RLS 111_0001 -- Study Questions

RLS 111/0001--Judaism, Christianity, and Islam--Study Questions (Spring 2012)

This page contains the study questions on the material covered up to the date of the most recent posting (see RLS 111/0001 Main Page for that date). The "Next Quiz" link brings you to the beginning of the questions for which you will be responsible at the next quiz; the "Most Recent Posting" link brings you to the questions posted with the most recent update. The "Final Exam Questions" link, to be activated later in the semester, brings you to the beginning of the questions on the material for which you will be responsible at the final exam. The dates on the right indicate when the material following them was covered.

VERY IMPORTANT: Prior to attempting the questions, you must study the material thoroughly as if you had no questions. "Hunting" for answers to the questions and then memorizing these answers is a wrong-headed way of doing things. (The only people benefiting from that approach are the index card producers.)

Equally important: Many questions consist of more than one part. In those cases, your answer must not only contain an equal number of parts, but also comply with the following requirements: (1) The sequence of the order of the parts in your answer must follow the sequence of the parts in the question. (Non-compliance: An automatic 20% deduction from the score for the answer.) (2) Parts which are separated in the question must also be separated in your answer. (Non-compliance: A minimum 20% deduction from the score for the answer.)

Also important: In case you haven't read the study rules page, do so now. Here is the link: "Study Rules".

Beginning of questions you are responsible for at the midterm exam:

PRELIMINARY "STUFF"

As announced in class, you are to read the textbook's "Preliminary Stuff" segment on your own. There are 17 questions on that material. One of them will be selected as an extra-credit question on the midterm exam. To get to these questions, click the "Extra Credit Questions" link.

INTERLUDE

(1) In a text segment called “Interlude,” Jake and Beth tell each other about two courses in which they are enrolled. State what these courses are. Further, summarize in one sentence the topic of Beth’s presentation to Jake, and in another sentence the topic of Jake’s presentation to Beth. (Note: Summarizing means here stating what the conversation is about; no details about the content of the conversation need to be provided.)

(2) Did you read the study rules? If not, you might be "putting the cart before the horse" at this very moment. Here is a link: "Study Rules." Read them prior to continuing.

(3) Beth’s astronomy teacher mentioned several things about the universe that made her feel humble and insignificant. State what some of them were.

(4) State what the “static universe theory” is, identify the discovery that shot it down, what theory it was replaced by, and explain what discovery caused a difficulty to be solved by assuming the existence of “dark energy.”

(5) Jake’s philosophy teacher talked about two sailors in Narragansett Bay. Summarize that sailor story and explain what type of person the second sailor represents (= "stands in for").

MONOTHEISM

(6) State what the cause of the universe is according to Jews, Christians, and Muslims. Further, explain the considerations your humble instructor outlined with regard to imagining and thinking, using the example with which Descartes illustrates the difference between the two. Finally, explain what is meant by the statement that “creating” goes together with “sustaining.”

(7) The Book of Genesis states that humans are created in God’s image. Explain how this helps, according to Jews and Christians, with regard to our thinking about God. Be sure to build your humble instructor’s map analogy into your explanation.

(8) Explain what is meant when God is called a person. (Remember: Your humble instructor mentioned three central features.)

(9) Muslims are hesitant to call God a person. Summarize your humble instructor's conversation with one of his Muslim students through which that hesitancy was overcome, at least for the case of the student in question.

(10) Identify the chief characteristics of finite human persons which do not apply to the infinite divine person.

(11) Explain the answer Jews, Christians, and Muslims give to the question, “How do we know about God?”

THE RELATIONSHIP BETWEEN GOD AND HUMANS

(12) State what the Song of Songs is and what it is about. Further, many Jews and Christians hold that it illustrates the manner in which God relates to individual humans. Explain what this relationship is supposed to be (do not forget to include the “in a manner of speaking” qualification).

(13) State how, according to Jews, Christians, and Muslims, human are to relate to God, how the real situation of most humans in this respect compares to how it should be, and what this means for our task on this earth.

(14) State the literal translation of the words, “Shema Israel,” and formulate the chief commandment that passage contains.

(15) Your humble instructor has used several examples to illustrate the fickleness of the human heart. One concerns meeting someone who is better than you in an area in which you excel, another is the Irving example. Explain both of them.

