Animals Ethics & Religion

Animal Ethics & Religion
PHILOS 130/REL ST 170
Spring 2020

CLASS TIME: Mon/Wed 1:00-2:20pm;
ZOOM LINK: https://uci.zoom.us/j/682337003

Professor: Brianne Donaldson
Email: b.donaldson@UCI.edu
Image credit: Jo-Anne McArthure, WeAnimalsArchive.org

DESCRIPTION

In their definition of religion, Emile Durkheim and Mircea Eliade present the human/animal boundary as a fundamental hallmark of the discipline, one often overlooked in contemporary studies of “animals and religion.” In this course we will utilize this fundamental binary to identify the construction of “human” and “animal” subjectivities in religious narratives such as Jewish, Islamic, Christian, Jain, and Buddhist, as well as in other scientific and ethical accounts of humans and animals, including those considered secular. We will identify practices and modes of thinking that might disturb this conceptual binary, creating new opportunities for rethinking identity, community, and response beyond species lines.

STUDENT LEARNING GOALS

1. Articulate at least three distinct approaches to animal ethics theory
2. Practice utilizing cultural sources, including data, to understand contemporary animal ethics issues
3. Analyze diverse religious/secular views of animals utilizing theoretical and ethical sources
4. Apply theory and ethics to modern film and to a constructive project centered on transforming a community's view of animals

OPENING RECITATION

The Arhats and Bhagavats of the past, present, and future,
all say thus, speak thus, declare thus, explain thus:
all breathing, existing, living, sentient creatures should not be slain,
nor treated with violence, nor abused, nor tormented, nor driven away.
This is the pure, unchangeable law.

–Acārāṅga-sūtra 1.4.1 (comprised in stages, 6th c.-1st c. BCE)

STUDENT VISITING HOURS: COME SEE ME ONLINE! (Spring 2020)

I'll be hosting virtual visiting hours every week and I'd love to have you visit!

Tuesday noon-1pm; Zoom link: https://uci.zoom.us/j/686242624
Wednesday 2:45–3:45pm; Zoom link: https://uci.zoom.us/j/647620106
Many other times by request for in-person appointment/video/phone visits: just contact me (note that I often don't check email after 6pm)
When writing me, please include a greeting such as "Hi _____" or "Dear _____" so I feel like a means to your success as well as my own end; I will endeavor to do the same for you.

REQUIRED TEXTS

Click image below for Amazon link. STUDENTS MUST HAVE A COPY OF THESE TEXTS IN CLASS.

A Communion of Subjects: Animals in Religions, Science, and Ethics, ed. by Kimberley Patton & Paul Waldau (2009; *paperback)

Publisher: Columbia University Press (April 20, 2009)
Language: English
ISBN-10: 0231136439
ISBN-13: 978-0231136433

*OTHER INDIVIDUAL READINGS WILL ALSO BE LINKED IN THE SCHEDULE BELOW.

POLICIES

CONTENT CONSIDERATION
Some of the content in this course may be difficult to read about, view, or consider. Nevertheless, it is important to grapple with these difficulties so that our work together is not relegated to the realm of thought and theory alone. I have curated the assignments intentionally and carefully, and provided assignment frameworks so that you approach all tasks with questions in mind; that is, I will never "throw you into the deep end" without tools for intellectual swimming. In additional to these guiding frameworks, you can sometimes also choose your own assignment, such as one of the required films, or the final project. If you find something particularly challenging, I would encourage you to write about it in your Wednesday reflections, or discuss it with peers in your group work, or raise it in conversation with me, your friends, or family.

ZOOM PRIVACY
I will be recording the lecture sessions each week for those students who cannot attend. If you do not want to be recorded, you have the option to turn off your camera and submit questions or comments through the Chat function of Zoom (directly to me), or through email. Breakout groups on Zoom will not be recorded, so all students can use your camera during that time.

ATTENDANCE POLICY
Given the sudden shift to remote classes, I will not have an attendance policy this quarter. However, if you know that you will not be able to attend on a regular basis for any reason, including technology access, extended illness, extended family emergency, or extended immigration-related issue, please contact me as soon as you are able to and we will discuss a plan forward.

Much of our collective work will happen during class sessions. I will endeavor to record the online classes so you can catch up/follow along if you are absent.
Also, if something has kept you from reading or feeling prepared for class, please still come. You can always "pass" in discussion. So long as this is not a regular occurrence, your engaged presence will still benefit you, your peers, and our collective work.

ACADEMIC DISHONESTY AND PLAGIARISM
We are here to do the hard work of learning together. Academic dishonesty erodes this goal and your own self confidence, and is a serious academic offense that can result in failing a paper, failing the class, and academic dismissal from the university. Academic dishonesty includes, but is not limited to, plagiarism (copying words, phrases, or ideas from other authors/sources without giving citation credit), copying answers from another student, allowing another student to copy your answers, communicating exam answers to other students during an exam, attempting to use notes or other aids during an exam, or tampering with an exam after it has been corrected and then returning it for more credit. These actions are a violation of the UCI Policies on Academic Honesty <see https://aisc.uci.edu/>. It is your responsibility to read and understand these policies. Note that any instance of academic dishonesty will be reported to the Academic Integrity Administrative Office for disciplinary action and is cause for a failing grade in the course.

