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UNIVERSITY OF ALBERTA DEPARTMENT OF SOCIOLOGY SOCIOLOGY 504 B2 (Winter, 2020)

SOCIOLOGY OF RELIGIOUS SECTS Thursday: 2-4:50 pm

Tory 1-83

INSTRUCTOR: Dr. Stephen A. Kent Office: 6-16 Tory

OFFICE HOURS: Thursday 12:30-1:45; 5:00-6:00 or by appointment (It is wise to call first to verify that I am in).

TELEPHONE: (780) 492-2204 (Please leave name and phone number if I am out.) Email: [email protected]

Website: http://www.arts.ualberta.ca/~skent/

PLEASE NOTE: If a situation arises that will affect your performance in the course, then I expect to be informed immediately. Either speak with me directly or send an email or phone message with instructions as to how I can contact you. I will allow only approved absences from exams, according to a strict interpretation of University rules.

PREREQUISITE:

Graduate standing, or consent of instructor and the department REQUIRED READINGS:

A list of readings for the course appears below. All of them are available for free, either through the Library article search system or the Internet. You also must obtain the following writing guides or manuals:

Required Books:

William Strunk, Jr. and E.B. White, The Elements of Style. (any edition). New York:

Macmillian, 1979 (or more recent).

Gibaldi, Joseph. 2003. MLA Handbook for Writers of Research Papers. New York: The Modern Language Association. [Note: You can substitute this manual of style with another one from a previous course, BUT you must have one that contains information about proper citation style FOR SOCIOLOGY.]

COURSE PURPOSE AND OBJECTIVES:

I have designed the lectures and readings to provide an overview of the prominent theoretical issues in the sociology of religious sects, supplemented by historical and contemporary examples from a variety of cultural contexts. I emphasize Canadian issues whenever possible.

EVALUATION:

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REQUIREMENT GRADE PERCENTAGE JUSTIFICATION CONTENT Weekly/bi-weekly

meetings. Attendance will factor into the grade

20% These meetings will allow

graduate students to discuss issues outside of the 400 level

undergraduate course

Readings for the second half of the course

Article analyses 25% These short analyses will

help develop critical analytical skills, and provide opportunities to assess topics of particular interest to each person.

They can be around five pages in length and do not require the incorporation of outside sources

Students can choose to analyse any four of the assigned readings, following guidelines that I provide

Visual

presentation/lecture on one’s research topic

20% Graduate students will

design and present a lecture/talk of their choice and the professor’s approval

The students will be able to develop demonstrate their presentational and public speaking skills

Term paper 35% April 2, 2020 Each paper will be on a

topic around sects/cults/new religions, of the students’ choosing and the professor’s approval

GRADING:

I will tabulate and record the grades for each section, and then translate them into the University’s 4-point grading according to the following scheme:

On Thursday, February 27, people will bring to class at least 5 typed pages of their term paper and exchange it with two other students, who will offer helpful comments about writing, style, coherence of argument, etc. Feedback about style, grammar, etc., will depend heavily on

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advice found in The Elements of Style, as will my own assessment of the final product. Students who do not show up at this class with at least five typed pages for peer review will be penalized one grade decrement (for example, from a “B” to a “B-”) on the term paper. I will provide examples of typical writing problems that will help facilitate the peer feedback process. I also will provide a style-and grammar checksheet for each student to use to review his or her term paper before signing it and turning it in. I WILL NOT MARK YOUR PAPER UNTIL I HAVE THE SIGNED CHECKSHEET.

The final term papers receive their grades according to: organization (clear introductions, factual presentations that link theories with facts, and conclusions), the range and quality of sources, writing quality (as we will discuss in class), and any unique or important dimensions to the overall argument.

The professor and the department reserve the right to lower the cut-off points but not to raise them.

ACADEMIC INTEGRITY:

Please review the amendments to the Code of Student Behaviour, especially Section 30.3.2(2).

In a phrase, if I catch you cheating, then I’m coming down on you like a ton of bricks (and I have done it before). You likely will wind up in a hearing before a Dean. Believe me, it isn’t worth it.

“The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at www.governance.ualberta.ca ) and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence.

Academic dishonesty is a serious offence and can result in suspension or expulsion from the University.” All students should consult the Academic \integrity website:

https://www.ualberta.ca/current-students/academic-resources/academic-integrity.