(16) Explain how the "my heart is unmoved" attitude can be overcome with respect to other peoples' suffering/misfortune although emotions are not under one's direct control.

(17) Judaism, Christianity, and Islam maintain that with regard to God, humans are often dominated by the “my heart is unmoved” attitude. Explain the role which doing God’s will supposedly has with regard to overcoming that attitude.

(18) Explain what doing God’s will involves according to Jews, according to Christians, and according to Muslims.

THE FAITH OF THE JEWS: FROM THE BEGINNING TO A.D. 136

(19) State the name of the “father of the Jewish nation,” and the approximate century of his birth. Further, state what the word “Hebrews” might mean, and what words “Israelites” and “Jews” are derived from.

(20) Did you do more poorly on the first quiz than you expected? Did you mess it up completely? This may be because you did not follow the study rules. Did you even read them? If not, read them now!! Here is the link: "Study Rules."

(21) State the name of the town in which Abraham was born according to Genesis and in what present-day country that town was located. Further, state the name of the town to which he moved with his father and his immediate family, and in what present-day country it is located. Finally, state the biblical as well as the contemporary name of the region into which Abraham moved after his father’s death.

(22) State the line of descent from Abraham to the Twelve Tribes of Israel.

(23) Briefly summarize the sequence of events that lead to Jacob’s son Joseph’s becoming a high government official of the pharaoh (state also what the word “pharaoh” refers to).

(24) Briefly summarize the sequence of events which led Joseph’s brothers, their father, and their families, to Egypt after Joseph had become a high government official there. Further, state the approximate number of years for which the Israelites supposedly stayed in Egypt and what the chief respects were in which their living conditions differed towards the end of their stay from how these conditions had been in the beginning.

(25) Briefly summarize the sequence of events which led the Israelites to leave Egypt and identify the important event that happened in the third month after their departure

(26) Indicate the reason for which the Israelites did not move into their destination, Canaan, right away after having left Egypt and state how long their sojourn in the desert lasted. Also, state the name of the person who led them in their conquest of Canaan.

(27) The history of the Jewish people between their occupation of Canaan and the destruction of the Northern kingdom can be divided into three periods. State what they are. Further, state the name and the title of the leader of the Jewish people under whom Jerusalem was conquered for the Jews,

(28) State the names of the kings who ruled over the unified kingdom of Israel, and indicate under which of them and when and where the first Temple was built.

(29) Name the capital of the Northern kingdom of Israel, state in what year and by what nation that kingdom was destroyed, and what happened to the people who had lived in that area.

(30) Name the capital of the Southern kingdom of Israel, state in what year and by whom that kingdom was destroyed, and indicate what happened to the people who had lived in that area.

(31) State what nation conquered Babylonia, the year in which that conquest took place, and the name of the king who allowed the Jews to return to Jerusalem. Further, identify the important event that took place in 516 b.c.

(32) State the year in which the Jews became politically independent for the final time prior to the founding of the present-day state of Israel, and how the leaders achieving that independence were called. Further, state what political power the Jews began to become dependent on in 63 B.C.

(33) State what the events are that happened in Palestine in the following years: 37 b.c., 4 b.c., a.d. 66, and a.d. 70.

(34) State who Bar-Kokhba was, when his revolt began, when it ended, and what the Roman Emperor (state his name) ordered with regard to Jerusalem in the year after the end of the rebellion.

A JUMP ACROSS MANY CENTURIES (AND THE BIG POND)

(35) State the year in which the Jews were expelled from Spain, and the year in which they were expelled from Portugal. Further, state the ways in which three different groups of Spanish and Portuguese Jews reacted to the expulsion decrees. Finally, state the two designations that are applied to one of these three groups, and what these designations mean.

(36) State the name by which the 1494 treaty between Spain and Portugal is known, explain the basic terms of the treaty, what its implications were for North and South America, and mention the names of two towns that Portugal founded in South America during the first half of the 1500s Further, state what the founding of the second town had for Portuguese crypto-Jews.

(37) Explain what colonialism is, and state the names of the five colonial powers (= countries that founded colonies) that have been mentioned as part of the secular history information on Judaism in the United States.

(38) Your humble instructor has mentioned three colonies that were founded in North America in the early sixteen hundreds. State the names of these colonies, the years in which they were established, and the names of the countries the founders came from.

