Media, Religion & Culture

“Religion today is much more a public, commodified, therapeutic and personalized set of practices than it has been in the past.  At the same time, the media … are collectively coming to constitute a realm where important projects of ‘The self’ take place – projects that include spiritual, transcendent, and deeply meaningful ‘work.’ … religion and media are increasingly converging … on a common turf: the everyday world of lived experience.” S. Hoover

“I suspect that [the de-institutionalization of religion] is not a de-institutionalization at all, but a re-institutionalization of religious faith within the institutions of commercial mass media.” P. Horsfield

“Images … [are not] …ancillary illustrations to the ‘real’ nature of religion as theology, creed, sermon, or clergy. Instead, images and the manner in which they are used are primary forms of evidence – visual evidence; they are, materially speaking, religion at work.” D. Morgan

REQUIRED READING :

Mahan,  Jeffrey H., Media, Religion and Culture: An Introduction , (London:Routledge ,2014)

There will be several additional readings posted below in Canvas at the weeks that we will read and discuss them.

Purchase and read ONE of the following (to be discussed during Gathering Days). Sign up for the appropriate reading group at the Choose Your Additional Reading tab below:

• Heidi A. Campbell & Stephen Garner,2016, Networked Theology: Negotiating Faith in Digital Culture , Waco: Baylor University Press, (A media scholar and a theologian analyze how we consume new media and technologies and discuss the impact on our social and religious lives.) ISBN 9780801049149
• Craig Detweiler, 2013, iGods: How Technology Shapes our Spiritual and Social Lives , Grand Rapids: Brazos Books, (A study of human faith in technology. Using Apple, Amazon, Google, Facebook and other social media as examples the author, a professor at at Fuller Theological Seminary, seeks to understand and critique the implications of new technologies.  ISBN 9781587433443
• Peter Horsfield, 2015, From Jesus to the Internet: A History of Christianity and Media , West Sussex: Wiley Blackwell ( A systematic history of the relationship between Christianity and media, the book demonstrates the ways in which Christianity's beliefs, rituals, theology, institutional forms and organization, have been shaped by emerging media practices. ) ISBN 9781118447383

Jeffrey H. Mahan, MDiv, PhD
Ralph E. and Norma E. Peck Chair in Religion & Public Communication

I am available to respond to individual questions in several ways:

Email:Feel free to email me at jmahan@iliff.edu or message me through Canvas. I try to read and respond within 24 hrs, though I will not typically respond over the weekend. 

Phone: 303-765-3192 (office)  If you do not reach me, please leave a message and I will get back to you when I am next in the office.  

Appointments: If you want a longer conversation we can set a time for a phone consult.  Or, if you are going to be on campus  I would be happy to schedule a face-to-face conversation. Please email me indicating your availability and requesting a time. 

Learning Goals for BL2344: Media, Religion and Culture

Students will develop:

1. Familiarity with the broad theoretical conversations about persons, community, technology and the sacred that define the discourse about media, religion and culture.
2. Ability to reflect on the form and implications of religious practice, location and discourse in mass-mediated culture.
3. Skill in accessing and navigating religion on the web. And,
4. Facility in engaging in online learning, including the ability to contribute to online dialogue and discussion that respectfully explores difference and contributes to mutual understanding. 

The course addressed the following Degree Learning Goals

MDIV

2.2 identify and critically evaluate the symbolic systems and religious meanings at play in everyday events and interactions, institutional structures, and cultural artifacts

3.3 identify and articulate their constructive theological position on an issue, current event, or traditional Christian doctrinal category with clarity

3.5 engage in social analysis of contemporary religious traditions and institutions in order to assess current religious practices and to design meaningful practices of ministry within particular contexts

4.3 Demonstrate an awareness of the importance of social location (race, class, gender, age, sexual orientation, gender identity, ability/disability, etc.) for self-understanding and professional practice

MTS

1. Articulate the spiritual and social complexities of religious and cultural traditions related to the area of their specific focus/interest.

3. Relate learning from recognizable forms of theological discourse to contemporary issues and questions, particularly those relevant to the student’s own professional practices and personal life.

MA

4. Establish enough of a breadth of awareness of historic and contemporary thinkers within their particular discipline that they will be able to identify and choose good conversation partners within their field to engage their research question.

MAPSC

2. Students will identify and critically evaluate the ways in which their personal, religious, and cultural experience, along with their activities in pastoral and spiritual care, shape their theology, moral orientation, and vocational formation.

MASC

1. Students will engage in social, historical, and political analysis in order to identify key factors impacting situations in which social change is desired and potential contradictions within these settings that open up the possibility for change.

 Requirements, Assignments, and Grades

Assignments are described in each weekly module, and are repeated here so that you can see them in total.

1)  Preparatory Tasks need to be completed prior the first week of class. These primarily involve reviewing the syllabus, selecting  your additional reading text.  Please notice the direction to keep a 48 hour media log for discussion at the beginning of the second week of class.

2)    Instructor’s Reflections  (typically three-to-five minutes) on the week’s theme or a related or supplemental topic will be post for discussion at the links on some weekly Canvas list. 

3)    Weekly reading assignments are posted  in the  Canvas calendar with reflection question about the readings themselves and/or about theoretical assumptions about media, religion and culture, and/or practical applications of the material.

4)    Class discussion: We will discuss the week's readings on Canvas, in two stages, usually due Tuesday and Thursday:

By Tuesday, at 11:59 PM post an entry (typically 125 to 250 words and never more than 300 words) responding to one of the posted questions.  Where there are two readings for week, post a shorter response (50 - 75) in response to one of the posted questions about the other reading. Choose your words carefully to make a succinct comment that adds to the conversation.

