SOCIAL JUSTICE - THEO 2515-M02 / WGST 2930-M01 Spring 2022

He has told you, O mortal, what is good: And what does the Lord require of you

but to do justice, and to love kindness, and to walk humbly with your God? (Micah 6:8).

Just then a lawyer stood up to test Jesus. ‘Teacher,’ he said, ‘what must I do to inherit eternal life?’ He said to him, ‘What is written in the law? What do you read there?’ He answered, ‘You shall love the Lord your God with

all your heart, and with all your soul, and with all your strength, and with all your mind; and your neighbor as yourself.’ And he said to him, ‘You have given the right answer; do this, and you will live.’

But wanting to justify himself, he asked Jesus, ‘And who is my neighbor?’ (Luke 10:25-29).

Disregard for the duty to cultivate and maintain a proper relationship with my neighbor, for whose care and custody I am responsible, ruins my relationship with my own self, with others,

with God and with the earth. When all these relationships are neglected, when justice no longer dwells in the land, the Bible tells us that life itself is endangered (Pope Francis, Laudato Si’ 70).

Credits: 3 Prerequisite: THEO-1000 Class Days and Time: MW 14:00-15:15 (https://www.timeanddate.com/worldclock/spain/madrid) Classroom: SIH A Instructor: Melanie Grace Mitchell, M.Div., Lic. Tª Instructor’s Email: melanie.mitchell@slu.edu Campus Phone & Office: 91 554 5858, ext. 247; San Ignacio Hall 312 Office Hours: In person WF, 12:00-12:50, or by appointment on Zoom Office Hours Zoom Link: https://slu.zoom.us/j/95732252221?pwd=NjN4NTB2MmF5aU9SZEc2MFNKZnNsQT09

Meeting ID: 957 3225 2221; Password: 752122 Class Zoom Link: We may use this when in-person attendance has been excused, or when in-person

instruction is impossible, but coordinate with me, as the link will usually not be open, and I often will provide other ways for you to make up for absences, learn the material, and participate in our class discussions. I hope you can all present in person. https://slu.zoom.us/j/93710996687?pwd=Y0dWMnA4Q3gxMndtdWhkaml1VzFBQT09 Meeting ID: 937 1099 6687; Password: 068905

Course Description: This course is an exploration of social justice from a theological point of view, centered around the ancient yet ever relevant ethical question: “Who is my neighbor?” Attributes: Cultural Diversity in the EU, Catholic Studies-Theology, International Studies, Theology BA and BS Requirement (A&S), Theology-Religious Ethics, Urban Poverty - General, Urban Poverty - Social Justice, Women's & Gender Studies, Service Learning

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Student Learning Outcomes: To develop a working definition of social justice To analyze the ways that Christians over the centuries have focused on charity and social justice to varying degrees in

different eras and contexts To explore the biblical and theological motivations for the public role of the Christian faith and the diverse history of this

role in its successes and excesses To articulate the sources, methods and key themes of Catholic Social Teaching To use these building blocks as a foundation upon which to construct a position paper and presentation on a particular

issue of social injustice today To apply the action-reflection model through 12 hours of service learning Engagement Policy and Communication Norms: Please communicate with me in the following ways:

E-mail and Canvas Inbox: I will check my e-mail for messages at least once a day, M-F, and ask you to do the same. I will try to respond within 48 hours to questions during the week. If I do not do so, please resend your e-mail.

Office Hours: See the times, location, and Zoom link at the top of the syllabus. If you attend during the scheduled times,

you do not need to make an appointment, but please feel free to do so otherwise. I will enable the “waiting room” feature on Zoom, so if I don't admit you right away, it is because I am

meeting with another student about individual matters. You are required to sign up to meet with me at least once to discuss your research, but I am happy to meet

with you more often.

Optional Reflective Journals: If you attend other Social Justice related events this semester, I would love to hear about them. Such activities, if preapproved by me and written about, may make up for absences. Do seek to make connections between your learning in different courses and your extracurricular activities.

I will use the Canvas “Announcements” feature to send updates on the course. As in any learning environment, certain behavioral codes (referred to as “netiquette”) are expected when you

communicate with both your peers and your instructor. The general rules are: Be scholarly, be polite, be professional, be respectful.

If you use a different name than that which appears on your record or have specific pronouns that you prefer, please let us know so that we can address you properly and be patient as we learn to adapt. I want our classroom to be an inviting, educational, and safe space for all of us.

Timely communication with your professors always helps when you are facing difficulties, so please reach out if you are

in need, would like to talk, or simply want me to be aware of something going on in your life, in our class or on campus.

