Graduate Bible Seminar in Theological Ethics: GB 5B13-01 Winter, 2003: February Lee C. Camp

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1 Graduate Bible Seminar in Theological Ethics: GB 5B13-01 Winter, 2003: February Lee C. Camp Aims and Objectives of the Course: This course serves as an introduction to the discipline of Christian ethics (or, alternately, theological ethics ), making use of the narratives of scripture as our primary reference point. Toward this end, there are the following more precise student objectives: acquire a working knowledge of the narrative of redemption in scripture; and develop theological reasoning, in which one draws upon Scripture, history, church teachings, and contemporary ideas in order to inquire into the meaning of Christian faith for our lives today. Topics: Methodological questions and debates: how does one define what is right? how does one define the good? Scripture and ethics: how is scripture to inform a Christian ethic? Selected "issues" and "case studies" in Christian ethics, including issues of social justice, warfare and peace, capitalism and consumerism, abortion, and Christians and democracy. Student Responsibilities: 1. The course will make use of readings, class discussion, examination, possible quizzes and several shorter research and reflection papers. 2. Reading: You will be required to complete the bulk of the reading prior to the start of class. There will be an examination given over the readings the first day of class; in addition, short reflection pieces must also be written prior to the first day of class. There will be a small amount of reading required during the week the course meets. You will be expected to be able to orally summarize and discuss the content of each of the readings, both the readings done prior to the course and those completed during the week of the course. 3. Papers: (a) Students are required to write a three page reflection paper on each major text read prior to the start of class. And (b) students are required to write two (2) six to eight page research papers on a selected ethical issue. More details below on both of these requirements. 4. Examinations and Quizzes: There will be two examinations, one given the first day of class over the readings; the final examination will be a take-home exam, which will cover all the material of the course. Quizzes will be given at the beginning of each class period to test comprehension of the previous day s lecture and discussion. 5. Class Participation and Attendance: Students are expected to enter into discussion whenever the opportunity presents itself. Attendance at all sessions is obviously mandatory; please do not request permission to miss class. Absences will be excused only in the event of an emergency or serious illness. Determination of Final Grade: Quizzes and reading 20%

2 Papers 35% Examinations 35% Class participation 10% Honor Code: Adherence to the Lipscomb University Honor Code is obviously expected in all matters pertaining to this course. Texts: Bruce C. Birch, Let Justice Roll Down: The Old Testament, Ethics, and the Christian Life. Richard B. Hays, The Moral Vision of the New Testament: A Contemporary Introduction to New Testament Ethics. John Berkman and Michael Cartwright, eds., The Hauerwas Reader, a collection of essays by Stanley Hauerwas. [Portions to read: Part I; from Part II, essays 1-13, 15, 16, 18; from Part III, essays 19-26, 31; and note that though you are not required to read it, the Readers Guide on pp. 623ff. might be of great assistance to your reading of Hauerwas. In fact, you may want to start with the Readers Guide.] John Howard Yoder, The Politics of Jesus, 2d. ed. Contacting the instructor/office Hours: Office: 201 Burton Bible Building Office telephone: Lee.Camp@Lipscomb.EDU Home telephone: (before 9:00 p.m. only, please) More Details on Papers: (a) Response papers. You will be expected to write a three page reflection paper on each of the major texts. These are not to be summaries. Instead, you should carry on some sort of dialog with the reading. I.e., assume your reader (myself) will know the material, and develop some sort of thesis, whether it be critique, analysis, or development. These will be turned in the first day of class. (b) Researched papers. You will be expected to write two researched papers, of 6-8pp. (no longer!) each in length. Choose a topic from those listed below. Note the memo on grades below for what is expected out of the research papers. Note that these are to be argumentative papers: i.e., you are to develop a position, and strive to argue effectively for that position. It is suggested that you make use of Richard Hays Diagnostic Checklist for the Use of Scripture in Ethics (pp ) to check your own background methodology. It is not necessary for you to demonstrate each of these in the foreground of your paper, but you should take into consideration his checklist in doing your research and developing your argument. You will also do well in your research papers to show some explicit conversation with the methodological and descriptive questions raised in the course texts. Both of these will be due 3 weeks after the conclusion of the class. Faith and Wealth Abortion Warfare Capital punishment Homosexuality Racism Sexism Christians and Liberal Democracies

3 Prior to the First Day of Class 1. Complete reading each of the texts: Birch, Hays, Hauerwas (note above that you are not required to read all the essays in this book), and Yoder. I suggest you read them in that order. Hays, in particular, will help you better understand Hauerwas and Yoder. 2. Write a reflection paper on each of these texts. See description of this above. 3. Then, there will be a 90 minute exam the first day of class on these books. The exam will not test you over details, but will expect you to have mastered the primary arguments contained in the books. You should understand well the basic theological arguments made by each of the authors, and be able to articulate them well. If you prefer typing to hand-writing, and have a lap-top computer, you are welcome to write your exam on the computer, and turn in a disk to me. The exam will start promptly at 8:30 a.m., so please be on time. Tentative Class Meeting Schedule Monday: Tuesday: Wednesday: Thursday: Friday: 8:30 a.m. to noon 8:00 a.m. to noon 9:30 a.m. to noon 8:00 a.m. to noon 9:30 a.m. to noon 1:30-5:00 p.m.

