Lessons Learned Teaching Intro. to Islam Online

Like drinking water from a firehose.

That was the warning I gave to 75 students who signed up for the University of Florida's first ever online "Introduction to Islam" course (in conjunction with the Department of Religion, the Center for Global Islamic Studies, the Center for Instructional Technology and Training [CITT], and UF Online). 

For those who remained, they soon found out what it was like to learn the basics of Islamic belief and practices through an examination of Islamic history, law, and an array of theological orientations as articulated in the traditions of teachings of various traditions in just six weeks! 

As they reflected at the end of the course, they not only confirmed the intensity of the course but its value in challenging their stereotypes and enabling them to talk to others about the diversity of Islam and Muslim communities across the globe. 

The course also took time to explore Islamic practices in the contemporary period and expose students to reflect on the realities of religious everyday life and religious change through their readings, lectures, discussion boards, essays, and final class project -- an op-ed, commentary, or news analysis piece that they developed over the course of the semester. Not only did the students learn through this process, but I also gained new perspectives and lessons through the online teaching experience. 

As I walked to work this morning I listened to the news and heard three references to the place of Islam and Muslims in various contexts: about whether Islam is a part of Germany amidst their current asylum discussions; the SCOTUS decision on the "Muslim ban" in the U.S.; and the role of Islam in the peace process between Palestine and Israel. The news only impressed upon me the importance of giving students the ability to critically analyze the impacts of Islamic beliefs and values on social and cultural practices, and the formation of institutions, communities, and identities. Furthermore, I hoped to challenge students to grasp the complex relationship between the discursive traditions of a major world religion as well as the ambiguities of some key terms of Muslim religious thinking.

We were aware that this summer course could not amply cover the full extent of Muslim traditions across the ages and around the globe, but the expectation was that students would come away with a fuller appreciation for the richness and variety of Islam while also possessing a foundational understanding of its core concepts and practices.

On their final exam, I asked them to write regarding, "one thing you would like to tell someone about Islam and Muslims that you did not know before this course and you think is important for others to know." Overwhelmingly, students highlighted their learning about the diversity of Islam. 

One student wrote:

“I was led to believe that Islam was one monolithic religion and everyone followed it as is, save for the extremists. However, after learning more about the faith and its history over the last few centuries, I realize that Islam can manifest in different ways among various cultures, and that while set apart from other forms of Islam, the same core tenets remain. There are Muslims who visit shrines of saints, who use talismans with Quranic verses on them, and who push for either reform and/or maintaining current tradition as is. It goes to show [that] Muslims worldwide are an international community that cannot be defined in just one, overly general way.”

Another student learned about the various motivations that Muslim women have for choosing to veil in public. They wrote, "I think it is important for others to know this because the stereotypes of an oppressive Islam cause people to dislike Islam and cause them to create a largely negative image of Islam...I think if people knew the reasons that Muslim women chose to veil and how these women felt about it, some of this negativity surrounding Islam would disappear. I think it is important for people to be knowledgeable of ["women in Islam"] because it helps them create their own opinions of Islam based off of more than what they hear in the news."

There was some humor as well as one student quipped, "if you thought the name Muhammad was not popular before, think again!"

Lightness aside, other students discussed how their stereotypes about women in Islam, violence and jihad, and the modernization and Westernization of Islam were flipped on their heads or given new context and meaning. Overwhelmingly, students identified 9/11 as the key prism through which they had previously known Islam and Muslims and also set it aside as the centrifugal moment in contemporary global history. They recognized that the way the world sees Islam and Muslims -- while certainly influenced by historical perspectives and stereotypes -- is largely shaped by 9/11 and the subsequent "War on Terror." Not only that, but students appreciated how the media, government policies, and cultural tropes have seriously warped our understanding of what Islam is and is not and how Muslims live, act, and think across the globe. 

Reflecting on the current cultural and political climate one student said, "we shouldn’t treat Muslims as foreigners or people following an evil, alien culture. They aren’t so different from the average person you might meet on the street." 

These gleanings were also reflected in their final projects. Students shared their opinions and analyses on a variety of topics including the #MosqueMeToo movement, Islam and Muslim communities in Africa, and the parallels and dissimilarities between Zen Buddhist traditions and Sufi mystic beliefs and practices. We took the semester to help students develop their project from idea to thesis, outline to draft, and draft to final copy and were rewarded with fine-tuned arguments, clear perspectives, and in-depth analyses. 

