syllabus apocalyptic visions

CHRISTOPHER NEWPORT UNIVERSITY

Apocalyptic Visions in

American Literature and Film

RSTD 395

AMST 395

Instructor: Dr. Kip Redick

Office: BTC 211

Phone: 594-7801

Email: kredick@cnu.edu

Fax: 594-7349

Office Hours: Open hours are 10-11:30 a.m. and 2-3:30 p.m. Monday and Wednesday.

Regular appointments are 10-11:30 a.m. Tuesday and Thursday, to be scheduled with the secretary. Or, special appointments can be scheduled with me for other times as needs dictate.

Secretary: Princess Nilen

Phone: 594-8827

Syllabus

Introduction to the Course:

This course is concerned with visions of the end of the world as expressed in American popular culture but rooted primarily in Christian theology. Puritan colonists came to America with an apocalyptic vision already in place. Their experience was interpreted as involving the end of one age of religious tradition and the beginning of a new millennium, a promised utopian “kingdom of God manifest in a new world. America was that new world. Since that time various groups have reinterpreted the Puritan vision or claimed to have their own special revelation of the new millennium. In the late nineteenth century, Native Americans had their own apocalyptic vision and practiced the Ghost Dance. The twentieth century has seen millennial visions in new age and secular groups as well as new expressions in traditional religion. We will examine works of literature that range from the popular “Left Behind” series to Rachel Carson’s Silent Spring. We will discuss films that include Dr. Strangelove, Matrix, The Fisher King, The Fifth Element, and Apocalypse Now. Finally, we will study various eschatological theologies that include premillenialism, postmillenialism, and Amillenialism.

Goals:

The means and media for better understanding apocalyptic visions will be reading, interpreting, analyzing, and critically evaluating various texts, handouts, images, music, and video presentations. Coming to understand apocalyptic visions will be facilitated through class/group discussions. Therefore clear writing and the presentation of the ideas expressed in writing are necessary for the achievement of goals. Clear writing will enhance peer critique and class assignment completion. The following are general goals which individuals should incorporate into the learning experience (note that each goal should be preceded by the statement "the improvement of"): reading comprehension, interpretation skills, analytical ability, critical thinking skills, evaluation of problems, ability to synthesize, clear and concise writing skills, participation in group dynamics, use of technology, individual effort toward solving a problem in the context of a group. The following goals are related to religion and our study of apocalyptic visions (again each goal should be preceded by the statement "the improvement of"): an understanding of sacred signs and symbols, a knowledge of various eschatological views and the significance of such views, a familiarity with various apocalyptic groups and their religious practices, an understanding of the way a view of end times informs and changes one’s view of everyday living, an understanding of the connection between place and religious experience, an understanding of the connection between communication and religion, and a new understanding of our own religious experience in light of what we learn in this class.

Objectives:

The following objectives are closely related to the goals listed above; they are simply a distillation of the goals. Keep these short statements outlining the course objectives in mind as a way of reminding yourself of the goals listed above. I will list the statements below and then offer a brief explanation of each.

1. Gaining a broader understanding and appreciation of intellectual/cultural activity (in relation to apocalyptic visions in American culture).

2. Acquiring an interest in learning more by asking questions and seeking answers.

3. Developing skill in expressing oneself orally or in writing.

4. Developing skills in working with group members.

Discussing, reflecting upon, and writing about apocalyptic visions in American culture is one way of exploring American culture in general. The primary objective of this class is to gain a broader understanding of the way apocalyptic visions in American culture are both expressed and experienced. The student is encouraged to employ learning through self motivated discovery. Ask questions of each other, of your professor, and of yourselves as a way of learning. Seek answers to these questions through reading, both required and supplementary texts, as well as through discussions with peers and your professor. Reflect on the idea of apocalyptic visions in American culture. This leads to the third objective, learning through communicating both in writing and orally. Until the learner has communicated an acquired knowledge, there is no way of determining whether that knowledge is valuable or relevant. Communication amongst peers allows for mutual critique. This leads to the final objective, students gain insight and skills in working with team members. Much learning takes place as the student searches for knowledge while sitting quietly with a book, or through quiet reflection, or in producing a piece of writing. However, much learning also takes place in a group environment where people share ideas, critique each other's ideas, and offer constructive criticism concerning a piece of writing.

