CHRISTIAN ETHICS
RS 360/CAS 300M/CAS 440K Spring 2009
Time: TTH 10:50-12:05
Place: Loyola 31
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: TTH 2:00-3:00; W 4:00-5:50; 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 or you might try 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, CW lecture notes; outline and explain most of the key course concepts.
Recommended Texts:
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 tests concepts in
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 Christian (especially Catholic) tradition envision the moral life and understand the whole
person in light of Christian faith, reason, and experience?
2. What are the fundamental sources, elements, and dynamics of Christian moral formation?
3. How do Christians approach selected contemporary moral issues?
4. How can learning about Christian ethics enrich our own ethical thinking?
LEARNING GOALS
 Gain a sound understanding of how Christian tradition (with primary emphasis on Catholic
Christianity), envisions the moral life, the persons who live it, and the fundamental sources,
elements, and dynamics of this life.
 Stimulate and enrich our own moral reflection and living through our encounter with Christian
morality, the questions it considers most important, and its approach to selected moral issues.
 Develop our abilities to understand, critically analyze, and articulate Christian ethical reflection.
GRADING SCALE
B+ 87-89
C+ 77-79
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
A 94-100
A- 90-93 Outstanding
D+
D
DF
67-69
63-66 Minimum
60-62
59-0 Fails
RS 360 Leininger
Syllabus: Page 2 of 6
EVALUATION
Class Participation, Attendance, & Presentation(s)
10%
Quizzes
13%
Exam 1
13%
Exam 2
13%
Paper 1
13%
Revision of Paper 1
13%
Final Exam
25%
TOTAL 100%
HOW WE 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?” I look for a consistent pattern of the following:
 Be Textually Informed: complete assigned readings before each class and take notes.
 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
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 (either twice in groups of two or once solo) on a moral issue in one or two of the
scheduled “Presenter” slots during the semester. Four 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 Christian 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 510 minutes to present this material in a way that generates class discussion. You will need to take the class
RS 360 Leininger
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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 ask each student for input.
4. Scripture Readings
Early in the semester I will introduce the class to a few classic Christian ways of reading scripture.
Students will then use these approaches to read and reflect upon assigned passages from the Gospel
according to Luke. These passages will be fair game for the reading quizzes. Class discussions, exam
essays, and papers will ask students to connect these passages to assigned readings and course concepts.
5. Quizzes
Approximately 5-10 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 of an
absence is for University business or as the result of a medical or family emergency before the absence.
6. Exams
Two exams during the semester will be take-home, typewritten responses to assigned essay
questions. The final exam will consist of essay questions (written during the exam), shorter questions
explaining concepts, and objective questions (true/false, fill-in). It will cover all of the assigned readings
and class discussions. However, beyond broader questions connecting the big concepts/arguments, more
specific recall questions will focus on ideas and arguments from materials covered after Exam 2.
7. 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 use12 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.
8. 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.
9. 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 and address the following: 1) Why is the question
important in your life? 2) Explain your view of this question and the reasons for this view. 3) How is your
RS 360 Leininger
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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 moral formation into concrete ways of
developing yourself so as to increase the likelihood that you will be act on this question so as to more fully
realize your conception of the good. 5) Using examples from your experience and/or from culture (e.g.,
film, books, the news) to illustrate how you have learned from your agreements and/or disagreements with
the course materials and discussions as they apply to your moral question. I will look for the value that you
add to the course materials by connecting, extending, and/or critiquing them.
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 E-mail. 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.
Academic Integrity. Students must know and comply with the “academic dishonesty policy” of Regis
University. Evidence of Plagiarism = an “F” for the assignment for assignment and/or a failing grade
for the semester. 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) and then make an appt. with me.
