THST 198: God and the Good

Loyola Marymount University, Autumn 2013

THST 198 God and the Good

(Section 17 and Section 20)

Instructor: Matthew Petrusek, Assistant Professor of Theological Studies Class Meeting Time and Location: Section 17 - MWF 12:00-12:50 PM in St. Roberts Hall 366. Section 20 MWF 1:00-1:50 PM in St. Roberts Hall 369 Office Hours: Tuesdays, 9:00-11:00 AM; Thursdays, 1:00-3:00 PM; Fridays, 1:00-3:00 PM and by appointment. Contact Info: Matthew.Petrusek@lmu.edu; 310-338-2958 (tel.); University Hall 3721 Prerequisites: none

Course Rationale and Description This course provides a broad survey of foundational texts and ideas that have contributedand continue to contributeto the vast, diverse, and living body of moral thinking that constitutes Christian Ethics. The survey follows three interrelated strands of inquiry. The first is descriptive and historical: starting with readings from the Bible, we will move in a roughly chronological line through some of the major theological and philosophical moments in the history of Christian Ethics and see how they eventually culminate in contemporary Christian ethical thinking. The goal from this standpoint is to see how patterns of moral thinking and the conclusions they form about the nature and content of Christian ethics change, transform, and, even, remain consistent through time. The second strand is interpretive and conceptual: throughout the course we will identify and scrutinize the fundamental theological, ontological, anthropological, epistemological, and ethical conceptions and presuppositions in each text in order to understand not only what a particular author thinks but also why she or he thinks in that way. Finally, the course will also have a normative component. We will not only ask what each author thinks individually and in relation to other others; we will ask whether any of them are right. Asking that questionin effect, starting to do theological ethics on ones ownwill require us to determine normative standards of judgment and ask why and how they are justifiable. Some Basic Guiding and Motivating Questions What is the relationship between God and the human good? Does the definition of God influence how we define the good? Does how we define the good influence our definition of God? Should it? What are the source(s) of our moral beliefs and norms? How do we determine which moral beliefs and norms are superior to others? Is such a determination possible? If so, on what grounds? What distinguishes theological and Christian ethics from other kinds of ethics? Is the purpose of theological ethics to be saved/attain self-perfection or to improve the world around us? If both, what is the relationship between the two? What is the relationship between knowledge and ethics? Does knowing what is good guarantee that one will do the good? If not, why not? What is the relationship between love and ethics? Must one desire to do the good in order to actually do the good? If so, can this desire be taught? What is the relationship freedom and ethics? Is one free to choose to do the good and be a good person? What, if anything, might inhibit human freedom to know and/or do the good? What is the relationship between ones social environment and ethics? Must one be raised ethically and live in an ethical community in order to be an ethical person? How do different conceptions of God and the good influenceor determinethe nature of the political order? Is it possible to establish or approximate the Kingdom of God (or any ideal of ethical perfection) on earth? If so, how and why? If not, why not?

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THST 198: God and the Good

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Learning Outcomes and Class Goals By the end of the course, students should be able to: Identify, understand, and compare the fundamental theological and ethical differences and similarities among the alternative views the course will examine. Provide specific, if understandably incomplete and tentative, answers to the guiding and motivating questions above. Articulate an understanding of how theological ethics in general, and Christian ethics in particular, could be conceived of as a unified field of inquiry while, at the same time, encompassing deeply divergent conceptions of the nature of God and the human good. Demonstrate basic competence in the following two dimensions of theological-ethical inquiry:

