Students who have successfully completed the BA course ‘Christendom: de basics’, either as part of the BA Religiewetenschappen, the Minor Religion in a Changing World, or as an elective course during their BA studies at Leiden University are automatically admitted.
All other students need to contact the course instructor to discuss if they are eligible to be admitted.
Not a day goes by without media in the Western world reporting on (perceived) controversies
surrounding religion. The questions of how religious pluralism should be dealt with, whether a secular
state requires a secular society, to what extent citizenship and public morality are compatible with
religious belief, and how religious and national identities relate to each other are among the burning
questions of today.
The Dutch case serves as an excellent point of departure to explore these issues. After all, the
Netherlands has been home to a high number of different church communities ever since the outbreak of the Reformation and the proclamation of the Dutch Republic at the end of the sixteenth-century. The
ever-increasing fragmentation of Christianity in the Netherlands is wittily captured in an old French
proverb, which says that one Dutchman is a theologian, two Dutchmen make a church, and three
Dutchmen make a schism. Spreading Christianity to other parts of the world from the early seventeenth
century on, and claiming sovereignty over the largest Muslim country in the world (Indonesia) until the
mid-twentieth century, the Netherlands experienced a decline in church membership and the
simultaneous arrival of Christian, Muslim, and other migrants from all over the world in the decades after WWII. The country has had the reputation of being a haven of religious tolerance ever since the earliest days of the Dutch Republic, when Protestant and Jewish migrants found refuge in its towns and cities.
Nowadays, however, the tolerant nature of Dutch society in past and present is called into question.
In this course, we shall discuss the strategies that different groups of Christians, theologians,
philosophers, legal scholars, and political authorities in the Netherlands and its overseas territories have
adopted or suggested from the late sixteenth century on in order to deal with religious pluralism and
religious minorities. How did adherents of a particular denomination perceive the position of their own
faith community and other such communities in Dutch society? How did their religious beliefs relate to
their ideas on the body politic and the civil order? How did the Dutch government approach different faith communities? What implications did government policy on religion have for political views on citizenship? What implications did the rise of non-Christian religions and non-denominationalism in Dutch society have for public opinion on religious pluralism and religious motives of behaviour and action in the public domain? Does a decline in church membership and attendance necessarily imply a loss of the social and political influence and relevance of Christianity and, if so, why, how, and to what extent? Questions such as these will be addressed from different angles and approached from a comparative perspective. While each class has an overarching theme, the course as a whole is structured
chronologically, in order for us to identify continuities and discontinuities as well as similarities and
dissimilarities in Dutch strategies of dealing with a religiously diverse population. We shall see that
current discussions on religion, nationhood, and citizenship are, in essence, nothing more than ‘old wine
in new bottles.’
After successfully completing this course, students * are able to identify, and differentiate between, strategies of dealing with religious pluralism in the Netherlands and its overseas territories from the late sixteenth century on; * have learned to contextualise, interrelate, and interpret these strategies; * are able to recognise these strategies in a given case and to apply them to a given case; * have learned how Christianity in the Netherlands has developed in interaction with trends and events in theology, science, domestic politics, geopolitics, society, and culture; * have become familiar with different views on Dutch national identity and religious pluralism in Dutch society; * have become familiar with different views on ‘good’ citizenship in its relation to individual and collective religious motives of social behaviour and action; * are able to determine whether the Dutch case was exceptional in comparison to other countries in the Western world at a given moment in time; * are able to identify similarities and dissimilarities between past and current discussions on religion, nationhood, and citizenship in the Netherlands; * have been encouraged to develop, and express, their own ideas on the various topics in a well-founded and coherent manner. Career Skills Development During the course, students * improve their command of English; * develop their analytical and interpretative skills by means of assignments, discussion, and literature analysis; * develop their writing skills by means of assignments; * develop their skills at oral discussion; * develop their cooperative skills by means of a parliamentary-style debate and peer feedback; * develop their ability to conduct independent research on a topic related to the theme of the course, and present their findings in a well-structured and well-substantiated paper; * develop their ability to relate historical events and perspectives to the present.
Timetable Religious Studies
Mode of instruction
The assessment will be based on the following components:
A. Attendance and Class Participation + Outline of Final Paper
B. Weekly Questions Based on the Literature (10%)
C. Mid-Term Exam (30%)
D. Parliamentary-Style Debate (10%)
E. Final Paper (50%)
Component A will not be graded, but has to be satisfactory to successfully complete the course.
The final mark is established by the weighted average of the grades for components B, C, D, and E.
(B * 0,1) + (C * 0,3) + (D * 0,1) + (E * 0,5) = final mark.
The final mark needs to be a 5,5 to pass this course.
Students whose average final grade is lower than a 5,5 will be given the opportunity to take a written exam, covering all mandatory readings and everything discussed in class. #### Inspection and Feedback How and when an exam review will take place will be disclosed together with the publication of the exam results at the latest. If a student requests a review within 30 days after publication of the exam results, an exam review will have to be organized.
A full reading list will be put on Brightspace prior to the first session of this course.
All weekly readings will be made available either through Brightspace or on a shelf in the course reserve section at the University Library prior to the first session of this course. Students are expected to
download and/or make copies of these readings themselves.
Enrolment through uSis is mandatory.
General information about uSis is available on the [website](https://www.student.universiteitleiden.nl/en/administrative-matters/registration--de-
Registration Studeren à la carte en Contractonderwijs
Registration Studeren à la carte
Brightspace will be used for notifications, information on the weekly reading schedule, additional
literature and audio-visual sources, discussions, instruction on assignments, and the submission of the
paper outline and the final paper.
A detailed course guide will be put on Brightspace at least one week prior to the first class.
Class participation is mandatory. Students who cannot attend a class need to inform the instructor of
their absence in advance.
Students who are absent more than twice will be excluded from the course.
It depends on the development of the global COVID-19 pandemic whether classes will be held online or in physical university classrooms.