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Issues in Social Ethics
MT 708 – Fall 2002
“All these considerations
compel us to undertake an evaluation of war with an entirely new attitude.” — 2nd Vatican Council Gaudium et Spes 80
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Dr.
Gerald W. Schlabach
Theology
Department
John R. Roach Center 117
651-962-5332
gwschlabach@stthomas.edu
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Office
hours:
Mon: 2:00-4:00
p.m.
Weds: 5:45-6:45
p.m. (in Brady lobby)
Fri: 11:00
a.m.-1:00 p.m.
or by appointment.
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Departmental course description
Analyzes selected moral
issues in depth, using a variety of sources including Sacred Scripture, papal
encyclicals and other documents. Topics will vary and may include poverty,
immigration, business ethics, farm economics and the environment. For M.Div. students, particular attention
will be given to questions that arise in the parish and other ministerial
settings.
Specific topic
Nearly forty years after Vatican II called for a
thorough reevaluation of war, Catholic thought and teaching concerning the
moral status of war and the theological status of peace continues in flux. Is the magisterium slowly abandoning the
just war approach in favor of some form of pacifism? What are the practical implications for pastoral ministry and
political activism when bishops affirm the legitimacy of both the just war and
pacifist traditions? And what will be
the legacy of John Paul II’s passion for peace? These will be the kinds of questions we pursue as we examine
whether and how the Roman Catholic Church is becoming a “peace church.”
Course readings
Required:
·
article handouts,
library reserve readings, and/or on-line readings.
·
Gros, Jeffrey, and John
D. Rempel. The Fragmentation of the Church and Its Unity in Peacemaking.
Grand Rapids, Mich.: W.B. Eerdmans Pub. Co., 2001.
·
Musto, Ronald G. The
Catholic Peace Tradition. Maryknoll, NY: Orbis Books, 1986.
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Stassen, Glen, ed. Just
Peacemaking: Ten Practices for Abolishing War. Pilgrim Press, 1998.
·
Yoder, John Howard. When
War is Unjust: Being Honest in Just-War Thinking. Rev. ed. With a foreword
by Charles P. Lutz, and an afterword by Drew Christiansen. Maryknoll, N.Y.:
Orbis Books, 1996.
Optional
for purchase:
·
O’Brien, David J., and
Thomas A. Shannon, eds. Catholic Social Thought: The Documentary Heritage.
Maryknoll, NY: Orbis Books, 1992.
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Assignments
& evaluation
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Assignments
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Percentage
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In-class reports
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15 %
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Term paper
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40 %
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Midterm Exam
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15 %
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Final Exam
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20 %
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Participation
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10 %
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In-class
reports: All students will need to prepare at least four in-class reports,
and when appropriate, initiate follow-up class discussion. (The number of
reports will depend on the number of students enrolled). These are the four kinds of reports:
- Discussion summary: At the beginning of each class a student
will present a one-page summary of major points of discussion during the
preceding session. This should not
be an exhaustive summary, but rather, more like the minutes of a
meeting. Unlike meeting minutes,
however, these reports should close with the student’s reactions or
further reflections. These reports
will serve to remind us of where we have been, indicate any need for
clarification. Reports must reach
my departmental mailbox or email inbox by noon on the day of class, so
that I can make photocopies for all class members. They should not be more than one-page,
single-spaced, with one-inch margins, in a readable font!
- Just Peacemaking
report: On
most days, a student will provide an oral report on one of the ten
practices for “just peacemaking” in our textbook of that title. Since all class members will have read
the same chapter, reports should do more than simply summarize the
chapter. Begin with a summary, but
quickly move on to identify some or all of the following: ways that parishes and church
structures can engage in the respective practice, issues to anticipate in
implementing the practice, theoretical or conceptual issues, whether the
practice seems realistic or idealistic and why, etc. Reports should be approximately 10 minutes
in length, plus follow-up discussion.
- Gros/Rempel chapter
summaries: For the session in which we read from The
Fragmentation of the Church and Its Unity in Peacemaking, each student
will summarize a chapter concerning a Christian tradition other than one’s
own, focusing on the question of how that tradition understands peace,
practices peacemaking, and locates peace in relation to its core
confession of faith. Reports will
be 5-10 minutes, depending on class size.
- Research reports: During
the last two class sessions, students will present reports summarizing the
research, findings, thesis and overall argument that they are in the
process of writing up in their term papers. Reports may follow an outline similar to what will appear in
the term paper, but should not involve reading from a draft of the
paper. Students may wish to use
discussion questions to solicit counsel from their colleagues concerning
issues and hypotheses they are still trying to resolve.
Term
paper: As the largest single
assignment in this course, the term paper allows students to tailor the course
to their interests, even while applying what they are learning through regular
readings and discussions. A list of
possible topics appears below, but students may also propose additional
ones.
