Faith & Reason: The Theology
of Gustavo Gutiérrez
THEO 357-01
Tuesday-Thursday
11:00 AM–12:15 PM
Dr. Rubén Rosario Rodríguez
Humanities Building #240
Phone: 314-977-2855
E-mail: rosarir@slu.edu
Office Hours: Tuesday-Thursday 12:30-2:30 PM
(or by appointment)
“Theology is on one level thought and reflection, and there is no theology that is the equivalent
of an act of charity. The central issue is charity, commitment, action in the world. All this is what
we understand by theology.”
—Gustavo Gutiérrez
SLU Mission Statement
“The Mission of Saint Louis University is the pursuit of truth for the greater glory of God and
for the service of humanity. The University seeks excellence in the fulfillment of its corporate
purposes of teaching, research and community service. It is dedicated to leadership in the
continuing quest for understanding of God’s creation, and for the discovery, dissemination
and integration of the values, knowledge and skills required to transform society in the spirit
of the Gospels. As a Catholic, Jesuit University, the pursuit is motivated by the inspiration
and values of the Judeo-Christian tradition and is guided by the spiritual and intellectual
ideals of the Society of Jesus.”
Course Description
Introducing contributions to Christian theology from the “underside of history” through an
analysis and evaluation of the development of the theology of Gustavo Gutiérrez, one of the
founders of Latin American liberation theology, in critical conversation with classical Western
models of theological discourse. This course meets the University’s cultural diversity
requirement by bringing marginalized cultural perspectives into critical conversation with
dominant narratives, highlighting the contributions of ethnic minorities and women, and
challenging the church and university communities to embody the Gospel’s inclusive vision
where there is no longer Jew or Greek, male or female, rich or poor (Galatians 3:28). In forming
men and women for others and in deepening spiritual values in an increasingly interdependent
and diverse world, we must think in terms of the global dimensions and implications of
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knowledge. Critical reflection on cross-cultural issues, whether on the local or global level, is a
recurrent theme throughout this course.
Academic Goals
This course is designed to introduce students to the theology of Gustavo Gutiérrez by focusing
on a direct engagement of primary theological texts (supplemented by lectures and some
secondary readings to provide adequate historical context). The ultimate goal is to foster an
appreciation for the unique contributions of Liberation Theology to the historical development of
Western theology in the areas of Christology, Soteriology, Sin and Grace, and Ecclesiology.
Course Structure
Class meetings will consist of lectures and class discussion. Students will be responsible for
attending class regularly, arriving promptly, completing all assigned readings, and participating
in discussion.
Throughout the semester the class will be divided into small “accountability” groups designed to
foster community and encourage more intimate discussion of the subject matter. Your
participation grade will be affected by how well you participate in this group process, which will
include e-mail group-work outside of class, weekly written reports for the professor about the
group’s progress, and once during the course of the semester an opportunity for each group to
lead class discussion (at a date TBA by the instructor).
Graded assignments consist of: (1) 3 short theological response papers (3-5 pages), (2) a takehome/open-book midterm exam, (3) weekly small group progress reports, (4) an in-class group
presentation (date TBA by the instructor), and (5) a 10-page research paper on a topic preapproved by the instructor.
Course Requirements
Final grades will be determined by the quality of the work submitted and the student’s
participation in the class on the following basis:
1.
15% Class Participation—attendance, active participation, and positive contribution to class
discussions are a required part of your grade. See Appendix B for guidelines for
participating in class discussions. Three unexcused absences are permitted. More than
three absences and/or excessive tardiness will result in the lowering of a student’s
grade—one letter grade for every absence beyond those allotted.
2.
25% Theological Response Papers—three 3-5 page papers on assigned readings. See
Appendix A for more details on how to write these short papers. Students will receive a
check plus (+), check (), or check minus (-); papers that receive a check minus (-)
have to be re-written. At the end of the semester you will receive one (1) letter grade for
all three papers.
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3.
