to
do the same.
Because students in the course will have little or no background
in Religion in America, a fourth goal must also be that
they gain a basic grounding in the historical development
of denominational traditions in Europe and America. This
is provided by the textbook and by brief introductory lectures.
Although I'm still a little uncomfortable with the "Baptist
week, Methodist week, Catholic week" structure, it
seemed necessary to organize the central portion of the
course in this way. It would be enjoyable to spend more
time on broader issues and to organize the course thematically
but I think the students would be lost. Students become
frustrated when they are asked to re-envision a subject
that they have yet to view at all. When I last taught this
class, I found, however, that the structure ultimately worked
well as students "discovered" common threads and
recurring themes in the many stories that make up the story
of denominationalism in America.
A final goal is to expose students to scholarship on denominationalism
from other disciplines--especially sociology. Sociologists
are interested in the organization and structure of social
groups. Thus, they have written extensively on the subject
of religious organizations. (See the brief bibliography
for examples.) These writings provide insight for lecture
preparation and also stimulate class discussions.
II. Introductory Course Syllabus
RELIGION 450
Denominationalism in America
Instructor: Lydia Hoyle
Office: 312 Pawling Hall
Phone: 8125
Office Hours: Tues/Thurs 12:00-2:00 or by appointment
Textbooks:
- Richard W. Wentz. Religion in the New World. Fortress,
1990.
- Library Reserve Readings (as assigned on Course Outline)
Course Description:
This course will explore:
- the nature and sources of denominationalism in America;
- the genesis, development, theology, and practice of
nine denominational families in America;
- the changing face of denominationalism in America today;
and
- issues in denominationalism.
Course Objectives:
Upon completion of this course, the responsible student
will be able to:
- discuss possible reasons why America was particularly
well-suited for the development of multiple sects and
denominations.
- discuss the importance of the Reformation in setting
the stage for the development of denominations.
- distinguish between nine major denominational traditions
in respect to origins, belief, and behavior and distinguish
differences between major groups within denominational
families.
- discuss one denominational tradition in depth.
- discuss issues related to denominationalism in America
(e.g. interreligious hostility, the quest for religious
unity, etc.)
- discuss the relevance (or irrelevance) of denominationalism
in understanding contemporary religion in America.
- discuss the present status and likely future of denominationalism
in America.
- research and write a critical paper on a topic of interest
within the range of this course.
Course Requirements/Evaluation:
Following the due dates listed on the course outline, the
student will:
15% 1) make a presentation (of approximately 20 minutes)
to the class on the historical theology and distinctive
practices of a particular denomination in one of the nine
denominational families studied this term. Two students
will work together to prepare most presentations. In preparation
for the presentation, the students should become "experts"
by reading a minimum of 200 pages on the denomination. They
should produce an outline of their presentation to be distributed
to the class. In addition, the students will arrange for
a guest speaker, film presentation, etc. to help give the
class a sense of the experience of contemporary participants
in this denomination. (It is the students' responsibility
to ensure that there is minimal overlap between her/his
presentation and that of a guest speaker or film presentation.
The students should provide questions and topics for the
guest.)
15% 2) attend services at three churches that represent
three different denominational families. (This can not include
your own denomination.) Observations should be written down
in 2-3 page typewritten papers due on the dates listed on
the syllabus. A list of questions from Field Research in
Religion will help to guide your thoughts. Samples of "Church
Reviews" from the Journal of Anglican and Episcopal
History should help you organize your papers. How to be
a Perfect Stranger: A Guide to Etiquette in other People's
Religious Communities ed. By Arthur J. Magida might also
be of help. All will be on library reserve.
15% 3) prepare a 10-12 page research paper on one topic
of interest within denominationalism. The topic will be
selected in consultation with the professor. (Please come
by my office to discuss the topic no later that February
27.) Your paper can not simply be descriptive. You must
have a clear argument.
45% 4) take three exams. The dates are noted on the syllabus.
Although other adjustments may be made on the syllabus,
these will not be changed without the general agreement
of the class.
10% 5) attend class and participate in class discussions.
Three grace absences will be allowed. Any additional absences
will lower the student's attendance/participation grade
by five points. Verbal participation in this class is expected
and required.
Course Outline and Assignments:
(Due to the nature of this course, some adjustments to
this outline will probably be necessary. If you miss a class,
please contact a fellow student regarding upcoming assignments.)
Jan 12 Course Introduction
Jan 14 Who and what are we studying?
Reading: Wentz-ch.1
Jan 16 Why denominationalism?
Reading: Niebuhr 3-25 (The Social Sources of Denominationalism)
Jan 19 The Reformation
Reading: Wentz-ch.3
Jan 21 The American Environment
Reading: Wentz-ch.2
Jan 23-28 Baptists and the Puritan Tradition
Reading: Wentz-ch.5
Jan 30-Feb 4 Episcopalians
Reading: Wentz-ch.6
Feb 6-11 Presbyterians
Reading: Wentz-ch.7
Feb 13 Site visit discussion: Our discussion will focus
on the worship environment (physical structure, use of symbols,
etc.)
Site visit observation paper #1 due
Feb 16 Exam #1
Feb 18-23 Lutherans
Reading: Wentz-ch.8
Feb 25-Mar2 Roman Catholics
Reading: Wentz-ch.9
Mar 4-9 Methodists
Reading: Wentz-ch.10
Mar 11 Site-Visit Discussions: Our discussion will focus
on congregational participation and behavior.
Site-visit observation paper #2 due
Mar 13 Interdenominational Hostility
Reading: Chapters 3&4 from Uncivil Religion: Interreligious
Hostility in America ed. By Robert N. Bellah & Frederick
E. Greenspahn.
Excerpts from Maria Monk's Awful Disclosures of the Hotel
Dieu Nunnery of Montreal
S P R I N G B R E A K
Mar 23-27 "Christians"
Reading: Wentz-ch.13
Mar 30 Exam #2
April 1 The Quest for Denominational Unity
Reading: H. George Anderson, "Ecumenical Movements."
In Altered Landscapes ed. David W. Lotz.
April 3-8 African/American Denominations
Reading: Wentz-ch.16
April 10 Good Friday - No Class
April 13-17 Holiness/Pentecostal Denominations
Reading: Wentz-ch.18
April 20 Site-visit Discussions: Our discussion will focus
on the leadership and the "content" of the service.
Site-visit observation paper #3 due
April 22 The Changing Face of Denominationalism in America/Alternative
Paradigms for Understanding Religion in America
Reading: Robert Wuthrow. The Struggle for America's Soul:
Evangelicals, Liberals, and Secularism. Ch.2.
April 24 Informal Discussions of Research Papers
Research Papers Due
April 27 Final Ruminations (continuation of discussion
on April 22)
April 30 Final Ruinations (9:00-11:00)
Some Additional Resources (On Library Reserve)
- J. Gorton Melton, ed. Encyclopedia of American Religions
- Frank S. Mead, Handbook of Denominations in the United
States
- Charles H. Lippy and Peter W. Williams, ed. Encyclopedia
of the American Religious Experience
- Daniel Reid, ed. Dictionary of Christianity in America
- Thomas Robbins and Dick Anthony. In God's We Trust:
New Patterns of Religious Pluralism in America.
- Andrew Greeley. Religious Change in America.
- Wade Clark Roof and William McKinney. American Mainline
Religion: Its Changing Shape and Future.
- Charles H. Lippy. Being Religious, American Style: A
History of Popular Religiousity in the United States.
- Thomas Tweed, ed. Retelling U.S. Religious History.
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