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1214-02 Bible and Classical Literature Syllabus, Fall 2020
1214-02 Bible and Classical Literature Syllabus, Fall 2020
Let not your hearts be troubled! If creeping COVID forces retreat and our course meetings move online, have no fear—all will be well, and your instructors are
prepared for such eventuality. As one of our favorite guides reminds us, All shall be well, and all shall be well, all manner of things shall be well (Julian of Norwich).
And finally... An allegory from Tomi Adeyemi’s Children of Blood and Bone:
The guard saunters over in a way that makes me itch for my staff. With the right blow I could knock him
off his feet; with the right thrust I could crush his throat. For the first time I realize that the guard doesn’t
wield an ordinary sword. His black blade gleams in his sheath, a metal more precious than gold.
Majacite . . . A weaponized alloy forged before the Raid, created to weaken our magic and burn through
our flesh. Just like the black chain they wrapped around Mama’s neck. A powerful maji could fight
through its influence, but the rare metal is debilitating for most of us. Though I have no magic to
suppress, the proximity of the majacite blade still pricks at my skin as the guard boxes me in.
“You would do well to keep your mouth shut, little girl.” And he’s right. I should. Keep my mouth shut,
swallow my rage. Live to see another day. But when he’s this close to my face, it’s all I can do not to jam
my sewing needle into his beady brown eye. Maybe I should be quiet. Or maybe he should die.
“You sh—”
Mama Agba shoves me aside with so much force I tumble to the ground. “Here,” she interrupts with a
handful of coins. “Just take it.” “Mama, don’t—” She whips around with a glare that turns my body to
stone. I shut my mouth and crawl to my feet, shrinking into the patterned cloth of my mannequin. . .
Allegorical Key: Majacite is Coronavirus, and Mama Agba is a composite of your instructors, who are
gonna (figuratively) knock heads if ya don’t take the virus seriously. Seriously. Be a hero, please.
Syllabus Contents
This syllabus is an electronic document! Why anger the Lorax with unnecessary
printing? Note links throughout the syllabus connecting you with Web resources.
That said, we hope to foster open, generative dialogue with us and among your classmates. If you have questions or concerns, the best way to contact us is
via email (grant.testut@oc.edu; chris.rosser@oc.edu), and we will respond within 24 hours. (See other contact info in Course Policies below.)
Communicate. Communicating with your instructors (questions, concerns, late submissions, etc.) is an important habit to develop. Be sure to email us or, if your
question is general and not too personal, feel free to submit to our Q&A discussion forum in Blackboard.
Participate. Engaging in class discussion—both face-to-face and virtually—by questioning, sharing ideas, offering robust feedback, and generating dialogue
among your classmates is an important way to increase learning. Be sure to join in without expectation that you must “sound like” an expert. We’re explorers!
Respect. Encountering difference is crucial for both intellectual and spiritual growth. Encounters with difference of opinion or ideology are not only likely, such
encounters are the vibrant heart of our journey together. We’ll be learning to detect ways our own presuppositions inform encounters with difference, and we’ll
sharpen skills for critical, civil, and generative dialogue. Be sure to approach every conversation guided by the Golden Rule (cf. Romans 13:10).
Description: HONR 1214-02 The Bible and Classical Literature offers a careful study of key biblical texts and the worldview they teach
juxtaposed with a study of classical texts from the ancient Greek and Roman civilizations. Students study the similarities of theme and
artistic form between the two types of texts and analyze the different responses they offer to our human condition and needs.
Schedule
F, 8/14 Aim: introduce syllabus and establish expectations NOTE: Make it M, 8/24 Aim: To vindicate myth as an act of truth-telling Ambrosial
Pre-class task(s): Watch this introductory video a habit to check Pre-class task(s): Read Intro to From Homer to offering, MW2
In-class activities: Weekly Harry Potter.
Introductions Content in In-class activities:
Orientation and expectations Blackboard Discussion: The Vindication of Myth; Otto’s
Intro to worldview, humans as players to find readings numinous; Douglas (un)clean
Post-class task(s): Watch TedEd on monomyth; and helpful Post-class task(s): Read Gilgamesh (Tablets I-VIII)
read C.S. Lewis’ “The Abolition of Man” (ch. 1 & resources. It’s
appendix) like treasure! W, 8/26 Aim: Hero’s journey, transitioning to the human hero Ambrosial
Pre-class task(s): Read Gilgamesh (Tablets I-VIII) offering, WW2
M, 8/17 Aim: To identify the reality of worldview through Ambrosial In-class activities:
stories that illustrate discontinuity. offering, MW1 Discussion of early themes in Gilgamesh
Pre-class task(s): Ambrosial offering (mortality, companionship, kingly responsibility)
In-class activities: Post-class task(s): Read Gilgamesh (Tablets IX-XI)
What are we seeing? and Gen. 6-9
Chasing threads in a web of beliefs...
