After an introductory part dedicated to the problem of the definition of religion in the sociology of religion, the course will focus on the theme of the prophecy of doom. One of the main models of this type of prophecy is Jonah, in the Old Testament. From an analytical point of view, it is a sort of self-denying prophecy, the counterpart of the self-fulfilling prophecy. That is, the main purpose of this prophecy is exactly that of not coming true: thanks to the prophet, the community can know its own disastrous future, morally repent and make sure to save itself, making another possible future become actual. However, when the consequences of the prophecy do not come true, the community could begin to doubt the truthfulness of the prophecy itself, or the truthfulness of the prophet: this is exactly what happens to Jonah. With the help of the studies of some authors who have dealt with the "prophecy of doom" and dystopia in relation to social ethics (among all, Hans Jonas, John Venn and Jean-Pierre Dupuy), the aim of the course will be to to show how the Old Testament model can also be applied to secular and contemporary contexts, such as environmental ethics or the recent COVID pandemic. We will try to identify the necessary conditions and epistemological criteria of the self-denying prophecy.

- Defining religion in social sciences

- main sociologists of religion and their theoretical proposals

- Jonah as a model of prophet of doom

- sociological and philosophical studies on the prophecy of doom

- possible contemporary applications of the prophecy of doom

- epistemological criteria of the prophecy of doom

None.

Students must demonstrate:

a) Concerning knowledge and understanding: the awareness of the role of religion in building the social bond and its transformations in modern times; to possess intellectual skills for understanding the contemporary relationship between religion and society.

b) Concerning applied knowledge and understanding: the ability to apply acquired knowledge and skills in the discussion about the main topic of the course.

c) Concerning the autonomy in making judegements: the ability to analyze and scrutinize the key-topics of the course, especially about the relationship among religion, individuals, society.

d) Concerning communication skills: the ability to communicate in a clear and coherent way the acquired knowledge as well as to discuss the topics fo the course together with others students.

e) Concerning learnign skills: the ability to evaluate the complexity of religious phenomenon, by pointing out its relevance for individual and social life and its issues as well. 

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

Frontal lessons, cooperative learning

Innovative teaching methods

Debate

Attendance

Attendance at 2/3 of the lessons

Course books

- M. Dillon (ed.), Handbook of the sociology of religion, Cambridgee University Press, 2012

- Merton, Robert K. 1936. The Unanticipated Consequences of Purposive Social Action, in «American Sociological Review» vol. 1 n. 6, pp. 894-904.

- Sabetta, Lorenzo. 2019. Self-Defeating Prophecies: When Sociology Really Matters, in «Anticipation, Agency and Complexity», Switzerland: Springer, pp. 51-60.

- Stump, Eleonor, and Kretzmann, Norman. 1991. Prophecy, Past Truth, and Eternity, in «Philosophical Perspectives» 5, pp. 395-424.

choose one:

- Dupuy, Jean-Pierre. 2015. A short Treatise on the Metaphysics of Tsunamis. Michigan: Michigan State University Press. First published 2005. Petite métaphysique des tsunamis, Paris: Editions du Seuil

- Jonas, Hans. 1984. The Imperative of Responsibility: In Search of an Ethics for the Technological Age, Chicago: Chicago University Press. First Published 1979,nDas Prinzip Verantwortung. Versuch einer Ethik für die technologische Zivilisation, Frankfurt am Main: Insel, selected chapters

- Venn, John. 2019. The Logic of Chance. Norderstedt: BoD. First edition 1876. London: MacMillan, selcted chapters

Assessment

The assessment of the student is carried out by an oral examination, considered as the best tool for assessing the level of linguistic competence and the level of learning. The precise knowledge of the subjects of examination, the ability to establish the appropriate connections between the latter and the linguistic property of their exposure are the basic criteria for determining the grade to be given to the student.

Attending students can elaborate a brief essay about the main topics of the course, with the aim at improving the knowledge concerning relevant issues of the course. The essay will discount the number of oral questions. An intermediary examination will be possible, in order to test the reached level of knowledge.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Individual study

Attendance

Full study of books.

Course books

- M. Dillon (ed.), Handbook of the sociology of religion, Cambridgee University Press, 2012

- Merton, Robert K. 1936. The Unanticipated Consequences of Purposive Social Action, in «American Sociological Review» vol. 1 n. 6, pp. 894-904.

- Sabetta, Lorenzo. 2019. Self-Defeating Prophecies: When Sociology Really Matters, in «Anticipation, Agency and Complexity», Switzerland: Springer, pp. 51-60.

- Stump, Eleonor, and Kretzmann, Norman. 1991. Prophecy, Past Truth, and Eternity, in «Philosophical Perspectives» 5, pp. 395-424.

- Dupuy, Jean-Pierre. 2015. A short Treatise on the Metaphysics of Tsunamis. Michigan: Michigan State University Press. First published 2005. Petite métaphysique des tsunamis, Paris: Editions du Seuil

Assessment

The assessment of the student is carried out by an oral examination, considered as the best tool for assessing the level of linguistic competence and the level of learning. The precise knowledge of the subjects of examination, the ability to establish the appropriate connections between the latter and the linguistic property of their exposure are the basic criteria for determining the grade to be given to the student.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.