Technology Requirements: You will need regular access to a computer with an internet connection. High speed broadband access (LAN, Cable or DSL) is highly recommended for an optimal learning experience. We will still be learning how to use Canvas this semester, so let’s be patient and communicate with one another as challenges arise. Required Textbooks: Massaro, S.J., Thomas, Living Justice: Catholic Social Teaching in Action (Lanham, MD: Rowman and Littlefield, 2016). Print copies are available in the SLU Madrid Campus Bookstore and on reserve in the library. The e-book is available, for three students at a time, with your SLU ID at: https://libcat.slu.edu/record=b4870966~S4 Global Neighbors: Christian Faith and Moral Obligation in Today’s Economy, Hicks and Valeri, ed.s (Grand Rapids: Eerdmans,

2008). Print copies are available in the campus bookstore and on reserve in the library, but I will also post the relevant chapters. The Holy Bible: One (or both) of these two versions www.usccb.org/nab/bible (NABRE: Outlines and footnotes) and/or https://bible.oremus.org/ (NRSV: Inclusive language and search engine) Supplementary Readings: Articles from other resources will be posted on Canvas.

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Online Resources for documents of Catholic Social Teaching, et al.: Links will be posted on the Position Paper Module. The SLU Library: The library offers you free access to many academic databases and e-books. These will be helpful and indeed necessary for your research. The SLU librarians would be happy to orient you as to how to use the library to your best advantage and have prepared a short video to this end: Academic Orientation_Students_Library Spring 2022 (panopto.com) Course Requirements and Grading System: Requirement Descriptions

Attendance and Participation: This is a three-credit course. You should calculate nine hours per week of active engagement, including

instruction, discussion, student work, service, and research. It is your responsibility to inform me of any absence in a timely fashion, especially as I can advise you how to

make-up for what you have missed. Illnesses and personal and family emergencies will be excused, but you still need to learn the material and turn in the assignments—though extensions may be granted.

Each unexcused, unrecovered absence lowers your attendance grade by two points. More than ten unrecovered absences will lead to automatic failure of the course.

Class discussion, office hours, and short written assignments will count towards your participation grade. Disengaging from class through the use of personal technology for matters unrelated to our class discussions will

reduce your learning, be detrimental to the classroom environment as a whole, and be seen as a sign of disrespect towards your classmates and professor. Let value each other’s voices and experiences, both listen and speak, and seek to learn as much as possible from one another this term!

Examinations: The two examinations will be non-cumulative, of varied format, and may only be rescheduled in strict accordance with university policy. I will post my PowerPoint and a study guide at the end of each module.

Service-Learning: This class includes a Service-Learning component, in which you will do service and reflect on the relationship between this and your academic work. The requirements are: 12 hours of service with an approved placement and a signed Service Learning Agreement 3 progress reports and a final 900-1200 word (3-4pp) paper in which you share and reflect on your experiences

and how they have informed and been informed by your learning in class this semester. At the end of the course, you will also share your experiences and reflections with your classmates. See the Service Learning Module for further details.

Position Paper: 8-10 numbered pages, double-spaced, Times New Roman 12 pt. font or similar, plus an Abstract and a

Bibliography Assignments to aid and assess your progress will be turned in periodically. See further guidelines in the Position Paper Module.

Position Paper Presentation: Prepare slides with text and images, presenting your research in a scholarly and engaging manner, including a

bibliography and 3-4 questions for class discussion. The presentation, with discussion, should last 12-15 minutes. You are turn in the presentation electronically by 12:00 on the day you are to present.

Grading System:

Attendance and Participation 15%

Midterm Examination 15%

Position Paper (preliminary assignments + final paper) 20%

Position Paper Presentation 15%

Service Learning (service + progress reports + final service learning journal) 20%

Final examination: Friday, May 6, 3:30 to 6:30 p.m. 15% Grade scale: A 94-100 B+ 87-89 B- 80-82 C 73-76 D 60-69 A- 90-93 B 83-86 C+ 77-79 C- 70-72 F 0-59

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The final grade will be determined in accordance with the following Learning Goals established by the SLU Theology Department for 2000 level courses:

Thinking theologically: Students will demonstrate critical thinking by analyzing the themes and underlying concepts of Catholic Social Teaching in dialogue with other religious and secular sources, in order to develop their awareness of the problems and possibilities of cultural diversity in the EU and the USA.

Reading Theologically: Students will interpret, within a theological framework, the course-specific texts by means of historical-critical and literary-critical methods.

Researching theologically: Students will be able to find, cite and use appropriate essays and articles through the library databases, including peer-reviewed journals, essays in books, etc.

