SYLLABUS FOR UNDERGRADUATE COURSES

MAJOR, CORE CURRICULUM and ELECTIVES

A. COURSE INFORMATION

COURSE NUMBER Philo 12 NO. OF UNITS 3

COURSE TITLE Philosophy of Religion

PREREQUISITE/S Philo 11

DEPARTMENT/ Philosophy SCHOOL Humanities

PROGRAM

SCHOOL YEAR 2020-2021 SEMESTER 1st

INSTRUCTOR/S Joseph Sta. Maria

VENUE Online (Canvas) SECTION P-Q3 SCHEDULE 4-5 pm, MWF

B. COURSE DESCRIPTION

Philosophy of Religion is a required core curriculum philosophy course in the

Loyola Schools, which engages students in a critical philosophical study of religion.
PHILO 12 builds on the learnings of PHILO 11: The Human Condition by developing a
philosophical reflection on the human experiences of religion: its nature, viability, and
implications on self and society. PHILO 12 examines the possibility of transcendence,
and sees how this possibility might be actualized in lived religious experiences. It begins
with an attempt to describe what religion is, and investigates the conflict, tension, and
relation between belief and unbelief, as articulated in diverse religious traditions. It
confronts the possibility of the absurd, and examines the ultimacy that religion
proposes. It reflects upon the reality of evil and raises the question of what it means to
hope, and what is there to hope for. The course includes discussions of special topics in
the philosophy of religion, such as, but not limited to: religion and violence, religion and
science, religion and the public sphere, religion and gender, etc.
 WHERE IS THE COURSE SITUATED
WITHIN THE FORMATION STAGES
IN THE FRAMEWORK OF THE LOYOLA SCHOOLS CURRICULA

FOUNDATIONS: Exploring and Equipping the Self

ROOTEDNESS: Investigating and Knowing the World

DEEPENING: Defining the Self in the World

X

LEADERSHIP: Engaging and Transforming the World

C. COURSE LEARNING OUTCOMES

Alignment of the Course to the Core Curriculum Learning Outcomes

The Ideal Ateneo Graduate: A Person of

Conscience Competence Compassion Commitment

CCLO CCLO CCLO CCLO CCLO CCLO CCLO CCLO

1 2 3 4 5 6 7 8

x x x x x x x x

By the end of this course, students should be able to:

COURSE LEARNING OUTCOMES

CLO1: Explain what religion is as embodied in diverse religious traditions in an exploration of

the possibility of transcendence, and demonstrate how this possibility might be actualized in
lived religious experiences, using concepts from sociology, anthropology, history or
phenomenology.

CLO2: Evaluate the conflict, tension, and relation between belief and unbelief by engaging in
intelligent and critical discussion on the validity and integrity of religious beliefs.

CLO3: Reflect upon the reality of evil and examine the ultimacy that religion proposes in the
question of what it means to hope, and what is there to hope for.

CLO4: Discuss contemporary religious issues and challenges.

D. COURSE OUTLINE and LEARNING HOURS

Course Outline CLOs Estimated

Contact
or Learning
Hours

Module 1: Xunzi/ Author: Xunzi/ 1,2,4 At most 10

Reading: “Discourse on Heaven” and “Discourse on Ritual”

Module 2: The Numinous Experience/ Author: Robert Spitzer/ Reading: 1, 4 At most 10

“The Numinous Experience”

Module 3: Ibn Sina/ Author: Ibn Sina/ Reading: “The Salvation- 2 At most 10
Metaphysics”

Module 4: Buddhist Atheism/ Author: Robert Hayes/ Reading: 2, 3 At most 10

“Principled Atheism in Buddhist Scholastic Tradition.”

Module 5: The Dance of Emptiness / Author: Jon Paul Sydnor/ Reading: 1, 3, 4 At most 10
“The Dance of Emptiness: A Constructive Comparative Theology of the
Social Trinity.”

E. ASSESSMENTS AND RUBRICS

Assessment Assessment CLOs

Tasks Weight

1. Quizzes (Formative Assessment) 30 % 1-4

• Each module from modules 1-5 will be divided into two

parts: A and B. Part A will be dedicated to reading the text
and answering the quiz. Once you have answered the quiz,
you will have access to part B which contains the “Lectures”
about a discussion board where you can ask questions and
share insights with the class.

The quizzes in Part A are meant to evaluate if you have

read the text. You will take these individually. Take note
that you cannot proceed to Part B of the module if you don’t
do Part A (including the quiz). The quiz will be in essay
form, where you will answer one question. This question
will be randomly picked from a list of questions. Below is
the list of all the possible questions that can be asked.

1. (Comprehension) What is a main idea of the text?

