McGill University

Faculty of Education
Department of Integrated Studies in Education
EDER 309 The Religious Quest (3 Credits)
Dates: September 4th 2014 to December 4th 2014
Time: 5:35 pm - 8:25 pm
Location: EDUC 129
Professor: Dr. Robert Di Pede
Office: Newman Centre of McGill University, 3484 Peel Street (south of Docteur Penfield)
Office Hours: Tuesday and Thursday 1:30 pm to 2:30 pm (and by appointment)
Phone: 514-398-4106 E-mail: robert.dipede@mcgill.ca
Teaching Assistant: Ms. Sabrina Jafralie E-mail: sabrina.jafralie@mail.mcgill.ca
Course Description
EDER-309, The Religious Quest, approaches the study of religion through the reality of religious
belief and practice in human experience. Drawing on history, language, and culture, it sheds greater light
on five religious traditions: Judaism, Christianity, Islam, Hinduism and Buddhism, taking into
consideration their influence in the lives of individuals, communities, and institutions. Students learn to
mark important distinctions pertinent to the discipline of religious studies, such as the difference between
doctrine (on the one hand) and spiritual experience (on the other), and are invited to consider the interplay
of religion and public life in todays Western societies.
Since religious traditions differ from one another and are individually complex systems of
thought, a broad overview is all that can be presented within the confines of a single semester. The choice
of material and the manner in which it is presented will be guided by the course objectives below. While
EDER 309 is crafted for the benefit of prospective teachers, it can be of equal value to any student
seeking to broaden his/her knowledge of religions. Students who are not enrolled in the Education
program may ask the professors permission to be evaluated on the basis of different assignments than
those listed in this syllabus.
Course Objectives
As per Teacher Training: Orientations, Professional Competencies (p. 59), EDER 309 aims to
teach the following objectives to prospective teachers:
Competency #1: To act as a professional inheritor, critic, and interpreter of knowledge and culture when
teaching students
By studying different religions and the secular milieu they currently inhabit in Western society
(including Qubec), students will learn to evaluate the role religion has historically played in
communities, how this can differ from its current predicament and future course. This course also
considers contemporary trends in the religiosity of children and adolescents and presents some of the
latest findings on the effects of religion on childhood/adolescent development. It also broaches broader
questions such as whether legislation should ban certain religious practices in schools; whether religion
promotes or disrupts cohesion in an organized society; and whether agreement between religions is
essential to the common good when in fact there can be deep differences that divide them.
Competency #9: To cooperate with school staff, parents, partners in the community and students in
pursuing the education objectives of the school.
Since the diversity of religious traditions and the decline of religious belief and practice are today
cultural realities in Qubec and other Canadian provinces, and since teachers are expected to cooperate
with students, parents, school staff, and community partners from a diversity of backgrounds, prospective
teachers must be able to articulate the role religion plays in the lives of its practitioners, the differences
that individuate traditions, the challenges faced by the plurality of religions within a predominantly nonEDER 309 Syllabus (2014) 1

