RT 304: Catholic Moral Tradition Fall 2010
Time: MW 4:00-5:15 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
William C. Mattison, III, Introducing Moral Theology: True Happiness and the Virtues (Grand Rapids, MI:
Brazos Press, 2008)
Timothy E. O’Connell, Making Disciples: A Handbook of Christian Moral Formation (New York:
Crossroad Pub. Co., 1998)
The Bible (any translation of the original) for example, The Message at
http://www.biblegateway.com/versions/?action=getVersionInfo&vid=65
Readings on course website [abbreviated as “CW”], the internet, or DML E-Reserve [“ER” PW: “rs360l”]
Leininger, lecture notes (on the course website); outline and explain course concepts.
Recommended Texts:
Paul J. Waddell, Happiness and the Christian Moral Life: An Introduction to Christian Ethics (Lanham,
MD: Rowan and Littlefield Pub., 2008). A similar account of the moral life as that found in
Mattison; some readers may find Waddell more user-friendly.
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 tied to 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.
_________________________________________________________________________________
COURSE QUESTIONS
1. How does Catholic tradition envision the moral life as a quest for happiness guided by a path to
goodness?
2. What are the fundamental sources, elements, and dynamics of Christian moral formation?
3. How does Catholic tradition speak to selected contemporary moral issues?
4. How can learning about Catholic moral tradition enrich our own ethical thinking?
LEARNING GOALS
 Gain a sound understanding of how Catholic tradition envisions the moral life, the human person,
and the fundamental sources, elements, and dynamics of Christian moral formation.
 Stimulate and enrich our own moral reflection and living through critical reflection upon Catholic
moral theology, the questions it considers most important, and its approach to selected moral issues.
 Develop our abilities to understand, critically analyze, and articulate Catholic ethical reflection.
COURSE OVERVIEW
We begin the course with basic questions about the human person, happiness, and goodness. Next
we address these questions by employing a picture of human fulfillment in terms of the virtues. We will
learn the philosophical reasoning that connects virtue with the good life and critically evaluate how that
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logic differs from a morality of obligation as well as utilitarian approaches. We will parallel this inquiry
into virtue with consideration of how disciples are formed in everyday life through relationships, social
dynamics, rituals, stories, images, emotions, and psychological development.
The second half of the course will focus on how Christian faith transforms the virtues and how the
virtues can serve as a bridge between Jesus and contemporary Christians. This will enable us to enter into
perennial questions surrounding faith and reason and to consider how the dialogue of faith and reason
might inform “How ought we to live?” We will reflect on how to translate these views of the good life into
reflection on practical, everyday moral questions. This will provide opportunities to reflect on our own
values and to develop a fuller sense of what it means to be human.
ASSIGNMENTS
Class Participation, Attendance, & Presentation(s)
10%
Quizzes
10%
Exam 1
10%
Exam 2
10%
Paper 1
10%
Revision of Paper 1
10%
Final Paper
20%
Final Exam
20%
TOTAL 100%
GRADING SCALE
A 94-100
B+ 87-89
C+ 77-79
A- 90-93 Outstanding
B 83-86 Very Good
C 73-76 Good
B- 80-82
C- 70-72
Pass > C-; pass/fail student with a “D+ receives an F
D+
D
DF
67-69
63-66 Minimum
60-62
59-0 Fails
MEANS TO 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?” and “How well do your questions and comments
incorporate specific details from the text and connect to larger course goals?” Focus on the following:
 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
RT 304 Syllabus: Leininger
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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, changes in the syllabus, etc. whenever any team member is absent.
If, after you have read these notes, something is not clear, ask me.
