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OFFICE: Honsey Hall, #227 TOPICS COURSE: A Critical Reading OFFICE HOURS: M, W, F 2:30 - 5:00 of C. S. Lewis’s Theological T, R 1:00 - 5:00 Writing: What's Important, Dangerous, (Other Hours by Appointment)
Correct and Useful in his Work. TELEPHONE: Office--344-7338 [[email protected]] Home--388-8392 [Leave messages on Voice or E- Mail] (Fall 2016) Religious Studies 480 M, W, F 1:30-2:20
Dr. Steven L. Reagles
B.A. [English] University of Wisconsin—LaCrosse M.Div. [Theology] Wisconsin Lutheran Seminary M.A. [Speech] Communication] Minnesota State University Ph.D. [English Rhetoric/Linguistics] Indiana University-Pennsylvania
COURSE TEXTS Bookstore/Online Purchase: McGrath, Alister. C. S. Lewis: Eccentric Genius. Reluctant Prophet. Carole Stream, Illinois: Tyndale House, 2013. Lewis, C. S. Christian Reflections. 1967. Grand Rapids: Eerdmans, 2014 Lewis, C. S. The Abolition of Man. New York: Touchstone, 1996. Lewis, C. S. Mere Christianity Rev. & Enlarged. New York: Harper, 2009. Lewis, C. S. The Four Loves. New York: HarperOne, 2009. Other Course Readings may come in the form of Handouts
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COURSE DESCRIPTION: This is a course that explores the ideas of Clive Staples [C. S.] Lewis. Many people, today, who are familiar with the works of C.S. Lewis, gained that familiarity from his series of children’s books, The Narnia Chronicles, some of which have been made into movies: The Lion, the Witch and The Wardrobe, Prince Caspian, The Voyage of the Dawn Treader. If you are a Science Fiction enthusiast you may have read Lewis’s Space Trilogy: Perelandra, Out of the Silent Planet and That Hideous Strength. Fewer people are aware that Lewis was a famed professor and scholar of Medieval and Renaissance Literature and a Christian Apologist, who taught at the world’s best universities, while writing numerous theological essays on literature and Christian doctrine. This course, titled “A Critical Study of C. S. Lewis’ Theological Writing: What's Important, Dangerous and Correct in his Work,” takes a critical and appreciative look at some of Lewis’s work. The Seventeenth Century Lutheran scholar Martin Chemnitz provides a useful perspective in his “How to Read the Church Fathers,” which can be used as a lens for a critical reading of Lewis, even though Lewis is not, technically, an ancient church father. Not all church Fathers were orthodox and neither was C. S. Lewis orthodox in everything he wrote. But Lewis never claimed to be a theologian. In fact, as a lay member of the Church of England, he was a professor not of Theology, but Medieval and Renaissance Literature, first at Oxford, then at Cambridge University. So, then, one does find statements in his writing that are sometimes out-of-synch with Christian orthodoxy. Because this is the case, some have little respect for any of Lewis’s work and are ready to ignore Lewis. But that is unfortunate since Lewis had many insightful things to say about matters of the Faith. Chemnitz provides a more balanced way of reading Lewis. He, was acknowledged by Catholic scholars of his day to be an expert in the Fathers of the church and Chemnitz noticed in them, also, that they at times were out-of-synch with Christian orthodoxy. In his “How to Read the Church Fathers,” rather than demonizing those Fathers that were at some points, in error, he provided a balanced measuring stick for reading. He instructed every reader to IDENTIFY: 1) What stands out and is important in the church father, 2) What ideas are “dangerous” and contrary to Scripture, and, finally, 3) What ideas are correct and useful, and take them to heart for one’s own instruction. We shall apply Chemnitz’s lens to Lewis, seeking to explore in his writing what stands out and is “important”; second, what may be “dangerous” and ought to be rejected and, finally, what is “correct and useful” for our own thinking. In this course we want to especially learn from Lewis what are his orthodox insights on Natural Law, as a stimulus for thinking about today’s issues.
Bethany Lutheran College Objectives: 1) To grow in the grace and in the knowledge of our Lord and Savior Jesus Christ by means of the Gospel. 2) To demonstrate independent critical thinking so that they are not shaken from the eternal foundations on which their moral and spiritual growth is based.