Recognizing the Tao F, 8/28 Aim: Noah/Gilgamesh Ambrosial
Post-class task(s): Read Enuma Elish (Tablets I-IV) Pre-class task(s): Read Gilgamesh (Tablets IX-XI) offering, FW2
and Gen. 1-4 and Gen. 6-9
In-class activities:
W, 8/19 Aim: Creation myth (Enuma Elish and Genesis) Ambrosial Discussion of flood narratives; melancholy
Pre-class task(s): Read Enuma Elish (Tablets I-IV) offering, WW1 endings; divine tragedy
and Gen. 1-4 Post-class task(s): Instruction of Amenemope (all),
In-class activities: the Instructions of Shuruppak (all), Ecc. 1-4; Pr. 1-9;
Intro to Enuma Elish; worldview-forging Exile 22:17-24:34; Sirach 24; 44-50
Post-class task(s):
Read Enuma Elish (Tablets V-VII) and Gen. 10-11 M, 8/31 Aim: Nice to meet you, Ma'at Ambrosial
Pre-class task(s): Instruction of Amenemope (all), offering, MW3
F, 8/21 Aim: Creation myth (Enuma Elish and Genesis) Ambrosial the Instructions of Shuruppak (all), Ecc. 1-4; Pr. 1-9;
Pre-class task(s): Read Enuma Elish (Tablets V-VII) offering, FW1 22:17-24:34; Sirach 24; 44-50
and Gen. 10-11 In-class activities:
In-class activities: The “sage” as character; implications of Israel
Continue discussion, introduce Ps 29, 74, etc. borrowing from Egyptian sages; wisdom as
Post-class task(s): Read Intro to From Homer to protection of status quo, wisdom as challenge to
Harry Potter. status quo
Post-class task(s): Gen. 3; Dt. 27-30
Date Class Plan Due Date Class Plan Due
W, 9/2 Aim: Fall as Wisdom Ambrosial M, 9/14 Aim: Blood and ichor Ambrosial
Pre-class task(s): Gen. 2-3; Dt. 27-30 offering, WW3 Pre-class task(s): Iliad, Books 9-12 offering, MW5
In-class activities: In-class activities: Discuss: ah, sweet ambrosia!
Fall narrative(s) as wisdom texts: What are the Post-class task(s): Iliad, Books 13-16
implications?
Post-class task(s): Job, 1-3; Babylonian Theodicy; W, 9/16 Aim: Rage and lament Ambrosial
Man and His Ba Pre-class task(s): Iliad, Books 13-16 offering, WW5
In-class activities: Discuss: ah, sweet ambrosia!
F, 9/4 Aim: Theodicy, anthropodicy, and Job Heroic Task: Post-class task(s): Iliad, Books 17-20
Pre-class task(s): Job, 1-3; Babylonian Theodicy; “Call to
Man and His Ba Adventure” F, 9/18 Aim: Rage and lament Heroic Task:
In-class activities: Pre-class task(s): Iliad, Books 17-20 “Departure”
Discussion of Job; Satan character and dualism Ambrosial In-class activities: Discuss: ah, sweet ambrosia!
Post-class task(s): Job 4-42 offering, FW3 Post-class task(s): Iliad, Books 21-24 Ambrosial
offering, FW5
M, 9/7 Aim: Theodicy, anthropodicy, and Job Ambrosial M, 9/21 Aim: (de)Humanizing the enemy Ambrosial
Pre-class task(s): Job 4-42 offering, MW4 Pre-class task(s): Iliad, Books 21-24 offering, MW6
In-class activities: In-class activities: Discuss: ah, sweet ambrosia!