religious context, and how contemporary concerns shape the tendencies of individual believers and
religious institutions. Areas of pedagogical reflection include whether teachers should avoid discussing
religion with students and colleagues so as to avoid conflict; how to deal with disagreements caused by
religion in the classroom or school community; how to accommodate plurality, and how to integrate
religious minorities into an established tradition.
Required Texts: (Available at Paragraph Bookstore, 2220 McGill College Ave., (514-845-5811)
Fischer, Mary Pat. Living Religions, 9th Edition. Upper Saddle River, NJ: Pearson Education Inc.,
2014. ISBN-13: 9780205956593
Suggested Texts:
Prothero, Stephen. God is Not One: The Eight Rival Religions that Run the World and Why their
Differences Matter. New York: Harper Collins, 2010.
Rorty, Richard and Gianni Vattimo. The Future of Religion. Edited by Santiago Zabala. New York:
Columbia University Press, 2005.
Smith, Christian. Soul Searching: The Religious and Spiritual Lives of American Teenagers. New
York: Oxford Univ. Press USA, 2009.
Taylor, Charles. A Secular Age. Cambridge, Mass.: Belknap Press of Harvard University Press, 2007.
------. A Catholic Modernity? in A Catholic Modernity. Edited by James L. Heft. New York and
Oxford: Oxford UP, 1999. Pp. 13-37.
Assessment:
20% Written Assignment 1: on the portrayal of a religious tradition in film or other artistic medium.
20% Written Assignment 2: on religion in the school setting.
15% Quizzes (of which there are 5) based on lectures and textbook.
30% ISP (due Dec 5, one week after the last day of scheduled lectures). There is no final exam.
15% presence, punctuality, participation, preparation, professionalism.
Description of Assignments and Requirements
Assignment 1: The portrayal of Buddhism in film or artistic medium
This assignment tests your comprehension of Buddhism (from the textbook, mainly) and
heightens your awareness of how the understanding of a religious tradition can be influenced by mediagenerated representations. Through comparison and contrast, discuss the portrayal of Buddhism in a film
or other artistic medium (this excludes news media, but can include documentaries). Provide a synopsis
of the film/artistic medium you have chosen to review and compare it with the knowledge you have
gleaned from the textbook. Other sources may also be used, but must be cited. Point out the main
tendencies of Buddhism portrayed by the film/artistic medium, as well as specific moments when it may
depart from the textbooks description. Expand your account by answering the following questions: Were
you surprised by anything? How might the directors/artists background and the intended audience have
contributed to crafting the portrayal of Buddhism in one way, rather than some other? This assignment is
to be written in formal prose using Times New Roman font (12pts) and its length is to be between 7501,000 words (typically 3-4 pages when double-spaced). Sources must be cited.

EDER 309 Syllabus (2014) 2

Assignment 2: A Lesson Plan introducing a topic or theme of a religious tradition

This assignment asks you to act as a teacher and lets you explore how you would transmit
detailed knowledge of a religious tradition to your class. You are to write a detailed lesson plan designed
to introduce students to a specific theme /topic within a religious tradition. Your lesson plan will require
you to select and organize the materials you wish to transmit from a broad range of knowledge on the
basis of precise teaching goals, which can only be identified by considering a range of factors such as age,
context, and curriculum. You may draw on your newly-acquired or already-existing knowledge of a
religious tradition and are invited to display your ability to engage students from a variety of teaching
techniques.
These are some examples around which you may plan a lesson:
- a religious feast or special occasion, such as Easter;
- a rite or practice, such as Bar Mitzvah;
- a concept particular to a tradition, such as forgiveness in Islam.
Your lesson plan will be evaluated on the basis of the following criteria:
- the knowledge you demonstrate of the topic or theme you have selected to teach (for this you will
provide an overview of the topic or theme that generally goes beyond what you would actually
teach in one lesson);
- your sensitivity to the context in which you are teaching (for this you will provide information
about the hypothetical school, students, and social context in which you are teaching);
- your ability to craft an engaging lesson that is age-appropriate (for this you will need to discuss
the content on which you will focus in your lesson and convincingly describe how you will relate
it, including any related activities, supplementary materials, or assignments you will craft).
Your lesson plan is to be written in formal prose, not point-form. Since it views the class from your
perspective, you may make use of the personal pronoun I. Please use Times New Roman font (12pts)
and observe the word-limit of 750-1,000 words (typically 3-4 pages when double-spaced).
Independent Study Project (ISP): Encountering an unfamiliar religion
The purpose of this assignment is to have you report and reflect on the benefit of encountering a
religious tradition with which you are unfamiliar. You may either interview someone or visit the place of
worship of the religion you have chosen to investigate. Your report is to be written in two sections, one
which is investigative and includes answers to well-formulated questions through description and
explanation, the other which is evaluative; it is where you will expand on your personal impressions and
the things by which you were surprised. By way of conclusion, you are to assess the educational and
cultural value of your experience. This assignment is to be written in formal prose. If you decide to
transcribe a portion of your interview, it will need to be edited for readability. Use Times New Roman
font (12 pts) throughout and observe the word limit of 1,250 and 1,750 words (typically 5-7 pages when
double-spaced).
Schedule (may be subject to change)
*Page numbers correspond to the 8th edition. Any discrepancies will be addressed in due course.*
Sept. 4th

Introduction (expectations, assessment, classroom etiquette, etc.)

