RELIG2111: Love and Justice:
Introduction to Christian Ethics
Spring, 2005
Monday, Wednesday, Friday
Instructor: Ann K. Wetherilt
Office: Admin. 300 Phone: 735-9882
E-mail:
wetheri@emmanuel.edu
Office Hours: Mon, Wed, Fri,
Course Description:
This
course is an introduction to the academic study of Christian
Ethics. We examine some of the
historical developments in Christian ethics, including some of the
philosophical
underpinnings. Primarily, we are interested in the development of the
human
being—as exemplified in each one of us—as a moral agent. Thus, we will
look at
the ways in which Christian tradition (including Scripture), religious
authorities, experience, personal conscience, human reason and so forth
interact to enable us to make increasingly informed moral decisions and
judgments.
Course Objectives:
By the end of this
semester, you will:
1.
know a little about
the history and
development of some basic ethical frameworks as they are exemplified in
various
strands of Christian thought;
2.
have some tools to
assist you in dealing with
complex ethical issues;
3.
be able to apply your
developing ethical
system to some important contemporary moral issues;
4.
understand something
of the plurality of
perspectives and approaches within Christianity in addressing ethical
issues.
It is important that
you develop and articulate objectives of your own. Even if your sole
reason for
registering for this class is to fulfill a requirement, it is our joint
responsibility to ensure that you get more out of our time together
than a mere
grade on your transcript!
Required Texts:
Connors &
McCormack. Character, Choices and
Community.
Connors &
McCormack. Facing Ethical Issues.
Picoult, Jodie. Perfect
Match.
Class Format:
Classes
will include input from me, discussion, videos, and occasional
other activities. All assigned materials
should be carefully read before the days when they are
scheduled for
discussion. My preference is for highly interactive classes in which
your own
questions and responses to the readings and topics drive our
conversations.
However, this cannot happen unless you are adequately prepared. I will
structure our class time on the assumption that you are familiar with
the
pre-assigned material, and that you will raise questions about anything
that
you do not understand, points you find particularly interesting, or
about which
you need further explanation. You may use e-mail or raise these issues
in
class.
Course Requirements:
1.
Class
Participation/Discussion (15%):
Because in-class discussions form such a large part of the course
content,
regular and timely class attendance is assumed. In addition to
attendance,
informed participation is essential to your satisfactory completion of
this
course. Participation points are awarded based upon your engagement of
the
issues we discuss, both in class and on the course conference. Informed
contributions to class discussions require that you have read and
reflected on
the readings assigned for any given class and are thus ready to engage
the
topic. This does not mean that you must speak at length at every class
session—you can also be engaged when listening carefully.
2.
Quizzes
and Exams (40%): There will
be a quiz (10%) and a mid-term (15%) based on the material in the first
textbook, Character, Choices and
Community. The final (15%) will be in the form of an integrative
essay
based on the novel Perfect Match and
incorporating concepts covered during the semester. Further
instructions will
be given later for this assignment.
3.
Group
Presentation (20%): During
the second half of the semester we will be applying the material
covered in the
initial classes to specific ethical issues. You will choose one of
these and
work together with your group to research the issue and develop a
presentation
for your classmates. Further details are attached to this syllabus.
4.
Research
Paper (25%): Your paper will
be a continuation of the work you do for your presentation, and is due
one week
after the date of your presentation. See details at the end of this
syllabus.
Other
Considerations:
a.
Attendance: Because discussion makes up such a
significant proportion of the course content, absences and persistent
lateness
will affect your final grade. More than four absences may lead to my
determination that you have not satisfactorily completed this course.
b.
Grading
Note: I do not give make-up
tests or exams; late assignments lose a grade point (e.g. from B to B-)
for
each day that they are overdue. The only exception to this policy is
for
specific cases of documented emergency. I am available to meet with you
during
office hours, or at other times that we agree upon; please e-mail or
arrange to
meet with me at any time that you are unclear of an assignment or in
need of
any assistance with this course.
