This course is designed to develop critical thinking skills related to the analysis and evaluation of arguments. It involves analysis and criticism of deductive and inductive reasoning; an understanding of justification and evidence; and identification of fallacious arguments in various areas of inquiry. This Foundational Skills course must be completed with a grade of C- or higher. Satisfies general education requirement Area A3 Critical Thinking.

This course introduces students to philosophical methods and examines some of the central issues in philosophy. Topics to be addressed include the kinds, sources, and tests of knowledge; the nature of reality, of self and of God; and the sources of value and how values ought to inform our lives. Satisfies general education requirement Area C2 Humanities.

This course introduces students to ethics theory and concepts through an examination of contemporary moral issues. Topics may include economic inequality and justice, environmental pollution and climate change, hunting and vegetarianism, genetically modified plants and animals, warfare and terrorism, global poverty and fair trade, etc. Satisfies general education requirement Area C2 Humanities and Theme S: Sustainability and Justice.

This course introduces students to the foundational skills of ethical reasoning needed for the intelligent and responsible conduct of life. Topics include recognition and analysis of moral arguments, evaluation of moral reasoning, recognition of common fallacies, and ethical decision making. This Foundational Skills course must be completed with a grade of C- or higher. Satisfies general education requirement Area A3 Critical Thinking.

In this course, we will try to answer these questions using the tools of contemporary epistemology. Epistemology is the study of knowledge and justification. There are several topics addressed by epistemologists that are relevant to questions about conspiracy theories: How do we get knowledge from others' testimony? When should we defer to the opinion of experts? How can we control what we believe, if at all? Can practical (even political) considerations give us genuine reasons for believing or disbelieving something? We will also examine some of the social-psychological work on conspiratorial beliefs. The course assignments consist in contributions to a collaborative research project in the form of an online wiki for which students use their understanding of these epistemological issues to identify and evaluate various potential conspiracy theories.

This course introduces students to some of the most influential ideas in the history of Western philosophy. Topics may include the birth of philosophy, the Socratic method, the inward turn, the scientific foundations of the Modern worldview, skepticism and the quest for certainty, the political impact of the Enlightenment, the existential search for meaning, etc. Satisfies general education Area C2 Humanities and Theme R: Revolutionary Ideas and Innovations.

This course explores two perennial but closely connected philosophical questions: "Who am I?" and "What am I?" What is the self? What constitutes human nature? Various historical and contemporary views on these two questions will be explored including those from Eastern traditions of philosophy, Readings on self will be examined from thinkers like Plato, Augustine, Aristotle, Descartes, Hume, Marx, Sartre, Kierkegaard, Freud, Hegel, Josiah Royce, and William James. In discussing human nature, the course will also explore the mind-body question with readings on Dualism, Materialism, Mind/Brain Identity Theory, Behaviorism, Functionalism, Eliminative Materialism and the new Dualism. Course will be offered every fall semester. Satisfies general education requirements Area C2 Humanities and Student Enrichment and Lifelong Fulfillment, and Theme Q: Quality of Life, and the introductory Honors course.

Most of us take it as given that we are members of some race (or races) and that race is a salient aspect of our social identities and social worlds. We also know that race is central to common debates about power, justice, fairness, and discrimination in our society. Though we may use the concepts of race, racism, or racial justice often, we talk surprisingly little about what these terms actually mean. This course will offer a critical introduction to the study of race in its metaphysical, epistemological, and ethico-political aspects. We will examine philosophical arguments about the ontological status of race (what race is) and about the practical effects that racial categories have on our lives (what race does). This course also offers an examination of racism in its cultural, institutional, and systemic forms, as well as in its individual manifestations as slurs, beliefs, and habitual attitudes. Finally, we will reflect on contemporary movements for racial justice as potential responses to these various forms of racism. Satisfies general education requirements Area C2 Humanities and Student Enrichment and Lifelong Fulfillment and Quality of Life theme Q.

This course introduces students to the myriad ways in which social relations and sexual identities influence ethical judgments regarding various sexual practices and attitudes. Topics include the role of sexuality in human life and its relation to love and to marriage, the historical emergence of forms of sexual desire (sexualities and the categories of sexual orientation), the meaning and value of sexual freedom and sexual consent, sexual objectification and commodification, sexual subcultures and communities, and the intersection of sexuality with other forms of identity (race, class, gender, religion, ability, etc.). Satisfies general education requirements Area C2 Humanities and Student Enrichment and Lifelong Fulfillment and Theme Q: Quality of Life. Cross listed with INST 2329

This course has two purposes: first, to orient new and prospective philosophy majors and minors to the academic discipline of philosophy and, second, to provide them with an opportunity for intense, sustained development of the principles of good philosophical methodology. The course is therefore composed of two main parts. The Orientation part of the course will provide basic information about the subject of philosophy, the philosophy major here at CSUB, graduate study in philosophy, and employment opportunities. The Methodology portion of the course will be devoted to developing the individual reading, thinking, and writing skills necessary to do good philosophy, to be successful in upper division philosophy courses, and to be prepared for life after graduation.

