CP621: Christian Ethics Course Description II. Relationship to Curriculum Model III. Student Learning Outcomes:

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1 CP621: Christian Ethics ASHLAND THEOLOGICAL SEMINARY Spring Quarter, 2013 Tuesdays, 6:00 9:00 p.m. (Ashland) Wyndy Corbin Reuschling, Ph.D. Professor of Ethics and Theology I. Course Description This course is designed to introduce students to the foundations of Christian ethics. The course will integrate commitments to Christian virtues, discipleship, moral/spiritual formation and Christian ethics in order to assist students in developing competencies in ethical analysis and moral discernment. II. III. Relationship to Curriculum Model Christian ethics is the discipline which offers frameworks, perspectives and tools by which we think about the moral and ethical implications of what we believe and who we are as Christians for how we should live. Christian ethics utilizes and integrates other key aspects of the curriculum at Ashland Theological Seminary. Students will need a strong foundation in biblical studies, abilities to engage in theological reflection, and an appreciation of the moral dimensions of Christian leadership and pastoral ministry in order to take on the tasks and concerns of Christian ethics as they relate to the myriad ethical issues facing the Church and world. Christian ethics integrates the four C s of the curriculum model in the following way: our character, which is always being shaped, is a reflection and product of our core identity in Christ; it is Christ s mission and concern for others and the world which shapes and directs our calling as Christian leaders; and a central part of our calling as Christian leaders is to engage in moral analysis and ethical reflection in order provide competent moral leadership to the Church in a global society. Student Learning Outcomes: As a result of this course, students will be able to: 1. Core Identity rooted in Christ, as the source from which life and ministry flow. Continue to explore the implications of what it means to be in Christ and the relationships between spiritual and moral formation that integrate both being and doing. 2. Character that reflects maturity in Christ. Articulate the contours of Christ-like character for themselves and for the people of God, the ways in which it is formed in community, and through virtuous habits and practices. 3. Calling that is foundational for servant leadership in the church, community and world. Relate how their calling to serve Christ is informed by the vision of the Kingdom of God, God s redemptive mission in the world, and the importance of social justice as part of Christian witness and responsibility rooted in the Scriptures. 4. Competence in the disciplines and skills relevant to Christian ministry. Articulate and appropriately use sources of Christian ethics (Scripture, tradition, reason and experience). Grow in their ability to identify and respond to socio-cultural ethical issues. 1

2 Use thoughtfully the sources and a method of Christian ethical reflection in response to a particular moral concern in their ministry context. Work toward the integration of theological and ethical commitments with ministry practices as part of our witness in the world. IV. Teaching Strategies for Student Learning The professor will utilize a variety of methods to heighten students interest in and to facilitate learning and application of the subject matter. Lectures will provide overarching themes and frameworks for discussion. Students are expected to be full participants by completing and understanding all assigned readings and coming to each class prepared to participate in meaningful and informed conversation with others about the subject matter. Students will participate in a team project and presentation to model Christian moral discernment and to provide a response to a specific ethical issue. Through assignments, students will have opportunity to reflect on the course material and to demonstrate their use of the material by applying it to issues they may confront in ministry. A Note About Classroom Etiquette: The ability and willingness to be fully present is an important habit and disposition in ministry where we need to be fully present to God, parishioners, clients, counselees, friends, family members, tasks, etc. Please see our course as an opportunity to practice being fully present to God and to each other by minimizing distractions and focusing on the tasks at hand. Please bring all of your materials to class. Please turn off cell phones and other devices that connect you with the outside world while in class. And please resist the temptation to log in, check , surf the web, and stay online on your computers unless asked to do so for our conversations in class. As my eyes go to and fro throughout the class, I reserve the right to ask you to disconnect if it seems that technology has a distracting, distancing or disruptive effect on you and on others. V. Course Requirements A. Textbooks Corbin Reuschling, Wyndy. Reviving Evangelical Ethics: The Promises and Pitfalls of Classic Models of Morality. Brazos Press, ISBN: King, Martin Luther. Strength to Love. Fortress Press, ISBN: Miles, Rebekah L. The Pastor as Moral Guide. Fortress Press, ISBN: Spohn, William. Go and Do Likewise: Jesus and Ethics. Continuum, ISBN: Journal Articles and selected chapters (posted on Angel): Birch, Bruce. Reclaiming Prophetic Leadership, in Ex Auditu 22, 2006: Bruckner, James. Justice in Scripture, in Ex Auditu 22, 2006: 1-9. Hays, Richard. Scripture-Shaped Community: The Problem of Method in New Testament Ethics, in Interpretation 44, no. 1, January 1990: Marga, Amy. The Ethics of Driving, in Word and World, Vol. 28, no. 3 (Summer 2008). Marshall, Christopher, D. Offending, restoration, and the law-abiding community: restorative justice in the New Testament and in the New Zealand experience, in Journal of the Society of Christian Ethics, 27 no 2 Fall-Wint 2007: Moltmann, Jürgen, chapters 1 and 2 from Ethics of Hope. Fortress Press,

