I. ASCRC General Education Form (revised 3/19/14)
Use to propose new general education courses (except writing courses), to change or
renew existing gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
X
separate forms
if requesting
III Exception: Symbolic Systems * IX: American & European
more than one
IV: Expressive Arts
X: Indigenous & Global
general
V: Literary & Artistic Studies
XI: Natural Sciences
education
w/ lab  w/out lab 
VI:
Historical
&
Cultural
Studies
group
* Require a Symbolic Systems Request Form.
designation)
Dept/Program Religious Studies
Course #
RLST 291
Course Title
Prerequisite
Jewish and Christian Ethics
None
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
Mark J. Hanson
Phone / Email X6844; mark.hanson@umontana.edu
Program Chair Stewart Justman
Dean
Chris Comer
III. Type of request
New
One-time Only X
Renew
Reason for Gen Ed inclusion, change or deletion
3
Date
9/30/1
4
Change
Remove
Special topic course not included
in course catalog, meets
requirements for Group VIII. The
course was agreed to by Dean
Comer’s office after (spring 2014)
the previous year’s deadline for
approval.
Description of change
IV. Description and purpose of the general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate
course content to students’ future lives: See Preamble.
This three-credit course examines the moral dimensions of select issues in contemporary life
through the perspectives of two major religious traditions. After a brief review of Western
ethical theories and ethics within the traditions of Judaism, and Christianity, the class will
consider general issues of religion and morality in society and the particular issues of love,
sexuality, heterosexual marriage, homosexuality, gay marriage, abortion and the status of the
embryo in research, war and peace, terrorism, capital punishment, and environmental ethics.
Numerous cases and discussion questions will be used to highlight moral issues. Focus will be
on theological virtues, religious duties, and kinds of ethical reasoning as may be found in the
tradition (e.g., consequentialist, teleological).
V. Criteria: Briefly explain how this course meets the criteria for the group.
This course will teach students about the major
approaches to ethics in the Western secular
tradition and in two of its major religious
traditions—Judaism and Christianity. It will
help student understand many important ethical
debates facing the world today.
Students will learn about fundamental ethical
teachings and norms of the religious traditions
traditions—e.g., love and justice—how they are
rooted in understandings of the world and the
self, and how they are justified variously
through sources of revelation and reason. After
developing a basic familiarity with secular
traditions of virtue theory, deontology, and
utilitarianism, students will see how religious
traditions rely on various elements of these
forms of ethical justification, as well as adding
other aspects of ethical reasoning, especially
natural law thinking and use of revelation as a
source for moral justification.
Analysis will occur through lectures, class
discussion and debates, and brief written
responses to assigned readings.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable
learning goals.
1. Develop a general understanding of ethical
Lectures will provide an overview of
traditions and the relation of religion to ethical
secular theories. The relation of religious
issues
traditions to ethical issues will be explored
generally through readings, case studies,
and film study.
2. Learn the positions of select thinkers from
certain major religious traditions in relation to
the moral dimensions of controversial ethical
issues, how they reach their conclusions, and
how their theological and philosophical
convictions influence their moral arguments
3. Advance skills in critical thinking and writing
in ethics through the consideration of ethical
issues and cases
Students will read essays from various
ancient and modern authors and respond to
discussion questions in class and in writing
through regular on-line discussion posts.
Students will be asked to make written,
critical responses to various perspectives.
VII. Assessment: How are the learning goals above measured? Please list at least one
assignment, activity or test question for each goal.
1. Students will be asked on exams to describe major elements of ethical theories and religious
traditions.
2. Mid-term and final exams—with short essay questions—will assess knowledge of each
tradition and arguments related to each issue.
3. Students will be required to participate in class discussion and debates by making ethical
arguments on behalf of their own or specific traditions/authors.
VIII. Justification: Normally, general education courses will not carry pre-requisites, will
carry at least 3 credits, and will be numbered at the 100-200 level. If the course has more than
one pre-requisite, carries fewer than three credits, or is upper division (numbered above the
200 level), provide rationale for exception(s).
IX. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe learning outcomes related to the above criteria and learning goals.
RLST 291 - 01: Jewish and Christian Ethics
Spring Semester, 2015
MWF 1:10-2:00
Location: TBA
Office Hours:
University of Montana
Mark J. Hanson, Ph.D.
mark.hanson@umontana.edu
Office: LA 152
Course Description and Objectives: This three-credit course examines the moral dimensions
of select issues in contemporary life through the perspectives of two major religious traditions.