This course introduces students to doing philosophy with children. Students will learn about the diverse methodologies and existing practices of philosophy for children and young adults. Meanwhile, students will themselves be introduced to philosophical topics and questions of philosophy such as the nature of identity, value of work, or meaning of friendship through children's literature, thought experiments, interactive games, and use of artistic media. Students will devise lesson plans, lead and reflect on practice sessions, and engage in limited field work. This course prepares students for the practical training and service-learning course, PHIL 3620. Cross listed with PHIL 2620.

This course provides an introduction to formal, symbolic systems of deductive logic. Of fundamental importance is the distinction between formal, syntactic systems on the one hand and their various semantic interpretations on the other. Key concepts on the syntactic side include: formal system, well-formed formulas, syntax, derivation, syntactic validity and invalidity. With respect to semantics, key concepts include: interpretation, translation, proposition, natural-language semantics, sparse (Fregean) semantics, semantic validity and invalidity, logical properties of propositions, and logical properties of sets of propositions. Prerequisite: Completion of GE A2 and GE A3 or equivalent.

This course examines various theories of the nature of social and political life. Significant contributions to Western political philosophy, such as those of Plato, Hobbes, Locke, Mill, Marx, and Rawls, will be examined along with the concepts of rights, equality, justice, obligation, liberty and utility. Additional readings may contribute to analysis of the development of political institutions and civil society in the West and their effects on non-European nations and cultures. Prerequisite: Upper division standing. Cross listed with PLSI 3030.

This course examines philosophical concepts discussed in novels, short stories, poetry, and film that are intricately related to human nature. Such concepts include: self and self-realization, knowledge, morality, God, good and evil, meaning, friendship, love and eros. Authors from various historical periods, cultures, and backgrounds will be included. Prerequisites: At least 45 units and completion of LD Area C. Satisfies general education upper division Area UDC and Theme Q: Quality of Life.

This course traces the development of Western philosophy from its Greek origins through the Hellenistic period. It introduces students to ancient debates and methods of inquiry regarding the nature of reality, knowledge, and morality. Beginning with the works of the Pre-Socratic philosophers, the course moves on to Plato and Aristotle, culminating in a study of the major Hellenistic movements such as stoicism, epicureanism, and early Christianity. Prerequisite: Completion of GE A2 and GE A3 or equivalent.

This course explores the development of Western philosophy from its early modern origins through the end of the eighteenth century. It focuses on the philosophies of the Modern Rationalists, Descartes, Spinoza, and Leibniz and the Empiricists, Locke, Berkeley, and Hume, culminating with the philosophy of Kant. Prerequisite: Completion of GE A2 and GE A3 or equivalent.

This course explores the question that stirred many of the foremost minds in German-speaking lands in the nineteenth century: 'What is Enlightenment'. The course begins by examining Kant's classic answer to this question, as Kant's statement remains the explicit or implicit referent for all further debate. Critics of modernity to be examined include such philosophers as Hegel, Schopenhauer, Marx, and Nietzsche. Prerequisite: Completion of GE A2 and GE A3 or equivalent.

This course explores one or more of the three main traditions in contemporary philosophy: Analytic philosophy, Continental Philosophy, and American Philosophy. Philosophers studied may include Frege, Moore, Russell, and Wittgenstein; Heidegger, de Beauvoir, Foucault, and Marcuse; Peirce, James, Dubois, and Royce.

This course explores the ideas of nineteenth- and twentieth-century philosophers of existence such as Kierkegaard and Nietzsche, Heidegger, Sartre, Beauvoir, Camus, Buber, and Fanon, with supplementary material from literature and the arts. Concepts explored may include the meaning of freedom, the choice of values after the 'death of God', relations between individuals and society, embodiment and existential psychoanalysis. Prerequisites: At least 45 units and completion of LD Area C. Satisfies general education upper division Area UDC and Theme Q:Quality of Life.

This course introduces students to the conceptual foundations of Marxist thought and explores the continuing relevance of those ideas for contemporary social issues, such as the economic crisis, globalization, climate change, war, racism, gender relations, immigration, etc. Prerequisites: At least 45 units and completion of LD Area C. Satisfies general education upper division Area UDC and Theme R:Revolutionary Ideas and Innovations.

This course focuses on ethical issues that are especially important for those in professional roles, including some of the following questions: What is a profession? How, if at all, are professions different than occupations more generally? How should a profession's code of ethics guide a professional's decision-making? What are the distinguishing features of the professional/client relationship? What responsibilities do professionals have toward their clients? What responsibilities do they have to the public more generally? Students in the course investigate these questions by studying theories and processes for ethical decision-making as well as specific ethical issues faced by professionals in fields such as computer science, engineering, law, and medicine. This course also focuses on developing written skills through several different types of writing assignments. Prerequisites: At least 60 units, and completion of GE A2 and LD Area C. Satisfies general education upper division Area UDC, Graduate Writing Assessment Requirement, and Theme Q: Quality of Life.

This course provides an analysis of ethical issues in the news media, with emphasis on news-gathering and reporting and the impact of the internet, advertising, and entertainment. Topics covered include an evaluation of the ethical cultures of newsrooms, codes of ethics, objectivity, privacy, fairness, honesty, and the public¿s right to know. Case studies will be examined, as well as other means by which students will learn how to recognize and resolve ethical conflicts. Prerequisite: Completion of GE A2 and GE A3 or equivalent. This course carries credit in either COMM 3020 or PHIL 3320.

