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MAGIS AND THE SEARCH FOR MEANING
Senior Seminar, RCC 430M Fall 2010
Time: MW 9:00-10:15
Place: Loyola 14
Website: http://academic.regis.edu/tleining/
Instructor: Dr. Thomas B. Leininger
Tel 303-964-5082
E-mail tleining@regis.edu *Use voicemail rather than e-mail for time sensitive matters.
Office Loyola 32 Hours: MW 5:15-6:15pm TR 3-5 or by appointment
Required Texts:
7 Habits of Highly Effective People, Stephen R. Covey, Simon & Schuster
Oedipus Rex, Sophocles
A Man for All Seasons, Robert Bolt
Henry IV, Part 1, William Shakespeare
Man’s Search for Meaning, Viktor E. Frankl, rev. ed. by Pocket Books with Gordon Allport’s
Preface and 1984 Postscript: “The Case for a Tragic Optimism”
In the Bedroom, Andre Dubus, Vintage Books (of Random House)
For the Time Being, Annie Dillard, Knopf
Supplementary readings via handouts, internet links, and electronic reserves (“ER”
Password: “CS450L”), Course Website (“CW”), and Dayton Memorial Library reserves.
Recommended Text:
Let Your Life Speak, Parker Palmer, Jossey-Bass, 2000 (An insightful reflection on vocation.)
Course Objectives:
What has meaning in life? What kind of life do I want to live? Who do I want to become? How
should I balance my desires with the needs of my family and community? What can be learned
from heroic lives? What do I value most? Why? When values come into conflict, how do we
negotiate among them? How does what we value influence our sense of vocation? Is the very
idea of vocation a value-laden one? Is meaning discovered or created (or both)? How much
control can I have over the course my life takes? How can I develop or limit my capacity to
freely choose this direction? How, if at all, does death figure into my approach to life? After
three years at a Jesuit university, surely you have given some thought to the question “How ought
we to live?” as well as to the supporting structure a Jesuit education brings to such inquiry. What
role does the Jesuit concept of magis, i.e., “the greater” as in “for the greater glory of God” (“Ad
Majorem Dei Gloriam” or A.M.D.G.), play in our search for meaning? To what extent does a
sense of magis inform our responses to the various questions posed above?
During this semester, students will wrestle with questions such as the ones suggested above by
drawing upon literature from ancient Greece to the present day. We will observe and engage in
the search for meaning as a way of helping to form our understanding of how and why we live in
the world. In our attempt to better understand the role our values play in our concept of meaning,
particularly as such values are informed by the concept of magis, we’ll ask how such values
shape our larger sense of vocation. Specifically:
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1. Students will analyze the values expressed in the literature that we encounter this
semester. As we examine our search for meaning, with all its contradictions and in all its
complexity, students will evaluate the competing values—as they evolve across time,
context, genre, and personal situation—that emerge from the narratives drawn from
various disciplines.
2. Students will demonstrate careful reflection, critical thinking, and spirited conversation as
they explore the questions “what does it mean for us to flourish as persons and live out of
a sense of magis?”
3. By the end of the semester, students will produce their own working definition of magis,
as well as begin exploring how such a definition informs their own search for meaning.
4. Students will consciously reflect on their vocation—their calling, as the Latin root vocare
(“to call”) implies—in life.
5. Students will demonstrate graduate-level competence in speech and writing.
To summarize the objectives outlined above in a slightly different fashion, our seminar this
semester will continually engage 3 guiding questions:



What are our primary sources of value and meaning? Why?
What does it mean for us to live out of a sense of magis and to realize a greater potential?
How ought we to live all of this out in our vocation?
Grading:
Two Vocation Essays (1st essay = 10 pts/ 2nd = 90 pts)
Participation, Attendance & Discussion Leader Duties
Final Exam
Quizzes
Two Textual Analysis Papers (10% each)
Seminar Paper
Total
Grading Scale:
A 94-100
A- 90-93 Outstanding
B+ 87-89
B 83-86 Very Good
B- 80-82
Pass > C-; pass/fail student with a “D+ receives an F
5%
10%
15%
20%
20%
30%
100%
C+ 77-79
C 73-76 Good
C- 70-72
D+
D
DF
67-69
63-66 Minimum
60-62
59-0 Fails
Vocation comes from the Latin root, vocare, which means “to call.”
Historically, this term referred to the life a person is called to by God. Today, it can refer to
one’s sense of calling in life with or without reference to God. Our vocation responds to
fundamental questions such as “Who am I?” “Who ought I to become?” “What do I value
Two Vocation Essays.
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most?” “How do I want to develop and share my abilities with others?” “What does the world
need from me?” “What kind of life should I live?” “What kind of work will I do?”
