This course explores the works of the Oxford Inklings, a group of 20th century English writers including C.S. Lewis, J.R.R. Tolkien, Owen Barfield, and others. The Inklings sought to connect literature, mythology, and Christian theology through genres like fantasy, science fiction, and children's literature. The course will examine the Inklings' philosophical, theological, and literary visions, and how they embodied these visions formally. Topics include the role of imagination and myth in religion, disenchantment and re-enchantment, and the enduring importance of myth-creation. Students will critically engage the Inklings' works and discuss their continuing relevance through essays,
Original Description:
syllabus for Tolkien and CS Lewis class at CIIS
Original Title
PAR 6089_Myth, Imagination, And Incarnation (DRAFT - Subject to Change) Syllabus
This course explores the works of the Oxford Inklings, a group of 20th century English writers including C.S. Lewis, J.R.R. Tolkien, Owen Barfield, and others. The Inklings sought to connect literature, mythology, and Christian theology through genres like fantasy, science fiction, and children's literature. The course will examine the Inklings' philosophical, theological, and literary visions, and how they embodied these visions formally. Topics include the role of imagination and myth in religion, disenchantment and re-enchantment, and the enduring importance of myth-creation. Students will critically engage the Inklings' works and discuss their continuing relevance through essays,
This course explores the works of the Oxford Inklings, a group of 20th century English writers including C.S. Lewis, J.R.R. Tolkien, Owen Barfield, and others. The Inklings sought to connect literature, mythology, and Christian theology through genres like fantasy, science fiction, and children's literature. The course will examine the Inklings' philosophical, theological, and literary visions, and how they embodied these visions formally. Topics include the role of imagination and myth in religion, disenchantment and re-enchantment, and the enduring importance of myth-creation. Students will critically engage the Inklings' works and discuss their continuing relevance through essays,
To ask what is the origin of stories (however qualified) is to ask what is the origin of language and of the mind.
J R R Tolkien, On Fairy Stories.
The value of the myth is that it takes all the things we know and restores to them the rich significance which has been hidden by the veil of familiarity. The child enjoys his cold meat, otherwise dull to him, by pretending it is buffalo, just killed with his own bow and arrow. And the child is wise. The real meat comes back to him more savory for having been dipped in a storyby putting bread, gold, horse, apple, or the very roads into a myth, we do not retreat from reality: we rediscover it. C S Lewis, On Stories.
It was not man who made the myths but the myths, or the archetypal substance they reveal, which made man. Owen Barfield, The Rediscovery of Meaning
Course Description: This course explores the remarkable collection of English writers known as the Oxford Inklings, a group of literary friends who produced an astounding body of work throughout the 20th century. In stark contrast to prevailing literary trends, the Inklings and their friends sought to probe the interconnection between a rich literary, mythological imagination, on the one hand, and Christian theological, spiritual and even esoteric teachings, on the other. They produced works of theology, history, poetry, philosophy, and criticism alongside supernatural thrillers, autobiography, detective stories, science fiction, spiritual writings, and some of the seminal works of 20th century fantasy for both children and adults. Their works are often artistically stunning and many continue to be popular today.
The writers to be studied include Owen Barfield, CS Lewis, JRR Tolkien, Charles Williams, Dorothy L. Sayers, and Dom Bede Griffiths. We will approach their works through philosophical, theological, and literary lenses, seeking both to understand their substantive religious and spiritual visions, and to assess how they formally embodied these visions in various genres. Along the way, we will also address a number of questions relevant to students of religion today: why is it that childrens literature is so often the medium for much contemporary thinking about spirit, ethics, even politics, and other great questions of life? What is the role of fantasy and the imagination in religion, spirituality, and philosophy? How does all of this relate to questions about secularity, disenchantment, reenchantment, and the consistent return of religion even within the modern age?
PARP 6089 MYTH, IMAGINATION, AND INCARNATION BARFIELD, TOLKIEN, LEWIS AND THE OXFORD INKLINGS Fall 2014 (3 units) Thursdays 3-6 pm Instructor: Jacob Sherman <jsherman@ciis.edu> Office Hours: Mondays 10 11:30 am; 3 4:30 pm (or by appointment)
Learning Objectives: When this course is complete, students will be able to: 1. Demonstrate familiarity with the writings, methods, and figures associated with the Oxford literary and religious movement known as the Inklings 2. Describe the larger cultural, literary, and religious influences at work in the Inklings and their associates 3. Identify the theological, philosophical and spiritual visions animating the work of the Inklings, both visions they hold in common and those about which they disagree 4. Address questions concerning the coordination of substantive philosophical, theological and critical positions and their literary, mythopoeic and artistic presentation 5. Critically discuss and evaluate, both orally and in writing, the continuing importance of myth and myth creation in the contemporary world
Learning Activities Active participation in class discussion: Students are expected to have completed and reflected upon the readings before class meetings so that they can actively participate in discussions.
