Call for Syllabi – Being Human in the Age of Humans Syllabus Project

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The Craft of Teaching Religion at the University of Chicago Divinity School is currently developing a syllabus database to include resources for scholars and teachers. They will launch that broader database project by working with the Being Human in the Age of Humans project to develop a sub-database for syllabi related to climate change, the Anthropocene, and the humanities.

If you have an undergraduate or graduate syllabus that pertains to these topics, please consider submitting it to the project coordinator, Caroline Anglim (carolineanglim@uchicago.edu) with the email subject: Syllabus Submission.

For more information visit: https://divinity.uchicago.edu/teaching-resources and click on ‘Syllabi’ from the header menu.  

Being Human in the Age of Humans is a funded project studying the impact of the Anthropocene on human life. The Anthropocene, a term for a geological epoch characterized by unprecedented human transformation of the planet, originated in earth systems science and has since captured the imagination of many humanists. Discourse on the Anthropocene, which probes the meaning of humanity’s role and agency within deep time and planetary evolution, raises religious and ethical questions about how to understand humanity’s place within planetary evolution and how to envision the future trajectory of human societies. The Anthropocene strongly resonates with mythic and religious genres – declensionist or ascendant storylines, tales of hubris, forbidden knowledge, theodicy, and eschatology. These religious, philosophical, and ethical issues make the Anthropocene ripe for analysis by scholars of religion and theologians. Yet scholarship on the Anthropocene remains underdeveloped in these disciplines.

The principal investigators are supported by the Humanities Without Walls Consortium, based at the Illinois Program for Research in the Humanities at the University of Illinois at Urbana-Champaign. The Humanities Without Walls Consortium is funded by a grant from the Andrew W. Mellon Foundation.

 

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