3 Srokosz, Meric. God s Story and the Earth s Story: Grounding our concern for the environment in the biblical metanarrative, in Science and Christian Belief 20 no. 2, Oct 2008: Tanner, Kathryn. Justification and Justice in a Theology of Grace, in Theology Today 55, no 4 (Ja 1999): B. Attendance According to the student handbook, attendance at all class sessions is expected unless the professor has been notified in advance. Any student missing the equivalent of six class hours will be required to do additional work, receive a lower grade or withdraw from the class; this is at the discretion of the professor. This policy also includes tardiness. C. Assignments/Assessment of Student Learning 1. Weekly Preparation Report: The quality and depth of learning in the course is related to your investment and willingness to read, process and ask thick and probing questions of the material. Please use the attached form at the end of the syllabus to process your reading of the material and to demonstrate your preparedness for each class session from Weeks 2 through 9. Please type your answers on the form (please work to keep it to one-page, with two pages as maximum,) and bring a hard copy to class to submit to the professor. Each form is worth 2 points and will factor into the grade you earn for course participation. This assignment will not receive a letter grade but will be evaluated by the following criteria: Completion of all assigned reading, demonstrating comprehension of the material, important connections made and questions posed 2 points ( +) Completion of most of the readings with some demonstration of comprehension, connections made and questions posed 1 point ( ) Little or poor demonstration of the reading and/or failure to submit a report 0 points ( -) 2. Take-Home Midterm (Normative Task) Due: May 7 (Week 6) A take-home midterm and specific instructions will be posted to Angel on April 23 and is due on May 7 by the start of class to the drop box on Angel. The mid-term is designed to give you an opportunity to interact with and apply the course material on the foundations of Christian ethics for the purpose of establishing normative frameworks for moral deliberation. The successful completion of the mid-term will depend on your understanding, familiarity and critical interaction with and use of the assigned reading material, the focus of lectures and class discussions from Weeks 1 through Team Case Study (Interpretive, Normative, and Practical Tasks) Due: June 4 (Week 10) Over the course of the term, you will be working as a team on a contemporary ethical issue. Topics will be generated in a large group discussion, some will be suggested by the professor, and teams will be formed based on interest and equitable distribution of people needed for good, functional teams. The purposes of this team project are as follows: a. To apply the concepts in the course to a specific, contextual ethical issue. b. To develop skills in ethical analysis and reflection. 3

4 c. To participate in and model the role of moral discourse, deliberation and discernment in the context of Christian community. d. To present transforming initiatives, alternatives and responses from a Christian ethical perspective. Time will be provided in the context of the class sessions for your team work on this project, but time outside of class may also be necessary. Please attend to the following areas in your team work: 1. Clear articulation of the moral dimensions of this issue (Interpretative Task): Why is this a moral concern? What are the layers of this issue? What are the personal dimensions? What are the social dimensions? What virtues are needed (and what virtues are lacking)? What are the values and goods in conflict or at stake? Why is this a concern for the Church? 2. Use of sources in Christian Ethics (Normative Task): How might the Bible address this concern? What theological frameworks help in informing this issue? How can Christian tradition help in addressing this issue? What are the insights from reason and experience that help illuminate the dimensions of this issue? What moral vision from Christian faith can you hold up to inform your initial response to this moral problem? 3. Addressing the Issue(s) (Practical Task): Where will you start in applying moral norms and claims? What issues will take priority? How will you go about reconciling and/or addressing competing obligations and duties? 4. Proposal(s) for transformation from a Christian ethical perspective (Fundamental Task): What options and alternatives would you propose from the perspective of Christian faith? How might the Church initiate transforming initiatives to address this issue? What model or alternative can the Church practice? Who ought we to be and what ought we to do? Please prepare for a group presentation of 20 minutes on Week 10 (June 4). Contingent on class size, we may need to schedule presentations on Weeks 8, 9 and 10. In order for all groups to be fairly and equally heard, your group is expected to stick with the 20 minutes allotted for your presentation. The professor will be the time keeper, giving appropriate warning during the presentations in order for you to finish on time and allow for discussion. You can be creative as you want (or can be!). Presentations may be in the form of role play, debate, question and answer, lecture, group discussion, etc. Your presentations must include a clear articulation of the moral dimensions of this issue, your use of the sources in Christian ethics (Bible, theology, tradition, reason and experience), and proposals for transforming initiatives. The grade earned (10%) will be earned by all team members. 4. Course Integration Assignment (Interpretive, Normative, Practical and Fundamental Tasks): Note: Please submit these assignments to the designated drop boxes on Angel by the due date listed. You are writing and building this assignment over the quarter. When you submit part b on May 21, please also include part a and any changes you have made based on the professor s feedback. The final copy will include all three sections. The final assignment will provide an opportunity for you to identify and reflect on an experience in past or present ministry in which you were/are presented with an opportunity for moral deliberation and ethical action. If you are not able to identify an issue from your context and experience, the instructor will provide you with a case study. You will have 4

