ROME (AP) — An art museum in northern Italy said Thursday it will continue displaying a sculpture portraying a green frog nailed to a cross that has angered Pope Benedict XVI and local officials.
The board of the foundation of the Museion in the city of Bolzano voted to keep the work by the late German artist Martin Kippenberger, the museum said in a statement.
Earlier in August the pope had written a letter to Franz Pahl, the president of the Trentino-Alto Adige region that includes Bolzano, denouncing the sculpture.
It "has offended the religious feelings of many people who consider the cross a symbol of God's love and of our redemption," Pahl quoted the pope as writing in the letter.
Pahl himself has long opposed the display of "Zuerst die Fuesse" ("First the Feet" in German), even staging a hunger strike this summer and saying he would not seek re-election unless it was removed.
In a telephone interview with The Associated Press on Thursday, Pahl said he was outraged by the museum's decision to keep the work, which he claims "pokes fun at the Catholic population and offends religion and the pope."
The 1990 wooden sculpture shows the crucified frog nailed through the feet and hands like Jesus Christ. The frog, eyes popping and tongue sticking out, wears a loincloth and holds a mug of beer and an egg in its hands.
The museum said the 3-foot (1-meter) -tall sculpture has nothing to do with religion, but is an ironic self-portrait of the artist and an expression of his angst.
"With humor and a tragicomic sense, which belongs to art since the times of Greek tragedy, Kippenberger ... faces his condition of suffering, which he expresses in many works, also, for example, in a video in which he crucifies himself," the museum said in a statement.
Born in Dortmund, Kippenberger moved from painting and sculpture to work in all mediums, often combining elements of Neo-expressionism, Pop and Dadaism. His art has been displayed across the world, including Zurich, Paris, Jerusalem, London and New York.
Kleinman: lt's incredible. That's the third time tonight somebody asked me that exact question...l would love to, believe me. l know l would be happier.
Jack: Yeah, but you can't.
Kleinman: l can't. No.
Jack: You doubt His existence and you can't make the leap of faith necessary.
Kleinman: l can't make the leap of faith to believe in my own existence.
—Shadows and Fog (1992), directed by Woody Allen
Tu 8.26 In-class: Syllabus review; Introductions; Class discussion—“Defining spirituality and faith”
Th 8.28 In class: Diagnostic essay (bring a blue book) We'll start this week by introducing several of the issues upcoming this semester. Also, the diagnostic essay (Thursday) will give me my first opportunity to assess your writing. Remember to bring in a large blue book.
English 1B: The Seen and Unseen—On Matters of Spirituality and Faith San Jose State University, Fall 2008
Instructor: Daniel Hendel De La O Section/Course Number: 23/41923 and 40/42618 Units: 3 Meeting Time/Place: Sec. 23—Tu/Th 10:30-11:45 AM in SH 238 and Sec. 40—Tu/Th 1:30-2:45 PM in SH 414 Office Hours/Location: Tu/Th 12:15-1:15 PM in FO 111 Phone: 408.924.5019 Email: dhdelao@gmail.com
Course Theme This semester’s 1B course will examine the human phenomena of spirituality and faith. We will examine various facets of spirituality and faith, including:
What drives us to believe in something larger than ourselves?
How does spirituality and faith both divide and unite us?
What is the difference between being spiritual and being religious?
Can one be moral without being spiritual?
What happens when spiritual interests intersect secular society?
Can religion and science coexist?
How are those who believe (and those who don’t) portrayed in the mainstream media?
What place, if any, should spirituality have in our politics?
Does the existence of God need to be proven?
How does our society regard non-believers?
This semester, we will read a diverse assemblage of texts exploring these issues and others. An open mind, and a willingness to express your thoughts, will serve you well in this venture.