Continue discussion; ambiguous wisdom; Post-class task(s): Odyssey, Books 1-4; “Odysseus’
weirdness of response to Job Scar” by Auerbach
Post-class task(s): Iliad, Books 1-4; Weil, “Iliad,
Poem of Force” W, 9/23 Aim: Intro to Odyssey, Odysseus “the man” Ambrosial
Pre-class task(s): Odyssey, Books 1-4; “Odysseus’ offering, WW6
W, 9/9 Aim: Intro to Iliad, the wrath of Achilles Ambrosial Scar” by Auerbach
Pre-class task(s): I Iliad, Books 1-4; “Weil, Iliad, offering, WW4 In-class activities: Discuss: ah, sweet ambrosia!
Poem of Force” Post-class task(s): Odyssey, Books 5-8
In-class activities: Discuss: ah, sweet ambrosia!
Post-class task(s): Iliad, Books 5-8 F, 9/25 Aim: A virtuous queen and king Ambrosial
Pre-class task(s): Odyssey, Books 5-8 offering, FW6
F, 9/11 Aim: Kleos, hubris, courage, oh my! Heroic Task: In-class activities: Discuss: ah, sweet ambrosia!
Pre-class task(s): Iliad, Books 5-8 “Assistance” Post-class task(s): Odyssey, Books 9-12
In-class activities: Discuss: ah, sweet ambrosia!
Post-class task(s): Iliad, Books 9-12 Ambrosial M, 9/28 Aim: Desiring nostos Ambrosial
offering, FW4 Pre-class task(s): Odyssey, Books 9-12 offering, MW7
In-class activities: Discuss: ah, sweet ambrosia!
Post-class task(s): Odyssey, Books 13-16
Date Class Plan Due Date Class Plan Due
W, 9/30 Aim: Hospitality and hubris Ambrosial F, 10/16 Aim: An unexpected ending... Ambrosial
Pre-class task(s): Odyssey, Books 13-16 offering, WW7 Pre-class task(s): Read Aeneid, Books 9, 11 & 12 offering, FW9
In-class activities: Discuss: ah, sweet ambrosia! In-class activities: Discussion: Virgil’s intent?
Post-class task(s): Odyssey, Books 17-20 Post-class task(s): Read Luke, 1-9
F, 10/2 Aim: Hospitality and hubris Heroic Task: M, 10/19 Aim: Gospel as bios: Luke in context Ambrosial
Pre-class task(s): Odyssey, Books 17-20 “Trials” Pre-class task(s): Read Luke, 1-9 offering, MW10
In-class activities: Discuss: ah, sweet ambrosia! In-class activities: Discussion, like heaven’s manna!
Post-class task(s): Odyssey, Books 21-24 Ambrosial Post-class task(s): Read Luke, 10-18
offering, FW7
W, 10/21 Aim: On the road with Jesus... Ambrosial
M, 10/5 Aim: Hero revealed: duality and dynamism Ambrosial Pre-class task(s): Read Luke, 10-18 offering, WW10
Pre-class task(s): Odyssey, Books 21-24 offering, MW8 In-class activities: Discussion, like heaven’s manna!
In-class activities: Discussion; assign groups for Post-class task(s): Read Luke, 19-24
teaching project
Post-class task(s): Read Prometheus Bound F, 10/23 Aim: The King who comes in the name of the Lord Heroic Task:
Pre-class task(s): Read Luke, 19-24 “Crisis”
W, 10/7 Aim: Example teaching session: Prometheus Bound Ambrosial In-class activities: Discussion, like heaven’s manna!
Pre-class task(s): Read Prometheus Bound offering, WW8 Post-class task(s): Read Acts 1-9 Ambrosial
In-class activities: Discuss: ah, sweet ambrosia! offering, FW10
Post-class task(s): Read Antigone
M, 10/26 Aim: Like a mighty, rushing wind Ambrosial
F, 10/9 Aim: Example teaching session: Antigone Heroic Task: Pre-class task(s): Read Acts 1-9 offering, MW11
Pre-class task(s): Read Antigone “Approach” In-class activities: Discussion, like heaven’s manna!
In-class activities: Discuss: ah, sweet ambrosia! Post-class task(s): Read Acts 10-19
Post-class task(s): Read Aeneid, Books 1 & 2 Ambrosial
offering, FW8 W, 10/28 Aim: Echoes of Troy? Ambrosial
Pre-class task(s): Read Acts 10-19 offering, WW11
M, 10/12 Aim: Intro to Aeneid, of arms and a man! Ambrosial In-class activities: Discussion, like heaven’s manna!
