GENE250 W3
a year ago
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Dr.MartinLutherKingJr-ExcerptsfromBirminghamJail.pdf
WEEK3GENE250DIALOGUE.docx
- Pieper-TheLimitsofJustice.pdf
- PerfectandImperfectDuties.pdf
- NewYorkTimesArticleJun232019.pdf
Dr.MartinLutherKingJr-ExcerptsfromBirminghamJail.pdf
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Excerpts from “Letter from a Birmingham Jail,” by Dr. Martin Luther King Jr.
16 April 1963 My Dear Fellow Clergymen:
While confined here in the Birmingham city jail, I came across your recent statement calling my present activities "unwise and untimely." Seldom do I pause to answer criticism of my work and ideas. If I sought to answer all the criticisms that cross my desk, my secretaries would have little time for anything other than such correspondence in the course of the day, and I would have no time for constructive work. But since I feel that you are men of genuine good will and that your criticisms are sincerely set forth, I want to try to answer your statement in what I hope will be patient and reasonable terms.
I think I should indicate why I am here in Birmingham, since you have been influenced by the view which argues against "outsiders coming in"… I was invited here. I am here because I have organizational ties here.
But more basically, I am in Birmingham because injustice is here. Just as the prophets of the eighth century B.C. left their villages and carried their "thus saith the Lord" far beyond the boundaries of their home towns, and just as the Apostle Paul left his village of Tarsus and carried the gospel of Jesus Christ to the far corners of the Greco Roman world, so am I compelled to carry the gospel of freedom beyond my own home town. Like Paul, I must constantly respond to the Macedonian call for aid.
…
You may well ask: "Why direct action? Why sit ins, marches and so forth? Isn't negotiation a better path?" You are quite right in calling for negotiation. Indeed, this is the very purpose of direct action. Nonviolent direct action seeks to create such a crisis and foster such a tension that a community which has constantly refused to negotiate is forced to confront the issue. It seeks so to dramatize the issue that it can no longer be ignored. My citing the creation of tension as part of the work of the nonviolent resister may sound rather shocking. But I must confess that I am not afraid of the word "tension." I have earnestly opposed violent tension, but there is a type of constructive, nonviolent tension which is necessary for growth. Just as Socrates felt that it was necessary to create a tension in the mind so that individuals could rise from the bondage of myths and half truths to the unfettered realm of creative analysis and objective appraisal, so must we see the need for nonviolent gadflies to create the kind of tension in society that will help men rise from the dark depths of prejudice and racism to the majestic heights of understanding and brotherhood. The purpose of our direct action program is to create a situation so crisis packed that it will inevitably open the door to negotiation. I therefore concur with you in your call for negotiation. Too long has our beloved Southland been bogged down in a tragic effort to live in monologue rather than dialogue.
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We have waited for more than 340 years for our constitutional and God given rights. The nations of Asia and Africa are moving with jetlike speed toward gaining political independence, but we still creep at horse and buggy pace toward gaining a cup of coffee at a lunch counter. Perhaps it is easy for those who have never felt the stinging darts of segregation to say, "Wait." But when you have seen vicious mobs lynch your mothers and fathers at will and drown your sisters and brothers at whim; when you have seen hate filled policemen curse, kick and even kill your black brothers and sisters; when you see the vast majority of your twenty million Negro brothers smothering in an airtight cage of poverty in the midst of an affluent society; when you suddenly find your tongue twisted and your speech stammering as you seek to explain to your six year old daughter why she can't go to the public amusement park that has just been advertised on television, and see tears welling up in her eyes when she is told that Funtown is closed to colored children, and see ominous clouds of inferiority beginning to form in her little mental sky, and see her beginning to distort her personality by developing an
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unconscious bitterness toward white people; when you have to concoct an answer for a five year old son who is asking: "Daddy, why do white people treat colored people so mean?"; when you take a cross county drive and find it necessary to sleep night after night in the uncomfortable corners of your automobile because no motel will accept you; when you are humiliated day in and day out by nagging signs reading "white" and "colored"; when your first name becomes "nigger," your middle name becomes "boy" (however old you are) and your last name becomes "John," and your wife and mother are never given the respected title "Mrs."; when you are harried by day and haunted by night by the fact that you are a Negro, living constantly at tiptoe stance, never quite knowing what to expect next, and are plagued with inner fears and outer resentments; when you are forever fighting a degenerating sense of "nobodiness"--then you will understand why we find it difficult to wait. There comes a time when the cup of endurance runs over, and men are no longer willing to be plunged into the abyss of despair. I hope, sirs, you can understand our legitimate and unavoidable impatience. You express a great deal of anxiety over our willingness to break laws. This is certainly a legitimate concern. Since we so diligently urge people to obey the Supreme Court's decision of 1954 outlawing segregation in the public schools, at first glance it may seem rather paradoxical for us consciously to break laws. One may well ask: "How can you advocate breaking some laws and obeying others?" The answer lies in the fact that there are two types of laws: just and unjust. I would be the first to advocate obeying just laws. One has not only a legal but a moral responsibility to obey just laws. Conversely, one has a moral responsibility to disobey unjust laws. I would agree with St. Augustine that "an unjust law is no law at all."
