Core 101: The Meaning of Life a Living/Learning Community Honors Course

Instructor: Dr. Peter Browning

Class Schedule: MWF 11-11:50 a.m.
Class Location: Sutherland Hall 400B
Instructors Office: Pearsons 308
Office Hours: M, W, F 3 to 5 p.m.
T: 9 to 11 a.m.
TH: 9 to 11 a.m.
Email: [email protected]
Telephone: 417-873-7231
General Description: Core 101 is a thematic First-Year Experience seminar that
combines the development of key academic skills with an exploration of important and
interesting topics, taught by faculty with expertise in these areas.
Course Overview
Welcome to The Meaning of Life. This course is designed to help entering college
honors students build community, polish academic skills, and explore arguably the most
important question in human experience. My hope for you and our group is that we will
discover lifes meaning not only as an academic issue but also as a personal and
communal question.
Our course unfolds in stages. We begin by exploring the issues of meaning which face
people in their late teens and early twenties. As a part of this exploration, we will ask
how it matters if one is in that age group as a woman or man, a white person or a person
of color, a person from a financially secure family or an economically struggling home.
Then we will turn to some classic answers to lifes purpose and the sources of happiness
provided by various contemporary thinkers. Out of this foundation, we will advance in
our exploration to ask some more abstract philosophical questions. For instance, is it
possible that there really is no meaning in life (i.e. nihilism)? If there is meaning, is there
only one meaning for life or are there multiple and perhaps equally valid notions of a
meaningful life? Does a meaningful life by definition mean a good life or could one be
good yet not have a meaningful life or evil and yet have a meaningful life? Does a belief
in God (or gods) serve as a requirement for lifes meaning? Finally, is the best approach
to a meaningful life realized solely through critical reason or could lifes meaning be
embodied best in less explicitly rational channels such as emotional states, expressions of
creativity, acts of service, or practices which nurture bodily health or spiritual peace?
In the middle of the semester, we will read one of the most famous statements about a
meaningful life by exploring psychotherapist Viktor Frankls classic reflection based on
his years as a prisoner in a German concentration camp during World War II. Toward the
end of the semester, we will see how the meaning of life is illuminated through selected
contemporary films.

As an honors class and a living/learning community, we also will work on group projects.
One of the discoveries of professionals in gifted education is that highly intelligent young
people need more opportunities to interact with others minds less through the lens of
competition than through cooperation. We will try to embody that practice through the
completion of a set of small group projects of your choosing and through efforts to get to
know one another and to treasure our respective gifts and dreams.
Im both excited about this class and enthused about the opportunities for you to grow,
find your own identity, and nurture your own gifts in this educational community.
Thanks for allowing me to accompany you at this stage in your lifes journey.
Learning Outcomes
There are two kinds of learning outcomes in every Core 101 class. One type is related to
a range of competencies required to be successful in college. The other is associated with
the particular theme of each course.
Learning Goals for Success in College: (Goals created by the Core 101 faculty leaders)
CORE 101 Student Learning Outcomes
Upon successful completion of this course, students will improve their ability to:
1
2
3
4
5
6
7

Make well-reasoned, thoughtful, and reflective arguments;

Evaluate evidence for a particular belief, judgment, or point of view;
Write clearly, with attention to effective organization, personal style, and
grammatical accuracy;
Revise their writing based on instructor and/or peer feedback;
Engage in respectful, effective, and meaningful dialogue with teachers and
peers;
Ask good questions and provide input that enhances the understanding of others;
Conduct research through library databases.

Learning Goals for The Meaning of Life

Upon successful completion of this course, participants will
8 Understand better the particular challenges of lifes journey as young adults
9 Recognize the way in which identity (e.g. sex, ethnicity, class) can influence
the quest for a meaningful existence
10 Discover the range of philosophical theories about the foundation of life meaning
11 Be aware of the role contemporary film has played in reflecting life questions
12 Be able to give voice both to a personal and a communal response to the courses
theme.