Ethical issues are interwoven with most significant business decisions, whether they relate to employees, customers, other businesses, the community, or the environment. This course explores what ethics is and the role it can or should play in addressing such business decisions. The goal is to understand the issues in greater depth and to develop reasoning processes for determining better ethical choices. Prerequisites: At least 45 units and completion of LD Area C. Satisfies general education upper division Area UDC and Theme S: Sustainability and Justice.

This course will examine the ethical, legal and social issues raised by neuroscience including the implications of new knowledge of the brain for our understanding of selfhood, for the meaning of privacy, and for an understanding of various aspects of human behavior, personality, and consciousness. Topics addressed will include the distinction between therapy and enhancement, focusing on various technologies such as neurogenetics, neuropharmacology, and brain stimulation, and the uses of these neuro-technologies such as neuroimaging in the courts, by private companies and other institutions such as the military. Prerequisite: Completion of GE A2 and GE A3 or equivalent.

This course addresses some of the key issues in contemporary bioethics. The first part of the course focuses on an issue central to several contemporary bioethics debates: moral status. In this portion of the class, we explore the question of what gives human beings moral status by looking at several types of cases at the ¿margins of personhood,¿ including ones at both the beginning and end of life. Next, we address the issue of altering personhood through neurocognitive enhancement. Finally, we step back from focusing on individual persons to address several systemic bioethical issues, including racial and ethnic disparities in medicine, pharmaceutical patents, and justice in international health research. Satisfies general education upper division Area UDC and Theme Q: Quality of Life.

This course examines the nature of technological ideas and innovations, both historical and contemporary, as a form of human creative interaction with the natural and social world and in relation to human goals and values, as well as the impact of these various revolutionary ideas and innovations on the biosphere and the human cultural-social world. Emphasis will be placed a critical assessment of the ideas and innovations studied in terms of the ethical, social, legal, and environmental questions they raise. Prerequisites: At least 45 units and completion of LD Area C. Satisfies general education upper division Area UDC and Theme R: Revolutionary Ideas and Innovations.

This course examines metaphysical, ethical, and social policy questions concerning humanity's relationship with the natural environment. Topics may include sustainable (and unsustainable) development, sustainability and consumption, water pollution and water resources, climate change, waste and land degradation, climate change, the impacts of modern technologies and globalization on the environment, environmental justice, the rights of non-human animals and ecosystems, anthropocentrism and biocentrism, and our obligations to future generations. Prerequisites: At least 45 units and completion of LD Area C. Satisfies general education upper division Area UDC and Theme S: Sustainability and Justice.

This course explores the philosophy of democracy, with special attention to how democratic structures inform the quality of life of its members. Topics may include the historical development of the concept of democracy, the problem of democratic citizenship, the ideal kind of legislative institution, the limitations of democratic authority, and the tension between liberty and equality in contemporary pluralist democracies. Prerequisites: At least 45 units and completion of LD Area C. Satisfies general education upper division Area UDC and Theme Q: Quality of Life. Carries credit in Philosophy and Political Science.

This team-taught interdisciplinary course bridges the sciences and humanities. Psychological, philosophical, and biological perspectives on the person as mind, body, and brain will inform exploration of public policy issues on personhood such as those related to models of illness/wellness, health care, gender/sexuality, intelligence, and legal issues such as the insanity plea, civil commitment, eyewitness testimony, and spousal/child abuse. Prerequisites: JYDR and junior status or higher. Satisfies general education upper division Area UDC or upper division Area UDD but not both; and Theme S: Sustainability and Justice.

This course is an introduction to philosophical issues arising from the fields of psychology and cognitive neuroscience. Topics within the philosophy of psychology include computational and connectionist theories of cognition, the innateness and modularity of mind hypotheses, current theories of concepts, our understanding of other minds, animal and machine minds, theories of emotions, theories of moral psychology, evolutionary psychology, relations between folk and scientific psychology, consciousness and neuroscience, embodied and extended minds, perception, the psychoanalytic tradition, depth psychology, phenomenological approaches to intentionality, and views on human rationality. Prerequisite: Completion of GE A2 and GE A3 or equivalent.

This course will provide an in-depth examination of the philosophy of education, including the historical roots of philosophy of education (attending to the work of Plato, Aristotle, Jean-Jacques Rousseau, Immanuel Kant, John Dewey, Hannah Arendt, and others); critical pedagogy, schooling, and the educational roles of teacher and student (attending to the work of Maria Montessori, Paulo Freire, Ivan Illich, bell hooks, Jonathan Kozol, and others); the role of education in childhood and adulthood development; and moral/ethics education. Taken together, students will gain a rich understanding of the history and origins of different philosophies of education along with application of these approaches to contemporary education and classroom practice.

This course introduces students to the study of human identity and difference. This involves a critical examination of concepts such as gender, race, class, ethnicity, sexual orientation, and bodily difference. It helps students think critically about their own social locations, their power and privilege, and what effects these have on their academic, social, and vocational contexts. Prerequisites: Complete at least 45 units; prerequisite or corequisite GE A2. Satisfies general education requirement Junior Year Diversity and Reflection.

