FOUNDATIONS OF THEOLOGICAL ETHICS
FALL 2015 SYLLABUS
Course Number: BIOE 6600.01 | THST 6060.01
Section Time/Days: Tuesdays 7:15-9:45
Location: Seidler Seminar Room, UNH 4511
Instructor: Dr. Elizabeth Quirós
equirosl@lmu.edu | 310/338-1659 | UNH 4517
Office hours by appointment
Course Description:
Theological voices played a major role in the emergence of bioethics as a field in the last half of
the twentieth century, and continue to make important contributions to bioethics discourse. This
course introduces students to foundational frameworks within theological ethics and invites students
to understand, analyze, and evaluate the meaning and function of different foundational sources of
moral knowledge and theo-ethical approaches for the articulation of bioethical problems.
The main content of this course unfolds in two parts. In part one, students will explore the roles
of human reason and experience, scripture, and tradition as foundational sources of moral knowledge
in theological ethics. In part two, students will engage with foundational approaches to theological
ethics, including natural law, liberationist, character and narrative approaches. The normative import
of these different frameworks will be illustrated throughout the course by examples from
contemporary theological bioethics literature. The third, final part of the course is dedicated to
appropriating and applying concepts from the preceding parts.
This is a seminar course that uses a combination of lectures and group discussion as the primary
modes of in-class instruction. Students may be assigned about 100 pages of reading per week and are
expected to come to class prepared to actively engage in discussion. In the course of the semester,
students will be expected to submit about 30-50 pages of writing (double-spaced, spread out across
multiple assignments) and give a ten minute class presentation based on their final paper.
Learning Outcomes:
The purpose of this course is to help students to…
 Understand the Scriptural, historical, doctrinal, and experiential dimensions of Christian
reflection in the moral life
 Examine and critically compare different methodological approaches within Christian
theological ethics
 Engage in a careful analysis of the relationship between foundational frameworks of
theological ethics and contemporary normative problems
 Appreciate the normative implications of theo-ethical frameworks for bioethics discourse
Prerequisites:
Graduate status
Required Text:
Gula, Richard M. 1989. Reason Informed by Faith: Foundations of Christian Morality. Mahwah, NJ:
Paulist Press. | Compare Prices
Course Work:
Class Preparation & Participation: 20%
Short Essay (2-4pp): 5%
Part 1 Exam (take-home, 10-15pp): 25%
Part 2 Exam (take-home, 10-15pp): 25%
Part 3 Paper (10-15pp) & Presentation (10 min): 25%
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STATEMENT ON THE UNIVERSITY MISSION IN RELATION TO COURSES IN THE BIOETHICS INSTITUTE
Courses in the Bioethics graduate program at Loyola Marymount University seek to provide
educational opportunities that will enable students to reflect systematically on contemporary issues in
bioethics through a challenging liberal arts and sciences curriculum with a commitment to social
justice.
Courses in the Bioethics Institute require students to think, speak, write, and reflect critically about the
deepest ethical questions of the day, especially those emerging in the areas of the life sciences and
medicine. To do this, students are required also to “acquire the arts of precise and elegant expression,
a sound and critical grasp of ideas, a familiarity with the modern world’s ways of knowing itself, a
personal understanding of this nation’s history and multicultural heritage, and an appreciation of other
cultures and societies around the globe.” (University Bulletin)
STATEMENT ON ACADEMIC EXCELLENCE IN THE BIOETHICS INSTITUTE
In keeping with the larger context of LMU’s mission, academic excellence is grounded in critical
thinking, moral reflection, and articulate expression (both in written and oral form). Such critical
thinking, reflection, and expression are rooted in the discipline of academic work. Critical thought and
reflection, as well as the ability to articulate one’s ethical beliefs clearly and thoughtfully, are the result
of disciplined work, which constitutes the necessary condition for academic achievement.
The Bioethics Institute maintains high expectations for academic excellence. Students in the Bioethics
Institute’s courses are expected to be engaged listeners and careful readers as well as to write and
speak cogently about substantive ethical matters. They are expected to understand and analyze
pertinent primary texts, scholarly literature, and to assimilate lectures on complex topics. Moreover,
students are expected to generate their own questions about the material under consideration,
questions appropriate to the area they are studying, reflecting a firm grasp of the basic course content
and methodological approach.
