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ysabetwordsmithThese are the character notes for "Only to Be Understood."
Deene Easton -- She has tinted skin, brown eyes, and loosely nappy chestnut hair to her shoulders. She is short with wide shoulders, modest breasts, and narrow hips. Her heritage includes American, African, French, Hispanic, and Tongva (Native American). She speaks English, French, Spanish, and Tongva. She is 20 years old in 2016. Deene is studying toward a Bachelor's Degree in Psychology with a minor in Secular Studies at Scripps College in Claremont, California. She wants to go on to a Master's Degree in social work. She enjoys exploring the big questions in life. Upbeat and energetic, Deene makes friends easily. She has no patience with prejudice, though. Starting out as a Secular Humanist, she reacts badly to the group's rejection of artificial intelligences, and co-founds Secular Personism alongside Daeshim An.
Qualities: Good (+2) Energetic, Good (+2) Existential Intelligence, Good (+2) Secular Personist, Good (+2) Trustworthy, Good (+2) Upbeat
Poor (-2) Putting Up with Bigots
See a map of California tribes.
Bachelor's Degree in Psychology
at Scripps College in Claremont, CA
A major in psychology provides training in the scientific analysis of human thought and behavior, their expression and their development. The Scripps program emphasizes understanding human actions and reactions—mental or psychological processes—through experiences such as observation, participation, and experimental investigation. Students are afforded opportunities to gain experience through field placement at nearby institutions and through collaboration with ongoing faculty research projects. Such projects include studies of human development over the life span from childhood through adolescence to old age; the role of culture in psychological development; and the influence of others on one’s thoughts, feelings, and/or behaviors.
An undergraduate psychology major at Scripps provides a solid foundation for advanced graduate training in clinical and research psychology. In addition, the major can be tailored to fit a variety of other career goals. These include careers in business and management, computer science, cognitive science, education, law, social work, and the health and medical fields.
Requirements for the Major
A major in Psychology requires a minimum of nine upper-division courses plus a senior thesis. Upper-division psychology courses are those at Scripps above the 100 level and all those on other campuses requiring Introduction to Psychology as a prerequisite. PSYC052 SC is prerequisite to all upper-division psychology courses. Students may petition the psychology faculty to fulfill this requirement by taking a suitable course elsewhere, by completion of a high school AP Psychology course and receiving a score of 4 or 5, or IB HL Psychology course and score of 5, 6, or 7, or by special examination.
In addition to taking PSYC052 or an approved equivalent, Psychology majors will:
• Demonstrate knowledge in research methods and statistics by taking the following courses at Scripps:
PSYC103 SC and
- PSYC104 SC and PSYC104L SC
• Take at least six upper-division courses in Psychology. Within those six courses, the following requirements must be met:
- Take at least one upper-division course in each of the following two areas:
1. Human function in a social context including courses such as: human development, personality, abnormal, cultural, or social psychology.
• PSYC 120 SC - Cognitive Development
• PSYC 156 SC - Native American Psychology
2. Basic processes including courses such as: cognitive psychology, cognitive neuroscience, perception, psychopharmacology, learning, or physiological psychology.
• PSYC 127 SC - Neuroscience of Decision-Making
• PSYC 182 SC - Machine Learning Using Neural Signals
- At least two of the six upper-division courses must be taken at Scripps.
• PSYC 109 SC - Psychology of Work and Family
• PSYC 183 SC - Data Science Ethics & Justice
• Complete one laboratory course in psychology in addition to PSYC104L (e.g. any course with an "L" appearing at the end of the course number, including, for example but not limited to, PSYC123L or PSYC168L.
• PSYC 169 SC - Topics: Stereotyping and Prejudice
• PSYC 169L SC - Stereotyping and Prejudice Lab
• Complete a senior thesis.
Ideally, electives will constitute a sequence carefully planned with the student's adviser. Students intending to pursue graduate studies in psychology are advised to select courses in mathematics, history and systems in psychology, and laboratory courses in psychology, biology, and physiology.
• PSYC 103 SC - Psychological Statistics
• PSYC 128 SC - Psychological Disorders
• PSYC 163 SC - Social Psychology and the Legal System
• PSYC 131 SC - Clinical Neuropsychology
• PSYC 131L SC - Clinical Neuropsychology Lab
T-America offers a major, minor, and certificate in Secular Studies.
Secular Studies Minor
at Pitzer College in Claremont, CA
At least one core course:
• SOC 118 PZ -Sociology of Secularity
At least one course on the mind:
• PHIL 030 PZ -Knowledge, Mind and Existence
At least one class on science:
• HIST 082 HM -Science and Technology in the Modern World
At least one class on religion:
• SOC 114 PZ -Sociology of Religion
At least one elective:
• SOC 165 PZ -Secularism, Skepticism and Irreligion
Daeshim An -- He has light copper skin, almond-shaped black eyes, and short wavy black hair. His heritage is Korean-American. He speaks English and Korean. He is 21 years old in 2016. Daeshim is studying toward a Bachelor's Degree in Secular Studies with a minor in Peace and Conflict Studies at Pitzer College in Claremont, California. He hates politics because his parents were forced to flee North Korea as the country cracked down on intellectuals. His compassion makes him good at peacework, and he easily builds rapport with people. Starting out as a Secular Humanist, Daeshim reacts badly to the group's rejection of artificial intelligences, and co-founds Secular Personism alongside Deene Easton.
Qualities: Good (+2) Compassion, Good (+2) Fast, Good (+2) Logical-Mathematical Intelligence, Good (+2) Rapport, Good (+2) Secular Personist
Poor (-2) Hates Politics
Major in Secular Studies
at Pitzer College in Claremont, CA
At least two core courses:
• SOC 118 PZ -Sociology of Secularity
• HIST 131 PZ -Fundamentalism and Rationalism
At least two courses on the mind:
• HIST 188 PZ -Anxiety in the Age of Reason
• PHIL 186S PO -Spinoza and Leibniz on Reality
At least two courses on science:
• HIST 081 HM -Science and Technology in the Early Modern World: History of Science, Renaissance to 1800
• HIST 082 HM -Science and Technology in the Modern World
At least two courses on religion:
• SOC 114 PZ -Sociology of Religion
• PHIL 052 PZ -Philosophy of Religion
At least two electives:
• SOC 165 PZ -Secularism, Skepticism and Irreligion
• HIST 181 PZ -Explorations in Deep Time
A junior internship or research project:
MLLC 166 PZ -Directed Research in American Culture
A senior seminar:
POST 198D PZ -Senior Seminar: Civil Disobedience
A senior thesis or research project:
SOC 199B PZ -Advanced Independent Research Project/Thesis
T-America offers a minor in Peace and Conflict Studies.
Minor in Peace and Conflict Studies
at Pitzer College in Claremont, CA
PHIL 096 JT -God and Philosophy: A Conflict in Reason
ANTH 098 PZ -Palestine and Israel: the Ongoing Crisis & the Plausible Path to a Just Peace
CASA 104 PZ -Social Change Practicum
POST 121 PZ -Religion, Conflict & Violence
POST 138 PZ -Social Order, War & Violence
ORST 192 PZ -Negotiating Conflict
CASA 104 PZ -Social Change Practicum
Reginald Fitzhugh -- He has pinkish-fair skin, gray eyes, and strawberry blond hair cut short. He is tall and slim with an elongated face. He wears glasses. His heritage is Irish-American. He speaks English and French. Reginald earned a Bachelor of Science in Cognitive Science and a minor in Study of Religion at the University of California at Los Angeles. His exploration of religion made him increasingly convinced that it was all nonsense, and he became a Secular Humanist. He went on to get a Master's Degree in Philosophy and a Doctorate Degree in Philosophy at the same school. Reginald lives in Claremont, California where he teaches Secular Studies at Pitzer College. His cheerful personality and school spirit make him a popular teacher. However, he puts humans above other species, sometimes with serious consequences. As a hobby, Reginald likes hiking.
Qualities: Good (+2) Cheerful, Good (+2) Existential Intelligence, Good (+2) Hiking, Good (+2) Professor of Secular Studies, Good (+2) School Spirit
Poor (-2) Speciesist
Cognitive Science Major
at the University of California at Los Angeles
Pre-Cognitive Science Requirements
Twelve (12) Preparation Courses for the Cognitive Science Major
Complete twelve courses, one from each box:
Physiological Science 3
Math 31A
Math 31B
Philosophy 7
Chemistry 2
Program in Computing 10A
Program in Computing 10B
Program in Computing 15
Psychology 10
Psychology 85**
Psychology 100A***
Psychology 100B***
Suggestions for preparation work: Math 31A should be taken before taking Psych 100A. Transfers should try to complete all of the preparation courses by the end of their first year at UCLA. Note that Pre-Cognitive Science students may enroll in some of the Core and Elective courses. Refer to the Schedule of Classes for enrollment restrictions.
*Recommended course.
**Usually only offered one quarter per year.
***Must be declared Pre-Cognitive Science to enroll.
Cognitive Science Major Requirements
To declare major standing, students must first complete all of the preparation courses (all grades assigned) and meet all of the requirements listed above. Students must declare the Cognitive Science major in the Psychology Advising Office in 1531 Franz Hall. An overall grade point average of 2.00 (C) is required in the upper division major courses. The Core, Laboratory, and Elective courses must be taken for a letter grade.
Three (3) Core Courses
Select three courses, one from each box:
Psychology 115*
Psychology 120A
Psychology 124A
* Psych M117A & M117B & M117C will count in lieu of Psych 115 and two Cognitive Science Electives.
Students will not receive any Cognitive Science elective credit unless all three classes have been completed. Petition the Undergraduate Advising Office upon completion of the series.
Two (2) Laboratory Courses**
Select two courses, one from each box:
Psychology 186A*
Psychology 121*
* Must be a declared Cognitive Science major before enrolling in Psych 121, 186A, 186B, 186C, or 186D.
