Kierkegaard &ExistentialistTheology

Instructor:

Jeremy Garber, Ph.D.

Iliff School of Theology

Office Location: S-136

E-mail: jgarber@iliff.edu

Tel: 303-765-1146

Course Synopsis

This course explores critically the writings of some key figures associated with the Existentialist movement in philosophy, theology and literary criticism, and post-colonialist and feminist responses to it. The course examines the works of such thinkers as Søren Kierkegaard, Fredrick Nietzsche, Simone De Beauvoir, Stephen Biko, and Jean-Paul Sartre.

Existentialism was a revolt against both traditional philosophy and theology. In this course we will: 1) inquire into the origins of Existentialism; 2) explore some of the basic writings of representative Existentalist thinkers; 3) critically examine its debt to, as well as its departure from, traditional theology and philosophy; 4) analyze its failures as well its contribution relative to modern thought both in theology and philosophy. The course will be particularly focused on how the major themes of Existentialism intersect with religious concerns at many crucial points. We will also discuss the tension between modern individualism and responsibility to community.

Required Readings:

• Simone De Beauvoir, The Ethics of Ambiguity . Citadel, 2000)
• Jean-Paul Sartre, Being and Nothingness . Washington Square Press, 1993.
• Søren Kierkegaard, The Sickness Unto Death: A Christian Psychological Exposition For Upbuilding And Awakening (Kierkegaard's Writings, Vol. 19) Howard V. Hong and Edna H. Hong (Editors)   Publisher: New Jersey: Princeton University Press. 1983.
• Søren Kierkegaard, Fear and Trembling/Repetition : Kierkegaard's Writings, Vol. 6 Edna H. Hong and Howard V. Hong (Translators) Princeton University Press, 1983.
• Søren Kierkegaard, Concluding Unscientific Postscript 1: Kierkegaard's Writings, 12.1 Howard V. Hong and Edna H. Hong (Translators) Princeton University Press, 1992
• Søren Kierkegaard, Works of Love, 16, Howard V. Hong and Edna H. Hong (Translators) Princeton University Press, 2013
• Friedrich Nietzsche, The Portable Nietzsche (Viking Portable Library) Walter Kaufmann (Editor, Contributor, Translator). Penguin Books, 1977.
• Steven Biko. I Write What I Like: Selected Writings . University of Chicago, 2002. ISBN 978-0226048970.
• [Masters students.] Peter Rollins. How (Not) to Speak of God. Brewster, Massachusetts: Paraclete Press, 2006. ISBN 978-1-55725-505-1.
• [PhD students.] Slavoj Žižek and John Milbank. The Monstrosity of Christ: Paradox or Dialectic? Cambridge, Mass.: MIT Press, 2009. ISBN 978-0-262-01271-3.
• Other readings as provided by the instructor

Course Overview

This course explores critically the writings of some key figures associated with the Existentialist movement in philosophy, theology and literary criticism, and post-colonialist and feminist responses to it. The course examines the works of such thinkers as Søren Kierkegaard, Fredrick Nietzsche, Simone De Beauvoir, Stephen Biko, and Jean-Paul Sartre.

Existentialism was a revolt against both traditional philosophy and theology. In this course we will: 1) inquire into the origins of Existentialism; 2) explore some of the basic writings of representative Existentalist thinkers; 3) critically examine its debt to, as well as its departure from, traditional theology and philosophy; 4) analyze its failures as well its contribution relative to modern thought both in theology and philosophy. The course will be particularly focused on how the major themes of Existentialism intersect with religious concerns at many crucial points. We will also discuss the tension between modern individualism and responsibility to community.

Course Objectives

Students will be able to:

• Articulate key themes and understandings of major thinkers of Existentialist theology.
• Summarize the value and limitations of Existentialism for modern philosophy and theology, including postcolonial and feminist critiques
• Read those texts closely and critically from their own theological and philosophical viewpoint.
• Lead group discussions on complex theological texts in a seminar format.
• Participate in reasoned dialogue with colleagues.

Class participation: 20%

• Attendance and active participation at all classes. As per the Masters Student Handbook, missing two classes means an automatic failure of the class.

Class presentation and discussion: 30%

• Participation in the seminar format of the class by way of presentations as required by the professor.
  • Each member of the class will be required to make a presentation to class on an assigned topic.
  • The professor will help guide the discussion after the presentation and answer questions.

Final paper: 50%

• • For Masters students, a paper of approximately 3000 words on a topic of your choice from the readings and lecture topics.
  • For Ph.D. students, a paper of 4500-6000 words.
  • The paper must critically address an aspect of Existentialism dealt with in class or present a detailed analysis of the writing (s) of one of the authors on the required reading list.
  • The paper is due on the final day of class at 5 pm.

Grading and Incompletes

• You are reminded that plagiarism is an offense for which you will be severely penalized. It is your responsibility to consult the Masters or Ph.D. Student Handbook(s) for a definition of plagiarism and other instances of academic dishonesty.
• As is Iliff standard policy, I am not allowed to grant incompletes as an adjunct instructor.

Grading Criteria

To me, a B represents an “average” grade in graduate school.  This doesn’t mean that a B is the statistical average, but rather that the paper or other assignment does not particularly stand out as either good or bad.  Please note that there is nothing wrong with a B. 

Any grade lower than a B means that the paper lacks something important.  This usually takes one or more of the following forms: content (an error or lack of understanding of the lectures or course readings, for example), process (failure to follow or engage the assignment), and/or output (significant grammatical or organizational errors that make it difficult for the grader to assess the content and process).  Typically, a B- means “close, but not quite” (i.e., you have clearly put in effort but missed a key point, or the point seems to be hidden somewhere behind your structural errors), whereas a C+ or lower is an indicator of significant concern, especially at the level of content (i.e., I am worried that you do not understand the course material).  Remember that you must receive a C to pass a core requirement class. 

Higher grades mean that the paper shows something extra.  This also comes in three forms: content (demonstrating clear understanding, engagement, and creativity in relation to the lectures or course readings, for example), process (fulfilling all expectations of the assignment), and/or output (well written, organized, articulate, easy to read).  Typically, a B+ means I see evidence of at least one of these three, and that I believe you put effort into your work (in the form of your reading, your writing, your engagement with the assignment, and/or in other ways).  An A- means I see strength of content plus at least adequate process and output.  Papers in the A- range often receive comments from me like “say more about that” or “what do you see as the implications of this claim?”  Rather than addressing errors or concerns, my feedback to an A- paper often is to encourage the author to go a little further.  Papers at the A level tend to offer something unique – something I haven’t thought about, or an especially interesting example or connection, or a paper that is especially engaging and a joy to read.  My feedback on an A paper will, similarly, push it to go further – not because I don’t think it has gone quite far enough, but rather because I am genuinely interested in seeing what it can become if it goes further.  Note, however, that an A paper can turn into an A- (or lower) if it is poorly written or does not adequately address the learning goals as articulated in the assignment.

To sum up, there is nothing wrong with a B.  However, to earn a grade higher than a B:

• Make sure you understand your content.  Read carefully, listen to lectures, participate fully in class activities, ask questions, and make use of Canvas.  Beyond “getting it,” be ready to engage the content vigorously and creatively.  You cannot earn an A for simply repeating material you have already heard or read.
• Make sure you understand the assignment.  Read the assignment carefully.  Read it again once you have started on your project, and read it again before you submit your project.
• Proofread, proofread, proofread.  Get help with writing skills if you need it, from a book or a peer or the Writing Lab.  Read the feedback you get on earlier assignments, and use this as you work on later assignments. Have a friend read your paper before you turn it in.