MAGIS AND THE SEARCH FOR MEANING
Senior Seminar, CCS 450 §RU04, Spring 2008
TTH 1:45-3:00
Loyola 31
Website: http://academic.regis.edu/tleining/
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 Hrs: TTH 3:00-4:00; W 4:30-5:00; W
1:30-2:15; and T 12:05-1:05 (I often meet students in Cafeteria on Tuesdays) or by appointment.
Required Texts:
Sir Gawain and the Green Knight, Trans. By Burton Raffel, Signet Classic
Candide, Voltaire, Trans and Ed by Robert M. Adams, Norton Critical Edition
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”
Film: Schindler’s List, 1994. Dir. Steven Spielberg. (197m)
In the Bedroom, Andre Dubus, Vintage Books (of Random House)
Meditations from a Movable Chair, Andre Dubus, Vintage Books (of Random House)
Supplementary readings via handouts, electronic reserves (“ER” Password: “CS450L”),
Course Website (“CW”), and/or reserve desk at Dayton Memorial Library (“DML”)
Course Objectives:
What has meaning in life? What kind of life do I want to live? What kind of community do I
want to live in? How should I balance my desires with the needs of my family and community?
What do I value? Why? Why are some values more important than others? 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? 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 and film from the middle ages 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 consistently
ask how such values shape our larger sense of vocation. Specifically:
1. Students should understand the values expressed in the literature and films that we
encounter this semester. As we examine our search for meaning, with all its
contradictions and in all its complexity, students should begin to evaluate the competing
values—as they evolve across time, context, and personal situation—that emerge from
the various narratives.
2. Students should acquire a greater appreciation for careful reflection, critical thinking, and
spirited conversation as they inform our examination of the search for meaning.
3. By the end of the semester, students should have their own working definition of magis,
as well as a concrete understanding of how such a definition informs their own search for
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meaning. In so doing, students should consciously reflect on their vocation—their
calling, as the Latin root vocare (“to call”) implies—in life.
4. Students should be able to demonstrate—through speech and writing—both an eloquence
in expressing their ideas as well as a force in urging them.
To summarize the objectives outlined above in a slightly different fashion, our seminar this
semester will continually engage 3 guiding questions:



What is our source of value and meaning? Why?
What does it mean for us to live out of a sense of magis? What does it mean to live so as
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
Quizzes
Final Exam
Three Textual Analysis Essays (15% each)
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%
20%
20%
45%
100%
C+ 77-79
C 73-76 Good
C- 70-72
D+
D
DF
67-69
63-66 Minimum
60-62
59-0 Fails
Who am I? Who am I becoming? What do I value? Why? Two brief
essays exploring the really big questions. See specifics at end of syllabus.
Seminar Participation. This is a seminar, after all, so your 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, for that matter—say so. Polite discourse will be the rule, but even
polite exchanges can be respectfully heated.
Attendance: In class conversations are a central and irreplaceable element. As a result, regular
attendance is a non-negotiable academic requirement for passing this course. With the
exception of in-class films, class meetings and quizzes cannot be made up. Non-emergency
appointments (e.g., routine check-ups) are not acceptable excuses for missing this class. If
you must schedule an appointment during class, do so on a lesson when we’re viewing a film
and view the film outside class. 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.
 Five (5) unexcused absences from class will cause your final grade to be lowered one
(1) full letter grade (e.g., a B to a C).
Two Vocation Essays.
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
Each additional absence beyond five will result in another full letter grade reduction.
For students who miss 7 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.
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 your classmate’s 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 to set up and guide the conversation for the first 25 or 30 minutes (after the quiz) by
opening with your own reflections and questions. 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. You could provide a short handout to the class if you’d like, but it should
be no more than one page. You might also consider setting 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 other media as you set up
the conversation and stimulate your classmates to get involved. Film clips/PowerPoints
should be limited no more than 5-10 minutes.
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 two lowest quiz grades.
Final Exam will be comprehensive. It will ask you to synthesize the central themes from
everything we read, view, and say. Take notes accordingly. The exam will consist of two
parts. 1) Quotation identifications in which you will be given key quotations (usually ones
we have discussed) and asked to identify where it from and explain the importance of this
quotation to the overall meaning/argument of the text. 2) An essay that invites you to
synthesize your thoughts on key questions from the semester in conversation with at least
three texts. (You will be given two options of questions to answer—but each option will
require significant synthesis of texts.)
Three Textual Analysis Essays. Periodically during the semester, you will submit a 3.5-4 page
essay that places at least two texts into conversation around the course questions as well as
central issues from these texts. These essays should draw upon key passages from the texts.
In the third essay you will analyze the concept of magis as it informs our search for meaning
from the narratives we’ve read/viewed and the conversations we’ve had. In these papers find
something that confuses you, offends you, intrigues you, or just makes your head hurt, and
think about it on paper—rigorously, thoughtfully, clearly, and succinctly. Essays must be 3.5
to 4 FULL PAGES in length excluding references; less than 3.5 pages is incomplete and text
after the fourth page will be ignored. You must submit a hard copy of each essay prior to the
deadline unless you receive confirmation from me via e-mail that I received and printed your
e-mail submission. Save a copy of your paper in case it is not received.
Late/Missed Assignments: Tardy work is bad form and unfair to the other students who met
the deadline. If you miss the deadline for an assignment, you will lose 10% of the grade for
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the first week it is late, after which time the assignment will earn a zero. Thus, a paper due
on Friday the 1st will lose 10% of the grade until Friday the 8th. After class on the 8th, the
paper is worth 0. In exceptional circumstances that require an extension for a paper, you
need to arrange it no later than two class meetings prior to the due date. Please do not wait
until it is too late to discuss whatever your circumstances are.
Conferences: At least once during the semester, each student should make an appointment to
come by my office and chat. We can talk about your written work, we can review ideas or
drafts for upcoming essays, we can discuss your seminar paper, or your participation in class,
or an issue that intrigues you, or…. Please take the initiative and schedule this appointment
prior to fall break.
Disability Statement: If you have a documented disability requiring academic adjustments for
this class, please contact Disability Services (303-458-4941, disability@regis.edu). Disability
Services will review your documentation with you and help determine appropriate,
reasonable accommodations. Following the meeting with Disability Services personnel,
please make an appointment with me to discuss your accommodation request in light of the
course requirements.
Academic Dishonesty: Students must know and comply with the “academic dishonesty
policy” of Regis University (see Regis University Bulletin and Student Handbook). Evidence
that an assignment, or portion of that assignment, is not the student’s own work, and has been
used without proper citation, will result in a grade of 0 for that assignment and/or a failing
grade for the semester. You must cite the author if an idea is not your own. This means
providing proper citations not only for quotations, but also for paraphrases and other
restatements of another’s ideas. If you have any doubt about how to meet these standards,
see me for clarification prior to submitting an essay.
Course Withdrawal: Last day to drop course: 1/22/08; Last day to withdraw: 3/21/08
Changes to this Syllabus, the course requirements, office hours, etc. will be posted on the
course website and/or announced in class or via e-mail throughout the semester. It is your
responsibility to check with your classmates to ascertain that you are receiving e-mails sent to
the class members.
Class Participation Standards
A/A- (90-100%) Outstanding
 Consistently participates in class discussions voluntarily
 Offers thoughtful, stimulating comments and responds to instructor questions with
excellent knowledge of the text material
 Listens attentively and respectfully to others in a way that encourages
participation of all; asks other students questions that promote active learning
B+/B/B- (80-89%) Very Good
 Sometimes participates in class discussions voluntarily
 Offers thoughtful comments and responds to instructor questions with very good
knowledge of text material
 Listens attentively and respectfully to others in a way that encourages
participation of all
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C+/C/C- (70-79%) Good/Basic
 Rarely contributes to class discussions unless called on by instructor
 Sometimes able to answer instructor questions in class with basic knowledge of
text material
 Shows signs of paying attention to class discussions
D+/D/D- (60-69%) Minimal
 Rarely contributes to class discussions unless called on by instructor
 Often unable to answer instructor questions in class
 Frequently late or absent; often doesn’t pay attention
F (<60%)