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Religion Program Learning Outcomes [RPLO] The RPLO are based on the two institutional objectives stated above. Students Will Be Able To… use the following categories and concepts in applying, analyzing, synthesizing, and evaluating religious ideas. This includes ability to compare/contrast historic Christianity with: 1) its various branches, and 2) other world religions, in relation to these categories:
1. Source and nature of truth in religion; Bible as divine revelation. Related concepts: Inspiration and canon of Sacred Scripture; the authority, clarity, efficacy and sufficiency of Scripture; the Books of the Bible and the literary genre to which they belong; the eras of Bible History and the personalities and events of each. 2. The need of mankind for redemption: The fall into sin and all its implications. Related concepts: Alienation from God and neighbor; the bondage of the human will; death in all its dimensions. 3. The message of salvation in all its dimensions: How it was acquired; how it is distributed; how it is appropriated by the individual. Related concepts: the grace of God expressed in the person and work of Christ; the Means of Grace and the work of the Holy Spirit; faith in the heart of the individual. 4. The nature of the Christian life in this world: the “saint and sinner” paradox; sanctification as a work in progress; Christian vocation, and the place of good works in religion. 5. The Christian hope: resurrection and eternal life. This Course’s Learning Outcomes Derived from RPLO: After taking this course, Students Will Be Able To… I. Summarize what McGrath’s biography teaches about Lewis’s viewpoint on doctrine & life. 1-5 II. Distinguish how C. S. Lewis’s viewpoint on the inspiration and historicity of Scripture, sin, atonement, justification by faith and hell differed from mainstream, orthodox Christianity.*1 III. Indicate how key works in C. S. Lewis point to mankind’s need for redemption because of their awareness of sin and inability to keep the moral law. 2 IV. Assess how Lewis’s consideration of Natural Law compares with that of the Bible, The Book of Concord and contemporary writers on Natural Law. 1, 2 V. Evaluate how Lewis’s doctrine of objective value supports the biblical message of salvation, extra-nos, in the incarnate, crucified and resurrected Christ. 3 VI. Explain how Lewis’s insights on Natural Law help contribute to contemporary debates where the Natural Law is challenged. 1, 2 VII. Distinguish between the various means of love, from a Christian viewpoint. 2, 4 *Numbers following learning Outcomes correspond to Religion Department Objectives above.
CLASS REQUIREMENTS:
Class Participation: I assume that students in this class will read the assigned readings before class and take an active role in the class by attending and participating—by speaking, writing, asking questions, actively engaging in class exercises. We’ll explore the material using lecture, online resources, and a toolbox of active learning strategies like mini-lectures to provoke discussion or synthesize insights. Strategies for learning include critical thinking methods: like SEE-I, Socratic questioning, paired response, group work, jig-saws, teaching in triads & quartets, discussion, debates, writing, role playing, etc. [I-VII]*
Quizzes/Five-Minute papers: Quizzes and “Five-Minute Papers” are given during the semester, testing you on daily readings & class work. Some quizzes are individual; others are group response quizzes. [I-VII]
A Preliminary Reflection on “The Decline of Religion”: In a one- to two-page (around 300-600 words: Times 12-size script), double-spaced initial essay, write a reaction to C. S. Lewis’s “The Decline of 4
Religion” in terms of your own nation. Lewis suggests that he could identify both a “decline” in religion in his own day [1946 Britain] as well as a “revival” in some places. What about in your own nation? Do some online research to aid your reflection and include a “Bibliography” page to cite any sources to support your conclusion or sources that you disagree with. In your paper, first, summarize, or state, Lewis’s position and then, second, present your viewpoint. The main purpose of this essay is for you to try to think like Lewis did, but applying the topic to your own nation, America, China, Nigeria, etc. DUE: Fri., Sep. 2 [I]
