SMC Core Curriculum Course Proposal Form
Electronically submit a copy of the course proposal form and attachments to the Chair of the
CCC. Please submit a separate copy of the proposal form for each learning goal.
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Name of Proposer: Felicidad Oberholzer
Email address: foberhol@stmarys-ca.edu
Department/Program of Proposer: TRS
Name of Department/Program housing the course: TRS
Name(s) of Program Director/Department Chair (if not the proposer): Zach Flanagin
Course Acronym, Number and Title: TRS 132 Sexuality, Marriage and Family: A Catholic
Perspective
7. Semester(s) in which course will be offered: Spring
8. How often is this course taught? Yearly 2 sections
9. Course Prerequisites (if any): TRS 097
10. Unit Value of Course: 1 (currently 3.5 Carnegie Units)
11. Proper Audience for the course (delete those that don’t apply):
Sophomores
Juniors
Seniors
12. The Learning Goals for which the course is being submitted:
Pathways to Knowledge
Theological Explorations
Teaching and Learning
How teaching is conducted and learning is assessed with regard to Theological Explorations Learning
Goal 1 and 2:
1. Demonstrate an understanding of one or more aspects of Christian tradition and/or another
religious tradition or traditions, acquired through focused study in a sub-field of theology or
religious studies.
2. Demonstrate an ability to explore religious questions from a believer s point of reference and
from the critical perspective of the academy.
Teaching: This course explores what human sexuality, marriage and family are by drawing from
resources in sacramental theology, moral theology and spiritual theology in the Roman Catholic
tradition. It then contrasts these teachings to contemporary culture by examining the influence of
media and secular education on the formation of understanding about these topics. The course uses
not only theology as a source, but psychology, sociology, economics, and personal experience of the
students. We use three texts: a Reader, which has the documents of Church teachings such as the
encyclicals and writings by theologians, an edited text of essays by people of various religious
traditions on topics to do with sex, marriage and the family, and lastly, a text written entirely from a
secular perspective on these same topics. These various texts lead to discussions that help students
understand the living out of faith in the context of God in the Word made flesh in the most intimate
relationships of marriage and family.
We start with the Biblical account of creation and the understanding we are created as man and
woman (sexual beings from the start) by God in a gratuitous act of love. We are created in God’s
image, which in the Genesis account is a God who creates, thus we are creators also. We create the
structures of civilization, societies, cultures, science, technology, and so on. We create human life
and families. But most of all we create community through loving others. Our vocation is love. We
read the Biblical account of sin entering the world and examine the consequences of this. We study
the story of redemption and salvation. We move from there to examine particular teachings of the
Church about marriage and family. We contrast the Church’s view on these topics by presentations
in class from the media. Students find these contrasts shocking and gradually become more aware of
how deeply they have been influenced by what they see and hear through all the various channels of
the media. Further they come to understand that the teachings of the Church contain positive insights
into the nature of the human person that are freeing and not doctrines developed to repress them,
teachings intended to protect and nurture them into a more fulfilling life.
Learning: Student work is assessed through daily quizzes, three tests, a final, a journal with a
reflection paper, presentations and written reflection on sexuality, presentations and reflection paper
on consumerism and the Church’s view on the responsibility to care for the poor. These give the
student explicit opportunities to demonstrate her or his mastery of each of the particular learning
outcome I listed in my syllabus.
RELST 132 01/02 Dante 213 TTh 9:40/11:20
Sexuality, Marriage, and Family: A Catholic Perspective
Prof. Felicidad Oberholzer
Phone: (Office) 8133 (Home) 925-254-8804
Email: foberhol@stmarys-ca.edu
I.
II.
Spring 2013
Garaventa 109
Office Hours: TTh 1:15–2:00
and by appointment
Description and goal: This course is a presentation of the teaching of the Catholic Church
on all aspects of sexuality, marriage and family. It is a holistic examination of the Church’s
theological, anthropological, and scientific insights into the human person as a sexual being
deepest of human bonds. It provides a counter-cultural exploration of the Church’s teaching
in an age when this perspective is poorly understood and not appreciated.
Learning Outcomes
a. Through the assigned readings, discussions, guest speakers, and student research and
presentations, students will be able:
i. to define, distinguish and relate: love, sexuality, sex, chastity, incarnation, the
Paschal Mystery, redemption, resurrection, conversion.
ii. to explain the biblical foundation for understanding human sexuality and
relationship; what the Genesis 1 & 2 narratives tell us about God, creation of the
world, and man and woman as sexual beings called to create and love as their
vocation.
iii. to explain the biblical foundation, from Genesis 3, for understanding sin and its
consequence of alienation in our lives and society and what it means to be a moral
person.
iv. to explain how the birth, life, ministry, death and resurrection of Jesus Christ
bridge the alienation between humanity and God.
v. to articulate the doctrinal principles in "Humanae Vitae” and its four prophetic
statements about the use of contraceptives, including the ideas of contraceptive
mentality and antilife dispositions, and explain the advantages of Natural Family
Planning as a viable option to artificial birth control.
