Course Syllabus

  Jonathan Edelmann

Teacher

jonathanedelmann@ufl.edu

352.273.2932

Department of Religion

 Reach me by phone on Mondays and Wednesdays 9:00-11:00 am.           Email for appointment.

Please write me or call me if you have any concerns, questions, or suggestions for improvement regarding this course. I am happy to set up a conversation on Zoom, the phone, or at my office.

My research is on the Sanskrit language, the history of Indian theology and philosophy, and the intersectionality of science and religion. Here's a link (Links to an external site.) to my website in the Department of Religion. I took courses on science and religion when I was a student at the University of California-Santa Barbara and Oxford University in the United Kingdom. Since then I have been fascinated by the relationships between scientific, philosophical, and religious thinking, and I am excited to share some of the newest research on this topic. I also look forward to highlighting the many resources at the University of Florida.

Office location: 106 Anderson Hall

Office hours: Mondays and Wednesdays, 9:00 - 11:00 am, or by appointment 

Please begin by watching these short videos by Jonathan Edelmann:

• Course Overview
• The termsGod, Humanity, and Evolution
• Your Involvementin this Course 

The Modules link in the left-hand navigation provides the content for each week of this class. Week 1 gives a general introduction to the course content. 

God, Humanity, and Evolution: How do the natural sciences inform our views on what it means to be alive and how do they chart a new future for natural life and artificial intelligence? To answer this question this course examines the work of scholars and scientists from a diverse range of traditions. This course explores how portrayals of the biological world in science, religion, and philosophy provide us with a diverse range of human values and self-understandings. This course invites us to think creatively and constructively about the relationships between evolutionary science and the many intellectual and cultural disciplines with which it intersects. Charles Darwin is among the most influential in how scientists and scholars conceptualize nature and biology today. His evolutionary theory reshaped our self-understanding and representation of religion, philosophy, psychology, linguistics, and culture, and it provided a framework for thinking about the origin and future of humanity. This course focuses on some philosophical and religious responses to Darwin across and between religious and philosophical disciplines. It will set evolutionary theory within the larger history of science and religion, and examine theoretical models for understanding the relationships between science and religion. A. F. Whitehead said, “When we consider what religion is for mankind, and what science is, it is no exaggeration to say that the future course of history depends upon the decision of this generation as to the relations between them.” Although Whitehead said this nearly 100 years ago, it remains true today and will most likely be true in the the intellectual landscape of the 21st century.

Humanities (H) courses provide instruction in the history, key themes, principles, terminology, and theory or methodologies used within a humanities discipline or the humanities in general. Students will learn to identify and to analyze the key elements, biases and influences that shape thought. These courses emphasize clear and effective analysis and approach issues and problems from multiple perspectives.

Quest 1 Nature and Culture Description: Who are we in relation to the natural world? How have humans understood their role in the natural world and their responsibility to it? How do portrayals of nature reflect our values or self-understanding? A study of the ways in which humans see themselves and their place in the natural world. Topics may include conceptions of nature; how representations of the natural world have been used to express important values; humans in contrast to animals; human interventions in the landscape and the values that guide such designs; development, sustainability, and conservation; what religious traditions and texts have to say about humanity’s place in the natural world; and nature as a site for physically or spiritually healthy or harmful experiences. 

T,R | Period 6 (12:50 PM - 1:40 PM) Room: FAB 0103
R | Period 7 (1:55 PM - 2:45 PM) Room: LIT 0109

I am conducting this entire course as a Hyflex, meaning that I will provide Face to Face class time as assigned in the UF Schedule of Courses for Fall 2021, and also broadcast live from the classroom via Zoom.

For each week responsible for accessing the Reading. Links are given for each Reading in the Weekly schedule and they are all in Files. Elements of Style, Strunk, W., Jr. and White, E.B. 4th edition, 1999, is a recommended textbook. Materials and Supplies Fees: n/a. Students will need a computer and access to the internet to complete this course. Basic knowledge of word processing is also required. Each Module page and assignment can be accessed either from the Home page, the Modules view, or by clicking the Next button below (which will take you to the next item in the sequence).

List of Graded Work

Attendance: will be taken daily and recorded in the Canvas gradebook. You are allowed four “personal days” for the semester, after which each absence that does not meet university criteria for “excused” will result in a two-point deduction from your final grade. Information on University of Florida’s Writing Studio is here: https://writing.ufl.edu/ (Links to an external site.)

