Meeting Times: MWF 11am Meeting Place: CC-4
Professor: Darby K. Ray Office: CC-16
Office Hours: MW, 1:30-3:00pm and by appointment
Phone: 974-1337 (office), 982-9298 (home; call before 10pm)
Email: raydk (This is the best way to reach me.)
Teaching Assistant: Jason Hicks

Course Description
This course will explore the complex and controversial issue of religion's relationship to the Earth, its nonhuman inhabitants, and science. Questions that will guide our exploration include: What role, if any, has religion played in the creation and maintenance of environmental degradation? Have certain religious traditions, ideas, or assumptions been more problematic than others? If a particular tradition or set of claims can be positively linked to environmental destruction, what is implied about the moral viability of that tradition or set of claims? What options do "insiders" to such traditions have in relation to the fact of their tradition's culpability? What responsibilities, if any, do humans–and religious insiders in particular–have to the Earth and its myriad life-forms? What is the moral status of nonhuman life? Does nature have rights? Does it have inherent value separate from human existence and thought? What happens, and what should happen, when the needs of nonhuman nature conflict or compete with human needs? What light can religion shed on such questions? What is the relationship--historically, theoretically, and ideally–of religion and science? Since science has within the last four centuries largely replaced religion as the primary organizing and authorizing discourse in the world, what role, if any, remains for religion?
As we ponder these and other questions, we will focus attention particularly on the Christian religion, past and present, because it is the tradition that dominates our own culture, for better or worse. As we investigate Christian understandings of God, creation, human being, spirit, sin, redemption, and eschatology, the question of ethics--of the practical applications and implications of beliefs and doctrines, as well as of the determination of what is "appropriate" or "helpful" or "good" behavior, policy, or doctrine--will be a constant subtext of the discussion. This question will also play a key role in our consideration of non-Christian religious traditions and ideas. Because we live in an increasingly multi-religious world, our study of Christianity cannot occur in isolation from other traditions, old and new. Thus we will explore insights into the religion-nature-science question from Buddhist, Hindu, Islamic, Jewish, and Baha'i perspectives, among others.
Our exploration into these traditions and questions will be framed and informed by the specific contours of the current situation (overpopulation, massive poverty, diminishing fossil fuels, unsustainable policies and practices, global warming, land use debates, decreasing biodiversity, economic policies and their impact, and so on). We will engage some of the specificities of our local situation through a series of service-learning experiences. We will also take advantage of the several special events and lectures presented as part of the College's Green Semester.

Course Texts
Required texts (available in the college bookstore):
Gottlieb, ed., This Sacred Earth: Religion, Nature, Environment
McFague, The Body of God: An Ecological Theology

Expectations and Requirements
I expect you to be committed to this course; I hope you will become passionate about it. I expect you to do the very best work you can do--the most careful and creative thinking, the clearest and most persuasive writing, and the most sophisticated analysis of sources and ideas. I expect you to take the course seriously so that its problems, challenges, and questions become part of your world, if only for the semester.
I expect you to be a responsible member of the class community. This means listening attentively when others speak, engaging respectfully with the ideas of others, and "pulling your own weight" in group work and class discussions. It also means getting to class on time so that class time is not interrupted, and contributing to class discussion only when you are prepared to do so (by completing assigned readings and writing assignments).
I expect you to be open to new ideas and approaches and to allow your own assumptions and opinions to be challenged. At the same time, I expect you to interrogate, challenge, and evaluate the assumptions and claims of the various positions you encounter in readings, lectures, and discussions.
I expect you to attend class regularly and punctually and to be prepared for every class you attend. Adequate preparation means that you have completed assigned readings, taken notes on the reading or pondered it sufficiently so as to engage in informed discussion about it, and, when appropriate, completed written assignments or individual or group presentations. I expect you to hand in all written work on or before its due date.
I expect you to take responsibility for your performance in this course. This means that you should not expect me to do your thinking for you, nor to reward mediocre work, nor to entertain you. If you choose to miss class, zone out in class, come unprepared to class, or hand in shoddy work, then you can expect your grade to reflect your decision. If you don't understand something or need help, just ask (Remember: I am not a mind-reader!).
Finally, I expect you to take responsibility for the following areas in which your performance in this course will be evaluated.

(1) Attendance
Regular and punctual attendance is a requirement of the course. Absences in excess of three will result in the lowering of your final grade by one-third letter grade per absence. Absences in excess of nine will result in failure of the course. Did you read those previous two sentences? In addition, significant and/or repeated tardies will each be treated as one-half an absence. Please plan accordingly.