4 MEMO ON GRADES Criteria for researched paper A B+ B C+ C explores a fruitful topic, incorporating both analysis and exposition of information has a clear purpose and achieves it; needs little or no more revision effectively speaks to the target audience (appropriate voice, word choice, etc.) flows well (i.e., has smooth transitions, logical organization, and effective intro/conclusion) when appropriate, reflects the conventions of academic discourse (i.e., a clear analytical thesis that is supported with evidence; sources are cited judiciously) is free of sentence level (grammar, punctuation, homonyms) errors explores a fruitful topic, incorporating both analysis and exposition of information; achieves its purpose, but falls short in one of the following areas: disconnected or ineffective introduction/conclusion lacks a clear thesis, supporting evidence, inappropriate use of sources consistent, disruptive presence of sentence level errors explores a fruitful topic, incorporating both analysis and exposition of information; achieves its purpose, but falls short in two of the following areas: disconnected or ineffective intro/conclusion lacks a clear thesis, supporting evidence, inappropriate use of sources consistent, disruptive presence of sentence level errors moves in the direction of a fruitful topic, incorporating exposition of information with examples and illustrations, but may fall short in three of the following areas: exposition of information is not linked to analysis disconnected or ineffective intro/conclusion lacks a clear thesis, supporting evidence, inappropriate use of sources consistent, disruptive presence of sentence level errors moves in the direction of a fruitful topic, incorporating exposition of information with examples and illustrations, but may fall short in four or more of the following areas: exposition of information is not linked to analysis disconnected or ineffective intro/conclusion lacks a clear thesis, supporting evidence, inappropriate use of sources consistent, disruptive presence of sentence level errors

5 Brief Glossary of things you all probably already now which will be assumed you do in class Campbell, Alexander. Leader in the nineteenth century U.S. "restoration movement." See restoration movement below. canon: (Gk., norm ), an authoritative collection of writings considered normative for religious belief. Chalcedon, the Council of (CE 451). The fourth ecumenical council, held in the city of Chalcedon (in Turkey) and consisting of bishops. It condemned Eutyches teaching that Jesus Christ was not a full human being. Christ (Gk., Christos, meaning the anointed one ). A Greek title, equivalent to the Hebrew title Messiah, which Christians applied to Jesus, calling him Jesus the Christ (Mk 8:29). Christ was eventually used as a proper name, hence Christ and Jesus Christ (Gal 1:3, 6) Christology. Critical reflection upon the church s confession that Jesus is the Christ. It asks who is, was, Jesus? Church. (Gk., ecclesia, meaning assembly ). The believing community, founded by Jesus Christ and guided by the Holy Spirit. Constantine. The Roman emperor under whom the legal persecution of Christianity ended, in 317 (???) A.D., with the Edict of Milan. About fifty years later, Christianity became the legal religion of the empire under Emperor Theodosius, and other religions became illegal. This change in legal status had a profound impact upon both the practice and doctrine of the Christian church. Ecclesiology. (Gk., ecclesia, meaning assembly, trans. church ). Critical reflection upon the nature, role, and ministry of the church. Epistemology. Critical reflection upon how one ascertains truth. Epistemology asks questions like: how do I know what I claim to know? Eschatology. (Gk., "eschaton," meaning the end, or last things). Critical reflection upon the end of time or end of history as we know it. "Eschatology" is concerned about the end toward which all history is moving, guaranteed by the providence and power of God. Ethics. Technical definition refers to reasoning about morality. I.e., what is good and evil? How does one ascertain these? What method does one use? What authorities does one use? What is the role of tradition? Of reason? Of empirical data? Genre. A term referring to different types of literature. Examples in the Bible include poetry, parables, gospels, historical narrative, personal correspondence, public correspondence, apocalyptic, etc. It is vital to understand differences between genres, because not all genres are to be read and understood alike. E.g., one does not read poetry in the same way one reads personal correspondence; neither should one read a parable or other fictional accounts as if they were accounts relating historical fact. Gospel. (Gk., eu-angelion, meaning good news ). The good news of the appearance of the Kingdom of God as articulated by Jesus and his disciples. A gospel is a particular literary form in the New Testament that narrates portions of the life, ministry, death and resurrection of Jesus.