Readings:
Kimberly A. Blessing and Paul J. Dudico, Movies and the Meaning of Life: Philosophers
Take On Hollywood (Chicago and LaSalle, Illinois: Open Court Publishing Company,
2005.
Viktor E. Frankl, Mans Search for Meaning (Boston: Beacon Press, 2006). This book
includes a forward by Harold S. Kushner and an afterward by William J. Winslade.
E. D. Klemke and Steven Cahn, The Meaning of Life: A Reader, 3rd Edition (New York:
Oxford University Press, 2008).
Course Schedule
Orientation Weekend Sessions
August 19

3:45 5 p.m.

Introduction to One Another and the Course

August 20

11 Noon

Exploring our Expectations, Hopes, and Concerns

for College

August 21

11 Noon

College Life: A Student Perspective Engaging

with the Orientation Leaders (Chris and Olivia)

August 22

9:15 a.m. 2: p.m.

Community Service Plunge Project and Off Campus

Lunch. (Meet at Clara Thompson Hall initially.
We have been assigned to the Convoy of Hope, an
aid organization located just a few miles away from
campus.)

The Regular Course Schedule

August 24

class
August 26

MWF 11-Noon

Sutherland Hall

Learning about the Life Cycle and the Pursuit of Meaning with a special
focus on young adults
Assignment: Write a one to two page reflection on your own lifes
journey and the issue of meaning which you face most powerfully in life.
This brief essay will be the basis of our conversation in the next
session. (Learning Objective 8)
Sharing our Stories
Due: One to Two Pages your lifes journey

August 29

What American University Life Says about the Meaningful Life, Pt. I
Reading, William Willimon and Thomas Naylor, The Abandoned
Generation, reserve, Make Me a Money-Making Machine. (LO

8)
See Blackboard for this article.
August 31

American Higher Education and Lifes Meaning, Pt. II: Meaning and the
Fun Life
Reading: Willimon and Naylor, The Abandoned Generation, reserve,
I Cant Believe How Drunk I Was Last Night. (LO 8) - Blackboard
Blackboard Commentary A: response to the readings observations.

Sept. 2

The Meaning of Life and the Pursuit of Happiness: What Actually

Leads to Happiness?
Reading: Martin Seligman, Authentic Happiness, ch. 3 (reserve).
(LO 10) - Blackboard

Sept. 5

Labor Day: No Class

Sept. 7

Lifes Meaning and Justice: How Some People Dont Have the Same
Freedom to Pursue Life Meaning as Others
Reading: Michelle Alexander: The New Jim Crow: Mass Incarceration
in an Age of Colorblindness, excerpt. (reserve) (LO 9) - Blackboard

Sept. 9

Young Men and Identity: Deconstructing the Guy Code

Reading: M. Kimmel, Bros before : The Guy Code - Blackboard
Blackboard Commentary B for Men in the Class (LO 1,2,3,5,6,9)

Sept. 12

Young Women and Embodiment: How Culture Defines (and Sometimes

Harms) Young Women
Reading: Katty Kay and Claire Shipman, The Confidence Gap, The
Atlantic (March, 2014) (reserve) - Blackboard
Blackboard Commentary B for Women in the Class (LO 1,2,3,5,6,9)
Paper 1 Assigned: Identity and the Pursuit of Meaning and
Happiness

Sept. 14

Sexual Orientation and the Pursuit of Life Meaning

Reading: Mel White, College the Ghost of False Hope, excerpt from
Stranger at the Gate: To be Gay and Christian in America
(LO 1-3, 5-6, 9) (reserve) - Blackboard

Philosophical Perspectives on Life Meaning

Sept. 16

The Meaningful Life as the Morally Guided Life

Reading: The Meaning of Life: A Reader, ch. 2
[David Swenson, The Dignity of Human Life, pp. 17-26 (LO 10
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Sept. 19

The Meaningful Life as Life Grounded in Religious Faith

Reading: The Meaning of Life: A Reader, chs. 3, 4 and 5
[Louis Pojman, Religion Gives Meaning to Life; Emil
Fackenheim, Judaism and the Meaning of Life; and
Philip Quinn, The Meaning of Life According to
Christianity, pp. 27-41.] (LO 10)

Sept. 21

Library Session with Holli Henslee (LO 7)

Paper 1 Due

Sept. 23

Meaningful Life as the Life of Freedom, Creativity, and Youthfulness

Reading: The Meaning of Life: A Reader, chs. 7 and 8
[Bertrand Russell, A Free Mans Worship and Moritz Schlick,
On the Meaning of Life, pp. 55-71] (LO 10)

Sept. 26

A Great Debate: Is Life Meaningful or Simply Absurd?

