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Main-Stream Religion

Jackson (and watch this trailer for Hell House)
P&A, Ch. 26; 29-30answer the questions 1—2
1. Share an experience where either: A) your religious convictions were reinforced through persuasion, or B) someone attempted to evangelize to you. In reflecting on this, what seems to work in religious persuasion? What doesn’t?
2. What’s your reaction to the strategies described in the Jackson piece? Using a quotation from the reading, identify one of the examples of the argument ad baculum that particularly struck you. Are there instances (religious or not) when this type of persuasion would ever be ethical? Why or why not? Should we even qualify events like Hell House as acts of persuasion?
Cults Discussion
Davis
P&A, Ch. 24, 27, & 36
Southpark on Scientology
Scientology.org
Heaven’s Gate Initiation TapeAfter reading the Davis piece on Heaven’s Gate and P&A chapters 24, 27 and 36, answer the following questions:
3.Reflect upon a group or organization that you participate in. Does it exhibit any of the qualities of cults discussed in P&A? If so, what are they? What makes this group/organization different from a cult?
4. Identify a quotation from the Davis reading that you found interesting – what’s intriguing about the Heaven’s Gate cult and Davis’ analysis to you?
5. After learning about some of the different cults we’ve discussed and some of the atrocities associated with them, do you believe that cults should have the right to the freedom of religion like other main-stream religions? Why or why not?
Please let me know if you cann’t access to any of the readings or the textbook.
Reading list:
? Main-Stream Religion
• Jackson (and watch this trailer for Hell House)
• P&A, Ch. 26; 29-30
• Main-Stream Religion
? Cults
• Davis
• P&A, Ch. 24, 27, & 36
• Southpark on Scientology
• Scientology.org
• Heaven’s Gate Initiation Tape
For more information about Bloom’s Taxonomy, please visit the following Web sites: http://www.nwlink.com/~donclark/hrd/bloom.html
http://faculty.washington.edu/krumme/guides/bloom.html
The terminology developed in Bloom’s Taxonomy of Educational Objectives: Cognitive Domain serves as the foundation for the written rubric scoring guide. Pages 5 and 6 of the written rubric display a definition of the Bloom’s Taxonomy categories.
The application of Bloom’s Taxonomy to the work of the learner in the written comprehensive examination will result in a numerical score. A scale of 2 (unacceptable) through 10 (strong) for the “Thinking” categories and a scale of 1 (unacceptable) through 5 (strong) for the “Communication” categories create an objective, numerical evaluation. The numerical outcome of the scoring process results in a pass/no pass for the written comprehensive examination.
(See Scoring Guide below for more information on scoring the written comprehensive examination.)
Scoring Guide
The Comprehensive Examination Evaluation Rubric is built upon a simple multi-point rating scale. The Thinking (content) part comprises 60 percent of the total score, while the Communication (mechanics) part makes up 40 percent of the total score. The categories in the Focus on Thinking section “weigh” twice as much as those in the Focus on Communicating Ideas section. That is, each of the three Thinking categories is evaluated on a ten-point scale from Unacceptable (2 points) to Strong (10 points), with two-point increments between adjacent categories. Each of the four Communication categories, on the other hand, is evaluated on a five-point scale from “Unacceptable” (1 point) to “Strong” (5 points), with a one-point increment between adjacent categories. The maximum score on the written examination is 50 points (30 for Thinking and 20 for Communication), and the minimum is 10 points (6 for Thinking, and 4 for Communication). The cells of the rubric describe generally the characteristics of the written responses evaluated by the examiners.
The score for a written comprehensive examination is obtained by adding the total scores assigned to the seven categories in the Thinking and Communication sections. A total of 30 points is considered a passing score. Learners may achieve the passing score by varying composite scoring profiles. Learners must score 30 points or higher on each of the three written responses from two out of the three readers to pass the examination.