vi. to explain the Church’s teaching about premarital sex and the values underpinning
this teaching. Be able to contrast this to our current cultural view about premarital
sex and present the advantages to abstaining from premarital sex.
vii. to explain the Church’s teachings on abortion, marriage, and divorce, the reasons
for those teachings, and the contrast to the cultural views on these same issues.
viii. to explain why forgiveness is such an important part of any relationship and the
process that can be used to help bring about genuine reconciliation.
ix. to explain what a sacrament is, why marriage is a sacrament, what a covenant is,
what the covenant is between Israel and God and the Christ and the Church.
x. to explain the main points discussed in John Paul II’s Familiaris Consortio
about the precious value of marriage and the family, the precious gift of children,
the role of women and men in the world, the call to live simply and with concern
for the suffering of the world and the four tasks of the family: forming a
community of persons, serving life, participating in the development of society,
and sharing in the life and mission of the Church.
xi. to discuss the Church’s teachings about consumerism, materialism, and the poor
and contrast these to the norms and values of our society.
xii. to identify people who have lived the life of faith and who are inspirational such as
Aung San Suu Kyi, Sister Dorothy Stang, Maximilian Kolbe, Dorothy Day, Sonya
Sotomayor, Desmond Tutu, and Pope Francis.
b. The above learning outcomes are measured through:
i. Daily quizzes on readings
ii. Three trimester tests and a final
iii. Research projects and oral presentations on sex in the media and consumerism
iv. A journal on changing habits with a final reflection paper
v. Participation in class discussions
vi. Overall quality of engagement in the course (observance of classroom policies,
respectful and cooperative attitude, helpfulness to other participants in the course).
II. Books: Scott, Kieran, and Michael Warren, Perspectives on Marriage, 3rd edition (S&W);
Yarber and Sayad, Human Sexuality, 8th ed. (SDS); a Catholic Perspectives Reader (CPR) with
additional readings will be handed out. A fee will be collected for speakers and the reader.
III. Course Requirements
points
Attendance, Punctuality, Participation
Attendance (1 absence allowed) ------------------------------------------------------------------------ 30
Punctuality (1 tardy allowed)---------------------------------------------------------------------------- 15
Class participation: prepared and responsive --------------------------------------------------------- 55
Tests (no makeups)
Quizzes (11@5 pts each; one dropped) ---------------------------------------------------------------- 50
3 tests @ 50pts ------------------------------------------------------------------------------------------ 150
Final ------------------------------------------------------------------------------------------------------- 100
Written Work (no late work accepted)
3 papers, 2 presentations, journal (instructions will be handed out) ----------------------------- 120
520
IV. Class Attendance and Participation:
Class attendance is essential to the learning experience of this class. Written work is also required
but cannot be used to make up for excessive absences. Sometimes absence is unavoidable.
Nevertheless, because this deprives you and others in a way that cannot be made up, points will be
subtracted. No criticism of you is implied by this, rather this is a reflection of the loss of learning so
incurred. After the first absence, regardless of the cause, your final points will be lowered 5% for
each absence. More than three absences may result in failure.
A note on participation and grades:
Point deductions from your participation grade
(5 points except when indicated.)
Please bring your binder and whatever reading material has been assigned for the day.
Your binder must be set up in the way I describe the first day of class.
All cell phones and pagers must be turned off and put away in your backpack. (20 points)
No caps are to be worn during class time.
Do not study or read for any other class during our class.
Do not fill out forms, look at your calendar, or read the newspaper.
No talking to your neighbors unless I ask you to do so.
No nonverbal cross talk across the classroom.
No leaving the room during class unless it is a dire emergency.
Any nodding off especially during movies or laying your head on your desk is a 10 point
deduction.
Being late after the first time will result in a 10 point deduction.
GRADES
Grades are based on achievement not effort. If a person read for an hour, understood the material,
and was able to demonstrate this through participation, quizzes, tests, and papers, then she or he
would deserve a high grade for this part of the class. However, if another person spent twenty
hours studying but did not understand the material and could not participate adequately because
of this, then this student would not be entitled to a good grade just because of effort. He or she
would need to seek tutoring, or find a more efficient way of studying and learning.
I will not discuss any grade I gave you unless I have made a mistake in calculating points or
misread an answer. At midterm if your grade is below a C, I will be happy to talk to you at that
time.
The grades you earn are not part of your identity, so if you are doing the best you can, then accept
that. Grades are not a reflection of what I think of you. I do not value a person with an better
grade anymore than I do a person with an lower grade. However, I am concerned about students
who become obsessive about their grades as if this is the point of the class rather than learning to
the best of their ability.
V. Honor Code:
Each student will be required to abide by the College’s Honor Code.
VI. Students with Disabilities
As stated in the Saint Mary's College catalog, "Individualized assistance is provided for
students with appropriately documented learning, health, psychological, or physical disabilities.
Services are available to meet the needs of qualified students with disabilities in accordance
with Section 504 of the Rehabilitation Act of 1973 and Title III of ADA." Students seeking
assistance or information concerning their eligibility should contact the Office of Academic
Advising and Achievement or the Tutorial and Academic Skills Center (TASC). I will work
with these offices and each student with qualified needs to arrange appropriate
accommodations.