3. Presentations
You will present on a moral issue in one or two of the scheduled “Presenter” slots during the
semester. Some of the topics are the case studies from Mattison while the others are open for you to
introduce your own topic. Presenters will bring an adequate number of copies of a one page handout with
the following: 1) one specific (narrowly focused) moral question that you would like to discuss with the
class; 2) a brief summary of the ethical response of one learned thinker to this question, e.g., Mattison view
on dropping the atom bomb in WWII; 3) one example (or a case) that helps to show the practical
significance of (and/or merits or problems with) this response. You will have 5-10 minutes to present this
material in a way that generates class discussion. You will need to take the class to one place in a text to
begin the discussion. The class will have at least 10-15 minutes to discuss your moral question. You
should keep us on track and encourage all students to participate in the discussion.
4. Quizzes
Most class sessions will begin with a short reading quiz. These may be announced or unannounced.
If you have read the assigned material, you should have no difficulty in passing the quiz. Quizzes may not
be made up if you are tardy or absent—unless you have informed the instructor before the absence that it
is due to University business or a medical or family emergency.
5. Exams
Two exams during the semester will be take-home, typewritten responses to assigned essay
questions. You may submit a rewrite of the take home exams (along with the original exam with my
comments) no later than one week from the day that I return these exams—irrespective of whether you are
present at that class. I will average the original and the rewrite grade. The final exam will consist of essay
questions (written during the exam) and shorter questions explaining concepts. It will cover all of the
assigned readings and class discussions. I will assess how well you can explain, extend, and evaluate the
logic of assigned authors.
6. Paper 1 (3-4 double-spaced pages)
This paper will make an argument concerning a moral issue we have discussed in class, e.g.,
alcohol, just war, sexuality, or euthanasia. Your task is to neither repeat what is found in the assigned
readings (or is done in class), nor examine all facets of the moral issue. Rather select one important facet
of the particular issue, and make an argument, taking a position for or against something. Your position
should not be obvious. In other words, do not argue that drunk driving is bad. Most agree on that. Rather,
argue why a particular instance of drunkenness is not intemperate or why the principle of double effect
cannot apply in a particular act of warfare. You must address arguments against your position. If you
cannot state a good argument against your position, you do not have a good topic. I will grade your paper
on how well you argue your position. Your paper must include references to two different assigned
readings relevant to your argument. Outside sources are allowed but not required.
All papers will use14 point font, provide page numbers in the upper right hand corner, a title that
points to your thesis, a clearly stated thesis, and proper citations and grammar. Use of the Writing Center
is strongly encouraged. If you meet with the Writing Center, attach a draft with their comments and marks.
RT 304 Syllabus: Leininger
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7. Revised Paper 1 (3-4 double-spaced pages)
After you have written Paper 1, you will need to meet with at least two other classmates and seek to
persuade them with your argument (not by reading the paper but by presenting your reasons for your
position orally). Your classmates will be responsible for presenting counterarguments and questions. Next
you will submit a revised version of your 3-4 page double-spaced paper that reflects what you learned from
these discussions and from my comments. I will assess how well you have improved the paper. My
experience is that with serious effort, students write better revised papers. Hand in both papers –
the original one with my comments and the revised one.
8. Final Paper (6-7 double-spaced pages)
This 6-7 double-spaced page paper will synthesize your learning this semester. Identify one
important moral question that you will likely encounter in your life and address the following: 1) Briefly
explain why the question is important, how you answer it and the reasons for your view. 2) How is your
view shaped by your “big picture” understanding of the way things are, i.e., your conception of the good?
3) Compare and contrast your view with that of Mattison—explaining where and why you differ/agree. 4)
Explain how you would translate O’Connell’s insights into concrete ways of forming your character in
accord with your conception of the good. 5) Use examples from your experience and/or from film, books,
the news, etc. to illustrate how your critical reflection on the course materials sheds light on your moral
question. I will look for the value that you add to the course materials by connecting, extending, and/or
critiquing them. You may also propose your own paper topic provided it engages a significant concept or
argument from both Mattison and O’Connell.
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 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. 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, disability@regis.edu). Following the meeting with Disability
Services, make an appointment with me to discuss your accommodation request.