Required Materials
The Best American Spiritual Writing 2007, Philip Zaleski (Ed.) (ISBN: 0618833463)
Take This Bread: A Radical Conversion by Sara Miles (ISBN: 0345495799)
Blue Like Jazz: Nonreligious Thoughts on Christian Spirituality by Donald Miller (ISBN: 0785263705)
Letting Go of God by Julia Sweeney (ASIN: B000MM107I)*
The Norton Field Guide to Writing by Richard Bullock (ISBN: 0393977765)
Course Guidelines English 1B is the second course in SJSU’s two-semester lower-division composition sequence. Beyond providing repeated practice in planning and executing essays, and broadening and deepening students’ understanding of the genres, audiences, and purposes of college writing, English 1B differs from English 1A in its emphasis on persuasive and critical writing, its requirement for fewer but longer essays, and its introduction to writing informed by research. Students will develop sophistication in writing analytical, argumentative, and critical essays; a mature writing style appropriate to university discourse; reading abilities that will provide an adequate foundation for upper-division work; proficiency in basic library research skills and in writing papers informed by research; and mastery of the mechanics of writing.
Prerequisites:
Passage of Written Communication 1A or approved equivalent course and passage of the English Proficiency Test (EPT), unless exempt.
Objectives:
Building on the college-level proficiencies required in English 1A, students shall achieve the ability to write complete essays that demonstrate advanced proficiency in all of the following:
Clear and effective communication of meaning.
An identifiable focus (argumentative essays will state their thesis clearly and will show an awareness, implied or stated, of some opposing point of view).
An appropriate voice that demonstrates an awareness of audience and purpose.
Careful attention to review and revision.
Effective and correct use of supporting materials, including independent research (e.g. quoting, paraphrasing, summarizing, and citing sources).
Effective analysis, interpretation, evaluation, and synthesis of ideas encountered in multiple readings.
Effective organization and development of ideas at paragraph and essay levels.
Appropriate and effective sentence structure and diction.
Command of conventional mechanics (e.g. punctuation, spelling, reference, agreement).
Course Content Writing:
Assignments shall emphasize those skills and activities in writing and thinking that produce 1) the persuasive argument, and 2) the critical essay, each of which demands analysis, interpretation, and evaluation. Writing assignments shall give students repeated practice in prewriting, organizing, writing, revising, and editing. Six to eight essays, appropriately sequenced throughout the semester and totaling a minimum of 8000 words, are required; at least one of these essays shall be informed by research. This minimum requirement excludes the final examination, journal writing, quizzes, and any brief or informal assignments. However, it can include the diagnostic essay and assignments that require major revisions to a previously graded or reviewed draft. A major revision is defined as a rethinking or reworking of an assignment and not a simple “correcting” of mechanical errors noted on the original. At least three (but no more than four) essays shall be written in class.
Students shall receive frequent evaluations of their writing from the instructor. In evaluating student writing, instructors shall comment on specific features of individual papers. Comments shall encourage and acknowledge student success as well as note errors and suggest ways to correct them.
Reading:
Reading shall include useful models of writing for academic, general, and specific audiences; readings shall be used consistently with the course goal of enhancing ability in written communication and reading. The majority of the reading shall be devoted to analytical, critical, and argumentative essays. Other types of texts, including poetry, drama, and fiction may also be assigned. Instructors shall help students develop and refine strategies for reading challenging, college-level material.
Research:
English 1B shall include an introduction to the library and to basic research strategies, including locating materials, using them effectively (e.g. quoting, paraphrasing, summarizing), and citing them properly. A traditional research paper or a series of short essays in which library research informs the student’s position or thesis is required.
Diversity:
Assignments (both reading and writing) shall address issues of race, class, and gender when appropriate, and the perspectives of women and diverse cultural groups shall be incorporated into course instruction and materials in an inclusive and comprehensive manner whenever possible.
The University Essay Final Exam:
A common essay final, graded holistically, shall count 20% toward the course grade. A single university-wide final will be developed around two college-level reading passages each semester by the English Department Composition Committee. All faculty members teaching individual sections will grade the examination holistically under controlled conditions. Students must take the final exam in order to pass the course.
Grading The Department of English reaffirms its commitment to the differential grading scale as defined in the official SJSU Catalog ("The Grading System"). Grades issued must represent a full range of student performance: A = excellent; B = above average; C = average; D = below average; F = failure. A passing grade in this course signifies that the student has developed those writing, reading, and research abilities necessary for upper-division work.
In English Department courses, instructors comment on and grade the quality of student writing, as well as the quality of the ideas being conveyed. All student writing will be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs.