(2) Daily Participation (10%)
Your informed and active participation in the course is expected. This may take a variety of forms: attentive listening, meaningful contribution to discussion, collegial group work, relevant questions, and so on. I realize that some people are less comfortable than others speaking in public. However, it is imperative in this course that every student participate regularly in oral discussion. I will do everything in my power to create a comfortable classroom where all voices are welcome. Please let me know if you have particular needs or concerns related to this expectation.

(3) Exams (40%)
There will be three exams in which you will be asked to summarize, synthesize, and analyze ideas from various course materials. These exercises will be evaluated in terms of these criteria:
* command of material (Do you understand the material--what it means, how it is relevant to the course and to the specific question at hand, and why it is significant?)
* clarity and coherence of expression (Can you explain the material in an intelligible and organized fashion?)
* complexity of thinking (Are you able to indicate the different layers of meaning, and the implications and relevance of the meaning, raised by the question?)
* persuasiveness of argument (Have you offered a thesis to guide and interconnect the components of your essay? Do you provide convincing arguments to support that thesis? Have you evaluated your sources so as to convince your reader that your interpretation of their meaning and import is valid?).
Failure to complete an exam will result in failure of the course.

(4) Daily Writing (30%)
A course Portfolio comprised of daily writings will be assembled throughout the semester. In general, Portfolio entries should be treated with great seriousness. They are your attempt to grapple thoughtfully with the materials you encounter in the assigned readings. Toward that end, I have offered questions and/or exercises designed to generate and focus your thoughts. (See Daily Schedule below.) Portfolio entries should not be treated as a chance to muse in a free-wheeling, stream-of-consciousness way on whatever happens to pop into your head as you read assignments. Although meaningful thoughts may very well "pop into your head" as you read, they will not fulfill the Portfolio requirement unless they are expressed in a careful, coherent, and engaging way. In all cases, the direct relevance of entries to the assigned text should be clear.
Portfolio entries are due at the beginning of each class unless otherwise noted in the syllabus. Two late entries per student will be accepted without penalty. No other late entries will be accepted. Portfolio entries will be evaluated at several different times during the semester. Each student should give to the instructor a manila folder with his/her name printed clearly on the tab, last name first. The instructor will keep these folders and place entries into them as they are received.

(5) Special Events Journal (10%)
In addition to your regular classroom attendance and work, you are required to attend a number of out-of-class events (See Daily Schedule below for specifics). For each event, you should complete a brief but thoughtful written reflection indicating some learning you experienced as a result of the event. These needn't be formal essays, but they should be coherent and thoughtful reflections.

(6) Service-Learning Projects (10%)
To study nature, one needs to get out into it–to get one's hands dirty, so to speak. In this course, you are required to complete a modest 15 hours of hands-on work. This work will put you in direct contact with one of the main areas you are studying in this course–nature. It will also acquaint you with some of the ways in which local organizations and people are attempting to respond to different dimensions of the environmental crisis. Finally, your work will render a (modest) service to these organizations/ people.
Two projects are required and will be completed as a class: (1) work at the Stewpot Community Garden (date and time TBA, for a total of 3 hours); (2) work at the Earth Lab in Canton (date and time TBA, for a total of 4 hours). In addition to working at the Earth Lab, we will have a chance to observe one of the Earth Education classes offered to secondary school children at the Lab, to tour and learn about the Eco-House located there, and to enjoy a night under the stars on Earth Lab grounds.
In addition to the seven hours outlined in the previous paragraph, you are required to complete eight more hours of work. You may choose from the following projects (or, with the instructor's approval, you may choose other projects):
(a) Gleaners - sort food at Millsaps, then drive it to the Gleaners site; approx. 2 hours;
(b) Mississippi Museum of Natural Science - several options: become a Museum educator, making brief presentations to Museum guests; do nature trail maintenance; volunteer at NatureFest; monitor Baby Dinosaur Exhibit; 1-8 hours;
(c) Campus Worship Service - work with CMT to create an "eco-service" for the Millsaps community; approx. 3 hours;
(d) volunteer at the Future Fair on March 28-29; 1-4 hours;
(e) Campus Pulse Project - work with at least one other classmate to "take the pulse" of Millsaps in relation to environmental practices and attitudes; for example, a Caf survey and a study of campus energy consumption and cost, or a video tour of a couple of campus dumpsters to see what could have been recycled plus an article in the P&W; there are lots of possibilities here; 8 hours.

*Failure to complete the assignments described in numbers 3-6 above will result in failure of the course.