University of Alberta Sexual Violence Policy:

The Sexual Violence Policy was approved by GFC in June 2017. It plays a vital role in ensuring a safe and respectful learning and working environment. As defined in the policy, sexual

violence is any sexual act or act of a sexual nature, or act targeting sexuality, whether physical or psychological, committed without consent. Sexual violence is a complex and serious problem in society and on university campuses. Sexual violence can affect individuals of all gender

identities, gender expressions, and sexual orientations, as well as those from all ages, abilities, racial, cultural and economic backgrounds. Through this policy, the University of Alberta recognizes its responsibility to reduce sexual violence in the University community. The Page 4 of 10 university aims to do so by fostering a culture of consent and support through education, training and policy. The University recognizes the possible effects of trauma on those who have experienced sexual violence and supports the efforts of individuals to seek support and recover.

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To read the policy in more detail, please visit:

https://policiesonline.ualberta.ca/PoliciesProcedures/Policies/Sexual-Violence-Policy.pdf A few further notes:

Accessibility Resources:

The University of Alberta is committed to creating work and learning communities that inspire and enable all people to reach their full potential. Accessibility Resources promotes an

accessible, inclusive, and universally designed environment at the University of Alberta.

The Academic Success Centre (1-80 SUB):

The Academic Success Centre offers a variety of workshops on effective study and exam strategies. There are in-person and online sessions available for a modest fee.

Health and Wellness Support:

There are many health and community services available to the University community. See here for students and here for faculty and staff. Office of the Student Ombuds The Office of the Student Ombuds offers confidential interviews, advice and support to students facing academic, discipline, interpersonal and financial difficulties. If you are in contact with a student who might require these services, refer them to the Student Ombuds office (780-492- 4689 or

[email protected]).

Recording Lectures:

“Audio or video recording, digital or otherwise, of lectures, labs, seminars or any other teaching environment by students is allowed only with the prior written consent of the instructor or as a part of an approved accommodation plan. Student or instructor content, digital or otherwise, created and/or used within the context of the course is to be used solely for personal study, and is not to be used or distributed for any other purpose without prior written consent from the content author(s).”

The University of Alberta acknowledges that it is located on Treaty 6 territory, and respects the histories, languages, and cultures of the First Nations, Métis, Inuit, and all First Nations Peoples of Canada, whose presence continues to enrich our vibrant community.

Policy about course outlines can be found in Course Requirements, Evaluation Procedures and Grading of the University Calendar.

READINGS FOR THE COURSE:

I. OVERVIEW AND RESEARCH DIFFICULTIES

1. Lalich, Janja. 2017. “Cults Today: A New Social-Psychological Perspective.”

(January); http://cultresearch.org/cults-today-new-social-psychological-perspective/

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2. Ayella, Marybeth. 1990. "'They Must Be Crazy:' Some of the Difficulties in Researching 'Cults.'" American Behavioral Scientist 33 No. 5 (May): 562-577.

http://login.ezproxy.library.ualberta.ca/login?url=https://search.proquest.com/docview/19491990 9/34F8785FBC5B469BPQ/9?accountid=14474

3. Kent, Stephen A.; and Theresa Krebs. “When Scholars Know Sin: Alternative Religions and Their Academic Supporters.” Skeptic 6 No.3 (1998): 36-44; https://skent.ualberta.ca/wp- content/uploads/2014/07/popular-press-When-Scholars-Know-Sin.pdf.

4. Kent, Stephen A. 1990. "Deviance Strategies and Normative Designations Within the Canadian 'Cult/New Religions' Debate," Canadian Journal of Sociology 15 no.4: 393-416.

http://login.ezproxy.library.ualberta.ca/login?url=http://www.jstor.org/stable/3341128?seq=1#pa ge_scan_tab_contents

II. INTERDISCIPLINARY, BIOPSYCHOSOCIAL APPROACHES

A. PSYCHIATRY, PSYCHOLOGY, AND SOCIOLOGY

5. Kent, Stephen A. 2004. “Scientific Evaluation of the Dangers Posed by Religious Groups: A Partial Model.” Cultic Studies Review 3 No. 2: 101-134;

https://www.icsahome.com/articles/scientific-evaluation-of-the-dangers-posed-by-religious- groups-a-partial-model

6. Lys, Candice. 2005. “The Violence of Jim Jones: A Biopsychosocial Explanation.”

Cultic Studies Review 4 No. 3: 267-294.

http://www.icsahome.com/articles/the-violence-of-jim-jones-a-biopsychosocial-explanation

