{"id":64867,"date":"2015-10-29T16:29:16","date_gmt":"2015-10-29T16:29:16","guid":{"rendered":"http:\/\/jonestown.sdsu.edu\/?page_id=64867"},"modified":"2026-02-26T16:16:28","modified_gmt":"2026-02-27T00:16:28","slug":"new-religious-movements-myths-and-reality","status":"publish","type":"page","link":"https:\/\/jonestown.sdsu.edu\/?page_id=64867","title":{"rendered":"New Religious Movements: Myths and Reality"},"content":{"rendered":"

(Editor’s note:<\/strong> The following is the course description and curriculum for a course taught by\u00a0David Mihalyfy<\/a> at\u00a0the\u00a0School of the Art Institute of Chicago during Spring Semester 2015.)<\/em><\/p>\n

Over the past 40 years, social scientists have intensively studied New Religious Movements (NRMs), whether small groups centering around a charismatic leader, diffusive spiritualities found at the yoga studio or New Age bookstore, or long-standing traditions and practices only recently imported by immigrants. \u00a0Due to the unavoidable influence of media sensationalism, research has examined not only brainwashing, conversion, and recovered memories, but also the larger contexts in which these concerns arose: \u00a0perception and stigmatization of some NRMs as “cults”, the rise of anti-cult networks and cult member deprogramming, and the “Satanic panic” of the 1980s.<\/p>\n

Through selected major scholarship, primary sources, and ethnographies of present-day NRMs produced through 3-4 term-time site visits, students will move beyond popular stereotypes and reflect on the nature and function of NRMs. \u00a0Sources will include literature from Chicago NRMs, the Errol Morris documentary Tabloid<\/em>, and the memoirs of cult deprogrammer Ted \u201cBlack Lightning\u201d Patrick.<\/p>\n

This course is primarily discussion-based and will implement the model of dynamic, respectful humanistic inquiry found in much scholarship and expected for all assignments. Some classes will also include instructor presentations on common writing issues and ad hoc <\/em>group composition and editing, sometimes with peers\u2019 work as a basis or reference point.<\/p>\n

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Course Objectives<\/u><\/strong>:<\/strong><\/p>\n

Through this course, you will be able to:<\/p>\n

– Familiarize yourself with several historically important NRMs, a range of contemporary NRMs found in Chicago, and some major areas of research on NRMs.<\/p>\n

– Begin to think through ethical issues surrounding the selection of NRM-related topics for discussion, as well as artists\u2019 depictions of and claimed expertise on NRMs.<\/p>\n

– Develop interpersonal skills to respectfully engage and learn from people who think differently from you.<\/p>\n

– Recognize and reproduce linguistic registers suitable for academic and professional contexts.<\/p>\n

– Judiciously formulate descriptive analyses and tease out key assumptions, tensions, and implications, all the while avoiding or carefully distinguishing related evaluations and normative claims.<\/p>\n

– Collegially evaluate descriptive analyses and theoretical frameworks in light of thoroughly-investigated particular examples.<\/p>\n

– Construct viable research questions that would significantly advance the current state of knowledge.<\/p>\n

– Synthesize and prioritize information and effectively communicate it to others.<\/p>\n

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Prerequisites<\/u><\/strong>:<\/strong><\/p>\n

Required is the maturity to analyze and discuss a range of practices and beliefs without being dismissive or derogatory.<\/p>\n

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Credit<\/u><\/strong>:<\/strong><\/p>\n

SAIC adheres to a credit\/no credit grading system. In order to earn credit for this course, you must:<\/p>\n

* Receive credit for at least 11 of the 14 weekly in-class reading responses (i.e., receive \u2018no credit\u2019 on 3 or fewer reading responses).<\/p>\n

* Submit all assignments on time and in a satisfactory state (i.e., showing clear and sustained engagement with assigned reading and following assignment rubrics).<\/p>\n