Note: In general, written work will be evaluated in terms of command of material, clarity and organization of ideas, persuasiveness of argument, complexity of thinking, creativity of thought, elegance of expression, and grammatical correctness. Specific writing skills to focus on include Diction, Evidence, and Documentation, as well as Synthesis. For definitions of these terms, refer to the Millsaps College Writing Pyramid (last page of this syllabus).

The Millsaps Honor Code
All work completed in this course should comply with the letter and the spirit of the Millsaps Honor Code. Suspected violations of the Code will be forwarded to the Honor Council for consideration.
If at any point in the semester you or anyone you know has questions about the Code or its relation to a given assignment, please do not hesitate to contact me. Ignorance and the absence of malice are not acceptable excuses for violating the Honor Code.

ACADEMIC HONOR CODE of MILLSAPS COLLEGE
Millsaps College is an academic community dedicated to the pursuit of scholarly inquiry and intellectual growth. The foundation of this community is a spirit of personal honesty and mutual trust. Through their Honor Code, the students of Millsaps College affirm their adherence to these basic ethical principles.
An Honor Code is not simply a set of rules and procedures governing students' academic conduct. It is an opportunity to put personal responsibility and integrity into action. When students agree to abide by an Honor Code, they liberate themselves to pursue their academic goals in an atmosphere of mutual confidence and respect.
The success of the Code depends on the support of each member of the community. Students and faculty alike commit themselves in their work to the principles of academic honesty. When they
become aware of infractions, both students and faculty are obligated to report them to the Honor Council, which is responsible for enforcement.
The pledge signed by all students upon entering the College is as follows:
As a Millsaps College student, I hereby affirm that I understand the Honor Code and am aware of its implications and of my responsibility to the Code. In the interests of expanding the atmosphere of respect and trust in the College, I promise to uphold the Honor Code and I will not tolerate dishonest behavior in myself or in others.
Each examination, quiz, or other assignment that is to be graded will carry the written pledge: "I hereby certify that I have neither given nor received unauthorized aid on this assignment. (Signature)" The abbreviation "Pledged" followed by the student's signature has the same meaning and may be acceptable on assignments other than final examinations.
It is the responsibility of students and faculty to report offenses to the Honor Code Council in the form of a written report. This account must be signed, the accusation explained in as much detail as possible, and submitted to the Dean of the College.

The Honor Council, 2000-2001
Jim Goode, chair Dr. Jesse Beeler, Faculty Secretary
Erin Pelleteri Dr. William Storey
Anna Crell Dr. Kristina Stensaas
Jamie Holcombe
Leslie Aldridge
Matt Marston

Daily Schedule*

1/13 Introductions

I. Evocations of Connection

1/15 essays by Thoreau, Lopez, Carson, Emerson, Muir, Leopold, Dillard, Hogan, and Kaza
This Sacred Earth (henceforth: TSE), 18-43
daily writing: Choose two essays to comment on or to use as springboards for your own reflection on the connection between nature and spirit. 1-2 pages.

II. Christianity: Problems & Possibilities

1/17 Lynn White, "The Historic Roots of Our Ecologic Crisis," TSE 184-193
David Kinsley, "Christianity as Ecologically Harmful," TSE 104- top of 116
daily writing: Do your own observations or experiences of Christianity confirm or contest the contention that this tradition has contributed to human alienation toward and destruction of nature? Explain. Connect with White and/or Kinsley's essay(s). 2 pages.

1/20 Roderick Nash, "The Greening of Religion," TSE 194-221
David Kinsley, "Christianity as Ecologically Responsible," TSE 116-123
daily writing: Reflect on two ideas from Nash's essay. 1 page.

1/22 Denominational positions/perspectives
Pope John Paul II (TSE 230-237), American Baptist Churches (238-242), Evangelical Lutheran Church (243-250), Report to World Council of Churches (bottom of 258-268), an ecumenical statement (636-639), Catholic Social Teachings (643-653)
daily writing: What common themes, concerns, or suggestions do you detect in these various statements? Are there any conflicts or differences of note? 1-2 pages

1/23 special event: 11:30am, AC 215, Moreton Lecture I: Dr. David Pimentel, Dept. of Entomology, Cornell University, "Conserving Environmental Resources: The Fight Against Human Starvation and Disease"
note: There are three Moreton Lectures. You are required to attend at least one of them.

1/24 Sallie McFague, The Body of God (henceforth Body), chapters 1 and 2 (1-63)
discussion questions: Why, according to McFague, is the "organic model" needed? What are its basic contours? What is the "common creation story?" How, if at all, does it differ from the creation story(ies) you grew up with? What is an "attention epistemology," and why does McFague think it is necessary?