Students will be required to write essays and engage in oral discussion related to these essays. Students will also write a research paper and critique a peer’s research paper. Finally, each class member will keep a reading and reflection journal.

First week: Introduction, Defining important concepts, readings from handouts.

Second and Third weeks: Reflection and discussion of concepts; further exploration, read COE.

Note that these readings are general guidelines. Weekly assignments may differ from the above schedule. If the class does deviate from the above schedule the student should make adjustments accordingly. The class will cover all of the topics mentioned above.

Erickson, Millard. Contemporary Options in Eschatology: A Study of the Millennium.

Kyle, Richard. “Visions of the End: A History of the Last Days.” Direction Vol. 26 No. 1, Spring 1997, 62-79.

Hussain, Amir. “Apocalyptic Visions.” Journal of Religion and Film Vol. 4, No. 1, April 2000.

Ostwalt, Conrad. “Visions of the End: Secular Apocalypse in Recent Hollywood Film.” Journal of Religion and Film Vol. 2, No. 1, April 1998.

Bendle, Mervyn F. “The Apocalyptic Imagination and Popular Culture.” Journal of Religion and Popular Culture Vol. XI, Fall 2005.

Berger, Peter L. A Rumor of Angels: Modern Society and the Rediscover of the Supernatural. New York: Anchor Books, 1969.

Eliade, Mircea. Images and Symbols. Trans. Philip Mairet. New York: Sheed & Ward, 1952.

---. Myth and Reality. Trans. Willard R. Trask. New York: Harper Torchbooks, 1975.

--. The Sacred and the Profane. Trans. Willard R. Trask. San Diego: Harvest Book, 1987.

You will receive reading and writing assignment objectives in relation to a particular topic. You will respond to the assignment objectives with a concise quality essay. Each essay will provide the class with material that will add to the assignment discussion. Each essay should be between 500 and 900 words, that is about 2-4 single spaced or 3-6 double spaced pages; it is more important that the assignment topic be covered by a full discussion. This essay will provide the class with material that will add to the assignment discussion. Each essay will have a bibliography and parenthetical references. Essays will be kept in a folder to be presented to the instructor at regular intervals for grading and feedback. Make note of the criteria for a quality essay below.

An essay or paper is the individual's opinion that is the result of research related to a topic issue. The issue is communicated in the form of a question. Quality writing clearly addresses the topic issue and communicates to the reader the writer's informed opinion. It also engages the reader in a kind of conversation by inviting the reader to think and reflect upon areas of interest that the writer finds fascinating and important in relation to the topic question. The writer's aim is to come to some understanding of the question and to engage the reader's attention and thought, attempting to show the reader how the writer came to such an understanding. Understanding is attained and determined through an ability to support assertions in writing, as well as through clear illustrations and explanations. Within the essay there should be statements that are assertions as to the opinion of the individual. These assertions should be supported by statements which link the assertion to facts learned in research and/or personal experience--although personal experience used as support should be clearly qualified. It is important in supporting assertions to cite appropriate support sources. Contrasting opinions and support for those opinions should be explored in order to come to better understanding in relation to the topic issue. That is, it is a valuable practice for the writer to consider alternative opinions before reaching any final conclusions. Finally, the paper should establish a clear conclusion. The reader should have access to the writer's final opinion as to the answer to the topic issue. It should be clear to the reader that the conclusion has been supported, alternatives has been addressed, and the writer's opinion is probable.