DISABILITY ACCOMMODATIONS
All of us have different abilities, strengths, and challenges with learning. Students who believe they may need accommodations to succeed in this class are encouraged to register online with the Disability Services Center (or call 949-824-7494) as soon as possible to ensure that such accommodations are implemented in a timely fashion. This can include priority test-taking, seating preference, transportation, document conversion, among many other possible accommodations. Also, please feel free to meet with me to discuss any ways I can make any aspect of the classroom, materials, or assignments more accessible.

FOOD AND HOUSING INSECURITY
Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and stable place to live, and believes this may affect their performance in the course, is urged to contact the FRESH Basic Needs Hub and the Basic Needs Coordinator, Andrea Gutierrez, at agordill@exchange.uci.edu. Also, please notify me if you are comfortable doing so. This will enable me to inform you of resources that might be of help.

UCI COUNSELING AND RELATIONSHIP VIOLENCE PHONE LINES (24-HRS/DAY)
At-home learning can exacerbate personal, family, and relationship strains. UCI has several resources and services to support well-being and safety. Click here.

ADD/DROP DEADLINES
Students may DROP or ADD a course through 5:00 p.m. on Friday of the second week of classes. https://www.reg.uci.edu/enrollment/adc/adcpolicy.html

TECHNOLOGY IN THE CLASSROOM
Not applicable

LATE WORK POLICY
The late policy will begin after the drop/add period. There is a one hour grace period on all assignments, except for Monday and Wednesday worksheets which must be uploaded by the time required for full credit (or they receive a -1 deduction). Exam must be completed within the provided window. Where applicable, assignments of up to 40 points will be deducted 2 points total; and late assignments over 40 points will be deducted 4 points. All work is due by the last day of classes to be considered, unless otherwise noted.

ASSIGNMENTS AND GRADING

1. Monday Quizzes (Best 6 of 8; 36pts) [16%]
2. Monday Research Charts (Best 6 of 8; 36pts) [16%]
3. Wednesday Experiential Topic Reflections (Best 6 of 8; 36pts) [16%]
4. Weekly Group Roles and Discussion (and peer review) (36pts) [16%]
5. Film Reflection (32pts) [14%]
6. Final Exam (50pts) [22%]

ASSIGNMENT DESCRIPTIONS

1. MONDAY CANVAS QUIZZES (Best 6 of 8)
Complete Mondays before class at 1pm
Starting the Monday of Week 2, and seven Mondays after, student will complete a short, 6-point open-book quiz on Canvas. These quizzes will include terms and ideas for that day's readings. Student can do all 8 quizzes or skip 2, for a total of 6. These quizzes will build our vocabulary of thought and action. The quizzes will also provide content and questions for a portion of the final exam. *Quizzes will be available by Saturday, noon prior to class.

2. MONDAY RESEARCH CHARTS (Best 6 of 8 will count; students can do all 8 or skip 2; due each Monday at class time)

The Research Chart outline, and an adjoining document including 3 samples, can be found/downloaded in the below "Resources" section on syllabus and under "Files" on Canvas.
The charts will be used to build reading engagement and understanding; they will also be used for a task worth 50% of the final exam.

Description: Starting Week 2 and each Monday after, students will complete a research chart worksheet for each of the class readings due for Monday, never exceeding 3 on a given day. This means that if 4 readings are assigned for a given Monday, students should do all those readings, but only need to complete a research chart for 3. The aim is to build confidence in understanding the main point/perspective, an author's deep motivating concern, interpretation, and citation skills, and to prepare you for a large portion of the final exam.

Turning in: Upload research charts as one document each Monday before class to Canvas
Grading: These will be graded 1-6; (1) (low effort), 2 (needs improvement), 3 (adequate effort), 4 (good effort), 5 (strong effort), 6 (exceptional effort). As these are primarily for your own skill-building and class participation, they will receive no (or few) comments.

3. WEDNESDAY EXPERIENTIAL TOPIC REFLECTION (Best 6 of 8; students can do all 8 or skip 2)

A document including 3 samples of Experiential Reflections, can be found/downloaded in the below "Resources" section on syllabus and under "Files" on Canvas.

