Syllabus: Page 5 of 6
RS 360 Leininger
CHRISTIAN ETHICS
RS 360/CAS 300M/CAS 440K Fall 2008
Time: TTH 10:50-12:05 Place: Loyola 22 Website: http://academic.regis.edu/tleining/
Instructor: Dr. Thomas B. Leininger Tel 303-964-5082
E-mail *Use voicemail rather than e-mail for time sensitive matters.
Office Loyola 32 Hours: T 12:05*-1:35; W 3:45-4:45; TTH 3:00-4:00 or by appointment.
*I often meet students in Cafeteria at 12:05 or so on Tuesdays and sometimes on Thursdays.
REQUIRED TEXTS
William C. Mattison, III, Introducing Moral Theology: True Happiness and the Virtues (Grand Rapids, MI:
Brazos Press, 2008)
William C. Spohn, Go and Do Likewise: Jesus and Ethics (NY: Continuum Pub. Co., 1999)
Readings on course website [abbreviated as “CW”], the internet, or DML E-Reserve [“ER”]
Recommended Texts:
Leininger, CW lecture notes; outline and explain many of the key concepts treated in Mattison.
Russell B. Connors, Jr. and Patrick T. McCormick, Character, Choices, and Community: The Three
Faces of Christian Ethics (New York: Paulist Press, 1998) [abbreviated as “CCC”]. Standard
Catholic undergraduate presentation of Christian ethics; helpful explanations of topics in Mattison.
Patrick T. McCormick and Russell B. Connors, Jr., Facing Ethical Issues: Dimensions of Character,
Choices, and Community (New York: Paulist Press, 2002). Casebook tests concepts in
their 1998 textbook; a great resource for your projects.
Patricia Beattie Jung and Shannon Jung, Moral Issues and Christian Responses,
7th ed. (Belmont, CA: Wadsworth, 2003). Undergraduate text examines a variety of moral issues; authored by a Catholic and a Presbyterian minister (married to each other); helpful for projects.
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COURSE QUESTIONS
1. How does Christian (especially Catholic) tradition envision the moral life and understand the whole person in light of Christian faith, reason, and experience?
2. What are the fundamental elements and dynamics of Christian moral life?
3. How do Christians approach selected contemporary moral issues?
4. How can learning about Christian ethics enrich our own ethical thinking?
LEARNING GOALS
Ø Gain a sound understanding of how one tradition, i.e., the Christian tradition (with primary emphasis on Catholic Christianity), envisions the moral life, the persons who live it, and the fundamental elements and dynamics of this life.
Ø Stimulate and enrich our own moral reflection and living through our encounter with Christian morality, the questions it considers most important, and its approach to selected moral issues.
Ø Develop our abilities to understand, critically analyze, and articulate Christian ethical reflection.
EVALUATION
Project Background Paper (1 page) & Class Discussion 5%
Class Participation, Attendance, & Final Project Discussion 10%
Mattison Analysis Paper (3-4 pages) 15%
Exam 1 20%
Final Project Paper (7-8 pages) 25%
Final Exam 25%
TOTAL 100%
HOW WE ACHIEVE THESE GOALS
1. Contribute to Class Discussion
I evaluate your class participation by asking: “What level of reading and reflection on the assigned texts and class conversations does it demonstrate?” I look for a consistent pattern of the following:
² Be Textually Informed: complete assigned readings before each class and take notes.
² Attend class on time with the assigned texts and notes in hand and consistently
a) ask questions if you are perplexed by the readings or discussions,
b) offer insights based upon your reflection upon the readings and discussions,
c) answer questions posed in class in a manner that demonstrates this thoughtful reading, and
d) stimulate your classmates to participate and learn, e.g., by listening to them, reflecting back to them what you have heard, and asking them thoughtful questions. If you disagree with a colleague or with me—say so. Polite discourse will be the rule, but even polite exchanges can be respectfully heated.
I will often begin class by asking a student to start us off with a question, comment, or summary of the assigned reading. Come to each class with an idea of what you want to discuss.