**Pre-Cognitive Science majors may inquire about enrolling only if they have completed PIC 10A & 10B, Psych 85, 100A & 100B. Psych 120A or 120B is recommended to be be taken before Psych 186A or 186B; Psych 115 is recommended to be taken before enrolling in Psych 186D.
Three (3) Elective Courses
Select three courses from the following list:
Neuroscience 102
Philosophy 124
Psychology 110
* Prior approval by the Psychology Advising Office is required. If 191CH is used as an elective, it cannot be used towards the Fieldwork/Research requirement as well.
Two (2) Fieldwork/Research Courses
Two quarters of fieldwork and/or research in cognitive science (Psych 195B and/or Psych 196B).
Fieldwork and research may only be taken on a P/NP basis. With prior approval of the Psych Advising Office, students can also use independent study (Psych 199 or 191CH) with a cognitive science professor toward this requirement.
Study of Religion Minor
To enter the Study of Religion minor, students must have an overall grade-point average of 2.0 or better.
Required Lower-Division Courses (4 to 10 units): Study of Religion M4
Required Upper-Division Courses (24 to 29 units): Study of Religion 101 and five courses selected from
theory and methods (Anthropology 130)
religious ideas, practices, and institutions in context (Art History CM115A, History 108A, World Arts and Cultures C142)
Student are encouraged to select courses that focus on a specific religious tradition or traditions, or on a set of thematic issues important to the study of religion.
A course may be taken twice, on different topics, for credit toward the minor where repetition is allowed by the department offering the course. A maximum of 4 units of special studies courses (197, 198, 199) approved by the adviser may be applied toward the minor.
A minimum of 20 units applied toward the minor requirements must be in addition to units applied toward major requirements or another minor.
11. Religion in Los Angeles. (4) Lecture, four hours. Introduction to varieties of religious experience in Los Angeles and its environs. Presentations, required readings, and (where possible) site visits to examine selected faiths and spiritual practices throughout Southern California and provide deeper understanding of myriad ways that sacred is made manifest and encountered. Foundational academic orientations within study of religion (anthropological, historical, psychological, sociological, etc.) used as framework to examine and interpret almost unparalleled religious diversity of City of Angels. Recognizing that spiritual traditions are crucial reflection of region’s ever-changing demographics, emphasis on role of ethnicity, gender, nationality, and race in shaping of religious landscape. P/NP or letter grading.
Philosophy
at the University of California at Los Angeles
College of Letters and Science
Graduate Degrees
The Department of Philosophy offers the Master of Arts (M.A.) and Doctor of Philosophy (Ph.D.) degrees in Philosophy.
Master's Degree
Advising
The purpose of the departmental advising program is three-fold: (1) to ensure that students are aware of all the relevant requirements, opportunities, safeguards, perils, and prospects; (2) to assist students in making normal progress toward the degree through a regular sequence of steps; and (3) to provide intellectual guidance and advice in the area of the students' interest. Advising for first-year students begins with an orientation meeting held during the first week of fall quarter. Students are encouraged to consult the graduate adviser of the department at any time and for any academic purpose.
Course Requirements
For the M.A. degree, students must complete, with grades of B or better, at least nine upper division or graduate courses (36 units), excluding Philosophy 199, of which five courses (20 units) must be in the Philosophy 200 series, numbered between 200A and 290. The total course requirement must include Philosophy 200A-200B-200C and one designated course in logic. Students should consult the Manual for Graduate Students in Philosophy for the list of designated courses. Courses in the 500 series may not be applied toward the course requirements for the M.A. degree in Philosophy.
Capstone Plan
Students working toward the M.A. degree must pass the master's comprehensive examination, which consists of three different examinations. One of the three examinations is scheduled after each of the three first-year seminars. The comprehensive examination is passed or failed as a whole; this does not necessarily require passing of all three parts. In case of failure, the examination may be repeated by permission of the department. Students should consult the Manual for Graduate Students in Philosophy for further information about this examination.
Time-to-Degree
Full-time students with no deficiencies upon admission to graduate status in the department should be able to complete the M.A. requirements in three academic quarters.
DEGREE NORMATIVE TIME TO ATC (Quarters) NORMATIVE TTD MAXIMUM TTD
M.A. 3 3 6
Courses
Philos 220: Seminar: Topics in History of Philosophy
Instructor:Janelle DeWitt
Tuesdays: 3:00PM – 5:50PM
Location: Online
There are certain elements of Kant’s account of the will that have been notoriously difficult to interpret, much less to defend. What is it that makes us free? What does it mean to will spontaneously? Autonomously? Are we really more free, rather than less free, when we restrict our range of actions to those that accord with the demands of morality? If to be free is to be moral, and to be moral is to be rational, then does that mean that no one is responsible for their immoral actions? What do we really mean by happiness? Is it merely the maximal satisfaction of my desires, or is there something more involved? Can I aim to be both moral and happy? Or must I choose morality to the exclusion of my own happiness? The answers Kantians have typically given to these questions have been less than satisfying. I believe the key to more compelling answers lies in a better understanding of the two-wills doctrine underlying Kant’s account of the will and the impact it has on the rest of his moral theory.
Thus, the aim of this class will be to reconsider Kant’s moral psychology in light of the original “two wills” account found in the work of Anselm of Canterbury. In Anselm’s development of this doctrine, we find such key Kantian concepts as moral self-determination/legislation, spontaneity of the will, intellectual evil, the highest good, etc. But more importantly, we also find a full complement of arguments in support of these concepts and an explanation of how they are intended to fit together—arguments and explanations that are often buried in a mire of theoretical entanglements, assumed as background, or missing altogether in Kant’s own account.
Philos 229: Critical Thinking: History, Theory and Pedagogy
Instructor: Calvin Normore
Wednesdays: 4:00PM – 6:00PM
Location: Online
A graduate level introduction to the history and pedagogy of critical thinking and to current theoretical approaches to the descriptive and normative aspects of reasoning and its role in education more broadly. The ten week course comes in three modules. It begins by examining briefly the relation between dialectic and rhetoric in ancient Greek and Roman philosophy, the development of the theory of dialectic and topical argument in medieval Arabic and Latin sources, and the influence of this tradition particularly among women writers in the seventeenth century and American pragmatists such as John Dewey in the twentieth. We then shift gears, looking to current work on the relation between logic and the psychology of reasoning and the theoretical underpinning of argumentation theory and informal logic. The third module of the course is devoted to the theory and practice of the teaching of critical thinking both in the -K-12 and the tertiary education arenas.
Philos C244B: Responsibility and Free Will: Minds that Matter
Instructor: Pamela Hieronymi
T/R: 2:00PM – 3:15PM
Location: Online
Please note this “concurrent” course shares lectures with the undergraduate course, Philos C154B. A separate graduate section will be held, and in “group work” graduate students will be grouped together.
Below is the general course description:
In light of the on-line nature of this course, and in lieu of pre-recorded lectures, the course will be organized around the manuscript of my book-in-progress, Minds that Matter. The aim of the manuscript is to unwind the intuitive problem of free will and moral responsibility. The first half concerns the kind of freedom or control that we think both required for responsibility and in some way problematic. It argues for a specific understanding of the apparent problem and offers a solution. However, the solution is not sufficient to ground all forms of responsibility. Addressing that objection is the subject of the second half of the book. We will consider surrounding literature as we make our way through.
Students will be divided into smaller groups to meet during lecture time, to enable more person-to-person interaction in real time, over Zoom. The exact details are to be determined. Reading is likely to be heavier than usual; class time lighter.
Philos C253B: The Methodology of Normative Philosophy
Instructor: Daniela Dover
Wednesdays: 2:00PM – 4:50PM
Location: Online
This seminar will explore fundamental questions about the aims and methods of philosophical inquiry into morality and politics. What is the point of normative theory? How should we think about the relationships among theory, pedagogy, and everyday moral and political practice? What makes for a good argument? What makes for a good question? What should a piece of philosophical writing do–for the writer, for the reader, and/or for the world at large?
Philos 281:Seminar: Mental Representations
Instructor: Michael Rescorla
Thursdays: 3:00PM – 5:50PM
Location: Online
The representational theory of mind (RTM) holds that the mind is stocked with mental representations: mental items with representational properties. These items can be stored in memory, manipulated during mental activity, and combined to form complex representations. RTM is widely presupposed within cognitive science, which offers many successful theories that posit mental representations. Nevertheless, mental representations are still viewed warily in some scientific and philosophical circles. This course will explore recent literature on RTM, including debates over the existence, nature, individuation, structure, and explanatory role of mental representations. Readings by Camp, Carey, Egan, Fodor, Lewis, Peacocke, Recanati, Schneider, and others.
Philos 287:Seminar: Holism and History
Instructor: Josh Armstrong
Mondays: 2:00PM – 3:50PM
Location: Online
This seminar will explore recent work in the philosophy of language on the nature of linguistic meaning. Particular topics to be discussed include: motivations for semantic holism, historical constraints on linguistic meaning, the nature and philosophical significance of meaning change, and the intersectional character of linguistic communities. We will begin by considering well-known papers by philosophers such as Quine, Putnam, Burge, Evans, and Millikan and by linguists such as Labov, Sankoff, and Mufwene. We will then turn to a critical discussion of Mark Richard’s recent book *Meanings as Species.*
Doctoral Degree in Philosophy
at the University of California at Los Angeles
Advising
The purpose of the departmental advising program is three-fold: (1) to ensure that students are aware of all the relevant requirements, opportunities, safeguards, perils, and prospects; (2) to assist students in making normal progress toward the degree through a regular sequence of steps; and (3) to provide intellectual guidance and advice in the area of the students' interest. Advising for first-year students begins with an orientation meeting held during the first week of fall quarter. Students are encouraged to consult the graduate adviser of the department at any time and for any academic purpose.