Pre-class task(s): Read Aeneid, Books 1 & 2 offering, MW9 Post-class task(s): Read Acts 20-28
In-class activities: Discussion: Pietas and virtue
Post-class task(s): Read Aeneid, Books 4 & 6 F, 10/30 Aim: Nostos revisited Ambrosial
Pre-class task(s): Read Acts 20-28 offering, FW11
W, 10/14 Aim: (un)Manly Men Ambrosial In-class activities: Discussion, like heaven’s manna!
Pre-class task(s): Read Aeneid, Books 4 & 6 offering, WW9 Post-class task(s): Read John 19; Barber, “Combat
In-class activities: Performing gender in Aeneid Myth and Harry Potter”
Post-class task(s): Read Aeneid, Books 9, 11 & 12
Date Class Plan Due REQUIRED TEXTS
M, 11/2 Aim: Piercing the serpent Ambrosial Because excellent translations of both classical and biblical literature are
Pre-class task(s): Read John 19; Barber, “Combat offering, MW12 readily and freely available, our course does not require the purchase
Myth and Harry Potter”
In-class activities: Discussion: Our mother, Jesus,
of any textbooks. However, we highly recommend that students acquire
turning the world on its ear a good study Bible, like the HarperCollins Study Bible (NRSV) or the NIV
Post-class task(s): TBD Study Bible, which will serve them throughout their studies. For those
who want to purchase personal copies of Iliad, Odyssey, and Aeneid, we
W, 11/4 TBD: Wrapping up, reflecting on our journey Heroic Task: recommend translations by Robert Fagles.
“Treasure”
W, 11/18 Final, 1:00 - 2:50 (note: due date for final subject to Heroic Task:
revision per discussion in class) “Resolution”
However...
See below for a description of exercises, tasks, and badges, along with
Clever Odysseus attacks the wrong cyclops...
corresponding values.
quest(ion)ing: Our Ambrosial Offering
Concerning discussion postings...
With the catchword quest(ion)ing as dynamo powering our hero’s journey, students and instructors employ inquiry as the primary
mode for engaging biblical and Classical texts.
Before each class, students engage assigned readings; from the readings questions rise, and students will compose and post in the
appropriate discussion forum a single ambrosial offering—a question of their own design, reflective of their own insight, and
evidential of thoughtful engagement. Each ambrosial offering is a personal contribution to “feed” class conversation (ambrosia is
divine food, of course, and student offerings help us savor and nourish ourselves through deep engagement with timeless texts).
Instructors provide feedback and sharpen student questions. In this way, throughout the semester students gain skills for articulating
meaningful q’s, questions that drive thinking and motivate deeper exploration, often “off the beaten path.”
Our quest itself is sustained by old, powerful verbiage: fides quaerens intellectum, faith seeking understanding. When we hear Saint
Anselm’s famous phrase faith seeking understanding, we may be tempted to focus on faith, the strength of our convictions and
beliefs; or, we might focus on understanding, the proud goal we have reached when our wondering becomes certainty. Yet seeking
implies that we are embarked on a quest, full of danger, excitement, and wonderment, with surprises at every turn. When emphasis
is put on the verb(al noun), faith seeking understanding becomes a dynamo propelling us deeper into the mysteries of faith, because
our faith is formed as we grow in understanding, and deepened faith then shapes how we understand the world to be.
Questions set the table for the feast of class meetings, fragrant ambrosial offerings that
deeply satisfy, nourishing blood, bone, hearts, and minds. As the Prophet invites,
9. return 3. Departure
Special
8. Result
World 4. Trials
7. treasure 5. Approach
6. Crisis
Brave New World Earned for completion of Hero’s Boon Earned for completion of
Hours 4-5 Hours 9-11
Use this rubric to guide question Reflect: Questions are of the Create: Questions yield new Adapt: Questions exhibit Model: Questions do not
highest level and reveal a insights and/or provide new critical thinking and skillfully evidence engagement with
articulation as you respond to
depth of introspection; ways for thinking about texts; draw out insight regarding assigned readings. (Note: no
assigned readings. questions put texts in observations provoke thought themes, characterizations, points awarded to plagiarized
conversation with here-and- , potentially eliciting robust issues, etc. questions; encounter with
now contexts. class discussion instructors imminent...)