|
Course Outline and Assignments |
Wednesday,
January 19 Introduction
to course and syllabus. Focus of the
course; some preliminary thoughts about Christian ethics. For
Friday, read Character,
Choices and Community (CCC), Chapters 1 & 2. |
Friday,
January 21 Character:
what does it mean to become fully human? For
Monday, CCC, Chapter 3 |
|
Monday,
January 24 Making moral
choices For
Wednesday, CCC, |
Wednesday,
January 26 Community:
ethics and the common good For
Friday, CCC, |
Friday,
January 28 Creativity,
Narrative and Ethics For
Monday, CCC, |
|
Monday,
January 31 The Bible and
Christian ethics For
Wednesday, |
Wednesday,
February 2 Multiple
approaches to Christian biblical interpretation For
Friday, prepare for Quiz |
Friday,
February 4 Quiz on 1st
6 chapters of CCC. For
Monday, CCC, |
|
Monday,
February 7 Understanding
conscience For
Wednesday, CCC, |
Wednesday,
February 9 Conscience
formation For
Friday, CCC, |
Friday,
February 11 The sources
and role of Christian moral norms For
Monday, CCC, |
|
Monday,
February 14 Different
types of moral norms For
Wednesday, CCC, |
Wednesday,
February 16 Personal
resources for moral agency For
Friday, CCC, |
Friday,
February 18 Moral agency
and Christian concepts of sin For
Wednesday, CCC, |
|
Monday,
February 21 President’s
Day Holiday |
Wednesday,
February 23 Moral agency
and “conversions” For
Friday, prepare for mid-term |
Friday,
February 25 Mid-term For
Monday, have a great weekend! |
|
Monday,
February 28 Christian
ethics & civil rights: The Long Walk Home. For
Wednesday, TBA |
Wednesday,
March 2 The
Long Walk Home, continued. For
Friday, prepare to meet with
your group to finalize your presentations. |
Friday,
March 4 Group
meetings to work on presentations. For
Monday, March 14, read Facing Ethical Issues (FEI), pp. 29-45. |
|
March
7-11 Spring
Break |
|
|
|
Monday,
March 14 Christian
teaching and economic justice For
Wednesday, FEI, pp. 45-67 |
Wednesday,
March 16 Group
presentation on economic justice For
Friday, FEI, pp. 67-85 |
Friday,
March 18 Concluding
thoughts on economic justice. For
Monday, March 21, FEI, pp.
86-101 |
Monday,
March 21 Christianity
and violence For
Wednesday, FEI, pp. 101-124 |
Wednesday,
March 23 Group
presentation on violence. For
Monday, March 28, FEI, pp.
125-141 |
Friday,
March 25 Good
Friday |
|
Monday,
March 28 Some
conclusions about Christian ethics and issues of violence. For
Wednesday, FEI, pp. 143-161. |
Wednesday,
March 30 Christianity
and human sexuality For
Friday, FEI, pp. 161-184 |
Friday,
April 1 Group
presentation on sexuality. For
Monday, FEI, pp. 184-210. |
|
Monday,
April 4 Some
conclusions about Christianity and human sexuality For
Wednesday, FEI, pp. 213-231. |
Wednesday,
April 6 Christian
responsibility for the environment For
Friday, FEI, pp. 231-260. |
Friday,
April 8 Group
presentation on Christianity and the environment. For
Monday, FEI,
pp. 260-277. |
|
Monday,
April 11 Some
conclusions about Christianity and the environment For
Wednesday, FEI, pp. 279-297 |
Wednesday,
April 13 Christian
responses to issues in biomedical ethics For
Monday, FEI, pp. 297-326 |
Friday,
April 15 Group
presentation on Christian responses to biomedical issues For
Wednesday, FEI, pp. 326-344. |
|
Monday,
April 18 Patriots’
Day |
Wednesday,
April 20 Some
conclusions about biomedical issues. For
Friday, begin reading Perfect Match. |
Friday,
April 22 Excerpts from
John Q For
Monday, read Picoult, Pt 1
(pp. 1-122) |
|
Monday,
April 25 Identifying
and discussing issues in Perfect Match For
Wednesday, read Picoult,
part 2, pp. 127-252 |
Wednesday,
April 27 Continue
discussion of Picoult. For
Friday, Picoult, part 3, pp.
