Prof. Courtney Fitzsimmons T/TH 11-12:20 REL-227, Spring 2013

Prof. Courtney Fitzsimmons
[email protected]
Office Hours: T 12:30-2:50, W 10-11
Or by appointment
T/TH 11-12:20
REL-227, Spring 2013
Olin 153
Christian Ethics
This course is an introduction to Christian Ethics, both theoretical and applied. In course will
engage classical texts (“the cannon”) and the contemporary critique of these texts “from the
margins.” Unlike traditional courses in ethics, which follow a historical trajectory, and therefore
leave the contemporary critique until the end of the course, this course simultaneously engages
the critique alongside the cannon. This will educate students on both central texts in the history
of Christian ethics, as well the critique of this cannon from marginalized voices. Students will
engage in applied ethics by analyzing contemporary ethical issues through the lens of classic
thinkers.
Required Texts
These texts are available for purchase at the bookstore and on reserve at Penrose. Please use the
edition specified.
The New Oxford Annotated Bible: New Revised Standard Version (Third or Fourth edition)
Augustine, City of God (Penguin Classics)
Dietrich Bonhoeffer, The Cost of Discipleship
Margaret Farely, Just Love: A Framework for Christian Sexual Ethics
Stacey Floyd-Thomas & Miguel de la Torre, Beyond the Pale: Reading Ethics from the Margins
Immanuel Kant, Groundwork for the Metaphysics of Morals (Wood translation, Yale Press)
H. Richard Niebuhr, The Responsible Self: An Essay in Christian Moral Philosophy
Plato, Republic (Allan Bloom translation, Basic Books)
John Rawls, Justice as Fairness: A Restatement
Miguel de la Torre, Doing Christian Ethics from the Margins
Course policies
Students with disabilities: If you have a disability and need my help in making this course fully
accessible to you, please feel free to contact me, either in person or through the Academic
Resource Center (527-5213). I’ll be happy to help in whatever way I can. If you suspect you
have a learning difference but have not had your suspicions confirmed, the Academic Resource
Center can help you to identify that difference and figure out how to adjust your learning style
accordingly. The only thing wrong with a learning difference is an inflexible educational system.
Inclusive language: Inclusive language is the use of accurate and unbiased gender terminology,
and it is required in this course. It’s important for a number of reasons. For one thing, as we will
study in this course, language shapes how people think. When religious studies was considered
to be the study of the beliefs of man, for instance, people (usually male scholars) tended to study
male writers, male believers, male religious leaders, and so on simply because it didn’t occur to
them to study women specifically. As a result, they had a less accurate understanding of religion
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than we have today. “Humanity” and “humans” are gender-inclusive terms; “man” and “men”
are not.
Non-inclusive language also can be misleading, inaccurate, or vague. Traditional formal
English, for example, requires that you use the singular pronoun “he” as a generic pronoun.
Thus, you might say that “when a new member is initiated into the secret society, he must
undergo several hours of ordeals.” People who read that sentence are left wondering whether
“he” includes women or whether this secret society is for men only. The solution? When you
use singular generic terms (like “one,” “anyone,” “a person,” etc.), use the combined pronoun
“she or he.” Or, for a less awkward sentence, simply use a plural noun (“people,” “initiates,”
“members,” etc.), because English has a non-gendered plural pronoun (“they”).
This requirement of inclusive language applies to God as well. A central topic of this course is
the diverse ways God is conceived of in the twentieth century, and several of these thinkers
explicitly or implicitly argue against referring to God as “He.” Other thinkers, however,
maintain this tradition. The rule for the class is therefore to only use gendered language for God
when directly quoting a thinker. In all other instances, simply use God instead of he and God’s
instead of his.
I am always happy to help you find more inclusive language for what you want to say – see me
in office hours if you’d like assistance with this.
Academic dishonesty: Honesty is an integral part of academic learning; any form of cheating
expresses gross disrespect for the efforts of your teacher, the hard work of your classmates, and
your own privilege in having access to a high-quality education. If you plagiarize an assignment
you will fail that assignment, and I will not hesitate to report and pursue incidents of suspected
academic dishonesty, including plagiarism and copying others’ assignments. The maximum
penalty for academic dishonesty at Whitman is permanent expulsion.
This class is an educational safe zone. It welcomes and respects the viewpoints of students
of all sexual orientations and genders as well as all races, ethnicities, religions, and abilities.
All members of this learning community are expected to treat each other with respect and
dignity, and to listen especially carefully to the voices of cultural and social minorities.
Course Requirements
Participation: Class time will be divided between group discussion and lectures. As such,
students are required to attend all classes and actively participate in discussion. Students should
come to class having done the reading and have the texts with them. I will be evaluating your
participation along four criteria: initiating discussion/questioning the text, use of the text in
supporting your points, and drawing connections between the texts within the unit and over the
course of the semester. This is a participation heavy class – all students are expected to actively
participate in class discussion and small group work.