Now, what is the difference between the two? How does one determine whether a law is just or unjust? A just law is a man made code that squares with the moral law or the law of God. An unjust law is a code that is out of harmony with the moral law. To put it in the terms of St. Thomas Aquinas: An unjust law is a human law that is not rooted in eternal law and natural law. Any law that uplifts human personality is just. Any law that degrades human personality is unjust. All segregation statutes are unjust because segregation distorts the soul and damages the personality. It gives the segregator a false sense of superiority and the segregated a false sense of inferiority. Segregation, to use the terminology of the Jewish philosopher Martin Buber, substitutes an "I it" relationship for an "I thou" relationship and ends up relegating persons to the status of things. Hence segregation is not only politically, economically and sociologically unsound, it is morally wrong and sinful. Paul Tillich has said that sin is separation. Is not segregation an existential expression of man's tragic separation, his awful estrangement, his terrible sinfulness? Thus it is that I can urge men to obey the 1954 decision of the Supreme Court, for it is morally right; and I can urge them to disobey segregation ordinances, for they are morally wrong.
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I hope you are able to see the distinction I am trying to point out. In no sense do I advocate evading or defying the law, as would the rabid segregationist. That would lead to anarchy. One who breaks an unjust law must do so openly, lovingly, and with a willingness to accept the penalty. I submit that an individual who breaks a law that conscience tells him is unjust, and who willingly accepts the penalty of imprisonment in order to arouse the conscience of the community over its injustice, is in reality expressing the highest respect for law.
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We should never forget that everything Adolf Hitler did in Germany was "legal" and everything the Hungarian freedom fighters did in Hungary was "illegal." It was "illegal" to aid and comfort a Jew in Hitler's Germany. Even so, I am sure that, had I lived in Germany at the time, I would have aided and comforted my Jewish brothers. If today I lived in a Communist country where certain principles dear to the Christian faith are suppressed, I would openly advocate disobeying that country's antireligious laws.
WEEK3GENE250DIALOGUE.docx
For this week's dialogue, please respond to the prompt stated below. A grading rubric for this assignment can be found below.
Dialogue Prompt: A British Court in 2019 ruled that a mentally disabled woman must have an abortion, even though the order was against both the woman’s wishes and her parents’ wishes. Would the parents be morally justified in defying the authority of the court? Is the principle “respect authority” a perfect duty , or is it imperfect ? In what way is the duty to obey a court order and the parents' responsibility both to their daughter and to God related to justice ? (For the definitions of imperfect and perfect duties, see the Perfect and Imperfect Duties Reading.)
Write a dialogue post that provides an answer the questions above. Apply the concepts presented in this week’s readings to formulate your initial response and your reply to at least one classmate. Initial posts must have 250-350 words.
A successful post and response will contain the following elements:
· Meets the word count guidelines and is on time.
· Is a thoughtful answer to the questions presented in the assignment instructions.
· Demonstrates an understanding of perfect and imperfect duties and integrates these concepts into the initial post.
· Shows an understanding of justice (ie. to give to another what is due) as it is defined in the readings. Ensure you integrate this concept into the initial post.
· Demonstrates excellent readability and is error-free.
Do not hesitate to reach out to your instructor if you require additional coaching or guidance. The essay will be evaluated in accordance with the following rubric.