Reflective Essay: Each student will produce an 4-8 page reflective essay or work of creative non-fiction addressing the role of myth and the imagination in their own experience of religion, spirituality, and the sacred.
Research paper/Integrative Project: Each student will prepare either (a) a traditional research paper, or (b) a creative integrative final project with an accompanying theoretical commentary. Students choosing option (a) will produce a final research paper of 16-20 pages addressing any topic relating to the course material, but drawing on additional, out-of-class research as well. Option (b) provides an opportunity for students who have experience in the arts to create and present an original work of art (literary, dramatic, musical, visual, etc.) and to reflect on it theoretically. In addition to presenting an original work of art, students will complete a critical essay of 8-12 pages engaging in theoretical and aesthetic reflection on the medium, tradition, and themes of the project..
Each student will make a brief presentation of their paper or project in one of the final classes.
All written work should be spell-checked and grammar-checked, written in standard English, and free of run- on sentences, sentence fragments, and unnecessary jargon. All information, ideas, phrasing and analyses that are not your own must be referenced using a standard citation style (typically either Chicago or APA) Refer to a citation guide if you are unfamiliar with these forms. See The Elements of Style, by Strunk and White, for advice on clear and concise writing. The CIIS Library offers a number of resources to strengthen your writing here: http://library.ciis.edu/resources/writing.asp
Criteria for Assessment Assignment Due Date Percentage of Grade 1. Reading 10/13/2013 30% 2. Final Paper 12/19/2013 50% 3. Class Participation 20%
Explanation of Assignments:
Required Texts (available at the CIIS Bookstore): 1. Owen Barfield. Saving the Appearances: A Study in Idolatry. 2. Owen Barfield. The Rediscovery of Meaning.
3. Bede Griffiths. The Golden String. 4. CS Lewis, Out of the Silent Planet 5. CS Lewis, Perelandera. 6. C S Lewis. Till We Have Faces. 7. Dorothy Sayers. The Mind of the Maker. 8. JRR Tolkien. The Silmarillion. 9. Charles Williams. The Place of the Lion.
Additional selected material from books and journals will be distributed in class or online.
Recommended Texts There is a tremendous amount of secondary literature on the Inklings and more is published every year. The journals VII (Seven) and The Journal of Inkling Studies are devoted exclusively to such work. Weekly handouts will direct students to many of the excellent studies of the Inlkings and their works.
For the general purposes of our class, however, students are especially encouraged to consult R J Reilly, Romantic Religion: Barfield, Lewis, Williams, Tolkien (Lindisfarne Press, 2006).
Special note since we are at CIIS: Students interested in the surprising place of archetypal cosmology in C S Lewiss famous childrens books are highly encouraged to consult Michael Ward, Planet Narnia: The Seven Heavens in the Imagination of C.S. Lewis (Oxford University Press, 2007).
SCHEDULE OF READINGS/CLASSES:
1. Introduction: The Jerusalem Bible. Genesis 1-11. Trans. Joseph Leo Alston et al (including J.R.R. Tolkien). Ed. Alexander Jones. Garden City, N.Y: Doubleday, 1966.
2. 9/5: Myth, Story, and Reality 1 a. George MacDonald, The Fantastic Imagination b. C.S. Lewis, On Stories c. J.R.R. Tolkien, On Fairy-Stories d. G K Chesterton "On Fairy Tales" e. Stephen R L Clark "How to Believe in Fairies"
3. Myth, Story, and Reality 2 a. C S Lewis, On Three Ways of Writing for Children b. Dorothy Sayers, Free Will and Miracle, The Mind of the Maker, ch.5 c. Owen Barfield, Myth, Imagination, and Philosophical Double Vision d. Owen Barfield, Imagery in Language and Metaphor in Poetry
4. The Problems of Disenchantment: C S Lewis, The Abolition of Man
5. The Rebirth of Myth? Owen Barfield, Saving the Appearances
6. Myth and Incarnation: Owen Barfield, Saving the Appearances (continued); selections from The Rediscovery of Meaning
7. Science Fictions Entry into Mythic Worlds: C S Lewis, Out of the Silent Planet and C S Lewis, Perelandera
8. Childrens Literature and the Myth of Narnia a. C S Lewis, The Magician's Nephew b. C S Lewis, The Lion the Witch and the Wardrobe c. C S Lewis, Voyage of the Dawn Treader d. Highly Recommended: Michael Ward, Planet Narnia: The Seven Heavens in the Imagination of C.S. Lewis (Oxford University Press, 2007).