This class helps students develop the skills to successfully compete in the Intercollegiate Ethics Bowl. The Intercollegiate Ethics Bowl involves teams of students from different universities presenting competing arguments about the ethics of contemporary social issues. Students in the course will have the opportunity to earn a place on CSUB's Intercollegiate Ethics Bowl team, but participation in the competition is not a requirement of the course. In the course, student will study ethical theories, discuss methods of ethical reasoning, investigate the different ethical dimensions of contemporary social issues, and cultivate skills for effective oral presentations. By the end of the course, all students, whether competing in the Intercollegiate Ethics Bowl or not, will be prepared to skillfully analyze and discuss a wide variety of contemporary ethical issues. The class presupposes no prior knowledge of ethics. May be repeated for credit up to a maximum of 6 units.

"Philosophy for Children (P4C): Practicum" is a practical training and service learning course that gives students an opportunity to develop and lead Philosophy for Children sessions at local libraries and elementary school classrooms. Participants of this Practicum will research and review P4C methodologies, develop lessons plans, and facilitate P4C sessions, putting into practice the methodologies and insights of this emerging field of inquiry and area of practice. Carries credit in either PHIL 3620 or CAFS 3620. Prerequisite: CAFS 2620 or PHIL 2620.

This course examines various theories of the nature of law, e.g., natural law, legal positivism, legal realism. Controversies in contemporary law will also be studied, such as the legislation of morality, sex- and race-based discrimination, the justification of punishment, etc. Prerequisite: Completion of GE A2 and GE A3 or equivalent.

This course introduces students to classical and contemporary theories of the nature of social and political life. Topics include the nature, purpose, and ideal form of government, the proper relationship between the individual, community, and state, an examination of concepts such as justice, rights, equality, liberty, and/or a comparison of political ideologies such as socialism, liberalism, and conservatism. Prerequisite: Completion of GE A2 and GE A3 or equivalent.

This course provides a review of historical and contemporary theories of ethics, ranging from those of classical authors (such as Plato and Aristotle) to those of contemporary theorists (such as Gert and Hursthouse). Students will also analyze key ethical concepts, such as the right and the good, responsibility, intentionality, and consequences. Prerequisite: Completion of GE A2 and GE A 3 or equivalent.

This course introduces students to thinking philosophically about the nature of art and its relation to other human experiences. Among the topics considered are the aesthetic experience, the relation between morality and art, ugliness in art and truth in art. Prerequisite: Completion of GE A2 and GE A 3 or equivalent.

Explores contemporary ethical traditions as they relate to issues in social philosophy. It may focus on moral theories withing African/Africana, Asian, decolonial, feminist, Indigenous, Latinx/Latin American, or other philosophies. Students will analyze how these traditions approach questions pertaining to social identity and ontology, inequality and oppression, resistance, and justice and liberation. Prerequisite: completion of GE A2 and GE A3 or equivalent.

Metaphysics is inquiry into the fundamental nature of reality and the most general features of the world. Metaphysicians aim to make assertions that strictly and literally describe reality with no restrictions on intended reference. A central question of metaphysics is whether metaphysics so described is possible. Other questions that may be explored include: What is existence? Are there many worlds or only one? Do universals (e.g., properties) exist? Do other abstract objects (e.g., numbers) exist? What is time? What is space? What are causes? What makes a thing (or a person) remain the same thing (or person) despite change? Is free will an illusion? Does God exist? Prerequisite: Completion of GE A2 and GE A3 or equivalent.

This course examines various theories of mind and their consequences for our understanding of the mind's relation to the body, the brain, behavior, consciousness, and the self. The course will also explore the possibility of nonhuman minds, such as those of animals and computers. Prerequisite: Completion of GE A2 and GE A 3 or equivalent.

This course examines the nature, possibility, and limits of human knowledge. Topics may include skepticism, perception, logical and mathematical knowledge, self-knowledge, and various theories of justification, including foundationalism, coherentism, naturalism, and feminist epistemology. Prerequisite: Completion of GE A2 and GE A 3 or equivalent.

The course will critically analyze and evaluate basic concepts and practices within science such as observation, measurement, models, theories, explanation, confirmation, hypothesis testing, and reductionism. There will also be discussion about science, including topics such as feminism and science, science and values, science and technology, and science and society. Prerequisite: Completion of GE A2 and GE A 3 or equivalent.

This course will serve as an introduction to feminist philosophy as a distinctive discipline. It will introduce students to the concepts and skills needed to engage with feminist philosophical critiques and debates. We will cover central topics in feminist ontology, epistemology, and ethics, including feminist approaches to thinking the body, identity, difference, knowledge, and domination. We will also consider feminist philosophy as a methodology produced in relation to feminism as a social movement. We will examine how feminist philosophers have responded to political struggles and have centered marginalized lived experiences (including gendered, racial, sexual, ability-based, etc.) in their various approaches to bringing theory together with feminist practice. Prerequisite: Completion of GE A2 and GE A3 or equivalent.

This course provides a contemporary and global overview of the philosophy of religion. We will explore how philosophical perspectives provide an understanding of religious beliefs and practices across multiple cultures. Our topics include religious experience, the problem of evil, religious language, and religion and science. Although we will encounter some of the perennial questions and modes of argument that have shaped the classical, Western field of the philosophy of religion, we will also critique those earlier methods and their presumptions about religion. In doing so, we will draw upon recent developments in the field, such as those precipitated by affect, feminist, and post-colonial theories. Prerequisite: completion of GE A3 and 45 units. This course carries credit in either PHIL 4560 or RS 4560.

