RLG303H1F (2012) – Evil and Suffering Course Instructor: Sarah Lynn Kleeb Class Time and Location: Thursdays, 6-8pm (UST), Location, LM158 Office Hours: Thursday, 4-5:45 pm, or by appointment Office Location: JHB 215 – 170 St. George, 2nd floor (at the northeast corner of St. George and Bloor) "Of all evil I deem you capable: Therefore I want good from you. Verily, I have often laughed at [those] who thought themselves good because they had no claws." - Friedrich Nietzsche, Thus Spoke Zarathustra (1885) Course Description In the Western religious traditions, the tension that exists between a world proclaimed “good” by its creator and the existence of horrendous or radical evil creates a paradox which has been the subject of centuries of examination. This course aims to provide students the opportunity to engage, consider, critique, and problematize major responses to the so-called “problem of evil.” The question of theodicy will be examined through Western religious perspectives, with related theoretical resources from philosophy, psychology, and contemporary media studies. Orienting questions for this course are as follows: How is “evil” conceptualized and rationalized by religions and religious individuals, and what kinds of responses have been offered both within and outside of these faiths? Can belief in a benevolent and engaged deity be reconciled with the immense suffering found in the world? How have “evil” and suffering been connected (and critiqued) historically, theoretically, theologically, and socially? Note: All students registered in 300-level courses are expected to have completed 1.5 FCE RLG courses to maintain enrolment in this class (generally, though not exclusively, RLG100Y and one other H course). Although ROSI may have permitted you to enrol in RLG303H, students who do not meet this requirement are subject to removal from the class. This is done at the departmental level, and as such I cannot give verbal permission for a student to remain in this course. If you would like to request special consideration, please speak with Marilyn Colaço, Undergraduate Assistant, Jackman Humanities Building, 170 St. George, 3rd floor. Course Objectives This course seeks to foster your ability to problematize and think critically and comparatively about the ways in which members of the Western religious traditions conceptualize evil and address suffering. As well, this course will create space for considering some of the ways these traditions have participated in, or been the recipients of, various forms of suffering. Through this course, you will be able to identify patterns and problems in the way our contemporary society perpetuates, represents, resists, and grapples with evil and suffering, by engaging a wide variety of sources from philosophy, theology, literature, and modern media. The writing components will foster your ability to relate ideas and issues from the class to the world around you, and to work through your thoughts and questions about religion, evil, and suffering through the process of writing – both informally in short weekly responses, and more formally within and for the academic the study of religion, via a longer essay project. Evaluation 1. Participation (Worth 15% of your final grade) A significant component to this class will be class discussion, both during lecture times and on the Blackboard Discussion Board. These discussions will address lectures, your readings and response papers, and the connections you are making between these materials and your own experiences in the world. Therefore, your presence and active participation is necessary and evaluated. Pro-tip: If you are uncomfortable sharing your ideas during class, or if the opportunity to contribute in this way does not come up, please consider posting your response paper on the discussion board as a conversation starter. You may do this after the response is written, or after it has been marked, if that is a more comfortable option for you. Doing this will contribute to your overall participation mark. A Few Words on Blackboard Discussion People being discourteous or aggressive toward others on the discussion board, neglecting to source information found elsewhere, posting topics unrelated to course content, or engaging in other activity that is not part of proper academic conduct will first be given an official warning.  If a second offense occurs, the offender will be asked to remain inactive on the website for the duration of the course.  While debate and discussion - even critical discussion - are highly encouraged, there will be NO tolerance for any form of racism, sexism, demeaning or violent speech, religious persecution, anti-religious persecution, or harassment of any kind.  This is a university website, and all content is subject to the standards of academic discourse. 