Nota bene: Typically, ambrosial offerings are assessed as either attempted or not attempted (i.e., this rubric is not necessary for evaluating
all student questions submitted). However, the above rubric should guide students as they construct capstone-level questions and will be
used to evaluate all questions that are deemed deficient or less-than-compelling (i.e., they only meet adapt or model rubric levels).
Additional comments:
Reviewer name(s):
Student name:
Heroic Tasks
Hours 1 - 3
Complete tasks for each hour to Adventure begins
gain all icons and receive this badge!
Hour 1: Call to Adventure For this hour, students will compose a reflection piece (300-500
We begin our journey by paying attention to words) that describes three or more points of continuity and
origin stories, primal myths whose truth-telling three or more points of discontinuity among Enuma Elish,
stirs imagination, shapes identity, situates biblical creation texts, modern origin stories, and personal beliefs.
power, and suggests a relationship between Students will also articulate three critical questions that help
humanity, divinity, and the cosmos. Status drive thinking into these texts.
quo is established but disrupted; disaster
summons response, and adventure begins. Maps to outcomes 1, 2, and 4.
Hour 2: Assistance For this hour, students will compose a reflection piece (300-500
The sage, a character type we encounter on words) that describes three or more points of continuity and
our journey, offers a boon, wise advice for three or more points of discontinuity among Egyptian,
living well. From the sages we learn skills for Mesopotamian, Hebrew wisdom, and personal beliefs. Students
observation and for questioning; we acquire will also articulate three critical questions that help drive thinking
“just so” stories for making sense of the world, into these texts.
yet we also encounter disruption, fissures in
the status quo to which we must attend. Maps to outcomes 1, 2, and 4.
Hour 3: Departure Here, students compose a reflection piece (300-500 words) that
Darkening sky, brewing storm, and crumbling maps the Hero’s Journey to their own life. Specifically, the piece
“just so” stories signify departure from the should focus on departure, an experience of disrupted status quo,
status quo into strange landscapes. Will the forcing movement into new and strange landscapes. Literal
sage’s boon sustain us? Will we find new departure (like moving to a new town, etc.) should not overshadow
wisdom, or will we be undone by whirlwinds internal landscapes, i.e., the affect of departure on the soul. Tell
and weird, loathsome, unnamed things lurking us a story about your own experience of departure.
in the liminal spaces of new experience? Maps to outcome 3.
Rubrics
Hours 1-3: Capstone Milestones Benchmark
Adventure Begins (25 pt) (18 pt) (10 pt)
Hour 1: Call to Adventure Reflect: Questions and Create: Questions yield new Adapt: Questions exhibit Model: Questions and
observations are of the insights and/or provide new critical thinking and skillfully observations are incomplete
highest level and reveal a ways for thinking about texts; put texts into conversation; or do not move beyond
depth of introspection as observations provoke thought observations incorporate yet instructor comments and
presuppositions are mulled and elicit robust discussion move beyond class discussion suggestions
Hour 2: Assistance Reflect: Questions and Create: Questions yield new Adapt: Questions exhibit Model: Questions and
observations are of the insights and/or provide new critical thinking and skillfully observations are incomplete
highest level and reveal a ways for thinking about texts; put texts into conversation; or do not move beyond
depth of introspection as observations provoke thought observations incorporate yet instructor comments and
presuppositions are mulled and elicit robust discussion move beyond class discussion suggestions
Hour 3: Departure Reflect: Piece is an exemplar Create: Piece is effective Adapt: Piece moves beyond Model: Piece is adequate, but
of good storytelling, applying storytelling that elicits pathos, mere description (What?); exhibits grammatical and/or
class discussion and texts to raises questions, and/or captures and portrays clarity issues; thoughtfulness
personal experience challenges perspectives departure’s impact (So what?) is difficult to discern
Additional comments:
Reviewer name(s):
Student name:
Heroic Tasks
Hour 4: Trials For this hour, students will identify a contemporary social issue
Darkness deepens, yet we discover light for that resonates with one or more episodes from any of the stories
our journey. Encounters with weird others we have engaged. Write a discussion post that describes the
threaten to undo interior worlds, forcing us to social issue; explain how your selected episode(s) informs,
discover new strength, to harden muscles, illustrates, or problematizes the issue; conclude with an assertion
sharpen minds, and soften hearts. Will trials of truth to take with you into “the real world,” where social
mark our undoing, or will those we encounter injustices are truly encountered. Use two scholarly sources
mark us as heroes? This dark hour we (monographs or articles) to support your observations, sharpen
tremble, yet with iron resignation break down your thinking, or help frame your discussion. Use MLA formatting
forest gates, walk through cavernous night, to cite your two sources.
face monsters, and embrace trial, knowing
that heroes and learners are born of struggle. Maps to outcomes 2, 3, and 4.
