Course Description: A course designed to help students define their personal Christian philosophy of life by integrating faith and learning. Students will be challenged to explore their Christian calling and to consider ways in which they can exert a Christian influence on the world.
Course Schedule
| Class Date | Discussion Topic | Reading Due |
| 1.10 | Introduction and Syllabus David Brooks, “The Ultimate Spoiler Alert.” | |
| Faith/Philosophy | ||
| 1.17 | The Myth of Neutrality | James K.A. Smith, “To Worship is Human” in You Are What You Love (PDF) David Foster Wallace, “This is Water” |
| 1.24 | An Intellectual Life and Leisure | Hitz, What is Time For? Ethic of Leisure Jacobs, How to Think, Intro, Ch. 1 |
| 1.31 | Various Patterns of Thought Rationalism, Utilitarianism, Expressivism | Taylor, Ethics of Authenticity, Ch. 2-4 Hauerwas, The End of American Protestantism Wolpe, The Return of the Pagans |
| 2.7 | Conversions and Changing Your Mind | David Dark, “Can Mr. Rogers Help Us Manage Our Anger?” in America Magazine Kingsnorth, The Cross and the Machine Vogler, A Spiritual Autobiography Jacobs, How to Think, Ch 2-3 |
| Community/Family | ||
| 2.14 | Family | Rabbi Jonathan Sacks, “The Beautiful Institution” in Plough Quarterly Regenerus, The Death of Eros Miller, Men Don’t Vacuum in NYT Jacobs, How to Think, Ch. 4 |
| 2.21 | Friendship | Wesley Hill, “Love Again” in Comment Billy Baker, Baker-Male-LonelinessDownload David Brooks, Nuclear-FamilyDownload Henreckson, Venturing Our Selves |
| 2.28 | Repair and Reality | Kurt Armstrong, “Repair and Remain” Comment Frank Mulder, Back to Reality, Plough Jacobs, How to think, Ch. 5 |
| 3.6 | In Class: Look and See | |
| Vocation/Career | ||
| 3.13 | OFF: Spring Break | |
| 3.20 | Vocation | Mako Fujimura, “Culture Care” in Comment Wendell Berry, “Christianity and the Survival of Creation” Jacobs, How to Think, Ch. 6 |
| 3.27 | Economy | Debate: Socialism vs Capitalism Cavanaugh: How should Christians relate to consumer economy? Hauerwas: The failures of Liberalism |
| 4.3 | Technology and Innovation | Skabelund, Modernity is a Dirty Diaper Matthew Crawford, “Shop as Soulcraft” in the New Atlantis (PDF) Goia, Seven Heretical Questions Jacobs, How to Think, Ch. 7 |
| 4.10 | Practical Matters Guest Speaker: Karen Eilers | Arthur Brooks, “A Profession is Not a Personality” in Atlantic MLK, Jr: Three Dimensions of a Complete Life Wendell Berry, Feminism, the Body and the Machine |
| 4.17 | OFF: Paper Workshops | |
| 4.24 | Paper Presentations and Celebration | |
Assignments
Participating Actively and Intelligently in Class—5%
Rather than lectures, testing, or research essays, class participation is the main learning mode in this seminar. When you offer your comments, you are the teacher; your comments help others to talk and move the discussion along. Class participation involves regular attendance, speaking up in discussion, and chiefly doing the weekly reading and bringing suitable notes to class to assist you in discussing the subject matter in an informed manner. A nice way of participating in each weekly discussion may come as a result of a thoughtful question for others to consider. A participation grade will be assigned at the end of the semester based on your cumulative participation. The engagement in class with a cell phone or computer will result in a zero for the day: bring printed articles to class.
Weekly Class Assignments—65%
Class preparation involves the reading of the assigned material and preparation of a reflective assessment of the articles covered. The material should be thoroughly read. (Some assignments may require more than one reading.) The reflection should be a brief (400 words) interactive critique of the material (a summary of the main ideas-a quick evaluation of the author’s case and position), and a description of your understanding of the issues in light of your major and/or the Christian faith. This second section should seek to apply the material to your life or to connect the reading to your discipline. Critically evaluate the articles. Note: Make clear two distinct sections: summary, evaluation/application. The second section ought to be the longest.
No late papers will be accepted and YOU MUST BRING YOUR PAPER TO CLASS.
Personal Manifesto: What do you Love and What is a Good Life? Paper—30%
After a semester of exploring your various loves and commitments, what are your beloved principles, and how have they been shaped/refined/changed at Montreat? Give a brief history of your foundational beliefs. Where do they come from? What Vision of Life are you compelled by and why? The goal is to define and explain 5 elements central to a good life for you. Why are they in that order?
Pertinent to this first section is dealing with objections. Why do you see the world this way and not another? What potential objections could you imagine of your life and how would you refute them? What are your intellectual, philosophical, and theological sources? Contrast your good life with alternative viewpoints. What’s lacking or limitations in another’s perspective? Are there any in yours? Why is your vision fuller, more beautiful, or more holistic?
In the second part, how do these loves affect or change your life? What issues do these principles inform? Why do you care about the things you care about?
