How has imperial conquest shaped urban centers in the bible? How much power did religious institution wield in the ancient near east.  This module we will examine major religious centers in Canaan, Egypt, Greece and Rome to determine the extent of imperial influence in sanctioning and/or support religious establishments.  Objectives:       Examine the impact of an imperial presence on urban religious practices.       Discuss the presence of religious diversity in an urban context       Describe the complexities attending popular and state sponsored religion       Explain the social capital of religious institutions

By the end of this section, you will be able to:Explain the connection between evangelical Protestantism and the Second Great AwakeningDescribe the message of the transcendentalists

CultureTalk - Arab World features native speakers from across the Arabic-speaking world giving filmed interviews, in Arabic and sometimes English, on selected topics. Text-based translations and transcriptions are often provided as downloadable documents for most Arabic videos. The videos engage a number of region/country-specific topics, including cultural traditions, religion, politics, and sports.

The New England colonies organized society around the Puritan religion and family farming. In this video, Kim explores New England settlers' reasons for immigrating to North America and their farming and fishing economy.

This course examines works of film in relation to thematic issues of philosophical importance that also occur in other arts, particularly literature and opera. Emphasis is put on film's ability to represent and express feeling as well as cognition. Both written and cinematic works by Sturges, Shaw, Cocteau, Hitchcock, Joyce, and Bergman, among others, are considered. There are no tests or quizzes, however students write two major papers on media/philosophical research topics of their choosing.

Short summary of Appearance and Reality chapter from "The Norton Introduction to Philosophy" and sticky notes to better understand the chapter.

Quantum mechanics--even in the ordinary, non-relativistic, "particle" formulation that will be the primary focus of this course--has been a staggeringly successful physical theory, surely one of the crowning achievements of 20th century science. It's also rather bizarre--bizarre enough to lead very intelligent and otherwise sensible people to make such claims as that the universe is perpetually splitting into many copies of itself, that conscious minds have the power to make physical systems "jump" in unpredictable ways, that classical logic stands in need of fundamental revision, and much, much more. In this course, we intelligent and sensible people will attempt to take a sober look at these and other alleged implications of quantum mechanics, as well as certain stubborn problems that continue to trouble its foundations.
Along the way, we will take plenty of time out to discuss philosophical questions about science that quantum mechanics raises in new and interesting ways: e.g., what it means to attribute probabilities to physical events, what the aims of scientific inquiry are (does it aim at something true, or merely at something useful?), what the role of observation is in constructing a scientific theory, what it means to say that there is an "objective" physical world, whether something as basic as logic can be viewed as an empirical discipline, whether there can be meaningful scientific questions whose answers cannot possibly be settled by experiment, and more.

Welcome to Beliefs: An Open Invitation to Anthropology of Magic, Witchcraft and Religion. This book was the combined efforts of the authors, contributors and editors who have been teaching these concepts to students for a number of years. While there are many great textbooks that teach the concepts covered in this textbook, there was a need for an Open Educational Resource (OER) for students. The success of Perspectives: An Open Invitation to Cultural Anthropology and Explorations: An Open Invitation to Biological Anthropology inspired this project in 2020, when the authors began curating the OER at Los Angeles Valley College. The project quickly grew over the next two years to include many talented anthropology instructors, thanks to the support and guidance of ASCCC.

This is a learning module that uses data to investigate the increasing attention being drawn to a debate about the compatibility of certain religions and democracy.

This is a PowerPoint slideshow I created for my Philosophy 1000 final that could be helpful for anyone studying philosophy, religion, or the existence of god. 

Description:  Students will understand the history, practices, important figures, and belief systems of the world’s largest five religions. (Hinduism, Buddhism, Judaism, Christianity, and Islam) This Remote Learning Plan was created by Sara Fjell in collaboration with Lori Broady as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for 9th-12th Grade World History students. Students will learn about the history, practices, important figures, and belief systems of the world’s largest five religions. (Hinduism, Buddhism, Judaism, Christianity, and Islam) This Remote Learning Plan addresses the following NDE Standard: Self-Assessment: SS HS.4.4.c (WLD) Determine the relationship between multiple causes and effects of events and developments in the past. For example: patterns of religious movements. Self Assessment: I can explain how each of the five main religions of the world came to be, who led them, and the impacts of their beliefs and daily practices on different cultures around the world.  