2. Response Papers (Worth 5% each x 7 = 35% of your final grade) The purpose of the response papers is to provide you with multiple opportunities to process your thoughts about the themes, readings, and lectures from this course through the medium of writing. The larger goal is for you to develop your ability to engage class material and to begin synthesizing an array of common and/or divergent viewpoints. Writing these response papers should prepare you for the kind of analytical, evaluative and critical thinking skills required for the essay due later in the term. Your papers will be assessed primarily on their content; that is, how they demonstrate your understanding of class material, how they engage these concepts in a creative way using ideas and examples from your readings to support your ideas, how they ask critical questions or work through problems, and how these questions and problems are explored for their implications. Each response paper should be 1-2 pages in length (double spaced). Do not include a title page, but ensure that your name, student number and date are in the header of each page. References and citations (as needed) should conform to academic standards. 3. Essay Proposal (Worth 10% of your final grade) The essay proposal should be a concise introduction (1-2 pages) to, or outline of, the theme(s) you wish to explore in your essay. The proposal should include a working thesis statement, a discussion of resources and methodologies to be used, and an annotated bibliography. Please consult the following resources: "Using Thesis Statements": http://writing.utoronto.ca/advice/planning-and-organizing/thesis-statements “Writing an Annotated Bibliography”: http://www.writing.utoronto.ca/advice/specific-types-of-writing/annotated-bibliography 4. Essay (Worth 30% of your final grade) The essay contain 7-9 pages of content (that is, 7-9 pages, not including title page and bibliography), double spaced with standard 1" margins, and in 12pt Times New Roman font. At least three resources are required, and at least one of these should be a course text. Further details regarding the format, goals, and expectations of the essay will be discussed in class. Pro-tip: Consider writing your essay on a topic from the course that you found most interesting, engaging, or worthy of critique. We write better when we feel a connection to what we are writing. One of your response papers can be utilized as a starting point for your essay. 5. Term Test (Worth 10% of your final grade) Important Information Notes on Essays Internet Resources:  UTL Catalogue E-resources (e.g. JSTOR Catalogue, Scholar’s Portal, etc.) are admissible as sources, but no other websites or Internet sources are admissible as sources for assignments.  Please do not utilize or document any other website of any kind as research for your essays.  Doing so will result in an automatic point deduction of up to one full letter grade.  If you have any questions or concerns about this, or if you would like to verify the suitability of your sources, please speak to me or your TA directly.  An exception to this rule may be a site such as Google Books, or a major news outlet, but I strongly advise you to talk to me before using such a source. Please bear in mind: Use of Wikipedia as a resource is considered an unbearable source of suffering. While Wikipedia may be used as a starting point for accessing other research materials (through the article’s citations, footnotes, etc.), it should never serve as a primary source, or a referenced source in your papers. Academic Integrity: Academic integrity is essential to the pursuit of learning and scholarship in a university and to ensuring that a degree from the University of Toronto is a strong signal of each student’s individual academic achievement. As a result, the University treats cases of cheating and plagiarism very seriously.  Potential offences include, but are not limited to: In papers and assignments: Using someone else’s ideas or words without appropriate acknowledgement. Submitting your own work in more than one course without the permission of the instructor. Making up sources or facts. Obtaining or providing unauthorized assistance on any assignment, including copying and/or modifying the work of your peers. On tests and exams: Using or possessing unauthorized aids. Looking at someone else’s answers during an exam or test. Misrepresenting your identity. In academic work: Falsifying institutional documents or grades. Falsifying or altering any documentation required by the University, including (but not limited to) doctor’s notes. Please consult the following resources on academic integrity, plagiarism, and writing advice:  Advice on Academic Writing: http://www.utoronto.ca/writing/advise.html “How Not to Plagiarize”: http://www.utoronto.ca/writing/plagsep.html University of Toronto Information Regarding Academic Integrity: www.artsci.utoronto.ca/osai/students University of Toronto documentation on procedures for plagiarism and other academic offences: http://www.artsandscience.utoronto.ca/ofr/calendar/rules.htm#behaviour Methods of Citation:  MLA, Chicago, or APA format are acceptable styles of citation for these essays.  If you are more comfortable with another style of citation, please speak to me.  