1/27 Body, chapters 3 and 4 (78-129)
special event write-up due: Moreton Lecture I
daily writing: What understanding of human being (theological anthropology) does McFague endorse? Given this view, how does she think we ought to rethink the notion of sin? What do you think of these proposals? 2 pages.

1/29 Body, chapters 5 and 6 (131-195)
daily writing: Option 1: Of the models of God McFague presents on pages 136-141, which one(s) best corresponds with the one(s) you grew up with? What does the model of God as Spirit (as articulated by McFague) entail? How does this model strike you? OR Option 2: How does McFague rethink the meaning of Jesus in light of the model of the world as God's body? What do you think of this christology? 2 pages.

1/31 Body, chapter 7 (197-212)
John F. Haught, "Christianity and Ecology," TSE 270-284
daily writing: What noteworthy ideas, insights, and/or questions do you take with you from McFague's book as a whole? Where do you think McFague's project fits within Haught's typology?

2/3 Judith N. Scoville, "Valuing the Land: Ecological Theology in the Context of Agriculture," TSE 596-602
Dieter T. Hessel, "Now that Animals Can Be Genetically Engineered: Biotechnology in Theological-Ethical Perspective," TSE 620-631
daily writing: Reflect on these two applications of Christian insight to specific environmental questions (agriculture and biotechnology). 1-2 pages.

2/5 wrap-up: Christianity

2/6 special event: 11:30am, AC 215, Moreton Lecture II: Dr. Jerald I. Schnoor, Dept. of Civil Environmental Engineering, University of Iowa, "Eco-Logic: A Perspective on Global Change and Sustainable Development"

2/7 in-class exam

III. Non-Christian Religions

2/10 TBA
special event write-up due: Moreton Lecture II

2/12 TBA

2/17 TBA

2/19 TBA

2/24 TBA

2/26 TBA

3/5 TBA

3/17 in-class exam

IV. Beyond Religion?

3/17 TBA

3/19 TBA

3/24 TBA

3/26 TBA

3/27 big day: The 2003 Summers Lecture Event
(1) 11:30am, AC Recital Hall, the 2003 Summers Lecture: Dr. Mark Wallace, Swarthmore College, "Earth God: A Christian Eco-Theology with Mississippi Roots"
(2) 1:15-2:30pm, Leggett Center, "Christian Reflections on Professor Wallace's Lecture" featuring local clergy and laypeople from different denominations and perspectives
(3) 2:30-3:00pm, Leggett Center, "Expanding the Conversation" - View excerpts from the Bill Moyers' special, "Spirit and Nature," featuring scholars from five of the world's religions; presentation of Catholic Social Teachings on the environment
(4) 3:00-3:45pm, Leggett Center, Small Group Discussions
(5) 3:45-4:45pm, Leggett A, Plenary Session with Professor Wallace
(6) 5:00-5:30pm, AC Recital Hall, Millsaps Singers Perform "In Quiet Resting Places"
Note: Of the six events listed above, you are required to attend number 1. You are also required to attend two of the other events. However, number 4 must be attended in tandem with number 3 (Otherwise, it will make no sense.)

3/28 evening class: 7:30pm, AC 215: Lester Brown, President of the Earth Policy Institute, Washington, D.C., "Our Role in Building an Eco-Economy"
Note: This is a required event.

3/28-3/29 Mississippi Future Fair; events TBA. This is an optional event.

3/31 TBA
special event write-ups due: Summers Lecture & related events; Lester Brown event

4/2 TBA

4/7 TBA

4/8 special event: the Nova Series Lecture: Jane Goodall, renowned primatologist and author
Note: This is a required event (assuming we can get tickets).

4/9 TBA

4/10 special event: 11:30am, AC 215, Moreton Lecture III: Dr. K.R. Munkittrick, Canada Research Chair in Ecosystem Health Asssessment, University of New Brunswick, "Sex and the Single Sucker: Responses from Fish Populations to Effluents from Pulp and Paper Mills"

4/14 in-class exam

4/16 TBA
special event: 7:30pm, Leggett B, "Professing the Professions: Green Careers" - featuring professionals who have chosen "green" careers
Note: This is a required event.
special event write-ups due: Jane Goodall event; Moreton Lecture III

4/18 College closed. No class.

4/21 campus pulse project presentation
or: paper presentation

4/22 Earth Day

4/23 wrap-up
special event write-ups due: Green Careers; service-learning project(s)

4/25 12:30pm - Eco-Psychologist Jay Nussbaum, AC 215
Note: This is a required event.

4/28 2:00pm - final exam
special event write-up due: Jay Nussbaum