Micmac & Maliseet Religions
current title: Miigmag and Maliseet Religions
Course Outline
| Native Studies 2-309 / Religious Studies 2-309 | TTH 2:30-4:30; | GM 103 | |
| Thom Parkhill | office: EC 315 | office hours: [TBA] | e-mail: parkhill |
January 7, 1997
Overview
The study of Micmac and Maliseet religions is exciting and challenging work. I assume if you're
enrolled in this course, you are wanting to learn about Micmac and Maliseet religions. I see it as
my role to guide your learning as best I can. This course outline is, in part, about describing, as
best I can, that guidance.
I have noticed in past years an abiding interest among both Native and not-Native students in
what's going on now in Micmac and Maliseet religions. I have also noticed an almost equal
interest in these religious traditions as they appear in the past. From this observation two
questions emerge, two questions which will inform the inquiries you carry out over this term.
Here are the questions:
How do authorities describe the current Micmac and Maliseet religious scene?
What do authorities say about the history of that scene?
By focusing on the description of what's happening right now, and its history, according to a
variety of authorities, I hope to give everyone a chance to pursue his or her particular research
interests -- one or two aspects of this current religious milieu.
Notice what's missing in these questions. I didn't phrase the first question as "what is the current
religious scene?" I included the word "authorities" deliberately. Without it we are left with a
simpler question, but one which gleans complicated and difficult answers. Our job as students is
to listen, record, and then (perhaps) make a judgement. I doubt that we will come to feel
confident about judgements until well on into the course. Our job at first is to listen to different
perspectives.
Obviously the authorities we rely on will be important. We will want to consult widely with
different Micmac and Maliseet elders, as well as with scholars who have published their work in
books and articles. Your inquiry, to be complete, will necessarily include both kinds of
authorities. Since many of us often don't get a chance to talk with Micmac or Maliseet elders, I
have invited a number of people to class to talk with us. These visits will begin soon; if you have
a particular elder you would like to hear from, please let me know.
These two questions lead, it seems to me, to another -- "how are we going to go about this
anyway?"
Method
The short answer is by collaborative inquiry. I'll start with the "inquiry" first.
We are not, of course, the first people to wonder about this or ask these kinds of questions.
Many authorities have views on this matter. In fact, there is a conversation going on among those
people, like us, who think about Micmac and Maliseet religions -- a conversation focussed on
these very questions. We'll begin by eavesdropping on this conversation, both in oral and in
written form. Besides listening and talking with guests of the class, we will be reading other
authorities.
In fact we will have three modes of exchange in this course -- oral, written ("hard copy"=paper),
and written (electronic). As we proceed, you will learn to record the results of your inquiry in
computer-mediated discussions and perhaps by creating a website.
Because we will be sharing our learnings, working with and learning from each other -- in writing
and in oral discussion -- I called the method of the course "collaborative." One aim of the course
is to encourage each participant to become a class colleague -- to teach and learn from one
another. In other courses like this one students have found they are writing frequently, some of
the time in the computer labs; that their class colleagues are often reading their work; that they
typically have to work in the library; that they work with their class colleagues on projects in
groups of different sizes. To provide a means for you to write and to read each other's writing we
rely on the linked computers on the top floor of Sir James Dunn Hall and in the basement of this
building, as well as on the photocopiers of the University and the Harriet Irving Library.
For almost every class I'll be writing you and your colleagues a letter that I call a "prompt".
The prompts are most often intended to guide you in your inquiry.
For this outline, I have little else to add about the method of course except this cautionary
note: I am convinced that the study of any Native American religions must be at least as self-conscious as the study of any of the other religions of the world. By that I mean that we must
always be aware of who we are as we carry out our inquiry. I am also convinced that regardless
of who we are, when we attempt to study Native American religions, our perceptions are often
shaped by a stereotype of the "Indian." Thus, the study of Native American religions requires as
much self-study as it does the study of Micmac and Maliseet religions.
Evaluation and Learning
The standard university course requires students to write tests, exams, and essays. This course
does not. Without these requirements, I cannot evaluate your work by standard methods. Thus,
your evaluation will consist of three parts:
Part 1, the minimum or base grade which reflects your attendance and your responses to the
prompts. If you attend consistently and respond to the prompts consistently, you will earn, for a
"base grade", a grade in the "C" range. What's "consistently" mean? For me it means missing no
more than a couple of classes a term (in this course a couple of classes equals missing a week of
class), and responding to all the prompts (see the item on "late assignments and excused
absences" which follows). If you do not attend class consistently and/or do not respond to the
prompts consistently, your base grade will go down. Regardless of how you do in the other two
areas of evaluation, your final mark will not be lower than your base grade. It may, of course, be
higher. You can earn a higher-than-base grade by doing well in the other two areas of
evaluation.(1)
Part 2, a mark, added to this minimum, based on my assessment of the quality of your work as
reflected in the written learning reflections your colleagues make of your contribution to their
learning;
Part 3, a mark, added to the minimum, based on my assessment of the quality of the learning
reflections that you write about what you have learned from your class colleagues, as well as my
assessment of the remainder of your written work both in "hard copy" and electronic.
