Christian Ethics Course
Grand Rapids Theological Seminary
THE 576 Christian Ethics - January 2-12, 2007
1a. The Aims of the Course
1b. Understand the concepts and principles of ethical theories and how they cohere with their theoretical assumptions.
2b. Understand the concepts and principles of Christian ethics and their relationship to Biblical revelation and our Weltanschauung.
3b. Apply the concepts and principles of ethical theories to contemporary problems.
4b. Evaluate ethical systems by both internal and external criteria.
2a. Goals of the Course
Students will learn to understand the concepts and principles, apply concepts and principles and evaluate concepts and principles in Christian ethics from:
1b. Reading the two textbooks.
2b. Lectures/discussions and other instructional strategies which expand the texts.
3b. Researching and presenting a class presentation that expands on the class.
3a. Objectives of the Course
1b. Cognitive Objectives
1c. Know the basic concepts and principles of ethical systems.
2c. Know methods and procedure in ethics.
3c. Justify methods and procedures in ethics.
4c. Apply concepts and principles of ethics to new situations.
5c. Use methods and procedures correctly.
6c. Identify unstated assumptions in ethical theories.
7c. Recognize logical fallacies in reasoning.
8c. Evaluate the relevancy of evidence to ethical assertions.
9c. Integrate learning from other theological areas for ethical problem solving.
10c. Judge the adequacy with which conclusions are supported by evidence.
2b. Affective Objectives
1c. Show awareness of the importance of learning.
2c. Participate in class discussion.
3c. Demonstrate a high value on problem resolution in ethics.
4c. Formulate and develop a ministry life plan in harmony with beliefs, abilities and interests.
5c. Demonstrate industry, punctuality and self-discipline.
4a. Textbooks
1b. Ethics For A Brave New World, by John and Paul Feinberg. Crossway Books, 1993.
2b. Biblical Christian Ethics, by David Clyde Jones. Baker Book House, 1994. Please read this text before the class begins on January 24, 2000
5a. Research Presentation
1b. Prepare and present a class presentation on any of the following: a contemporary moral problem, the application of ethics to the ministry, the motivational dynamic of Christian life, or the ethics of a recent theologian/ethicist.
2b. The presentation is to be based on a minimum of 250 pages of reading. Please turn in a reading report with your presentation. Textbook reading which is relevant to your paper may be counted in the 250 page requirement.
6a. Examinations
1b. The take-home examination will cover the lecture content of the class plus specified content in the textbooks.
2b. There will be one examination this session, i.e. the final take-home exam...
3b. No examination may be taken at other than the specified times without advanced permission.
7a. Grading and Attendance
1b. the term grade will be the average of examination and the class project. Failure to do the textbook reading will result in grade reduction. No incompletes will be given except for very unusual circumstances.
2b. There are no attendance requirements for this class. You may not be absent and send a tape recorder to class. Taping may be limited at the discretion of the teacher.
3b. Please read the paper, "Reflections on the Rationale and Structure . . .," for my philosophy of grading and my approach to giving presentation.
8a. Suggested Topics in Contemporary Moral Problems for the Class Project
1b. War. What is a just war? Is the Christian ever justified in killing during war? Pacifism. Non-resistance. Conscientious objection. Revolution.
2b. Social Justice. Race relations. Civil disobedience. Population control. Capital punishment. Penology. Ecology. Right to privacy. Funeral practices. Pornography. Mental Health. Violence. Communication Media. Hunger.
3b. Right to Life. Abortion. Mercy killing. Spare parts surgery. Genetic manipulation. Birth control. Suicide. Transplants. Artificial insemination.
Reproductive technologies, Stem Cell research,
4b. Sexual Problem. Homosexuality. Lesbianism. Masturbation. Voyeurism. Pre-marital sexual relations. Marriage. Sex change operations. Transvestianism.
5b. General Problems. Clothing styles. Drugs. Tobacco. Alcohol. Movies. Theater. Television, Media
9a. The Outline of the Course
1b. Introduction: the present moral crisis and its causes, basic words and distinctions, normative obligation, normative values, and basic logical tools
2b. An Overview of Ethical Systems
3b. Deontological Theories of Obligation
4b. Consequential Theories of Obligation
5b. Theories of Value (Axiology)
6b. Christian Ethics: An Introduction and Philosophical Overview
7b. A Biblical Theory of Obligation
8b. A Biblical Theory of Values
9b. Biblical Theology of Decision Making
10b. Contemporary Ethical Issues
REFLECTIONS AND RATIONALE FOR PHILOSOPHICAL
THEOLOGY AT GRAND RAPIDS THEOLOGICAL SEMINARY
The pursuit of philosophy at Grand Rapids Theological Seminary must be set within the framework of Biblical education. My root assumption is the ultimacy of the Word of God as the norm for what I know as well as what I do. The task of Biblical education is to gain knowledge of the whole Bible with a view to its application to the whole human life. The Bible communicates a worldview that is the basis for my understanding of God, me, others, and the world.
Philosophy is the expression of a worldview that is inclusive of all human experience. The pursuit of Christian Theistic Philosophy is thus a God ordained task for every believer in order to do all, even eating and drinking, to the glory of God. The end product of this task ought to be a life conformed to God's revelation in Scripture and thus a confession that Christ is Lord.