Hour 5: Approach For this hour, students will be assigned to groups of four or five
Fatigue is overwhelming, yet we have and work together to determine which text(s) they will work with for
discovered new sources of courage. Before their final collaborative project (see description below, Hours 6-8).
us looms our greatest challenge; now we In a Google Doc, groups will identify their selected passage,
prepare ourselves to confront an unnamed explain what teaching point they hope to draw out of the
horror threatening to shatter our comfortable passage, and describe how they will facilitate a learning
worlds; but there is no other choice, and we experience for classmates that delivers the intended instruction
resign ourselves to a hero’s doom. and/or challenge. Nota bene: Groups are scored collectively;
however, instructors reserve the right to score students
individually if fairness seems at stake.
Hour 4: Trials Reflect: Post compellingly Create: Post displays creative Adapt: Post shows strong Model: Post identifies a social
synthesizes selected interplay between text and interplay between identified issue, but connection to
episode(s) and discovered identified issues (i.e., the way issue and selected episode(s); episode(s) is weak and needs
scholarly resources, offering selected episode(s) inform or discussion is clear but needs strengthening; take-away
provocative insight into the challenge the contemporary better concision; culminates offered by not compellingly
social issue in light of issue are insightful and in a “So what?” take-away; articulated (i.e., does not
readings; discussion is clear, provocative; presentation is sources are appropriate but provide a resounding “So
concise, and compelling; “So clear, concise, compelling, do not clearly inform thinking what?” response; informed by
what?” conclusion offers clear culminates in a powerful “So and discussion; MLA requires sources, but of questionable
challenge; sources are robust what?” take-away; sources some attention. scholarship; MLA formatting
and MLA is excellent and MLA are appropriate requires attention
Hour 5: Approach Reflect: Group works together Create: Group work is Adapt: Group works well Model: Group work is
to select a text and articulate excellent; team clearly works together and exhibits strong adequate, but primarily
a teaching point with clear together to select a text and participation by members; reflects input from one or two
“So what?” implications; articulate a provocative teaching point is clear and team members; text is
teaching plan exhibits teaching point; facilitation clearly emerges from selected selected, but teaching point is
thoughtfulness regarding plan is creative, appropriate in text; proposed plan for unclear; proposed plan for
pedagogy and proposes a scope, and exhibits some facilitation is over-ambitious, facilitation is “wooden” and
creative, doable presentation thought about pedagogy distracting, or off-point lacks pizazz
Additional comments:
Reviewer name(s):
Student name:
Heroic Tasks
Hour 6: Crisis For this hour, groups work together on their teaching projects. The
Now it comes to it: no turning back. Hearts following actions are required:
thundering, we enter darkness, shadow • establish plan for reading selected text and for group meetings
realms where mortal souls are unwelcome • create “lesson plan”; assign roles, develop and prepare
except as unlucky consumables... necessary materials; refine and reduce scope; articulate “So
what?” takeaway
• schedule a meeting between group members and instructors for
Courage! checking in on progress and offering advice
Maps to outcome 6.
Hour 7: Treasure For this hour, each group will meet with instructors prior to
Unbearably fatigued, we nevertheless emerge scheduled teaching period. Groups should be prepared to:
victorious, boon in hand! What have we • Demonstrate facilitation prep progress (near completion)
discovered, and what help has been ours • Describe reflection on the experience of this project
along the way? These are the treasures with • Demonstrate competency with selected text and teaching point
which we emerge from darkness... • Incorporate instructor changes or recommendations
Hour 8: Result For this hour, groups will facilitate class on assigned date over
Sweaty work has paid in full; we are prepared their selected text and teaching point. Keep in mind the following:
for the task at hand. Muscles are hardened, • Pre-class activities should be sufficiently announced in advance
minds sharpened, souls enlarged. We are • Teaching point and take-away should be clearly articulated
now equipped to lead those who will follow, to • Roles may differ, but all members should equally participate
challenge and teach those who will listen. • Execution is compelling, provocative, and challenging
Maps to outcomes 2 and 6.