Vocation Essay 1. First succinctly explain how you would translate these notions of vocation
into your own values or worldview. Second, for the remainder of the essay, reflect on the
following question: “What luminous points in the story of your life might provide clues to
where your deepest desires and greatest talents meet the world’s profound hunger?” In the 3-4
pages provide a brief narrative that captures key moments, luminous points from your past
rather than a more expansive version of your autobiography. Note: this is not an invitation to
write your autobiography—but you might bring in a key moment or insight from your life that
helps to explain how you want to live and why. In fact, you may well have to write a longer
draft of this essay first and then revise it to fit this framework. For no matter where your life
takes you in the years following your time at Regis, no matter what vocation you embrace, you
will likely need an essay in the 750-1000 word range that helps you achieve your dreams.
(10/100 points)
Vocation Essay 2. For your second vocation essay (3-4 pages), your task is to reconsider—in
light of at least one text from the semester—your response to the question from the first essay,
i.e., “What luminous points in the story of your life might provide clues to where your deepest
desires and greatest talents meet the world’s profound hunger?” Note that you may decide to
reframe this question. Either way put your answers to the questions of vocation into a fruitful
conversation with the answers given in the text(s). (90/100 points).
Seminar Participation. I evaluate your class participation by asking: “What level of reading
and reflection on the assigned texts and class conversations does it demonstrate?” and “How
well do your questions and comments incorporate specific details from the text and connect to
larger course goals?” This is a seminar, after all, so your textually informed participation and
how you stimulate your fellow students to participate, e.g., by listening to them carefully and
asking them thoughtful questions, is vital to our success. If you have an insight to add to the
conversation, add it. If you’re just perplexed by something, ask a question. If you disagree
with a colleague or with me, say so. Polite discourse will be the rule, but polite exchanges can
be respectfully heated.
Attendance: In class conversations are a central and irreplaceable element. 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.
Student Discussion Leaders. Twice during the semester, you will join a couple of your
colleagues as the discussion leaders for our seminar. Your panel of experts will arrive prepared
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to set up and guide the conversation for the first 25 minutes (after the quiz) by opening with
your own reflections and questions. You have two tasks: A) engage the class on your issue and
B) engage the class with the assigned text. First, introduce your fellow students to an issue that
you feel is particularly important for helping us reflect on our sense of meaning and vocation.
This issue can be WHATEVER you want to discuss—irrespective of any connection with the
assigned reading for the day. B) Draw our attention to key passages from a text, key issues a
text proposes, and key links between texts, course questions, or ideas that you are noticing …
or you get the idea. You might set up an interactive learning exercise (such as asking class
members to chart out how characters would reply to a series of central course questions or
perhaps a role playing exercise) or using a one page handout or other media as you set up the
conversation and stimulate your classmates to get involved. Film clips/Power Points should be
limited no more than 5-10 minutes.
Final Exam. The final exam will ask you to reflect on the most significant ideas from the
assigned texts and class discussions. Take notes accordingly. I anticipate that the exam will
consist of two parts: 1) Quotation identifications in which you will be given key quotations
(almost always ones we have discussed) and asked to identify where it is from and explain the
importance of this quotation to the central meaning of the text. 2) An essay that asks you to
analyze how different authors address key questions from the semester.
Reading Quizzes. Most class sessions will begin with a very short reading quiz. If you have
read the assigned material, you should have no difficulty in passing the quiz. Quizzes will be
administered at the beginning of class and may NOT be made up if you are tardy or absent. I
will drop your lowest quiz grade.
Two Textual Analysis Essays. Twice during the semester, you will submit a two page essay
that analyzes the assigned texts in light of an assigned topic question. You may also propose
another topic that is equally challenging. In your essay, think about the topic question
rigorously, thoughtfully, clearly, and briefly. Go beyond class discussions by developing your
own insights into how the text might speak to the topic question. Trace your interpretations
back to textual evidence and concrete details from the text. Be sure to ask “So what?” in
response to each interpretative move and argument that you make. Two pages means less than
two full pages are incomplete and text after the second page will be ignored. Submission of a
hard copy of your essay prior to the deadline is the only way to meet the deadline unless you
receive prior confirmation from me that I received and printed your e-mail submission. Save a
copy of your paper in case it is not received. These essays will be graded by assessing its level
of: 1) writing quality and clarity; 2) textual support for interpretations and arguments; 3)
critical analysis that adds value/insight to the texts and class discussions.
Seminar Paper. Write a 6-8 page (+ references/literature cited) paper that analyzes the idea of
magis and the search for meaning by placing your understanding of it in conversation with 2-3
assigned texts. I will not have time at the end of the semester to read late papers. Accordingly,
seminar papers will not be accepted after the deadline in the syllabus. Please mark the deadline
in your calendar and plan accordingly. A separate seminar paper handout will provide more
specifics.
Late/Missed Assignments. Tardy work will be treated differently than timely work. With
the exception of the Seminar Paper which will not be accepted more than 24 hours late, other
late assignments will lose 10% of the grade for the first week it is late, after which time the
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assignment will earn a zero. Thus, a paper due on Friday the 1st will lose 10% of the grade
until Friday the 8th. After the 8th, the paper is worth 0. 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 Account Required. 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.