Course Requirements
Required Philosophy course work: A Ph.D. candidate must complete, with a grade of B or better, the three first-year seminars, plus 11 additional upper division and graduate courses in philosophy (not including individual studies courses), distributed as detailed below:
Logic. Students must pass a departmental examination in logic, at the level of Philosophy 31 and 132. They must also take one upper division or graduate course in logic by the end of the first year, unless preparatory work for the departmental examination is necessary: either Philosophy 135 or one other designated course in either the Philosophy or Mathematics Department. Students should consult the Manual for Graduate Students in Philosophy for the list of designated courses.
History of Philosophy. Two graduate courses in the history of philosophy (prior to the twentieth century), at least one of which must be a graduate seminar, plus enough graduate or undergraduate courses (taken here or elsewhere) to make up an equivalent of Philosophy 100A-100B-100C. Specifically, each student must have studied (or now study) Plato, Aristotle, some important medieval philosopher, Descartes, some British empiricist, and Kant.
Ethics and Value Theory. One graduate-level course.
Metaphysics and Epistemology. One graduate-level course.
Special Area Requirement. One designated graduate course in one of two areas: metaphysics and epistemology or ethics. Students should consult the Manual for Graduate Students in Philosophy for further details.
Electives. As many courses as needed to fulfill the requirement of 11 additional upper division or graduate philosophy courses.
Group classification of a course is generally given by its catalog listing, but final classification of a course is determined by the instructor on the basis of its content and the departmental guidelines. Normally no substitutions for these courses are allowed, but students who have done graduate course work elsewhere as graduate students may be permitted to substitute previous graduate course work in exceptional cases.
Additional course work: In addition, a Ph.D. candidate will complete two courses which may be taken on an S/U basis, bringing the total courses taken to 16. These two additional courses may, with the approval of the graduate adviser, be taken in a field outside of Philosophy. One of these additional courses may be waived by passing a departmental exam to demonstrate reading knowledge of German, French, Greek, or Latin, or, when relevant to the student's doctoral research, another language.
Law and Philosophy
Students who are interested in the Law and Philosophy specialization or in the concurrent degree program (below) should consult with and apply through the Director of the Law and Philosophy program. In order to specialize in Law and Philosophy, students must complete four law courses (of at least two semester units each) with a grade of B or better in each qualifying courses. Students should consult with the Director for a list of approved courses. Students must also complete a substantial research paper on a topic in law and philosophy.
Philosophy, Ph.D./Law, J.D.
For this concurrent degree program, three law courses from an approved list may be double-counted toward the elective course requirements for the Ph.D. degree. Students should consult with the program director regarding course selection.
Teaching Experience
A teaching requirement of three quarters of teaching assistant experience while enrolled in Philosophy 375 is required for the Ph.D. degree.
Written and Oral Qualifying Examinations
Academic Senate regulations require all doctoral students to complete and pass university written and oral qualifying examinations prior to doctoral advancement to candidacy. Also, under Senate regulations, the University Oral Qualifying Examination is open only to the student and appointed members of the doctoral committee. In addition to university requirements, some graduate programs have other pre-candidacy examination requirements. What follows in this section is how students are required to fulfill all of these requirements for this doctoral program.
All committee nominations and reconstitutions adhere to the Minimum Standards for Doctoral Committee Constitution.
The department does not require a separate written examination to be passed by students as a condition of advancement to doctoral candidacy. It does, however, require each student to take all three parts of the master's comprehensive examination by the end of the student's first year (according to the description and schedule given above) to give the department evidence of proficiencies and deficiencies. This examination therefore serves as the doctoral written qualifying examination. For advancement to candidacy, students must pass a preliminary oral qualifying examination as described below.
In the second and third years, students must satisfy two special area requirements: one in metaphysics and epistemology and one in ethics. Students must take one specially designated graduate course in one of the two areas and write a paper prepared in accordance with a specific format called a "proposition" in the other area. The special course requirement in either metaphysics and epistemology or in ethics should be completed in the second year, and the proposition requirement covering the remaining area should be completed in the third year. Students should consult the Manual for Graduate Students in Philosophy for further details.
In the fourth year, students begin a new series of individual studies courses (Philosophy 596) in consultation with the dissertation supervisor to develop a well-defined dissertation project. A doctoral committee is chosen and the University Oral Qualifying Examination is scheduled. The primary purpose of this examination is to determine whether the student is able to complete the dissertation successfully. The scope of the examination varies according to the definiteness of the dissertation topic and the extent of the student's preliminary investigations. In case of failure, the doctoral committee makes a recommendation for or against allowing a second oral examination.
Advancement to Candidacy
Students are advanced to candidacy and awarded the Candidate in Philosophy (C.Phil.) degree upon successful completion of the written and oral qualifying examinations.
Doctoral Dissertation
Every doctoral degree program requires the completion of an approved dissertation that demonstrates the student's ability to perform original, independent research and constitutes a distinct contribution to knowledge in the principal field of study.
Final Oral Examination (Defense of Dissertation)
Not required for all students in the program. The decision as to whether a defense is required is made by the doctoral committee.
Time-to-Degree
Full-time students with no deficiencies upon admission to graduate status in the department should be able to complete the requirements for the Ph.D. degree in 18 academic quarters. The normative time-to-degree is six years, with the following timeline:
First year: Students complete Philosophy 200A-200B-200C and six other courses, with a view toward satisfying the course distribution requirements. Students take the master's comprehensive examination.
Second year: Students complete five of the remaining required courses in such a manner as to satisfy the course distribution requirements. Students begin teaching.
Third year: Students write a proposition. Students complete the remaining two course requirements and begin research for the University Oral Qualifying Examination.
Fourth year: Students take the University Oral Qualifying Examination, advance to candidacy, and begin dissertation research.
Fifth year: Students begin writing the dissertation.
Sixth year: Students Complete and file the dissertation.
Philosophy, Ph.D./Law, J.D.
The normative time-to-degree for this program, starting with matriculation, is nine years (27 quarters).
DEGREE NORMATIVE TIME TO ATC (Quarters) NORMATIVE TTD MAXIMUM TTD
Ph.D. 12 18 27
Li Quiang Clarks -- He has tawny-fair skin, almond-shaped brown eyes, and short black hair. He is short with a rectangular face. He wears glasses. His heritage is Chinese-American. He speaks Chinese and English. Li Quiang earned a bachelor's degree in Nonprofit Management & Leadership with a minor in Policy Studies and a Certificate in Urban Studies at Indiana University-Bloomington. He went on to get a Master of Arts in Social Impact at Claremont Lincoln University in Claremont, California. He also got a Master of Arts in Leadership Studies with a Concentration in Humanism at Meadville Lombard Theological School in Onion City, Illinois. Currently Li Quiang runs a Secular Humanist nonprofit, the Mental Liberty Flank. Unfortunately, he takes the skepticism way too far. He is loyal to his family, but not much else. He loves reading, though.
Qualities: Good (+2) Bookworm, Good (+2) Family Loyalty, Good (+2) Logical-Mathematical Intelligence, Good (+2) Nonprofit Manager, Good (+2) Stamina
Poor (-2) Overly Skeptical
MAJOR IN NONPROFIT MANAGEMENT & LEADERSHIP
at Indiana University-Bloomington
Deliver essential services while advancing a cause you’re passionate about
Gain the skills you need to run organizations and programs that provide essential services to people from all walks of life. You’ll learn how to manage people, projects, and communication. You’ll study cost-benefit analysis, fund development, and financial management in order to develop the managerial tools necessary to lead healthy organizations while advancing a cause or mission that you’re passionate about. You’ll also have opportunities to explore global issues in the nonprofit sector by studying abroad in Denmark or France.
All your degree requirements are based on the semester and year you entered IU Bloomington. If you became an IU Bloomington student either Fall 2015 or Spring 2016 you are in the right place!
General Education: Select the appropriate academic year based on your entry date at IUB
O’Neill Preparation
Communication (6cr)
• Professional Writing – One course from:
• COLL-P 155 Public Oral Communication (3cr)
Quantitative (12cr)
• Computer – One course from:
• SPEA-V 261 Computers in Public Affairs (3cr)
• ECON-E 201 Introduction to Microeconomics (3cr)
• ECON-E 202 Introduction to Macroeconomics (3cr) (P: ECON-E 201)
American Government Foundations (3cr)
• POLS-Y 103 Introduction to American Politics (3cr)
BSPA Core
• SPEA-V 160 National and International Policy (3cr)
• SPEA-V 161 Urban Problems and Solutions (3cr)
• SPEA-V 220 Law and Public Affairs (3cr)
• SPEA-V 372 Government Finance and Budgets (3cr)
• SPEA-E 162 Environment and People (3cr)
Experiential Learning
• SPEA-V 252 Career Development and Planning (2cr)
• SPEA-V 381 Professional Experience (1cr) (P: SPEA-V 252)
Nonprofit Management & Leadership Major (12 courses)
The following six courses:
• SPEA-V 221 Nonprofit and Voluntary Sector (3cr)
• SPEA-V 236 Management Concepts and Applications I (3cr)
• SPEA-V 246 Elements of Government and Nonprofit Financial Accounting Cycle (3cr)
• SPEA-V 336 Management Concepts and Applications II (3cr) (P: SPEA-V 236)
• SPEA-V 356 Introduction to Nonprofit Accounting and Reporting (3cr) (P: SPEA-V 246)
• SPEA-V 362 Nonprofit Management and Leadership (3cr)
Three of the following Nonprofit Issues and Practices courses:
• SPEA-V 434 NGO Management Comparative Perspective (3cr)
• SPEA-V 450 Nonprofit Resource Management (3 cr)
• SPEA-V--- Social Advocacy and Special Interest Groups (3 cr) (course under development)
Three of the following courses (no more than two non-O’Neill courses):
• SPEA-V 412 Leadership and Ethics (3cr)
• MSCH-R 431 Public Relations for Nonprofits (3cr) (P: JOUR-J 321 with a grade of C- or higher)
• SOC-S 201 Social Problems (3 cr.)