5 opportunity to work on this paper throughout the quarter, integrating what you are learning about the interpretive, normative, practical, and fundamental tasks of Christian ethics with your own real life work in your case study. a. Interpretive Task Due April 23: Write up the situation on which you are reflecting, one in which are involved, describing the situation as well as the background and any events leading up to it, naming the significant persons (or groups) involved, and any other pertinent facts. Identify the moral dimensions of the situation such as trigger events; conflicting moral claims and obligations; harms and goods at stake; moral perceptions; conflicts over Christian identity, character and calling; etc. (4-6 pages) b. Normative and Practical Tasks Due May 21: You are functioning as moral guide (Miles) and prophetic leader (King) in this case study. Describe the ethical resources available to you in understanding and responding to the situation from a biblical and theological standpoint. Pay particular attention to the focal images, frameworks and considerations you glean from the course readings. Also include any resources in your congregational, denominational, or wider Christian tradition for engaging and facing similar situations. Please submit this section of your paper with the first part (Interpretive Task) as you continue to revise and edit. (4-6 pages) c. Fundamental Task Due June 4: If you are writing about a past experience, analyze and evaluate your response to the situation. What did you learn from the experience? What might you do differently if you face a similar decision in the future? Or, if you are writing about a present challenge, make an action plan for what you plan to do and what you expect or hope to happen. In either case, pay specific attention to Christian practices that are important in resolving the situation or in developing virtues of Christian character, and how you see your role as moral guide (Miles, The Pastor as Moral Guide). What practices were helpful (or could have been helpful)? How might the congregation (or other Christian body) implement practices that would be helpful to others in similar situations in the future? (2-3 pages) Along with the final section of your paper, you will submit a revision of the entire Final Integration Assignment, in a typed pages double spaced with one inch margins following the most recent edition of Kate Turabian s A Manual for Writers. 5. Important Reminders: The abilities to organize workloads and schedules, to meet deadlines and fulfill commitments are important competencies and expectations for Christian leadership and ministry. Therefore, please keep in mind the following: It is expected and assumed that you will turn in assignments on the due dates listed in the syllabus. There is a 2-point deduction for each day an assignment is late. Assignments submitted more than one week late will not be accepted for earning credit. There will be no extensions or incompletes granted except in extenuating circumstances (such as a death in the family). 5

6 D. Calculation of Grade Assignment Class Participation (includes weekly preparation form) Learning Percentage of Final Grade Outcomes #2 20% Mid-Term Assignment #1, #2 and #3 30% Team Project #3 and #4 10% Course Integration Assignment #4 40% VI. Course Schedule Week # Date(s) Lecture/Topic Readings/Assignments Week 1 April 2 *Introduction *Ethics: Key Concepts, Terminology and Frameworks Week 2 April 9 *Sources: Scripture and Christian Ethics Week 3 April 16 *Sources: Theology and Christian Ethics Week 4 April 23 *Sources: Eschatology and Ethics, The Prophets and Jesus Christ Week 5 April 30 *Sources: The Church, Its Worship, Witness and Practices Week 6 May 7 *Concerns of Christian Ethics: Leadership, and Moral Formation of Persons and Communities Week 7 May 14 *Concerns of Christian Ethics: Justice and Love 6 Reading: Corbin Reuschling, Introduction and chapter 1; Miles, Introduction; King, chapter 1 Reading: Corbin Reuschling, chapter 2; Spohn, chapter 1; King, chapters 2 and 3 Journal Article: Hays, Scripture- Shaped Community Reading: Corbin Reuschling, chapter 3; Spohn, chapters 2 and 3; Moltmann, chapters 1 and 2 from Ethics of Hope Reading: Corbin Reuschling, chapter 4; Spohn, chapters 4, 5 and 6 Journal Article: Birch, Reclaiming Prophetic Leadership *Course Integration Assignment: Interpretive Task Due Reading: Corbin Reuschling, chapter 5 and Conclusion; Spohn, chapters 7 and 8 Due Reading: Miles, chapter 1 through Conclusion *Assignment: Mid-term Due Due Reading: King, chapters 4-7 Journal Articles: Bruckner, Justice in Scripture ; Tanner, Justification and Justice in a Theology of Grace Due Week 8 May 21 *Concerns of Christian Reading: King, chapters 8-10

