By Sean McCloud
“Let’s start at the very beginning (a very good place to start).”
“Everything seems to be up in the air at this time.” --Camper van Beethoven, The Ambiguity Song
Our undergraduate major
in religious studies requires that students take a class in theories and
methods within the first year of declaring their major. We call it “Orientation
to the Study of Religion.” We work a lot on writing, speaking, and reading skills
in it, including how to construct and support a thesis argument, how to cite sources,
what questions to ask when reading a text, and how to present research and lead
discussions on readings. The class is offered every semester and we have
between fifteen and twenty students enrolled. Three or four of us in a
department of thirteen tend to trade off teaching the course annually. We have
no set canon of readings for the class. Different instructors will have
slightly different readings, though there will often be overlap, author-wise. I
taught it for the past two semesters, and my reading lists included Karl Marx,
Sigmund Freud, Victor Turner, Bruce Lincoln, Meredith McGuire, Pierre Bourdieu,
Sarah Pike, JZ Smith, Robert Orsi, Judith Richardson, and others.
Many, and some
semesters most, of our students enter the class having absolutely no idea what
it will be about. Many find their way into the major by taking a course with
one of our professors, loving it, declaring the major, and the next semester
sitting in the theories and methods class. While a few know that this will introduce
them to some approaches in the academic study of religion, some students think
it will be a world religions course, others that it will be a ministerial
practicum (we are located in the American southeast). For the most part,
everything seems to be up in the air on the first day. Because of this, I have
found it useful to use about a third of the first class meeting (after
introducing ourselves, looking at the syllabus, and working in groups on
definitions of “religion”—the class meets once a week for two hours and
forty-five minutes) discussing four points about the academic study of
religion. I should note here that these
are my points, and I am certain that some of my department colleagues and
readers of this blog will disagree with some things in them. But I ask students
to keep these in mind (if not on their desks) as the semester progresses. They
are:
1. The academic study
of religion is multidisciplinary and interdisciplinary. It primarily uses historical, sociological,
anthropological, literary, and philosophical methods, but others too. In other
words, there are lots of ways to study what gets called “religion.”
2. One thing that we do
not do in the academic study of religion is theology, in which religion is
examined from a particular religious point of view. We may study theologies as primary sources
for analysis, but never as a secondary source for thesis arguments. Given this, the arguments scholars make who study religion academically can be equally persuasive to people regardless of whether they self-identify as religious or non-religious.
3. In other words, the
study of religion does not involve examining the “truth” of religious concepts
and practices, nor does it require the belief, practice, or disbelief in any
religions or supernatural being(s). Instead, the study of religion is the study
of humans, in groups and as individuals, and what they think and do that they,
or we, call “religion.” Our task is to
try to figure out what, how, and why they think and do what they do. It means
stepping back from our personal preferences, likes and dislikes, and examining
the subject at hand.
4. The academic study
of religion also acknowledges that there isn’t simply a “thing” out there
called “religion,” but rather that religion is a term that has many meanings,
is a word that is contested, and that there are many conceptions of religion
proposed by both scholars and religious practitioners. A definition of religion
can help us focus on certain aspects of the social world, but always at the
expense of other aspects.
Do these four points immediately have the effect of explaining the boundaries and approaches we will have in class? Not even close. Each statement needs unpacked, words defined, examples given. It is only a starting point, a broad guide to the semester’s work that must be demonstrated, not just stated. But it is a start . . .
Do these four points immediately have the effect of explaining the boundaries and approaches we will have in class? Not even close. Each statement needs unpacked, words defined, examples given. It is only a starting point, a broad guide to the semester’s work that must be demonstrated, not just stated. But it is a start . . .
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