(39) Explain the "general rule" with regard to religious freedom in most European countries during the 1500s and 1600s, state the name of the country mentioned as an exception to this rule, and indicate how the situation with regard to religious freedom often was different in a colony in contrast to the mother country.

(40) Identify and explain what the events of 1630 and 1654 are that are important for the history of South American and North American Judaism.

(41) State when (= in what year) and where the first and the second Jewish communities were founded in North America. Further, state where the Jews who founded the first community had come from, as well as a widely held theory about the origin of the founders of the second community (you must formulate the theory stated in the text).

(42) State the year in which the oldest still standing North American synagogue was dedicated, what its name is, whom it is named after, and where the building is located.

(43) Your humble instructor has mentioned an important document concerning religious liberty that is associated with the Touro Synagogue. State what this document is and briefly explain what is says about religious liberty.

(44) By 1800, six Jewish communities existed in the United States. State the names of the places at which they were located. Also, state what the approximate number of U.S. Jews was around 1800.

(45) State the chief reason for the large-scale immigration of German Jews, 1830-1880, and for the large-scale immigration of East European Jews, 1880-1921, and explain what caused Jewish immigration almost to come to an end. Further, state what the approximate number of U.S. Jews was in 1880 and in 1921.

(46) Your humble instructor has divided the early history of North American Judaism into three periods. State what they are and when they occurred (you must state the year in which each period began and in which it ended).

THE CHIEF "DENOMINATIONS" OF U.S. JUDAISM

(47) State the names of the three chief "denominations" of U.S. Judaism. (For two of these denominations, two names have been used. In these two cases, you must state both names.)

(48) State the meaning of the Hebrew word from which “Torah” is derived, name the first five books of the Jewish Holy Scriptures, and explain where these names come from, and/or what they mean. (You are not responsible for the Hebrew names included in a footnote in the text.)

(49) Explain why the parts of the Bible are called “books” and state what the three groups of books are into which the Jewish Holy Scriptures are divided as well as the number of books contained in the Jewish Bible.

(50) Explain the origin and the meaning of "orthodox," what Orthodox Jews believe with respect to the origin of Orthodox Judaism, and state and briefly explain the general description of Orthodox Jewish practice that has been given in class.

(51) State the number of laws contained in the Torah, explain why it is impossible for any individual human to observe all of them, as well as what the reason is for which even contemporary Orthodox Jews observe fewer than 300 Torah laws.

(52) State the conditions that a land animal must meet to be "kosher" for an Orthodox Jew, and the conditions that a sea animal must fulfill to be "kosher," and give an example of a kosher land animal, a non-kosher land animal, a kosher sea animal, and a non-kosher sea animal.

(53) State what it is that all non-kosher birds have in common, and mention at least three types of kosher birds.

(54) Besides prescriptions concerning kosher and non-kosher animals, two other dietary prescriptions important for Orthodox Judaism have been explained in class. State what these other prescriptions are, and briefly explain them.

(55) Explain the justification Orthodox Jews would give in support of the seemingly arbitrary laws contained in the Torah

(56) State and briefly explain the items characteristic of Orthodox Jewish Sabbath observance which have been mentioned in class, including, but not limited to, the items concerning the synagogue. Further, state a word Orthodox Jews use at times instead of “synagogue,” as well as a designation for Jewish houses of worship that Orthodox Jews never use although many non-Orthodox Jews use it.

(57) Explain the "where life is at stake" consideration an Orthodox Jew applies to the laws contained in the Torah, and identify at least three types of laws which the "where life is at stake" consideration does not override.

(58) State what language and what word the English expression "creed" is derived from (be sure also to give the literal translation of the word of origin), and what a creed is.

(59) State who Moses Maimonides was, the year in which he was born, the year in which he died, and indicate what his significance is with respect to the beliefs of Orthodox Judaism.

(60) Explain what the four religious beliefs are that your humble instructor has designated as characteristic of Orthodox Judaism.

(61) Explain the motive for which reforms were introduced into German Judaism in the 1800s, and state what the nature of these reforms was. (The answer to the second part of the question is to be divided into a general description and some individual examples.)

(62) State where Reform Judaism originated and how it came to the United States. Further, state the names of the two key documents summarizing the stand of Reform Judaism as well as the years in which they were put together.

