Foundations Area

Theological and Religious Inquiry student learning outcomes demonstrate respect for each of three distinct modes of critical engagement with religion: biblical studies, Christian theology and religious studies.

Typically, students will satisfy Student Learning Outcomes 1 and 2 at the lower-division level in a single course. Students can satisfy Student Learning Outcome 3 only through upper-division courses.

Lower-division Theology or Religious Studies courses must include the study of Catholic Christianity and considerable attention to methods in the academic study of religion.

Student Learning Outcomes

1. Critical understanding of Christian traditions, including Catholic Christianity at a basic college level, or an understanding of the diversity of religious traditions with special attention to Catholic Christianity at an introductory level;
2. Critical understanding of theory and method in biblical studies, Christian theology, or religious studies; and
3. In-depth knowledge of at least one religious tradition, foundational sacred text, or important historical or contemporary issue in the study of theology or religion.

Example Course Descriptions:

Lower Division: THRS 110 - Exploring Religious Meaning

A thematic and topical introduction to the study of religion. Drawing material from at least four religious traditions, including Christianity, this course considers a range of possible themes and topics such as symbol, ritual, mysticism, myth, material culture, gender, ethics, ecology, death and the afterlife and contemplative practice.

Upper Division: THRS 338 - Faith and Environmental Justice

This course explores how faith rooted approaches to ecological issues can play a pivotal role in addressing our current environmental crisis. Prerequisites include one of the following: THRS 110; THRS 112; THRS 114; THRS 116; THRS 119; THRS 120; THRS 202; THRS 203; THRS 231; THRS 232.

Student Learning Outcomes

1. Identify and define issues and problems of concern, analyzing them critically and systematically by asking relevant questions, examining different sides of an issue and evaluating arguments and, where appropriate, using the language and techniques of formal logic to articulate and assess argumentation. (Analysis)
2. Construct clear, rigorous arguments for well-delineated theses. (Argumentation)
   Students take one course that focuses on developing the above analysis and argumentation skills while also achieving at least one knowledge-based learning outcome below.
3. Demonstrate awareness of the central areas of philosophical inquiry, including logic, metaphysics, philosophy of mind, epistemology or ethics and of the major questions explored in these fields (Central Problems of Philosophy) [and/or]
4. Demonstrate knowledge of the views of selected major figures, movements, and important theories in central areas of ancient, medieval, modern or contemporary philosophy (History of Philosophy) [and/or]
5. Integrate the study of philosophic problems and problem-solving techniques with work in other academic disciplines. (Philosophy and Other Disciplines)

Students take one course that emphasizes ethical reasoning and moral responsibility and requires students to apply key concepts to assess individual, professional and institutional decisions.

Student Learning Outcomes

1. Describe and analyze key ethical concepts (e.g., justice, happiness, the good, moral value, virtue, dignity, rights, equality, etc.) (Foundational Knowledge)
2. Reason ethically by drawing on major ethical theories and traditions (e.g., virtue ethics, feminist ethics, Catholic social thought, deontological ethics, consequentialist theories, etc.) or the values grounding those traditions (e.g., autonomy, utility, etc.) to normatively assess individual, professional and institutional decisions. (Ethical Reasoning)
3. Analyze a contemporary ethical issue from multiple perspectives, including identifying potential biases on the basis of social location (e.g., historical, cultural, gender, racial, economic, religious, ability, etc.). (Perspectival Reflection)
4. Develop, articulate, and defend a well-reasoned judgment on a particular ethical issue, demonstrating nuance and ambiguity, as well as clarity and precision, in their thinking and writing about moral problems, concepts, and ideals. (Clarity of Argument)
5. Reflect on and evaluate their own ethical decisions, actions, and practices, as well as on their obligations as morally responsible agents. (Ethical Self-Reflection)

Example Course Description:

PHIL 116 - Morality and Justice

This course aims to provide a thorough introduction to key themes in ethics and political philosophy, i.e., morality and justice. Students will be introduced to foundational questions in ethics such as: why be moral? What is the nature of the good and the good life? What are our duties to other humans? To animals? To ourselves? Students will also be introduced to foundational questions concerning justice: when, if ever, is paternalism justified? What is the moral justification of punishment? How far to our speech rights extend? Are their expressive harms that the state should regulate, like hate speech? What are our duties, if any, to persons in other nations suffering from economic deprivation and starvation?.