Courses in the Bioethics Institute may require approximately 150 pages of reading a week and up to 40
pages of writing over the course of the semester. Moreover, class attendance, preparation, and
participation are not optional, but essential. Faculty are not required to prepare detailed “study
guides” that repeat or summarize class and lecture content, nor are they required to prepare students
for quizzes or exams beyond the content of the course lectures. Grading standards are high for all
courses in the Bioethics Institute.
TENTATIVE NATURE OF THE SYLLABUS
This syllabus represents the professor’s best judgment and projection of the conduct of the course.
However, the professor reserves the right to modify the assignments and requirements for this course.
Ample notification (written or oral) will be given for any changes. Students are responsible for any
changes or modifications announced in class or posted on LMU's course management system
MyLMUConnect.
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COURSE REQUIREMENTS
This is a seminar course that uses a combination of lectures and group discussion as the primary modes
of in-class instruction. Students may be assigned about 100 pages of reading per week and are
expected to come to class prepared to actively engage in discussion. In the course of the semester,
students will be expected to submit about 30-50 pages of writing (double-spaced, spread out across
multiple assignments) and give a ten minute class presentation based on their final paper.
Class Preparation & Participation: 20%
Class participation accounts for 20% of the final grade and reflects the quality of a student’s
preparation for class and contributions to class discussion. To adequately prepare for class, students
will need to complete the assigned reading and take notes for the purpose of contributing
substantively to in-class discussion. Students should bring copies of the readings and their notes to
class each week. Participation will be assessed in terms of students’ in-class engagement with the
texts, willingness to take learning risks, and conscientiousness towards the contributions of others.
Short Essay (2-4pp): 5%
Due: Sep 1 – Sep 30
The purpose of this assignment is to help students prepare for the first exam. Each week’s lesson is
accompanied by a set of questions very much like those that may be found on an exam. A student
must submit a written response of 2-4pp to any one question(s) posed during weeks 1 through 5
sometime before October 1st. This will give me a chance to provide you with feedback prior to the first
exam. You may use aspects of this Short Essay in your answers to exam questions, if appropriate.
Part 1 Exam (10-15pp): 20%
Due: Oct 13
Students will be given a set of questions based on the material presented in the first part of the course.
Adequately responding to these questions will require minimally 10pp of writing, and should not
exceed 15pp. Students must submit their exam to the Instructor electronically (via MyLMUConnect)
prior to class on October 13th and bring a hard copy to class with them for the purpose of discussion.
Part 2 Exam (10-15pp): 20%
Due: Nov 10
Students will be given a set of questions based on the material presented in the second part of the
course. Adequately responding to these questions will require minimally 10pp of writing, and should
not exceed 15pp. Students must submit their exam to the Instructor electronically (via
MyLMUConnect) prior to class on November 10th and bring a hard copy to class with them for the
purpose of discussion.
Part 3 Paper (10-15pp) & Presentation (10 min): 25%
Due: Dec 1 – Dec 15
The final assignment invites students to independently investigate an issue of their choice from a
theological perspective and apply the tools of this course to analyze a single work in terms of the
sources and approaches used and to evaluate the work in terms of its contribution to the bioethical
discourse on that topic. Students will be given 10 minutes during the last two weeks of the course (Dec
1 and Dec 8) to present their work to classmates. The final paper is due during exam week, on Dec 15 th.
Grading & Assessment
Your final grade for this course is composed of the above elements. Written assignments will be
submitted, evaluated, and returned electronically via MyLMUConnect, where you can check the status
of your grade at any time. The grading scale and standards used for this course are included below.
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REQUIRED TEXTS & TECHNOLOGY
Required Text: Gula, Richard M. 1989. Reason Informed by Faith: Foundations of Christian Morality.
Mahwah, NJ: Paulist Press. | Compare Prices
MyLMUConnect: The majority of course materials you need to prepare for class each week will be
available on MyLMUConnect. MyLMUConnect is also your best source for finding the most up-to-date
assignments and instructions: if you should find a discrepancy between what is printed on this syllabus
and what is posted on MyLMUConnect, go with the latter.
Email Communication: At times I will communicate with the entire class using campus email systems,
so it is essential that you regularly check your lion.lmu.edu email address or forward your lion account
email to your preferred email address. I respond to email messages during the work week within 24hours of receipt. For matters requiring a more immediate response, indicate “urgent” in the subject
line.
CLASSROOM CONDUCT
Classroom Behavior: This is a seminar-style course where active listening and respectful
communication skills are crucial for maintaining a constructive learning environment. If at any point
your behavior in class jeopardizes the safety of the learning environment for others, you will be asked
to leave for the remainder of class time and must meet with me prior to the next class period. If at any
point you feel threatened in the classroom environment, please communicate this to me and/or the
Director of the Bioethics Institute.