Theory and method in the instruction of philosophy at the primary, secondary, and undergraduate level. Weekly meetings with faculty sponsor and supervised class experience. Prerequisites: Senior (or graduate) standing; and overall GPA of 3.0 (3.5 in the major), a grade of B or better in PHIL 2610 or RS 2610; and consent of the instructor who will serve as sponsor. Offered on a credit, no-credit basis. May be repeated for credit with different topics up to a maximum of 6 units.

This course involves supervised field experience in the community in applying specific philosophical skills in dealing with individuals and in community organizations and institutions. Career-oriented experience in the community setting is combined with academic activities in the college setting. Hours in the field, placement, and academic requirements such as conferences, readings, and reports are arranged in consultation with the work supervisor and faculty supervisor. Prerequisites vary depending on the specific internship, but enrollment is limited to students with good academic records who are committed to developing an understanding of the philosophical foundations of professional life. May be repeated for credit up to a maximum of 15 units.

Topics to be offered will be announced prior to registration. May be repeated for credit with different topics up to a maximum of 15 units.

Individual program with regular consultations and/or examinations as instruction may require. Admission with consent of department chair.

Senior Seminar serves as the capstone experience for majors in Philosophy. While specific course topics will vary, all will involve integrating major areas of the discipline of philosophy, including logic, ethics, epistemology, metaphysics, and the history of philosophy. The course also serves as a capstone for the student's general education experience at CSUB, reinforcing written and oral communication skills prior to graduation. Prerequisite: At least 90 units and completion of JYDR. Satisfies general education requirement Senior Capstone. May be repeated for credit up to a maximum of 3 units.

Topics to be offered will be announced prior to registration. Prerequisite: graduate standing. May be repeated for credit with different topics up to a maximum of 12 units.

This course involves individual investigation under the supervision of an identified instructor. (Experience as a research or teaching assistant does not count for credit). Prerequisite: 3.0 GPA and consent of department chair. May be repeated for credit up to a maximum of 12 units.

This course involves special projects developed by the individual in consultation with an identified instructor. Prerequisite: 3.0 GPA and consent of department chair. May be repeated for credit up to a maximum of 12 units.

Topics to be offered will be announced prior to registration. Prerequisite: graduate standing. May be repeated for credit with different topics up to a maximum of 12 units.

This course studies the ethical thought of Jesus and Buddha. Based on the teachings found in the Christian New Testament and the Buddhist sutras, the ethics of Jesus and Buddha will be examined for their meaning within their respective religious world-views and the modern world; the teaching of Jesus and Buddha in relationship to contemporary moral theory, particularly virtue ethics; moral courage and leadership; and the application of the teachings of Buddha and Jesus to contemporary cases in ethical reasoning such as poverty, environmentalism, healthcare, sexuality, race and gender, altruism, forgiveness, and globalization. Satisfies general education requirement Area C2 Humanities and Theme S: Sustainability and Justice.

This course offers students the opportunity to study religion through the genre of film. Religion reflects humanity's search for meaning and its attempts to maintain particular meanings in the face of cultural challenge and social pressure. In this course, we will use a number of films to examine some of the ways in which these processes occur. Using a wide variety of examples, we will learn how religion, whether explicitly or implicitly, has been a central inspiration for filmmakers, as well as how these films have often been a central concern for religious adherents. Satisfies general education requirement Area C2 Humanities and Theme Q: Quality of Life.

This course studies the three monotheisms: Judaism, Christianity, and Islam. It focuses on each religion individually and comparatively. The course especially emphasizes context (social, cultural, historical, religious) and history (development over time), but also includes such topics as respective religious world-views, morals and ethics, and practice and spirituality. It considers each religion in both its historical and modern contexts. Satisfies general education requirement Area C2 Humanities and Theme R: Revolutionary Idea and Innovations.

This course introduces students to the field of religious studies and some of the great religious traditions of Asia. We will investigate how select sacred texts and practices in India, Thailand, Japan and China have advocated for lives of meaning and purpose and promoted diverse visions of human flourishing. Satisfies general education requirement Area C2 Humanities and Theme R: Revolutionary Ideas and Innovations.

Freedom of religion in the United States has inspired an ongoing and passionate creation of new religious movements. This course explores spiritual creativity and the development of new religious movements from the first colonies in New England to contemporary cults, from the Mormons and the Shakers to Scientology and the Branch Davidians. Students examine the concepts of religion, spirituality, new religious movements and cults; freedom of religion; New Age and neo-Pagan spirituality; UFO, science fiction and suicide cults; mainstream assimilation of new religious movements; cultural and political concerns and cult behavior; and counter-cult and anti-cult groups.

Religious and spiritual themes pervade the popular Japanese story-telling media of anime and manga. Nature spirits struggle with humanity Buddhist saints strive for social justice, and shrine maidens offer hope in apocalyptic worlds. This course examines contemporary Japanese religiosity and spirituality through the narratives, characters, and imagery of anime and manga. Along the way, students will gain an introduction to major religious traditions, such as Buddhism and Shinto, as well as significant moments in Japanese religious history. Satisfies general education requirement Area C2 Humanities and Theme Q: Quality of Life.

