Tasks

Class preparation. You must read or view material for class discussions (videos, Bible and other reading, etc.) before class. Bring up misunderstandings in class. Assignments draw on lectures, readings, and discussions, so you are accountable soon anyway. Don't fall behind!

Reading: (BTW, I buy most of my books used on eBay, where they're often cheaper than used on Amazon)

• The Holy Bible. ESV, NIV, or NLT preferred. NASB, RSV, or NRSV just fine. KJV, NKJV, TNIV acceptable. Message, Passion not acceptable for class purposes even if they're fine in other contexts. Others and non-English translations okay by permission.
• Peter Kreeft, The Best Things in Life.
• Steve Wilkens, Beyond Bumper Sticker Ethics, 2nd ed.
• Victor John with Dave Coles, Breakthrough Leadership.
• C.S. Lewis, The Abolition of Man.

Lectures (uBlock Origin is a good ad blocker on a laptop or desktop):

• Lesslie Newbigin's two-part overview of the Bible (audio only), which he delivered in 1997 at Holy Trinity Church Brompton—home of the 'Alpha Course.'
• Parts I-VII of my "Being Good," a recorded series online (part of this YouTube playlist), for us to discuss in person and refer back to during our online weeks.
• Live lectures on various topics during our days meeting in person.

Active participation. Participation is qualitative as well as quantitative, and is not just awarded proportionately. The word 'attendance' is related to the word 'attention': If you're in class but not of it—passive, off-topic, or checked out—you aren't participating or attending. IRL, if you miss a day of work every week, or just show up and sit at your desk doing nothing, you don't get 80% of your pay. You lose your job.

If you miss a class because of illness or an unavoidable conflict, look for students who also missed that class and find a time to have the discussion together. It's not the same as being there, but it's closer. Students who miss a number of classes will need to participate actively outside class in other ways. That might involve additional tasks or written assignments.

Multiplication. Our topic is intrinsically missional: "freely you have received; freely give" (Matt 10:8 NIV). Moral guidance, growth, and challenge are all opportunities to multiply discipleship among both believers and others. Please do so, and share in our discussions for mutual encouragement!

Moral mentoring or 'duckling discipleship.' Our topic is intrinsically relational: "what you have heard ... entrust to faithful [people], who will be able to teach others also" (2 Tim 2:2 ESV). Each student will identify someone you are guiding, however informally or unconsciously, to mentor, duckling-discipleship style. This primarily involves teaching how to discover as well as becoming a guide for someone else. (David Watson: "mentors make mentors.") I do not set the agenda for your relationship; God and you do. You'll also follow a guide of your own—a family member, church elder, workmate, teacher, coach, etc., who already influences you—and seek to discover more truly and equip yourself as a duckling. I hope you draw inspiration and wisdom not only from biblical and real-life moral mentors, but also from Kreeft's The Best Things in Life and John's Breakthrough Leadership—since this activity is a practicum in moral leadership, your own as well as others'.

Moral mentoring report. In around 700 words, citing all sources you draw on (do not use AI, of course), answer the following questions:

1. Where did your conversations involve concepts that also came up in the course materials such as ethical schools of thought, visions of goodness, perspectives from books or other lectures, and insights from fellow students? Be specific. If you have too much to report, then choose several examples that demonstrate a range of sources or special value for the conversation or the participants.
2. What were the top things you learned from your mentor relevant to ethics? What were your top priorities in what you shared with your mentee? Does this suggest one or more particular visions of the good in their life or yours?
3. In what specific ways will you continue to strive to grow ethically as you learn from others? In what specific ways will you continue to help specific others grow ethically after the course is over?

Moral challenge discussion and action plan. Each student will present a moral challenge facing featuring one or more person in his or her oikos (social circle), then facilitate a class discussion using course concepts. These will follow a common moral/leadership challenge format. Following the discussion, the student will submit an action plan to address that challenge and, if possible, follow it and report the outcome. I hope you use helpful guidance from my "Being Good" lectures, Wilkens' Beyond Bumper Sticker Ethics, Lewis' The Abolition of Man (a brilliant diagnosis of the very challenge modern moral landscape), and of course the biblical material we explore and the overall biblical framework outlined in Newbigin's lectures.

Biblical-movemental ethics analysis. Newbigin, John's Breakthrough Leadership, and especially your own work in assigned biblical passages ought to inform a framework with which to practice and understand ethics in Christian perspective. You will describe that vision as it is taking shape in your life and vision as a disciple in your context.

Examination. We will have one concluding oral exam in groups of 4-6.