After a brief review of ethics in the traditions of Judaism, and Christianity, the class will
consider general issues of religion and morality in society and the particular issues of love,
sexuality, heterosexual marriage, homosexuality, gay marriage, abortion and the status of the
embryo in research, war and peace, terrorism, capital punishment, and environmental ethics.
Numerous cases and discussion questions will be used to highlight moral issues.
Learning Goals:
1. Develop a general understanding of ethical traditions and the relation of religion to ethical
issues;
2. Learn the positions of select thinkers from certain major religious traditions in relation to
the moral dimensions of controversial ethical issues, how they reach their conclusions, and
how their theological and philosophical convictions influence their moral arguments;
3. Advance skills in critical thinking and writing in ethics through the consideration of ethical
issues and cases
Prerequisites: None, but lower-level courses in ethics or religious traditions are helpful
Requirements
1. Mid-term exam (35 percent of grade)
2. Online responses and in-class quizzes (20 percent of grade)
3. Participation in class debates and discussions (10 percent of grade)
4. Final exam, Dec. 11 (35 percent of grade)
Exams: Exams will likely be a combination of a choice among short answer questions and a
longer essay and/or case analysis. The final examination will not be comprehensive but may
be longer than the mid-term. Exams must be taken at scheduled times unless prior permission
of the instructor is obtained, otherwise the exam receives a failing grade.
Online critical responses/quizzes: Students will be asked to post answers to discussion
questions online and occasionally take quizzes or have other short assignments. Please check
the course page in Moodle or ask if assignments are due if you are unable to attend a class
period. Written work will be evaluated in terms of overall thoughtfulness in response to the
text and ability to address issues raised in the text and in class on the topic at hand
Attendance and Participation: Regular attendance and participation in the class is expected
and central to learning. Four absences will result in losing any benefit of the doubt on your
final grade. Five to nine may result in one half grade level reduction (e.g., A to A-), and ten or
more absences will result in a failing course grade (F). Late arrivals in class may count as an
absence. (Note: If you have a valid reason for missing several classes, such as illness,
disability or other conflicting commitments, you still must speak with the instructor.
Documentation may be required.) Participation requires bringing your text to class, taking
notes, being attentive with no distractions, and trying to make thoughtful contributions to class
discussions. Participation also requires responding satisfactorily to weekly participation
requirements, such as submission of questions or ideas.
Academic Dishonesty and Plagiarism: All work submitted is expected to be the student’s own.
Any acts of plagiarism or academic dishonesty will result in automatic failure of the course
and may result in further academic punishment. If you have any doubts about definitions of
plagiarism or academic dishonesty, please review the relevant sections of the University
Catalog.
Students with Disabilities: In accordance with the University of Montana’s mission to provide
equal educational opportunities for all students, necessary accommodations for students with
disabilities will be made whenever possible. If you require accommodations, please provide
written information regarding your disability from the Disability Services as soon as possible
so that accommodations can be made.
Classroom Etiquette

Please arrive on time and do not walk out on classes early or in the middle of discussion
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without prior permission. Doing otherwise is disrespectful.
Give the class full attention: no side discussions, newspaper reading, crossword puzzles,
or use of electronic devices. Anything other than full attention will count as an absence.
Cell phones: Please turn off all cell phones prior to class unless you have informed me that
you have a legitimate reason: for example, you are an EMT or a firefighter, parent of a
young child, or are expecting an emergency call. If you are expecting a call, please keep
the phone on the vibrate mode and step outside to take the call. Each instance of texting in
class will count as an absence.
Laptop and smart phones: The use of laptops and smart phones is not permitted without
permission. Laptops used for text reading and/or note-taking must be used in the front of
the classroom.
Sleeping is not permitted and will be counted as an absence.