o The Interpretive Dimension: Successful students will be able to read texts in hermeneutically responsible waysthat is, in ways that are faithful to the authors intent and purposes. Reading is not a passive activity; rather, students should be actively engaged in understanding the texts principal arguments and themes and be able to justify their interpretation by means of argumentation. o The Evaluative Dimension: Successful students will also be able to develop a reasoned, nuanced position not only on whether they agree with a particular text/author/argument, but also why they agree/disagree. Such reasoning includes both a comparative componentplacing texts and arguments in conversation with each otherand a normative component, that is, coming up with ones own reasons why one agrees/disagrees, informed by the arguments of others but not necessarily entirely reducible to them. Demonstrate improvement in the capacity to read, write, and argue (both orally and in written form) in a theological-ethical context. o Argumentation is the lifeblood of this course, not only in the form of identifying and understanding the arguments of others, but also in being able to formulate your own. In this vein, there is an intimate, complementary, and mutually-reinforcing relationship between knowing what you believe to be the case about a particular author, text, position, etc. and expressing what you believe to be the case, both orally and in essay form. As such, this course will devote significant time to examining how to read a theological-ethical argument and structure a response to it. Enjoy eating a theological-ethics cake on the last day of class. o Theological-ethics cakes are similar to non-theological ethics cakes but with one fundamental difference: the class will decide, by vote, both what kind of cake to eat and what memorable, class-related phrase/image will go on top of the cake. (The instructor reserves the right to veto inappropriate cake submissions.) Page 2 of 10

THST 198: God and the Good

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Instructional Methods The course will be a mixture of engaged-lecture and class discussion. While lecturing, I will frequently pause to engage the class on a specific topic or question, so please be ready to respond and interact while I am presenting. Students are welcome to ask questions during the lecture, but I ask that you please consider, in the interest of coherence and continuity of the presentation, whether it may be better to ask the question after the lecture has concluded. Please use discretion. That said, you should ALWAYS feel comfortable asking questions of any kind. Class discussion will be more open and freewheeling than the engaged-lectures, but it should always take the form of a disciplined and mutually-attentive conversation, by which I mean: individuals with different points of committed to talking about the same thing. Also, please note that teaching will continue to take place during class discussion and so students may be responsible for the ideas and themes that emerge during the conversations. It might be on the test. Assessment of Student Performance Student performance will be assessed in the following areas: Mid-Term Exam: There will be an in-class mid-term exam halfway through the semester. I will give out study questions before the exam and then choose from those same study questions on exam day. The exam will be taken in the classroom, with no books or notes. Answers must be written by hand (no computers allowed). Writing Assignments: Students will be responsible for completing two (2), 1200-1500 word essays during the semester. In each assignment, I will offer a list of possible questions to respond to; students will only have to answer ONE per assignment. All the questions will relate directly to the assigned readings; therefore NO research or consultation of secondary sources is necessary. In fact, please DO NOT consult such resources when formulating your responses. I want to read what you, and you alone, think about the texts and issues we are discussing in class. o Good Theological-Ethical Writing Awareness Week 2013 As you will see in the course schedule/list of assignments below, we will devote an entire week to improving writing and argumentation. The instruction is meant to provide more than general writing tips and rules of thumb; it is intended, rather, to identify, evaluate, and put into practice the foundational features of good writing and effective argumentation in most academic contexts, including the field of theological ethics. This is not an exercise apart from or in addition to the content of the course. It is, rather, at the heart of the content of the course, insofar as studying ethics requires the refined capacity to understand complex arguments and formulate ones own arguments in response arguments that are carefully structured, coherent, and, ultimately, persuasive. In this sense, good writing is not only the result of clear, nuanced, and original thinking. It is also the condition for it. o All papers will be turned in through MYLMU Connect. Final Exam: There will be an in-class final during finals week that will test students knowledge of topics and ideas covered throughout the entire course, though the emphasis will be on the texts and arguments subsequent to the midterm. As with the midterm, I will give out study questions beforehand and then select from those same questions on exam day. The exam will be taken in the classroom, with no books or notes. Answers must be written by hand (no computers allowed).

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o The final exam will take place during LMUs finals week (December 9-13)date, time, and location TBA Class Discussion: First, you must be present in order to participate. Second, students are expected to be consistently active participants during class time, asking and discussing both interpretive questions (e.g., What is the most accurate reading of the authors argument?) and evaluative questions (e.g., Is the author right?). Of course answering and asking these questions requires that you come to class prepared; I will always assume you have done the reading and thought about it before coming to class. It is always evident when this is not the case. Also, please remember that students are always welcomeand encouraged!to challenge both the text itself and the professors interpretations of the text/issue at hand and/or to ask for clarification. Likewise, students should feel free to question and respectfully disagree with each other. Vigorous and nuanced conversation provides one of the most effective ways to advance thinking on any topic, especially in theological ethics. I look forward to many such conversations in this course.