A Reflective Journal on McGrath’s C. S. Lewis: Applying Chemnitz’s approach to reading the Church Fathers and for each class reading from Alistair McGrath’s C. S. Lewis: Eccentric Genius, Reluctant Prophet, write out, for each class session, a 150-250 word critical reaction/response to the day’s readings using Chemnitz’s questions to guide your writing. You may react to any or all of the questions: 1) What, from your viewpoint, stands out or is important? 2) What in C. S. Lewis’s life, ideas, thinking, if anything, in the material read for the day, seems to be dangerous and something that ought to be rejected or avoided? 3) In which ideas does Lewis seem to speak correctly or usefully? These typed journal entries will be turned in and graded at the end of each week and handed back, typically, at the next session. [I]
A Book Report on McGrath’s C. S. Lewis: Type a 4 page Book Report on McGrath’s book in which you explain Three or Four Chief Ideas about Lewis on Religion that Stand out. From the viewpoint of Creedal Christianity is Lewis orthodox or heterodox? Support your claims by citing McGrath, e.g., (McGrath 4). Due: September 21. [I]
Test #1: Dangers to Be Avoided: This test, builds from Chemnitz’s “How to Read the Church Fathers” to critically evaluate how Lewis may depart from “the form of sound words,” i.e., orthodox Christian doctrine. You will be asked to identify several doctrines where Lewis’s thinking appears to depart from orthodox Christianity, following Surburg’s article, providing detailed support for your answer. October 3 [II, IV]
Test #2: Lewis, The Abolition of Man & Natural Law: This test examines understanding of Lewis’s notion of the poison of subjectivism, his apologetics and argument on Natural Law [Tao], the doctrine of objectivity in The Abolition of Man and its relevance for life in 21st Century America. November 23 [III-VI]
Panel On The Four Loves. C. S. Lewis was a notable linguist and this panel assignment explores the subtle and nuanced meaning in several forms of “love,” explicated in Lewis’s The Four Loves. In a group of four to five students, design a panel on your assigned chapter, and on the date assigned make a presentation to the class on its significance. You will use a critical thinking method called “SEE-I” to explore your chapter and to design and set up your panel. Your assignment is not only to engage the material, helping the class understand it, by Stating the nature of the particular form of love, in your chapter, but to create a class discussion by interpreting these terms in terms of our modern day, using SEE-I’s Elaboration, Exemplification and Illustration. You should have someone introduce your panel and members; each member should be involved. Finally, lead a 10 to 15 minute class discussion. Use Powerpoint or keynote or other presentation software to aid your panel presentation. November 30, Dec. 2, 5, 7, 9 16 [VI, VII] • Number/s in brackets refer to Learning Outcomes being assessed by this Class Requirement.
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COMPUTATION OF FINAL COURSE GRADES:
Assignment Percentage of Final Grade Class Participation 5 Quizzes/Five-Minute Papers 10 A Preliminary Reflection on “The Decline of Religion” 10 A Reflective Journal on C. S. Lewis 10 A Book Report on C. S. Lewis 15 Test #1—Dangers to be Avoided 10 Test #2— Lewis, The Abolition of Man & Natural Law: 20 Panel on The Four Loves 20 100 %
POLICIES
Late or Missed Assignments: Written assignments are due on the assigned date and may be handed in after this date only by prior permission. In the case of bona fide sickness or emergencies, provide evidence to be excused from these requirements. Late assignments may be lowered one grade.
Attendance: Students are expected to attend class, on time, and actively participate. More than three unexcused absences may risk grade reduction by one letter. Additional absences result in further grade reduction. Students accruing six unexcused absences are typically dropped from the course. If you are involved in a school-sponsored activity requiring absence let me know in advance when you will be absent.
Regarding Academic Honesty and Plagiarism: Plagiarism is the act of promoting someone else's ideas, words, phrases, in academic work as if they were yours. Plagiarism is a serious mistake. Most institutions of higher learning impose heavy penalties ranging from dismissal to course or project failure. In professional life, plagiarism will cost you your job. In this course plagiarism will receive an automatic "F” on the plagiarized course unit. If you have questions about citing sources, ask your instructor.