20% Take-home Midterm Exam— an open-book take-home exam in three sections
(definitions, two short essays, one long essay) distributed on Tuesday, October 16 and
due in my office (HU #240) by 2:30 PM on Thursday, October 18.
4.
15% In-class Group Presentation—each small group will be responsible for leading class
discussion on a date TBA by the instructor.
5.
20% Research Paper—a 10-page research paper on a pre-approved topic due in my office,
Humanities Building #240, no later than 4:30 PM on the date of the final exam,
Thursday, December 13. More detailed guidelines will be distributed to the class after
the midterm exam.
6.
5% On-line Class Evaluation and Assessment Tool—every student is required to log-on and
complete the course evaluation on Banner at the end of the semester. Failure to do so
results in a grade of “zero” on 5% of the overall class grade.
The following grading scale applies for this course:
GPA:
A = 4.00
C+ = 2.3
A- = 3.7
C = 2.00
B+ = 3.3
C- = 1.7
B = 3.00
D = 1.00
B- = 2.7
F = 0.00
Criteria for Grading
A range = Superior, exceptional, outstanding. The assignment demonstrates critical, informed,
and creative theological inquiry that reflects superior understanding of essential
theological/historical concepts. This means the student demonstrates depth of insight beyond
what is normally expected. Carefully nuanced reasoning and writing, free from material,
structural and grammatical error are presupposed in this grade.
B range = Good. The assignment demonstrates ready command of full range of concepts and
shows some critical, informed, and creative inquiry that reflects above average understanding of
essential theological/historical concepts. This means the student has produced an assignment that
is free from material, structural and grammatical errors.
C range = Acceptable. The assignment demonstrates satisfactory ability to describe overall
picture and essential concepts. This means the student has completed the assignment in a manner
involving no significant errors. Material may not be free from structural and grammatical errors.
Nuanced reasoning is not demonstrated.
D range = Below average. The assignment demonstrates reasoning that is neither carefully
nuanced nor coherently presented; writing is insufficient in depth of insight and/or use of texts;
presentation is not free from material error in structure, spelling and grammar. This means that
the student failed to respond adequately to the assignment and its intentions.
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F = Unsatisfactory. In one or more of the following ways the student: 1) failed to turn in the
assignment; 2) did not respond to the assignment as given; 3) submitted work so thoroughly
flawed as to indicate that the student did not make a serious effort, 4) was involved in plagiarism
or cheating.
Required Texts
The following texts are required for this course and available at the University bookstore:
Gutiérrez, A Theology of Liberation
On Job
We Drink From Our Own Wells
The God of Life
Cone, God of the Oppressed
Sobrino and Ellacuría, eds., Systematic Theology: Perspectives from Liberation
Theology
The following text is recommended and also available at the University bookstore:
Aquino, Our Cry for Life: Feminist Theology from Latin America (this book is
out-of-print; used copies are availbale on the web and relevant chapters will be
posted on reserve at Pius library)
Leonardo and Clodovis Boff, Introducing Liberation Theology
Academic Misconduct
The University is a community of learning, whose effectiveness requires an environment of
mutual trust and integrity. Academic integrity is violated by any dishonesty such as soliciting,
receiving, or providing any unauthorized assistance in the completion of work submitted toward
academic credit. While not all forms of academic dishonesty can be listed here, copying from a
book or class notes during a closed book exam, submitting materials authored or revised by
another person as the student’s own work, copying a passage or text directly from a published
source without proper citation, taking a test or doing an assignment for another student, securing
or supplying in advance a copy of an examination without the consent of the instructor all
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constitute academic misconduct and will be met with appropriate sanctions. Possible sanctions
for violation of academic integrity may include, but are not limited to, assignment of a failing
grade in a course, disciplinary probation, suspension, and dismissal from the university. Students
should review the College of Arts and Sciences policy on Academic Honesty, which can be
accessed on-line at http://www.slu.edu/college/AS under “Quicklinks for Students.”