Electives
Electives are courses that do not meet general education or major requirements, and may be used to fulfill the remainder of the 120 credit hours required for this degree. Please meet with your academic advisor to discuss your electives.
Minor in POLICY STUDIES
at Indiana University-Bloomington
One of the following courses:
* SPEA-V 181 US Policy & Administration
* SPEA-V 379 Performance Measurement and Program Evaluation
* SPEA-V 449 Senior Policy Seminar
* SPEA-V 450 Contemporary Issues in Public Affairs: Freedom of Religion
* SPEA-V 450 Contemporary Issues in Public Affairs: Separation of Church and State
Certificate in Urban Studies
at Indiana University-Bloomington
The undergraduate Urban Studies Certificate Program introduces students to contemporary knowledge of urban society, urban policy, and urban development.
Certificate Requirements
(Eight courses)
The following three courses:
* SPEA-K 300 Statistical Techniques or approved option (3 cr.)
* SPEA-V 161 Urban Problems and Solutions (3 cr.) (already taken)
* SPEA-V 340 Urban Government Administration (3 cr.)
Two courses from one of the following groups:
Urban Finance
* SPEA-V 442 Topics in Budgeting or Cost-Benefit: Analyzing Effectiveness (3 cr.)
Urban Development and Policy
* POLS-Y 308 Urban Politics (3 cr.)
Urban Society
* SOC-S 309 The Community (3 cr.)
* SOC-S 361 Cities and Suburbs (3 cr.)
Three additional courses from the above list or one from the above list and the following two courses:
* HIST-A 347 American Urban History (3 cr.)
* SPEA-V 450 Contemporary Issues in Public Affairs: Public Space Disputes (1-3 cr.)
Master of Arts in Social Impact
at Claremont Lincoln University in Claremont, California
Turn Your Idea into Action — The M.A. in Social Impact is a dynamic program that seeks to bring more innovation and more diversity, equity and inclusion to the nonprofit and entrepreneurial ecosystem. This degree program is designed for aspiring founders, emerging social entrepreneurs, nonprofit leaders and mission-driven changemakers. It is for anyone interested in turning their passion for changing the world into a concrete plan.
With an emphasis on social impact, effective leadership, financial resources, and sustainability this program is preparing a new generation of diverse nonprofit founders and entrepreneurial innovators. In addition to learning about grant writing, board development and program evaluation, students gain skills in how to build a promising business model, develop revenue streams to diversify their funding, and proven marketing strategies. What students can expect to gain are the tools to get their social change idea successfully off the ground and running.
Graduates of the Masters of Arts in Social Impact are prepared to launch innovative new programs, nonprofits and social-impact businesses in their communities and around the world. From poverty, education and homelessness to unemployment, healthcare and climate change, our students utilize an impact-focused lens to see opportunity as they compassionately address local and global social problems.
The Masters of Arts in Social Impact is developing world-class nonprofit and social business leaders. This program gives students the tools they need to take their mission-driven work to the next level.
Required Degree Courses
Social Impact courses are taken along with courses from The Claremont Core. These courses teach the engagement skills necessary to implement the theories and ideas of social impact.
Social Impact
MSI 5311 Human Development for Social Leadership
MSI 5312 Foundations of Social Impact
MSI 5314 Action Design for Change
MSI 5315 Resource Models
MSI 5317 Storytelling and Marketing for Change
MCC 5311 Claremont Core — Mindfulness
MCC 5312 Claremont Core — Dialogue
MCC 5313 Claremont Core — Collaboration
MCC 5314 Claremont Core — Change
MSI 5316 Capstone Action Project
Master of Arts in Leadership Studies with a Concentration in Humanism
at Meadville Lombard Theological School in Onion City, Illinois
Activating the justice-making and peace-building power of liberal faith
The Master of Arts in Leadership Studies (MALS) degree program equips you with the knowledge, skills, and experience you need to be an effective, faith-grounded, justice-seeking leader in community-based ministries. Through the MALS program, you will:
• Develop leadership skills for our multifaith, multiracial, and multicultural world
• Gain competency in history, theology, religious education, and theories of social change
• Enhance your spiritual and intellectual life through coursework and practical experience
The program is organized around a series of courses and contextual learning opportunities through which you will learn to integrate the spiritual and emotional self-awareness, professional proficiencies, and global consciousness necessary for more mindful, compassionate leadership in diverse organizational contexts.
The MALS program is ideal for social activists seeking to ground their work in the transforming power of liberal faith, laypeople seeking to deepen the theological roots of their leadership, students in discernment regarding their call to ordained ministry, and graduates of the Master of Divinity program who would like additional internship experience.
The MALS Model
Grounded in a theology of social engagement, the MALS program is attuned to the diverse challenges and opportunities of leadership in a multifaith, multiracial, and multicultural world. You will learn how to lead, and how to continue to learn, by working within and across diverse communities.
The MALS educational model combines cohort learning, intensive seminars, and practical experiences in a low-residency format. You can complete your degree while remaining based in your home community, whether in the United States or elsewhere around the globe.
MALS students may choose to tailor their learning to their needs and purposes by choosing from one of three concentrations:
Concentration in Lay Ministry
This concentration prepares students to minister to the social and spiritual needs of multifaith, multiracial, and multicultural communities and organizations. It is especially appropriate for those who are called to initiatives in faith formation, justice work, music and/or the arts, and religious leadership in international and/or non-traditional settings.
Concentration in Faith Formation Pedagogy
The MALS with a Concentration in Faith Formation Pedagogy prepares students to hold faith formation leadership roles in a congregational and/or community setting. Calling upon the principles of engaged/transformative pedagogy and grounded in religious literacy and intercultural competency, the concentration prepares students to lead faith-based organizations into commitments of being socially inclusive, adaptive, and strategic change communities.
Concentration in Humanism
The American Humanist Association Center for Education Humanist Studies Program (HSP) partners with Meadville Lombard Theological School’s MALS degree program that provides advanced work for lay leaders, ministers, and ministerial students in the theory and practice of leadership within congregations and community-based ministries.
The MALS with a Concentration in Humanism prepares students to be articulate advocates of a humanist worldview in the public sphere and innovative thinkers who keep our movement alive with their provocative insights and writings. Graduates will have the skills to serve the movement within diverse cultural and organizational contexts.
In addition to this concentration, we offer Humanism courses and a certificate program (partnering with the AHA). Visit the Humanist Studies Program page for more information.
Degree Requirements
The MALS degree program requires 36 completed credits. The program can be completed in 18 months by full-time students.
Utilizing Meadville Lombard’s Contextual Learning model of theological education, you’ll complete and discuss coursework with peers and faculty via our low-residency education platform, and you’ll get hands-on experience through an internship at a nonprofit organization or congregation. Our faculty will work with you to find the best internship site and teaching mentor for your personal formation.
Breakdown of Required Credit Hours
• Required Courses (9 credit hours):
- Tools for Parish and Nonprofit Administration
- Healthy Boundaries, Healthy Ministry
- Pedagogy for Social Change
• Elective Courses (15 credit hours): Five additional academic courses from any area. Students can choose to use three of these elective courses to focus your studies in a concentration.
- Humanism Course I: The Nature of Being [Breeden]: 3.00 credits
- Humanism II: The Anti-Racist Challenge to Humanist Epistemology [Hooper & Miller]: 3.00 credits
- Humanism III: Ethics and Aesthetics [Jagoe]: 3.00 credits
- Building Communities to Counter White Nationalism [Welch]: 3.00 credits
- Community Organizing and Ethical Leadership [Ambrose]: 3.00 credits
- Ethics and the Politics of Emotion [Ambrose]: 3.00 credits
• Cultural Grounding and Theological Formation (Fall) and Social Engagement (Spring) (6 credit hours): All MALS students are required to take the Signature Course in the first year.
• Year-Long Internship (6 credit hours): All MALS students will complete a year-long supervised internship in their second and third semesters.
Humanist Studies Program
Meadville Lombard partners with the American Humanist Association (AHA) Center for Education Humanist Studies Program to foster leadership that is ethically grounded, informed, skillful, globally responsible, personally sustainable and committed to meeting the genuine needs of real people.
Master of Arts in Leadership Studies (MALS) with a Concentration in Humanism
This concentration in our MALS program provides advanced work for lay leaders, ministers, and ministerial students in the theory and practice of leadership within congregations and community-based ministries through a Humanist lens.
Students obtain an emphasis in Humanism from Humanist Studies Program with ability to apply credits towards a Meadville Lombard MALS degree. The MALS degree with a Concentration in Humanism equips students with the knowledge, skills, and experiences needed to be effective, grounded, justice-seeking Humanist leaders in community-based ministries or chaplaincy work.
We welcome all humanists (secular, naturalistic, scientific, atheistic, non-theistic, and religious) interested in training to be effective leaders, spokespersons, and advocates for Humanism.
APPLY TO MASTER OF ARTS IN LEADERSHIP STUDIES PROGRAM
Humanist Studies Program (through the American Humanist Association)
Meadville Lombard also welcomes those students who are participating in the Certificate in Humanist Studies program of the American Humanist Association. If this is the program you wish to participate, you must first enroll in the Certificate in Humanist Studies program, then register for the Humanism Certificate program at Meadville Lombard.