Research papers will conform to the MLA Handbook and are to be ten pages, typed with 12 point font, double-spaced, and have a bibliography. They will be written on a topic of choice that has been approved. No two students will be allowed to write on the same topic, and topics will be assigned first come first choice. The student must have at least five bibliographic sources not including encyclopedic, dictionary, or required texts. Students may use Internet sites as a source but they will only count as one source. The student is responsible for choosing a topic and getting it approved. The student is encouraged to write a personal reflection of at least a page within the body of the paper. Note the section on criteria of quality essays and incorporate those principles into the writing of the paper. There are four parts to this assignment: 1) Thesis statement and paragraph description of the project, 15 points; 2) Outline and bibliography, 15 points; 3) Submit a rough draft to a peer and critique their paper, 15 points; 4) Final draft, 55 points. The thesis statement and paragraph describing the project will be submitted by the beginning of the 5^th week. The outline and bibliography of the paper will be submitted by the 8^th week. A rough draft of the paper will be given to a peer for critique at the beginning of the 10^th week. A critique of your peer’s paper is to be given to them by the 12^th week. The final draft of the paper and your critique of a peer’s paper will be submitted at the beginning of the 14^th week. Your thesis, paragraph description, outline, bibliography, peer’s critique of your paper, and your critique of a peer’s paper are to be included in a file folder that will be submitted with the final draft. Note the section on criteria of quality essays and incorporate those principles into the writing of the paper.

A thesis statement is a sentence that introduces the reader to both your topic and your point of view concerning that topic. In formulating your point of view make sure that you are addressing a central question or problem that your topic raises. One way to compose a thesis statement is to start with a short paragraph that describes your topic of interest and then raises some important questions that are relevant. You will have to craft that paragraph so that your choice of language highlights a topic that will peak a reader’s interest, and at the same time choose questions that further draw that reader into your project. After crafting this paragraph, distill the content into a single sentence.

Students will write a critical response to one of their peer's research papers. Choice of papers to respond to will be approved prior to writing the critique. The response will note both strengths and weaknesses of the paper to which it is addressed. The response should elaborate on the positive use of clear language, concise phrasing, use of analogy, illustration and/or example, as well as a proper use of primary texts in support of assertions. Weaknesses noted will include a lack of support for opinions, unqualified personal experience used to support assertions, a lack of clarity in communicating ideas, a lack of coherence within the overall structure and subject matter of the paper, a lack of fidelity in relation to existing research on the topic, and anything the reader thinks may be improved in the paper. The length of the response should be no less than one page or 300 words, but reflect a full review of the paper to which it is addressed.

Each student will engage in the practice of journaling. Your class reading and reflection journal will be compiled and kept within a file folder and must be typed with a 12 point font. Journal entries will be considered informal writing assignments and as such will be graded more in relation to content than style. Journal entries will contain questions and answers to questions, as well as reflections which relate to daily classroom discussions, completion of exercises, and reading assignments. Any questions the student has when reading or completing assignments should be written in their journal. Reflections may relate to connections the student makes between discussions in this class and those in other classes, between arguments raised in the readings in this class and those raised in other classes or in informal conversations. Students are encouraged to apply the ideas learned in this class to activities that take place outside of the class. These applications make great reflections. The student should bring the journal to class daily and ask those questions which were raised in specific journal entries. As those questions are addressed and answered in the classroom discussions, the student should make note of the discussion and answers within the journal. This class journal will reflect the quality of the students daily classroom participation and completion of homework assignments, and will be graded with this in mind. The journal may be submitted for grading at several times during the course of the semester. The journal is not the same thing as a compilation of class lecture notes; it is the product of written personal reflection related to the class. A good journal will contain at least 15 entries. At least 6 of the entries should be reflections on the assigned readings. At least 5 of the entries should focus on an outside reading, something not assigned as part of the class requirements. Finally, 4 of the entries will be centered on a topic of the student’s choosing. Each journal entry should be dated and given a title related to the subject of reflection.