Participation Active participation in class discussions is very important. You are responsible for all materials assigned, presented, and discussed in class. While you may take notes in class, you are expected to study the material beforehand and come prepared to discuss the readings in class.
Note: If you come to class after the first 20 minutes, please wait for an appropriate moment to enter so as not to disturb the class.
Class Blog I have created this blog as a centralized place for assignments, reminders, documents, important dates, links, and general class information. It also contains an easy-to-reference archive of the course work. In addition, this website will be the location of the course’s e-Reader. These electronic articles will be required to complete several assignments. On the homepage, click on “SJSU: 1B” to be routed to our 1B page. Also, feel free to use the “Comments” function in each posting; it is often a helpful way to communicate with classmates.
Note: Both sections 23 and 40 share this blog, so keep an eye out for section-specific information.
Class Policies All assignments must be turned in during the class session on the date indicated in the schedule unless you have received prior permission from me.
Note: In-class essays and oral presentations cannot be made up. If you have to miss your presentation date, make arrangements with a classmate to switch days.
Standards for Presentation of Work All typed work must be in MLA format (look for online samples early in the semester). Please follow this heading outline for all work:
Name
ENG 1B, Sec. 23 or 40
Assignment Date
Academic Dishonesty Presenting the ideas or writings of another as one’s own is plagiarism. Any act of plagiarism will result in automatic failure on the assignment and possible failure in the course and dismissal from the university. For this and every other course at SJSU, be familiar with the “Policy on Academic Integrity” in the SJSU Catalog.
Disability Services If you require course adaptations or accommodations because of a disability, please make an appointment with me as soon as possible, or see me during office hours. Students with disabilities that require special accommodations should register with the SJSU Disability Resource Center to receive additional resources.
Outside Tutoring You are always welcome to see me during office hours; however, if additional help is required, I strongly suggest utilizing SJSU’s excellent Writing Center (Clark Hall, Suite 126; 408.924.2308). Appointments are required, so plan accordingly.
English 1B Learning Objectives
Learning Objective 1: Students shall write complete essays that demonstrate the ability to refine the competencies established in Written Communication 1A (as summarized below). 1A Student Learning:
Students should be able to perform effectively the essential steps in the writing process (prewriting, organizing, composing, revising, and editing).
Students should be able to express (explain, analyze, develop, and criticize) ideas effectively.
Students should be able to use correct grammar (syntax, mechanics, and citation of sources) at a college level of sophistication.
Students should be able to write for different audiences (both specialized and general).
Learning Objective 2: Students shall write complete essays that demonstrate the ability to use (locate, analyze, and evaluate) supporting materials, including independent library research, and identify key concepts and terms that describe the information needed.
Learning Objective 3: Students shall write complete essays that demonstrate the ability to synthesize ideas encountered in multiple readings.
Course Work
Class sessions will employ a combination of group discussions, oral presentations, and writing workshops that will cover a range of activities, including analyzing, interpreting, outlining, revising, and editing. Again, all submitted work must be in MLA format.
Your assigned writing coursework will total approximately 8,000 words; it includes:
Diagnostic Essay: This in-class essay will be my first opportunity to evaluate your writing.
Comparative Analysis Essay: In this in-class essay, you will compare, contrast, and analyze two stories about gaining and losing faith from Miles’ Take This Bread and Sweeney’s Letting Go of God.
Literary Analysis Essay: You will write a literary analysis essay based upon the short stories of Orhan and Hornby.
Persuasive Essay: You will write a persuasive essay based upon Miller’s Blue Like Jazz.
Nonfiction Analysis Essay: You will write an in-class nonfiction analysis essay based upon our readings in The Best American Spiritual Writing 2007.
Annotated Bibliography: In this assignment, you will organize and evaluate the sources for your research paper.
Final Exam: As noted above, your final will be a common, department-wide written exam. It will take place on Saturday, Dec. 6th at 10 AM. Note: No make-ups or early exams will be allowed; you must take the exam to pass the class.
Research Paper: Your 8-page research paper will investigate a current issue in the world of spirituality and faith (e.g. homosexuality in Christianity, the separation of church and state, death in America).