Attendance Policy: If you have more than two (2) unexcused absences, your participation grade will be reduced by ten percent (10%) each additional day you miss. Please let me know ahead of time via email if you know you are going to miss a class. An unexcused absence is any absence that is not due to UNAVOIDABLE circumstances (e.g., an illness, injury, emergency family situation, etc.). The burden will be on you to justify why and how the circumstances were unavoidable. Put briefly and positively: do your best to come to class every time on time. It is how you, and your fellow students, will get the most out of the course. Work Load Expectation LMUs course credit policy states that there must be three (3) hours of work per week for every one (1) credit of the course. This is a three (3) credit course, meaning that students should, on average, expect nine (9) hours of work per week for the fifteen (15) week semester. We will spend three (3) of those hours in class meetings per week; therefore, students should expect to spend six (6) hours a week doing the readings, completing the assignments, studying for exams, and preparing for class discussions. The nature of the readings and assignments assume this average workload/time distribution. Grade Distribution: Mid-Term Exam: 20% of total grade Essay #1: 15% of total grade Essay #2: 25% of total grade Final Exam: 30% of total grade Participation: 10% of total grade There will be no extra credit opportunities Grading Scheme: 94.5%-100% = A 79.5%-83.4% = B66.5%-69.4% = D+ 89.5%-94.4% = A76.5%-79.4% = C+ 63.5%-66.4% = D 86.5%-89.4% = B+ 73.5%-76.4% = C 59.5%-63.4% = D83.5%-85.4% = B 69.5%-73.4% = C59.4% and below = F

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THST 198: God and the Good

Loyola Marymount University, Autumn 2013

o The final grade will be rounded UP to the nearest tenth percent (e.g., 89.45 would be rounded up to 89.5, moving the student from a B+ to an A-). o Please also consult APPENDIX A, LMU Department of Theological Studies Instructional Standards, for a description of the standards for receiving an A grade, B grade, etc. Late Paper and Missed Exam Policy Papers received after the due date/time will receive a five percent (5%) grade reduction for every 24 hours they are late. The midterm and final must be taken IN-CLASS on the scheduled day and exam. Students will not be able to make up missed exams unless there is a severely complicating circumstance to justify it. Required Texts

J. Philip Wogman. Readings in Christian Ethics: A Historical Sourcebook. Westminster John Knox Press, 1996. (ISBN# 0-664-25574-4) The Bible, preferably Revised Standard Version or New American. If you do not have a bible and would like to access one online, one can be found at: http://www.newadvent.org/bible/gen001.htm o Please bring the Readings in Christian Ethics text with you to every class; you only need to bring the bible, or a print out of the relevant chapters and verses, on the days readings from the bible are assigned. If there is a reading online, please PRINT IT OUT and bring it to class with you.

Other readings may be posted on MYLMU Connect

Expectations and Classroom Policies

Plagiarism and Academic Honesty Academic dishonesty will be treated as an extremely serious matter. Depending on the severity of the act, the consequences can range from receiving a zero (O) on the assignment to being expelled from class. It is NEVER permissible to turn in any work copied from another student or copied from a source (including the Internet) without properly acknowledging the source. It is YOUR responsibility to make sure your work meets the standard of academic honesty set forth in the LMU Honor Code and Process (see http://www.lmu.edu/about/services/registrar/Bulletin/Bulletins_in_PDF_Format.htm) There should be NO reason to have any doubt about whether one is plagiarizing or not in this course. The papers are NOT research papers, and so NO outside consultation of sources is necessary. The primary text and the text alone is the only thing you will need to write the papers. You are allowed to consult with others about your papers argument, but the final productthat which you turn inshould be your work and your work alone.