Religious Literacy in a Secular Age
- Class-survey on religion
- What is secularity?
- Why is religion important? Should teachers care about religious traditions?

Sept. 12th

Religion Literacy in a Secular Age continued

- Why does religion get such bad press?
EDER 309 Syllabus (2014) 3

The causes of secularity

Why are people religious?
Reading for next week: Textbook: Chapter 1, pp. 1-32.

Sept. 18th

A Framework by which to grasp the characteristics of religion

- The difference between sacred texts/doctrine and spiritual experience
- God is Not One
- Religions are different and their differences matter
- Reading for next week: Textbook: Chapter 8, pp. 246-277

Sept. 25th

Judaism
- Quiz 1 Introductory material from the first 3 classes
- History of the Jewish people
- The Ten Commandments and the Torah
- Practices/Rituals
- Reading for next week: Textbook: Chapter 8 cont., pp. 278-299

Oct. 2nd

Judaism continued
- Written Assignment 1 to be submitted
- The Holocaust
- Suffering and Faith
- Jewish families and youth in Montreal today
- Reading for next week: Chapter 9, pp. 302-345

Oct. 9th

Christianity
- Quiz 2 - Judaism
- Jesus and the birth of Christianity
- Eastern and Western Christianity until 1517
- Reading for next week: Chapter 9 cont., pp. 346-373

Oct. 16th

Christianity continued
- Protestantism and the Protestant Churches
- Catholicism
- Catholicism in Qubec and Catholic youth today
- Reading for next week: Chapter 10, pp. 377-399

Oct. 23rd

Islam
- Quiz 3 - Christianity
- The Prophet Muhammad and the Quran
- Central teachings and the Five Pillars
- Traditions and Modern Life
- Reading for next week: Chapter 10 cont., 399-431

Oct. 30th

Islam continued
- Written Assignment 2 to be submitted
- Islam after 9/11
- Relationship with the West
- Muslim families and youth in Montreal
- Reading for next week: Chapter 3, 71-101

EDER 309 Syllabus (2014) 4

Nov. 6th

Hinduism
- Quiz 4 - Islam
- Origins
- Philosophical systems
- Beliefs and way of life (castes, duties, life goals)
- Reading for next week: Chapter 3 cont., 102-118

Nov. 13th

Hinduism continued
- Belief and practices continued (feasts, prayers, duties)
- Hinduism in the modern world
- Hindu youth in Canada

Nov. 20th

Buddhism
- Quiz 5 - Hinduism
- Buddha
- Beliefs
- Festivals

Nov. 27th

Buddhism continued
- Goals
- The Dalai Lama
- Life in a Western Zen Monastery

Dec. 4th

Study Day. No Lecture.

- ISP due date

Student Rights
Students shall be permitted to use either English or French in completing any form of Assessment.
Students with disabilities have the right to request reasonable accommodation in fulfilling the Assessment
requirements in a Course in accordance with the McGill University Policy Concerning the Rights of
Students with Disabilities
Students who, because of religious commitment, cannot undertake or submit an assignment have the right
to request reasonable accommodation in fulfilling the assessment requirements in accordance with the
Policy for the Accommodation of Religious Holy Days.
Students, who for valid documented reasons (such as illness or family tragedy), cannot submit a required
assignment, on providing satisfactory proof of their inability, may apply in accordance with the Faculty
procedures relating to Deferred Assessments for permission to undertake a Deferred Assessment or
receive another type of accommodation, provided the application is made within a timeframe that is in
accordance with Faculty procedures.
Safe Space Statement
We are committed to nurturing a space where students, teaching assistants, lecturers, and professors can
all engage in the exchange of ideas and dialogue, without fear of being made to feel unwelcome or unsafe
on account of biological sex, sexual orientation, gender identity or expression, race/ethnicity, religion,
linguistic and cultural background, age, physical or mental ability, or any other aspect integral to one's
EDER 309 Syllabus (2014) 5