Electronic Devices: Please turn off and put out of sight all electronic devices (other than a computer,
if/when allowed) during class-time. The interruptions they cause disrupt class, interfere with the
learning process, and are ultimately disrespectful to your classmates and myself. Unauthorized use of
electronic devices, including using computers for non-course related purposes, will be treated as an
absence from class.
Absences: Because this course only meets once per week, attendance at every class is significant for
student learning. I do not make distinctions between “excused” and “unexcused” absences, though I
do appreciate advanced notice if you are unable to attend. All absences, for any reason, are given a
participation grade of 0 for that week. Regardless of your presence or absence, you are responsible for
making up the missed material and submitting the requisite coursework for each week.
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POLICIES ON SUBMITTED WORK
Late Assignments: Students are expected to complete assignments by the stated deadline, unless
special accommodations have been made in advance. An assignment submitted within one week after
the deadline will still be accepted for credit, but will lose a full letter grade.
Incompletes: Students needing more time to complete the requirements of this course may request an
initial grade of Incomplete and subsequently lose one full letter off their final course grade. Such
requests will be considered on a case-by-case basis.
Academic Honesty: Academic dishonesty will be treated as an extremely serious matter, with serious
consequences that can range from receiving no credit for assignments/tests to expulsion. It is your
responsibility to make sure that your work meets the standard of academic honesty set forth in the
“LMU Honor Code and Process” which appears in the University Bulletin.
EXCEPTIONS
Americans with Disabilities Act: Students who need reasonable modifications, special assistance, or
accommodations in this course should present the appropriate documentation from the LMU Disability
Support Services Offices to me at the beginning of the semester. All discussions will remain
confidential. Students with disabilities who do not yet have the appropriate documentation should
contact the Disability Support Services Office (Daum Hall Room 224, 310-338-4535) as soon as possible.
Visit http://www.lmu.edu/dss for additional information.
Exigent Circumstances: Major life events do not always respect the academic calendar. If something
should happen during the semester that seriously affects your ability to meet the demands of this
course, contact me as soon as practicable. Accommodations may be made so long as (1) the academic
rigor of the course is maintained, and (2) fairness to other students is respected. [*In case of a
weekend emergency, it is best to text my personal cell phone (615.227.2272; don’t forget to include
your name), and I will call you back.]
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Passing
GRADING SCALE & STANDARDS FOR THIS COURSE
A+
97-100
Outstanding
Student has exceeded expectations and achieved mastery of the subject.
A
93-96
Excellent
Student has met all expectations and demonstrated an excellent
understanding of the subject.
A-
90-92
Great
Student has met all expectations and demonstrated a great understanding of
the subject.
B+
87-89
Very Good
Student has met nearly all expectations and demonstrated a good
understanding of the subject.
B
83-86
Good/Satisfactory
Student has met most expectations and demonstrated a general
comprehension of the subject.
B-
80-82
Red Flag
Student has met some expectations and demonstrated a flawed
comprehension of the subject.
C
70-79
Not Good
Student has met few expectations and shown a poor understanding of the
subject.
D
60-69
Very Bad
Student has not met expectations and has shown deficient understanding of
the material.
F
0-59
Completely Unacceptable
Flagrant disregard for course requirements; violated honor code or failed to
hand anything in.
Failing

UNIVERSITY POLICY ON ACADEMIC STANDING
Good Standing: Graduate students must maintain a B average (3.0) in term, major, program, and
cumulative GPA to remain in good academic standing.
 Academic Probation: Graduate students are subject to academic probation if their term or
cumulative GPA is lower than a B average (3.0), or if they fail to make satisfactory progress in the
program of study.
Academic Disqualification: Graduate students are subject to disqualification if, in two consecutive
semesters on probation, their performance falls below the stated career requirement. Disqualification
terminates a student’s relationship with the University for a minimum of one year.