Reading: The Meaning of Life: A Reader, ch. 9 and ch. 12
[Albert Camus, The Myth of Sisyphus and Richard Taylor, The
Meaning of Life, pp. 134-142] (LO 5, 10)

Sept. 28

A Great Debate: Does One Need God to Have a Meaningful Life?

Reading: (Yes.) Rick Warren, excerpt from The Purpose Driven Life
Blackboard Commentary C (Option 1) (LO 1-3, 5, 10) (reserve) Blkbd.

Sept. 30

A Great Debate: Does One Need God to Have a Meaningful Life?

Reading: (No.) The Meaning of Life: A Reader, ch. 19
[Robert Nozick, Philosophy and the Meaning of Life, pp. 224-231]
Blackboard Commentary C (Option 2) (LO 1-3, 5, 10)

Oct. 3

Is it Appropriate to Judge Some Lives as Valuable and Other

Lives as Not?
Reading: The Meaning of Life: A Reader, chs. 20 and 21
[Yes: Susan Wolf, Meaning in Life, and No: Steven Cahn,
Meaningless Lives?, pp. 232-238 (LO 5, 10)
Paper 2 Assigned: Is Life Meaningful? (LO 1-3, 5-6, 10)

Oct. 5

First Half of Class Session with Holli Henslee, associate librarian

Second Part of Class: Session One: End-of-the-Semester Small Group
Life Meaning Projects
Todays Goals: Picking the themes, assigning the small groups, and
starting the first discussions, and delegating areas for research. (LO 7)

Oct. 7

College Writing: Getting the Grammar Right

Todays Goal: Avoiding the Most Common Errors in Papers (LO 3)

Oct. 10

Revising Written Work: Please come to class with a paper copy draft
of the essay which is due on October 14. We will discuss models
of citation in addition to revising your paper. (LO 4)

Finding Meaning in the Midst of Suffering

Oct. 12

Why Do Bad Things Happen to Good People? (LO 10)

Reading: Harold Kushner, exerpt, Why Do Bad Things Happen to
Good People?- Blackboard

Oct. 14

Life in the Face of Profound Evil (LO 11)

Film: Life is Beautiful Part One
Paper 2 Due

Oct. 17

Film: Life is Beautiful Part Two

Oct. 19

Film: Life is Beautiful Part Three followed by a discussion

Reading: Movies and the Meaning of Life, ch. 12
[Anthony Sciglitano, Jr., Life is Beautiful: The Lure of Evil and
the Rebellion of Love, pp. 169-183.] (LO 1-3, 5-6, 10)
Blackboard Commentary D on film and reading

Oct. 21

No Class Fall Break

Oct. 24

*Session Two with Holli Henslee: How to Search Electronic

Databases to Improve the Quality of Your Small Group Research
(Additional Discussion about Information Interviews) (LO 7)

Oct. 26

A Psychotherapists Insights on the Meaning of Life in Face

of a Nazi Death Camp (LO 10)
Reading: Viktor Frankl, Mans Search for Meaning, pp. 1- top of 37.
Blackboard Commentary E choose one session related to
Frankls book and respond before the class discussion.

Oct. 28

Frankl continued, pp. 37-87

Oct. 31

Frankl continued, pp. 91-125

Nov. 2

Frankl continued, pp. 129-156

Paper 3 Assigned: A Reflection on Life is Beautiful, Harold
Kushner, and Viktors Frankls Understanding of Life in the
Face of Suffering (LO 1-3,5-6, 9, 10, 12)

An Interlude: Does Politics Have Anything To Do with the Meaningful Life?

Nov. 4

Hilary Clinton and the Meaningful Life (LO 10)

Reading: reserve, Hilary Clinton and Tim Kaine, Better Together
See Blackboard.