Date
T Jan 13
Th Jan 15
T Jan 20
Th Jan 22
T Jan 27
Th Jan 29
Schedule: Fall Semester, 2008
Topic(s)
Assignment
Introduction & Overview
ER: (PW: “rs360l”)Wink, “Jesus’ Third
Jesus and Ethics
Way: Nonviolent Engagement”
http://130.253.4.143/eres/coursepass.asp
x?cid=499&page=docs
O’Connell,
Intro & chs. 1-2
Discipleship & Moral
Theology
Luke 3:1-14
Morality, happiness, and
the good life
Mattison, Intro & ch. 1
The Human Person:
Intention and Freedom
(Writing Center Intro)
Human Development &
Values
O’Connell, ch. 3
Mattison, ch. 2
Luke 4:16-23
Luke 5:1-11
O’Connell, chs. 4-5
Exam 1 Essays Assigned
Luke 6:17-14-31
Rec. lecture: Juan Molina, “The Future
of Global Development” @7pm Chapel
T Feb 3
Virtue
Presenters
Mattison, ch.3
Luke 7:11-17
NEED TO SIGN UP:
Allison Riley
Whitney Lovato
1 Evangelicals &
Global Warming
Nick Jose
RS 360 Leininger
Th Feb 5
Emotions & Imagination
Syllabus: Page 5 of 6
O’Connell, ch. 6 & ch. 9
2 James Dobson &
Luke 9:18-27
Rec. lecture: Deirdre Mullan “In a
World Pregnant with Threat Who has the
Courage” @7pm Chapel
Employee Benefits
for Same Sex
Couples
DUE: Exam 1 Essays
in my mailbox in L32
F Feb 6
@noon
T Feb 10
Review readings
Luke 10:25-37
Th Feb 12
Review readings
Luke 11:1-13
T Feb 17
Temperance
Truth through Story;
Guest: Dan Hannon, JVC
Th Feb 19
Brittany Brunson
Truth through Story;
Prudence
3 Abortion
Michelle Bernhardt
Tiffany Steffensmeier
Mattison, ch.4
O’Connell, ch. 10
Luke 12:13-33
Review O’Connell, ch. 10
Mattison, ch.5 & Lorraine Murray, “Loving
the Lady in the Mirror” at
http://americamagazine.org/content/article.c
fm?article_id=2782
Luke 15:11-32
T Feb 24
Group Dynamics &
Relationship Chemistry;
Alcohol & College Life
Paper 1 Essays Assigned
O’Connell, chs. 7-8
Mattison, ch.6
4 Alcohol &College:
Kammie Naszkowska
Luke 16:19-31
Th Feb 26
Justice & Just War
Mattison, ch.7
Luke 17:1-6 &18:18-30
5 Harry Potter for
Christian kids?
Katie Horn
Victoria Gleasure
Mar 2-6
T Mar 10
Th Mar 12
Spring Break
The Atom Bomb in
WWII
NO CLASSES
GUEST: Fr. Simon
Harak, S.J. “Gospel
Nonviolence”
ER: Lee Camp, “Worship: Why
Luke 19:1-10
6 Atom Bomb in
WWII: Alicia Sawyer
Disciples Love Their Enemies”
Luke 19:41-48
Rec. lecture: Simon Harak, “Gospel
Spirituality of Resistance” @7pm Chapel
DUE: Paper 1
F Mar 13
@noon
T Mar 17
Mattison, ch.8
Fortitude & the Unity of
the Virtues
Exam 2 Essays Assigned
Mattison, ch. 9
Luke 22:1-6; & 14-23
Th Mar 19
Ritual & Moral
Formation
O’Connell, chs. 11-12
Luke 22:24-34
7 No Topic
Michelle Bernhardt
Tiffany Steffensmeier
RS 360 Leininger
T Mar 24
Worldview & Faith
Syllabus: Page 6 of 6
Mattison, ch. 10-11
Luke 22:-39-53
Th Mar 26
Worship, Community, &
Service
Luke 22:54-62
Rec. lecture: Ron Hansen “Catholic
Literary Imagination” @7pm Chapel
8 Domestic Violence:
Alma Chavez
DUE: Exam 2 Essays
in my mailbox in L32
F Mar 27
@noon
T Mar 31
O’Connell, chs. 13-14 & Conclusion
Sin & Hope
Mattison, chs. 12-13
Leininger, CW:
“Sin & Conversion PPT”
Luke 22:63-23:25
Th Apr 2
Life in Christ
Mattison, ch. 14
Luke 23:26-43
DUE: Revised Paper 1
in my mailbox in L32
F Apr 10
@noon
T Apr 7
Jesus & Ethics: Go and
Do Likewise
ER: Spohn, “The Analogical
Imagination,” pp. 50-60; and 66-71
Leininger, CW: “Jesus & Ethics PPT”
Luke 23:44-56
Th Apr 9
T Apr 14
Jesus & Ethics (cont.)
and Charity
Grace
Mattison, ch.15
Luke 24:1-12
Mattison, ch.16
(pp. 323-331 = especially important)
Luke 24:13-35
Th Apr 16
Chastity
Mattison, ch.17
Luke 24:36-49
T Apr 21
Euthanasia & Prayer
Mattison, ch.18 & Epilogue
Luke 24:50-53
Th Apr 23
Review for Final Exam;
Closing Thoughts
F Apr 24
@noon
Late Papers will
not be accepted
after Mon Apr 27
DUE: Final Paper
in my mailbox in L32
Th Apr 30
Final Exam: 1:15pm3:15pm in L 31
Bring ink pens only
9 Nonmarital Sex:
Katie Horn
Victoria Gleasure
10 Euthanasia:
Whitney Lovato