Course Offerings
Fall Term
(August 31 - December 11)
FALL ZOOM MEETING SCHEDULE
Intensives: September 28-October 2
• Humanism II: The Anti-Racist Challenge to Humanist Epistemology [Hooper & Miller]: 3.00 credits
Intensives: October 12-16
• Humanism Course I: The Nature of Being [Breeden]: 3.00 credits
Intensives: March 1-5
• Building Communities to Counter White Nationalism [Welch]: 3.00 credits
Intensives: March 8-12
• Community Organizing and Ethical Leadership [Ambrose]: 3.00 credits
• Humanism III: Ethics and Aesthetics [Jagoe]: 3.00 credits
Summer Term II
(May 24 - July 16)
• Ethics and the Politics of Emotion [Ambrose]: 3.00 credits
Deene Easton -- She has tinted skin, brown eyes, and loosely nappy chestnut hair to her shoulders. She is short with wide shoulders, modest breasts, and narrow hips. Her heritage includes American, African, French, Hispanic, and Tongva (Native American). She speaks English, French, Spanish, and Tongva. She is 20 years old in 2016. Deene is studying toward a Bachelor's Degree in Psychology with a minor in Secular Studies at Scripps College in Claremont, California. She wants to go on to a Master's Degree in social work. She enjoys exploring the big questions in life. Upbeat and energetic, Deene makes friends easily. She has no patience with prejudice, though. Starting out as a Secular Humanist, she reacts badly to the group's rejection of artificial intelligences, and co-founds Secular Personism alongside Daeshim An.
Qualities: Good (+2) Energetic, Good (+2) Existential Intelligence, Good (+2) Secular Personist, Good (+2) Trustworthy, Good (+2) Upbeat
Poor (-2) Putting Up with Bigots
See a map of California tribes.
Bachelor's Degree in Psychology
at Scripps College in Claremont, CA
A major in psychology provides training in the scientific analysis of human thought and behavior, their expression and their development. The Scripps program emphasizes understanding human actions and reactions—mental or psychological processes—through experiences such as observation, participation, and experimental investigation. Students are afforded opportunities to gain experience through field placement at nearby institutions and through collaboration with ongoing faculty research projects. Such projects include studies of human development over the life span from childhood through adolescence to old age; the role of culture in psychological development; and the influence of others on one’s thoughts, feelings, and/or behaviors.
An undergraduate psychology major at Scripps provides a solid foundation for advanced graduate training in clinical and research psychology. In addition, the major can be tailored to fit a variety of other career goals. These include careers in business and management, computer science, cognitive science, education, law, social work, and the health and medical fields.
Requirements for the Major
A major in Psychology requires a minimum of nine upper-division courses plus a senior thesis. Upper-division psychology courses are those at Scripps above the 100 level and all those on other campuses requiring Introduction to Psychology as a prerequisite. PSYC052 SC is prerequisite to all upper-division psychology courses. Students may petition the psychology faculty to fulfill this requirement by taking a suitable course elsewhere, by completion of a high school AP Psychology course and receiving a score of 4 or 5, or IB HL Psychology course and score of 5, 6, or 7, or by special examination.
In addition to taking PSYC052 or an approved equivalent, Psychology majors will:
• Demonstrate knowledge in research methods and statistics by taking the following courses at Scripps:
PSYC103 SC and
- PSYC104 SC and PSYC104L SC
• Take at least six upper-division courses in Psychology. Within those six courses, the following requirements must be met:
- Take at least one upper-division course in each of the following two areas:
1. Human function in a social context including courses such as: human development, personality, abnormal, cultural, or social psychology.
• PSYC 120 SC - Cognitive Development
• PSYC 156 SC - Native American Psychology
2. Basic processes including courses such as: cognitive psychology, cognitive neuroscience, perception, psychopharmacology, learning, or physiological psychology.
• PSYC 127 SC - Neuroscience of Decision-Making
• PSYC 182 SC - Machine Learning Using Neural Signals
- At least two of the six upper-division courses must be taken at Scripps.
• PSYC 109 SC - Psychology of Work and Family
• PSYC 183 SC - Data Science Ethics & Justice
• Complete one laboratory course in psychology in addition to PSYC104L (e.g. any course with an "L" appearing at the end of the course number, including, for example but not limited to, PSYC123L or PSYC168L.
• PSYC 169 SC - Topics: Stereotyping and Prejudice
• PSYC 169L SC - Stereotyping and Prejudice Lab
• Complete a senior thesis.
Ideally, electives will constitute a sequence carefully planned with the student's adviser. Students intending to pursue graduate studies in psychology are advised to select courses in mathematics, history and systems in psychology, and laboratory courses in psychology, biology, and physiology.
• PSYC 103 SC - Psychological Statistics
• PSYC 128 SC - Psychological Disorders
• PSYC 163 SC - Social Psychology and the Legal System
• PSYC 131 SC - Clinical Neuropsychology
• PSYC 131L SC - Clinical Neuropsychology Lab
T-America offers a major, minor, and certificate in Secular Studies.
Secular Studies Minor
at Pitzer College in Claremont, CA
At least one core course:
• SOC 118 PZ -Sociology of Secularity
At least one course on the mind:
• PHIL 030 PZ -Knowledge, Mind and Existence
At least one class on science:
• HIST 082 HM -Science and Technology in the Modern World
At least one class on religion:
• SOC 114 PZ -Sociology of Religion
At least one elective:
• SOC 165 PZ -Secularism, Skepticism and Irreligion
Daeshim An -- He has light copper skin, almond-shaped black eyes, and short wavy black hair. His heritage is Korean-American. He speaks English and Korean. He is 21 years old in 2016. Daeshim is studying toward a Bachelor's Degree in Secular Studies with a minor in Peace and Conflict Studies at Pitzer College in Claremont, California. He hates politics because his parents were forced to flee North Korea as the country cracked down on intellectuals. His compassion makes him good at peacework, and he easily builds rapport with people. Starting out as a Secular Humanist, Daeshim reacts badly to the group's rejection of artificial intelligences, and co-founds Secular Personism alongside Deene Easton.
Qualities: Good (+2) Compassion, Good (+2) Fast, Good (+2) Logical-Mathematical Intelligence, Good (+2) Rapport, Good (+2) Secular Personist
Poor (-2) Hates Politics
Major in Secular Studies
at Pitzer College in Claremont, CA
At least two core courses:
• SOC 118 PZ -Sociology of Secularity
• HIST 131 PZ -Fundamentalism and Rationalism
At least two courses on the mind:
• HIST 188 PZ -Anxiety in the Age of Reason
• PHIL 186S PO -Spinoza and Leibniz on Reality
At least two courses on science:
• HIST 081 HM -Science and Technology in the Early Modern World: History of Science, Renaissance to 1800
• HIST 082 HM -Science and Technology in the Modern World
At least two courses on religion:
• SOC 114 PZ -Sociology of Religion
• PHIL 052 PZ -Philosophy of Religion
At least two electives:
• SOC 165 PZ -Secularism, Skepticism and Irreligion
• HIST 181 PZ -Explorations in Deep Time
A junior internship or research project:
MLLC 166 PZ -Directed Research in American Culture
A senior seminar:
POST 198D PZ -Senior Seminar: Civil Disobedience
A senior thesis or research project:
SOC 199B PZ -Advanced Independent Research Project/Thesis
T-America offers a minor in Peace and Conflict Studies.
Minor in Peace and Conflict Studies
at Pitzer College in Claremont, CA
PHIL 096 JT -God and Philosophy: A Conflict in Reason
ANTH 098 PZ -Palestine and Israel: the Ongoing Crisis & the Plausible Path to a Just Peace
CASA 104 PZ -Social Change Practicum
POST 121 PZ -Religion, Conflict & Violence
POST 138 PZ -Social Order, War & Violence
ORST 192 PZ -Negotiating Conflict
CASA 104 PZ -Social Change Practicum
Reginald Fitzhugh -- He has pinkish-fair skin, gray eyes, and strawberry blond hair cut short. He is tall and slim with an elongated face. He wears glasses. His heritage is Irish-American. He speaks English and French. Reginald earned a Bachelor of Science in Cognitive Science and a minor in Study of Religion at the University of California at Los Angeles. His exploration of religion made him increasingly convinced that it was all nonsense, and he became a Secular Humanist. He went on to get a Master's Degree in Philosophy and a Doctorate Degree in Philosophy at the same school. Reginald lives in Claremont, California where he teaches Secular Studies at Pitzer College. His cheerful personality and school spirit make him a popular teacher. However, he puts humans above other species, sometimes with serious consequences. As a hobby, Reginald likes hiking.
Qualities: Good (+2) Cheerful, Good (+2) Existential Intelligence, Good (+2) Hiking, Good (+2) Professor of Secular Studies, Good (+2) School Spirit
Poor (-2) Speciesist
Cognitive Science Major
at the University of California at Los Angeles
Pre-Cognitive Science Requirements
Twelve (12) Preparation Courses for the Cognitive Science Major
Complete twelve courses, one from each box:
Physiological Science 3
Math 31A
Math 31B
Philosophy 7
Chemistry 2
Program in Computing 10A
Program in Computing 10B
Program in Computing 15
Psychology 10
Psychology 85**
Psychology 100A***
Psychology 100B***
Suggestions for preparation work: Math 31A should be taken before taking Psych 100A. Transfers should try to complete all of the preparation courses by the end of their first year at UCLA. Note that Pre-Cognitive Science students may enroll in some of the Core and Elective courses. Refer to the Schedule of Classes for enrollment restrictions.
*Recommended course.
**Usually only offered one quarter per year.
***Must be declared Pre-Cognitive Science to enroll.
Cognitive Science Major Requirements
To declare major standing, students must first complete all of the preparation courses (all grades assigned) and meet all of the requirements listed above. Students must declare the Cognitive Science major in the Psychology Advising Office in 1531 Franz Hall. An overall grade point average of 2.00 (C) is required in the upper division major courses. The Core, Laboratory, and Elective courses must be taken for a letter grade.
Three (3) Core Courses
Select three courses, one from each box:
Psychology 115*
Psychology 120A
Psychology 124A
* Psych M117A & M117B & M117C will count in lieu of Psych 115 and two Cognitive Science Electives.
Students will not receive any Cognitive Science elective credit unless all three classes have been completed. Petition the Undergraduate Advising Office upon completion of the series.
Two (2) Laboratory Courses**
Select two courses, one from each box:
Psychology 186A*
Psychology 121*
* Must be a declared Cognitive Science major before enrolling in Psych 121, 186A, 186B, 186C, or 186D.
