Oz Behind the Curtain, Part 1

This will be a series of posts about the process of course creation, using my “Religions in America” course as a case study. I’m thinking about it this week because this is my university’s faculty “Winter Institute” and as part of it, there’s a two-day syllabus development workshop.

Course creation and syllabus design were not something that was covered in any great depth during my graduate education. I used syllabi I like as a model and tried to imitate the teachers I thought were exemplary, but as a general rule: pedagogy was a taboo topic. I don’t know if it seemed beneath us, or too self-evident to merit comment, or irrelevant to the research-and-dissertation-writing process… but you know, when I write those out that way, it seems so obvious that in real life it is NONE of those things, and that it is not only a worthwhile topic for us to talk about, but in fact a NECESSARY one.

Continue Reading

Teaching Mormonism in the U.S. Survey

We’ve spent quite a bit of time at JI over the years considering how Mormonism fits into larger narratives of U.S. history, and I was finally able to put some of those discussions and recommendations to use this semester while teaching the first half of the U.S. History survey (U.S. History to 1877) to a group of 35 students, most of whom are from the mid-Atlantic and upper South and have very little personal experience or interaction with Mormons or Mormonism.

Continue Reading

Introducing Mormonism…to Non-Mormon Students

With Romney drawing increased attention to Mormonism in American life, I’ve wondered how much to bring Mormon history into my US history survey courses. I’m currently teaching the first half, and he’s come up a couple of times when discussing religious tests for the presidency (I first mention JFK’s Catholicism, which most of my students have heard about, and then I ask which contemporary candidate is having problems with his religion, and at least a few students are aware of opposition to Romney’s Mormonism).

Continue Reading

Avoiding Intellectual Paralysis, Part II: Craig Harline’s Conversions, and Historical Relevancy

[Part I on the importance of narrative is found here. Also, see Blair’s review of Harline’s book at BCC yesterday, which gives an excellent overview of the book’s narrative(s).]

Craig Harline, professor of history at Brigham Young University and noted Reformation scholar, has long been noted as a skilled author whose prose and approach reach a much broader audience than is typical for academic books. Whether it’s a Reformation archbishop, a seventeenth century nun, or a comprehensive history of Sunday, Harline is widely respected for making historical stories accessible for general readers.

But while finishing his book on conversion in seventeenth-century Europe—focusing on a family whose father was a Protestant minister, whose son was a convert to Catholicism, and how they balanced these tough issues of tolerance—Harline considered ways to make the book more relevant to contemporary readers. He narrates how he came to this conclusion in the epilogue to the book: during a chance meeting with some family friends at a local restaurant, he learned about their college-age daughter’s recent choices and the grief and disappointment it brought to their close-knit family. Trying to bring comfort to the troubled parents, Harline shared the story and lessons of his current book-in-progress. Satisfied with the (albeit limited) relief that this brought, he felt justified in his desire to use his book “to show explicitly how the distant past could possibly have meaning in the present, and vice versa.” History, he concluded, was too often seen as “something mostly suitable for school, or hobbyists, something to be discussed recreationally..rather than as something that might inform present experience” (269-272). Hoping to reverse this trend, and hoping to better reach people an audience like his friends with the wayward child, Harline re-envisioned the overall framework and methodology of what is now published as Conversions: Two Family Stories from the Reformation and Modern America (Yale UP, 2011).

Continue Reading

Avoiding Intellectual Paralysis, Part 1: Jill Lepore on the Importance of Narrative

Last month, at the end of a nearly month-long east-coast research trip, I had the privilege of attended a splendid graduate-student conference hosted by the University of Pennsylvania’s McNeil Center for Early American Studies, titled “The Power of Stories: Authority and Narrative in Early America.”[1] The weekend was filled with spectacular papers, wonderful networking, and I came away invigorated and excited to dig into my own dissertation research. But, not surprisingly, the most provoking paper of the conference was the plenary presentation given by respected Harvard historian and New Yorker staff writer Jill Lepore. Her paper, “Telling Histories: Or, What Narrative Does,” poses important questions to American scholars in general, and may be of similar importance to practitioners of Mormon studies.

Continue Reading

“the seemingly simple issue of heaven”: Jon Butler on Mormonism in American Grace

Over at The Immanent Frame, the always insightful and provocative Jon Butler offers “a historian’s reaction to American Grace,” a sweeping treatment of  “how religion divides and unites us” in contemporary America that has rightly gained a fair amount of publicity and praise since its release last October. Butler’s thoughtful critique wonders whether authors Robert Putnam and David Campbell allow the “many and complex “beliefs'” they survey to “float too free from their historical moorings.”

Continue Reading

Designing a Course on Early Mormonism: Picking Topics

A few of us at the blog have started teaching our own courses, so we’re thinking more about teaching than as a blog we’ve done in the past. So I thought it might be fun to do a series of posts discussing how we’d design a college course on early Mormonism. I picked early Mormonism because it’s something most of the permas are familiar with, even if it’s not our primary area of study. And most of our non-academic readership also knows a fair amount about this period. So let’s start with organizing the weekly topics. At my university, we’re on a sixteen-week schedule per semester, so here’s how I would do it:

Continue Reading

Developing Historical Methods

This morning was the initial class in the historical methods course I teach, made up of undergraduate history majors/minors. It will be an interesting mix this term; some are double majors with education heading for public school classrooms, and I have a handful of students with plans to go to graduate school in history. A few are older than traditional college age. I can already sense that this will be a good group for discussions, that’s a good sign.

My Day One activity looks like this: divide the class into three groups (I have about 15 students in the class; if it were going to be bigger, I’d create more groups). One group has people who have brought laptops to class. I give each group a set of documents or artifacts and a series of questions to start them off, and then I stand back and observe for about half an hour. I’m looking to see how they approach an unfamiliar set of sources, and I’m trying to get to know them as learners. What kinds of questions do they ask? How do they begin to make sense of what’s in front of them? Who emerges as a natural leader? How well are they listening to each other’s ideas?

Continue Reading

Scholarship as “Intellectual Kinship”: Richard Bushman’s Vision for the Academic Community

In order for the “Mormon Moment” (however you define it) to be successful, there must be able explicators. In the last half-dozen years, there have been few better faces of Mormonism than Richard Bushman. (See, for instance, the recent write-up here.) Whether the topic is Joseph Smith, religious fanaticism, or even the “Book of Mormon” musical, Bushman has been a go-to voice for reporters, and his insights are often poignant and insightful. He is the perfect blend of approachability, reasonable credentials (many of the highest academic awards, prestigious chair at an Ivy League institution), and brilliance. What makes him so likable in the public sphere is not just what he says, but how he says it.

Importantly, that is also one of the things that makes him so likable in academia.

Continue Reading

A New Framework for a New Generation of Mormon Studies: The Conclusion from my Bushman Tribute Conference Paper

What follows is the conclusion from my paper “On Mormon Thought and its Context(s): Joseph Smith, Thomas Dick, and the Tricky Task of Determining Influence,” presented at the conference in honor of Richard Bushman a few weeks ago. The paper spends most of its time outlining how the question of Thomas Dick’s influence has been handled in Mormon historiography, the problems with past approaches, and then demonstrates a possibly more fruitful approach. (A very early version of the paper is found here.) Then, in this conclusion, I use the topic as an example of how new frameworks are needed, specifically when engaging the development of LDS thought, in the next stage of Mormon studies. This topic—and even much of my message—has been trumpeted of late (both by myself as well as others), including Richard Bushman’s own concluding remarks at the conference, but it is still an important enough message that it is worth repeating.