See the University Bulletin for complete details on academic standing
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SUMMARY COURSE SCHEDULE
Part 1: Foundational Sources of Moral Knowledge
1
9/1
Theology & Bioethics: Theology as Source of Moral Knowledge in Bioethics
2
9/8
Theological Ethics: Foundational Sources & Context
3
9/15
Faith Experience as Source of Moral Knowledge: God as the Good
4
9/22
Human Experience as Source of Moral Knowledge: Person as Moral Subject & Norm
5
9/29
Scripture as Source of Moral Knowledge
6
10/6
Tradition as Source of Moral Knowledge: Church as Moral Subject & Norm
7
10/13
Part 1 Exam
Part 2: Foundational Approaches
8
10/20
Natural Law Approaches
9
10/27
Liberation Approaches
10
11/3
Virtue, Character, And Narrative Approaches
11
11/10
Compare & Contrast Draft Due – In-Class Workshop
Part 3: Application & Appropriation
12
11/17
Theological Bioethics in The Public Sphere
13
11/24
NO CLASS: Research & Writing Week | Compare & Contrast Part 2 Paper Due
14
12/1
Student Presentations: Aliza, Andres, Gigi, Heidi, Helena, Lynell, Melis, Nita
15
12/8
Student Presentations: Alejandra, Angelica, Joseph, Joshua, Robbie, Rod, Sue
Ex.
12/15
Final Papers Due
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WEEKLY SCHEDULE AND ASSIGNED READINGS
Remember, this is only a tentative schedule, an attempt to articulate the subject matter that might not
reflect the real unfolding of the class content. The latter depends on factors that cannot be established
a priori, such as the learning pace of students, their ability to assimilate the material, as well as the
need to continue in class discussions on particular points. For all these reasons, the schedule could be
modified any time at the professor’s discretion. Check MyLMUConnect for the most up-to-date
information.
Wk 1: Sep 1
Wk 2: Sep 8
Wk 3: Sep 15
Wk 4: Sep 22
PART I: FOUNDATIONAL SOURCES OF MORAL KNOWLEDGE
Theology & Bioethics: Theology as Source of Moral Knowledge in Bioethics
On MyLMUConnect:
✦● Campbell, “Religion and Moral Meaning in Bioethics” (6pp)
✦● McCormick, “Theology & Bioethics” (5pp)
✦● Hauerwas, “Salvation & Health: Why Medicine Needs the Church” (19pp)
✦● Verhey, “The Bible and Bioethics: Some Problems and a Proposal” (25pp)
✦● Lebacqz, “Bio-ethics: Some Challenges from a Liberation Perspective” (12pp)
● Jonsen, “A History of Religion and Bioethics” (14pp)
Page Total: 83
Theological Ethics: Foundational Sources & Context
Textbook:
● Gula 1989, Reason Informed by Faith:
Ch. 1 “The Nature of Moral Theology” (8pp)
Ch. 3 “The Context of Contemporary Moral Theology” (18pp)
On MyLMUConnect:
● Hauerwas and Wells 2011, The Blackwell Companion to Christian Ethics:
Ch. 3 “Why Christian Ethics Was Invented” (11pp)
Ch. 4 “How the Church Managed Before There Was Ethics” (14pp)
● Christie, “The Catholic Heritage” (22pp)
● Farley, “The Role of Experience in Moral Discernment” (17pp)
Page Total: 90
Faith Experience as Source of Moral Knowledge: God as the Good
Textbook:
● Gula 1989, Reason Informed by Faith:
Ch. 4 “Faith and Morality” (16pp)
On MyLMUConnect:
● Nullens & Michener, “The Triune God and the Good” (24pp)
✦Gustafson, “The Contributions of Theology to Medical Ethics” (23pp)
✦Verhey, “’Playing God’ and Invoking a Perspective” (11pp)
Page Total: 74
Human Experience as Source of Moral Knowledge: Person as Moral Subject &
Norm
Textbook:
● Gula 1989, Reason Informed by Faith:
Ch. 5 “The Human Person” (12pp)
Ch. 6 “Freedom and Knowledge” (13pp)
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Wk 5: Sep 29
Wk 6: Oct 6
Wk 7: Oct 13
Wk 8: 10/20
Ch. 7 “A Sense of Sin” (17pp)
On MyLMUConnect:
● Peters, “Introduction: Seven Steps to Radical Evil” (33pp)
✦Gustafson, “Genetic Engineering and the Normative View of the Human”
(14pp)
Page Total: 89
Scripture as Source of Moral Knowledge
Textbook:
● Gula 1989, Reason Informed by Faith:
Ch. 12 “Scripture in Moral Theology” (20pp)
Ch. 13 “Jesus and Discipleship” (14pp)
On MyLMUConnect:
● Deidun, “The Bible and Christian Ethics” (36pp)
✦Verhey, “Abortion” (58)
DUE:
Last date to submit Short Essay [2-4pp] is Thursday, October 1
Page Total: 128
Tradition as Source of Moral Knowledge: Church as Moral Subject & Norm
Textbook:
● Gula 1989, Reason Informed by Faith:
Ch. 11 “Conscience and Church Authority” (10pp)
Ch. 14 “The Church and the Moral Life” (20pp)
On MyLMUConnect:
● Turner, “Tradition in the Church” (18pp)
✦Lauritzen, “On Being Medieval without Menace: Catholic Magisterial Teaching
as a Source for Bioethics” (22pp)
✦Lysaught, “From Clinic to Congregation: Religious Communities and Genetic
Medicine” (15pp).