(63) Reform Jews distinguish two chief parts of the law from one another. State and briefly explain what these parts are, and what Reform Judaism holds with regard to the observance of each of these two chief parts.

(64) State and briefly explain the four religious beliefs your humble instructor has designated as characteristic of Reform Judaism.

(65) Explain what your humble instructor has stated about the origin of Conservative Judaism. (Your explanation is to include the event that was referred to as a "catalyst" leading to the establishment of Conservative Judaism.)

(66) Explain in what way the practices of Conservative Judaism stand in contrast to those of Reform Judaism, and in what way the practices of Conservative Judaism stand in contrast to those of Orthodox Judaism.

(67) Your humble instructor has mentioned three instances of Conservative Jewish practice which Conservative Jews justify as adaptations of the law to circumstances of place and/or time. State and briefly explain what these practices are.

MISCELLANEOUS ITEMS

(68) In addition to the three chief groups of Judaism that your humble instructor has spoken about in detail, three other Jewish groups have been mentioned. State and briefly explain what these groups are.

(69) State what the approximate current world population is, as well as the approximate number of Jews existing in the world. Further, state the total current U.S. population figure, the estimated total number of U.S. Jews, as well as the percentage of Orthodox, Reform, and Conservative U.S. Jews.

End of midterm exam material.

Midterm exam: March 8, 2012

Beginning of final exam questions:

THE FAITH OF CHRISTIANS: REMARKS ON HISTORY; THE CHRISTIAN BIBLE

(70) State what occurred in 63 b.c. and in 37 b.c. Further, explain what b.c. and a.d. stand for, what the historic evidence is that Jesus was born earlier than a.d. 1, what the latest year is in which he could have born, and why no correction was made when the mistake concerning Jesus’ birth became obvious.

(71) State the name of the town in which Jesus was born, of the town in which he spent most of his life, and of the town in which he died, the name of the empire on which Palestine was dependent during Jesus’ life as well as the names of the persons who ruled as emperors, the name of the person ruling Palestine at the time of Jesus’ birth, and the name of the person ruling Jerusalem and the area surrounding it at the time of Jesus’ death.

(72 ) State how the two chief parts of the Christian Bible are called, how many books each of them contains, and how the first of these chief parts relates to the Jewish Holy Scriptures.

Midterm Exam

(73) Disappointed by your midterm exam grade? Maybe you still do not follow the study rules. Here is another attempt to make you read and heed them. Click the "Study Rules" link . . .

(74) State the names of the authors of the Gospels, and who these persons supposedly were according to an ancient tradition explained in the text.

THE LIFE OF JESUS ACCORDING TO THE NEW TESTAMENT

(75) According to the New Testament, the birth of Jesus of Nazareth was unusual in at least two different respects. State what they are.

(76) The Gospel according to Luke mentions an event that supposedly occurred between Jesus' infancy and the beginning of his public ministry. Briefly explain what that event is.

(77) State Jesus’ approximate age when he began his public ministry, as well as what two events are that occurred immediately prior to his going from town to town teaching.

(78) A short time before his crucifixion, Jesus reportedly entered Jerusalem in an unusual way. Indicate what was unusual about this entrance, by what title the people referred to him, what the Pharisees demanded of him, and how he reacted to their demand.

(79) State who the scribes and the Pharisees were, and what Jesus said about the scribes and Pharisees after he had arrived in Jerusalem.

(80) Explain what convinced, according to the Gospel account, the members of the Sanhedrin (state also what this word refers to) that Jesus deserved to die, why the political situation made it necessary for them to find an alternative charge against Jesus, and what charge they finally presented to the Roman authorities.

(81) State the method by which Jesus was executed, explain the disagreement between Pontius Pilate and the Jewish leadership concerning the inscription specifying the reason for Jesus’ execution, and what allegedly took place according to the Gospels following Jesus’ death and burial.

WHAT DOES CHRISTIANITY TEACH ABOUT GOD?

(82) State what language and which words "theology" is derived from, what these words mean, and what "theology" is. Further, state what makes the Christian form of monotheism unique in comparison to other forms of monotheism, the Jewish form, for example.

(83) State the literal translation of the word "trinity," and formulate the so-called "bare bones statement" of the Christian teaching on the Trinity.