Speaking theologically: Students will analyze theological topics and the relationship between them as well as other areas of knowledge as they relate to the theme of social justice.

Writing theologically: Students will formulate and defend a position on a relevant social issue and develop a written argument defending this position theologically and by other means, with a standard system of citations, such as MLA.

Criteria for grading written assignments: A range = Superior, exceptional, outstanding. The assignment demonstrates critical, informed, and creative theological inquiry that reflects superior understanding of essential theological concepts and engagement with course readings, lectures and discussions. Carefully nuanced reasoning and writing, free from material, structural and grammatical error are presupposed in this grade. B range = Good. The assignment demonstrates ready command of full range of concepts and shows some critical, informed, and creative inquiry that reflects above average understanding of essential theological/historical concepts and engagement with course readings, lectures and discussions. This means the student has produced an assignment that is mostly free from material, structural and grammatical errors. C range = Acceptable. The assignment demonstrates satisfactory ability to describe overall picture and essential concepts, but is lacking critical informed engagement with course readings, lectures and discussions. Material may not be free from structural and grammatical errors. Nuanced reasoning is not demonstrated. D range = Below average. The assignment demonstrates reasoning that is neither carefully nuanced nor coherently presented; writing is insufficient in depth of insight and/or use of texts; presentation is not free from material error in structure, spelling and grammar. This means that the student failed to respond adequately to the assignment and its intentions. F = Unsatisfactory. In one or more of the following ways the student: 1) failed to turn in the assignment; 2) did not respond to the assignment as given; 3) submitted work so thoroughly flawed as to indicate that the student did not make a serious effort, 4) was involved in plagiarism or cheating. Policy on late-work: For every day an assignment is late, five points will be subtracted from the grade for that assignment. If you are to present in class and are unable to do so, you must request a date change at least a day in advance, unless an emergency arises. Timely communication with your instructor always helps, so please reach out.

Academic Honesty: Academic integrity is honest, truthful and responsible conduct in all academic endeavors. The mission of Saint Louis University is “the pursuit of truth for the greater glory of God and for the service of humanity.” Accordingly, all acts of falsehood demean and compromise the corporate endeavors of teaching, research, health care, and community service through which SLU fulfills its mission. The University strives to prepare students for lives of personal and professional integrity, and therefore regards all breaches of academic integrity as matters of serious concern.

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The full University-level Academic Integrity Policy can be found on the Provost's Office website. Additionally, SLU-Madrid has posted its academic integrity policy online. As a member of the University community, you are expected to know and abide by these policies, which detail definitions of violations, processes for reporting violations, sanctions and appeals. Please direct questions about any facet of academic integrity to the instructor, the chair of the department of your academic program or the Academic Dean of the Madrid Campus. For the purposes of this course, you are to present only your own work as your own, and to cite all the sources you use in standard format (MLA, etc.). This includes the Holy Bible, which you will cite parenthetically (Book, chapter, verse, e.g., Mt. 22:37) and in a footnote [e.g., All Scriptural quotations in this paper are from the New Revised Standard Version Bible (National Council of the Churches of Christ in the United States of America, 1989)] or more than one, if you use different versions of the Bible in your paper. Assessment of Student Learning: To maintain quality academic offerings and to conform to accreditation requirements, SLU-Madrid regularly assesses its teaching, services and programs for evidence of student learning. For this purpose, SLU-Madrid keeps representative examples of student work from all courses and programs on file, including assignments, papers, exams, portfolios and results from student surveys, focus groups and reflective exercises. Copies of your work for this course may be kept on file for institutional research, assessment and accreditation purposes. If you prefer SLU-Madrid not to retain your work for this purpose, you must communicate this decision in writing to your professor. Diversity and Inclusion: Saint Louis University is committed to fostering a positive, inclusive and welcoming learning and working environment. SLU-Madrid's policies prohibit discrimination based on race, color, national origin, ancestry, religion, sex, gender, gender identity, gender expression, sexual orientation, pregnancy, age, disability, physical appearance, financial or socio-economic status, immigration status, parental or marital status, veteran status or any other protected classification of identity. Discrimination includes any form of unequal treatment such as denial of opportunities, harassment, and violence. Sex-based violence includes rape, sexual assault, unwanted touching, stalking, dating/interpersonal violence, and sexual exploitation. If you experience or witness any kind of discrimination, you are encouraged (but not required) to report the incident to the SLU-Madrid's Department of Student Life, whose office is located in Padre Rubio Hall (marta.maruri@slu.edu; +34 915 54 58 58, ext, 213. You can also report the incident to the University's Hotline (900-99-0011; then enter 877-525-5669 when asked for the hotline number). Please know that instructors have a responsibility to inform SLU-Madrid when made aware of incidents of discrimination, harassment sexual misconduct, and/or related retaliation, to ensure that individuals impacted receive information about options for reporting and support resources. If you wish to speak with a confidential resource, the following are available on campus and off campus:

Counselors at SLU-Madrid's Wellness Center, located on the third floor of San Ignacio Hall (wellness-madrid@slu.edu; 915 54 58 58, ext. 230).