Page Total: 83
Part 1 Exam Due – In-Class Review
DUE:
Submit Part 1 Exam [10-15pp] via MyLMUConnect prior to class.
Bring a hard copy to class with you.
Page Total: 0
PART II: FOUNDATIONAL APPROACHES
Natural Law Approaches
Textbook:
● Gula 1989, Reason Informed by Faith:
Ch. 15 “The Natural Law in Tradition” (11pp)
Ch. 16 “Natural Law Today” (19pp)
On MyLMUConnect:
✦Curran 1978, “In Vitro Fertilization and Embryo Transfer: From a Perspective of
Moral Theology” (29pp)
✦Cahill 1989, “Moral Traditions, Ethical Language, and Reproductive
Technologies” (14/25pp)
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Wk 9: 10/29
Wk 10: 11/3
Wk 11: 11/10
Wk 12: 11/17
Wk 13: 11/24
✦May 1997, “Donum Vitae: Catholic Teaching Concerning Homologous In Vitro
Fertilization” (19pp)
✦Ryan 2001, “Procreative Liberty and Catholic Social Teaching” (9/30pp)
Page Total:101
Liberation Approaches
On MyLMUConnect:
● Hillar, “Liberation Theology: Religious Response to Social Problems” (8pp)
● Hobgood, “An Ethical Agenda for Elites” (27pp)
✦● Farley, “Feminist Theology and Bioethics” (20pp)
✦dos Anjos, “Power and Vulnerability: A Contribution of Developing Countries to
the Ethical Debate on Genetics” (17pp)
✦Cahill, “Genetics, Theology, Common Good” (15pp)
● Grant, Selection from White Women’s Jesus, Black Woman’s Christ: Feminist
Christology and Womanist Response (7pp)
✦Smith, “Women of Color and Reproductive Choice: Combating the Population
Paradigm” (28pp)
Page Total: 131
Virtue, Character, and Narrative Approaches
On MyLMUConnect:
● Drane, “Character and the Moral Life: A Virtue Approach to Biomedical Ethics”
(25pp)
● Hauerwas, Selections from A Community of Character:
“Jesus: The Story of a Kingdom” (16pp)
“Church and World: History, Politics, and the Virtues” (64pp)[EN]
✦ Hauerwas, “Theological Reflections on In Vitro Fertilization” (19pp)
Page Total: 124
Compare & Contrast Draft Due – In-Class Paper Workshop
DUE:
Bring 2 hard copies of Compare & Contrast Draft with you to class.
PART III: APPLICATION & APPROPRIATION
Theological Bioethics in The Public Sphere
On MyLMUConnect:
● Guinn, “Introduction: Laying Some of the Groundwork” (20pp)
● Lammers, “The Marginalization of Religious Voices in Bioethics” (25pp)
✦ Cahill, “Bioethics, Theology, and Social Change" (29pp)
● Messer, “Christians and Public Debate on Bioethics” (5pp)
✦ Gill, “Tensions in Public Theology” (28pp)
✦ Messer, “Public Engagement” (32pp)
Page Total: 139
Research & Writing Week – No Class
DUE:
Submit Compare & Contrast Part 2 Paper [10-15pp] via MyLMUConnect.
*Students opting for single Mega-Paper should submit note to this effect in lieu
of uploading assignment.
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Wk 14: 12/1
Wk 15: 12/8
Ex Wk: 12/15
Student Presentations Due
DUE:
Student Presentations [10 mins]
1. Aliza
2. Andres
3. Gigi
4. Heidi
5. Helena
Student Presentations Due
DUE:
Student Presentations [10 mins]
1. Alejandra
2. Angelica
3. Joseph
4. Joshua
5. Robbie
6. Lynell
7. Melis
8. Nita
9.
6. Rod
7. Sue
8.
9.
Final Papers Due
DUE:
Submit Part 3 Paper [10-15pp] or Mega-Paper [20-30pp] via MyLMUConnect by
11:59pm.
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