Regis Academic Integrity Policy. Consistent with the College's Academic Integrity Policy,
we will report all violations of this course's academic integrity policy to the Dean's office.
Students who have committed multiple instances of academic dishonesty can be subject to
institutional penalties like probation, suspension, or expulsion, in addition to the penalties for
this course.
Disabilities. Students with a documented disability requiring academic adjustments for this
class need to contact Disability Services (303-458-4941, disability@regis.edu). Following the
meeting with Disability Services, make an appointment with me to discuss your
accommodation request.
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Schedule: Fall Semester, 2010
Assignment
Date
Topic(s)
Mon Aug 30
Introduction & Overview
Wed Sep 1
Magis and the Quest for Meaning
“What Makes Us Happy”
http://www.theatlantic.com/magazine
/print/2009/06/what-makes-ushappy/7439/
Guest Presentation: Bart Geger, S.J.
Hollenbach, “The Eclipse of the Public”
in The Common Good & Christian
Ethics, pp. 3-9
Suggested Viewing: Pausch, “Really
Ignatius, Constitutions Part VII, § 622-29
Achieving Your Childhood Dreams”
http://www.cmu.edu/uls/journeys/randypausch/index.html
Martin, “Be Who You Is,” in The Jesuit
Guide to (Almost) Everything, pp. 369-70
Sobrino, “1990 Regis University
Commencement Address,”
http://academic.regis.edu/tleining/Word%
20Docs/John%20Sobrino%20SJ%20com
mencement%20speech.doc
DUE: Vocation Essay 1
Fri Sep 3
Due @11am in my mailbox L32
Mon Sep 6
NO CLASS—Labor Day
Wed Sep 8
Oedipus Rex
Entire play, pp. 11-76
Mon Sep 13
Oedipus Rex
Review play
Wed Sep 15
7 Habits of Highly Effective People -
Foreword & Pt. 1
Mon Sep 20
Pt. 2: Habits 1-2
Wed Sep 22
7 Habits of Highly Effective People 7 Habits of Highly Effective People -
Fri Sep 25
Due @11am in my mailbox L32
Due: Textual Analysis
Essay #1 (Fate & Oedipus)
Mon Sep 27
The First Part of King Henry the
Fourth Guest: Dr. Darryl Palmer
Acts 1&2
Wed Sep 29
The First Part of King Henry the
Fourth
Acts 3,4 &5
Mon Oct 4
A Man for All Seasons -
Act 1
Wed Oct 6
A Man for All Seasons -
Act 2
Mon Oct 11
Magis and Vocation
Wed Oct 13
“The Grand Inquisitor” in The
Brothers Karamazov -
Fri Oct 15
Due @11am in my mailbox L32
Mon Oct 18
Fall Break: Read Covey
Pt. 2: Habit 3;Pt. 3:
Paradigms. . . & Habit 4
Hauerwas, “Hope Faces
Power” (handout)
Read Dostoyevsky, “The
Brothers Get Acquainted,”
“The Rebellion,” and “The
Grand Inquisitor” (handout)
DUE: Textual Analysis
Essay #2 (More or King
Henry IV per Covey)
NO CLASSES
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Discussion
Ldr
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Wed Oct 20
7 Habits of Highly Effective People -
Pt. 3: Habits 5-6
Mon Oct 25
7 Habits of Highly Effective People -
Pt. 4: Habit 7 & Afterword
Wed Oct 27
View Schindler’s List Dir. Steven
Spielberg (197m) in class
Work on Vocation Essay 2
Mon Nov 1
Man’s Search for Meaning, Frankl
Pages 21-115
Wed Nov 3
Man’s Search for Meaning, Frankl
Pages 119-179
Mon Nov 8
View Schindler’s List Dir. Steven
Spielberg (197m) in class
Work on Vocation Essay 2
Wed Nov 10
Discuss Schindler’s List
Mon Nov 15
In the Bedroom, Andre Dubus
Wed Nov 17
In the Bedroom, Andre Dubus;
Introduction to For the Time Being
Finish viewing Schindler’s
List on your own
“Rose”
“A Father’s Story”
“All the Time in the World”
Bring For the Time Being to
class
Fri Nov 19
Due @11am in my mailbox L32
DUE: Vocation Essay 2
Mon Nov 22
For the Time Being, Annie Dillard
Dillard: Chaps 1-3
Wed Nov 24
Thanksgiving Break: Read Dillard
Mon Nov 29
For the Time Being, Annie Dillard
Dillard: Chaps 4-5
Wed Dec 1
For the Time Being, Annie Dillard
Dillard: Chaps 6-7
Mon Dec 6
No Class Mtg.; Meet in small groups to
prepare for Final Exam
Wed Dec 8
Review for Final Exam; Closing
Thoughts
Mon Dec 13
Final Exam: 10:10 a.m.-12:10 p.m.
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Seminar Paper Due
@ 11 a.m. in my mailbox