In the coming weeks, I hope to publish a couple of these pieces and to share with you some of the things that students passed on to me. These projects reflect the ongoing need for individuals, teachers, and students in educational institutions and in the public sphere to commit themselves to learning about religion -- Islam or otherwise. These projects also reflect how even in the course of six weeks a student's understanding of the world can not only change but come to be expressed eloquently and shared widely with others. 

Indeed, in a time of increasingly negative rhetoric around the topic of Islam and Muslims, it is heartening to know that education -- whether in-person, experiential, or via online portals -- can help counter stereotypes and reverse negative opinions.

My experience with this course reinforces something I recently read in the article, “Muslims Love Jesus, Too? Corrective Information Alters Prejudices Against Islam.” In this article, researchers in Germany found that "opinions towards Islam were largely negative at baseline but improved significantly after [the] presentation of the correct answers." Furthermore, they wrote that this "suggests that prejudices against Islam are partially fueled by knowledge gaps."

As a lifelong learner and educator, it is my passion to fill knowledge gaps -- those of my own and those of others. It was an honor to work with these students over the last month-and-a-half to fill gaps and enhance their knowledge about Islam and Muslims across the globe. I learned a lot as well and benefitted from their messages, corrections, challenges, questions, and one-on-one conversations about their projects, their struggles, and their inquiries. 

Educators concerned with religious literacy should take heart that their instruction can, and does, work. It can have a positive impact. It can -- in small and large ways -- change the world. 

Systems are unjust, broader forces may be malevolent, and the world may be chaotic; but teaching others, filling knowledge gaps, and engaging in important conversations about Islam and Muslims can play a crucial role in bringing justice, goodness, and kindness to bear in our world. 

At least that's what I learned this summer teaching "Introduction to Islam" online. 

The virtual significance of Boko Haram's pledge of allegiance to ISIS

*This post is republished under a Creative Commons Attribution agreement with The Conversation. The post was originally written for The Conversation by Dr. Terje Østebø, Assistant Professor of Religion and African Studies and Director of the Center for Global Islamic Studies at University of Florida. 

The Nigerian Islamist group Boko Haram’s recent pledge of allegiance to ISIS has generated a wave of speculation about its significance.

ISIS’s response was to release an audio tape purporting to welcome the pledge. In the rest of the world one dominant view is that ISIS and the jihadi front is spreading and becoming more organized, which, in turn, has spurred the US government to consider expanding its military actions to include ISIS affiliates.

There are, however, good reasons not to read too much into the Boko Haram pledge. It is probable that it will have little or no real practical significance, beyond the initial public relations bump.

Boko Haram under pressure

View fullsize

Dr. Terje Østebø is the author of this post. He serves as Assistant Professor of Religion and African Studies at University of Florida where he also directs the Center for Global Islamic Studies. 

The pledge of allegiance (Arabic: bayat) by Boko Haram’s leader Abubakar Shekau on March 7 was made in an audio-message, in which the organization expresses its support for ISIS.

The announcement was hardly surprising; Boko Haram had been for some time praising ISIS’s actions. Also, the pledge comes at the time when Boko Haram is under much pressure. The recent coordinated offensive by the Chadian, Cameroonian and Nigerian armies has taken its toll on the organization. The pledge could possibly be seen as an act of desperation.

It is, however, doubtful if the pledge will turn any tide, and it is unlikely that the announced cooperation between Boko Haram and ISIS would mean much – in practical terms – to either party.

The Somali organization al-Shabaab made a similar pledge to al-Qaida in 2012 without having any practical implications.

It is unlikely that ISIS will provide Boko Haram with fighters and arms. Boko Haram has, in fact, been critical of “Arab” involvement in its activities in Nigeria. Foreign fighters are not flocking to Nigeria as they are to ISIS-held areas. Nor is it likely that Boko Haram will provide soldiers to ISIS. It might mean infusion of funds from ISIS, but also that is uncertain.

Boko Haram and ISIS are rooted in different localities

Keep in mind that both organizations – even if they claim to represent something global – reflect their respective localities.

Boko Haram has its specific history and ethnic particularity and is geographically confined to northeast Nigeria. It has been haunted by internal divisions, and there are many questions as to how strong and coherent the current leadership is. Thus it is doubtful that the recent pledge will mean that Boko Haram would submit to the will of ISIS, take orders from Bagdadi, and view itself as a branch of ISIS.