6 Incarnation. Event in which God s Word (the Logos, or God's intention for creation) became a full human being. See esp. John 1:14. Just War Tradition. A tradition in the Christian church dating back to the fourth century A.D., which claims that Christians may legitimately kill in warfare when certain criteria are met and fulfilled. This has been claimed as the majority position on warfare in the Christian church. Kingdom of God. The reign and rule of God. The church is not identical with this Kingdom, but is participating in this Kingdom. The Kingdom has come in the life, death, and resurrection of Christ, but has not yet come fully. Lament. A genre of poetical/psalm literature in the OT, which expresses complaints and frustration towards God because of apparent injustices experiences. See, e.g., Psalm 44 and 88; Lamentations; and compare the book of Job. Lament opens up the issue of theodicy (see below). Liberalism, Classical. Refers to a political theory in which individuals should be free to pursue their own conception of the good. According to this theory, no governmental or religious authority should be able to require individuals to conduct their lives according to some "common good." This theory led to the founding of the United States of America, and undergirded many other political revolutions. "Liberal" political states are generally marked by free-market economies, the non-establishment of religion and the separation of church and state, and democratically elected representative government. Within such an order, individuals are thought to have certain "human rights" which are to be protected by the government. Lipscomb, David. Third generation leader of the Stone-Campbell restoration movement. Lipscomb was a very influential leader in the south east, particularly in the middle Tennessee area. He was considered by many a radical because of his views on government and trust in the providence of God; he was considered by many a liberal because of his more open views on baptism. He was for many years an editor of the influential Gospel Advocate. Norm. (a) A character on the television sitcom "Cheers." (b) An authoritative standard. On Civil Government. A book by David Lipscomb (see above) in which the author claimed that government, in spite of the possibility of it being used by God for his good purposes, fundamentally stands in rebellion against the rule and reign of the Kingdom of God proclaimed by Jesus; therefore, he concluded, Christians should not only place no stock in the government as the means of bringing about peace and justice, but should refuse to participate in any role in government which participates in coercion or violence, which violates the teaching of Christ. Pacifism. From the root word meaning "peace." "Pacifists" typically claim that people should refuse to participate in warfare. There are many varieties, of which Christian pacifism is one. Christian pacifism typically claims that it is not legitimate for Christians to participate in warfare, based upon various teachings and trajectories of the New Testament. Realism, Christian. A position held by 20c. theologian Reinhold Niebuhr, who claimed that Jesus life and teachings was impossible to emulate; further, if one wants to be relevant to one s society and culture, one cannot take Jesus ideals and teachings as one s guides, but must instead compromise i.e., one must be realistic about the nature of society, and work within its parameters. Redemption. Means by which one is bought back out of slavery or bondage.

7 Restoration Movement. A movement in the nineteenth century begun by Christian reformers such as Barton Stone and Alexander Campbell. They plead for the divided Christian sects to all unite upon simple, unadulterated "New Testament Christianity." They believed that Christians, by putting away all "human creeds" and religious "inventions," could be united in the one Christian church. By the early twentieth century, the movement was divided into two churches: the more conservative "Churches of Christ," and the more liberal "Disciples of Christ." By the 1960's, the Disciples of Christ officially split into two churches, the Disciples of Christ and the Christian Church. There were actually many "restoration" movements in the nineteenth century, all claiming to return to the New Testament and "primitive" Christianity. They each focused upon different issues and different things to "restore." Retribution principle. The teaching that if one does good, one will receive good in return; if one does evil, one will receive evil in return. See, e.g., Psalm 1. Theodicy (see below) questions this formulation. Salvation. The activity in which the alienation (sin) between God and human beings is healed so that there results the possibility of human beings being reconciled and united with God. Secularism. An outlook that excludes religious beliefs and religious values from society, and that explains everything in relation to this world. Soteriology (Gk., soterios, meaning savior ). Critical reflection upon the saving work of Jesus Christ. How does Jesus save us? Stone, Barton W. Prominent leader in the nineteenth century U.S. restoration movement (see above). Stone distrusted human schemes at effecting unity, and claimed that we must rely upon the Spirit of God to bring about the unity desired among the divided sects of the Christian world. Theodicy. A theological attempt to explain the presence of the suffering of innocents, given the claim that God is both all-good and all-powerful. Theology (Gk., theos, meaning God ). Critical reflection upon the self-revelation of God, especially as known in the symbols, scriptures, teachings, and rituals of a believing community. Theology adapts the perspective of someone within that community. Religious studies allegedly adopts a perspective from outside any community of religious belief. Tradition, religious. A believing community s passing on and receiving of testimony regarding God s self-revelation in its life, worship, action, and teaching, through the guidance of the Holy Spirit. It is assisted by means of insight through hindsight, and involves both continuity and change.