Reading assignments are to be completed before class time begins. A lack of preparation will affect participation in discussion. Discussion essays will be drawn from the readings. These essays will contribute to classroom discussions. If individuals are lacking in daily preparation, the class goals will not be fully realized. Part of a successful class dynamic is analysis of peer communication. Therefore an important part of daily preparation involves analysis of communication within the context of the classroom setting–whether that classroom in traditional or electronic. Persons should feel some peer motivation toward quality goal achievement. Mutual communication analysis is the means to that achievement. If the student has had a problem completing the assignment on time, the instructor should be notified prior to class thus reducing a negative effect on that grade. Although discussions will address much that is covered in the readings, they will also include information not covered in the texts. Both the instructor and the students will bring supplemental material to class. Therefore participation and attentiveness during discussions is of the utmost importance. Reading analysis is integral to quality classroom discussion. The student is encouraged to complete reading assignments even though material is not understood. Material which is unclear should be noted for classroom discussion. Material that is unclear should be noted in the body of the reading and reflection journal, and after clarification has been made, a subsequent entry should be made in regards to the clarification. Thus some entries will included an addendum that reflects questions which are answered. Noting material for discussion involves writing questions during study sessions. Learners who use written questions to stimulate classroom discussions will be rewarded for good classroom participation. Written questions should be incorporated into the student’s reading and reflection journal. Students are held responsible for all the concepts in the reading assignments. If there are no questions asked during the discussions, it is assumed that the students understand the material completely.

Discussion is the vehicle through which the participant grows in understanding. Intuition is the feeling that one has understanding of a concept or situation but that understanding has not been expressed in language. Often the attempt to set the intuition in the form of language proves difficult. Expressions abound which describe such situations, "I know it but I just can't get my thoughts into words." Integral to clear thinking is putting thought into language. If thoughts are not set in language they can not be examined. Our unexamined opinions may lead us into undesired situations. Intuition which goes unchallenged or unexamined has no basis from which to act except whim.. Once our thoughts are expressed they need support. An unsupported opinion is like a boat drifting upon the sea. In order to fully examine our thoughts they need to be supported. Once we have set thought into language and supported those opinions they are ready to be challenged. The challenge serves to expose a faulty position or a weak spot in an otherwise strong argument. Thought expressed in and supported by language, examined from every angle, and defended from a good challenge is thought that leads toward understanding. Discussion is the vehicle we will use to walk through the critical steps mentioned above. Discussion will only flourish in an atmosphere of mutual enquiry. The persons participating in this class come from diverse backgrounds but there are no experts. We begin the class in need of understanding. We will not arrive at that understanding until we have traveled together through the texts and have experienced valid discussion. There is no reason to feel intimidated about a lack of knowledge or difficulty with expression. The lack of knowledge or difficulty with expression is something that can be improved through the discussion process. Therefore, there are no "stupid" questions. Good discussion comes through mutual respect and thorough research. Since we are trying to understand sacred communication in a group atmosphere we will learn together. There "is" strength in numbers. There can also be better understanding when people help each other.

Absences beyond a minimal number may well have negative influence on a student's grade for the course. 20% of the course grade is based on classroom participation and discussion. More than three unexcused absences will result in the lowering of the participation grade by 10 points. Online students meet in electronic space only, it is necessary that you actively participate in class discussions. Your "attendance" is noted by the number of quality messages you generate in relation to each assignment.

The total of all discussion essays will make up 20% of the course grade. A research paper will comprise 45% of the course grade. Classroom participation will comprise 20% of the course grade. A reading and reflection journal will comprise 15% of the course grade.

"On my honor, I will maintain the highest possible standards of honesty, integrity and personal responsibility. That means I will not lie, cheat, or steal and as a member of this academic community, I am committed to creating an environment of respect and mutual trust."

If you believe that you have a disability, you should make an appointment to discuss your needs. In order to receive an accommodation, your disability must be on record in Disability Services located in the Academic Advising Center, Student Union, Room 3125 (Telephone - 594-8763; Fax - 594-8765).

Because this is both a traditional and an electronic classroom and we are not all reviewing the syllabus orally. A hard copy of the syllabus will be handed out in the traditional classroom and any online student is welcome to pick up a hard copy of the syllabus at any time. All students are encouraged to discuss items within the syllabus. This discussion should clear up any ambiguous or vague language that may be in the document. It also serves to clarify the students understanding of course expectations, goals, and direction. If the student does not have questions or comments then it will be assumed that there is full understanding. Remember the nature of discussion and the dynamic between instructor/peer and peer/peer. There is no reason to feel intimidated about getting into a discussion.