This situation relates to the larger issue of constant fragmentation among militant Islamic groups.

The rise of ISIS has created tensions within the jihadi camp, with al-Qaida going against ISIS, and rifts developing between ISIS and Abu Muhammad al-Maqdisi – the main jihadi ideologist associated with ISIS’s forerunner, al-Qaida in Iraq.

Boko Haram is itself a coalition of various factions, and it is unclear how strong this alliance actually is. While affiliating itself with ISIS, Boko Haram has at the same time not distanced itself from al-Qaida.

Everyone wants to be a caliph

A pattern of disintegration seems to be at play: exclusive ideologies coupled with violent struggles are empowering to individuals.

When groups under the leadership of strong personalities experience success they create momentum and leadership. Everyone, basically, wants to be a caliph or spiritual leader.

Just as al-Shabaab’s pledge to al-Qaida and its push beyond the confines of Somalia produced conflicts within that organization, Boko Haram’s pledge to ISIS may possibly spur further internal tensions.

The US and other Western powers should, therefore, be careful not to interpret the pledge as yet another sign of a more solidified front. While there obviously is an urgent need to reduce the human suffering caused by these organizations, there is a similar need to maintain a realistic view of the situation, to avoid exaggerating the threat scenarios, and to apply strategies that reduce the risk of political collateral damage.

It is also important to note the format of the pledge – an audio-message posted online. This is in clear contrast to how such pledges traditionally were done, when individuals or groups declared their allegiance in real time and space.

Boko Haram’s pledge obviously has an important symbolic meaning, but there is a noncommittal flavor to it. It says what it says, but that’s not necessarily binding for either party.

In a world with constant flows of messaging, including the posting of online fatwas (legal rulings) and jihadi propaganda videos, let’s not forget the ephemeral nature of such messages. Yesterday’s postings are forgotten and substituted by today’s postings.

Boko Haram’s pledge of allegiance to ISIS can therefore for practical reasons remain what it is: virtual.

Nintendo's Power Glove & the Hand of God: Religion & Culture in the Digital Age

Over the last decade the study of religion has expanded its multidisciplinary reach by looking to see the ways in which religion and culture intersect with media and digital technology. Questions range from "How is religion represented in the media?" to "How are religious organizations using media and technology to promote their faiths" to more ambitious questions about the role media plays in shaping, and perhaps deputizing the role of, religion. 

As Dr. Stewart Hoover wrote in Religion in the Media Age, “It has been argued that the media are today the most credible sources of social and cultural information, setting the agenda and the context for much of what we think and know about reality. Religion, which addresses itself to such questions, must be expressed and experienced differently as a result.” So too must the study of religion. Increasingly, individual and communal religious actors are engaging with media religiously or encountering religion through various forms of digital media.

View fullsize

The University of Florida's religion department is interdisciplinary in nature. In approaching religion, the program  encourages students to draw on work in the humanities, social sciences, and natural sciences. 

However, we would be naïve to posit that it is only the forces of media that impact religion and not vice-versa. As the twenty-first century comes of age, religion continues to prove a potent local, regional, and global force that is shaping the way we interact with, view, and create media. Indeed, both media and religion compete for the central constructive roles in the formation of social solidarity and thus, studies merging the two streams of cultural production are necessary and beneficial to understand religion, and/or media, in the digital age. Hence, the purpose and pertinence of the Graduate Student Conference "Religion and Culture in the Digital Age" held January 24, 2015 at the University of Florida. 

The conference sought to bring together graduate students from diverse academic backgrounds and scholars who conduct research in the digital humanities. The daylong event included three panels and a roundtable with Dr. David Morgan (Duke University), Dr. Stewart Hoover (University of Colorado at Boulder), Dr. Dragan Kujundzic (University of Florida - Jewish Studies), and Dr. Sid Dobrin (University of Florida - English). 

The papers presented at the conference, and the topics covered, were diverse and wide-ranging. What follows is a short overview of each panel and the roundtable talk, covering highlights and the most pressing issues and/or questions that emerged from each. 