**Pre-Cognitive Science majors may inquire about enrolling only if they have completed PIC 10A & 10B, Psych 85, 100A & 100B. Psych 120A or 120B is recommended to be be taken before Psych 186A or 186B; Psych 115 is recommended to be taken before enrolling in Psych 186D.
Three (3) Elective Courses
Select three courses from the following list:
Neuroscience 102
Philosophy 124
Psychology 110
* Prior approval by the Psychology Advising Office is required. If 191CH is used as an elective, it cannot be used towards the Fieldwork/Research requirement as well.
Two (2) Fieldwork/Research Courses
Two quarters of fieldwork and/or research in cognitive science (Psych 195B and/or Psych 196B).
Fieldwork and research may only be taken on a P/NP basis. With prior approval of the Psych Advising Office, students can also use independent study (Psych 199 or 191CH) with a cognitive science professor toward this requirement.
Study of Religion Minor
To enter the Study of Religion minor, students must have an overall grade-point average of 2.0 or better.
Required Lower-Division Courses (4 to 10 units): Study of Religion M4
Required Upper-Division Courses (24 to 29 units): Study of Religion 101 and five courses selected from
theory and methods (Anthropology 130)
religious ideas, practices, and institutions in context (Art History CM115A, History 108A, World Arts and Cultures C142)
Student are encouraged to select courses that focus on a specific religious tradition or traditions, or on a set of thematic issues important to the study of religion.
A course may be taken twice, on different topics, for credit toward the minor where repetition is allowed by the department offering the course. A maximum of 4 units of special studies courses (197, 198, 199) approved by the adviser may be applied toward the minor.
A minimum of 20 units applied toward the minor requirements must be in addition to units applied toward major requirements or another minor.
11. Religion in Los Angeles. (4) Lecture, four hours. Introduction to varieties of religious experience in Los Angeles and its environs. Presentations, required readings, and (where possible) site visits to examine selected faiths and spiritual practices throughout Southern California and provide deeper understanding of myriad ways that sacred is made manifest and encountered. Foundational academic orientations within study of religion (anthropological, historical, psychological, sociological, etc.) used as framework to examine and interpret almost unparalleled religious diversity of City of Angels. Recognizing that spiritual traditions are crucial reflection of region’s ever-changing demographics, emphasis on role of ethnicity, gender, nationality, and race in shaping of religious landscape. P/NP or letter grading.
Philosophy
at the University of California at Los Angeles
College of Letters and Science
Graduate Degrees
The Department of Philosophy offers the Master of Arts (M.A.) and Doctor of Philosophy (Ph.D.) degrees in Philosophy.
Master's Degree
Advising
The purpose of the departmental advising program is three-fold: (1) to ensure that students are aware of all the relevant requirements, opportunities, safeguards, perils, and prospects; (2) to assist students in making normal progress toward the degree through a regular sequence of steps; and (3) to provide intellectual guidance and advice in the area of the students' interest. Advising for first-year students begins with an orientation meeting held during the first week of fall quarter. Students are encouraged to consult the graduate adviser of the department at any time and for any academic purpose.
Course Requirements
For the M.A. degree, students must complete, with grades of B or better, at least nine upper division or graduate courses (36 units), excluding Philosophy 199, of which five courses (20 units) must be in the Philosophy 200 series, numbered between 200A and 290. The total course requirement must include Philosophy 200A-200B-200C and one designated course in logic. Students should consult the Manual for Graduate Students in Philosophy for the list of designated courses. Courses in the 500 series may not be applied toward the course requirements for the M.A. degree in Philosophy.
Capstone Plan
Students working toward the M.A. degree must pass the master's comprehensive examination, which consists of three different examinations. One of the three examinations is scheduled after each of the three first-year seminars. The comprehensive examination is passed or failed as a whole; this does not necessarily require passing of all three parts. In case of failure, the examination may be repeated by permission of the department. Students should consult the Manual for Graduate Students in Philosophy for further information about this examination.
Time-to-Degree
Full-time students with no deficiencies upon admission to graduate status in the department should be able to complete the M.A. requirements in three academic quarters.
DEGREE NORMATIVE TIME TO ATC (Quarters) NORMATIVE TTD MAXIMUM TTD
M.A. 3 3 6
Courses
Philos 220: Seminar: Topics in History of Philosophy
Instructor:Janelle DeWitt
Tuesdays: 3:00PM – 5:50PM
Location: Online
There are certain elements of Kant’s account of the will that have been notoriously difficult to interpret, much less to defend. What is it that makes us free? What does it mean to will spontaneously? Autonomously? Are we really more free, rather than less free, when we restrict our range of actions to those that accord with the demands of morality? If to be free is to be moral, and to be moral is to be rational, then does that mean that no one is responsible for their immoral actions? What do we really mean by happiness? Is it merely the maximal satisfaction of my desires, or is there something more involved? Can I aim to be both moral and happy? Or must I choose morality to the exclusion of my own happiness? The answers Kantians have typically given to these questions have been less than satisfying. I believe the key to more compelling answers lies in a better understanding of the two-wills doctrine underlying Kant’s account of the will and the impact it has on the rest of his moral theory.
Thus, the aim of this class will be to reconsider Kant’s moral psychology in light of the original “two wills” account found in the work of Anselm of Canterbury. In Anselm’s development of this doctrine, we find such key Kantian concepts as moral self-determination/legislation, spontaneity of the will, intellectual evil, the highest good, etc. But more importantly, we also find a full complement of arguments in support of these concepts and an explanation of how they are intended to fit together—arguments and explanations that are often buried in a mire of theoretical entanglements, assumed as background, or missing altogether in Kant’s own account.
Philos 229: Critical Thinking: History, Theory and Pedagogy
Instructor: Calvin Normore
Wednesdays: 4:00PM – 6:00PM
Location: Online
A graduate level introduction to the history and pedagogy of critical thinking and to current theoretical approaches to the descriptive and normative aspects of reasoning and its role in education more broadly. The ten week course comes in three modules. It begins by examining briefly the relation between dialectic and rhetoric in ancient Greek and Roman philosophy, the development of the theory of dialectic and topical argument in medieval Arabic and Latin sources, and the influence of this tradition particularly among women writers in the seventeenth century and American pragmatists such as John Dewey in the twentieth. We then shift gears, looking to current work on the relation between logic and the psychology of reasoning and the theoretical underpinning of argumentation theory and informal logic. The third module of the course is devoted to the theory and practice of the teaching of critical thinking both in the -K-12 and the tertiary education arenas.
Philos C244B: Responsibility and Free Will: Minds that Matter
Instructor: Pamela Hieronymi
T/R: 2:00PM – 3:15PM
Location: Online
Please note this “concurrent” course shares lectures with the undergraduate course, Philos C154B. A separate graduate section will be held, and in “group work” graduate students will be grouped together.
Below is the general course description:
In light of the on-line nature of this course, and in lieu of pre-recorded lectures, the course will be organized around the manuscript of my book-in-progress, Minds that Matter. The aim of the manuscript is to unwind the intuitive problem of free will and moral responsibility. The first half concerns the kind of freedom or control that we think both required for responsibility and in some way problematic. It argues for a specific understanding of the apparent problem and offers a solution. However, the solution is not sufficient to ground all forms of responsibility. Addressing that objection is the subject of the second half of the book. We will consider surrounding literature as we make our way through.
Students will be divided into smaller groups to meet during lecture time, to enable more person-to-person interaction in real time, over Zoom. The exact details are to be determined. Reading is likely to be heavier than usual; class time lighter.
Philos C253B: The Methodology of Normative Philosophy
Instructor: Daniela Dover
Wednesdays: 2:00PM – 4:50PM
Location: Online
This seminar will explore fundamental questions about the aims and methods of philosophical inquiry into morality and politics. What is the point of normative theory? How should we think about the relationships among theory, pedagogy, and everyday moral and political practice? What makes for a good argument? What makes for a good question? What should a piece of philosophical writing do–for the writer, for the reader, and/or for the world at large?
Philos 281:Seminar: Mental Representations
Instructor: Michael Rescorla
Thursdays: 3:00PM – 5:50PM
Location: Online
The representational theory of mind (RTM) holds that the mind is stocked with mental representations: mental items with representational properties. These items can be stored in memory, manipulated during mental activity, and combined to form complex representations. RTM is widely presupposed within cognitive science, which offers many successful theories that posit mental representations. Nevertheless, mental representations are still viewed warily in some scientific and philosophical circles. This course will explore recent literature on RTM, including debates over the existence, nature, individuation, structure, and explanatory role of mental representations. Readings by Camp, Carey, Egan, Fodor, Lewis, Peacocke, Recanati, Schneider, and others.
Philos 287:Seminar: Holism and History
Instructor: Josh Armstrong
Mondays: 2:00PM – 3:50PM
Location: Online
This seminar will explore recent work in the philosophy of language on the nature of linguistic meaning. Particular topics to be discussed include: motivations for semantic holism, historical constraints on linguistic meaning, the nature and philosophical significance of meaning change, and the intersectional character of linguistic communities. We will begin by considering well-known papers by philosophers such as Quine, Putnam, Burge, Evans, and Millikan and by linguists such as Labov, Sankoff, and Mufwene. We will then turn to a critical discussion of Mark Richard’s recent book *Meanings as Species.*
Doctoral Degree in Philosophy
at the University of California at Los Angeles
Advising
The purpose of the departmental advising program is three-fold: (1) to ensure that students are aware of all the relevant requirements, opportunities, safeguards, perils, and prospects; (2) to assist students in making normal progress toward the degree through a regular sequence of steps; and (3) to provide intellectual guidance and advice in the area of the students' interest. Advising for first-year students begins with an orientation meeting held during the first week of fall quarter. Students are encouraged to consult the graduate adviser of the department at any time and for any academic purpose.
