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MAGIS AND THE SEARCH FOR MEANING
Senior Seminar, CCS 450 Fall 2008
Time: TTH 1:45-3:00
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: T 12:05*-1:35; W 3:45-4:45; TTH 3:00-4:00 or by appointment.
*I often meet students in Cafeteria at 12:05 or so on Tuesdays and sometimes on Thursdays.
Required Texts:
Let Your Life Speak, Parker Palmer, Jossey-Bass, 2000
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”
In the Bedroom, Andre Dubus, Vintage Books (of Random House)
Meditations from a Movable Chair, 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.
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? 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 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 ask how such values
shape our larger sense of vocation. Specifically:
1. Students should 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.
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2. Students should develop their capacity for 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 should produce their own working definition of
magis, as well as begin exploring how such a definition informs their own search for
meaning.
4. Students should consciously reflect on their vocation—their calling, as the Latin root
vocare (“to call”) implies—in life.
5. Students should demonstrate college senior-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 is our source 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
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
Two Vocation Essays.
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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?” 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
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, … 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.
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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 an assigned text in light of one of the course questions. 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 briefly. In your textual analysis go beyond class
discussions by developing your own insights into how the text might speak to some aspect of a
course questions that matters to you. 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
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.
Academic Integrity. Students must know and comply with the “academic dishonesty policy”
of Regis University. Evidence of Plagiarism = an “F” for the assignment for that 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). Following the
meeting with Disability Services, make an appointment with me to discuss your
accommodation request.
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Schedule: Fall Semester, 2008
Assignment
Date
Topic(s)
T Sep 2
Introduction & Overview
Th Sep 4
Magis and the Quest for Meaning
Discuss
Ldr
Pausch, “Really Achieving Your
Childhood Dreams”
http://www.cmu.edu/uls/journeys/randypausch/index.html
Sobrino, “1990 Regis University
Commencement Address,”
http://academic.regis.edu/tleining/Word%
20Docs/John%20Sobrino%20SJ%20com
mencement%20speech.doc
T Sep 9
Chs. 1&2
Let Your Life Speak & Magis
Guest Presentation: Dr. Tom Reynolds
Th Sep 11
Let Your Life Speak
Chs. 3&4
T Sep 16
Let Your Life Speak
Chs. 5&6
Alex R.
Zach O.
W Sep 17
Essay due @2pm in my mailbox L32
Th Sep 18
Gawain and the Green Knight
DUE: Vocation Essay 1
Parts 1&2
Gardner W.
Luke 0.
T Sep 23
Parts 3&4
Gawain and the Green Knight
Eric W.
Randy D.
Th Sep 25
Schindler’s List Dir. Steven Spielberg
(197m);
Work on Essay 1
T Sep 30
Schindler’s List continued
Work on Essay 1
Th Oct 2
Finish and discuss Schindler’s List
DUE: Textual Analysis Essay 1
Kevin K.
Chris L.
T Oct 7
Chs. 1-13 (Pages 1-25 of Norton
Edition)
Candide
Megan T.
Shannon R
Th Oct 9
Candide
Chs. 14- 22 (Pages 26-54 of Norton Michelle S.
Edition)
Luke O.
T Oct 14
Candide
Chs. 23-30 (Pages 55-75 of Norton
Edition)
Kevin K.
Alex R.
Read Dostoyevsky, “The Legend of Chris L.
the Grand Inquisitor”
Gardner W.
Th Oct 16
“The Legend of the Grand Inquisitor”
T Oct 21
Fall Break: Read Frankl
Th Oct 23
No class meeting
T Oct 28
Man’s Search for Meaning, Frankl
Pages 15-115
Th Oct 30
Man’s Search for Meaning, Frankl
Pages 138-179
T Nov 4
Meditations from a Movable Chair,
Andre Dubus
“About Kathryn,” “Digging,”
“Imperiled Men,” “Grace”
Eric W.
Meditations from a Movable Chair,
Andre Dubus
“Communion,” “Giving Up the
Gun,” “Witness”
Luke O.
NO CLASSES
Read Frankl
Randy D.
Shannon R
Th Nov 6
5
Kevin K.
Chris L.
Zach O.
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M Nov 10
Essay due @2pm in my mailbox L32
T Nov 11
In the Bedroom, Andre Dubus
DUE: Textual Analysis Essay 2
“Rose”
Michelle S.
Megan T.
Th Nov 13
T Nov 18
Th Nov 20
Meditations from a Movable Chair,
Andre Dubus
“A Hemingway Story”
Michelle S.
“A Father’s Story,” “All the Time in
the World”
In the Bedroom, Andre Dubus
Randy D.
Introduction to For the Time Being
Bring For the Time Being to Class
For the Time Being, Annie Dillard
Dillard: Chaps 1-2
Zach O.
Gardner W.
Alex R.
Megan T.
M Nov 24
Vocation Essay 2 due @2pm in my
mailbox L32
T Nov 25
For the Time Being, Annie Dillard
DUE: Vocation Essay 2
Dillard: Chaps 3-4
Guest: Dr. Tom Bowie
Th Nov 27
Thanksgiving Break: Read Dillard
T Dec 2
For the Time Being, Annie Dillard
Dillard: Chaps 5-6
Eric W.
Shannon R
Th Dec 4
For the Time Being, Annie Dillard
T Dec 9
Review for Final Exam; Closing
Thoughts
Th Dec 11
Paper due @2pm in my mailbox L32
Dillard: Chap 7
DUE: Seminar Paper
Late Papers will not be
accepted after 2pm Friday
Dec 12
T Dec 16
Final Exam: 1:15pm-3:15pm in L31
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Bring ink pens only