* Demonstrably respond to written requests for improvement, in the case of unsatisfactory work (maximum of 2 requests; after this, credit is not guaranteed and a meeting may be requested to discuss course performance).<\/p><\/blockquote>\n

Attendance<\/u><\/strong>:<\/strong><\/p>\n

\u00a0<\/strong>Timely attendance at all classes is required, as stated in the 2013-2014 SAIC Bulletin (p. 56):<\/p>\n

Students are expected to attend all classes regularly and on time. Any necessary absences should be explained to the instructor. Students who are ill should contact their faculty member… For an extended absence due to illness, contact Health Services. Notification is then sent to all instructors informing them of the student\u2019s absence. For other extenuating circumstances contact the Academic Advising Office.<\/em><\/p>\n

Please note that the written notification does not excuse a student from classes. The instructor gives credit to students officially enrolled in a course only if they have responded adequately to the standards and requirements set… Also note that if a student registers late for a class (during add\/drop) the instructor counts the missed classes as absences and the student is responsible for assignments during those missed days.<\/em><\/p><\/blockquote>\n

Attendance will be tracked through the weekly in-class reading responses, which are administered for 10 minutes at the very beginning of class. A reading response cannot be made up, so arriving more than 10 minutes late or being absent from class will result in a \u2018no credit\u2019 response, more than 3 of which will result in failing the course.<\/p>\n

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Assignments (Overview)<\/u><\/strong>:<\/strong><\/p>\n

Along with the 3-4 term-time site visits (about one a month), assignments are fairly evenly distributed over the term:<\/p>\n

– Syllabus quiz (5 min., Thurs. Jan. 22nd<\/sup>).<\/p>\n

– Weekly in-class reading responses (14 in total, 8-10 min. of writing per week).<\/p>\n

– Tabloid <\/em>descriptive analysis (1 paragraph due 2pm Mon. Jan. 26th<\/sup>) and revision (1 paragraph due 2pm Mon. Feb. 2nd<\/sup>).<\/p>\n

– Every Secret Thing <\/em>scholarly conversation contribution (3-4pp. due 2pm Mon. Feb. 9th<\/sup>).<\/p>\n

– Contemporary Chicago NRM possible research directions outline (1-2pp. due Thurs. March 12th<\/sup> or 26th<\/sup> or April 2nd<\/sup> or 9th).<\/p>\n

– \u201cNRMs as a Field of Study\u201d position paper (3-4 pp. due 2pm Mon. April 13th<\/sup>).<\/p>\n

– Contemporary Chicago NRM research paper outline (1-2pp. due Thurs. April 16th<\/sup>).<\/p>\n

– Contemporary Chicago NRM research paper (8-10 pp. due 2pm Mon. May 4th<\/sup>).<\/p><\/blockquote>\n

In accordance with the goals of a First Year Seminar, these assignments are exercises in humanistic inquiry and the linguistic register suitable for academic and professional contexts. The assignments are set up in \u201cbuilding block\u201d fashion in fairly discrete stages: students formulate their own descriptive analyses (Tabloid <\/em>descriptive analysis), then begin to deploy descriptive analyses in a scholarly conversation (Every Secret Thing <\/em>scholarly conversation contribution, \u201cNRMs as a Field of Study\u201d position paper), and lastly produce a contribution to scholarship (Contemporary Chicago NRM possible research directions outline, research paper outline, and research paper).<\/p>\n

Please consult the final pages of the syllabus for more detailed information about all assignments and the range of pre-screened contemporary Chicago NRMs to which students will make 3-4 term-time site visits.<\/p>\n

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Course Policies<\/u><\/strong>:<\/strong><\/p>\n

– Pronouns<\/u>: During discussion, preferred pronouns of all dialogue partners should be employed, as part of the respect for persons necessary to an environment in which dynamic inquiry can take place.<\/p>\n