Rubrics
Hours 6-8: Capstone Milestones Benchmark
Heroes’ Project (25 pt) (18 pt) (10 pt)
Hour 6: Crisis Reflect: Group plan evidences Create: Group plan is robust Adapt: Group plan and Model: Group plan and
excellent collaboration; and establishes clear roles; facilitation plan are complete; facilitation plan are available
facilitation plan is exemplary facilitation plan is creative and members have clear roles; but unclear; instructors have
of thoughtful lesson prep; evidences solid thought- timely scheduling checkpoint been primary motivators for
checkpoint is scheduled work; checkpoint scheduled with instructors accomplished scheduling checkpoint mtg.
Hour 7: Treasure Reflect: From the instructors‘ Create: From the instructors‘ Adapt: From the instructors‘ Model: From the instructors‘
perspective, the group is perspective, group exhibits perspective, group exhibits perspective, group exhibits
prepared; reflection is robust; high level of preparation, need for more preparation, low level of preparation,
ideas generate excitement reflection, and enthusiasm reflection, and readiness reflection, and readiness
Hour 8: Result Reflect: Group offers an Create: Group offers a Adapt: Group offers excellent Model: Group offers
exemplar of good teaching; creative and memorable learning experience with adequate learning
execution is compelling; class learning experience; their strong take-away; execution experience, but preparation
is engaged; take-away is presentation raises questions, does not equally involve all issues are evident; take-away
challenging and memorable and challenges perspectives members is unclear or not challenging
Additional comments:
Reviewer name(s):
Student name:
Heroic Tasks
Hour 9: Return For this hour, students will compose a reflection piece (300-500
The ascent begins. Are we ready for reentry, words) describing how myth (as defined and discussed in class)
to once again encounter familiar worlds? And functions in their own lives and learning.
will we be recognizable to those at home?
Will we be accepted, or have we been
undone by these experiences, reshaped so
that we no longer fit the world we once
inhabited? Maps to outcome 5.
Hour 10: New Life For this hour, students will begin mapping their own experiences
Landscapes become known; we imagine all to the hours of the Hero’s Journey. For each hour, identify a life
that awaits just beyond the next rise. experience or learning experience resonates with that aspect of
Excitement is tinged with ambiguity; we are the journey; for as many hours as possible, briefly describe
changed by our experiences. What will it aspects of readings and/or class discussions that inform your
mean to begin new life with old familiars? understanding of each particular stage. This assignment is an
outline, a thought-piece to help guide reflection for the Resolution.
Hour 11: Resolution For this hour, students will compose a 500 to 700 word reflection
We’ve settled in. This Hour is Bilbo mapping piece that describes their own experience of the Hero’s Journey,
his quest and detailing his adventures; this is especially as it relates to class readings and conversations.
a quiet hour for reflection on all that has Creativity is encouraged; reflection should be personal and
happened, how we are changed: who we meaningful. The goal of this exercise is to demonstrate capacity
were, who we are, and who we are becoming. for recognizing continuity and discontinuity between self and text,
and for understanding stages of the Hero’s Journey as resonant
with personal experiences, both in life and for learning.
Maps to outcomes 3 and 4.
Rubrics
Hours 9-11: Capstone Milestones Benchmark
Heroes’ Boon (25 pt) (18 pt) (10 pt)
Hour 9: Return Reflect: Piece is exemplar of Create: Reflection creatively Adapt: Reflection evidences Model: Reflection shows
reflection; explicates the role evidences mythic elements in strong understanding of myth adequate understanding of
of myth in personal life, draws personal life and draws out and offers a clear, concise, myth, per class discussion,
out challenging takeaways implications; writing is clear, compelling description of the and discerns mythic presence
with clear, compelling writing concise, and compelling mythic in personal life in personal life
Hour 10: New Life Reflect: Outline is complete, Create: Outline is clear, Adapt: Outline is clear, Model: Outline is complete,
and offers a clear, strategic complete, and generates thoughtful, and complete; but does not offer clear idea
plan for approaching the final creative ideas for how to evidences the beginning of a for how to approach the final
reflection piece approach the final plan for executing the final reflection piece (Resolution)
Hour 11: Resolution Reflect: Final piece serves as Create: Final piece clearly and Adapt: Final piece is well- Model: Final piece is clear,
an exemplar of reflection; creatively demonstrates written, shows good shows how aspects of the
demonstrates thoughtful resonance between self, the movement between self and Hero’s Journey map to
understanding of self upon a Hero’s Journey, course texts, aspects of the Hero’s Journey, personal experiences, and
Hero’s Journey; robustly and discussions; offers a clear interacts with course content, evidences interaction with
engages content; concludes “So what?” conclusion and offers a takeaway course texts and discussions
with a challenging “So what?”