Using Electronic Media in this Classroom: Laptops, cellphones, tablets and other media have become a natural part of our lives and as a result may naturally be brought into the classroom and even used during class time. Studies show that these devices, if used judiciously, can greatly enhance the learning that can take place. However, if these devices are misused they can also cause significant distractions for others and subsequently cause a general reduction in the learning experience. Therefore some rules and guidelines must be observed if these devices are brought into the learning environment. While class is in session, any and all usage of these electronic devices must be for the express purpose of facilitating learning for this course only, e.g., taking notes or looking up references to concepts or phenomena mentioned in class. Any other usage of these devices, such as texting, using social media, playing video games, or working on other classes, may result in the student being asked to surrender the device or leave the class. If you have a legitimate reason why you need to check your messages, or text a message, etc. during class, speak with me.
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Finally, brothers, whatever is true, whatever is honorable, whatever is just, whatever is pure, whatever is lovely, whatever is commendable, if there is any excellence, if there is anything worthy of praise, think about these things. . . . [Philippians 4:8 ESV]
TENTATIVE SYLLABUS* SESSION DATE TOPICS/FOCUS READING/WRITING ASSIGNMENT
August 24 A Critical Appreciation of C. S. Lewis: What’s Important, Dangerous, Correct, Introduction to the Course Useful in his Religious Work
August 26 UNIT #1:What is Important Lewis Essays “The Decline of Religion” 179-183: “Critical Thinking Wheel” as and Stands out in C. S. Lewis. Critical Creative Tool for thinking and reading C. S. Lewis: A Brief Look at Chemnitz’s Critical Reading Model
August 29 “The Soft Hills of Down”; “The Ugly McGrath, Chaps. 1 & 2: 3-47 Country of England”
August 31 “The Vasty Fields of France” McGrath, Chap. 3: 49-76
September 2 “”Deceptions and Discoveries” McGrath, Chaps. 4 & 5: 79-130; “Decline of Religion” Paper DUE
September 5 Labor Day Vacation
September 7 “The Most Reluctant Convert”; “A McGrath, Chaps. 6 & 7: 131-190; Man of Letters”
September 9 “National Acclaim”; “International McGrath, Chaps. 8 & 9: 191-238; Fame”
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September 12 “A Prophet without Honor” McGrath, Chap 10: 239-262; QUIZ: The Critical Thinking Wheel
September 14 “Rearranging Reality”; “Narnia” McGrath, Chaps. 11 & 12: 263-305
September 16 “The Move to Cambridge”; McGrath, Chaps. 13 & 14: 309-360 “Bereavement, Illness, and Death”
September 19 “The Lewis Phenomenon” McGrath, Chap. 15: 363-379
September 21 General Discussion Book Report Due C. S. Lewis: What is Most Important & Stands out @ Lewis?
September 23 UNIT #2: What ideas in Surburg “An Evaluation of the Theological Stance of C. S. Lewis”; Lewis are Dangerous Martin Chemnitz. and, Therefore, to be Rejected and Avoided?: Nature of Man and the Fall; Chemnitz “How to Read the Church Fathers”
September 26 Lewis on Christology & Atonement Surburg “An Evaluation. . . C. S. Lewis”
September 28 Lewis’s Views on Other Religions; Surburg Heaven & Hell
September 30 Lewis: “What Christians Believe” Lewis Mere Christianity [Hereafter Mere] pp. 35-65,.