Papers
should be approximately 12-16 pages in length, double-spaced, consistent
according to one academic manual of style (Chicago, APA, MLA, Turabian, etc.),
using in-text citations or footnotes and bibliography or “works cited.” Unified paragraphs that walk readers
through your argument step-by-step are your best friend. The judicious use of headings and
subheadings is encouraged. A clear and
early thesis statement is required. A
concluding paragraph that reiterates your now-established thesis is both a
courtesy for your readers and a common sense way for you to check that your
paper has done what your thesis promised it would do.
Did
I say that I value clear and forceful writing? Good writing is not only a valuable skill for you, and a
pleasure for readers, it is critical for an academic discipline such as
theology. Communal discernment and
accountability within the Christian community require careful thinking and
communication. And rarely will you
think something through carefully without writing.
Because
of my commitment to clear theological writing, I welcome opportunities to guide
and aid students in developing their writing skills. I strongly encourage you to choose a topic and consult with me
about getting started within the first month of the class. I will be glad to discuss your major
findings and emerging theses at any time.
I suggest that you aim to write a tentative outline for your paper at
least a month before it is due and to consult with me about it. And I promise to do a preliminary reading
for any student who brings me a rough draft at least two weeks before the final
due date.
Possible
topics:
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Role of Vatican diplomacy in international politics
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Role of bishops, Catholic human rights offices,
justice and peace commissions, etc. in regional and national peacemaking
(international)
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Alternatives to war, post 9-11
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Assessing Roman Catholic and/or other churches’
responses to 9-11
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The “War on Terrorism” – a just war?
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Theologies of peace and peacemaking – comparative
study of any two traditions
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War and peace issues in the context of
globalization
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Early Christian attitudes toward war, peace, and
bloodshed.
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Medieval peace movements
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The place of war and peacemaking in a “consistent
ethic of life.”
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The emergence of “nuclear pacifism” in the 20th
century
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“Development is the new name for peace” – the
relation of peace, economic justice, and socialization
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Violence and nonviolence in liberation struggles
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The emergence and significance of human rights in
the Catholic Church of the 20th century
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War, peace, violence and nonviolence in the thought
of a major historical thinker such as:
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Justin Martyr, Origin, Tertullian and/or other
early Christian thinkers
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Augustine
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Francis of Assisi
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Thomas Aquinas
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Erasmus
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Martin Luther
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Anabaptist leaders
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Francisco de Vitoria
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Bartolomé de las Casas
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Any 20th century pope
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Helder Cámara
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Oscar Romero
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Dorothy Day
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Thomas Merton
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Etc. etc., etc.!!
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Significance of a major theme in Catholic social
teaching for peace theology:
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Solidarity
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Human rights and dignity
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Subsidiarity
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Authentic development
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Discerning the signs of the times
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Etc.
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Significance of a major theological topic for
Catholic peace theology:
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Ecclesiology
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Christology
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Trinity
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Sacramentality
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Anthropology
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Nature and grace
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Eschatology
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Etc.
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The relation between biography and theology in the
life or lives of:
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Dorothy Day
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Thomas Merton
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John Paul II
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Paul VI
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Catholic conscientious objectors
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Franz Jägerstätter
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Etc.
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An in-depth study of one or more of the ten Just
Peacemaking practices, including theory, case studies, parish-level applications,
etc.
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Peacemaking & formation in the parish, e.g.:
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Assessment of current programs and practices in a
parish.
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Write a proposal for a new program, in consultation
with parish leaders
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Etc.
Exams: The major purpose of the
midterm and final exams will be to test how students are integrating or
synthesizing course materials. The
midterm will also test students’ ability to do a “close reading of texts.” Exams will mainly involve essays, but may
also include identification of terms.
About attendance: Preparation, promptness, regular attendance, and
active participation are necessary for your success in this class. Because the class relies heavily on
classroom discussion and participation it is not really possible to “make up”
for missed classes. You will,
therefore, be allowed only two absences over the course of the semester
– with no exceptions except for documented medical or family emergencies. This means that one cannot receive an
A with 3 absences, a B with 4 absences, etc.
Participation:
Constructive participation in discussions is the key to a good “participation”
grade. Students learn in different ways, however. Some learn by thinking out loud, some need to listen a while
before forming their own conclusions, and some feel more comfortable conversing
on-line. Even for more reserved students, classroom discussion is an important
way to think through questions and ideas, so all students are expected to
participate in classroom discussions regularly. But students can be assured that well-reasoned and respectful
contributions to class will value more than the sheer quantity of a student's
interjections.
About promptness: My policy is
to reduce the grade on any late assignment by half of a letter grade per day
late, except in cases of documented medical or family emergencies. Computer glitches do not constitute
excusable emergencies; plan to finish your assignment early and you’ll have a
buffer in case something goes wrong!
About the academic integrity: The requirements of academic integrity preclude the
unacknowledged use of other people’s words and ideas in one’s own writing. Such use is known as “plagiarism.” Information on UST
policies regarding academic integrity is available in the student
handbook. It is your responsibility
as a student to understand these policies, recognize plagiarism and avoid it. As applied to this class, academic integrity
does not preclude discussions on readings, brainstorming, or mutual
assistance in formulating approaches to assignments. Collaboration must end, however, when each student begins
writing. Your written work, quizzes
and exams must be your own.