Description: Starting Week 2 and seven Wednesday after, students will have an opportunity to complete an Experiential Topic Reflection. Of these 8 Wednesdays, students will be graded on the best 6 of 8 (all 8 can be done or 2 are optional). Topic Reflections will provide the backbone for Wednesday Group Discussions where we engage contemporary ethical issues, theoretical questions, or religious views of animals utilizing our readings for that week and earlier. These reflections include 3 elements:

Prepare whatever short readings or ethics activities are assigned for Wednesday (in weekly schedule below)
Seek out some experience with a living being/s each week. This could be a short walk tuned into sounds/sights/scents, etc.; it could be watching ants on a sidewalk, attending to a companion animal in a new way or with new information; observing lobsters in a tank at the grocery store, removing a spider from the shower, watching/noticing birds, bees, squirrel or other wildlife, watching life forms in a tree, observing an animal killed on the road, examining the meat, milk, or dairy aisle, learning something about the habits and history of local wildlife; it could be sitting outside, or hiking, etc. Your experience can change weekly; you can plan it or it can emerge organically.
Write a 1/2-page single-spaced (or full page double-spaced) reflection that joins together that week's readings and activities with your living-beings experience. That is:
1. You are primarily reflecting on Monday's readings such as: (Wk1a) What is unique about Identity-based theories? Or (Wk2a) What is Unique about Difference-based theories? Or (Wk 3a) How does Binary Logic relate to animals in religion, gender, and race? Or (Later) What are components of Christian views of animals?
2. However, you are doing this reflection by stepping away from only texts and into you own experience with, and various data about living beings to illuminate fresh thoughts on Monday's topic.
3. A very basic framework for this reflection would be: "This week, I observed X in order to consider the 3 readings on Identity-based theories (or fill in topic). Thinking about the features (or merits/limits, etc.) of Identity-based theories while observing X gives a different perspective than just reading these views, as does considering data or cultural attitudes about animals such as, ___________________. I found myself considering particular elements of and/or questions about Identity-based theories in the following ways: ________________.
4. Basic percentages for the reflection should be (15-20% describing living being activity; 15-20% reference to Wednesday data/cultural views; 60-70% reflections on the views we read for Monday).

*Tips: You need not follow the above basic framework strictly; it is meant merely to provide guidance. However, this should be a structured reflection, rather than a free-style stream of consciousness. Wednesday data/cultural readings, plus your living being activities provide a different lens through which to activate other parts of yourself *as you consider the views we read for Monday.* The Monday readings remain primary, now viewed through your exposure to a living being/s, and Wednesday data and cultural views about real animals. When in doubt, return to the basic framework and percentages above.

Turning in: Upload research charts as one document each Wednesday before class to Canvas
Grading: These will be graded 1-6; (1) (low effort), 2 (needs improvement), 3 (adequate effort), 4 (good effort), 5 (strong effort), 6 (exceptional effort). As these are primarily for your own skill-building and class participation, they will receive no (or few) comments.

4. Weekly Group Roles and Discussion
We will discuss this Week 3 or 4.
Description Group Roles, Weekly Activity, Grading, and Peer Review can be found under syllabus "Resources" and Canvas "Files"

5. Midterm Film Analysis
Due: Upload to Canvas by Week 5b Wednesday, April 29 at class time
Students will watch two movies this quarter: (1) Fowl Play, and (2) Another film of your choice from this provided list.
Please see the "Film Analysis" assignment in "Resources" section below.

6. Final Exam
The final exam will cover terms and questions from quizzes, an activity utilizing Research Charts worth 50% of the exam, and 1-3 other short answer and/or reflection questions. A study guide will be handed out by Week 9.

This is a basic grading guide
GRADE
A           94-100%
A-          90-94%
B+         87-90%
B           83-87%
B-          80-83%
C+         77-80%
C           73-77%
C-          70-73%
D+         67-70%
D           63-67%
D-          60-63%

RESOURCES: 5 WAYS TO TAKE NOTES AND BEDFORD CITATION GUIDE

5 methods for taking notes in reading and in class

Bedford Handbook for In-text Citations and Works Cited (helpful guides on p. 4 and p. 10)

Rubrics and Worksheets

updated_research_chart_worksheet__4.13.20_.docx
File Size:	19 kb
File Type:	docx

​Animal Ethics & ReligionPHILOS 130/REL ST 170​Spring 2020​CLASS TIME: Mon/Wed 1:00-2:20pm;ZOOM LINK: https://uci.zoom.us/j/682337003

DESCRIPTION

STUDENT LEARNING GOALS

OPENING RECITATION

STUDENT VISITING HOURS: COME SEE ME ONLINE! (Spring 2020)

REQUIRED TEXTS

POLICIES

ASSIGNMENTS AND GRADING

RESOURCES: 5 WAYS TO TAKE NOTES AND BEDFORD CITATION GUIDE

Rubrics and Worksheets

WEEKLY SCHEDULE ​(and tips for class preparation)

Week 1​

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Week 11

www.briannedonaldson.com

Animal Ethics & Religion
PHILOS 130/REL ST 170
Spring 2020

CLASS TIME: Mon/Wed 1:00-2:20pm;
ZOOM LINK: https://uci.zoom.us/j/682337003

WEEKLY SCHEDULE (and tips for class preparation)

Week 1