Cite two supporting ideas for this.
2. (Connection Connect a major idea that you found in
the current reading with that from the previous
readings/class discussions. Clearly identify these
two ideas. The connection can be in the form of a
comparison of these ideas, a combination of these
ideas, etc. Justify the connection thoroughly.
 3. (Evaluation) Cite a major idea from the text that you
disagree with. Your reason for disagreeing can be
based on logical reasoning, practical considerations,
evidence from research, or real-life experience.
4. (Application) Apply a major idea in the text to a real-
life situation or experience. Explain the idea and
make it clear why it applies to the real-life situation.
5. (Free-for-all) Choose from any of the above
questions. Take note that the questions will not
be presented in the quiz. Have this syllabus at
hand so you can look at the questions here.
Write the number of the question you’re going to
answer.

You will have 12 minutes to answer the question once you

start the quiz. You cannot redo it. The quiz with the lowest
score will be removed from the final computation. Do not
worry if you do not fully comprehend the text. I take
into consideration the fact that you take these quizzes
before we actually discuss the text.

Also, take note that the quiz for module 3 is optional.

This is because the quiz coincides with your midterms and
the text of module 3 is admittedly challenging. So you may
answer the quiz but if you wish to skip it, then just write
“pass” as your answer. If you answer the module 3 quiz I
will use your grade in that quiz to raise your overall quiz
grade, provided that your score in that quiz is not too low.

Deadlines for each quiz per module are as follows:

• Module 1 - 6 pm, February 20

• Module 2 - 6 pm, March 1
• Module 3 (Optional) - 6 pm, March 11
• Module 4 - 6 pm, March 18
• Module 5 - 6 pm, March 25

It is highly suggested that you answer these quizzes

before the deadline since you cannot go on to part B
(and the requirement there) if you don’t. You can submit
after the deadline but it is one letter grade less if you do
(e.g., B+ to B if you submit module 2 quiz on March 2).

2. Check-up questions 10% 1-4

• In Part B of each module, there will be a discussion page

that will contain a question that will evaluate your grasp of
the topic so far. The deadlines for answering these are on
the same day as the quizzes.

You can submit after the deadline but it is one letter grade
less a day if you do (e.g., B+ to B if you submit module 2
answer on March 2).

30% 1,2,4
3. Written Midterms on Modules 1-2 (Summative Assessment)

• There will be an individually answered midterm exam to

 assess your understanding of modules 1-2. This will be in
essay form, about three pages maximum, and will be
submitted through Turnitin. The questions for the midterms
will be released the evening of March 3 and it will be due
in Turnitin on 11:59 pm of March 10. I am strict with the
due date. Late submissions will incur a penalty of 1 letter
mark lower, per day after submission (e.g., B+ to B if you
submit 12 am of March 12).

4. Written Final Exams on Modules 3-5 (Summative Assessment) 30 % 2, 3, 4

• There will be a final exam to assess your understanding of

modules 1-2. This will be in essay form, about three pages
maximum, and will be submitted through Turnitin. The
questions for the finals will be released the evening of
March 26 and it will be due in Turnitin on 11:59 pm of April
7.I am strict with the due date. Late submissions will incur a
penalty of 1 letter mark lower, per day after submission
(e.g., B+ to B if you submit on 12 am of April 9).

(RUBRICS ARE AT THE LAST PAGE)

G. TEACHING and LEARNING METHODS

TEACHING & LEARNING METHODS and ACTIVITIES CLOs Learning Hours

Reading the Introduction to Required Texts, and the Required Texts 1-4 2.5 at most

• There will be required texts for modules 1-5, the longest of which is 19
pages. Part A of modules 1-5 will also include introductions to the
texts, which can guide you in reading them. Read these
introductions before the texts.

Viewing the “Lectures” and Videos in Canvas Page 1-4 2.5 at most

• Modules (except Module 0) will be divided into two parts: A and B. Part
A will be dedicated to reading the text and answering the quiz. Once
you have answered the quiz, you will have access to part B which
contains “Lectures” about the text, and the check-up questions.

Discussion Boards 1-4 30 minutes

• In Part B of the abovementioned modules, there will be a discussion

board where students can ask questions or share insights about the
module’s topic/lesson.

Synchronous Class Consultation 1-4 50 minutes

• These will happen during every estimated “end” of a module. These

are online conferences where the class can discuss whatever queries
or points of interest they have regarding the module. The only
exception is the consultation for module 0 which will be an introduction
to the course. The schedule of the consultations are as follows:
 • Module 0 (Introduction) — February 10
• Module 1 — February 22
• Module 2 — March 3
• Module 3 — March 12
• Module 4 — March 19
• Module 5 — March 26

The sessions will also be announced on Canvas and the link will be
provided. We will use Zoom. Please use your Ateneo Zoom
accounts when participating. Take note that for this section (P-Q3),
the time for the consultation will be class hours, i.e., 4-4:50 pm. Due to
the contingencies of online access, participation is optional but highly
encouraged. The sessions will be recorded and there will be a
Googledrive link provided for these recordings.