Attendance: Students are required to attend all classes. There are two types of excused absences:
planned and unplanned. Planned are absences due to religious observance or athletics (or other
college-approved “co-curricular” activity). If you know you will be absent for one of these
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reasons, please email me by the end of second week. Unplanned are family emergencies and
illness. If you must miss class for either of these reasons, you should contact the Dean of
Students Office in addition to myself (the Health Center will do this for you). They will
communicate to myself and your other professors that you had a legitimate reason for missing
class. Because life happens and sometimes we turn our alarms off in our sleep, students are
allowed three unexcused absences. More than three unexcused absences will result in an
automatic reduction of your attendance/participation grade. The more classes you miss, the
lower your grade.
Papers: Students will write three 4-5-page papers of their choosing, two in format 1, one in
format 2. You will choose from the six papers listed below, however one must be from choices
1-3 and one must be from the choices 4-6. Format 1: Applied Case Study – students will choose
a case study from de la Torre and analyze it using a thinker. Format 2: Engaging the critique –
students will address a critical essay from Beyond the Pale. A more detailed assignment will be
given out in class. All papers are due by 5 pm on Cleo.
Paper 1: Plato Due: F 2/15
Paper 2: Augustine. Due: W 2/27
Paper 3: Kant. Due: W 3/27
Paper 4: Bonhoeffer. Due: F 4/5
Paper 5: Niebuhr. Due: F 4/19
Paper 6: Rawls. Due: F 5/3
Midterm exam: There will be an in-class midterm on Matthew - Kant. The midterm will consist
of two essay questions.
Final Exam: The final for this course will be an oral exam and will cover the material postspring break (Bonhoeffer – Farley). The exams will consist of a discussion of an ethical case
study (taken from de la Torre) using the thinkers we have studied. Students will choose the case
study for the examination.
Final Grade:
20% Attendance/Participation
10% Paper 1
15% Paper 2
15% Paper 3
20% Midterm
20% Final Exam
Other Things You Should Know
Classroom: I have two general rules for class: be on time and be respectful of your peers. The
first is obvious. For the second, argue, debate, be passionate – but don’t interrupt, berate your
peers or ignore what they have just said. Other things to keep in mind:
o Please remember to turn off your cell phone before class – putting it on vibrate is
still having it on – we can all hear it vibrating in your bag.
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o The point of our classroom time is to discuss the text, and I find that laptops are
both distracting and put something in between you and your colleagues. I prefer
you not use them, however, they are not prohibited. If you do use a laptop for note
taking, please be sure to turn off all alarms, sounds, etc. You should turn off your
wireless as well, lest it tempt you to “quickly” check your email during class.
o I prefer you use print copies of the texts, however you may use Kindles or Nooks
(just the regular versions – if a device can access apps or the internet you may not
use it) so long as you have the correct edition of the text. You will need to refer
to a print copy when writing papers.
Access outside class: When my office door is open, I am available. My office hours are listed
on the syllabus and I strongly encourage you to make use of them. I am more than happy to meet
with you to discuss the material, your paper or anything else on your mind. If you cannot make
my office hours, please email me to make an appointment.
Email Policy: I am always available by email, and I will respond to your email within 24 hours
or sooner depending on the type of question asked and the response required.
Course Schedule
Unit 1: Classic Texts
T 1/15: Introduction: What makes ethics Christian?
TH 1/17: Miguel de la Torre, Doing Christian Ethics at the Margins (CEM), 1-37
T 1/22: The Gospel of Matthew, Chapters 1-14
TH 1/24: The Gospel of Matthew, Chapters 15-28
T 1/29: Plato, Republic, Book IV, 97-125
TH 1/31: Republic, Book VI, 163-192
T 2/5: Plato, Republic, Book VII, 193-220
TH 2/7: Beyond the Pale (BP), “Plato on Reason”, 3-13
CEM, 57-69, 143-147 & “Life & Death”, 183-199
T 2/12: Augustine, City of God, 196, 204-219, 303-313
TH 2/14: Augustine, 852-879
T 2/19: BP, “Augustine on Just War”, 25-32
CEM, 73-83 & “War”, 101-121
TH 2/21: Kant, Groundwork for the Metaphysics of Morals, Preface & Section 1, 3-21
T 2/26: Kant, Section 2, 22-62
TH 2/28: Kant, Section 3, 63-79
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T 3/5: BP, “Kant on the Categorical Imperative”, 69-80
CEM, 203-206 & “Affirmative Action”, 226-244
TH 3/7: Midterm (A review session for the midterm will be held in the evening, date TBA)
SPRING
BREAK
Unit 2: Ethics in the 20th Century
T 3/26: Bonhoeffer, The Cost of Discipleship, 35-78
TH 3/28: Bonhoeffer, 79-114 & 298-304
T 4/2: BP, “Bonhoeffer on Discipleship”, 137-144
CEM, “Global Poverty”, 84-100
TH 4/4: H. Richard Niebuhr, The Responsible Self, 42-68
T 4/9: NO CLASS (Undergraduate Conference)
TH 4/11: Niebuhr, 69-89 &161-178
T 4/16: BP, “H. Richard Niebuhr on Responsibility”, 129-136
CEM, “National Poverty”, 148-168
TH 4/18: Rawls, Justice as Fairness, 1-38
T 4/23: Rawls, 39-52, 57-61 & 135-176
TH 4/25: BP, “John Rawls on Justice”, 145-152
CEM, “Private Property”, 245-261
T 4/30: Farley, Just Love, 1-16 & 174-206
TH 5/2: Farley, 207-244
T 5/7: Farley, 245-311