CHRISTOPHER NEWPORT UNIVERSITY

ULLC 100

Wilderness as Sacred Place

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

Introduction to the Course:
Sacred places are prevalent in various religious traditions and serve as conduits between human beings and the Holy. Mircea Eliade writes, “three cosmic levels–earth, heaven, underworld–have been put in communication” and “a sacred place constitutes a break in the homogeneity of space; this break is symbolized by an opening by which passage from one cosmic region to another is made possible.” In wilderness there are no human artifacts, nothing for the traveler to use as an orienting device in order to understand the world as a place of human habitation. Wilderness speaks from beyond culture, presenting something of value that has not been produced.  Those who seek solace in wilderness are confronted by the sublime and reoriented to that which stands outside of culture. On the other hand, highly elaborated technology as purveyor of the profane, producing a multiplicity of artifacts en mass, threatens the communicative efficacy of traditional religious symbols. Wilderness in its evocation of the sublime calls attention to this situation and thereby serves as a symbol of reorientation, an extant axis mundi.  Those who engage in spiritual journeys have gone into the wilderness in various landscapes including desert and rugged mountain expanses.  Forest monks and desert hermits are two designations for people who have sought solace or spiritual awakening in wilderness.  Entering the wilderness for these pilgrims becomes a spiritual journey.  The American wilderness can be compared to recognized sacred places where monks and hermits have journeyed.  Those who hike wilderness trails are exposed to a potential sacred topography.  This class will examine wilderness trails as rhetorical artifacts from a religious perspective.  The class will read various accounts of contemporary wilderness hikers and discover with those hikers wilderness as sacred place.     
 


Goals:
The means and media for better understanding wilderness as sacred place will be reading, interpreting, analyzing, and critically evaluating various texts, handouts, images, music, and a few video presentations. Coming to understand wilderness as sacred place will be facilitated through group discussions. Therefore, clear writing and the presentation of the ideas expressed in that writing is 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 wilderness as sacred place (again each goal should be preceded by the statement "the improvement of"): an understanding of sacred signs and symbols and their relation to the natural environment, an understanding of the ontological status of wilderness, a knowledge of communication media related to religious expression, a familiarity with diverse religious cultures and their relationship with local ecosystems as well as their methods of integrating religious consciousness with local ecosystems, and an understanding of the students own religious practices that relate to ecosystems.

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 religion and its expression in movies).
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 wilderness and its connection to the sacred is one way of exploring our culture. The primary objective of this class is to gain a broader understanding of the way religion is experienced in the context of wilderness. 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 wilderness as sacred landscape. 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.

Assignments:
Students will be required to write essays and engage in oral discussion related to these essays.  There will be seminar essays in which individual class members are assigned areas to present for discussion.  There will also be exploratory essays in which individual class members write a general essay related to an assigned topic. 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.  

Course Texts:
Gatta, John. Making Nature Sacred: Literature, Religion, and Environment in America from the     Puritans to the Present. Oxford: Oxford Univ. Press, 2004.
Lane, Belden C. Landscapes of the Sacred: Geography and Narrative in American Spirituality.
    Baltimore: Johns Hopkins Univ. Press, 2001.

Seminar  essays, exploratory essays, and discussion:
You will receive reading and writing assignment objectives in relation to either a seminar topic or a exploratory 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.

Criterion for quality essays:
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 Paper:
Research papers will conform to the MLA Handbook and are to be 6 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, 15 points; 4) Final draft, 55 points. The thesis statement and paragraph describing the project will be submitted by the beginning of the 5th week.  The outline and bibliography of the paper will be submitted by the 8th week.  A rough draft of the paper will be given to a peer for critique at the beginning of the 10th week.  A critique of your peer’s paper is to be given to them by the 12th week. The final draft of the paper and your critique of a peer’s paper will be submitted at the beginning of the 14th 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.    

Thesis Statement:
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.  

Critical Response to a Research Paper:
Students will write a critical response to one of their peer's research paper. Choice of paper 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.     

Reading and Reflection Journal:
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.  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 connection between assigned essay reading and the required texts: 3 from Landscapes of the Sacred, and 3 from Making Nature Sacred.  At least 3 of the entries should focus on an outside reading, something not assigned as part of the class requirements.  At least 2 of the entries will be the result of the students experience of a natural setting, a visit during the semester.  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.

Daily Preparation and Classroom Participation:
Assignments are to be completed before class time begins.  A lack of preparation will affect participation in discussion.  Weekly assignments will be drawn from readings and expressed as essays.  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 essays 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.  

The Nature of Discussion:
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 religion and ecology in a group atmosphere we will learn together. There "is" strength in numbers. There can also be better understanding when people help each other.

General Policies:

Attendance:
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.  
Grading:
Midterm and final exams will comprise 30% of the course grade.  Essays will comprise a total of 15% of the course grade. The paper will comprise 25% of the course grade. The reading and reflection journal will comprise 10% of the course grade.  Class participation will comprise 20% of the course grade.

The CNU Honor Code
"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."

Students with Disabilities:
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).

Discussion Concerning Syllabus:
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.