Reading Schedule
Feb
12 T
14 TH
19 T
21 TH
26 T
28 TH
Mar
Apr
5T
Sexuality, Wholeness, and
Holiness
Emotional, Moral, and Spiritual
Development
Our Bodies: Anatomy,
Physiology, and Sexual Response
7 TH
Our Bodies: Anatomy,
Physiology, and Sexual Response
12 T
14 TH
Test
Fertility and Family Planning
19 T
21 TH
Choosing a Spouse: Red Flag
Issues
Courtship
2T
4 TH
Miracle of Life
STIs and Abortion
9T
11 TH
Forgiveness and Healing
Choosing a Spouse: Red Flag
Issues / Courtship
16 T
Gender and Roles - Socialization
and Communication
Test
Sacrament of Marriage /
Examining the Meaning and
Transitions of Marriage
Communication and Making
Marriage Work
Money, Materialism,
Consumerism
Challenges of Raising a Family
18 TH
23 T
25 TH
30 T
May
Introduction
Sexuality: Popular Culture and the
Media: Views on Sexuality
The Sexual Revolution and its
Aftermath
God, Creation, Love
2 TH
7T
9 TH
14 T
16 TH
TBA
Participating in the Development
of Society
Test
Serious Problems in Marriage:
Divorce, Death, and Loss
Spirituality of Marriage
Combined final
YS 5–13, 397–408, 597–606, 606–
615
S&W chs. 14; CPR 48–49, 80–92
(1, 3, 4, 6–9); p. 7 bottom to p. 8.
S&W ch. 19; CPR 1–2, 3–4, 28–36,
56–57, 93 (no. 11).
CPR 3–7, 11–23, 37–41(16–21),
50, 134 (22)
CPR 51–52a, 56–62; S&W ch. 21;
YS 69–80, 81–88, 90–100, 106–
112, 113–117, 118–122, 333–346
BRING CPR TO CLASS
YS 69–80, 81–88, 90–100, 106–
112, 113–117, 118–122, 333–346
BRING CPR TO CLASS
CPR 103 (28, 30), 125–141, 52b–
55; S&W ch. 20
YS 572–594; S&W ch. 25; CPR
153–160; review YS 397–408
S&W 6, 7, 17, 27
Easter
YS pp. 362–380, CPR 103 (28, 30)
YS pp. 352–358; 491–521, 528–
541; CPR 148 (art. 4)
CPR 181–198
YS 572–594; S&W chs. 6, 7, 17, 25
27; CPR 153–160; review YS 397–
408
YS 126–136; S&W ch. 22; CPR
99–101 (22-25)
1st day of journal
Consumerism images due
1st journal summary due
CPR 64–79, 93–95 (12, 13, 14, 15);
S&W chs. 9, 12
CPR 161–179; S&W chs. 23
S&W chs. 29–30; CPR 108–09
(37)
CPR pp. 108–111 (36–40), 115 (49,
50)
CPR 112–115, 143–151
S&W chs. 33, 36
S&W ch. 37
Consumerism /
materialism paper due
Journal ends / paper due
VII. Grade Scale and Policy:
A (l00-96%) A- (95-90%)
B+ (89-87%)
B (86-84%)
C (76-74%)
C- (73-70%)
D+ (69-67%)
D (66-64%)
Grading will be based on the following grading policy:
A Outstanding Achievement
1. Completes all assignments.
2. Participates consistently in class activities
as an active questioner or commentator,
and as an intent listener.
3. Exhibits consistently superior
comprehension and organizational ability
in testing achievement and in written and
oral assignments.
4. Exhibits in his/her work unusual insight or
special creative talent.
5. Tends toward self-direction in activities.
B Good Achievement
1. Same as "A".
2. Participates generally in class as an active
questioner or an occasional commentator,
and as an intent listener.
3. Exhibits good comprehension and
organizational ability in testing
achievement and in written and oral
assignments.
4. Is consistent, but work is not characterized
by unusual insight or special creative
talent.
5. Shows occasional initiative, but tends to
rely on teacher direction.
B- (83-80%)
D- (63-60%)
C+ (79-77%)
F (59-0%)
C Satisfactory Achievement
1. Same as "A".
2. Participates in class activities usually as an
interested listener or an infrequent
commentator. Generally comments only if
questioned.
3. Exhibits fair comprehension and
organizational ability in testing
achievement and in written and oral
assignments.
4. Generally sees what is explicit, but reveals
no unusual insight or special creative
talent.
5. Relies on teacher direction.
D Minimum Achievement
1. May not complete all assignments.
2. Participates in class activities primarily as
a listener. Comments only if questioned.
3. Exhibits minimum comprehension and
organizational ability in testing
achievement and in written and oral
assignments.
4. Often misses explicit relationships.
5. Relies on teacher direction.
F Failure due to unsatisfactory
achievement
1. Does not complete basic assignments.
2. Rarely or never participates in class
activities in any capacity.
3. Exhibits little or no comprehension.
4. Consistently misses explicit relationships.
5. Is generally unreceptive to any direction.