Counselors at Sinews Multilingual Therapy Institute, SLU-Madrid's off-campus counseling and mental health services provider (www.sinews.es; 917 00 19 79).

SLU-Madrid's Campus Minister, Fr. James O'Leary, S.J. (james.oleary@slu.edu; 915 54 58 58, ext. 279).

Additional information and resources are posted on our Safety and Security and Community Standards webpages.

As an ordained minister (communitychurch-madrid.org), I am a confidential source when approached as a pastor off-campus, though not as a professor, and not when the safety of minors or other vulnerable persons is at stake.

Accessibility, Disability and Learning Resources: In recognition that people learn in a variety of ways and that learning is influenced by multiple factors (e.g., prior experience, study skills, learning disability), resources to support student success are available on campus. Students who think they might benefit from these resources can find out more about:

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Course-level support (e.g., faculty member, departmental resources, etc.) by asking or emailing your course instructor.

University-level support (e.g., tutoring/writing services, Accessibility and Disability Resources) by contacting the Academic Dean's Office (advising-madrid@slu.edu) or by reviewing the Academic Resources website online.

Students with a documented disability who wish to request academic accommodations must contact Disability Services to discuss accommodation requests and eligibility requirements. Once successfully registered, the student also must notify the course instructor that they wish to access accommodations in the course. Please contact disabilityservices-madrid@slu.edu or +34 915 54 58 58, extension 242 or 249. Confidentiality will be observed in all inquiries. Once approved, information about the student’s eligibility for academic accommodations will be shared with course instructors via email from Disability Services. Note: Students who do not have a documented disability but who think they may have one are encouraged to contact Disability Services. For more information about academic accommodations, see SLU-Madrid’s Center for Accessibility and Disability Resources webpage. Needs Security Statement: Students in personal or academic distress and/or who may be specifically experiencing challenges such as securing food or difficulty navigating campus resources, and who believe this may affect their performance in the course, are encouraged to contact Marta Maruri, SLU-Madrid’s Director of Student Life (marta.maruri@slu.edu or +34 915 54 58 58, ext. 213) for support. Furthermore, please notify the instructor if you are comfortable in doing so, as this will enable them to assist you with finding the resources you may need. Use of Posted Course Content: SLU-Madrid prohibits recording and transmission of classroom lectures and discussions by students unless written permission from the class instructor has been obtained and all students in the class as well as guest speakers have been informed that audio/video recording may occur. Recordings, course materials, and lecture notes may not be exchanged or distributed for commercial purposes, for compensation, or for any other purpose other than study by students enrolled in the class. Public distribution of such materials may constitute copyright infringement in violation of Spanish law. Violation of this policy may subject a student to disciplinary action in accordance with SLU-Madrid policies on Student Rights and Responsibilities and Community Standards. GDPR Norms Concerning Class Recordings: In accordance with General Data Protection Regulation (GDPR), we inform you that if you are a participant in an on-line classroom, your image and voice may be recorded by Saint Louis University in Spain, S.A., CIF A28654879, in 28003 Madrid (Spain), Avenida del Valle 34, for the sole purpose of the instruction of the said class that you are registered in. This information will be stored for the duration of the on-line class and erased thereafter by the professor of the course. Should you not want your image or voice to be a part of this class recording, please contact your professor to indicate that you will be turning your camera and microphone off and be participating via chat. In addition, we would like to inform you that all recordings will be available to you in Canvas and are exclusively for the use of the participants of the said class and should not be published on any other platform without the prior consent of all participants that may appear in the recording. According to the rights conferred by the current GDPR regulation, you may exercise your rights of access, rectification, limitation of treatment, deletion, portability and opposition to the processing of your personal data, as well as the consent given for the treatment of it by directing your requests to the address indicated above or by sending an email to dpo-madrid@slu.edu.