Academic Assistance
Students who may require academic accommodation for a disability in order to meet the
requirements of this course (as outlined in this syllabus) should contact the Office of Diversity
and Affirmative Action. Please telephone the office at 977-8885 or visit:
http://www.slu.edu/services/daa/disabilities_services.html
Confidentiality will be observed in all inquiries.
Writing Assistance
The Writing Center helps students with writing projects, multimedia projects, and oral
presentations. They offer one-on-one consultations that address everything from brainstorming
and developing ideas to crafting strong sentences and documenting sources. Take advantage of
this learning opportunity. For information and making appointments call 977-2930 or visit
http://www.slu.edu/departments/sec/writing.html.
Course Calendar
AUG 27
First day of classes!
SETTING THE HISTORICAL AND CULTURAL CONTEXT
AUG 28
Welcome and Introduction
Movies:
I am Cuba (dir. Mikhail Kalatozov, 1964)
The Motorcycle Diaries (dir. Walter Salles, 2004)
AUG 30
Mass of the Holy Spirit (no class scheduled)
SEPT 3
Labor Day—Official University Holiday
SEPT 4
The Emergence of Liberation Theology
Vatican II Documents:
http://www.vatican.va/holy_father/paul_vi/encyclicals/documents/hf_pvi_enc_26
031967_populorum_en.html
Medellín Documents:
http://law.loyno.edu/~quigley/Class/classjusticepeace.pdf
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Boff & Boff, Introducing Liberation Theology, 1-21.
(or see a concise summary of this reading on the web)
http://www.landreform.org/boff2.htm
SEPT 6
A Brief Biography of Gutiérrez
Gutiérrez, A Theology of Liberation, xiii-xlvi; Boff & Boff, Introducing
Liberation Theology, 66-77.
Romero’s last sermon:
http://www.haverford.edu/relg/faculty/amcguire/romero.html
CONTRIBUTIONS OF LIBERATION THEOLOGY TO SYSTEMATIC THEOLOGY
SEPT 11
Theology as Critical Reflection on Praxis
Gutiérrez, A Theology of Liberation, 1-25.
SEPT 13
The Preferential Option for the Poor
Gutiérrez, A Theology of Liberation, 27-77, 162-74; Gutiérrez, “Option for the
Poor” in Sobrino and Ellacuría, Systematic Theology, 22-37.
SEPT 17
Puleo Program Group Presentations (Extra Credit)
7:00-9:00 PM
Humanities Building Lounge
Attend this event and write a 2-page reaction paper and receive a half-letter grade increase on
your midterm exam grade (Example: “B” becomes “B+”, “A-“ becomes “A”).
SEPT 18
Soteriology: Salvation vs. Liberation?
Gutiérrez, A Theology of Liberation, 79-105, 121-40; Jon Sobrino, “Central
Position of the Reign of God in Liberation Theology” in Sobrino and Ellacuría,
Systematic Theology, 38-74.
SEPT 20
The Bible Read by the Poor
Gutiérrez, A Theology of Liberation, 106-20; The God of Life, xi-xviii; Clodovis
Boff, “Methodology of the Theology of Liberation” in Sobrino and Ellacuría,
Systematic Theology, 1-21.
Extra-Credit: Kenneth R. Miller, Ph.D.
“At the Crossroads of Science and Religion”
Date: Thursday, September 20th
Time: 7:00 PM
Place: Busch Student Center, Room 172
Attend this event and write a 2-page reaction paper and receive a half-letter grade increase on
your midterm exam grade (Example: “B” becomes “B+”, “A-“ becomes “A”).
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SEPT 25
Christ the Liberator
Carlos Bravo, “Jesus of Nazareth, Christ the Liberator” and Jon Sobrino,
“Systematic Christology: Jesus Christ, the Absolute Territory” in Sobrino and
Ellacuría, Systematic Theology, 106-45.
SEPT 27
A New Evangelization
Gutiérrez, A Theology of Liberation, 141-61; We Drink from Our Own Wells, 132.