An overview of the above styles is available at the following website: http://writing.utoronto.ca/advice/using-sources/documentation. Writing Centres:  The University of Toronto has a variety of sources of help for essay writing.  If you have any concerns about the construction of your essay, I encourage you to attend sessions at one of the many University Writing Centres.  Details on your specific writing centre will be available at your respective departments. Alternately, a list of university writing centres can be found here: http://www.students.utoronto.ca/Academic_Resources/Writing_Centres.htm.  Students outside of Arts and Sciences may also find the Academic Success Centre useful in working on their essays. The link for this resource is: http://www.asc.utoronto.ca/. Students can make an appointment or utilize their drop-in hours. Methods of Submission and Late Submission Policy: Papers and critical responses are due on the dates indicated. All work must be submitted by the end of class on the specified due date. Any exceptions must be arranged prior to the due date. Late assignments should be submitted as soon as possible, and appropriate documentation should be brought to the following class, if applicable. All assignments are to be submitted to, and received from, the Blackboard course website. LATE PENALTY: 10% + 1 point per day (Mon-Fri). For example, if you submit a response paper two days late, the highest mark you can receive is 2.5/5 (10% of 5 = .5, plus 2 points for each day late). No work will be accepted in excess of five (business) days late, unless pre-approved and accompanied by medical or other documentation. NOTE: All course marks are tentative until approved by the department chair and dean's office, and recorded in the office of the faculty registrar. Students must retain copies of all marked work, until such time as the final course marks are posted on ROSI. Accessibility Services: Students requiring accommodations due to a disability, health-related issue, or unique learning style are welcome in this course. Both your Course Instructor and the University of Toronto are committed to accessibility. I have worked extensively with Accessibility Services, and am committed to helping you achieve your academic goals. All enquiries will remain strictly confidential. If you require accommodations, or have any accessibility concerns about the course, the classroom, or course materials, please let me know as soon as possible, or contact Accessibility Services: [email protected] or http://studentlife.utoronto.ca/accessibility.  Course Timetable (Week 1): Course Introduction Review of syllabus What is “evil”? (Week 2): Foundations A presentation of the problem Definition(s) of “evil” Biblical roots, “goodness” Original Sin, the “Fall” Is evil inherent in the “human condition”? *Response paper due Required Readings: Genesis 1-3; 6-8; 18-19 (NRSV) Kelly, Joseph F. “Modern Religious Approaches to Evil.” The Problem of Evil in the Western Tradition: From the Book of Job to Modern Genetics. Collegeville: The Liturgical Press, 2002. Katz, Fred E. “From the Ordinary to the Extraordinary” and “Confronting Evil and its Paradoxes.” Ordinary People and Extraordinary Evil: A Report on the Beguilings of Evil. Albany: State University of New York Press, 1993. Recommended Readings: The Book of Job (NRSV) (Week 3): Theodicy, Theodicies From devils to humans The issue of origination The “problem of evil” Image and likeness “Radical Evil” and “Horrendous Evil” *Response paper due Required Readings: Griffin, David Ray. “Augustine and the Denial of Genuine Evil.” The Problem of Evil, Selected Writings. Ed. Michael L. Peterson. University of Notre Dame Press, Notre Dame: 1992. Pp. 197-214. Silverman, Eric. “John Hick’s Soul-Making Theodicy and the Virtue of Love.” Journal of Philosophical Research, Vol. 34, 2009. Adams, Marilyn McCord. “Horrors in Theological Context.” Scottish Journal of Theology, Vol. 55, No. 4, 2002. Pp. 468-479. Recommended Readings: Kant, Immanuel. “Religion within the Boundaries of Mere Reason: Part One: Concerning the indwelling of the evil principle alongside the good principle, or, Of the radical evil in human nature.” Religion within the Boundaries of Mere Reason and Other Writings. Eds. Allen Wood and George di Giovanni. Cambridge University Press, Cambridge: 2004. Pp 45-73. Earl, Dennis. “Divine Intimacy and the Problem of Horrendous Evil.” International Journal of Philosophy of Religion. Vol. 69, 2011. Pp. 17-28. (Week 4): Anti-theodicy Resistance Problematizing “redemption” and “meaning” Ends and means The cost of suffering *Response paper due Required Readings: Dostoevsky, Fyodor. “Rebellion.” The Brothers Karamazov. Arnault, Lynne S. “Cruelty, Horror, and the Will to Redemption.” Hypatia, Vol. 18, No. 2. Spring 2003, pp. 155-188. Chignell, Andrew. “The Problem of Infant Suffering.” Religious Studies, Vol. 34, 1998, pp. 205-217. Recommended Readings: Simpson, Robert. “Some Moral Critique of Theodicy is Misplaced, but Not All.” Religious Studies, Vol.45, No. 