For students with disabilities: I am glad to discuss appropriate academic
accommodations that you may require as a student with a disability. Requests for academic accommodations need to
be made during the first week of the semester so arrangements can be made. Students are encouraged to register with the
Enhancement Program for disability verifications. This will allow me to determine the most helpful and reasonable
academic accommodations.
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Grading scale
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95-100
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A
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75-78
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C
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92-94
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A-
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72-74
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C-
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89-91
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B+
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69-71
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D+
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85-88
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B
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65-68
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D
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82-84
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B-
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62-64
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D-
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79-81
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C+
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<61
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F
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Course outline & schedule
Your professor reserves the
right to make changes in this schedule of topics, readings, and tasks. Any changes will be minor and announced in
advance.
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TOPICS
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READINGS
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ASSIGNMENTS
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9-4
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Introduction
Overview
questions
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·
Christiansen, “After Sept. 11: Catholic Teaching on Peace and War”
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USCCB, The Challenge of
Peace §66-79, (skim §80-110,) §111-121
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Read the syllabus more
closely by next week
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9-11
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What
dare we hope for our world? –
“realism” vs. “transformation”
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Niebuhr, “Why the Christian Church is Not Pacifist”
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Weigel, “War, Peace and the Christian Conscience”
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Civiltà Cattolica, “Modern War and the Christian Conscience”
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Just Peacemaking, introduction
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9-18
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Reemergence
of Catholic peace traditions –
the witness of prophets and martyrs
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Musto, chapters 12-15
(but also familiarize yourself with the rest of the book)
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Just Peacemaking, ch. 1
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Disc. sum.: __________________
J.P. report: __________________
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9-25
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The
just war tradition –
more than ever or “never again?”
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·
Yoder, When War is Unjust, pp.1-101 (but also familiarize
yourself with the appendices)
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Just Peacemaking, ch. 2
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Disc. sum.: __________________
J.P. report: __________________
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10-2
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A
“whole new attitude” toward war? –
themes from Vatican II
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2nd Vatican Council, Gaudium
et Spes, §23-32, 40-45, 77-90
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John XXIII, Pacem
in terris
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Paul VI, Populorum
progressio
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Just Peacemaking, ch. 3
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Disc. sum.: __________________
J.P. report: __________________
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10-9
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At
the “threshold of hope” –
John Paul II and Catholic moral anthropology
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John Paul II, Redemptor
hominis, ch. 2-4 (= §7-22)
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John Paul II, Sollicitudo
rei socialis
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Just Peacemaking, ch. 4
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Disc. sum.: __________________
J.P. report: __________________
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10-16
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NO CLASS
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10-23
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At
the “threshold of hope” –
John Paul II and the nonviolent revolution
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John Paul II, Centesimus
annus
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Just Peacemaking, ch. 5
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Mid-term exam, relating Centesimus annus to
previous documents and developments
J.P. report: __________________
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10-30
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How
to be a peace church? – Ecumenical conversations
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· Gros/Rempel, The
Fragmentation of the Church and Its Unity in Peacemaking
o All read the
introduction; chapters by Gritsch, Erickson, Paxson, Barrett, Puglisi; and
final report
o Individual
students will be assigned an additional chapter
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Just Peacemaking, ch. 6
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Summary reports on
chapters in Gros/Rempel
J.P. report: __________________
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11-6
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How
to be a peace church? –
Catholic contributions
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·
USCCB, “The Harvest of
Justice”
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Review Sollicitudo
rei socialis and Centesimus
annus
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Just Peacemaking, ch. 7
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Disc. sum.: __________________
J.P. report: __________________
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11-13
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Did
9-11 “change everything?” –
assessing and reassessing the pacifist / just war debate
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·
Ivan Kauffman, “9.11: The
Churches at the Crossroads”
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USCCB pastoral
statement, of Nov. 2001
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John Paul II, World
Day of Peace 2002 message
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Just Peacemaking, ch. 8
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Disc. sum.: __________________
J.P. report: __________________
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11-20
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Towards
a Catholic peace theology
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Lumen
Gentium, §1-17, (skim 18-38,) 39-42, (skim 43-47,) 48-51
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Just Peacemaking, ch. 9
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Disc. sum.: __________________
J.P. report: __________________
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11-27
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(Thanksgiving
break; no class)
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12-4
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Towards
a Catholic peace church
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·
Schlabach, “Just Policing:
How War Could Cease to be a Church-Dividing Issue.”
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Paul VI, Evangelii
nuntiandi, §6-39
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USIP, Catholic
Contributions to International Peace
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Just Peacemaking, ch. 10
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Disc. sum.: __________________
J.P. report: __________________
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12-11
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Research
reports
Retrospective
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Reports
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12-18
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FINAL
EXAM
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Term papers due
Final exam
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