Enrique Dussel on Liberation Theology and Globalization:
http://org.sagepub.com/cgi/reprint/13/4/489
First Paper Due: Write a 3-5 page theological REACTION paper (see Appendix A) on Gustavo
Gutiérrez’s definition of theology as “critical reflection on praxis” in A Theology of Liberation.
Do you agree or disagree with the author’s understanding of theology? State your personal
reaction to the text while presenting the author’s position as clearly as possible.
OCT 2
A Church of the Poor
Gutiérrez, We Drink from Our Own Wells, 33-89; Alvano Quiroz Magaña,
“Ecclesiology in the Theology of Liberation” in Sobrino and Ellacuría, Systematic
Theology, 178-93.
Understanding Development Policy:
http://www.globalization101.org/issue/development/
Extra Credit: SLU Theology/Philosophy Faculty Panel Discussion
“Habermas-Ratzinger Exchange”
Time and location TBA
Attend this event and write a 2-page reaction paper and receive a half-letter grade increase on
your midterm exam grade (Example: “B” becomes “B+”, “A-“ becomes “A”).
OCT 4
A Spirituality of Liberation
Gutiérrez, A Theology of Liberation, 116-20; We Drink from Our Own Wells, 91137; Sobrino, “Spirituality and the Following of Jesus” in Sobrino and Ellacuría,
Systematic Theology, 233-56.
Globalization Pros and Cons:
http://www.globalenvision.org/library/15/1725/
http://www.globalenvision.org/library/25/1618/
http://www.globalenvision.org/library/8/1159/
http://www.globalenvision.org/index.php?fuseaction=library.print&printerfriendl
y=1&category=8&itemid=1323
CRITICAL RESPONSES TO THE THEOLOGY OF GUTIÉRREZ
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OCT 9
Official Vatican Criticism of Liberation Theology
Pope John Paul II’s Opening Remarks at Puebla Conference (1979):
http://www.ewtn.com/library/PAPALDOC/JP791228.htm
Official Instruction from the Congregation for the Doctrine of the Faith:
http://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfait
h_doc_19840806_theology-liberation_en.html
http://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfait
h_doc_19860322_freedom-liberation_en.html
OCT 11
Official Vatican Criticism of Gutiérrez
Congregation for the Doctrine of the Faith, “Ten Observations on the Theology of
Gustavo Gutiérrez” (March 1983) in Alfred T. Hennelly, ed., Liberation
Theology: A Documentary History, 348-50 (hand-out to be distributed in class).
OCT 16
A Biblical Response to Vatican Criticism
Gutiérrez, The God of Life, 1-67.
Take-home exam distributed at the end of class!
OCT 18
Midterm Exam (no class scheduled)
Take-home exams due in my office, Humanities Building #240, by 2:30 PM.
OCT 22-23
FALL BREAK!
OCT 25
Theology in the Light of the Word of God
Gutiérrez, The God of Life, 69-139.
OCT 27
SLU Make a Difference Day (University Service Day)
OCT 30
Does it Liberate? The Future of Liberation Theology
Gutierrez, God of Life, 141-89.
New Directions for Liberation Theology:
http://findarticles.com/p/articles/mi_qa3818/is_200110/ai_n8984675/print
http://home.earthlink.net/~ronrhodes/Liberation.html
http://portland.indymedia.org/en/2006/04/337131.shtml
Second Paper Due: Write a 3-5 page theological REFLECTION paper (see Appendix A) on We
Drink from Our Own Wells. State in your own words Gutierrez’s critique of dominant
spiritualities. Is his vision of a spirituality of liberation consistent with the biblical message?
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Does he advocate replacing traditional spiritualities? Why or why not? Evaluate the beliefs
defended by him then compare and contrast them with your own beliefs.
OTHER PERSPECTIVES: BLACK AND FEMINIST THEOLOGIES
NOV 1
A Black Theology of Liberation
Boff and Boff, Introducing Liberation Theology, 78-95; James H. Cone, God of
the Oppressed, 36-56, 77-126.