Failing
Rarely talks; frequent class absences
Factors that detract from class participation grade:
 Frequent absences, late appearances or early departures in class
 Failure to respect other students’ right to speak their views
 Starting side conversations in class; changing discussion to topics not
relevant to the course content; use of cell phones, video games or other unrelated
activities during class.
 Missing assigned presentation times; failure to submit essay outlines or articles, as
assigned
Two Essays on Vocation
Vocation comes from the Latin root, vocare, which means “to call.” Traditionally, this
has meant the life a person is called to by God. Today, it can refer to one’s sense of calling to
live by certain values or goals and/or develop and share one’s abilities through work.
For your first vocation essay 2-3 pages in length, first succinctly (in one paragraph)
explain what vocation means to you. In short, “How would you translate these notions of
vocation into your own values or worldview?” Second, for the remainder of the essay, reflect on
the following questions: “How do I feel called to/desire to live and why?” and “What kinds of
career choices might fit with my current sense of vocation?” You might find it helpful to get at
those questions by reflecting on another question: “What luminous points in the story of my life
might provide clues to where my deepest desires and greatest talents meet the world’s deep
hunger?” Note: this is not an invitation to write your autobiography in 2-3 pages—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. For any dream to become a reality, you must first
wake up. Wake up. Start thinking. Think some more. Then write.
For your second vocation essay 4-5 pages in length, your task is to reconsider—in light of
at least three texts (films = texts) from the semester-- the two questions from the first essay, i.e.,
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“How do I feel called/desire to live?” and: “How do I feel called to/desire to live and why?” and
“What kinds of career choices might fit with my current sense of vocation?” In other words put
your answers to these questions into conversation with the answers given in the texts. The first
vocation essay is worth 10/100 points and the second vocation essay is worth 90/100 points.
Content Requirements for Essays
Essays must be well written, present relevant background to understand the argument, and
logically support a clearly stated thesis. Some specific requirements are outlined below:

Clearly state a position in the paper’s thesis. Move beyond my questions above and
take an arguable position on the issue you decide to tackle.

Clearly but succinctly explain any relevant background—but note that these essays
are critical analysis papers and not research papers.

Logically support your thesis with evidence (cited from our primary sources, both
literature and film, and as necessary from other sources).

Include a references/lit. cited section. Use MLA.
Style and Basic Writing Requirements

Must have a clear, refined thesis statement. You should know what the thesis is by
the time you finish your essay, so go back and revise as necessary.

Must be well organized with all paragraphs developmentally supporting the thesis.

Must be clear and concise. Avoid wordiness and redundancy.

Must be grammatically correct.

Must use words correctly.
Specific Format Requirements for Paper

Must be typed or word processed

Must have 1 inch margins

Must be double spaced

Must have a font size of 12 point and be in one of the following serif font faces:
Times New Roman, Garamond, New Century Schoolbook, Palatino, Arial

Textual Analysis Essays must be from 3.5 FULL pages to 4 pages in length excluding
references (same logic for vocation essays); I subtract from a paper that is short of the
minimum and ignore any pages that exceed the maximum page limit.