October 3 TEST #1: Dangers to be Avoided
October 5 PC UNIT #3: Where Does Lewis Lewis Christian Reflections [Hereafter Speak Correctly or Usefully CR] “The Language of Religion”: 159- 174 CLASS DOES E-Mail Me a 250-500 word SEE- I of Lewis’s “The Language of
NOT MEET Religion” BEFORE CLASS TIME
October 7 Genius versus Derivative Imitation Lewis CR“Christianity and Literature”: 1-13
October 10 How are Christians to Think of “Culture” Lewis CR “Christianity & Culture”:14-44
October 12 The Reality of Faith and Substitutes Lewis CR “Religion: Reality or Substitute”:45-53
October 13-16 Mid-term Break
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October 17 Ethics Lewis CR “On Ethics”:54-69
October 19 Subjectivism versus The Doctrine of Lewis “The Poison of Subjectivism” CR Objective Value pp. 72-81
October 21 The Greenbook and “Subjectivity” vs. Lewis “Men Without Chests” Abolition of “Objective Value”; Natural Affection Man [Hereafter AOM] pp. 1-26 [esp. 1-19 versus “just sentiments”
October 24 The Greenbook “Subjectivity” vs. Lewis “Men Without Chests” AOM: 1-26 “Objective Value”; the Tao and the [esp. 20-26]; The Context of “doctrine of objective value”; “Magnanimity” “Magnanimity”
October 26 ADVISING DAY
October 28 REFORMATION LECTURES Possible Extra Credit Available
October 31 The Nietzschean Innovator in Lewis “The Way” AOM pp. 27-51 Instinctual Values: Innovative Subjective Sentiment vs.Sentiments of the Tao’s Way, i.e., Traditional Values
November 2 Right and Wrong as a Clue to the Lewis Mere pp. 3-32; AOM “Appendix” Meaning of the Universe; Morality 83ff Versus Instincts [e.g. sexual & survival]; The Universal Tao
November 4 Lewis on Subjectivity and the Lewis “The Abolition of Man” AOM pp. Breakdown of Natural Law; The 53-81 Implication in Education: Society “Outside of the Tao”
November 7 C. S. Lewis’s Tao and Today’s Kreeft “Can Natural Law Ever Be Natural Law Issues; Introduce Panel Abolished from Heart of Man?” CSLTM on The Four Loves [TFL] pp. 93-129 LIBRARY RESERVE
November 9 NCA Group Work: Panel on The Four Loves TFL Discuss your Assigned Reading and Identify Key Topics
November 11NCA Group Work: Panel on The Four Loves TFL Plan out Panel Approach to Topics
November 14 Western vs. Mencian Confucianism: Reagles “The Equivocal Tao of Nature: I. A. Richards, Objectivity vs. Subjectivity C. S. Lewis and the Heresy of Coalescence”
November 16 Sexuality and the Pursuit of Happiness “We Have No ‘Right to Happiness’” Lewis Essay Collection pp. 388-92 Handout
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November 18 Factors in American Culture Leading To Be Announced to an Equivocal Tao
November 21 Factors in American Culture Leading To Be Announced to an Equivocal Tao
November 23 Test #2: Lewis, AOM & Natural Law
November 24-27 THANKSGIVING
November 28 Group Work: Panel on Four Loves TFL Work on Fine-Tuning your Panel
November 30 Panel on The Four Loves TFL “Likings and Loves for the Sub- Human” 10-30
December 2 Panel on The Four Loves TFL “Affection” 31-56
December 5 Panel on The Four Loves TFL “Friendship” 57-90
December 7 Panel on The Four Loves TFL “Eros” 91-115
December 9 Panel on The Four Loves TFL “Charity” 116-141
December 12 Can Modern Genius Change the Moral Lewis CR “Modern Theology and Biblical Law or Scriptural Revelation? Criticism”: 187-205 QUIZ Course Wrap-Up
*This syllabus is “Tentative” and the subjects, readings and lessons on specific days may be modified, if necessary, in response to class needs, etc.
A Select Bibliography
Alan of Lille. “The Plaint of Nature.” Literary Works. Ed. & Trans. Winthrop Wetherbee. London: Harvard UP, 2013. 21-217. Ehlke, Roland Cap Natural Law: A Lutheran Reappraisal.. St. Louis: Concordia, 2011. Girgis, Sherif, Ryan T. Anderson and Robert P. George. What is Marriage? Man and Woman: A Defense. New York: Encounter, 2012. Goerge, Robert P. Conscience and Its Enemies. Wilmington, Delaware: ISI Books, 2013. Himmelfarb, Gertrude. The De-Moralization of Society. New York: Random, 1994. Lewis, C. S. Essay Collection: Faith, Christianity and the Church. London: HarperCollins, 2002. Lewis, C. S. Mere Christianity. 1943. New York: Macmillan, 1974. Lewis, C. S. The Abolition of Man: How Education Develops Man’s Sense of Morality. 1943. New York: Macmillan, 1955. Lewis, C. S. “Christianity and Culture.” Christian Reflections. Ed. Walter Hooper. Grand Rapids: William B. Eerdmans, 1955. 12-36. Lewis, C. S. “The Poison of Subjectivism.” Christian Reflections. Ed. Walter Hooper. Grand Rapids: William B. Eerdmans, 1955. 72-81 10 NOTES