This OER is a collection of case studies for discussions on ethical decision-making. It uses Communitarian and other philosophies to determine how and if outcomes might have been different uses alternatives to Utilitarianism. Cases cover recent issues in public relations, journalism, video games, social media, influencers, advertising, artificial intelligence, reality TV, and luxury brands.

This course explores the nature of meaning and truth, and their bearing on the use of language in communication. No knowledge of logic or linguistics is presupposed.

These instructions are given to community college students who are reading primary texts in a philosophy 100 class. This is a version of the typical "impression paper" students are often asked to write to prove they have read the material in advance of class discussion. The main part that may be of interest, and why I'm sharing it, is the "template." This template gives students two things: first, an easy, three-step way to phrase their initial responses to readings; second, it gives permission to describe their reading circumstances and personalize their account of their reading experience. This seems to have value for the students, allowing them to write in a natural voice, express themselves, and reflect upon their own learning conditions. As a teacher, I've enjoyed reading responses from this template because I learn a little about my students lives at the same time as I learn about how they initially interpret a text.

This casebook features nearly sixty cases from American courts that involve, in some important way, religious belief and action. The book is divided into sections: First Principles, Establishment, Free Exercise, and Special Problems. Each section includes landmark or otherwise influential cases that have influenced American law and religious practice. Most cases come from the U.S. Supreme Court but the lower federal and state courts are also represented.

In the contextual introductions to each section and subpart, I have tried to give the reader a basis for understanding how the cases came about and why I chose them for this book. I have tried to minimize editorial comment. I have cited some scholarship where I think it would be helpful, but please do not mistake this as an attempt to produce a comprehensive treatise on the subject of religion in the law. It is a casebook, and a short one, all things considered. At the end of each introductory part is a short “further reading” list. I chose those articles because I found each of them interesting and useful to under-standing the topics that precede them. Their selection is not necessarily an endorsement of each author’s arguments, though I do agree with some of them.

I designed this casebook specifically for my own use in a 400-level undergraduate seminar called Law & Society. Class sessions using this book are intended to be student-led, roundtable talks with the professor acting as discussion prompter and neutral mediator. Generally, two cases are assigned for each class session. I selected, edited, and arranged the cases to complement each other thematically and chronologically to the best of my ability. Many of the cases include overlapping topics and could fit into multiple categories, so I took some liberties in their arrangement. Your mileage may vary.

Excerpted primary texts from the East Asian philosophical traditions, including: Buddhism, Hinduism, Jainism, Shinto, Confucianism, Taoism, Legalism, Sikhism, and historical Zoroastrianism.

This course provides an exploration of colonial and postcolonial clashes between theories of healing and embodiment in the African world and those of western bio-medicine. It examines how Afro-Atlantic religious traditions have challenged western conceptions of illness, healing, and the body and have also offered alternative notions of morality, rationality, kinship, gender, and sexuality. It also analyzes whether contemporary western bio-medical interventions reinforce colonial or imperial power in the effort to promote global health in Africa and the African diaspora.

The purpose of this lesson is to encourage students to examine various aspects of cultural identity. The students will view the film Turbans, which focuses on a Sikh family's immigration to Oregon in the early 1900s.

Short Description:
Humans across the globe and throughout millennia have searched for answers to questions like, "why are we here?" or "what am I supposed to do with my life?"And the answers people have found, or created, or chosen, have varied as widely as the cultures and people themselves. Some people focus on rules. Some focus on afterlives. Some look to become whole. Some seek adventure and learning.So this text, while full of various ways that people have searched and discovered and created, is only touching a few of the bigger traditions in our world. Hopefully each chapter will introduce the reader to some ideas from that specific tradition that enlighten them as to how a specific group of people think, believe, and live.This text is set up to be an ebook. The various videos, links and resources will only really work if the user keeps to the digital format. Read this book on a device or computer--it will be a much more rewarding experience! The translation to a pdf is less than successful, font sizes are erratic, which is not the case in the ebook, unfortunately, and printing this book will make for a very large and cumbersome chunk of paper!

Word Count: 56689

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