Quizzes 1-4 12 minutes

Check-up questions 1-4 10 mins

Midterms and Final Written Exams 1-4 3 hours (estimate)

H. REQUIRED READINGS (The link for these is in your module page)

Hayes, Robert. “Principled Atheism in Buddhist Scholastic Tradition” Journal of Indian Philosophy
16 (1988): 5-28.

Hutton, Eric. “Xunzi” In Readings in Classical Chinese Philosophy, edited by Philip J. Ivanhoe and
Bryan W. Van Norden. New York. NY: Seven Bridges Press, 2001.

Ibn Sina “The Salvation: ‘Metaphysics’” In Classical Arabic Philosophy: An Anthology of Sources,
edited and translated by John McGinnis and David C. Reisman. Indianapolis, IN: Hackett
Publishing Company Inc., 2007.

Murray, Michael J. and Michael C. Rea. An Introduction to the Philosophy of Religion. Cambridge:
Cambridge U.P., 2008.

Spitzer, Robert. “The Numinous Experience” In The Soul’s Upward Yearning: Clues to Our
Transcendent Nature from Experience and Reason. San Francisco: Ignatius Press, 2015.

Sydnor, Jon Paul. “The Dance of Emptiness: A Constructive Comparative Theology of the Social
Trinity” In Comparing Faithfully: Insights for Systematic Theological Reflection. New York:
Fordham U.P., 2016.

I. SUGGESTED READINGS (Links for these are in your module page)

Radcliffe-Brown, A.R. Structure and Function in Primitive Society: Essays and Addresses. Illinois:
The Free Press, 1952.

Pals, Daniel. Eight Theories of Religion. Oxford: Oxford University Press, 2006.

Otto, Rudolf. The Idea of the Holy. Translated by John W. Harvey. Oxford: Oxford University Press,
1952.

Berkson, Mark. “Xunzi’s Reinterpretation of Ritual.” In Ritual and Religion in the Xunzi, edited by
T.C. Kline III and Justin Tiwald. New York, NY: State University of New York Press, 2015.
J. GRADING SYSTEM

Letter Grade Numerical Grade

A 3.75 – 4.00
B+ 3.40 – 3.74
B 2.90 – 3.39
C+ 2.40 – 2.89
C 2.00 – 2.39
D 1.00 – 1.99
F 0.00 – 0.99

K. CLASS GUIDELINES & POLICIES

1. On the LMS and Modules.

This learning management system (LMS) that will be used for this course is Canvas,
specifically, the AteneoBlueCloud. This will be a “semi” self-paced course which means that
you have some leeway when it comes to accomplishing the modules and its requirements.
There will be no attendance and no required synchronous sessions. However, you are strongly
encouraged to attend synchronous sessions, and to do so on time.

In the pages of the modules, there will be links to videos and their transcripts that I have made.
Copying, downloading, and/or distributing these videos and their transcripts are strictly
prohibited. Thus, please refrain from doing these since the videos are school property, and
distributing them illegally is ground for sanctions.

2. On Academic Integrity

The rules and regulations found in the Code of Academic Integrity of the Loyola Schools apply
to this course.

3. On Class Behavior

What is considered appropriate behavior in a live classroom setting should be exercised in this
course. In particular, respect towards others is a non-negotiable when it comes to any form
of communication in this course (e.g., discussion boards, synchronous sessions, email, etc).

Furthermore, this course shall be a safe space for everyone, meaning that it will strictly adhere
to the Loyola Schools Gender Policy. It shall also adhere to Republic Act (RA) 11313 or Safe
Spaces Act, particularly in its non-tolerance of gender-based online sexual harassment
(Section 3e). You can access the RA in this link.

4. On Class Participation

Aside from the obvious necessity of doing the requirements, students are also highly
encouraged to participate fully in the course by asking questions through the discussion boards
and synchronous consultations, and sharing their insights through these same avenues.
 5. On the Portable Learning Packet (PLP)

Students with unstable or no internet connection can avail of the PLP through LS One
(www.ateneo.edu/lsone).

6. On Turnitin

Here are the Turnitin Class ID and Key for our class: ID- 28123723, Key- Nagarjuna. I suggest
you enroll in the Turnitin as soon as possible because previous experience has shown that
students how enroll late might not be accepted.

7. On Means of Communication

Since we will not meet in a class setting, these are the main ways you can ask questions or
inform me about something:

Canvas Inbox: This is the main way we will get to be in touch with each other through Canvas.
For instance, this is where you will receive announcements from me about the class. You can
message me here for any concerns that you have. WARNING, if you’re going to reply to a
message, check who the recipients are first. Canvas sometimes sends messages to a whole
group even if it should have just been sent to an individual. Finally, please refrain from asking
me questions about the lesson/text when you haven’t done the quiz yet—I’ll know anyway if
you haven’t done it. You can however ask me clarifications about the quiz questions.