– Texts<\/u>: Students should read all assigned texts *before* <\/em>the given class, and bring *hard*<\/em> copies to class so that they can refer to them during discussion.<\/p>\n

– Phones<\/u>: Cell phones and smartphones should be turned off and put out of sight for the entirety of class.<\/p>\n

– Electronics<\/u>: Because they frequently foster distraction and disengagement from discussion, electronic devices such as laptops and iPads are not allowed in class.<\/p>\n

– Academic Honesty<\/u>: Students should produce their own work and responsibly cite the work of others. More information on this can be found in the Flaxman Library document \u201cAvoid Plagiarism – Quick Guide.\u201d Plagiarism will result in the notification of relevant administrators, and can have consequences that include a failing grade in the course, student conduct proceedings, and suspension or expulsion from SAIC, as has been detailed in the 2013-2014 Student Handbook (pp. 85-86).<\/p>\n

– Accommodations<\/u>: The website of SAIC\u2019s Disability and Learning Resource Center (available at http:\/\/www.saic.edu\/lifeatsaic\/wellnesscenter\/disabilityandlearningresourcecenter\/resourcesforfaculty\/<\/a>) outlines the required procedure for accommodation of disabilities:<\/p>\n

SAIC is committed to full compliance with all laws regarding equal opportunities for students with disabilities.\u00a0 Students with known or suspected disabilities, such as a Reading\/Writing Disorder, ADD\/ADHD, and\/or a mental health condition who think they would benefit from assistance or accommodations should first contact the Disability and Learning Resource Center (DLRC) by phone at 312.499.4278 or email at <\/em>dlrc@saic.edu<\/em><\/a>. DLRC staff will review your disability documentation and work with you to determine reasonable accommodations. They will then provide you with a letter outlining the approved accommodations for you to deliver to all of your instructors.\u00a0 This letter must be presented before any accommodations will be implemented. You should contact the DLRC as early in the semester as possible.\u00a0 The DLRC is located on the 13th floor of 116 S Michigan Ave.<\/em><\/p><\/blockquote>\n

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Campus Resources<\/u><\/strong>:<\/strong><\/p>\n

– Writing<\/u>: Students should remember that the Writing Center is available for academic help (as is detailed on http:\/\/www.saic.edu\/academics\/writing-center<\/a>):<\/p>\n

SAIC offers free, hour-long writing tutorials at the Writing Center <\/em>[B1-03, 112 S. Michigan Avenue]. Tutors are available to assist all currently enrolled students with any stage of the writing process\u2026 <\/em><\/p>\n

To schedule an appointment, use our online sign-up system… For questions, contact 312.345.3588 or <\/em>wcenter@saic.edu<\/em><\/a>… Monday through Thursday, from 4:15 to 7:15, a tutor will be available to work solely with walk-in students. Though it may appear that the schedule is full during these times, please stop by to see if our walk-in tutor is available to work with you.<\/em><\/p><\/blockquote>\n

– Counseling<\/u>: Students should remember that Counseling Services is available for any number of wellbeing issues (as is detailed on http:\/\/www.saic.edu\/lifeatsaic\/wellnesscenter\/counselingservices\/<\/a>):<\/p>\n

Currently enrolled degree-seeking SAIC students may receive up to 16 sessions of free, confidential counseling and psychotherapy.<\/em><\/p>\n

Students may schedule an appointment by calling 312.499.4271. Appointments can also be made in person at 116 South Michigan Avenue on the 13th floor. Regular Counseling Services hours are 9:00 a.m. through 5:00 p.m. A psychotherapist will typically see students for an intake session within a few days of initially contacting Counseling Services. Students who are determined to be in crisis will be seen as soon as possible, perhaps immediately.<\/em><\/p><\/blockquote>\n

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Required and Student-Recommended Texts<\/u><\/strong>:<\/strong><\/p>\n

Because of the large amount of material assigned from each, the course\u2019s required texts are:<\/p>\n