Course Requirements
Required Philosophy course work: A Ph.D. candidate must complete, with a grade of B or better, the three first-year seminars, plus 11 additional upper division and graduate courses in philosophy (not including individual studies courses), distributed as detailed below:
Logic. Students must pass a departmental examination in logic, at the level of Philosophy 31 and 132. They must also take one upper division or graduate course in logic by the end of the first year, unless preparatory work for the departmental examination is necessary: either Philosophy 135 or one other designated course in either the Philosophy or Mathematics Department. Students should consult the Manual for Graduate Students in Philosophy for the list of designated courses.
History of Philosophy. Two graduate courses in the history of philosophy (prior to the twentieth century), at least one of which must be a graduate seminar, plus enough graduate or undergraduate courses (taken here or elsewhere) to make up an equivalent of Philosophy 100A-100B-100C. Specifically, each student must have studied (or now study) Plato, Aristotle, some important medieval philosopher, Descartes, some British empiricist, and Kant.
Ethics and Value Theory. One graduate-level course.
Metaphysics and Epistemology. One graduate-level course.
Special Area Requirement. One designated graduate course in one of two areas: metaphysics and epistemology or ethics. Students should consult the Manual for Graduate Students in Philosophy for further details.
Electives. As many courses as needed to fulfill the requirement of 11 additional upper division or graduate philosophy courses.
Group classification of a course is generally given by its catalog listing, but final classification of a course is determined by the instructor on the basis of its content and the departmental guidelines. Normally no substitutions for these courses are allowed, but students who have done graduate course work elsewhere as graduate students may be permitted to substitute previous graduate course work in exceptional cases.
Additional course work: In addition, a Ph.D. candidate will complete two courses which may be taken on an S/U basis, bringing the total courses taken to 16. These two additional courses may, with the approval of the graduate adviser, be taken in a field outside of Philosophy. One of these additional courses may be waived by passing a departmental exam to demonstrate reading knowledge of German, French, Greek, or Latin, or, when relevant to the student's doctoral research, another language.
Law and Philosophy
Students who are interested in the Law and Philosophy specialization or in the concurrent degree program (below) should consult with and apply through the Director of the Law and Philosophy program. In order to specialize in Law and Philosophy, students must complete four law courses (of at least two semester units each) with a grade of B or better in each qualifying courses. Students should consult with the Director for a list of approved courses. Students must also complete a substantial research paper on a topic in law and philosophy.
Philosophy, Ph.D./Law, J.D.
For this concurrent degree program, three law courses from an approved list may be double-counted toward the elective course requirements for the Ph.D. degree. Students should consult with the program director regarding course selection.
Teaching Experience
A teaching requirement of three quarters of teaching assistant experience while enrolled in Philosophy 375 is required for the Ph.D. degree.
Written and Oral Qualifying Examinations
Academic Senate regulations require all doctoral students to complete and pass university written and oral qualifying examinations prior to doctoral advancement to candidacy. Also, under Senate regulations, the University Oral Qualifying Examination is open only to the student and appointed members of the doctoral committee. In addition to university requirements, some graduate programs have other pre-candidacy examination requirements. What follows in this section is how students are required to fulfill all of these requirements for this doctoral program.
All committee nominations and reconstitutions adhere to the Minimum Standards for Doctoral Committee Constitution.
The department does not require a separate written examination to be passed by students as a condition of advancement to doctoral candidacy. It does, however, require each student to take all three parts of the master's comprehensive examination by the end of the student's first year (according to the description and schedule given above) to give the department evidence of proficiencies and deficiencies. This examination therefore serves as the doctoral written qualifying examination. For advancement to candidacy, students must pass a preliminary oral qualifying examination as described below.
In the second and third years, students must satisfy two special area requirements: one in metaphysics and epistemology and one in ethics. Students must take one specially designated graduate course in one of the two areas and write a paper prepared in accordance with a specific format called a "proposition" in the other area. The special course requirement in either metaphysics and epistemology or in ethics should be completed in the second year, and the proposition requirement covering the remaining area should be completed in the third year. Students should consult the Manual for Graduate Students in Philosophy for further details.
In the fourth year, students begin a new series of individual studies courses (Philosophy 596) in consultation with the dissertation supervisor to develop a well-defined dissertation project. A doctoral committee is chosen and the University Oral Qualifying Examination is scheduled. The primary purpose of this examination is to determine whether the student is able to complete the dissertation successfully. The scope of the examination varies according to the definiteness of the dissertation topic and the extent of the student's preliminary investigations. In case of failure, the doctoral committee makes a recommendation for or against allowing a second oral examination.
Advancement to Candidacy
Students are advanced to candidacy and awarded the Candidate in Philosophy (C.Phil.) degree upon successful completion of the written and oral qualifying examinations.
Doctoral Dissertation
Every doctoral degree program requires the completion of an approved dissertation that demonstrates the student's ability to perform original, independent research and constitutes a distinct contribution to knowledge in the principal field of study.
Final Oral Examination (Defense of Dissertation)
Not required for all students in the program. The decision as to whether a defense is required is made by the doctoral committee.
Time-to-Degree
Full-time students with no deficiencies upon admission to graduate status in the department should be able to complete the requirements for the Ph.D. degree in 18 academic quarters. The normative time-to-degree is six years, with the following timeline:
First year: Students complete Philosophy 200A-200B-200C and six other courses, with a view toward satisfying the course distribution requirements. Students take the master's comprehensive examination.
Second year: Students complete five of the remaining required courses in such a manner as to satisfy the course distribution requirements. Students begin teaching.
Third year: Students write a proposition. Students complete the remaining two course requirements and begin research for the University Oral Qualifying Examination.
Fourth year: Students take the University Oral Qualifying Examination, advance to candidacy, and begin dissertation research.
Fifth year: Students begin writing the dissertation.
Sixth year: Students Complete and file the dissertation.
Philosophy, Ph.D./Law, J.D.
The normative time-to-degree for this program, starting with matriculation, is nine years (27 quarters).
DEGREE NORMATIVE TIME TO ATC (Quarters) NORMATIVE TTD MAXIMUM TTD
Ph.D. 12 18 27
Li Quiang Clarks -- He has tawny-fair skin, almond-shaped brown eyes, and short black hair. He is short with a rectangular face. He wears glasses. His heritage is Chinese-American. He speaks Chinese and English. Li Quiang earned a bachelor's degree in Nonprofit Management & Leadership with a minor in Policy Studies and a Certificate in Urban Studies at Indiana University-Bloomington. He went on to get a Master of Arts in Social Impact at Claremont Lincoln University in Claremont, California. He also got a Master of Arts in Leadership Studies with a Concentration in Humanism at Meadville Lombard Theological School in Onion City, Illinois. Currently Li Quiang runs a Secular Humanist nonprofit, the Mental Liberty Flank. Unfortunately, he takes the skepticism way too far. He is loyal to his family, but not much else. He loves reading, though.
Qualities: Good (+2) Bookworm, Good (+2) Family Loyalty, Good (+2) Logical-Mathematical Intelligence, Good (+2) Nonprofit Manager, Good (+2) Stamina
Poor (-2) Overly Skeptical
MAJOR IN NONPROFIT MANAGEMENT & LEADERSHIP
at Indiana University-Bloomington
Deliver essential services while advancing a cause you’re passionate about
Gain the skills you need to run organizations and programs that provide essential services to people from all walks of life. You’ll learn how to manage people, projects, and communication. You’ll study cost-benefit analysis, fund development, and financial management in order to develop the managerial tools necessary to lead healthy organizations while advancing a cause or mission that you’re passionate about. You’ll also have opportunities to explore global issues in the nonprofit sector by studying abroad in Denmark or France.
All your degree requirements are based on the semester and year you entered IU Bloomington. If you became an IU Bloomington student either Fall 2015 or Spring 2016 you are in the right place!
General Education: Select the appropriate academic year based on your entry date at IUB
O’Neill Preparation
Communication (6cr)
• Professional Writing – One course from:
• COLL-P 155 Public Oral Communication (3cr)
Quantitative (12cr)
• Computer – One course from:
• SPEA-V 261 Computers in Public Affairs (3cr)
• ECON-E 201 Introduction to Microeconomics (3cr)
• ECON-E 202 Introduction to Macroeconomics (3cr) (P: ECON-E 201)
American Government Foundations (3cr)
• POLS-Y 103 Introduction to American Politics (3cr)
BSPA Core
• SPEA-V 160 National and International Policy (3cr)
• SPEA-V 161 Urban Problems and Solutions (3cr)
• SPEA-V 220 Law and Public Affairs (3cr)
• SPEA-V 372 Government Finance and Budgets (3cr)
• SPEA-E 162 Environment and People (3cr)
Experiential Learning
• SPEA-V 252 Career Development and Planning (2cr)
• SPEA-V 381 Professional Experience (1cr) (P: SPEA-V 252)
Nonprofit Management & Leadership Major (12 courses)
The following six courses:
• SPEA-V 221 Nonprofit and Voluntary Sector (3cr)
• SPEA-V 236 Management Concepts and Applications I (3cr)
• SPEA-V 246 Elements of Government and Nonprofit Financial Accounting Cycle (3cr)
• SPEA-V 336 Management Concepts and Applications II (3cr) (P: SPEA-V 236)
• SPEA-V 356 Introduction to Nonprofit Accounting and Reporting (3cr) (P: SPEA-V 246)
• SPEA-V 362 Nonprofit Management and Leadership (3cr)
Three of the following Nonprofit Issues and Practices courses:
• SPEA-V 434 NGO Management Comparative Perspective (3cr)
• SPEA-V 450 Nonprofit Resource Management (3 cr)
• SPEA-V--- Social Advocacy and Special Interest Groups (3 cr) (course under development)
Three of the following courses (no more than two non-O’Neill courses):
• SPEA-V 412 Leadership and Ethics (3cr)
• MSCH-R 431 Public Relations for Nonprofits (3cr) (P: JOUR-J 321 with a grade of C- or higher)
• SOC-S 201 Social Problems (3 cr.)