Christian Theology and Philosophy demand quality thinking. I am concerned about the quality of thinking that exists in our Independent Baptist community. The quality of thought manifested in our periodicals, preaching, discussion sessions, term papers, etc., is often characterized by the lack of logical cogency, the lack of careful use of language, and the lack of careful research. Many seem proud that they are indifferent to scholarship and would purport they are following the spirit of Scripture by the rejection of intellectualism for the foolishness of God's wisdom. False intellectualism does not demand anti-intellectualism. Scholarship must be brought under the Lordship of Christ. We cannot bring to the task of taking all of Scripture and applying it to all of life less than our intellectual best. Such complacency is not the humility of faith but is arrogant disobedience (intellectual integrity and spiritual maturity are not mutually exclusive). Philosophy courses set high standards of logical consistency, clarity and depth of discernment. Although I shall fail to achieve the standards set, they still define for me the stewardship of the Christian mind.
The intensity of the scholarship suggested may cause us to respond that this is a hard saying, who can do it? Let me comment on priorities. Seminary does not demand that one give all one's waking hours to study. We must find some place in life for every divine imperative. The authority of Scripture for faith and practice means that none of God's commands can be excluded from our life. There must be a time for prayer, for bodily exercise, for Christian service, for disciplined Bible study, for worship, and for social functions. We must decide what is to be done at a certain time, how much time is to be given to it, or how little, and in all we must achieve balance. Value orders must be established and schedules developed to fulfill them. The highest priority in all of life is to achieve the manifestation of the glory of God in every facet of our experience. Thus we ought to develop high intellectual standards in the pursuit of the spiritual task of learning the whole Bible for the whole of life. Each student must develop the ability to order life and schedule to include obedience to all the Biblical imperatives while in seminary.
The primary relationship we have with one another is that of fellow members of the body of Christ and thus brothers in the Lord. It makes an enormous difference in the learning process if we remember this relationship and fulfill the law of Christ, that we love one another. We are also related as professor and students. I am sympathetic to student needs and seek to respond appropriately when the need is known. If you feel neglected and misunderstood, or if you feel the course is not being taught right, please communicate that to me. I learn much from student response and criticism. If you express your feelings to everyone but me, you destroy morale as well as preclude the possibility of constructive change in the classes.
REFLECTIONS ON THE RATIONALE…
1. Readings
Textbook reading and collateral reading assignments are a part of the learning process. Much of your learning at seminary comes from self-instruction and interaction with fellow students. Reading is one way of self-instruction that will enable you to have continuous education even after formal education terminates.
Reading is intended as self-instruction for the broadening of the range of knowledge in each course. The classroom content is not a repetition of the assigned reading. You will be examined over assigned reading only if there is specific indication to that intent. Careful reading will always increase your performance on exams. Failure to do the assigned reading will result in final grade reduction.
2. Presentations
Papers afford me the opportunity to evaluate how you think as well as what you think. The size of the class will determine how much analysis I give to your papers.
My basic concept of a paper is that you begin with some reading and research you are doing. There will always be some body of literature you are using for research and ideas. It is a truism to assert that the content of this material ought to be salient to the subject matter of the course.
The second element is your interaction with this literature. You must put something of yourself in a presentation that reveals your thinking in response to the content of your research. This means I do not want historical summaries, assorted quotations, or surveys. I want you to manifest your analytical and critical thinking skills by revealing to me your considered reaction to what you have read.
Evaluation of your presentation will include the evaluation of the content by the criteria of clarity, cogency, the depth of discernment, the mechanics of grammar.
3. Class Lectures
The lecture method is used almost exclusively in my classes. It is the most efficient use of time in a course designed to deal with theoretical content. Most students find the method painless and not demanding in preparation. Significant developed content should be recorded by the student in note form. The student should reflect on the lecture after class and consider its relationship to previous material. The lecture should be reflected on a third time in preparation for exams.
The small class offers the opportunity for unrestricted discussion and questions (under 10). Large classes preclude the possibility of unrestricted questions and discussion. When asking questions, please do not expect me to stop in the middle of a sentence. I
will stop at the appropriate place and deal with your question. If your question is out of the mainstream of the content and is of interest to you personally, please ask it after class. Students have opinions on every conceivable subject and some have an irresistible urge to express them constantly. Restrain yourself!
4. Examinations
Examinations are usually based on knowledge of the lecture content. Examinations will usually include some objective questions as well as essays. The criteria for grading essays are clarity, cogency, and depth of discernment. Some essay questions will be factual development of the material while others will assume you have a grasp of the material and will ask you to manifest that by using the material to solve a conceptual problem. All essays should include precise, brief definitions of key terms. Sample test questions are attached for this course.
5. Grades
In large classes (over 10) I use a relational curve method of evaluating your performance. I compare you to the achievement of the rest of the class and then place you in an order. I am not fond of the method, but so far it is the best I can find.
An A grade will be one standard deviation above the mean. A B grade will be given for a score 1/4 of a standard deviation above the mean. A C grade will be given for one standard deviation below the mean. A D grade will be given for a score down to two standard deviations below the mean.
Small classes allow for more barometers to evaluate learning than large classes. Tests are usually graded on the basis of an absolute. Each essay question is graded on that basis so that the examination grade is the average of the grades for each essay question.
The grade of C is the average grade of performance. The B and A are considered honor grades. In a graduate school such as ours I accept this approach. The A is a mark of academic excellence. It will be given in my class with great care. Upper level classes with proven competent students may achieve all A's and B's.
Grading must be fair and it must encourage excellence. Should you have questions about your grade, please make an appointment to see me and I will seek to give you a satisfactory answer.