257-end. |
Friday,
April 29 Conclude
discussion of Picoult. |
|
Monday,
May 2 Conclusions
and evaluations. |
|
Thursday,
May 5, Picoult
papers due. |
Group
Presentations
During the first part of the
semester, you will sign up for a date and topic of your choice and you
will
then work with a group of your classmates to research and prepare your
presentation. Your task will be to take the general topic under
discussion and
provide material that deepens our understanding of the issue itself and
also
reflects on various different Christian responses to the issue. This
means that
you will have to do research beyond the material in the textbook. Each
chapter
in the book does, however, conclude with a list of resources that will
be
helpful to you in working on your presentation. Your presentation,
including
class discussion, will take up the class period for which it is
scheduled. I
will grade your presentations on the following criteria:
Ordinarily,
I give a group grade for presentations. In rare circumstances, you may
request
an individual grade, or I may choose to assign individual grades if
there is a
clear difference in the amount of preparation and effort contributed by
individual group members.
Final Paper
This paper is an extension of the
work you have begun in your presentation and is due one week after you
present
your work in class. This gives you time to incorporate insights you
gain during
the discussion of your presentation and to address any comments I might
make
about your work. Your paper should address a specific aspect of the
topic you
choose for your presentation. You should consult appropriate academic
sources
to gain information about the issue itself and about the ways in which
various
groups of Christian ethicists are examining the issue. Although for
some of the
more contemporary issues some reliance on websites is appropriate, you
must
include at least as many print as web sources, and they should be academic
sources, not popular ones such as dictionaries, encyclopedias and
general
magazines.
Your paper should be 8-10 pages,
typed and double-spaced, with one-inch margins and 10 or 12 pt type.
Your work
must meet standard style guidelines for academic papers. This means
that there
must be a cover page, pages must be numbered, all sources must be
adequately
and correctly attributed with both in-text citations and a “works
cited” page,
and you will have carefully proof-read your work to eliminate
grammatical and
spelling errors. Use MLA format unless your major is one that uses a
different
style. See next page for the paper
evaluation form that I will use to evaluate your paper.
Paper Evaluation Form
|
Criteria |
Unacceptable |
Minimally Satisfactory |
Good |
Excellent |
|
Clarity and focus of topic |
Focus unclear |
Focus stated
but not always central |
Focus
generally clear throughout paper |
Whole paper
developed around clear focus on topic |
|
Resources used |
Relies solely
on text book and/or popular resources* |
Some academic
resources used along with popular materials |
Significant
use of academic resources |
In-depth
research into the topic using academic resources |
|
Integration
of issue and responses from Chrisian ethics |
Pays little or
no attention to the issue itself, or to its significance for Christian
ethics |
Shows some
attentiveness to Christian ethical responses to the issue. |
Clearly
articulates the ways in which Christian ethics approach the issue |
Superb
analysis of the ways in which Christian ethical perspectives can inform
the issue |
|
Exposition of different
perspectives |
Focuses on one
view only |
Shows some
awareness of diverse views |
Clear
understanding of differences among Christian ethicists in addressing
the issue |
Demonstrates
deep understanding of the complexity of the issue in terms of Christian
responses |
|
Evaluation of sources |
Fails to
evaluate sources, or gives no reasons for judgments |
Offers some
evaluation and conclusions in light of research |
Well reasoned
conclusions in light of research and personal reflection |
In-depth
assessment of positions researched and clear articulation of own
reasons for conclusions |
|
General organization of paper |
Little overall
organization |
Paper
generally organized in logical progression |
Introduction,
body, and conclusion; logical progression and development of ideas |
Ideas are
systematically presented and developed in a clear, easy-to-follow
progression |
|
Mechanics (grammar, spelling
etc.) |
So many errors
that paper is difficult to follow |
Significant
number of mostly minor errors |
Very few errors |
Essentially
error-free |
|
In-text citation of sources |
Sources not
cited |
Most but not
all sources cited; some not in correct format |
Sources cited;
minor errors in formatting |
All sources
cited and correctly formatted |
|
Reference list |
Absent |
Attached, but
incomplete and/or incorrectly formatted |
Complete
reference list attached; some inconsistencies in formatting |
Comprehensive
reference list, correctly formatted |
|
Length |
Fewer
that 8 pages |
8 pages (not
including cover page and reference list) |
8-10 pages, no
padding |
8-10+ pages of
superbly organized information |
|
Timeliness |
One or more
days late |
On time |
On time |
Early |
*NOTE: “Popular sources” includes dictionaries, encyclopedias (including those on-line and on CD Rom) and most Internet sites. These are often useful for general background information but do not, on their own, constitute adequate sources for an academic research paper.