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SPRING 2022 COURSE ORGANIZATION

Module 1: Introductions to the Course and Participants (Jan. 17) Learning Outcomes: 1) Begin to get to know one another 2) Understand the focus of and requirements for the course Task List: 1) Review the syllabus and begin to familiarize yourself with Canvas. 2) Read Chapter 1 of Living Justice: “Social Justice and the Mission of the Church,” pp1-17. Service Learning Module: 1) Attend the Activities Fair (15:30-18:30 SIH Student Lounge) to learn about service learning opportunities and clubs. 2) Review the Service Learning Opportunities worksheet and fill in your preferences on the spreadsheet I will post on

Canvas by Jan. 24. You may also look at: http://www.slu.edu/madrid/campus-life/student-life/service-community-outreach.php

*Note: This course is part of a fusion project in which Anne Dewey (English-WGST), Almudena Olondo (History) and I (Melanie Mitchell-Theology, WGST) coordinate service learning and speakers around social justice themes.

Module 2: Defining Social Justice (Jan. 17,19,24) Learning Outcomes: 1) Develop a working definition of social justice 2) Understand the concepts of systems and systems change 3) Distinguish between charity and social justice and analyze the ways that Christians over the centuries have focused

on one or the other to varying degrees in different eras and contexts

4) Explore two biblical stories on power and stereotypes

5) Relate concepts of near, far, and mercy to the question: “Who is My Neighbor?”

Readings: 1) Document: “What Are Systems?” 2) “Parable of the Good Samaritan” in Luke 10:25-27 and the response of the Prophet Nathan to the David and

Bathsheba affair in II Samuel 11:1-12 in The Holy Bible (See links above.) 3) Chapter 1 of Global Neighbors: Thomas W. Walker, “Who is My Neighbor?” Service Learning Module: Sign up for your service-learning preferences by the end of your day on Monday, Jan. 24. Individual Written Assignment: “A Contemporary Parable” (300-600 words; due by class time on Wednesday, Jan. 26)

Sunday, January 23: Last day to drop a class without a grade of W, and/or add a class

Last day to choose Audit (AU) or Pass/No Pass (P/NP) options Application deadline for spring semester degree candidates

Module 3: Religion and Politics (Jan. 26,31) Learning Outcomes: 1) Explore the diverse history of the relationship between religion and politics in Europe, the US and elsewhere 2) Be able to analyze biblical passages in light of the political contexts in which they were written 3) Define the biblical and theological motivations for the public role of the faith and its limits 4) Become aware of current issues of religion and politics in the contexts in which we live Readings: 1) Chapter 2 in Living Justice: “Going Public with Your Faith,” pp19-34 2) Documents: Religion and Politics Scriptures and The Authorities in Civil Society Tasks: 1) Turn in your parable by class time on Jan. 26. 2) Individual Written Assignment: “An Issue of Religion in Politics in My Home Context” (300-600 words, due by class

time on Jan. 31)

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Service Learning Module: I will confirm your service learning assignments by Jan. 28, and a scanned and signed copy of your Service Learning Agreement is due on Canvas by Feb. 4 at the end of your day.

Module 4: History and Sources of Catholic Social Teaching (Feb. 2) Learning Outcomes: 1) Make connections between the “signs of the times” and the development of CST 2) Gain a working knowledge of three of the sources of CST: Tradition, Reason, and Experience 3) Become familiar with the major documents of CST and learn how to interpret their contributions 4) Apply this knowledge in the research and writing of your position papers, which are to include at least two

references to the official documents of CST, properly applied and cited. Read: Chapter 3 in Living Justice: “Inheriting the Tradition of Catholic Social Teaching,” pp35-55 and Table 5.1 (p82). Service Learning Module: Turn in your Service Learning Agreement by Feb. 4 by the end of your day and get started on your service-learning, or at least oriented to your organization and project, as your first progress report is due by Feb. 11. Optional: Cross-campus WGST workshop on “Understanding lesbophobia through film” (date to be confirmed)

Module 5: Revelation and Interpretation (Feb. 7,9) Learning Outcomes: 1) Examine the roles of Scripture in ethical reflection 2) Analyze theories of Scriptural authority and approaches to interpretation 3) Explore a negative example of biblical interpretation and application in order to learn from history and not repeat it 4) Define your own approach to Scriptural authority and interpretation for use in your Position Paper Readings: 1) “Revelation: The Role of Scripture,” in Living Justice, pp60-66 2) Document: Guidelines for Scriptural Interpretation 3) Optional: "Introduction," Helpmates, Harlots and Heroes, especially pp12-20 4) Optional: The Good Book, pp18-21 and 42-43 Service Learning Module: Turn in your first progress report by Feb. 11 by the end of your day. Position Paper Module: By Wednesday, Feb. 16, turn in a paragraph on your topic, position, and its connection to 2-3 of the key themes of CST.

