This workshop proposal reviews a syllabus designed for an interreligious course on mysticism in action. This course explores mysticisms and spiritual traditions’ alignment with Interreligious Studies and engagement in two ways. First, mystical traditions convey deep, intimate truths, particular to each faith, and simultaneously transcend difference offering bridges for others. These characteristics of mystical traditions not only offer gems in increasing interreligious fluency, they also present rich mystical theologies in support of parity pluralism (Mikva). These particular and deep-rooted jewels of faith, having a mystical affinity, often ascend and reach outward just as the mystic does within spiritual realms. Secondly, although mysticism is often defined as an inner-spiritual journey, it commonly moves outward into community and advocates for love and justice on a larger scale, inclining towards social action. This concept of contemplation and action aligns well with Interreligious Studies and its commitment to community engagement and social justice pedagogies (Frediani, Hong, Joshi, Mikva). Investigating these dynamics in several mystical traditions, this course showcases how engaged mystical and spiritual traditions may contribute to social justice making and collective liberation and healing.
I have decided to construct a mysticism in action course for a few reasons. One is mentioned above, that being mystical traditions are often regarded as having a lack of concern for the material world, the political, and social justice making in the present. Not only do I view this as a wide misconception, but I also see mysticisms and spiritual traditions unique potential for enacting social justice in the world. In my estimation as well from the perspectives of several of the scholars I employ throughout this syllabus, mysticisms and introspective spiritual traditions provide alternative and effective theologies, viewpoints, praxes, and ways of being that bolster our understanding of liberation and pathways toward it, our connectivity to each other and the Earth, and how to harness tools that contribute to both inner and collective healing. Mysticism in action allows us to identify various structures of oppression at play and instructs us on how to combat and challenge some of these structures in material and spiritual realms; within the soul and the cosmos; amongst our relations with each other and the planet. Mysticism in action lifts the values of interconnectedness, a love ethic, and compassion and unity that may serve as powerful modes of praxis for betterment of the whole and repairing our world. These are important trends and themes in Interreligious Studies as the field expands to include pedagogical tools related to mysticism, decolonialism, and multiple religious belonging as well as uplifting marginalised and indigenous voices and wisdoms (Gustafson, Hong, Junker, Rose, Tiemeier).
Within my syllabus I devise innovative pedagogical tools that encourage self-reflexivity, critical reflection, intersectional analysis, and co-formation. The nature of studying mysticism prioritizes one's own interiority and self -reflection, so important to the work of interreligious engagement and learning. Sources for the courses foreground voices that speak of both inner-introspection and contemplation as well as action and engagement with the world. Students are encouraged to implicate their own selves and subjectivity in their learning for purposes of transformation and accountability, especially as they document their own spiritual learning and transformation at the end of the term through a book reflection assignment. In addition, sources identify structures of oppression and the need for intersectional analysis alongside learning about mystical and spiritual traditions. For example, I encourage students to consider structures of oppression and how to create an antiracist world in reading Simran Jeet Singh's memoir, The Light We Give. This unique approach is essential for interreligious learning as prominent scholars note the need for critical awareness around oppressive histories and presents (Joshi, Mikva, Takacs). It also uplifts possibilities for solidarity and antiracist work within the interreligious classroom and beyond. My syllabus is also deeply interdisciplinary and introduces new and important voices to fold of Interreligious Studies including Simran Jeet-Singh's memoir, Joy Bostic, and Beverly Lanzetta. Several of these authors offer rich contributions to the field of Interreligious Studies with a mystical and spiritual-activist lens. Lastly, this syllabus design assists in goals of coformation so important for interreligious learning. Several opportunities in the syllabus, including reading groups and student-led presentations, encourage students to learn with and from one another. This allows intersectionality and experiential wisdom to come alive in the classroom.
Ultimately, this syllabus design workshop serves to help us imagine highlighting mystical and activist approaches within Interreligious Studies and the classroom.
This workshop seeks to introduce a compelling syllabus design for teaching Mysticisms in Action. As mysticism and activist approaches gain more traction in Interreligious Studies, this syllabus gathers key sources, themes, scholarly approaches, and pedagogical devices for its teaching and dissemination in the field. Mysticisms in action highlight the importance of both inner-introspection as well as outward action. In this vein, the course speaks to important themes in interreligious studies that call for reflexivity and critical analysis as well as coformation and social-justice making. In considering the work of several scholars in the field of Interreligious Studies, this syllabus gathers voices and sources that speak to structures of oppression, intersectionality, and mystical theologies that support parity pluralism and the engagement across lines of difference. This syllabus ultimately conveys powerful interreligious learning garnered through mystical traditions, mystical epistemologies, and supporting pedagogies that emphasize collective healing and liberation, both inner and outer.