(84) Name the document containing an ancient formulation of the teaching on the Trinity and state the reason for this name as well as the century in which that document was put together.

(85) The Nicene Creed consists of four parts. State for each of them what it deals with. [Note: Concerning the fourth part, it is not sufficient to say that it deals with "miscellaneous items." You must state what these items are. (This note will not be reproduced if the question is used on a quiz or on an exam.)]

(86) Give the literal meaning of "procession" as the word is used in an ancient formulation of the teaching on the Trinity, indicate what that word is to designate, and state what the two processions in the Trinity are. Also, state how the Nicene Creed expresses the first procession in the Trinity (the one concerning the Father and the Son).

(87) The Nicene Creed states that the Son is "begotten, not created [made]." State the literal meaning of "begotten" and explain what the thought is the Creed intends to highlight through applying the word "begotten" to the relationship between the Father and the Son.

(88) When your humble instructor began explaining an "old speculation about the mystery of the Trinity," he mentioned the names of the two persons who chiefly contributed to that speculation. State their names and what the centuries are in which they died.

(89) Christians hold that humans are made in the image of God. Explain what this means for an ability to recognize some things about God's nature even though God supposedly goes beyond human comprehension.

(90) In the context of "updating" an old speculation about the Trinity, your humble instructor has explained two “intermediate steps.” Briefly summarize them.

(91) According to an old speculation about the mystery of the Trinity, the Son is begotten through the Father's perfect self-knowledge. Explain this part of the speculation, including the respect in which human self-knowledge was compared with divine self-knowledge.

(92) According to an old speculation about the mystery of the Trinity, the Holy Spirit is generated through the love between the Father and the Son. Explain this part of the speculation, including the comparison of love between two human persons with the love between two divine persons.

(93) In the context of discussing why Christians hold that the three divine persons are only one God, your humble instructor has mentioned the supposed inseparability of the Holy Spirit from the other two persons. Briefly explain this point, first from the side of the Holy Spirit, then from the side of the Father and the Son.

(94) In the context of discussing why Christians hold that the three divine persons are only one God, your humble instructor has mentioned the supposed inseparability of Father and Son. Briefly explain this point, first from the side of the Son, then from the side of the Father.

(95) Explain why, in contrast to three human persons, the three divine persons in the Trinity are held to be only one being rather than three beings.

WHO DO CHRISTIANS SAY THAT JESUS IS?

(96) Explain the two thoughts which Jesus intends to convey according to Christians by calling himself the "Son of Man." [Note (will not be reproduced if this question is used at a quiz or at an exam): Your reference to the Daniel passage is to include a paraphrase of some of the thoughts the passage contains.]

(97) Besides stating that Jesus is truly human, the New Testament implies several other matters about him. State at least three of the ones that have been mentioned in class.

(98) Your humble instructor has referred to a New Testament passage which contains an exchange between Jesus and Thomas. Explain the reason for which Christians claim that this exchange demonstrates the divinity of Jesus.

(99) Explain why Jesus is called the Word. Further, explain how the beginning of the Gospel according to John teaches Jesus' divinity (= that Jesus is God).

(100) State and briefly explain what the two "components" are out of which humans consist according to Christianity.

(101) Explain what the respect is in which Christians consider Jesus as similar to other humans, and what the chief difference between Jesus and other humans is said to consist in.

(102) "Before Abraham came to be, I AM." State and briefly explain what the two chief points are these words are to convey.

CHRISTIANITY’S EXPLANATION OF THE SUFFERING AND DEATH OF JESUS

(103) State how, according to your humble instructor, non-Christians often react when faced with the assertion that “God died,” summarize the “preliminary response” to this reaction, and formulate what the non-Christian calls his/her “real problem.”

(104) As a background to a discussion of the purpose Christians see in Jesus' suffering and death, your humble instructor has referred to four functions of punishment. State and briefly explain what they are.

(105) Explain what the retributive function of punishment is. Further, name the principle that must be connected with the retributive function of punishment, and explain the nature of that principle.

(106) According to Christianity, other humans are not the only targets of wrongdoing. Explain the example that has been used to call attention to a target in addition to the person primarily wronged, and state whom else each and every wrongdoing affecting other humans also is directed against.