Writing Assessment Rubric

• The Writing Requirement (WR) ensures students both maintain their fluency in writing and use writing as a tool to facilitate learning.
• The instructor will evaluate and provide feedback, on all of the student's written assignments with respect to grammar, punctuation, clarity, coherence, and organization.
• WR Course grades have two components. To receive writing requirement credit, a student must receive a grade of C or higher and a satisfactory completion of the writing component of the course."

• Week 2: Are science and religion two independent areas of human knowledge?
• Week 3: What model of the relationship between science and religion (independence, conflict, complexity, etc.) do you think is most plausible?
• Week 4: Do you think Darwinian evolution is a plausible explanation for bio-diversity?
• Week 5: Do you think evolutionary theory is supported by research conducted in the 20th century?
• Week 6: Does evolution challenge religion?
• Week 7: Do you find evolutionary arguments against design, purpose, divine intervention, etc persuasive?
• Week 8: Mid Term Examination - 150 Points
• Week 9: Paper One - 200 Points
• Week 10: What are some features of Jewish responses to Darwin?
• Week 11: How did contemporary Christians respond to Darwin?
• Week 12: How do you think Islam and Darwin relate?
• Week 13: In what ways is the Hindu notions of evolution similar and different from Darwinian evolution?
• Week 14: Buddhist responses to Darwinism?
• Week 15: Do you think the next life form to evolve could be an AI?
• Week 16: Paper Two - 200 Points
• Final Examination - 150 Points

For information on how UF assigns grade points, visit: https://catalog.ufl.edu/UGRD/academic-regulations/grades-grading-policies/ (Links to an external site.)

The official source of rules and regulations for UF students is the Undergraduate Catalog (Links to an external site.) and Graduate Catalog (Links to an external site.). Quick links to other information have also been provided below.

• Student Handbook (Links to an external site.)
• Student Responsibilities (Links to an external site.), including academic honesty and student conduct code
• e-Learning Supported Services Policies (Links to an external site.) includes links to relevant policies including Acceptable Use, Privacy, and many more
• Accessibility (Links to an external site.), including the Electronic Information Technology Accessibility Policy and ADA Compliance
• Student Computing Requirements (Links to an external site.), including minimum and recommended technology requirements and competencies

Additionally,

• Academic honesty is important to the learning process.
• Please learn about citing your written work at a website like this (Links to an external site.) or feel free to ask me about any questions  you have.
• Try to learn about the process of academic writing from the assigned Readings and take time to reflect in an open manner with the views of your peers.

Please Note:

Our class sessions may be audio-visually recorded for students in the class to refer back and for enrolled students who are unable to attend live. Students who participate with their camera engaged or utilize a profile image are agreeing to have their video or image recorded.  If you are unwilling to consent to have your profile or video image recorded, be sure to keep your camera off and do not use a profile image. Likewise, students who un-mute during class and participate orally are agreeing to have their voice recorded.  If you are not willing to consent to have your voice recorded during class, you will need to keep your mute button activated and communicate exclusively using the "chat" feature, which allows students to type questions and comments live. The chat will not be recorded or shared. As in all courses, unauthorized recording and unauthorized sharing of recorded materials by students or any other party is prohibited.

Students  are  allowed  to  record  video  or  audio  of  class  lectures.  However,  the  purposes for  which  these  recordings  may  be  used  are  strictly  controlled.   The  only  allowable purposes  are  (1)  for  personal  educational  use,  (2)  in  connection  with  a  complaint  to  the university,  or  (3)  as  evidence  in,  or  in  preparation  for,  a  criminal  or  civil  proceeding.   All other  purposes  are  prohibited.   Specifically,  students  may  not  publish  recorded  lectures without  the  written  consent  of  the  instructor.

Quest and the humanities require a open, civil, safe, and brave space wherein ideas are exchanged freely among students and faculty. I encourage this kind of discussion and we can learn from one another about this as the course progresses. I have talked to students about civil discourse here.

• I expect students to be on-time for stated meetings and to submit work on time.
• I look forward to learning about your intellectual interests and goals!

You can provide feedback on this course through the following channels:

• UF Faculty Evaluations that will be available near the conclusion of the semester
• Informal feedback
• Talk to your advisor

Image of Angel Live Oak from UF IFAS Extension Links to an external site.