Additional comments:
Reviewer name(s):
Student name:
Policies
Class Participation.
Because this course is primarily a readings seminar, students are expected to contribute thoughts and discussion at each class period. Accordingly, grades will be
awarded for participation and quality of contribution. Though a student may occasionally have a quiet day, persistent silence will result in reduction of the
participation portion of the grade. Class attendance and punctuality are essential for maximum development. Absence from the discussion, interaction, and
exchange is irretrievable. Students must report their absence or tardiness to the instructor prior to class. Absences may be excused for illness, family emergency
or official representation of the university, though excusing an absence or tardiness is at the discretion of the instructor.
The best way to contact your instructor is by email. Whenever possible, your instructor will respond within 24 hrs. of receiving an email message. Do not wait until
the "last minute" (e.g. just before class time) to send an email and expect an immediate answer or that the instructor even received the message. Clearly mark all
e-mail messages to the professor on the subject line as shown below:
Subject line: HONR 1214 Last Name, First Name Assignment Name
Students may call the instructor on his office phone (see page 1 of syllabus). If unavailable, you are encouraged to leave a voicemail message including your
name and the reason for your call.
Office Hours
Students should feel free to stop by the instructor’s office for consultation. It is best to email or call in advance to make an appointment to ensure that the instructor
will be available.
Dr. Testut: Office Hours: Mon.: 10:00 - 11:00 a.m.; 12:40 - 1:40 p.m.; 2:40 - 3:40 p.m.; Wed./Fri.: 10:00 - 11:00 a.m.; 12:40 - 1:40 p.m.;
Thurs.: 10:00 - 11:00 a.m.; 1:10 - 3:10 p.m. (I’ll let you know if my office hours change.)
Mr. Rosser: Feel free to visit with me during class, stop by my office in the library, or email for an appointment. I don’t hold regular office hours because of
library responsibilities, but you are welcome to email me if you’d like to set up an appointment. My office is located on the first floor of the library, LC 105.
Here’s my weekly schedule. Also, feel free to schedule a research session with me here.
Laptop/Handheld/Phone Policy
Laptops are not allowed in class except as permitted by instructors. All other electronic devices may not be used during class periods.
Absences and Late Work
All assignments, quizzes and exams are to be handed in at the times designated by the syllabus or by the instructors. Any late work will not be accepted, and the
student will receive a “0” for the assignment or evaluation. The only exceptions granted will be for reasonable excuses (it is up to the instructors' discretion what
counts as a reasonable excuse). In such cases, it is in the student’s interest to inform the instructors of the situation as soon as possible. Should there be an
event (e.g. severe weather) that prevents a class or exam time for the entire group, the students will be informed by their instructors through Blackboard
announcements as to the next course of action.
In case of an emergency, faculty, staff, and students who have signed up for OC Campus Messenger (oc.edu/notify) will be notified by text, email, or Twitter. If the
emergency occurs during class, the instructor will inform the students present of the appropriate procedures.
Cheating: Cheating on an examination, assignment, roll sheet or other course related work or activities undermines the ethics of the academy and the specific
Christian purposes of Oklahoma Christian University. Accordingly, students who cheat on examinations, assignments or other course related work or activities will
face serious consequences, as outlined in this policy.
Plagiarism: One particular form of cheating is plagiarism. Plagiarism is the transmission of another’s ideas, words, or materials as one’s own and/or the failure to
credit accurately the ideas, words, or materials of another. Plagiarism also includes passing off another’s work (a friend, a parent, a website) as one’s own.
Plagiarism undermines the ethics of the academy and the specific Christian purposes of Oklahoma Christian University. Accordingly, students who engage in
plagiarism in assignments submitted will face serious consequences, as outlined in this policy.
Students are encouraged to immediately seek available assistance and report incidents of sexual misconduct as defined by the Sexual Misconduct Policy to either
the Title IX Coordinator or one of the Title IX Deputy Coordinators listed below:
Students have access to confidential services through OC’s Counseling Center and the Spiritual Life office.