Module 6: Key Theme 1: The Dignity of Every Person and Human Rights (Feb. 14,16) Learning Outcomes: 1) Identify the biblical and theological foundations of the inherent dignity and worth of every human being 2) Understand how this principle serves as the basis for modern CST and leads Christians to partner with other

organizations which affirm and defend human rights 3) Explore the social, political and institutional conditions that undergird our sense of humanity and what happens

when these break down 4) Propose measures to strengthen our common humanity Readings: 1) Living Justice, pp81-87 (Chapter 5 Introduction and Key Theme 1) 2) A US soldier’s embrace of pacifism after participating in interrogations at Abu Grahib Prison in Iraq:

https://www.smithsonianmag.com/history/priest-abu-grahib-180971013/ Position Paper Module: Turn in your paragraph on your topic, position, and its connection to 2-3 of the key themes of CST by Wednesday, Feb. 16. Recommended: ONG Rescate: Workshop (in Spanish) on detecting and responding to social media publications (fake news, bulos) which seek to denigrate vulnerable populations, Friday, Feb. 18, 12 p.m.

Module 7: Key Theme 2: Solidarity, Common Good and Participation (Feb. 21,23) Learning Outcomes: 1) Explain the concept of interdependence, connecting rights with responsibilities 2) Define solidarity and the common good in eco-theological perspective 3) Further explore guidelines for Christian participation in democratic societies

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Read: 1) Living Justice, pp87-91 (Key Theme 2) 2) https://www.usccb.org/issues-and-action/human-life-and-dignity/immigration/strangers-no-longer-together-on-the-

journey-of-hope Watch: Kate Raworth’s TED Talk on “Doughnut Economics”

https://www.ted.com/talks/kate_raworth_a_healthy_economy_should_be_designed_to_thrive_not_grow#t-12693 Task: Prepare for your February 28 midterm examination with the review questions and terms at the end of each module.

Wednesday, February 23: Registration for Summer Sessions begins Thursday-Friday, February 24-25: Winter Break

MIDTERM EXAMINATION (February 28)

Module 8: Key Theme 3: Family Life (March 2,7,9) Learning Outcomes: 1) Explore theological foundations for family life and the structural foundations needed to support families of all types 2) Discover Jesus' relationship with his family, connections to families of different types, and teachings about family

and sexuality 3) Explain the Church’s balancing act between a professed ideal and pastoral engagement with diverse types of families 4) Describe some of the challenges facing modern families in social justice perspective, and CST in relation to them 5) Compare and contrast the stances of complementarity and gender equality and their evolution in religious

communities and legislation Read: Living Justice, pp91-93 (Key Theme 3) View: RBG https://slu.kanopy.com/product/rbg-1 (Available with your SLU login information) Guest Lecture: Belén Molinuevo (Anthropology) on the History of Feminism in Spain, Wednesday, March 9 (in honor of International Women’s Day—March 8—celebrated every year since 1911) Service Learning Module: Your second service-learning progress report is due by Friday, March 11. Position Paper Module: Your Position Paper Abstract and six sources are due by Wednesday, March 16.

Module 9: Key Theme 4: Subsidiarity (March 14) 1) Define the concept of subsidiarity and its historical roots, ideological critique, and rule of thumb 2) Analyze the role of government in relation to markets and why this is an area of Christian concern Readings: 1) Living Justice, pp93-96 (Key Theme 4) 2) Chapter 10 in Global Neighbors: “A Christian Perspective on the Role of Government in a Market Economy,” pp224-

247 (or view: https://ir.vanderbilt.edu/handle/1803/2528?show=full) Position Paper Module: Turn in your abstract and six sources by Wednesday, March 16 at the end of your day.

Sunday, March 20: Last day to drop a class and receive a grade of W

Module 10: Key Theme 5: Property Ownership (March 16,21) Learning Outcomes: 1) Examine the historical evolution of Catholic teaching on private property 2) Explore the moral significance and undergirding values of individual decisions and economic theories 3) Analyze our own patterns of consumption in ecological context 4) Move beyond the individual arena to the structural level Read: 1) Living Justice, pp96-99 (Key Theme 5) 2) Ronald J. Sider, “Thinking Biblically about Property and Possessions,” Rich Christians in an Age of Hunger, pp86-101. 3) Chapter 5 in Global Neighbors: “Economic Justice Requires More than the Kindness of Strangers,” pp89-108. View: A documentary on planned and perceived obsolescence: 1) https://www.storyofstuff.org/movies/story-of/ -or-