7 Ethics: Human Dignity Week 9 May 28 *Concerns of Christian Ethics: Care for Creation Week 10 June 4 *Team Projects, Making Applications and Going Forward Journal Article: Marshall, Offending, Restoration and Law Abiding Community *Course Integration Assignment: Normative/Practical Task Due Reading: King, chapters Journal Articles: Marga, The Ethics of Driving ; Srokosz, God s Story and the Earth s Story Reading: King, chapters 14 and 15 *Course Integration Assignment Due VII. Recommendations for Lifelong Learning In addition to the general sources on Christian Ethics posted on Angel the following are helpful sources for thinking about the moral dimensions of pastoral practice: Gula, Richard. Ethics in Pastoral Ministry. Mahwah, NJ: Paulist Press, Keenan, James F. and Joseph Kotva, Practice What You Preach: Virtues, Ethics and Power in the Lives of Pastoral Ministers and Their Congregations. Franklin, WI: Sheed and Ward, Trull, Joe and James Carter. Ministerial Ethics: Moral Formation for Church Leaders. Grand Rapids: Baker Academic, The following organizations are helpful for understanding bioethical issues and pastoral ministry: The Center of Bioethics and Human Dignity ( The Hastings Center ( VIII. Seminary Guidelines A. ATS Academic Integrity Policy Ashland Theological Seminary seeks to model servant leadership derived from biblical standards of honesty and integrity. We desire to encourage, develop, and sustain men and women of character who will exemplify these biblical qualities in their ministry to the church and the world. As members of the seminary community, students are expected to hold themselves to the highest standards of academic, personal, and social integrity. All students, therefore, are expected to abide by the academic integrity standards outlined in the Student Handbook. B. Academic Support Services If you need assistance with writing projects for your coursework, contact the ATS Academic Support Center. The center provides free sessions with a peer consultant who can help you with all of your concerns about academic support including writing, critical thinking, documentation, reading skills, study skills, test taking skills, time management. Contact the center if you have a question about how to complete your assignment, if you have documentation questions, or if you would like to have your paper evaluated for areas 7

8 needing improvement. The ATS Academic Support Center can be reached at or by at C. Students with Disabilities Students with documented disabilities who require academic adjustments for this class are requested to contact me to discuss reasonable accommodations. While not required, it is in the best interest of the student to have this conversation early in the semester. In order to receive academic adjustments paperwork from Disability Services must be provided to document this need. Disability Services is located in 105 Amstutz, extension 5953 ( ). D. ATS Grading Scale Grade Percent Description A Superior achievement of course objectives, diligence and originality, high degree of freedom from error, outstanding evidence of ability to utilize course knowledge, initiative expressed in preparing and completing assignments, positive contributions verbalized in class. A B B Good work submitted, commendable achievement of course objectives, some aspects of the course met with excellence, substantial evidence of ability to utilize course material, positive contributions verbalized in class, consistency and thoroughness of work completed. B C C Acceptable work completed, satisfactory achievement of course objectives, demonstrating at least some ability to utilize course knowledge, satisfactory class contribution. C D D Passing but minimal work, marginal achievement of course objectives, poor performance in comprehension of work submitted, inadequate class contributions. D F Below 65 Unacceptable work resulting in failure to receive class credit, inadequacy of work submitted or of performance and attendance in class. IX. Selected Bibliography or References A select bibliography is available on Angel. 8

9 Weekly Preparation Form Name: Session # : Reading Completed: % Main Points, Synthesis and Connections of the Readings: Questions: 9