Nov. 7

Donald Trump and the Meaningful Life (LO 10)

Reading: reserve, Time to Get Tough: Making America #1 Again
See Blackboard.

Nov. 9

Presentation on Advising: Lay 108

Nov. 11

*Session Three:Meaning of Life Small Group Projects Planning

Session Feedback on interviews and planning for the writing of

the
sections of the group paper. (LO 6, 7, 10, 12)
Movies and the Meaning of Life
Nov. 14

Are You For Real? (LO 11)

Film: The Truman Show, Part I
Paper 3 Due (LO 1-3, 5-6, 10-12)

Nov. 16

Film: The Truman Show, Part II

Nov. 18

Discussion of The Truman Show

Reading: Movies and the Meaning of Life, ch. 1
[Kimblery Blessing, Deceit and Doubt: The Search for
Truth in Descartes Meditations, pp. 3-16.
Blackboard Response F: commentary on the film and reading.

Nov. 21

*Session Four: Meaning of Life Small Groups Dress Rehearsal

for the 50-minute class session to be led in the final part of the
semester.

Nov. 23, 25

No Class Thanksgiving Break

Nov. 28

Take Five: How Should I Live My Life?

Film: Ground Hog Day Pt. I (LO 11)
Paper 4 Assigned: Popular Culture and Life Meaning

Nov. 30

Film: Groundhog Day Pt. II

Dec. 2

Discussion of Groundhog Day (LO 10, 11, 12)

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Dec. 5

Reading: Movies and the Meaning of Life, ch. 19

[James Spence, What Nietzsche Could Teach You: Eternal
Recurrence in Groundhog Day, pp. 273-288.]
Small Group Presentation 1(1-12)

Dec. 7

Small Group Presentation 2

Dec. 9

Small Group Presentation 3

Dec. 13
Small Group Presentations 4 and 5
(Tuesday: 10:20 a.m. 12:20 p.m.)
Assignments:
Sharing Stories Essay:
Seminar Paper:
Paper 1:
Paper 2:
Paper 3:
Small Group Project:
Participation:
Blackboard Posts (10):

25 points
(1-2 pages)
25 points
(1-2 pages)
75 points
(4-5 pages)
75 points
(4-5 pages)
75 points
(4-5 pages)
125 points (group paper [75] and presentation/preparation
[50])
50 points
50 points (Note: Six of the posts are required on key dates
listed in syllabus as Blackboard Commentary
dates A-F. The other four posts can be done

at
any time throughout the semester whenever there
is a reading. Posts should be done by 8:30 a.m. of
the day the reading is being discussed at 11 a.m.)
Total Points:

500 points

Grading Rubric Percentages

A+
A
AB+
B
B-

98-100
93-97
90-92
88-89
83-87
80-82

C+
C
CD+
D
D-

78-79
73-77
70-72
68-69
63-67
60-62

59 and below

Criteria for Evaluation of Participation

1. Attendance: I will take attendance at the beginning of every class because I think it is
critical to the learning process that people be present. It is also a requirement of the
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university that I provide the administration with information about student attendance
patterns. If you are absent, then you can expect to get a contact from me to make sure
that you are okay. For the record, in my MWF classes, people who have more than 6
unexcused absences will get no points for attendance. People who have more than 9
unexcused absences will not be allowed to pass the course. (If you are ill, please obtain a
written statement from your doctors office or the Panther Clinic.) Students who miss
more than 12 classes due to illness or injury will be given a medical withdrawal from the
course in cooperation with the Dean of Students Office.
2. Participation: The magic of a good class is the experience where everyone is
contributing. I want to encourage your involvement. To make sure that the participation
score at the end of the semester is not based on memory, I will keep track at the end of
every class. Anyone who contributed to class discussion will receive a + in my class
record book. At the middle and end of the semester, I will tally those contributions and
calculate a participation score. In particular, I am interested in informed participation.
Such participation comes from people who have a) read the assigned material for the day,
b) underlined or otherwise made notes in the margins of the assigned reading, c) brought
the reading to class, and d) had the capacity to raise questions or share observations about
the assigned material.
3. Avoidance of electronics: I ask that we all refrain from playing with our phones,
laptops, tablets, and other devices during class. There is growing evidence that many of
us have become addicted to these communication devices. One consequence is that we
have come to believe that our behavior affects no one else. That simply isnt true. When
people are speaking and other people are on their electronic devices, the message is clear.
You dont matter. I want us to make a covenant to be fully present to one another
during the class sessions. In turn, I will do my best to set up a pedagogical experience
that will lead everyone to want to participate. People who use their electronic devices
during class will receive a check minus for the day. That will translate into a 50%
reduction for the day in terms of attendance credit. It is simply not fair for people who
are half-present/half-absent to get the same credit as people who are fully engaged and
contributing.
4. Plagiarism Policy: While I do not want to offend anyone by assuming this problem
would emerge in our class, I do need to state the policy. Dr. Charles Ess, the former chair
of my department, crafted the following policy which I plan to following in this course:
A person found to have engaged in plagiarism (either through
willful presentation of another persons writing- published or
unpublished as ones own or through gross failure to use
citations and quotation marks to acknowledge the use of
others writings or words) will receive a failing grade (0) on
the project and, in accordance with the university catalogue,
the office of the academic dean will be notified. A second
such event in the same semester will lead to a failure in the
course.
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Dont be overly concerned. I have no interest in charging people with plagiarism for
making honest errors in citation while learning how to document essays. I only want to
make the evaluation system fair so that no one gets a dishonest advantage. However, if
someone does engage in intentional plagiarism, the academic dean will be notified and
the paper or test will be placed in the students file in the deans (or provosts) office.
From my experience, a second such offense normally leads to expulsion from the
university.
Small Group Meaning of Life Projects
The small group projects are designed to foster cooperative activity, a critical skill for
effectiveness in all organizations. They are also promoted to give class participants an
opportunity to learn more about questions of meaning significant to them. To make this
exercise concrete, let me offer some possible topics. They are given as suggestions. The
class will need to choose the five topics. They may or may not be on this list.
Possible Topics
1. The issues of meaning distinctive to young adults or even to college students.
2. The issues of meaning which are experienced by a particular group of people based on
their ethnicity, class, gender, or sexual orientation. (Those four categories could lead to
four distinct projects.)
3. The issues of meaning faced by people in certain vocations or professions.
4. The issues of meaning as they are depicted in differing disciplines or activities such as
the arts, the sciences, literature, philosophy, psychology, religion, theatre, or
communications.
5. The images of meaning projected in our culture through various digital media.
6. The challenge to traditional meaning structures engendered by particular historical
time periods. (One might, for instance, look at a particular decade.)
7. Examination of a particular question of meaning in more detail. Think of the book
about meaning and the movies with titles such as Are You for Real? Who Am I? Am I
Alone? What Do I Want Out of Life? How Should I Live My Life?
Structure of the Preparation Process for the Small Group Projects
1. Session One: Picking the Themes and Brainstorming Possible Approaches;
Assigning each group member a more specific area to investigate
with concrete goals for reporting back at the next session.
2. Session Two: Sharing the Results of Initial Written Research, Considering additional
library-based research sources, brainstorming possible persons to
interview or interact with in the case of service projects.
3. Session Three: Processing the information from the interviews and developing
a strategy for the cooperative paper on the subject/experience.
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4. Session Four: Dress rehearsal for the group pedagogical experience/presentation