9. Tolkiens Myth for England a. Jeffrey, David. "Tolkien as Philologist." Tolkien and the Invention of Myth: A Reader. Ed. Jane Chance. Lexington: University Press of Kentucky, 2004. 61-80. On Reserve b. Read Silmarillion, "Quenta Silmarillion, The History of the Silmarils," pp. 29-112
10. Tolkiens Myth for England (continued) a. Read Silmarillion, "Quenta Silmarillion, The History of the Silmarils," pp. 113-316
11. The Myth and Mystery the Artist Herself a. Dorothy Sayers, The Mind of the Maker b. Dorothy Sayers, Gaudy Night
12. Myth Reimagined: C S Lewis, Till We Have Faces
13. The Incarnation of the Archetypes: a. Charles Williams, The Place of the Lion b. Charles Willliams, The Precursor and the Incarnation of the Kingdom c. Charles William, The Practice of Substitution
14. Entering Other Myths: Bede Griffiths, The Golden String
15. Conclusion and presentations
Instructor Biography: Jacob Holsinger Sherman, PhD Jacob is Assistant Professor in Philosophy and Religion at the California Institute of Integral Studies. He received his PhD in Philosophical Theology from the University of Cambridge and taught previously as a
Visiting Lecturer in Philosophy of Religion and Ethics at Kings College London. His writings have appeared in journals such as Religious Studies, Modern Theology, Spiritus and The Heythrop Journal. In addition to co-editing The Participatory Turn: Spirituality, Mysticism, Religious Studies (SUNY Press, 2009), he is the author of Partakers of the Divine: Contemplation and the Practice of Philosophy (Fortress Press, 2014). He is currently researching his next book, Imagining Creation: Ecology, Poiesis, and the Philosophy of Religion.
CIIS POLICIES:
Attendance and Tardiness Students are expected to attend all class meetings regularly and punctually. Students are assigned an F (Failure) or NP (No Pass) grade if they are absent for more than 20 percent of a course. This maximum includes both excused and unexcused absences. Three instances of tardiness or leaving early are considered equivalent to one absence. Instructors may permit a student to deviate from this rule on the grounds of illness necessitating confinement for 24 hours or more, a death in the family, or other extreme emergencies. The instructor may request verification of these circumstances by a letter from a medical professional, the Dean of Students, or the Academic Vice President as appropriate.
Academic Integrity Plagiarism: Creative and original scholarly research is at the heart of the Institutes academic purpose. It is essential that faculty and students pursue their academic work with the utmost integrity. This means that all academic work produced by an individual is the result of the individuals efforts and that those efforts acknowledge explicitly any contribution by another person.
Reproducing anothers work and submitting it as ones own work or without acknowledging the source is called plagiarism, or stealing the intellectual property of another, which is the antithesis of scholarly research. Any use of other ideas or others expression in any medium without attribution is a serious violation of academic standards. If confirmed, plagiarism subjects a student to disciplinary action.
Duplication of Work: With regard to dissertation and thesis research and regular class term papers, projects must not be a duplication of student work previously submitted for fulfillment of either course requirements or previous research at CIIS or elsewhere. Such activity, if confirmed, subjects a student to disciplinary action. Disciplinary action can include (a) failing the course in which any such work was submitted, (b) expulsion from the Institute, and (c) revocation of any degree or academic honor.
Sanctions arising from a determination of plagiarism may be applied by an instructor (if coursework is involved), by a program committee, or by the Academic Vice President. All sanctions may be appealed as outlined in the General Student Complaint Procedure found in the Institute Policies section.
Mid-semester Evaluation of Instruction Halfway through the course, students are to be given the opportunity to provide informal, verbal comments to the instructor in a constructive spirit. This is a time for the instructor to receive feedback on his or her efforts, and also a time for students to reflect upon their own. This conversation is to be facilitated by a student chosen by the class. The instructor is to leave the room (or be offline if the course is an online one) while the facilitator is selected.
Credit Units According to federal mandate, each credit unit should be accompanied by 15 hours of class time and 30 hours or student work outside of class. Accordingly, for a 3 credit course, one should meet 15 times over a semester for three hours each (breaks included) and each student should expect to spend approximately six hours a week on the course in preparation (reading, reflection, etc.) and research.
(Contributions to the Study of Science Fiction and Fantasy) Joseph L. Sanders-Functions of the Fantastic_ Selected Essays From the Thirteenth International Conference on the Fantastic in the Arts-Prae