(107) According to Christianity, wrongdoing is directed against two targets. Explain what this means for the magnitude (or seriousness) of wrongdoing, and what the consequences are for the nature of the appropriate punishment due to wrongdoing.

(108) Summarize your humble instructor’s "Betsy-Holly" story and explain the point it is to make.

(109) Explain why according to Christianity, the proportionality principle causes seemingly insurmountable problems—a seemingly hopeless situation—for humans.

(110) Following your humble instructor’s explanation that according to Christianity, the proportionality principle causes a seemingly insurmountable problem for humans, he has pointed out that there seem to be only two options left for God to deal with humans. Explain what these options are, and state why the second one is not even a genuine option.

(111) Explain the course of action (option) God has actually chosen for dealing with human wrongdoing, and why Christians consider this course of action as complying with the demands of the proportionality principle.

(112) Explain why Jesus supposedly suffered and died according to Christianity.

(113) Explain the debtor analogy your humble instructor has used in class, as well as the point that analogy is to make.

THE CHRISTIAN WAY OF LIFE; A REALITY CHECK FOR SECULAR ACADEMICIANS

(114) Explain why Christians do no longer observe the Torah’s non-moral laws and why they continue to adhere to the Torah’s moral laws.

(115) Briefly describe the scene (in Acts of the Apostles) of which your humble instructor has said that it shows the manner in which Peter was nudged into understanding that the Torah’s dietary laws (a subdivision of the non-moral laws) are no longer binding.

(116) State the two commandments which Jesus designates as the most important ones.

(117) Summarize the story of the Good Samaritan, and explain who one’s neighbor is according to that story. Further, explain what Jesus says about one’s relationship to one’s enemies.

(118) State at least five of the six items Jesus lists as obligatory in his account of judgment day.

(119) Your humble instructor told a story about two men in a mountain cabin. Summarize that story and explain the point it is to make.

(120) Summarize the story about the man hustling for money and explain the point the story is to make.

(121) Often, one can hear that Jesus was a truly great human being, but only a human being, nothing more. Explain the reasons which make this view unrealistic with regard to the New Testament Jesus, and what the only realistic possibilities are.

THE FAITH OF MUSLIMS: MATTERS OF ORIGIN AND BACKGROUND

(122) State where non-Muslims locate the place of origin of Islam, whom they consider as the religion’s founder, and what the three religious traditions are they see “blended” in Islam. Further, give, for each of these traditions, at least one Muslim belief or practice non-Muslims see as originating from that tradition. Also, explain why Muslims do not call Muhammad the "founder of Islam."

(123) State the name of the peninsula on which Islam originated, what continent it is situated on, and what the three chief bodies of water are that border that peninsula.

(124) State what the religious belief of the majority of the people living on the Arabian Peninsula was at the time of Muhammad's birth, and which other religions existed there.

(125) Your humble instructor has mentioned some of the deities (= gods and goddesses) whom the Meccans venerated at the time of Muhammad's birth. State the names of these deities, and who they were believed to be. (No need to mention Allah in this answer—he belongs into that to the next question.)

(126) Explain the meaning of the word 'Allah,' and what Allah's roles were believed to be in pre-Islamic Mecca.

(127) Explain what the Kaaba and Zamzam are, and what Muslims believe about the origin of the Kaaba and of Zamzam.

THE LIFE OF MUHAMMAD (TOLD FROM THE MUSLIM PERSPECTIVE)

(128) State the approximate year of Muhammad's birth, the name of the town of his birth, and indicate why his childhood was particularly difficult for him. Further, state when he received his first revelation, what his own initial reaction to this revelation was, and how his wife (state her name) reacted to it.

(129) State in what year Muhammad began to preach to the inhabitants of Mecca, summarize the key points of his message (= three key points, the third one to be broken down into four sub-points), and explain how the majority of the inhabitants of Mecca reacted to this message.

(130) Explain the origin and the meaning of the words 'Islam' and 'Muslim.'

(131) State two significant events which occurred in Muhammad's life in a.d. 619. Also, state in which year Muhammad's flight from Mecca took place, the Arabic word designating this flight, and the name of the town to which Muhammad went. Further, explain the significance this flight has for the Muslim reckoning of time.

(132) Explain what a "purely lunar" calendar is.

(133) Explain the reasons which make the following years important for Muslims: a.d. 630, a.d. 631. Further, state the year and the name of the town in which Muhammad died.