Panel 1: The Creation of Sacrality and the Role of the Audience (Commentator: Dr. Terje Østebø)

At the fear of being partial to my own paper, I will start with the other two panelists. Cristina Ruiz-Poveda Vera (University of Florida) presented about the role of the audience in transcendental spiritual films, discussing films like Werner Herzog's "Encounters at the End of the World" (2007) and Don Hertzfeldt's "The Meaning of Life" (2005). Entitled, "Film as Temple" the presentation artfully explored the ways in which spiritual movies can often move the viewer beyond themselves much like sacred texts and ritual.

Alfredo Garcia (Princeton University) presented the results of a sociological study entitled, "Tolerance in an Age of Social Media: An Experimental Design Examining Muslims and Mosques in the United States," in which he and a co-author found that having a Muslim friend, or even interacting with Muslims on social media, did not significantly alter attitudes about the building of mosques in the U.S. 

View fullsize

Trying to let the bow-tie do the talking for me. 

Honored to share alongside these two scholars, my paper presented the findings of my two-month long ethnographic experiment as a participant-observer on the "Latino Muslim Facebook Group." Latina/o Muslims in the United States are quadruple minorities (Latina/o and Muslim in the U.S., Latina/o in the Muslim community, Muslim in the Latina/o community). As such, Latina/o Muslims seek to create their own identity and supportive community. While national para-mosque organizations and local entities create some sense of shared identity, new media, specifically social media, play an increasingly important role in constructing a cohesive Latina/o Muslim community and creating causeways for greater inclusion in the global umma. By liking one another’s posts (the most common form of interaction on the page), Latina/o Muslims are doing more than having fun on social media. They are intimately, and actively, engaged with creating a hybrid community, crafting a worldview on the borderlands between the digital and real, between being Muslim and Latina/o, and shaping a Latina/o Muslim identity that will be applied online and in the “real” world. 

The discussion following this panel revolved around questions of methodology in the digital humanities and whether or not there is such a thing as an "ethnography" of a digital sociality. 

Panel 2: Digitized Hinduism (Commentator: Dr. Phillip Green)

Yael Lazar presents on "digital darshan" as Bhakti Mamtora, Nick Collins, and Dr. Phillip Green look on. 

Following this discussion and some refreshments provided by Harvest Thyme Café, Yael Lazar (Duke University) presented her paper examining the use of the internet and its shaping of Hindus, and Hinduism, through the practice of "digital darshan." Darshan, (Sanskrit: "auspicious viewing") is the beholding of a deity, guru, or sacred object (esp. in image form). The devotion is perceived as reciprocal in some traditions and the idea is that the viewer will receive a divine blessing. Some Hindus are taking to the internet to perform darshan and receive their blessings digitally, though the potency of such a practice is contested. 

Bhakti Mamtora (University of Florida) examined the websites, social media sites, and mobile apps of Bochasanwasi Shri Akshar Purushottam Swaminarayan Sanstha, known as BAPS, a major Swaminarayan organization. She argued that through sleek designs and highly visual and interactive elements, which introduced immediate and personal experiences (e.g. "Daily Satsang"), BAPS is able to help craft technologies that aid individuals in their spiritual endeavors and contribute to the formation of a global tradition.  Mamtora emphasized how this area of Hindu culture and practice, in addition to Lazar's study, needs more focused research and necessitates a focus on practice to understand the multiple levels of meaning that individuals ascribe to online practices as active social agents in community construction in a digital landscape. 

She argued that through sleek designs and highly visual and interactive element, which introduced immediate and personal experiences (e.g. “Daily Satsang”), BAPS is able to craft technologies that aid individuals in their spiritual endeavors and contribute to the formation of a global tradition.

Nick Collins (University of Florida) rounded out the panel by talking about the "digital super nature" available to Buddhist practitioners experiencing the anomic experience of a fractal mind and self. He called the various media online and the networks of connections available to practitioners as an "invisible school" offering an opportunity to enter into the Vedic mind. He wrote, "In the contemporary digitally mediated cultural landscape, the traditional lineage lines, forms, and structures of cultural systems, including religious traditions, have become 'cut loose' from their (prior) cultural bodies and aggregately integrated into a single, all inclusive spatial-temporal environment, a discarnate, nonlocal, and ever-present now represented by the interconnected digital media landscape."

He closed by emphasizing the importance for the scholar of such a tradition to "enter into experiential contact with such practices" and "Be a Weirdo" in both society and academia. 