References must be provided in MLA.
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SCHEDULE
Date
Topic(s)
Course overview; Discussion of
Vocation and Magis
1. T
Jan. 15
2. Th
Jan. 17 Magis & Heroic Leadership
Guest: Dr. Paul Vu, S.J.
3. T
Jan. 22
Assignment
Lowney, Heroic Leadership, ch. 1 (handout)
ER (password: “CS450L”): Lowney, ch. 9
Gawain and the Green Knight;
Gawain Parts I-II
Karen Metzger: Career Fair, Feb. 5
DUE: 2-3 page essay on your vocation
Share insight from vocation essay
4. Th
Jan. 24 Gawain and the Green Knight
Gawain Parts III-IV
Discussion Leaders 1
1. Brandon Spivey
2. Arlynne Simpson
5. T
Jan. 29
Film: To Kill a Mockingbird (131m)
Recommended: Harper Lee, To Kill a Mockingbird
6. Th
Jan. 31 Film: To Kill a Mockingbird (131m)
Recommended: Harper Lee, To Kill a Mockingbird
7. T
Feb. 5
8. Th
Fr
Feb. 7
Feb. 8
Discussion of Film & Essays
DUE: Typewritten Thesis & Rough Draft Essay 1 (5 pts)
Discussion Leaders 2 (should
strongly consider reading novel)
1. Neil Cheesewright
Candide
Pages 1-25
Discussion Leaders 3
1. Maria Buljubasic 2. Amber Sivetts 3. Arlynne Simpson
Essay 1
DUE@ 10:30am in L32--Dr. Leininger’s mailbox
2. Arlynne Simpson
(E-mail submissions do not assure meeting deadline)
9. T
Feb. 12 Candide
Discussion Leaders 4
10. Th Feb. 14 Candide
Pages 26-54
1. Jess Knapp
2. Meghan Hollis
Pages 55-75
Discussion Leaders 5
1. Eliza Bennett
Dostoevsky, “The Legend of the
Grand Inquisitor” from The Brothers
Karamazov
ER: “The Legend of the Grand Inquisitor”
Discussion Leaders 6
1. Melissa Emerick
12. Th Feb. 21
Film: 1946 version of The Razor’s
Edge Dir. Darryl F. Zanuck (146m)
Recommended: Read W. Somerset Maugham, The Razor’s
Edge
13. T
Film: 1946 version of The Razor’s
Edge Dir. Darryl F. Zanuck (146m)
11. T
Feb. 19
Feb. 26
14. Th Feb. 28
2. Liz Kelly
2. Jess Knapp
Discussion of The Razor’s Edge
Recommended: view 2002 version of The Razor’s Edge
Dir. John Bynum & starring Bill Murray (129m)
Discussion Leaders 7 (need to have
either viewed 2002 film or read
novel—bring in passage from novel)
1. Amber Sivetts
3. Lindsey Schmidt
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2. Colleen Tholen
Spring ’08
Fr Feb. 29
CCS 450 8SYLLABUS
Essay 2
Page of 9
DUE@ 10:30am in L32--Dr. Leininger’s mailbox
(E-mail submissions do not assure meeting deadline)
Recommended: view Schindler’s List, read Frankl, and
select possible film for April 15 over Spring Break
March 1-9
Spring Break
NO CLASSES
15. T Mar. 11
Man’s Search for Meaning
Preface, 21-82 Recommended: Martin & Doris Small 68:50pm WWII seminar (Science Amp = likely location)
Discussion Leaders 8
1. Jess Knapp
Man’s Search for Meaning
Discussion Leaders 9
82-138
Man’s Search for Meaning
Discussion Leaders 10
138-179
Discussion of Schindler’s List
DUE: outside of class view Schindler’s List Dir.
Steven Spielberg (197m); available at DML
16. Th Mar. 13
17. T Mar. 18
18. Th Mar. 20
Class votes on film for April 15
19. T Mar. 25
20. Th Mar. 27
21. T
April 1
22. Th April 3
23. T April 8
W April 9
1. Amber Sivetts
1. Melissa Emerick
2. Eliza Bennett
2. Meghan Hollis
2. Liz Kelly
DUE: Bring in your top film choice for April 15. Note:
film must address central course themes.
Discussion Leaders 11 (need to
bring in clip from film)
1. Eliza Bennett
Meditations from a Movable Chair
“About Kathryn,” “Digging,” & “Imperiled Men”
Discussion Leaders 12
1. Maria Buljubasic
Meditations from a Movable Chair
“Grace,” “Sacraments,” “Bodily Mysteries” &
“Communion”
Discussion Leaders 13
1. Neil Cheesewright
Meditations from a Movable Chair
“A Hemmingway Story,” “Giving Up the Gun,” &
“Witness”
Discussion Leaders 14
1.Melissa Emerick
In the Bedroom
“Rose”
Discussion Leaders 15
1. Maria Buljubasic
In the Bedroom
Discussion Leaders 16
“A Father’s Story” & “All the Time in the World”
Essay 3
DUE@ 10:30am in L32--Dr. Leininger’s mailbox
1. Meghan Hollis
2. Lindsey Schmidt
2. Colleen Tholen
2. Brandon Spivey
2. Lindsey Schmidt
2. Liz Kelly
2. Colleen Tholen
(E-mail submissions do not assure meeting deadline)
24. Th April 10
Possible Guest Lecture by Holocaust
survivor; otherwise no class
Work on vocation essay
25. T April 15
Film: t.b.a.
Possible Guest Lecture by Holocaust survivor
26. Th April 17
Film: t.b.a.
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Spring ’08
27. T April 22
28. Th April 24
TH May 1
@ 10:10 am
CCS 450 9SYLLABUS
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Discussion of Film
DUE: 4-5 page Essay on your vocation in conversation
with at least three texts.
Discussion Leaders 17
1. Neil Cheesewright
2. Brandon Spivey
Last Class: Review
FINAL EXAM
at L31
DUE: bring your outside event paper and ink pens (no
pencils, notes, or books allowed)
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