This course explores Catholic views of Islam from the Middle Ages to the present, and will touch topics such as the Crusades, the role of Mary, and the development of the dialogue during the 20th century.
The course will have exceptional guest speakers; among them, Dr. Mathieu Caesar from the University of Geneve (Switzerland), a scholar on the Crusades, and Dr. Rita Trvkovick, who is working on the devotion to Mary in the Muslim world. Finally, it will discuss some contemporary aspects of the Catholic-Muslim dialogue.
The class is cross-listed by Catholic Studies, Religious Studies, Political Science, and the Master of Arts in Liberal Studies/Sciences in Interdisciplinary Studies.
For more information, please contact Emanuele Colombo at firstname.lastname@example.org.
Are you still in need of a winter quarter course?
Check out Catholics and Muslims in Western Tradition (CTH 389/ REL 340 / PSC 339 / MLS 488):
“The course will discuss the historical development of the relations between the Catholic Church and Islam.
We will touch topics such as the Crusades, the role of Mary, and the development of the dialogue during the 20th century.
We will have exceptional guest speakers; among them, Dr. Mathieu Caesar from the University of Geneve (Switzerland), a scholar on the Crusades, and Dr. Rita Trvkovick, who is working on the devotion to Mary in the Muslim world. Finally, we will discuss some contemporary aspects of the Catholic-Muslim dialogue.
The class is cross-listed by Catholic Studies, Religious Studies, Political Science, and the Master of Arts in Liberal Studies/Sciences in Interdisciplinary Studies.”
Here is also a flyer for an event connected to the class:
Kellstadt Graduate School of Business is offering GSB 595: Developing Sustainable Strategies – Capstone Practicum cross-listed as
MLS 409/Section 302, Environment and Society: Developing Sustainable Strategies– Capstone Practicum
Purpose of the Course
GSB 595 / MLS409 Developing Sustainable Strategies shares the same purpose as the United Nation’s Principles for Responsible Management Education (PRME) to “develop the capabilities of students to be future generators of sustainable value for business and society at large and to work for an inclusive and sustainable global economy” (Principle 1). As such, it seeks to integrate the concept of strategy development into the larger ecological economic context of serving market/society needs in a finite world. The goal of strategy in organizations has traditionally been defined as one of value maximization, from the shareholder perspective exclusively. To generate sustainable value for business and society, strategy must guide organizations in competitively defining and meeting market/society’s needs.
Values. An inclusive and sustainable global economy demands a clear commitment to “the values of global social responsibility as portrayed in international initiatives such as the United Nations Global Compact” (PRME Principle 2). The Ten Principles of the UN Global Compact will serve not only as a set of ethical standards to be recognized but, more importantly, as a morally imaginative lens through which students will identify, define, and respond to a particular set of market/society needs in a way that builds a sustainable global economy. That is, the ten principles of the UN Global Compact concerning human rights, labour, environment, and anti-corruption will be positioned in terms of sustainable strategy development and not merely moral obligation.
Method. With the primary aim of developing strategy that creates sustainable value for business and society in a global economy, GSB 595 / MLS 409 will employ an educational framework – Pragmatic Inquiry® – that enables “effective learning experiences for responsible leadership” (PRME Principle 3). Responsible leadership able to develop sustainable strategy demands that students locate the broader aims and values of the UN Global Compact in an ongoing arc of inquiry that emerges from and responds to a particular Challenge / question (Cq). Because responsible leadership must operate on all levels of human consciousness, not merely the level of planning or tactics – Pragmatic Inquiry asks students to begin attentively, explore openly, interpret imaginatively, decide responsibly, and act courageously. Theory, practice, and self-knowledge must inform each another if students are to become the kind of responsible leaders able to develop sustainable strategies.