Required Reading (available at the UM Bookstore)
All reading available on Moodle
RELS 291
2015
Jewish & Christian Ethics
Spring
Topics and Reading Assignments
Introduction: Religion and Moral Reasoning
Jan. 26
Course Introduction
Assignment for Feb. 5, view “Crimes and Misdemeanors,” a
film on reserve
Jan. 28
Ethics I: A Review
Jan. 30
Ethics II: How to Think about Ethical Issues
Feb. 2
Religion and Ethics: Film Study
“Crimes and Misdemeanors,” Discussion
Feb. 4
Religion and Ethics: Conceptual Issues
Feb. 6
Religion and Ethics: In the Beginning
Genesis, chapters 1-4
Judaism and Moral Reasoning
Feb. 9
Historical Context; The Character of Jewish Ethics
Decalogue: Exodus 20:1-17
Menachem Marc Kellner, “The Structure of Jewish Ethics”
(1978)
Feb. 11
Ronald Green, “The Foundations of Jewish Ethics”
Chaim W. Reines, “The Self and the Other in Rabbinic Ethics”
Christianity and Moral Reasoning
Feb. 13
Historical Context; The Character of Christian Ethics
Preston, “Christian Ethics”
Hauerwas, “A Qualified Ethic”
Feb. 16
No Class: Presidents’ Day
Feb. 18, 20
Christian Life; Sources for Religious Ethics
Exodus 20:1-17; Matthew 5:1-11, 17-48; Galations 2:15-21
Niebuhr, “The Relevance of an Impossible Ethical Ideal”
Cone, “Biblical Revelation and Social Existence”
Religion and American Public Life
Feb. 23
The Broader Context
Carter, “God as a Hobby”
Lovin, “Religion and American Public Life”
Stambaugh, “One Nation Under Whom?”
Feb. 25
Religion and Politics Today
Cuomo, “Religious Belief and Public Morality”
Nolan, “Vatican Again Ties Religion, Politics”
In-class Debate: Do We Need More or Less Religion in
American Public Life?
Feb. 27
Love, Friendship, and Sexual Relations
March 2
Divine Love: Agape
Kierkegaard, “Thou Shalt Love”
March 4
Friendship: Philia
Meilaender, “Friendship as a Reciprocal Love”
March 6
Sexual Relations: Eros
Aquinas, Summa Theologica, Questions 153, 2nd & 3rd art
March 9
May, “Four Mischievous Theories of Sex”
Nelson, “The Liberal Approach to Sexual Ethics”
Harvey, “The Third Precept: Avoiding Sexual Misconduct”
March 11
Issues in Sexual Ethics
Borowitz, “When Is It Moral to Have Intercourse?”
March 13
Mid-term Examination
Marriage, Homosexuality, and Gay Marriage
March 16
Marriage
Brownings: “The Church and the Family Crisis”
Torodes: “Make Love and Babies”
Borowitz, “Reading the Jewish Tradition on Marital Sexuality”
March 18
Homosexual Relations
Muehl, “Some Words of Caution”
Matt, “Sin, Crime, Sickness, or Alternative Lifestyle?”
Valente, “A New Direction”
March 20
Homosexual Marriage: In-class Debate
Sullivan, “The Conservative Case”)
Wilson, “Against Homosexual Marriage”
Abortion and Embryos in Research
March 23
Empirical and Philosophical Issues
Little, “The Morality of Abortion”
March 25
Religious Perspectives
Harvey, Chapter 8, “Abortion and Contraception, pp. 311-26
Rosner, “The Jewish Attitude Toward Abortion
Harrison: “Free Choice: A Feminist Perspective”
Hauerwas: “Abortion: Once Again”
March 27
In-class Debate: Should Abortion Be Legal in the U.S.?
March 30 – April 3
Spring Break
April 6
The Embryo in Research
Meilaender, “The Point of a Ban”
War, Peace, and Terrorism
Apr. 8, 10
The Just War Tradition
Childress, “Just War Criteria”
Niebuhr, “Why the Christian Church is Not Pacifist”
Lubling, “Jews Find Some Justification for a Just War”
Apr. 13
In-class Debate: Was the Invasion of Iraq Justified?
Elshtain, “A Just War?” (2002)
Carter, “Just War — or a Just War?” (200
Apr. 15, 17
Pacifism
Hauerwas, “The Nonresistant Church”
Harvey, Chapter 6, “War and Peace,” pp. 239-53
King, “Love, Law, and Civil Disobedience”
Apr. 20
Terrorism
Barber, “The War of All against All”
Capital Punishment
Apr. 22
Philosophical Considerations
Jeffrey H. Reiman, “Justice, Civilization, and the Death Penalty”
Ernest van den Haag, “The Ultimate Punishment: A Defense”
Apr. 24
Religious Positions
Aquinas, “Whether it is Lawful to Kill Sinners”
Yoder, “The Christian and Capital Punishment”
U.S. Bishop’s Statement on Capital Punishment”
Apr. 27
In-class Debate: Should Capital Punishment be Illegal?
Environmental Ethics
Apr. 29
Biblical Foundations
Genesis 1-3; Romans 8:18-24 a
May 1
Religious Positions
William F. May, “On Slaying the Dragon”
Wendell Berry, “God and Country”
May 4
Pipeline?
In-class Debate: Should We Approve the Keystone XL
May 6
Summary of Major Course Themes and Review
May 8
Conclusion, Evaluations
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.