Writing Center. The Writing Center is a free resource where Regis College students get immediate and
personal feedback on their writing and answers to questions about grammar, documentation, and
formatting. Peer writing consultants help at any point in the writing process, from brainstorming for
ideas to organizing a draft to polishing the final version. The Writing Center is a very popular service,
so appointments are strongly recommended. Drop by Loyola 1 or call (303) 458-4039 for more
information.
RT 304 Syllabus: Leininger
Date
Mon Aug 30
Page 5 of 6
Schedule: Fall Semester, 2008
Topic(s)
Assignment
Introduction & Overview
Wed Sep 1
Discipleship & Moral
Theology
O’Connell, Intro & chs. 1-2
Mon Sep 6
Labor Day: No Class
Begin reading Mattison
Wed Sep 8
Morality, happiness, & the
good life
Mon Sep 13
The Human Person:
Intention and Freedom
O’Connell, ch. 3
Mattison, ch. 2
Wed Sep 15
Virtue
O’Connell, ch. 4
Mattison, ch. 3
Mon Sep 20
Values, Emotions, &
Temperance
Prudence
Wed Sep 22
Presenters
Mattison, Intro & ch. 1
O’Connell, chs. 5-6
Mattison, ch. 4
Lorraine Murray, “Loving the Lady
in the Mirror” at
http://americamagazine.org/content/articl
e.cfm?article_id=2782
Mattison, ch.5
Fri Sep 25
Mon Sep 27
@11 a.m. in my mailbox
Group Dynamics &
Relationship Chemistry
Wed Sep 29
Alcohol & College Life
Mattison, ch.6
Topic: Alcohol & College
Mon Oct 4
Justice & Just War
Mattison, ch.7
Topic: War or Nonviolence
Wed Oct 6
The Atom Bomb in WWII
Mattison, ch.8
Topic: Atom Bomb WWII
Mon Oct 11
Fortitude & the Unity of
the Virtues
Mattison, ch. 9
Wed Oct 13
Imagination, Story, &
Ritual
Fri Oct 15
@11 a.m. in my mailbox
DUE: Paper 1
Mon Oct 18
Begin reading Mattison ch. 8
Wed Oct 20
Fall Break: No Classes
Worldview & Faith
Mon Oct 25
Sin
Mattison, ch. 12
Wed Oct 27
Hope
Mattison, ch. 13
Fri Oct 29
Mon Nov 1
@11 a.m. in my mailbox
Jesus
Wed Nov 3
Jesus
DUE: Exam 1 Essays
O’Connell, chs. 7-8
O’Connell, chs. 9-11
Mattison, chs. 10-11
DUE: Exam 2 Essays
The Gospel According
to Luke, chapters 1-12
Topic: relate to Luke’s text
Luke, chapters 13-24
Topic: relate to Luke’s text
RT 304 Syllabus: Leininger
From Jesus to Ethics: Go
Mon Nov 8
and Do Likewise
Page 6 of 6
Spohn, Go and Do Likewise, pp. 2733; 42-45; 50-56; and 66-71; 130-132
Wed Nov 10
Life in Christ
Fri Nov 12
@11 a.m. in my mailbox
Mon Nov 15
Charity
Mattison, ch.15
Wed Nov 17
Grace
Mattison, ch.16
Mon Nov 22
Moral Formation:
Practical Strategies
Wed Nov 24
Thanksgiving Break
Mon Nov 29
Chastity
Mattison, ch.17
Wed Dec 1
Euthanasia
Mattison, ch.18
Mon Dec 6
Euthanasia & Prayer
Wed Dec 8
Review for Final Exam;
Closing Thoughts
Mon Dec 13
Final Exam: 1:15-3:15pm
Mattison, ch. 14
DUE: Revised Paper 1
O’Connell, chs. 12-14 & Conclusion
No classes Wed-Fri
Mattison, Epilogue (review ch. 18)
DUE: Final Paper
Topic: relate to Spohn text