NOV 6
Liberation and Reconciliation
Cone, God of the Oppressed, 207-25
The KAIROS Document:
http://www.bethel.edu/~letnie/AfricanChristianity/SAKairos.html
NOV 8
Feminist Theology from Latin America
María Pilar Aquino, Our Cry for Life, 9-61, 109-77; Ivone Gebara and María
Clara Bingemer, “Mary” in Sobrino and Ellacuría, Systematic Theology, 165-77.
THE CRUCIFIED PEOPLE
NOV 13
Liberation and Innocent Suffering
Gutiérrez, On Job, xi-xix, 1-49; Ellacuría, “The Crucified People,” in Sobrino and
Ellacuría, Systematic Theology, 257-78.
NOV 15
The Persistence of Hope
Gutiérrez, On Job, 51-103; João Batista Libanio, “Hope, Utopia, Resurrection” in
Sobrino and Ellacuría, Systematic Theology, 279-90.
NOV 20
Innocent Suffering and the Call to Martyrdom
View Film: Romero (dir. John Duigan, 1989)
NOTE: Final day for approval of research paper topics!
NOV 21-23
Thanksgiving: Official University Holiday
NOV 27
Innocent Suffering and the Call to Martyrdom (continued)
View Film: Romero (dir. John Duigan, 1989)
NOV 29
More Controversy for Liberation Theologians
Vatican Statement on Sobrino:
http://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfait
h_doc_20061126_notification-sobrino_en.html
Third Paper Due: Write a 3-5 page theological REACTION paper (see Appendix A) on the
official Vatican statements on liberation theology (see readings for October 9). Given the
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direction suggested by Vatican II, do you think liberation theology has been faithful to that
vision? Are the Vatican criticisms balanced and legitimate?
JESUS AND POLITICS
DEC 4
Liberation Theology and Nonviolence
Sermons on Nonviolence:
http://www.justpeace.org/romero6.htm
“Does God Require Violence?” by Rev. Ama Zenya (hand-out)
Gutiérrez, The Truth Shall Make You Free, 67-70 (hand-out)
DEC 6
The Future of Liberation Theology (last day of classes!)
http://www.umich.edu/~iinet/journal/vol2no2/v2n2_The_Future_of_Liberati
on_Theology.html
DEC 13
Final Exam
Final paper due in my office, Humanities Building #240, no later than 4:30 PM on
the date of the final exam, Thursday, December 13.
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Appendix A: How to Read a Theological Text and Write a Theological Essay
Defining Various Types of Scholarly Essays: (1) A theological REACTION paper state’s one’a
own reaction to someone else’s beliefs, theories, or suppositions; (2) a theological
REFLECTION paper critically evaluates someone else’s beliefs, theories, or suppositions; and
(3) a RESEARCH paper carefully presents someone else’s ideas by drawing upon other sources
for clarification and verification in order to provide a defensible thesis/opinion about someone
else’s beliefs, theories, or suppositions.
Theological reflection papers are not summaries of what you have read but are intended to
demonstrate your ability to engage in theological reflection by providing a brief critical analysis.
In reading a theological text:
1. Identify the theological problem. Why is the author writing this? What issues are at
stake?
2. Identify the thesis developed by the author in response to the problem.
3. Identify the author’s opponents and allies.
4. Outline the structure of the argument. We understand any text when we are able to
state the author’s position in our own words.
In analyzing a theological text:
1. Assess the thesis: Does it adequately address the stated problem? What theological
assumptions does the author make?
2. Assess the argument: Does the author’s argument support the thesis? To what tradition or
community is the author accountable? Has the author made good use of theological
resources? Has the author presented opposing opinions fairly and accurately?
3. Respond to the argument: What is your opinion of the argument?
In writing a theological reflection paper, demonstrate your ability to critically analyze a text in
one of the following ways:
1. Agreement—this type of essay affirms the author’s conclusions on a reasoned basis other
than the author’s own argument; that is, demonstrate why you agree with the author by
developing your own argument in defense of the author’s thesis or by appealing to other
authorities who hold similar positions.