Panel 3: The Mediazation of Myth and Learning (Commentator: Dr. Robert Kawashima)

The final panel of the day focused on Christian traditions. Chris Fouche (University of Florida) talked about the potential promises and pitfalls for seminaries and other theological institutions offering distance education while at the same time seeking to form deep Christian community. Using Dietrich Bonhoeffer's Finkenwalde seminary project as a litmus test of sorts, Fouche recommended hybrid models for online/offline theological education and underlined just how difficult online education is in the creation of authentic community. 

View fullsize

Michael Knippa brings McLuhan into the digital age, arguing the Bible might be seen differently now since "the medium is the message." 

Michael Knippa (Concordia Seminary, St. Louis) discussed the transformation of interpretation and meaning of biblical texts due to their various media: scrolls, codices, amulets, collections, book form, and digital representations. Pulling on the theory of Marshall McLuhan ("the medium is the message") he argued that in the shift from print to digital we can't pretend that the digitization of the Bible will not have an impact on its reception and its message. He offered that digitized Bibles will transform our methods & theories of interpretation, perhaps more mythologically. Only time will tell.

From the up the road in religious studies land, Carson Bay (Florida State University) examined various Christian reactions to the film Noah released last summer (2014). He discussed the film's platform and whether or not it was perceived as legitimizing or delegitimizing certain narratives in the Bible. Regardless of various negative lines on the reception of Noah among Christians, evangelicals used the movie as culturally-relevant tool for proselytization, with attendant theological corrections (e.g. with 'the Watchers' and Noah's abortive mania). 

The discussion following this panel was the most lively of the day as the discussion centered around McLuhan's theoretical system and whether or not it was viable. As Dr. Hoover mentioned, these young scholars were entering into a very long, and historical, discussion about media and religion. That was where he, and others, would begin during the roundtable discussion that rounded off the day. 

Roundtable Discussion (Moderator: Dr. Manuel Vásquez)

Featuring four scholars each with their own unique, and significant, contributions of the field of religion and digital humanities, the roundtable discussion was the highlight of the conference. 

David Morgan's major interests are the history of religious visual and print culture and American religious and cultural history. He opened by reminding students that this area of study "is not always about being sexy, it's about contextualizing the new to give it historical depth." He further offered that it is healthy and helpful to "bring a hermeneutics of suspicion to media studies and the investigation of religion and material culture in the digital age." Speaking to earlier discussions about ethnography in the digital age he underlined the need for hybrid methods. He said, "There's no 'pure' digital ethnography. We have to develop the tools to track people between both online and offline worlds."

View fullsize

Dr. Manuel Vásquez, Dr. David Morgan, and Dr. Dragan Kujundzic listen as Dr. Sid Dobrin presents his angle on religion, interpretation, and the digital age. 

Echoing Morgan, Stewart Hoover, Professor of Media Studies and founder/director of the Center for Media, Religion, and Culture, underlined that while "the 'digital age' is different, we must view religion and media through an historical lens...looking at the issues our research presents over time." Furthermore, he talked about how he is not interested in studying the media on the screen people are viewing, but watching the people who are watching the media. Beyond this ethnographic perspective, he encouraged researchers in this area to think cosmopolitan-ly. He closed stating, "religious transnationalism, globalization, and the like must be considered in our study of religion & digital media."

Kujundzic and Dobrin each added their own perspectives, with the former focusing on the post-modern lens and the study of religion and media and the latter bringing his perspective from literature studies to the consideration of religion in print media, film, music, and digital media. 

Feeling as if they had drank water from a firehose all day long, the participants and presenters retired to the Keene Faculty Center for a reception to interact and continue the discussion. 

As wine glasses clinked and the conversation circled back to the various topics presented throughout the day the general conclusion was that the day was a success. Not only were the papers and topics scintillating and interesting, each in their own regard, but the atmosphere of the conference was prosperous in that it brought together core academics and new scholars to discuss an apposite interdisciplinary field that is of special interest to anyone concerned with religion, digital media, or the intersection and intermeshing of the two in the 21st-century and beyond.   

Special thanks to Dr. Manuel Vásquez, Dr. David Hackett, Dr. Terje Østebø, Dr. Phillip Green, and Dr. Robert Kuwushima for their support of the conference. Thank you also to the conference's graduate student organizers Prea Persaud, Jason Purvis, and Caroline Reed for their efforts in making this first annual grad conference with #UFreligion a major triumph and contribution to the fields of religious studies and digital humanities.