FIVE BASIC DUTIES: THE FIVE PILLARS OF ISLAM

(134) State (or at least paraphrase) the Muslim creed, and explain what its two chief functions are.

(135) State how often and at what times during the day a Muslim is to pray, what the role of the announcer of the prayer is, and how he is called. Further, explain what is unique about the Friday noon prayer.

(136) State the name of the Muslim month of fasting, what the time period is during which Muslims must fast, and who is exempt from this fast.

(137) There are five Muslim practices which are referred to as the "five pillars of Islam." State what they are, and briefly explain each of them.

The BASIC TEACHINGS OF ISLAM

(138) Explain what the Qur’an is, give the literal translation of the word 'Qur’an,' and explain what, according to Muslims, the Qur’an’s origin is.

Most Recent Posting -- Back to Top -- Back to RLS 111/0001 Main Page -- 4/26/12 (Class # 26)

(139) State what the expression 'people of the book' refers to, what the significance of this expression is, and who the persons are whom Muslims consider as the six most important prophets.

(140) According to Islam, the Qur’an as well as the Bible are based on genuine revelations. There are, however, contradictions between the text of the Qur’an and the text of the Bible. Explain how Muslims account for the presence of these contradictions.

(141) State the word by which the Qur’an chapters are called, what that word might mean, the number of Qur’an chapters, and how they are arranged.

(142) State what the Jewish, the Christian, and the Muslim understanding of God have in common, explain why the Muslim understanding of God is more similar to the Jewish than to the Christian understanding, and state what the most important part of the Christian teaching about God is which Muslims reject.

(143) Briefly explain at least two beliefs with regard to Jesus of Nazareth on which Muslims and Christians agree, and at least two points of disagreement between Muslims and Christians with regard to Jesus of Nazareth. (Note: The “disagreement part” of your answer must be organized as follows: “Disagreement # 1: Christians say ____; Muslims say ____. Disagreement # 2: Christians say ____; Muslims say ____.”)

(144) State what will happen, according to Muslims, on judgment day to those who have died prior to judgment day, and what the two things are which the Qur’an mentions as preconditions for a person to be admitted to Paradise.

The "TOLERANCE--IS IT POSSIBLE? DOES IS SUFFICE" segment (pp 147-154 of the text) is for extra-credit. One of questions 145-149 will be included as an extra-credit question on the final exam.

Tolerance--is it possible? Does it suffice?

(145) In the text’s Tolerance segment, your humble instructor told you about a trick he used to play on his students with regard to the first Surah of the Qur’an. State what that trick consisted in, what the result was, and what that result demonstrates.

(146) It the Tolerance segment of this course, two significant agreements between Jews, Christians, and Muslims have been pointed out. Explain what these agreements consist in.

(147) Explain the "Source of grief for parents" analogy and how it has been applied to Jews, Christians, and Muslims.

(148) At times, the fact that Jews, Christians, and Muslims disagree with one another is used as an objection against tolerance. Explain the argument used by those objecting to tolerance for that reason. Further, explain the "obvious distinction" which your humble instructor has drawn to respond to this objection, and the manner in which the objection has been replied to.

(149) Explain why Jews, Christians, and Muslims should at least be tolerant of each other, why tolerance is only a bare minimum, though, and in what way the attitude between the three faith communities ought to go beyond "mere tolerance."

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Office hours after last day of classes:

Tuesday, May 1: 11:00-12:00, office hour.

Wednesday, May 2: 2:00-3:00, office hour.

Thursday, May 3: 11:00-12:00, office hour.

Tuesday, May 8: 11:00-12:00, office hour.

Thursday, May 10: 11:00-12:00, office hour.

Final Exam:

RLS 111/0001 Final: Tuesday, May 8, 12:30-2:30.

Important: Information accessible on/through this web page will be removed following the regularly scheduled final exam for your course. If you wish to have a permanent record, you must download the material to your computer and/or make a printout. It is not your instructor's responsibility to provide you with copies ("hard" or electronic) after the time of the regularly scheduled final exam. This includes cases of students for whom exams are scheduled later than the regular final, instances in which Incompletes are to be removed, grade appeals after the grades have been posted on e-Campus, and submission of course materials to other institutions to determine course equivalencies.

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