2. Disagreement—this type of essay rejects all or part of the author’s argument on the basis
of a reasoned argument of your own devising by stating and defending your reasons for
disagreement.
3. Consequence—this type of essay makes explicit unstated but important consequences of
the author’s argument that are either incoherent or inconsistent with the author’s position.
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4. Presupposition—this style of essay makes explicit unstated but important presuppositions
of the author’s argument that would have to be true in order for the author’s argument to
be valid but which the author has left unstated.
5. Comparison—this type of essay draws relevant and interesting conclusions from a
comparison and contrast of two (or more) different reading assignments.
6. Synthesis—this kind of essay creatively combines various arguments of various authors
in order to construct a new argument.
Writing a Short Essay: An essay is primarily a speculative piece of writing that centers on one’s
personal opinion concerning a topic. It may or may not involve refernces to other (authoritative)
sources. An essay has three major components: (1) Introduction, (2) Body, and (3) Conclusion.
1. Introduction—The introduction gives the main point or THESIS of your paper. For a
short essay the introduction is only one paragraph in length ending in an explicit
statement of your thesis.
2. Thesis—the single most important sentence in your essay, it is a precise declaration of
what you seek to demonstrate in your essay.
3. Body—Develops the thesis by listing all the points that demonstrate the validity of your
thesis. These points can be arranged chronologically (events in time), least important to
most important, cause and effect (one point given as reason for another), and oppositional
(point/counterpoint). In a short essay each point that bolsters your thesis should
correspond to one paragraph in the body of the essay. ALWAYS OUTLINE YOUR
ARGUMENT BEFORE YOU WRITE!
4. Conclusion—This is a restatement and clarification of your thesis in light of the argument
presented in the body. Did you convincingly defend your thesis?
Students needing further instruction on writing papers are encouraged to contact the Writing
Center (314-977-2930) or visit the Academic Resources Center.
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Appendix B: Guidelines for Class Discussion
Students are expected to conduct themselves in a respectful and professional manner. Classroom
discussions will from time to time involve disagreements and differences of perspective. This is
perfectly legitimate and part of the learning process. Such discussions must respect the dignity of
all participants, regardless of differences of perspective. The classroom should be an
environment in which students have the liberty to test out ideas, even if they are not yet fully
formulated, without fear of ridicule or reproach.
Christian theology is an ongoing conversation about how God has been understood by the
Christian tradition throughout the ages. The point of conversation (theological or otherwise) is to
advance understanding for all participants, therefore it is important to enter into conversation
seeking to learn as much as to persuade. In that spirit, the following guidelines are offered to
make our time together more mutually beneficial:
1. This is not debate class! We are here to discuss theology by participating in the type of
conversation that genuinely advances understanding. It is important to approach these
discussions with both a high degree of introspection and a willingness to engage in
dialogue.
2. Engage in academically responsible scholarship by presenting all perspectives fairly, by
making an effort to understand an author’s historical and cultural context, and by
consulting primary sources directly (always citing references fully).
3. Before discussing differences of opinion, it is always helpful to begin by identifying
some common convictions about the issue at hand.
4. Be open to constructive criticism since much can be learned from objections to one’s own
position, even if in the end one’s position remains unchanged.
5. Point out mistakes or misinformation in your interlocutor’s position gently and
constructively.
6. At the conclusion of the conversation assess what you have learned or need to learn in
order to further refine your own position.
Use of Technology in the Classroom: Cell phones should be turned off or placed in vibrate mode
during class. If you receive an EMERGENCY call (one that requires your immediate attention)
during class, please remove yourself from class as unobtrusively as possible, complete the
conversation as quickly as possible and—unless the situation demands otherwise—return to class
as unobtrusively as you left. Use of laptops during class time is permitted but those who are
found to be using their laptops during class time for purposes unrelated to class content will be
denied the privilege of using them in class for the remainder of the semester. Text messaging is
absolutely prohibited at all times during class. Any student found to be using electronic media
during a quiz or exam will automatically receive a zero/F for that work. No exceptions.
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