GRADING RUBRIC:
Short Paper Grading RubricCriteriaRatingsPts
Thesis or Organizing Principle
5 pts
Exemplary
The paper has a clear, focused thesis, purpose, or unifying message that matches the claims made throughout the paper.
4 pts
Good
The paper has a thesis, purpose, or unifying message that could be more clear.
3 pts
Fair
The paper suggests some semblance of an overarching message to unify the claims made throughout the paper, but it is not clearly stated.
2 pts
Poor
The paper fails to convey a unifying message to connect the claims made throughout the paper.
/ 5 pts
Organization, Development, Integration, and Support
25 pts
Exemplary
The paper is very well-organized and transitions smoothly from paragraph to paragraph and from idea to idea. Quotes, if used, are integrated well into the flow of the paper.
22 pts
Good
The paper is fairly well-organized and demonstrates some difficulty transitioning from paragraph to paragraph and from idea to idea. Quotes, if used, may not be well integrated into the flow of the paper.
19 pts
Fair
The paper lacks organization and does not transition well from paragraph to paragraph and from idea to idea. Quotes, if used, are not well integrated into the flow of the paper.
14 pts
Poor
The paper's structure and transitions are very poor. Quotes, if used, are not integrated into the flow of the paper.
/ 25 pts
Quality of Content and Use of Assigned Readings
25 pts
Exemplary
The paper responds well to the assignment instructions while demonstrating a keen understanding of the authors' positions presented in the assigned readings.
22 pts
Good
The paper responds well to the assignment instructions, but it could demonstrate a better understanding of the authors' positions presented in the assigned readings.
19 pts
Fair
The paper misses some important features included in the assignment instructions. The student struggles to demonstrate a satisfactory understanding of the authors' positions presented in the assigned readings.
14 pts
Poor
The paper does not follow the assignment instructions. The student does not demonstrate an understanding of the authors' positions presented in the assigned readings.
/ 25 pts
Mastery of Course Material
20 pts
Exemplary
The paper demonstrates an excellent grasp of the concepts presented in the course as they relate to the Decalogue. Terms are used correctly and with conceptual precision. Key points and insights are explained in a clear and articulate manner.
17 pts
Good
The paper demonstrates a fairly good grasp of the concepts presented in the course as they relate to the Decalogue. Terms are for the most part used correctly. Some insights or key points are made clear.
15 pts
Fair
The paper has difficulty demonstrating a good grasp of the concepts presented in the course. Terms are often not used correctly or are used in a way that is different from the assigned readings.
11 pts
Poor
The paper fails to demonstrate a grasp of the concepts presented in the course as they relate to the Decalogue. The essay uses terms in a way that is entirely different from the assigned readings.
/ 20 pts
Citations and Academic Style Formatting
10 pts
Exemplary
The paper correctly uses one of the three academic style and formatting conventions (Turabian, MLA, or APA) for all citations. The works cited, bibliography, or reference page matches the style chosen and is without error.
9 pts
Good
The paper uses one of the three academic style and formatting conventions (Turabian, MLA, or APA) for citations but may contain minor errors. The works cited, bibliography, or reference page matches the style chosen but may have minor errors.
7 pts
Fair
The paper resembles one of the three academic style and formatting conventions (Turabian, MLA, or APA), but citations contain errors or may be missing. The works cited, bibliography, or reference page does not match the style chosen, has significant errors, or is missing.
5 pts
Poor
The paper does not demonstrate a discernible system of documentation (Turabian, MLA, or APA). Quotes are used, but citations are missing.
/ 10 pts
Grammar, Punctuation, Style, and Mechaincs
15 pts
Exemplary
The paper demonstrates a polished writing style, excellent word choice, and is free from all grammatical, spelling, and punctuation errors.
12 pts
Good
The paper demonstrates an effective writing style but contains some grammatical, spelling, and punctuation errors and/or instances of poor word choice.
9 pts
Fair
The paper’s style lacks overall effectiveness. There are a number of major grammatical, spelling, and punctuation errors and/or many instances of poor word choice.
5 pts
Poor
The paper’s style is not at all effective, and the essay contains major grammatical, punctuation, spelling, or word choice errors.
/ 15 pts
Total Points: 0