This course introduces students to the religious diversity of Latinx communities in the United States. We will pay close attention to the various ways Latinx devotional practices and rituals make religion meaningful and transformative. Through a series of case studies, this course will explore how religious and spiritual practices are shaped by issues of colonialism, race/ethnicity, class, gender, and migration. We will begin with an overview of the varieties of spiritualities and traditions practiced by Latinx groups and then proceed by looking at specific traditions including popular Catholicism, Marian devotion, mainline Latinx Protestantism, Pentecostalism as well as Cuban Santeria, Brazilian Candomblé, and Haitian Vodou. We will then circle back to a wider view in order to study the ways Latinx communities connect their spirituality to the larger social, cultural, geographical, and historical structures in which they are situated. Satisfies general education requirement Area C2 Humanities and Theme Q: Quality of Life.

This course introduces students to the academic study of religion. The class will explore religion through historical, anthropological, psychological, sociological, feminist, and postcolonial lenses to explain meaning-making, behavior, and practice among the world's diverse religious traditions.

This course studies the scriptures of major world religions through the lens of themes such as social justice, forgiveness, and compassion. The course especially emphasizes context (social, cultural, historical, religious) and history (development over time), but also emphasizes respective religious world-views and comparative religion. It considers each religion's sacred text in both its historical and modern contexts. Prerequisites: at least 45 units and completion of LD Area C. Satisfies general education upper division Area UDC and Theme R: Revolutionary Ideas and Innovations.

A study of the multiple histories, texts, and practices that shape and sustain Jewish civilization with particular attention to the classical rabbinic tradition and post-Enlightenment expressions of Jewish identity. Students will learn about central theological concepts, the cycle of Jewish holy days, life cycle events, and some of the variations in Judaism throughout the ages and today. Visits to local congregations will be included. Prerequisite: GE A2 or equivalent.

This course studies the history and literature of the Christian tradition from its beginnings as a small group within Judaism and may include its transformation into Orthodox, Roman Catholic, Anglican, and Protestant branches. The course especially emphasizes context (social, cultural, historical, religious) and history (development over time), but also includes such topics as morals and ethics, practice, and spirituality. It considers Christianity in both its historical and modern contexts. Prerequisite: GE A2 or equivalent.

This course studies the history, literature, religion, governments, and culture of Islam and Islamic civilization from its beginnings in the Arabian desert to its spread throughout Asia, Africa, and the Western world. The major topics we will cover are: Islamic Origins; The Quran (Koran) and Hadith (Islamic traditions), especially the former; the Formation of the Islamic Tradition; Islamic Institutions; Jihad (Struggle); Crisis and Renewal in Islamic History; Women in Islam; Progressive Islam; and Reimagining Islam in the Twenty-first Century. Prerequisite: GE A2 or equivalent.

Hinduism is among the oldest, living religious traditions of the world. It continues to be the majority tradition in India, while also influencing cultures globally wherever Indian people have migrated or their traditions have traveled. This course looks at the central ideas, stories, practices, and peoples that have shaped Hinduism over the course of its history. We will also examine recent developments in Hinduism, contemporary Hindu leaders, and new problems facing the tradition.

An introduction to the historical and thematic expression of Buddhist beliefs and practices from the time of Siddhartha Gautama, the Buddha, to the present. Through the study of primary and secondary sources, we will explore the rich history of Buddhism as it has shaped, and been shaped by, its spread from India throughout Asia and the West. We will explore the Three Jewels (the Buddha, the Dharma, and the Sangha) and how they each provide refuge for those suffering in samsara (endless rebirth). We will engage in close readings of the literary and philosophical texts central to Buddhism. In addition, a central means of our access into this tradition is writings by several contemporary Buddhists who bring to our study an additional level of immediacy and concreteness. Prerequisite: GE A2 or equivalent.

This course introduces students to the rich and diverse religious traditions of indigenous communities across the Americas. We will investigate indigenous religions through the lens of colonialism, indigenous identity/culture, conversation, and contemporary forms of resistance.

Examines the religious themes within America history and culture. The course focuses on a number of cases to analyze the power and pervasiveness of religion in American life as it both directly and indirectly informs public and private life. The course will focus upon the mythic vision of America and American exceptionalism; the roles of religious liberty in American life; the religious experiences of African-Americans; the rise of Fundamentalism and its influence on American politics; feminism and religion; and religious pluralism in America.

This course studies the interaction of psychology, religion, and spirituality. Attention is given to various psychological theories of religion including those of James, Freud, Jung, Epstein, and Zimbardo. Topics include the psychology of religious experience, the problem of evil, mindfulness, altruism, forgiveness, eating disorders, cognitive science, and the evolutionary psychology of religion.

This course examines the roles of religion in society. It analyzes the complex relationships between religion and social change, including the influence that religion has on society and, in turn, the effects that social structure and culture have on religion. Different dimensions of religion will be explored, such as beliefs and values, attendance, religious identification, and participation in rituals. It highlights the relationship between religion, culture, community, and family, and special attention will be given to the functions of religion in contemporary secular and secularizing societies. The course also focuses on religious diversity and issues of discrimination and inequality.