Oral Presentation: In addition to making a 15-minute oral presentation based upon some aspect of faith and spirituality (e.g. the science of the Bible, female-based religions, atheism) you will provide the class with an informative hand-out, further detailing your subject.
Reflective Journals: You will write ten (10) 1 ½-page responses to either one of the week’s assigned readings, an in-class discussion topic, or a faith and spirituality-themed topic of your choice. You may also be asked to share these responses during class discussion. Additionally, you may also use them as raw material for an essay.
Course Schedule This schedule is tentative, therefore subject to change. Consult this website for the most up-to-date information.
Key: BASW (Best American Spiritual Writing); CLJ (Cool Like Jazz); eR (eReader); LGG (Letting Go of God); TTB (Take This Bread)
Week 1 Tu 8.26
In-class: Syllabus review; Introductions; Class discussion—“Defining spirituality and faith”
Th 8.28
In class: Diagnostic essay (bring a blue book)
Week 2
Tu 9.2
In-class: Sample oral presentation; Oral presentation signups; Watch—“God's Close-Up” from This American Life
Th 9.4
In-class: In-class: Watch—Paradise Now by Hany Abu-Assad
Due: Journal 1
Week 3
Tu 9.9
Read: TTB, Prologue-p. 90
In-class: Research paper preview and signups; Lecture—“Steps of the writing process, Pt. I”; Book discussion
Th 9.11
Read: TTB, p. 91-178
In-class: Lecture—“Steps of the writing process, Pt. II”; Oral presentations, Book
discussion
Due: Journal 2
Week 4
Tu 9.16
Read: TTB, p. 179-283
In-class: Watch—“The Christ Nail” from Curb Your Enthusiasm; Lecture—“Steps of the writing process, Pt. III”; Book discussion
Tu 10.21
In-class: Watch—Jesus Camp by Heidi Ewing and Rachel Grady
Due: Literature analysis essay final draft
Th 10.23
Read: CLJ, p. 1-102
In-class: Oral presentations; Book discussion
Due: Journal 8
Week 10
Tu 10.28
Read: CLJ, p. 103-200
In-class: Watch—“Faithless” from Coupling; Book discussion; Lecture—“Fallacies of logic, Part I”
Th 10.30
Read: CLJ, p. 201-233
In-class: Oral presentations, Book discussion; Lecture—“Fallacies of logic, Part II”; Persuasive essay preview
Due: Journal 9
Week 11
Tu 11.4
Read: BASW, “The Ends of Science” by Eric Cohen, p. 35-48 and “Hysterical Scientism” by Marilynne Robinson, p. 265-275
In-class: Essay discussion; Lecture—“A brief history of atheism”
Due: Persuasive essay
Th 11.6
Read: BASW, “Liberating Word” by Philip Jenkins, p. 167-175 and “The Moderate Martyr” by George Packer, p. 225-243
In-class: Oral presentations, Essay discussion
Due: Journal 10
Week 12
Tu 11.11
NO CLASS—Veteran’s Day
Th 11. 13
Read: BASW, “Loving the Storm-Drenched” by Frederica Mathews-Green, p. 182-187; “The Universal Grammar of Religion” by Huston Smith, p. 276-281; and “What Jesus Did” by Gary Willis, p. 289-287
In-class: Oral presentations, Essay discussion; Nonfiction analysis essay preview
Week 13
Tu 11.18
In-class: Guest speaker TBA
Due: Nonfiction analysis essay
Th 11.19
In-class: Oral presentations
Week 14
Tu 11.25
In-class: Watch—“Home Sweet Homediddly-Dum-Doodily” from The Simpsons; Lecture—"Faith and spirituality in the media"
Due: Annotated bibliography
Th 11.27
NO CLASS—Thanksgiving Break
Week 15
Tu 12.2
In-class: Writer’s workshop
Due: Bring in four (4) copies of the first three (3) pages of your research paper
Th 12.4
In-class: Oral presentations; Final exam prep and research paper Q&A
Sa 12.6
Final Exam: 10:00 AM at a location TBA (bring a yellow book)
Week 16
Tu 12.9
In-class: Course review, Research paper presentations
Due: Research paper