I will ask for your learning reflections on three different occasions: February 11, March 11, and
April 10. The first two of these will involve filling out an electronic form with questions that I
hope will help you focus your thoughts. I am aware that students often find this process difficult.
If learning to think about what one has learned weren't so vital to thinking critically and well, I
wouldn't be asking you to do it.
Learning Group Covenant
While my experience is that I learn most efficiently in groups, I also remember group
experiences that were real disasters. As it becomes necessary the members of NS 2-309 [RS 348]
will be negotiating a learning group covenant of group norms. We will be discussing such issues
as rules for discussion, attendance at in small group meetings held outside of the classroom, and a
whole host of issues around time -- starting on time, ending on time, time for breaks, getting work
to the group on time, and so on. We'll also discuss ways of dealing with colleagues who just don't
seem to want to do any work. I have found that by working through some of these issues early
on, some group-related problems can be averted. I will also encourage any "working groups"
which form to accomplish a long- term task to formulate a learning small-group covenant
consisting of additional clauses that apply only to the work of the working group.
Information and Suggestions
1. Late assignments/excused absences. When someone asks me to be excused from a class or an
assignment, I often feel the request is really for forgiveness. In fact I can forgive most absences
and lapses in responding to prompts; but I cannot excuse them. There are no excuses in NS 2-309 [RS 348]. As you will see, an assignment passed in late is useless to your class colleagues
and thus is as good as not done; and an absence from class is often an absence from your group
whether you have a good reason or not. Late assignments are assignments not done; and an
absence is an absence is an absence. Usually I don't need to know if you are planning to be absent
from a class; usually the group you are working with will. I know, this is hard to understand.
Here's real-world analogy that I hope helps: If your friend needs your hammer and your skills on
Friday to replace his leaky for his pet boa constrictor and if you arrive on Monday, it does him no
good at all, no matter how good your hammer is or how good you are at building snake
enclosures. The boa constrictor is gone and the neighbours are complaining that their cats and
dogs are disappearing, and are keeping their kids in, even during the warm sunny days. You tell
me if you are "excused" or not. It may not seem to you that your contribution is as vital as my
analogy suggests, but my experience is that your group colleagues may well feel it is.
2. Save all the work of the course. We produce lots of writing in this course. Despite the use of
computers, there's a huge amount of paper, which I expect you to save and keep track of at least
until April. The prompts are only a small part of these. I find a three-ring binder and a paper
punch a great way to keep track of all the paper. You will learn ways to keep an electronic copy
of your important electronic mail messages and electronic files. I strongly suggest you keep a
paper or electronic copy of every significant contribution you pass in or write to the shared
directory on the computer network. This means getting a few small diskettes on which to copy
electronic files. Ignore this at your peril!
3. Textbooks and Examinations. There are no textbooks, except the one that results from the
edited compiled articles. This will be ready by the end of the term. Please set aside at least
$20.00 for photocopying (the cost of a "big" debit card in the library). You will find it necessary
to photocopy library material as well as your own and colleagues' work. You may need another
$10.00 for laser printing or scanning or other computer-related expenses. (These amounts are
estimates). There are no examinations in NS 2-309 [RS 348]. A caution, however: you can plan
on spending the time you would have spent cramming for exams in this course working
consistently throughout the term. Figure on about approximately five hours in addition to class
time each week.
4. Many times when you write something in response to a prompt, it will be read by some or all of
your class colleagues. Please keep this simple fact in mind when you are preparing assignments
for this course. If the work is going to be on paper, make sure it is dark enough to photocopy. If
the work takes electronic form (e-mail or a file), make sure you put your name on it. An excellent
piece of work that is unreadable cannot be used. Only you will know how good it is. Your class
colleagues will not, nor will I. If it's unsigned, we can use it, but you cannot be acknowledged for
it.
The Class Begins On Thursday
After reflecting on what you have just read and on this afternoon's class, you may feel you
are not comfortable with the style of learning in NS 2-309 [RS 348]. Or you may feel you are not
ready to take on the kind of commitment to learning that the course requires. No problem, eh?
There are other native studies and religious studies courses you may take; there are other years to
take this course.
A word of caution though. This one about computers. While it true that using computers can
distract from an academic inquiry and thus the work of a course, I am convinced that they are an
important tool in understanding religious traditions. Computer-assisted work has become the
norm both within the university and outside it. Without computer skills you will be
disadvantaged. This course is designed so that a by-product of the work is learning or enhancing
your computer skills.
Today is an information session; the class begins Thursday afternoon ... I'll take the first attendance then. If you need to drop NS 2-309 [RS 348] before then, that's okay. I know the course will work best with and for people who want to be here.
_________________
Endnotes
1. I noted that your base grade is augmented by the two other marks. The exception to this is if you earn an F as a base grade. Missing lots of classes earns you an F; so does not responding to lots of prompts. You cannot pass the course if you earn an F as a base grade; if there are other marks they are not counted.