Students are required to complete two courses that carry the Diversity, Inclusion and Social Justice (DISJ) flag. At least one course asks students to critically examine and recognize how differences may lead to disparities in life experiences domestically. The second course may be internationally focused. This is a developmental requirement, and students must complete both level 1 and level 2. The level 1 course must be completed before enrolling in level 2.

DISJ Level 1 v. Level 2 courses

Typically, Level 1 courses are looking for students to develop their skills and knowledge, whilst Level 2 courses are prompting students to reach an advanced or mastery level, particularly in the reflective component of the DISJ curriculum.

Student Learning Outcomes

1. Critically reflect on and describe how you and others have experienced privilege and oppression with accuracy of information about privilege/oppression, depth and impact of self-reflection, relevance of personal experience and clarity and effectiveness of ability to communicate about self and self in relation to others. (Critical self-reflection)
2. Analyze how social constructions are produced historically and reproduced in contemporary contexts and various forms of cultural representation – literature, film and others. Describe the struggles of marginalized peoples and their allies against forces such as racism, sexism, classism or heterosexism to attain equitable outcomes with accuracy of information about groups and identities, factual accuracy, not stereotypes, breadth of multiple viewpoints, distinguish between master and counter-narratives and clarity explanation about group(s)/values. (Explain diversity, inclusion and social justice)
3. Critically examine the intersections of categories such as race, ethnicity, class, gender and sexuality in local and/or global contexts of unequal power relationships and social justice with accuracy and depth of synthesis of intersecting axes into a more complex picture of self, another individual or a group, accuracy and thoroughness of explanation of past, current and future national/global group patterns and effective employment of multiple or mixed-methods (such as qualitative, quantitative, case studies, spatial analysis, oral history, literacy or cultural studies, etc.). (Analyze the complexities of diversity, inclusion, and social justice)

Flagged Courses Examples:

DISJ Domestic, Level 1: THRS 113 - World Religions in San Diego

A survey of major religious traditions of the world, including Catholic Christianity, focusing on their presence in San Diego and issues of power, privilege, and social justice.

DISJ Domestic, Level 2: PHIL 420 - Philosophy of Race

This course aims to provide a comprehensive overview of key themes in the philosophy of race. Areas of inquiry include: historical origins of philosophical accounts of race, the metaphysics of race, the social construction of race and racial identity, contemporary social issues concerning race both nationally and internationally, as well as feminism and race, among other topics.

DISJ Global, Level 1: MUSC 106 - We Shall Overcome

This course examines the complex relationship between song and social dissent. We will explore the use of popular, traditional, and art musics by activists and social change-makers, drawing on a range of global group singing traditions. In doing so, we will seek to understand how and why group singing can be effective in mobilizing social movements, and how it might be able to advance causes of social justice in our communities today. This course bridges two subdisciplines of music, ethnomusicology and performance; in addition to seminar-style exploration of history and culture, a significant portion of the course will include group singing, culminating in an end-of-semester song festival led by the members of the course.

DISJ Global - Level 2: COMM 380 - International Media

This course examines media systems, uses, and social impact around the world, with an emphasis on trans-national comparisons of media development. Topics to be addressed include globalization of the media environment, media and national identity, communication for social change, and the influence of U.S. media on cultures around the world. It is recommended that students complete COMM 130 before enrolling in this course.

Diversity levels 1 and 2 do not necessarily correspond to lower/upper division courses.

Students must complete at least one Domestic and another Diversity course (Domestic or Global).