Help Desk: In the “Modules” webpage, there is on top a section named “Important Links and
Help Desk.” This has a section called “Help Desk” which is a discussion board where you can
post questions not related to our lessons, such as questions about schedules, or other
technical/logistic queries. You can choose to post here especially if you think your question is
also relevant for the class. Note that your post can be seen by the entire class.

Discussion Board after Quiz: If you have questions about the text or the lessons about it, you
can ask these in the discussion board that will be made accessible to you after you answer the
quiz for that module. Note that your post can be seen by the entire class.

Chat: There is a chat group for the whole class. You may also send messages to me there
Note that your post can be seen by the entire class. I prefer this to be the last option,
especially if what you want to talk about is important/sensitive.

There will also be a beadle assigned to class who will serve as a liaison between the instructor
and the students. You may relay your concerns through him/her. Finally, you may also contact
me through my email address below.

L. CONSULTATION HOURS

NAME OF FACULTY EMAIL DAY/S TIME

 Joseph Sta. Maria jestamaria@ateneo.edu MWF 1-5 pm

Since we do not have live classes, you may email me during the “hours” allotted to your class (as well
as the other classes). As much as possible email me only during these hours. For my part, I might also
look at my emails only during these hours. Please give me a maximum of 1 day to reply. Also, please
email me only with your Ateneo OBF accounts.

Lastly, I would like to welcome you to Philosophy of Religion! I hope we can work together to
make this course insightful and enjoyable (as much as naturally possible) for us all! When you
open Canvas, make sure to look at ‘Module 0’ first for further introductions and instructions.
 Rubrics Outstanding
(A/B+)
Midterm and Finals The work is concise, grammatical, and
cohesive.
Answers the question correctly and
completely, and is able to substantially
explain idea(s) adequately as needed (with
the use of helpful examples if needed).
Shows a flexible and deep understanding of
philosophical idea(s) by:
• Articulating it in novel ways that do
not parrot the reading and/or
discussion.
• Evaluating it critically with considered
reasons
• Being able to apply it to practical
situations in a plausible way
Quizzes The work is concise, grammatical, and
cohesive. It also reveals understanding the
philosophical text in question. This is
displayed, among other things, by the fairly
appropriate and/or nuanced use of the terms
in the text. Furthermore, the answers or
conclusions written are backed-up by
sufficient reasons/reasoning, which are
clearly expressed.
Check-up Questions The answer is concise, grammatical, and
cohesive. The reason/support for the answer
is well explained. The answer also reveals
understanding of the ideas discussed in the
“lessons” of the canvas pages/lecture videos.
Good
(B)
A few grammatical errors.
Fairly concise and cohesive
Answers the question
correctly and completely.
Displays knowledge of the
related philosophical idea(s),
though a few ideas are left
vague.
Students explain their ideas
substantially with examples if
needed. Although for the
most part they simply parrot
the lectures/reading.
A few grammatical errors.
Fairly concise and cohesive.
It reveals understanding of
the philosophical text in
question. The answers or
conclusions written are also
backed-up by sufficient
reasons/reasoning.
The answer is fairly concise
and cohesive. Insignificant
grammatical errors. The
reason/support for the
answer is well explained.
It reveals understanding of
the ideas discussed in the
“lessons” of the canvas
pages/lecture videos.
Satisfactory (C/C+)
Some grammatical errors. The answer is
intelligible but disorganized.
Answers the question more or less
accurately and displays knowledge of the
related philosophical idea(s) but gives little
explanation of this idea(s).
The written work appraises the
philosophical ideas discussed by providing
reasons and/or arguments. But these
reasons/arguments are either not
supported by explanations/examples, or
such explanations/examples are either
unhelpful or parroted from the
text/lectures.
Some grammatical errors. Suffers from
lack of conciseness and cohesiveness, but
still intelligible. It also reveals a general
understanding of the philosophical text in
question.
Some grammatical errors. Suffers from
lack of conciseness and cohesiveness, but
still intelligible. The reason/support for the
answer is not well explained. It reveals a
general understanding of the ideas
discussed in the “lessons” of the canvas
pages/lecture videos.
Unsatisfactory
(D/F)
The answer is ungrammatical,
disordered, and unintelligible.
Mentions a few details about the
philosophical idea related to the
question but fails to actually answer
the question.
The written work assumes to
appraise the philosophical ideas
discussed in the course, but offers
no plausible reasons to back up the
appraisal, except merely the
opinion of the writer.
Unintelligible and reveals little to no
knowledge of the philosophical text
in question.
Unintelligible and reveals little to no
knowledge of the “lessons” of the
canvas pages/lecture videos. Or the
question wasn’t answered at all.