Email Availability If necessary, I will communicate with the class via email. Please be sure that you regularly check your LMU email account, as this is the only email address to which I will send messages. If you have other email accounts, please be sure that they are linked to your LMU account so you do not miss any important class information/changes/updates. Also, if you write me an email, please be sure that it is from your LMU account; please do not write me from your personal email account(s), as sometimes they are blocked by anti-spam software.

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Expectations and Classroom Policies (continued) Computer Use In Class I request that students please refrain from using laptops or tablets during class, except when I am lecturing. During class discussion, I have found that they inhibit conversation and serve as an individual and group distraction. I will therefore frequently ask that computers be put away, which means you should always have paper and something to write with with you. If you have special needs that require you to use a computer during the entire class, please let me know and we can work something out. Cellphone Use Please make sure your cellphones are off or on vibrate when you come into the classroom, and please DO NOT use your phones for texting, updating, downloading, chatting, liking, posting, commenting, tagging, tweeting, orworst of all possible offenses calling during class. It is disruptive and disrespectful. Keep the phones in your pocket or in your bag. Punctuality Please arrive to class on time, and please do not leave, or begin packing up your things, before I have dismissed class. Three tardy arrivalstardy defined as five (5) minutes or more latewill constit ute one unexcused absence. General Etiquette Please observe basic, commonsensical principles of courtesy and respect in the classroom, including raising your hand to speak, not talking over the professor or other students, not talking at all unless part of the class conversation, not eating in class (drinks are okay), not leaving class unless absolutely necessary, dressing appropriately, etc. For a full behavioral policy, please consult LMUs Community Standards, the Lions Code, and the Student Affairs brochure, Disruptive and Threatening Student Behavior. Tentative Nature of Syllabus If necessary, this syllabus and its context are subject to revision; students are responsible for any changes or modifications distributed in class or posed on LMUs course management system MYLMU connect. If you miss a class, please consult with me or another student to ensure that you have not missed any changes to the readings or assignments.

Special Accommodations Students with special needs who require reasonable modifications, special assistance, or accommodations in this course should promptly direct their request to the Disability Support Services (DSS) Office. Any student who currently has a documented disability (ADHD, Autism Spectrum Disorder, Learning, Physical, or Psychiatric) needing academic accommodations should contact the DSS Office (Daum Hall 2nd floor, 310-338-4216) as early in the semester as possible. All discussions will remain confidential. Please visit www.lmu.edu/dss for additional information.

(Calendar, Readings, and List of Assignments on Next Page)