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2) "Comprar, Tirar, Comprar" https://www.rtve.es/noticias/20110104/productos-consumo-duran-cada-vez-menos/392498.shtml

Task: Responsible Consumption Exercise (for individual reflection and class discussion)

Module 11: Key Theme 6: The Dignity of Work (March 23) Learning Outcomes: 1) Develop a theological understanding of work and reflect on one’s own vocation 2) Further explore the origins of CST in relation to workers’ rights 3) Understand why the Church supports labor unions, in line with solidarity and subsidiarity 4) See how understandings of work have evolved from pre-industrial to post-industrial times Reading: Living Justice, pp99-102 (Key Theme 6) Task: Reflection on Vocation (for individual reflection and class discussion)

Module 12: Key Theme 7: Colonialism and Economic Development (March 28) Learning Outcomes: 1) Analyze how globalization expands the concept of “Who is my neighbor?” 2) Explore historical and contemporary approaches to our obligations to neighbors near and far 3) See how the legacy of colonialism and voices from different continents influence CST today Readings: 1) Living Justice, pp102-108 (Key Theme 7) and pp184-192 (Globalization) 2) https://www.politico.eu/article/us-style-civil-rights-protests-come-to-europe-george-floyd-black-lives-matter/ 3) Chapter 2 of Global Neighbors: Eric Gregory, “Agape and Special Relations in a Global Economy: Theological

Sources,” pp16-42.

Module 13: Key Theme 8: Peace and Disarmament (March 30, April 4) Learning Outcomes: 1) Understand the biblical concept of shalom and explore what it might look like today 2) Explain the religious roots of Holy War and Pacifism 3) Critically engage the middle way of Christian Realism, espoused in the Just War Theory 4) Describe the reasons the Church is increasingly returning to a Pacifist approach in international conflicts and in the

exercise of violence by the State 5) Distinguish Pacifism from passivity and relate it to nonviolent resistance and civil disobedience 6) Explore what Jesus’ command to “love your enemies” does and does not mean 7) Discover other areas for peacemaking today Readings: 1) Living Justice, pp108-117 (Key Theme 8) 2) Martin Luther King, Jr., “Letter from a Birmingham Jail” https://kinginstitute.stanford.edu/liberation-

curriculum/lesson-plans/martin-luther-king-jrs-letter-birmingham-jail-power-nonviolent 3) Martin Luther King, Jr., “Loving Your Enemies” https://kinginstitute.stanford.edu/king-papers/documents/loving-

your-enemies-sermon-delivered-dexter-avenue-baptist-church Recommended: Attend one or more Atlas Week (April 3-9) activities.

Module 14: Key Theme 9: Option for the Poor and Vulnerable (April 6) Learning Outcomes: 1) Explore the ancient and more recent historical roots of the preferential option for the poor and vulnerable 2) Critically engage liberation theology and discover its controversial impact on CST and beyond 3) Share and learn about your classmates’ service learning experiences this semester Readings: 1) Living Justice, pp117-124 (Key Theme 9) 2) Document: “The Fishing Rod and the Fish” Service Learning Module: Your third progress report on your service-learning is due by Monday, April 18.

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HOLY WEEK - SEMANA SANTA (Madrid Campus Closed) Palm Sunday, April 10 – Easter Sunday, April 17

Module 15: Position Papers and Presentations (April 18,20,25,27) Learning Outcomes: 1) Educate the class about your topic, present your position on it, and engage in discussion about it 2) Learn about the topics that others have researched 3) Critically engage your classmates Assignments: 1) Present and defend your position using a 12-15 minute visual and oral presentation, featuring discussion questions

and a bibliography. 2) Turn in your Position Paper draft for peer review by Monday, April 25. 3) Return your classmate’s draft by Wednesday, April 27. 4) Turn in your final Position Paper by Friday, April 29. 5) Please fill out an evaluation for this and for your other courses. Service Learning Module: Your third progress report on your service-learning is due by Monday, April 18.

Wednesday, April 27: Registration for fall semester begins HOLIDAYS (Madrid Campus Closed): May 1 – Día del Trabajador; Sunday, May 2 - Día de la Comunidad de Madrid

Module 15: Catholic Social Teaching Today (May 4) Learning Outcomes: 1) Critically engage both communism and capitalism in light of CST 2) Apply the key themes of CST in a group case study Read: Chapter 6 in Living Justice, pp125-157 Group Assignment: Case Study—to be done in small groups on May 4 and turned in by the end of your day

FINAL EXAMINATION: Friday, May 6, 3:30 to 6:30 p.m.