By Thursday, at 11:59 PM continue the conversation by posting two responses to your classmates’ posts and/or their response to your original postings. (one major response will typically be 50 to 75 words, the others might typically be 20 to 50 words)  I will occasionally add comments as well. 

Whether we are building a non-synchronous online written conversation, or engaged in synchronous small group discussion, the goal is for us to work as a community of learners to deepen our thinking about the questions, themes and theories, raised in the class. We will want to consider how they help us think about how people practice in the media/religion sphere and the possibilities and challenges new media raise for organized religion and the practices of ministry. Good questions are not easy to answer and we should be building an ongoing conversation over the course of the quarter. 

For each reading I have posed thematic questions. Please don't think of them as a quiz where you must answer each of my questions to demonstrate that you have done the readings.  They are discussion starters, but they certainly don't identify all the important questions that we will want to discuss. 

Substantive Contribution: Full points for discussion requires that you make a substantive contribution to the discussion. A key evidence of a substantive contribution is that it adds something to the conversation. Don't repeat what others have already said or simply tell us that you agree or disagree with the author, instructor or classmate.  Tell us why, and tease out the implications of your responses. Locate your comment or question in relationship to the text we are discussing.  I have suggested possible word ranges above, but I will be looking for substance, not counting words. 

 Timely discussion is your primary area of accountability for items 1-4.  Participation will count for 20% of the grade - 20 possible points.

Failing to post, or posting late constitutes absence and more than three absences in the quarter may be grounds for failure.

 5)   Website Report:  Each student will follow a website related in some way to religion and media throughout the first six weeks of the quarter. See the notes on choosing a web site listed under “Preparatory Tasks."  The goal is to participate in the public culture of the site, not simply consume its content or “lurk” in its discussion forums. You might participate by responding to online conversations there, contributing material, or by blogging about the site. Visit the website each week and reflecting on it in light of the questions raised by your reading and class discussion. You will post a brief (400 to 500 word) report on your website, and participating in an in depth discuss the function and effectiveness of sites throughout week seven. Please note that this is a substantive assignment, worth 20% of your grade. I will be looking for evidence of  your analysis of your own website, for evidence of how you followed and participated on the site, and of your participation in a general conversation about websites, their function and effectiveness - 20 possible points.

6)    Additional Reading: During Gathering Days your reading group will discuss the additional book (Campbell & Gardner, Detweiler, or Horsfield) and make a brief report to the class on the reading. Find guidelines for the discussion of the Additional Reading here.  20% of Grade - 20 possible points.

7)    Independent Project: Each student will develop an independent project. This might be a 12-to-14 page double spaced research paper related to some aspect of the relationship of religion and media.  Or, it might be an alternative project, negotiated with the instructor, involve developing a website or other media resource for a particular religious community or around an issue or theme. An alternative project should be accompanied by a 5 page reflection on how the project addresses questions raised in the course.

• Due Thursday of Week Four: Submit a project proposal of 200-400 words outlining the paper/project. If you are writing a paper, describe topic and approach you are planning take, your research questions and resources. If you are proposing an alternative project, describe it, its audience and purpose, and suggest the questions about media, religion and culture which it will allow you to discus. I will respond with any concerns or suggestions to help you shape the project. 
• Due Wednesday of Week Nine: submit your paper  or project for Professor Mahan's review and grading. Also due Wed of Week Nine, post a 200 to 500 word precis of your paper/project for class discussion.  40% of the grade - 40 possible points.

8)  Grade Scale:

9. Comments on written work: With the final papers and paper proposals that you post of Canvas I will typically both respond in the comment box and make marginal comments. To see the marginal comments you need to return to the paper and click the Submission Details link as described here http://guides.instructure.com/s/2204/m/4212/l/54359-how-do-i-view-  instructor-comments

Attendance/Participation: Our connections are both non-synchronous online, and synchronous and face- to-face  during Gathering Days, the success of the course depends on the consistent and timely participation of each class member. Failure to post on time constitutes absence just as does absence from the Gathering Days sessions, and more than three absences in the quarter may be grounds for failure. 

Incomplete Policy:  Incomplete policies and procedures are described in the Masters Student Handbook; Students who believe their situation meets the standards described there apply for an incomplete through the registrar’s office.

Academic Integrity Standards: Academic integrity lies at the foundation of academic progress.  Academic dishonesty includes, but is not limited to, acts of fraud and deception on an examination or class assignment, acts of forgery or unauthorized alteration of any official academic record or document and attempt to gain credit for work that one has plagiarized from the work of another person.  Working in the online context where access to sources is particularly easy requires particular vigilance in clarifying where and how one draws on the work of others. Academic dishonesty will not be tolerated in this course or any other at Iliff School of Theology and there are serious consequences to students who engage in it.  For more information on these and other rules regarding academic progress at Iliff consult the Masters Student Handbook. 

Please be aware that assignments for this course are routinely submitted through turnitin.com, where they are checked for un-footnoted similarities to published work. 

Americans with Disabilities Act (ADA): Iliff engages in a collaborative effort with students with disabilities to reasonably accommodate student needs.  Students are encouraged to contact their assigned advisor to initiate the process of requesting accommodations.  The advising center can be contacted at advising@iliff.edu or by phone at 303-765-1146.   

Additional Readings

Sign up to read and discuss one of the three available additional reading books books by clicking on the tab below and then the tab for the appropriate book. There is room for six students in each group.

Please select a reading by clicking on the author's name at this link.

Technology Issues : If you need assistance managing Canvas and/or Google Hangouts please contact Support@iliff.edu or call them at 303-909-9321. Please leave a message and the staff will get back to you as soon as possible. They are typically available 8:30AM - 7:00ish in the Mountain Time Zone.