at the end of the semester.
5. Session Five: leading a 50 minute pedagogical experience for your groups
class session at the end of the semester.
Note: There will be one grade given to all members of the group for the group paper and
for the presentation. The only exception to this rule occurs when one member of the
group does not do that persons fair share. If the problem is egregious, then the other
members of the group should write me a note explaining the circumstances. That
individual will have an opportunity for appeal. However, if the evidence is persuasive,
that person will receive a different grade more appropriate to that group members limited
contribution.
Support for Persons with Disabilities
Drury University is committed to making reasonable efforts to assist individuals with a
disability to achieve their educational goals. If you have a disability and require
classroom accommodations and/or special arrangements for learning, testing, and/or
writing, please let me know early in the semester so that I can be helpful. For me to
make special arrangements, I am required by the university to have documentation for
you from the Disability Support Service Office. This office is led by Mr. Ed Derr who
can be reached in suite 114 of Findlay Student Center or through email contact at
[email protected]. Mr. Derr informs me that it is the students responsibility to request
accommodations. (Please stop by to see him. He is a very nice and helpful man.)
Title IX Responsibilities of Faculty
Drury University faculty are committed to supporting our students, upholding gender
equity laws as outlined by Title IX, and fostering a learning and working environment
based on mutual respect. If you choose to confide in a member of Drurys faculty
regarding an issue of sexual misconduct, that faculty member is obligated to report the
basic facts of the incident to Drurys Title IX Coordinator. The Title IX Coordinator will
provide you with information regarding your rights and options, as well as possible
resources both on and off campus. For information about your options at Drury, please
go to: http://www.drury.edu/hr/Title-IX-Policies-and-. (Please note that as the chaplain, I
am a person who can be contacted about such a matter without a legal responsibility to
make a report. However, I wear two hats. I am a faculty member and a clergyperson.)
Appendix: Evaluation Criteria for Papers
1Standard Average: Grade of C
This grade indicates that the assignment has been fulfilled at an adequate level.

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a. Pertinent material from the assigned readings, lectures and class discussions is included
in the contents of the paper.
b. There is a basic level of organization with an identifiable thesis, an introduction, body
and conclusion.
c. Basic concepts are included and explained at an introductory level.
d. There are no more than 3 mechanical errors per page (i.e. syntax, spelling, grammar
and punctuation). In addition, a standard form of documentation is employed (i.e. notes
and works cited). The department recommends the Modern Language Association
Manual or the Chicago Manual of Style.
Above Average: Grade of B
This grade indicates that the assignment has been fulfilled at an above average level.
a. More extensive material from the assigned readings, lectures, and class discussions is
included in the contents of the paper.
Where appropriate, use of additional resources (reserve readings, library material, etc.)
will be expected.
b. There is an identifiable thesis which is integrated into the structure of the entire essay
and is defended in a logical and systematic manner.
c. There is a greater mastery of writing and thinking skills including effective use of
quotations and paragraph organization; a greater reliance on putting ideas and concepts
into one's own words rather than relying on direct quotations; a greater ability to
recognize and articulate diverse points of view; and a demonstrated ability to engage in
critical reflection, analysis and synthesis.
d. There are no more than 2 mechanical errors per page and standard documentation is
employed [M.L.A. or Chicago].
Superior: Grade of A
This grade indicates that the assignment has been fulfilled at an exceptional level.
a. Exceptionally extensive material from assigned readings, lectures, class discussions
and outside resources is included in the contents of the paper.
b. The thesis and its defense demonstrate exceptional accuracy regarding both supported
claims and others' claims (including the evidence and arguments for those claims).
c. Exceptional critical stylistic ability is demonstrated in the writing. There is an ability
to express in writing one's thoughts, in a "voice" of one's own, which shows the writer
has succeeded in finding a clear and aesthetically pleasing use of words, idiom and
phrasing.
d. There is no more than 1 mechanical error per page and standard documentation is
employed [M.L.A. or Chicago].

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Below Average: Grade of D

This grade indicates that the assignment has been fulfilled at a below average level.
a. The essay demonstrates that the student has read and at least partly understood the
material in the text.
b. There is a vague or non-existent thesis in the essay.
c. No more than four stylistic, spelling and grammatical errors per page exist in the paper.
Standard documentation is poorly constructed or absent.
d. The essay demonstrates little creativity and primarily involves an incomplete recitation
of the arguments in the assigned materials.
e. Part of the assignment is ignored.
Failure
1. Quality of the work is less than a D Grade.
**************
Policy for Late Papers:
I will accept late papers, but there will be a 5% reduction per day of lateness to be fair to
others who may have sacrificed greatly to get an assignment done on time. Our papers
are 75 point projects. 5% of 75 is 3.75 points. Thus, for our individual papers, I will
remove 3.75 points per day of lateness. The only exception to this rule is the final small
group papers. They must be submitted on time or there will be a 10% reduction per day
of lateness. That is because I have to have the papers evaluated within only a few days
before grades are due.
This policy was adopted in April of 1993.
-END

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