2. Regular Class Attendance
This class is designed such that essential and irreplaceable learning occurs during class meetings. Regular attendance is a non-negotiable academic requirement for passing this course. Every class meeting
matters; class discussions cannot be made up. A maximum of 3 absences for official university business may be excused, provided a) they are coordinated in advance and b) you turn in a one page reflection on the assigned readings/film before the start of the class to be missed. For students who miss over 5 classes due to illness or other unavoidable reasons, the appropriate course of action is to withdraw from the course or obtain an administrative drop and reenroll during a semester when you are able to attend on a regular basis.
ABSENCES: over 5 = “F” for the course.
You are responsible for everything covered in class (handouts, assignments, changes in exam dates, etc.). Plan for possible illness by forming an “academic team” whose members will provide each other with all assignments, notes, handouts, etc. whenever any team member is absent. If, after you have read these notes, something is not clear, ask me.
3. Mattison Analysis Paper (3-4 pages)
In the Mattison text find something that interests you, confuses you, offends you, helps you to understand better what you have come to believe, opens a door for you, or just makes your head or heart hurt, and think about it on paper rigorously and clearly. For example, you might examine Mattison’s position on: the inextricable link between morality and happiness (ch. 1); the centrality of virtues to a good moral life (ch. 3); the connection between “big picture beliefs” and one’s everyday morality (ch. 10); a person can intend an action but not all of its effects (170-175) the dropping of the atomic bomb in Hiroshima fails to meet the conditions required by the principle of double effect (177)--you get the idea.
First, in 1-1.5 pages, sympathetically--even if you have to pinch your nose to avoid the unpleasant odor--explain Mattison’s position and his reasons for it. Second (unpinch your nose if necessary), in 2-3 pages, critically analyze Mattison’s position. Explain why it is confusing, insightful, offensive, contradictory, persuasive (or not), etc. Explore the puzzles, contradictions, and explain your own position as well as the most persuasive reasons for it. You may, but need not, use another author to support your position. In the closing paragraph, answer the question “So what?” What can be learned from your analysis and why does it matter? You may not use text from this paper in your 7-8 page project paper.
4. Project
Each student will sign up for one of six project topics with two dates listed on the class schedule:
1. Euthanasia or another bioethical case;
2. Nonmarital sex or another sexual ethics issue;
3. Alcohol consumption or another moral issue arising from college life;
4. Use of nuclear weapons or another moral issue concerning violence or war;
5. Any important moral issue not addressed in another project; or
6. Any important moral issue not addressed in another project.
Topics will be reserved for the first group that submits a written topic description and receives the instructor’s approval. Once approved, topics may not be changed (unfair to others who would have selected it and detracts from preparation). Do not submit a topic proposal until you have explored it sufficiently to know that you will stick with it. Group members must decide on a shared topic and case. While you must write your own papers, I encourage you to discuss your ideas for each step of the project and plan together for your class discussions.
First Class Discussion & Background Paper. On the date listed in the syllabus for your project, arrive at class with an adequate number of copies of a one page paper (1 full page and no more than 1 page—single-spaced with font no smaller than the Times 12 font used in this syllabus) for each class member and the instructor. This paper will address the following:
1. Succinctly summarize the most essential background information for understanding the key moral issues raised by your topic (one paragraph);
2. Identify 1-3 moral questions raised by the topic that you consider important and about which you are genuinely uncertain; and
3. Explain why you consider these questions important and why they raise difficult questions for you to resolve, and how you would like your classmates to help you explore them in greater depth.
At the class session, you will have 20 minutes to present and discuss your paper to a group of your classmates (each project member will present her own paper to a separate group). Focus the discussion so that it will help you explore your topic (and/or case if you have already selected it) and prepare yourself for your final project discussion and paper. If your classmates start going off track, politely lead them back to your project paper. Be sure to ask each member of your group for input.
Second Class Discussion & Project Paper. The 7-8 page double-spaced project paper consists of three parts:
a) 2 Page Case Description/Narration (cannot exceed two pages).