7. Lane, Jodi; and Stephen A. Kent. 2008. “Malignant Narcissism. L. Ron Hubbard, and Scientology’s Policies of Narcissistic Rage.” English Original of “Politiques de Rage et

Narcissisme Malin.” Criminologie 41 No. 2: 117-155;

file:///C:/Users/skent/Downloads/Lane-Kent_HubbardsNarcissism_EN_December08-2008.pdf

8. Raine, Susan. 2005. “Reconceptualising the Human Body: Heaven's Gate and the Quest for Divine Transformation.” Religion, 35 no. 2 (April): 98-117.

http://login.ezproxy.library.ualberta.ca/login?url=http://www.sciencedirect.com/science/article/pi i/S0048721X0500028X

9. Aronoff, Jodi; Steven Jay Lynn; and Peter Malinoski. 2000. “Are Cultic Environments Psychologically Harmful?” Clinical Psychology Review 20 No. 1: 91-111; https://www-

sciencedirect-com.login.ezproxy.library.ualberta.ca/journal/clinical-psychology- review/vol/20/issue/1

B. DEVIANCE AND THE SOCIOLOGY OF THE FAMILY MODEL

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10. Cartwright, Robert H. and Stephen A. Kent. 1992. "Social Control in Alternative Religions: A Familial Perspective." Sociological Analysis. (Winter): 345-361.

III. SOCIAL-ORGANIZATIONAL, SOCIAL STRUCTURAL, AND SOCIO- RELIGIOUS PERSPECTIVES

11. Scott, Susie. 2010. “Revisiting the Total Institution: Performative Regulation in the Reinventive Institution.” Sociology 44 No. 2(April): 213-231; https://www-jstor-

org.login.ezproxy.library.ualberta.ca/stable/42857391?seq=1#metadata_info_tab_contents

12. Hall, Deana. 1998. “Managing to Recruit: Religious Conversion in the Workplace.”

Sociology of Religion 59 No. 4: 393-410.

13. Raine, Susan. 2009. “Surveillance in New Religious Movements: Scientology as a Case Study.” Religious Studies and Theology 28/1: 63-94.

http://login.ezproxy.library.ualberta.ca/login?url=https://journals.equinoxpub.com/index.php/RS T/article/view/7007/4732

14. Raine, Susan; and Stephen A. Kent. 2019. “The Grooming of Children for Sexual Abuse in Religious Settings: Unique Characteristics and Select Case Studies.” Aggression and Violent Behavior 48; 180-189; https://www-sciencedirect-

com.login.ezproxy.library.ualberta.ca/science/article/pii/S135917891830315X

15. Kent, Stephen A.; and Kelsey Lindquist. 2019. “Conceptualizing Debates About Brainwashing Within the Discipline of Sociology.” International Journal of Cultic Studies 10:

14-31; https://web-b-ebscohost-

com.login.ezproxy.library.ualberta.ca/ehost/results?vid=1&sid=2b6e30c9-c671-4817-bec8- 995ac1ce587d%40pdc-v-

sessmgr01&bquery=JN+%22International+Journal+of+Cultic+Studies%22+AND+DT+2019010 1&bdata=JmRiPXNpaCZ0eXBlPTEmc2VhcmNoTW9kZT1BbmQmc2l0ZT1laG9zdC1saXZlJn Njb3BlPXNpdGU%3d

16. Dayan, Hava. 2018. “Sexual Abuse and Charismatic Cults.” Aggression and Violent Behavior 41: 25-31; https://www-sciencedirect-

com.login.ezproxy.library.ualberta.ca/science/article/pii/S135917891730246X IV. CONFLICT PERSPECTIVES

17. Kent, Stephen A.; and Robin Willey. 2013. “Sects, Cults, and the Attack on Jurisprudence.” Rutgers Journal of Law and Religion: 306-360;

http://lawandreligion.com/sites/law-religion/files/Sects-Cults-Kent-Willey.pdf

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18. Pannofino, Nicola; and Mario Cardano. 2017. “Exes Speak Out, Narratives of Apostasy: Jehovah’s Witnesses, Scientology and Soka Gakkai.” International Journal for the Study of New Religions 8/1: 1-26; https://web-a-ebscohost-

com.login.ezproxy.library.ualberta.ca/ehost/pdfviewer/pdfviewer?vid=3&sid=6257beeb-6cfe- 41f4-b926-d7115138c54f%40sdc-v-sessmgr01