This course examines the literary expression of religious experiences and ideas. The object of the course is to familiarize students with a selection of texts drawn from a variety of writers for whom religion and its literary portrayal are fundamental concerns; to examine the role of different genres such as scripture, sermons, poetry, essays, memoirs, and novels in shaping the expression of religious experiences and ideas, and the influence that form plays upon such depiction; to examine the role of myth, metaphor, symbol, and the creative imagination in religious literature; to develop a comprehensive understanding of critical approaches to the interplay of religion and literature such that the student may develop a good working ability to use and adapt such methods to her or his own work; and to chart the changes in the human understanding of religious ideas and institutions through the works of authors committed to the value and importance of issues of faith.

A critical examination of the various ways major religious traditions, Western and Asian, represent and legislate women and sexuality in their literatures and institutions in diverse historical contexts. Using a range of methodologies, with particular emphasis on feminist critique, the course also examines the nature of women's participation and leadership in these traditions as it shaped by factors of race, class and sexual orientation, as well as religious choices made by "post" Jewish and Christian women. Prerequisites: Complete at least 45 units; prerequisite or corequisite: GE A2. Satisfies general education requirement Junior Year Diversity and Reflection.

Religious Diversity in California explores the resistance to, and growth of, religious pluralism in the state. The course will examine the presence of world religious traditions, practices, and beliefs, with particular attention to contributions to cultural transformation and public life. Major topics include religious tribalism, interfaith dialogue, the emergence of new religious movements, and the creative contributions of religions to California. Lecture/discussion course offered annually. Prerequisites: Complete at least 45 units; prerequisite or corequisite GE A3. Satisfies general education requirement Junior Year Diversity and Reflection.

Religious diversity is a fact, and this course explores the ways in which students can engage with religious difference in their communities by becoming interfaith leaders. Students examine the diverse American religious landscape, explore negative and positive approaches to religious diversity, and practice community building by becoming interfaith leaders on our campus and within our community. Students are required to complete 10 hours of Service Learning with a Community-Based Organization. Prerequisites: Complete at least 45 units; prerequisite or corequisite GE A2. Satisfies general education requirement Junior Year Diversity and Reflection and is a Service Learning course, with the potential to be an Applied Experience course for Religious Studies majors, at the department chair's discretion.

Applied experiences will vary depending on placement availability and student interest. This course provides supervised field experience and the opportunity to apply knowledge and skills obtained through religious studies and general education coursework in situations with groups and individuals in community organizations and institutions. Career-oriented experience in a community setting on or off campus is combined with academic activities in a college setting. This is a credit/no credit course.

A study of the revolutionary idea of the American Dream that will explore the many ways in which American culture has been claimed as unprecedented in world history, the ways such efforts have been realized or failed, and the irony of the American Dream found in the oppression of marginalized peoples. Among course topics are the revolutionary impact of early American life and culture; the international revolution of human rights and freedom from the monarchs of Europe and the establishment of religion arising from the American Dream's encapsulation of the pursuit of happiness, religious freedom, and equal opportunity for all. The course will explore the irony of the American dream for marginalized Americans who have created innovative movements for human rights, equal opportunity, and a more perfect union in America that has reimagined how the American Dream can revolutionize twenty-first century life. Prerequisites: At least 45 units and completion of LD Area C. Satisfies general education upper division Area UDC and Theme R: Revolutionary Ideas and Innovations.

This course examines the Holocaust through the study of a wide range of primary and secondary sources. Topics central to the course include the rise of Nazi Germany; the problem of Holocaust representation and memory; the relationship between anti-Judaism and antisemitism; the experiences of survivors, perpetrators, bystanders, and rescuers; Jewish and German resistance to the Holocaust; ethics and the Holocaust; and the persistence of genocide and antisemitism in the twenty-first century. Prerequisites: At least 45 units and completion of LD Area C. Satisfies general education upper division Area UDC and Theme S: Sustainability and Justice.

This course studies the development of the revolutionary ideas of civil disobedience and human rights in relation to religious violence and non-violence. Employing primary texts and scholarly sources from religious studies, the social sciences, and history, the course studies Mahatma Gandhi's philosophy of satyagraha and Indian independence; Martin Luther King, Jr.'s philosophy of non-violent resistance and the civil rights movement in the USA; the Truth and Reconciliation Commission in South Africa; the Mothers on the Plaza protesting Argentina's Dirty War; religious myth and sexual violence in the Bosnian genocide; the UN and the Rwandan genocide; religious violence and 9/11; and peacemaking in relation to terrorism. Prerequisites: At least 45 units and completion of LD Area C. Satisfies general education upper division Area UDC and Theme R: Revolutionary Ideas and Innovations.

This course studies the lives of persons who have undertaken a spiritual quest in pursuit of self-knowledge and insight into the meaning of life and happiness. The course investigates spirituality and its relationship to individual struggle, the creative imagination, and personal reflection. Guiding themes include self-knowledge and personal and social transformation; the portrayal of the spiritual quest in diverse genres and religious traditions; the example of spiritual autobiography; and the relationship between the spiritual quest and knowledge of God or ultimate reality. The course addresses the struggle for meaning and the personal experiences of historical and contemporary figures to study the various ways that people have discovered and defined happiness and meaning. Prerequisites: At least 45 units and completion of LD Area C. Satisfies general education upper division Area UDC and Theme Q: Quality of Life.