FINAL SERVICE LEARNING PAPER: Due, along with your final signed and scanned Service Learning Agreement, on Wed., May 11 by the end of your day

Position Paper and Position Paper Presentation Module Learning Outcomes: 1) Demonstrate your ability to think, read, research, write and speak theologically 2) Apply the Bible and Catholic Social Teaching, in conversation with other areas of knowledge, to a particular issue

of social injustice today 3) Employ the library databases to find articles in peer-reviewed academic journals 4) Defend your position on a relevant issue of social justice today:

a) In light of your research b) In conversation with the sources of Catholic Social Teaching (CST): Scripture, Tradition, Reason and Experience c) In relation to the relevant key themes of CST (See Living Justice pp81-124 and Modules 6-12.) d) Over against other positions which you show that you understand and yet find to less compelling.

Choosing a Topic: 1) Choose a topic that will interest you, that you will enjoy researching, and that will educate the class. Perhaps there

is an issue that relates to this course and to your major. Perhaps there is an issue about which your background gives you particular insight. Perhaps there is an ethical question that intrigues you or a current situation of injustice that disturbs you. This is an opportunity to explore it!

2) Keep in mind that if you choose a topic that relates to your service learning, it will allow you to do background/in-depth/or broader research and to integrate it with your hands-on learning.

3) As this course fulfills the Cultural Diversity in the EU requirement, you are particularly invited to include EU realities and perspectives in your papers.

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4) Feel free to propose ideas or to choose from the following (I would also be happy to brainstorm with you): Immigrants or refugees in a particular context, racial, gender or criminal justice, wealth inequality, equal access to healthcare or education, climate change, environmental justice, domestic violence, micro-credits, fair trade, human trafficking, corporate social responsibility, socially responsible investments, military spending, foreign aid, artificial intelligence and social justice, etc. Check out topics on the Systems Hand-out, at the end of each Living Justice chapter and on pp204ff, and at https://www.usccb.org/topics.

Choosing your Sources: Your bibliography can be as broad as you like. It must include a mixture of objective sources (Scripture, Reason, Tradition) but may also include interviews with social justice advocacy organizations, articles about current events, etc. (Experience), as long as you draw extensively upon and cite at least: four articles from well-chosen academic journals, our textbook(s), two documents of Catholic Social Teaching, and two relevant passages from The Holy Bible, properly interpreted and applied. Taking a Position: 1) The purpose of a position paper is not to remain objective or neutral but rather to convince your audience of the

rightness of a position. You may not be sure of your position at the outset but should arrive at a clear stance through your research—or at least be able to argue for one.

2) Critical thinking and comprehensive research will lead you to better see the different sides of an issue and to understand why people take different stances. With some issues it will be difficult to find any moral justification for the stance of the other side. With others, deeper understanding can lead you to be better equipped to build bridges with those who think differently, as you will have come to recognize common ground and even respect arguments which, nevertheless, you may not share.

Task List: 1) Paragraph on your topic, position, its potential connection to 2-3 of the key themes of CST, and three sources, due

by Feb. 16. 2) Abstract and six sources, including CST and the Bible, due by March 16. 3) Position Paper Presentations: April 18, 20, 25, 27 4) Position Paper draft for peer review, due by April 25 5) Peer review of a classmate’s paper, due by April 27 6) Final Position Paper, including 8-10 pp of text, your revised Abstract, and a full Bibliography (See criteria above),

due by April 29

Service-Learning Module Learning Outcomes: 1) Apply the action-reflection model of learning (See Living Justice 74-77). 2) Learn the value of the fourth source of CST: Experience 3) Contribute to the work of an NGO 4) Join the Mission of SLU: To be people for others Task List and Deadlines: 1) Sign up for your service-learning preferences by Jan. 24. 2) Your assignment(s) will be approved by Jan. 28. 3) Submit your initial signed and scanned Service-Learning Agreement by Feb. 4. 4) Complete 12 service-learning hours over the course of the semester. 5) Turn in 3 progress reports (Feb. 11, March 11, April 18) 6) Be prepared to briefly discuss your service in class on April 6 (and whenever relevant throughout the semester). 7) By May 11, turn in:

a) A 900-1200 word (3-4 pp) paper in which you tell about the organization with which you have worked, the needs it addresses and its methodology, how you have collaborated, and about how you used your learning from the course about justice, charity, the Bible and Catholic Social Teaching in the service-learning project, and b) how your service-learning influenced your theological reflections.

b) Your signed and scanned Service-Learning Agreement or e-mail from collaborating organization (or SLU Madrid faculty advisor) confirming the completion of your hours.