Select or construct a case (a case = a set of facts or a “mini-story”) and, at the end of the case, identify (and underline) a genuine moral question generated by the case. A genuine moral question is one that is a “live” or unresolved issue for you, i.e., you are genuinely uncertain about how best to resolve it and you truly consider it an important moral question. If you wish to select an existing case, Facing Ethical Issues (listed under “Recommended Texts” on page one of this syllabus) provides a series of moral cases. Newspapers, moral casebooks in the library, novels, and films are also good sources. You may also construct a realistic case based upon your life experiences, stories in the news, and/or your imagination. Either way, you must summarize your case description/narration in no more than 2 pages.
b) 4-5 Page Moral Analysis & Recommendation.
First, explain how and why either Mattison or Spohn might respond to this moral question and provide solid textual evidence (with numerous citations to Mattison’s text) to support your interpretation of this author. Second, consider at least one other possible response that appeals to you and then evaluate the reasons for and against it. Third, recommend and defend an appropriate response and/or moral judgment based upon the facts in this case and your own values. Explain how and why it agrees and/or disagrees with the other responses considered, and offer the most persuasive arguments that you can for your conclusions. Avoid lazy arguments that “it is all personal opinion/subjective.”
c) 1-2 Paragraph Conclusion.
Briefly answer the question, “So what?” Explain why these issues matter and what is at stake morally.
Case Discussion. On the scheduled date of your “case discussion” arrive at class with an adequate number of copies of your 2 page case description including a statement of moral question for discussion. Group members will lead either a joint class or small group discussions about whichever assigned tasks would be most helpful: a) how Mattison/Spohn would respond to the case and why; b)other possible responses and most persuasive reasons for and against. Keep us on track and ask each student for input.
5. Two Exams
The exams will test how well you have read and understood the class lectures and discussions. They will test recall and grasp of basic concepts, such as an intention, virtue, the virtues of fortitude, temperance, justice, prudence, faith, hope, and charity, just war, the incarnation, and grace. In addition, they will test your ability to explain and analyze key arguments in Mattison, such as the centrality of the virtues to a good moral life. Exam questions may ask you to briefly identify and explain central terms, match definitions/examples with terms, identify true and false statements, explain a central claim of Mattison from his text, and write an essay on the connections between various parts of Mattison’s argument and/or apply his argument to a brief set of facts. Students who do well on the exams will complete the assigned readings prior to each class, attend class regularly and take good notes, keep asking questions and reflecting on them until they understand key ideas in the assigned readings and lectures (and meet with me outside of class when your questions are not resolved in class), study for the exams by reviewing the concepts and arguments that keep reoccurring in the text and in class, and practice writing clear, well organized essays. The first exam will cover Mattison as well as King and Wink. The final exam will cover all assigned readings including Spohn. However, beyond broader questions connecting the big concepts/arguments from Mattison and Spohn, more specific recall questions will focus on ideas and arguments from Spohn.
GRADING SCALE
A 94-100 B+ 87-89 C+ 77-79 D+ 67-69
A- 90-93 Outstanding B 83-86 Very Good C 73-76 Good D 63-66 Minimum
B- 80-82 C- 70-72 D- 60-62
Pass > C-; pass/fail student with a “D+ receives an F F 59-0 Fails
POLICIES
Late/Missed Assignments. Tardy work will be treated differently than timely work. With the exception of the Project Paper (see schedule), other late assignments will lose 10% of the grade for the first week it is late, after which time the assignment will earn a zero. In circumstances that require an extension for a paper, I will grant you one only if you arrange it no later than two class meetings prior to the due date. Do not wait until it is too late to discuss your circumstances.
Regis E-mail. This class will follow Regis University policy that requires that you maintain and check the @regis.edu e-mail address that is listed with the registrar. You are responsible for in-class or e-mail announcements (sent to your regis.edu address) concerning changes in assignments, our schedule of class meetings, or other items in the syllabus. Changes to office hours may be posted on my office door.
Academic Integrity. Students must know and comply with the “academic dishonesty policy” of Regis University. Evidence of Plagiarism = an “F” for the assignment for assignment and/or a failing grade for the semester. You must cite the author if an idea is not your own even if it is not a direct quotation.
Disabilities. Students with a documented disability requiring academic adjustments for this class need to contact Disability Services (303-458-4941, ) and then make an appt. with me.
Schedule: Fall Semester, 2008