Topics to be offered will be announced prior to registration. May be repeated for credit with different topics up to a maximum of 15 units.

New Testament Greek is a course designed to give students a basic knowledge of the essential grammar, morphology, and syntax of Greek found in the New Testament. A working knowledge of the original language of New Testament and other Greek equip students with tools for informed interpretations of the New Testament and other Greek writings of the Hellenistic and Roman periods. Students who successfully complete this course should, with limited resource dependence, be able to consult the Greek text as part of the interpretive task. May be repeated for credit up to a maximum of 6 units.

ln our ever more interconnected world, religion and migration have played important roles in shaping social, cultural, economic, and political relations. Focusing specifically on the Americas, this course will explore the intersection of religion and immigration and its relationship to concepts of transnationalism, diaspora, borderlands, hybridity, nativism, and colonialism. We will examine this relationship through a series of case studies that represent diverse religious traditions from colonial times to the present. We will explore a variety of questions such as: How do people use religion to orient themselves during and after migrations? ln what ways do religions change as a result of migration? To what extent are religious ties maintained between sending and receiving communities? By the end of the course, students will have gained knowledge of key concepts in the study of migration and the ability to apply these concepts in the analysis of lived religion and transnational experiences as well as the connections, similarities, and divisions that shape our shared reality.

This course explores the major questions surrounding interpretations of supernatural events in modern scholarly work. We will discuss questions of the supernatural, radical presence, materiality, and embodiment through case studies of miracles, apparitions, ghosts, demons, and vampires.

A study of the meaning of death in the major religious traditions of the world through investigation of their end-of-life and mourning rituals and afterlife beliefs. Additional topics may include hospice, advance directives, near death experiences, grief and loss, physician-assisted suicide, death penalty and genocide. Prerequisites: At least 45 units and completion of LD Area C. Satisfies general education upper division Area UDC and Theme Q: Quality of Life.

A comparative examination of the various ways in which major world religious traditions construct worldviews that prescribe ethical theory and action in diverse historical contexts. Employing methodology in comparative studies in religion, the course examines the application of ethics and ethical leadership to issues such as poverty, war and peace, imperialism and colonialism, forgiveness, sexuality, environmentalism, religious fundamentalism, and religious pluralism. Prerequisites: At least 45 units and completion of LD Area C. Satisfies general education upper division Area UDC and Theme S: Sustainability and Justice.

This course provides a contemporary and global overview of the philosophy of religion. We will explore how philosophical perspectives provide an understanding of religious beliefs and practices across multiple cultures. Our topics include religious experience, the problem of evil, religious language, and religion and science. Although we will encounter some of the perennial questions and modes of argument that have shaped the classical, Western field of the philosophy of religion, we will also critique those earlier methods and their presumptions about religion. In doing so, we will draw upon recent developments in the field, such as those precipitated by affect, feminist, and post-colonial theories. Prerequisite: completion of GE A3 and 45 units. This course carries credit in either PHIL 4560 or RS 4560.

Topics to be offered will be announced prior to registration. May be repeated for credit with different topics up to a maximum of 20 units.

Individual program with regular consultations and/or examinations as instructor may require. Prerequisite: GE A2 or equivalent. Admission with consent of department chair. May be repeated for credit up to a maximum of 3 units.

Supervised field experience in applying religious studies skills in dealing with individuals and in community organizations and institutions, including CSUB. Career-oriented experience in community setting is combined with academic activities in the college setting. Hours in the field, placement and academic requirements such as conferences, reports, and readings are arranged in consultation with the work supervisor and faculty supervisor. Prerequisites vary depending on the specific internship, but enrollment is limited to students with good academic records who are committed to understanding the religious elements present in professional life. May be repeated up to a maximum of 3 units

Theory and method in undergraduate instruction in Philosophy/Religious Studies. Weekly meetings with faculty sponsor and supervised experience which may include developing and administering examinations or paper assignments, proctoring self-paced instructional units, course development, evaluation of student papers, lectures, leading class discussion and discussion groups, and in-depth directed readings of relevant topics. Offered on a credit, no credit basis only. Prerequisites: Senior (or graduate) standing and consent of instructor who will serve as sponsor. May be repeated up to a maximum of 3 units

This course serves as the culmination of work in the Religious Studies curriculum. Students in the course will produce their most substantial paper in religious studies so far. Students carry out extensive research and develop their approaches in consultation with a faculty advisor. The course also includes an oral presentation, and, as a Capstone, it requires a short essay reflecting upon General Education experiences. Prerequisite: At least 90 units and completion of JYDR. Satisfies general education requirement Senior Capstone.

Individual investigation under the supervision of an identified instructor. (Experience as a research or teaching assistant does not count for credit.) Prerequisite: 3.0 GPA and consent of department chair. May be repeated for credit up to a maximum of 20 units.

Topics to be offered will be announced. Prerequisite: Graduate standing. May be repeated for credit with different topics up to a maximum of 20 units.

Special projects developed by the individual in consultation with an identified instructor. Prerequisite: 3.0 GPA and consent of department chair. May be repeated for credit up to a maximum of 20 units.

Topics to be offered will be announced. Prerequisite: Graduate standing. May be repeated for credit with different topics up to a maximum of 20 units.