Electives
Electives are courses that do not meet general education or major requirements, and may be used to fulfill the remainder of the 120 credit hours required for this degree. Please meet with your academic advisor to discuss your electives.
Minor in POLICY STUDIES
at Indiana University-Bloomington
One of the following courses:
* SPEA-V 181 US Policy & Administration
* SPEA-V 379 Performance Measurement and Program Evaluation
* SPEA-V 449 Senior Policy Seminar
* SPEA-V 450 Contemporary Issues in Public Affairs: Freedom of Religion
* SPEA-V 450 Contemporary Issues in Public Affairs: Separation of Church and State
Certificate in Urban Studies
at Indiana University-Bloomington
The undergraduate Urban Studies Certificate Program introduces students to contemporary knowledge of urban society, urban policy, and urban development.
Certificate Requirements
(Eight courses)
The following three courses:
* SPEA-K 300 Statistical Techniques or approved option (3 cr.)
* SPEA-V 161 Urban Problems and Solutions (3 cr.) (already taken)
* SPEA-V 340 Urban Government Administration (3 cr.)
Two courses from one of the following groups:
Urban Finance
* SPEA-V 442 Topics in Budgeting or Cost-Benefit: Analyzing Effectiveness (3 cr.)
Urban Development and Policy
* POLS-Y 308 Urban Politics (3 cr.)
Urban Society
* SOC-S 309 The Community (3 cr.)
* SOC-S 361 Cities and Suburbs (3 cr.)
Three additional courses from the above list or one from the above list and the following two courses:
* HIST-A 347 American Urban History (3 cr.)
* SPEA-V 450 Contemporary Issues in Public Affairs: Public Space Disputes (1-3 cr.)
Master of Arts in Social Impact
at Claremont Lincoln University in Claremont, California
Turn Your Idea into Action — The M.A. in Social Impact is a dynamic program that seeks to bring more innovation and more diversity, equity and inclusion to the nonprofit and entrepreneurial ecosystem. This degree program is designed for aspiring founders, emerging social entrepreneurs, nonprofit leaders and mission-driven changemakers. It is for anyone interested in turning their passion for changing the world into a concrete plan.
With an emphasis on social impact, effective leadership, financial resources, and sustainability this program is preparing a new generation of diverse nonprofit founders and entrepreneurial innovators. In addition to learning about grant writing, board development and program evaluation, students gain skills in how to build a promising business model, develop revenue streams to diversify their funding, and proven marketing strategies. What students can expect to gain are the tools to get their social change idea successfully off the ground and running.
Graduates of the Masters of Arts in Social Impact are prepared to launch innovative new programs, nonprofits and social-impact businesses in their communities and around the world. From poverty, education and homelessness to unemployment, healthcare and climate change, our students utilize an impact-focused lens to see opportunity as they compassionately address local and global social problems.
The Masters of Arts in Social Impact is developing world-class nonprofit and social business leaders. This program gives students the tools they need to take their mission-driven work to the next level.
Required Degree Courses
Social Impact courses are taken along with courses from The Claremont Core. These courses teach the engagement skills necessary to implement the theories and ideas of social impact.
Social Impact
MSI 5311 Human Development for Social Leadership
MSI 5312 Foundations of Social Impact
MSI 5314 Action Design for Change
MSI 5315 Resource Models
MSI 5317 Storytelling and Marketing for Change
MCC 5311 Claremont Core — Mindfulness
MCC 5312 Claremont Core — Dialogue
MCC 5313 Claremont Core — Collaboration
MCC 5314 Claremont Core — Change
MSI 5316 Capstone Action Project
Master of Arts in Leadership Studies with a Concentration in Humanism
at Meadville Lombard Theological School in Onion City, Illinois
Activating the justice-making and peace-building power of liberal faith
The Master of Arts in Leadership Studies (MALS) degree program equips you with the knowledge, skills, and experience you need to be an effective, faith-grounded, justice-seeking leader in community-based ministries. Through the MALS program, you will:
• Develop leadership skills for our multifaith, multiracial, and multicultural world
• Gain competency in history, theology, religious education, and theories of social change
• Enhance your spiritual and intellectual life through coursework and practical experience
The program is organized around a series of courses and contextual learning opportunities through which you will learn to integrate the spiritual and emotional self-awareness, professional proficiencies, and global consciousness necessary for more mindful, compassionate leadership in diverse organizational contexts.
The MALS program is ideal for social activists seeking to ground their work in the transforming power of liberal faith, laypeople seeking to deepen the theological roots of their leadership, students in discernment regarding their call to ordained ministry, and graduates of the Master of Divinity program who would like additional internship experience.
The MALS Model
Grounded in a theology of social engagement, the MALS program is attuned to the diverse challenges and opportunities of leadership in a multifaith, multiracial, and multicultural world. You will learn how to lead, and how to continue to learn, by working within and across diverse communities.
The MALS educational model combines cohort learning, intensive seminars, and practical experiences in a low-residency format. You can complete your degree while remaining based in your home community, whether in the United States or elsewhere around the globe.
MALS students may choose to tailor their learning to their needs and purposes by choosing from one of three concentrations:
Concentration in Lay Ministry
This concentration prepares students to minister to the social and spiritual needs of multifaith, multiracial, and multicultural communities and organizations. It is especially appropriate for those who are called to initiatives in faith formation, justice work, music and/or the arts, and religious leadership in international and/or non-traditional settings.
Concentration in Faith Formation Pedagogy
The MALS with a Concentration in Faith Formation Pedagogy prepares students to hold faith formation leadership roles in a congregational and/or community setting. Calling upon the principles of engaged/transformative pedagogy and grounded in religious literacy and intercultural competency, the concentration prepares students to lead faith-based organizations into commitments of being socially inclusive, adaptive, and strategic change communities.
Concentration in Humanism
The American Humanist Association Center for Education Humanist Studies Program (HSP) partners with Meadville Lombard Theological School’s MALS degree program that provides advanced work for lay leaders, ministers, and ministerial students in the theory and practice of leadership within congregations and community-based ministries.
The MALS with a Concentration in Humanism prepares students to be articulate advocates of a humanist worldview in the public sphere and innovative thinkers who keep our movement alive with their provocative insights and writings. Graduates will have the skills to serve the movement within diverse cultural and organizational contexts.
In addition to this concentration, we offer Humanism courses and a certificate program (partnering with the AHA). Visit the Humanist Studies Program page for more information.
Degree Requirements
The MALS degree program requires 36 completed credits. The program can be completed in 18 months by full-time students.
Utilizing Meadville Lombard’s Contextual Learning model of theological education, you’ll complete and discuss coursework with peers and faculty via our low-residency education platform, and you’ll get hands-on experience through an internship at a nonprofit organization or congregation. Our faculty will work with you to find the best internship site and teaching mentor for your personal formation.
Breakdown of Required Credit Hours
• Required Courses (9 credit hours):
- Tools for Parish and Nonprofit Administration
- Healthy Boundaries, Healthy Ministry
- Pedagogy for Social Change
• Elective Courses (15 credit hours): Five additional academic courses from any area. Students can choose to use three of these elective courses to focus your studies in a concentration.
- Humanism Course I: The Nature of Being [Breeden]: 3.00 credits
- Humanism II: The Anti-Racist Challenge to Humanist Epistemology [Hooper & Miller]: 3.00 credits
- Humanism III: Ethics and Aesthetics [Jagoe]: 3.00 credits
- Building Communities to Counter White Nationalism [Welch]: 3.00 credits
- Community Organizing and Ethical Leadership [Ambrose]: 3.00 credits
- Ethics and the Politics of Emotion [Ambrose]: 3.00 credits
• Cultural Grounding and Theological Formation (Fall) and Social Engagement (Spring) (6 credit hours): All MALS students are required to take the Signature Course in the first year.
• Year-Long Internship (6 credit hours): All MALS students will complete a year-long supervised internship in their second and third semesters.
Humanist Studies Program
Meadville Lombard partners with the American Humanist Association (AHA) Center for Education Humanist Studies Program to foster leadership that is ethically grounded, informed, skillful, globally responsible, personally sustainable and committed to meeting the genuine needs of real people.
Master of Arts in Leadership Studies (MALS) with a Concentration in Humanism
This concentration in our MALS program provides advanced work for lay leaders, ministers, and ministerial students in the theory and practice of leadership within congregations and community-based ministries through a Humanist lens.
Students obtain an emphasis in Humanism from Humanist Studies Program with ability to apply credits towards a Meadville Lombard MALS degree. The MALS degree with a Concentration in Humanism equips students with the knowledge, skills, and experiences needed to be effective, grounded, justice-seeking Humanist leaders in community-based ministries or chaplaincy work.
We welcome all humanists (secular, naturalistic, scientific, atheistic, non-theistic, and religious) interested in training to be effective leaders, spokespersons, and advocates for Humanism.
APPLY TO MASTER OF ARTS IN LEADERSHIP STUDIES PROGRAM
Humanist Studies Program (through the American Humanist Association)
Meadville Lombard also welcomes those students who are participating in the Certificate in Humanist Studies program of the American Humanist Association. If this is the program you wish to participate, you must first enroll in the Certificate in Humanist Studies program, then register for the Humanism Certificate program at Meadville Lombard.
Course Offerings
Fall Term
(August 31 - December 11)
FALL ZOOM MEETING SCHEDULE
Intensives: September 28-October 2
• Humanism II: The Anti-Racist Challenge to Humanist Epistemology [Hooper & Miller]: 3.00 credits
Intensives: October 12-16
• Humanism Course I: The Nature of Being [Breeden]: 3.00 credits
Intensives: March 1-5
• Building Communities to Counter White Nationalism [Welch]: 3.00 credits
Intensives: March 8-12
• Community Organizing and Ethical Leadership [Ambrose]: 3.00 credits
• Humanism III: Ethics and Aesthetics [Jagoe]: 3.00 credits
Summer Term II
(May 24 - July 16)
• Ethics and the Politics of Emotion [Ambrose]: 3.00 credits