3. Sep 2009, pp. 339-346. Simpson, Robert. “Moral Antitheodicy: Prospects and Problems.” International Journal of Philosophy of Religion, 2009, Volume 65, pp. 153-169. Kant, Immanuel. “On the Miscarriage of all Philosophical Trials in Theodicy.” Religion within the Boundaries of Mere Reason and Other Writings. Eds. Allen Wood and George di Giovanni. Cambridge University Press, Cambridge: 2004. Pp. 17-30. (Week 5): Depictions of Evil Witches and demons Demonic possession Enemies of god The Inquisition *Response paper due Required Readings: Summis Desiderantes Maxwell-Stuart, P. G. “Themes and Definitions” & “A Widespread Intent to Prosecute” Witchcraft in Europe and the New World, 1400 – 1800. Palgrave, 2001. (Week 6): Demonization and Othering Islamophobia Orientalism Torture and Terrorism *Response paper due Required Readings: Wistrich, Robert S. “Demonizing the ‘Other’.” Demonizing the Other: Antisemitism, Racism and Xenophobia. Harwood Academic Publishers, 1999. Cole, Phillip. “Terrorism, Torture and the Problem of Evil.” The Myth of Evil: Demonizing the Enemy. Praeger Publishers, Westport: 2006. Riswold, Caryn D. “The Rhetoric of Evil and Eradicating Terrorism.” Religion, Terror and Violence: Religious Studies Perspectives. Eds., Bryan Rennie and Philip L. Tite. New York: Routledge, 2008. Recommended Readings: McKelvey, Tara. “A Soldier’s Tale: Lynndie England”: http://www.marieclaire.com/world-reports/news/lynndie-england-1 McCutcheon, Russell T. “The Tricks and Treats of Classification: Searching for the Heart of Authentic Islam.” Religion, Terror and Violence: Religious Studies Perspectives. Eds. Bryan Rennie and Philip L. Tite. Routledge, New York: 2008. (Week 7): Anti-Semitism and the Holocaust Historical Anti-Semitism, Contemporary Anti-Semitism Language and dehumanization Witness accounts Holocaust theologies Evil and Banality *Response paper due Required Readings: Lewis, Bernard. “Anti-Semites.” The Holocaust: A Reader. Eds., Simone Gigliotti and Berel Lang. Blackwell Publishing, Oxford: 2005. Cole, Phillip. “Facing the Holocaust.” The Myth of Evil: Demonizing the Enemy. Westport: Praeger Publishers, 2006. Various. “Part I: The Challenge - The Religious Challenge of the Holocaust.” Holocaust Theology: A Reader. Ed., Dan Cohn-Sherbok. NYU Press, New York: 2002. Recommended Readings: Hitler, Adolf. “Reichstag Speech, January 30, 1939.” The Holocaust: A Reader. Eds., Simone Gigliotti and Berel Lang. Blackwell Publishing, Oxford: 2005. Hillesum, Etty. “Letters from Westerbork.” The Holocaust: A Reader. Eds., Simone Gigliotti and Berel Lang. Blackwell Publishing, Oxford: 2005. Rosenfeld, Oskar. “Notebook H.” The Holocaust: A Reader. Eds., Simone Gigliotti and Berel Lang. Blackwell Publishing, Oxford: 2005. Ornstein, Anna. “Mass Murder and the Individual: Psychoanalytic Reflections on Perpetrators and Their Victims”. International Journal of Group Psychotherapy, 2012, Vol 2, No 1. (Week 8): Social Evil and Structural Sin Institutional Violence Theologies of liberation Material/Economic suffering Corporate evil and greed Global finance (statistics) *Essay Outline Due Required Readings: Noddings, Nel. “Helplessness: The Pain of Poverty.” Women and Evil. Berkeley: University of California Press, 1989. (Week 9): Natural Evil Non-human suffering Suffering and (Inter-)Subjectivity Pain and Necessity Manipulation and/of Intelligence *Response paper due Required Readings: Carruthers, Peter. “Suffering Without Subjectivity.” Philosophical Studies, 2004, Vol. 121, pp. 99-125. Maller, Mark. “Animals and the Problem of Evil in Recent Theodicies.” Sophia, Vol.48, No. 3. Aug 2009, pp. 299-317 Martens, Kosloff, and Eckstein, Jackson. “Evidence that Initial Obedient Killing Fuels Subsequent Volitional Killing Beyond Effects of Practice.” Social Psychological and Personality Science, 2010, Vol 1, pp. 268-273. (Week 10): Gendered Evil Pain and Childbirth Bystanders Social perception and expectation Modern myths: “Masculinity” and “Femininity” Required Readings: Noddings, Nel. “The Devil’s Gateway.” Women and Evil. Berkeley: University of California Press, 1989. Carlson, Melanie. “I’d Rather Go Along and Be Considered a Man: Masculinity and Bystander Intervention.” Journal of Men’s Studies, Winter 2008, Vol 16, No 1. Feld, Scott L. and Robinson, Dawn T. “Secondary Bystander Effects on Intimate Violence: When Norms of Restraint Reduce Deterrence.” Journal of Social and Personal Relationships, 1998, Vol 15, No 2. (Week 11): Compassion, Transcendence, Hope Self-Reflexivity Intersubjectivity and responsibility Evil and Social Constructs Improv Everywhere – creating positive social experiences, Art and Artists Radical Duty Healing *Essay Due Required Readings: Nilsson, Peter. “On the Suffering of Compassion.” Philosophia, Vol. 39, 2011, pp. 125-144. Long, Eugene Thomas. “Suffering and Transcendence.” International Journal of Philosophy of Religion. Vol. 60, 2006. pp. 139-148. (Week 12): **Term Test** (in class) Please keep the following in mind at all times: I want you to do well in this course! Page 5 of 10