personhood. We therefore recognize our responsibility, both individual and collective, to strive to
establish and maintain an environment wherein all interactions are based on empathy and mutual respect
for the person, acknowledging differences of perspectives, free from judgment, censure, and/or stigma.
More information is available in the Handbook on Student Rights and Responsibilities. See:
www.mcgill.ca/students/srr/
Student Responsibilities/Course Policies
Evaluation of Students
Undergraduate students must obtain grades of C or better in courses used to fulfill program requirements
(including required freshman courses), or for a prerequisite to another course. Students with grades of F,
J or D must raise the mark to a C or better by writing a supplemental exam, doing additional work if made
available by the instructor (and is indicated on the course syllabus), or by repeating the course.
Students who without a valid documented reason fail to submit an Assignment by the due date shall
receive a deduction of 10% per day up to a maximum of five days, after which a grade of F (or 0%) shall
be assigned to the Assignment.
Students who without a valid documented reason fail to take Quizzes will receive an F (or 0%) for the
missed Quiz.
Absences due to illness must be accompanied by a written medical note. More than 2 unexcused absences
may result in a grade of J for the course. 5% will be deducted from the overall grade for any unexcused
absence.
Assessment deadlines may not be extended except for a serious reason. If a student does not complete this
work within the extended period, and does not arrange for a further extension period, the grade becomes
KF and counts as a failure in the calculation of the CGPA.
Academic Integrity
Cheating, plagiarizing, and/or other academic offences are serious violations of academic integrity.
McGill University sanctions (as approved by the Senate on 29 January 2003) will be applied where a
student has cheated, plagiarized, and/or committed other academic offence(s).
See: www.mcgill.ca/students/srr/honest.
Classroom Etiquette Statement
In keeping with the professional culture of teaching and learning, the Faculty of Education community
believes that our teaching and learning spaces should model such professional environments. As a
community, we are committed to creating authentic opportunities where understanding of teaching and
learning is co-constructed between instructors and students. In order for us to create these learning
environments, we are expected to demonstrate awareness of, respect for and commitment to the
behaviours and actions of professionals. As members of the Faculty of Education community, we are
expected to be accountable to ourselves and others and to be engaged, collegial and accessible. By doing
so, we are more fully able to share together in the types of critical dialogue, creative thinking and
reflective practice expected of professionals.

EDER 309 Syllabus (2014) 6

Specific guidelines for classroom etiquette

1. You should seldom and only for a very good reason arrive late or leave early. If you intend to
leave early, simply let me know at the beginning of class and sit near the exit to minimize
disruption.
2. A break will be scheduled midway through each lecture. Barring an emergency, do not excuse
yourself from the classroom outside the scheduled break.
3. Chattering or whispering to your classmates during the lecture is not allowed because it is
disruptive. Those who violate this rule will be asked to leave the classroom.
4. Laptops are permitted solely for taking notes. They are not to be used for catching-up on email,
instant messaging, or surfing the internet. Failure to observe this rule may be treated as an
academic offence.
5. All other electronic devices must be turned off and stowed while you are in the classroom. If you
wish to use any such device during the break, please step outside the class.
6. If class should be cancelled for some unforeseen reason (e.g., snowstorm), please consult your
McGill email for guidance (especially when the submission of assignments or assessments are
affected).
7. Since EDER 309 is scheduled over the dinner hour, and since students may be hungry, food and
beverage are permitted within the following parameters:
Limit yourself ideally to a sandwich and beverage
Refrain from eating large meals, meals that require the use of cutlery, and meals which
have strong odours (typically hot items)
Refrain from sharing meals with your classmates.
Refrain from eating foods which make chewing audible, such as carrots, chips, apples,
and other crunchy foods.

EDER 309 Syllabus (2014) 7