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THST 198: God and the Good

Loyola Marymount University, Autumn 2013

Course Schedule (Subject to Revision) WEEK 1

8/26-8/30

2
9/2-9/6

3
9/9-9/13

4
9/16-9/20

5
9/23-9/27

6
9/30-10/4

7
10/7-10/11

8
10/14-10/18

9
10/21-10/25

READINGS & ASSIGNMENTS M: Course Introduction; Hand Out Syllabus Introduction: What is W: Map of Theological Ethics (handout); Bible: Book of Exodus, Theological Ethics? [and] Old chaps. 19:17-23:33 Testament F: Book of Leviticus, chap. 19 M: NO CLASS (Labor Day) Old Testament (cont.) [and] W: Bible: Gospel of Matthew chaps. 5-7; Gospel of Luke, chap Transition to New Testament 6:20-49 F: Bible: Letter to the Romans [entire]; First Letter of John [entire] M: Wogaman, pgs. 1-3; 13-24; (The Didache, Clement, Epistle to Summary of Scriptural Diognetus, Justin) Foundations [and] Transition W: Wogaman, pgs. 27-37; (Tertulian, St. Clement of Alexandria) to Church Fathers F: No One Can Harm the Man Who Does Not Harm Himself (St. John Chrysostom) [entire], available online at: http://www.newadvent.org/fathers/1902.htm M: Wogaman, pgs. 51-52; 61-64 (St. Augustine) W: City of God, Book 14, read 1/3rd of text, available at: St. Augustine http://www.newadvent.org/fathers/1201.htm F: City of God, Book 14 (cont.), read up to 2/3rds of text -First Essay Questions Handed Out in Class St. Augustine (cont.) [and] M: City of God, Book 14 (cont.), complete reading. Transition to Medieval W: Wogaman, pgs. 65-72; 73-83 (St. Benedict, Bernard of Thought Clairvaux, St. Catherine of Siena) (Monasticism, Mysticism, F: Wogaman, pgs. 83-89 (The Penitential of Cummean) and Penitential Ethics) M: Summary and Introduction to St. Thomas Aquinas (no reading) W: Wogaman, pgs. 100-106 (selections from the Summa Contra St. Thomas Aquinas Gentiles) F: Aquinas on Law Packet (read up to 1/3rd of packet) -Midterm Study Questions Handed Out in Class M: Aguinas on Law Packet (read up to 2/3rds of packet) St. Thomas Aquinas [and] ****First Essay Due by 11:59 PM 10/7**** Review for Midterm W: Aquinas on Law Packet (finish packet) F: Summary of Aquinas, and Midterm Review (no reading) M: ****IN-CLASS MIDTERM**** Transition to Reformation W: Intro. to the Reformation (no reading) [and] Martin Luther F: Wogaman, pgs. 121-127 (Martin Luther) M: Wogaman, pgs. 128-133 (Martin Luther) Martin Luther (cont.) [and] W: Wogaman, pgs. 144-155 (John Calvin) John Calvin [and] Erasmus F: Wogaman, pgs. 133-139 (Erasmus). Summary of Luther, Calvin, and Erasmus

CLASS TOPICS

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THST 198: God and the Good

Loyola Marymount University, Autumn 2013

10
10/28-11/1

Good Theological-Ethical Writing Awareness Week 2013 The Turn to Modernity and the Rise of Social Issues Catholic Pushback and Compromise: the Emergence of Catholic Social Ethics Christian Realism and Christian Pacifism Christian Realism and Christian Pacifism (cont.) [and] Thanksgiving Break Liberation & The Ongoing Tension Between the Spiritual/Material and Individual/Social in Theological Ethics

11
11/4-11/8

12
11/11-11/15

13
11/18-11/22

-First papers returned over the weekend; bring to class M: Introductions and Identifying a Problem (read your first paper) W: The Use of Evidence (read your first paper again) F: Argumentation, Warrants, and the Conclusion (read your first paper again, again) M: Wogaman, pgs.169-174 (Locke and Butler). Intro. to the Enlightenment W: Wogaman, pgs. 175-187 (Wesley) F: Wogaman, pgs. 231-242 (Rauschenbusch) M: Wogaman, pgs. 201-202 (Pope Pius IX) W: Wogaman, pgs. 281-285 (Pope Leo XIII) F: Gaudium et Spes: The Church in the Modern World [entire], available at: http://www.newadvent.org/library/docs_ec21gs.htm -Second Essay Questions Handed Out M: Wogaman, pgs. 268-281 (Reinhold Niebuhr) W: Wogaman, pgs. 268-281 (Reinhold Nieburh, cont.) F: Wogaman, pgs. 373-376 (John Howard Yoder) M: Wogaman, pgs. 345-358 (Martin Luther King Jr.) -Final Exam Study Questions Handed Out W: NO CLASS (Thanksgiving) F: NO CLASS (Thanksgiving) M: Wogaman, 341-345; 358-363 (Gutirrez and Cone) ****Second Essay Due by 11:59 PM 12/2**** W: Instruction on Certain Aspects of The Theology of Liberation [entire], available at: http://www.vatican.va/roman_curia/congregations/cfaith/document s/rc_con_cfaith_doc_19840806_theology-liberation_en.html F: Last Day of Class: Summary, Synthesis, and Theological Ethics Cake Final Exam Date and Time TBA

14
11/25-11/29

15
12/2-12/6

16
12/9-12/13

Final Exam Week

(Appendix A on Next Page)

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THST 198: God and the Good

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APPENDIX A LMU DEPARTMENT OF THEOLOGICAL STUDIES INSTRUCTIONAL STANDARDS: UNDERGRADUATE PROGRAMS STUDENT SYLLABUS SUPPLEMENT 2013-2014 1. Statement on the University Mission in Relation to Theological Studies: Courses in the Department of Theological Studies serve the University Mission to encourage learning, educate the whole person, serve faith and promote justice. Theological Studies courses encourage learning within the intellectual and cultural heritage of the Catholic tradition. They value imagination and intellect, seeking an integration of different kinds of knowledge, and promote ecumenical and interreligious discourse. They seek to educate the whole person and serve faith by an academic exploration of the possibilities, challenges, and ambiguities of faith, in dialogue with the contemporary world. By their structure and content, they strive to promote justice by encouraging students to engage their theological understanding in a broken world. Theological Studies courses require students to think, speak, write, and reflect critically about the largest questions of human existence. 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 worlds ways of knowing itself, a personal understanding of this nations history and multicultural heritage, and an appreciation of other cultures and societies around the globe. (University Bulletin) Theological Studies courses invite students to become more reflective and responsible persons in their own intellectual, ethical, and spiritual development. 2. Statement on Academic Excellence in Theological Studies In keeping with the larger context of LMUs 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 ones beliefs clearly and thoughtfully, are the result of disciplined work, which constitutes the necessary condition for academic achievement. The Department of Theological Studies maintains high expectations for academic excellence. Students in Theological Studies courses are expected to be engaged listeners and careful readers as well as to write and speak cogently about substantive theological matters. They are expected to understand and analyze pertinent primary texts, scholarly literature, and non-textual sources (such as rituals and the arts), 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 sub-field that they are studying and which reflect a firm grasp of the basic course content and methodological approach. Courses in Theological Studies may require approximately 150 pages of reading a week and 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 Theological Studies.

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GRADING STANDARDS . A Outstanding Student has exceeded expectations and achieved mastery of the subject. Participation: The student consistently makes important and creative contributions to the learning environment of the seminar. Questions and comments demonstrate that a student has thoroughly prepared the assigned material, and is familiar with the issues involved. Questions push the discussion deeper and move the discussion forward. The student volunteers insightful comments in each discussion, engaging other students as well as the instructor. Writing: The student has achieved mastery of the topic of the assignment. Work is original in thought, well organized in structure, shows a very clear grasp of the concepts involved and a superior ability to articulate ideas and reflections. Research is thorough and well documented. Writing shows a very readable style and a mastery of standard written English. Language is varied in pattern, sophisticated in vocabulary and complex in structure and thought. There are no spelling or punctuation errors. . B Very Good Student has met all expectations and accomplished above average work. Participation: The student actively contributes to the learning environment of the class. Comments demonstrate that a student is familiar with the assigned material. Questions seek information or clarification alone. Writing: The student demonstrates a clear understanding of the subject matter. Work is generally organized in an effective way, and the writing is competent. Research is good and documented. There are virtually no spelling or punctuation errors, and the syntax is correct. . C Good Student has met most expectations and demonstrated a general comprehension of the subject. Participation: The student volunteers occasional comments in whole-class discussions but is primarily a passive listener there. The student contributes to small-group discussions. Writing: The student demonstrates a general comprehension of the topic. The student has satisfactorily fulfilled the requirements of the assignment. Work shows evidence of some initial research. A number of errors in grammar, spelling, or punctuation. Writing needs to be improved by: better organization of ideas; more nuanced thought and expression; more thorough use of research sources, where required; wider word choice; a more complex sentence structure; a more sophisticated literary style. . D Pass Student has met few expectations and has not shown an understanding of the subject. Participation: The student shows only minimal evidence of having read and studied the required material. The student makes few active contributions to discussions. Writing: The writing shows a poor organization of ideas. Work illustrates only minimal evidence of having read and studied the required material. There are significant errors in grammar, punctuation, and spelling. F Failing Student has not met expectations and has shown deficient understanding of the material.

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