The Global Christian Tradition In this course we will study the historical development and current presence of Christianity in various regions of the world. Beginning with its origins in the Middle East, we will trace the growth and evolution of this complex tradition in the Mediterranean, Africa, western Europe, the Americas, and East Asia. Along the way, we will encounter important Christian thinkers, discover different schools of belief and practice, and focus on foundational theological themes, like the divinity of Christ, the function and authority of the church, Christian-Jewish relations, and religious perspectives on gender, race, politics, and modernity.

Christian Ethics In this course we will encounter a range of moral perspectives that adherents to the Christian tradition may hold on issues such as human rights, social justice, politics, violence, sex, the environment, and the beginning and end of life.  Through readings by contemporary Christian thinkers, we will explore the diversity within this religious tradition, as well as consider the impact that theological moral reasoning has on public discourse in the United States.  In the process of studying Christian ethics, students also will develop skills in moral reasoning from the perspective of their own worldviews. 3 hrs lect.

Ethics in Health Care This course is an introduction to the principles, virtues, and other moral norms that guide decision-making in health care.  We will focus on moral values accepted by Protestant, Catholic, Jewish, and humanistic traditions, and embedded in a liberal, pluralistic society.  Popular films and numerous case studies will provide students an opportunity to develop skills in moral reasoning, in conversation with these intellectual traditions.  The health care issues we will consider include expectations for patient-physician relationships, research on human subjects, euthanasia and assisted suicide, abortion, assisted reproduction, genetic information, and access to health care resources.

Christianity and Social Justice in the U.S. Religious communities and organizations have contributed significantly to moral and social reform movements throughout U.S. history.   In this course we will study Christianity’s involvement in these social justice movements, critically examining the theologies that inspired both reform and resistance to social change.   From the colonial period to the present, Christianity has helped shape the discourse around issues like economic justice, racial equality, women’s rights, immigration, environmentalism, and LGBTQ rights. Throughout the course, we will consider the impact Christianity may have had—positive and negative—on struggles for social justice in the United States.

Church and State In this course we will consider the meaning and implications of the religion clauses of the First Amendment. We will begin with historical foundations in the thought of Roger Williams, William Penn, Thomas Jefferson, and James Madison. We then will trace the history of interpretation through Supreme Court jurisprudence on issues like school vouchers, the Pledge of Allegiance, displays of the Ten Commandments, and pandemic restrictions on religious gatherings. Finally, we will consider broader questions regarding the appropriateness of religious expression in democratic participation, primarily through the work of philosophers like John Rawls and Michael Sandel.

Privilege and Poverty: The Ethics of Economic Inequality In this course we will study the ethical implications of domestic and global economic inequality.  Drawing from history, economics, sociology, philosophy, theology, and other disciplines, we will examine the causes and consequences of inequality, critically evaluate our usage of the terms “privilege” and “poverty,” and consider the range of moral responses individuals and society might have to inequality.  We will ask whether it is unfair, unfortunate, or necessary that some citizens live with significantly less material wealth than others, and whether those who experience “privilege” have any moral responsibility to those who exist in “poverty.”

Ethics in the MCU The movies of the Marvel Cinematic Universe (MCU) are fun entertainment, but they also deal with a range of important ethical issues. Using Marvel films and streaming series as springboards, we will discuss topics like artificial intelligence, bodily enhancement, racial justice, gender equality in the workplace, the obligations of power, and the relationship between intention and culpability. In the process of analyzing the MCU, we will learn the fundamentals of ethical theory and develop skills necessary to make and respond constructively to moral arguments, contributing to our maturation as moviegoers and ethical citizens.

Community Connected Experiential Learning Capstone In this course students who have completed Middlebury-sponsored experiential learning opportunities will reflect on their experiences, identify key learning outcomes, and integrate that learning into their ongoing academic inquiry. They will identify the civic competencies developed through their experience, as well as the ways in which they have strengthened civic identity, cultivated their civic knowledge, and built their civic skills. In a project-based cohort, students will complete a summative public product that illustrates their evidence of learning.

Gateway to Community Connected Experiential Learning In this course students who have been selected for Middlebury-sponsored experiential learning opportunities will prepare for their placements. Using reflective tools to connect past coursework to capacities for community engagement, students will identify, understand and consider how to apply civic competencies to their anticipated experiences. Students will explore their identities, identify areas for growth and develop critical areas of inquiry to explore during their experiential learning opportunity. Finally, they will identify plans for integrating their experiential learning into their wider academic journey.

Christian Theology in the Liberal Arts Christian theology is the religion’s sustained discourse about God and the human experience of God. After exploring Christianity’s role in the historical development of western liberal arts, we will ask what place, if any, theological study has in modern secular liberal arts education. Reading primarily modern theologians, we will ask what intellectual value theological study holds for people who do not identify with Christianity. We will consider the impact of critical thinking, cultivated by the liberal arts, on adherents’ examination of their theological tradition. And we will examine the relationship between theological studies and other intellectual disciplines, including other approaches to the academic study of religion.

James Calvin Davis

Reviews and ratings for James Calvin Davis at Middlebury College.James Calvin Davis teaches The Global Christian Tradition, Christian Ethics, Health Care Ethics and more.  Explore top rated instructors and find the best for you.Is James Calvin Davis good ? Find out on MiddCourses.

With Professor JCD, this class had the most enjoyable, chill, and positive environment I've ever attended. Super low stakes, low pressure, and minimal readings that helped us understand Christianity around the world for class discussions. I can only name one stressful point in the course: a group presentation that served as our "final" which was extremely laid back. Very grateful I took this course with him before he retired. I would take this again in an instant.

I took this course for a distribution requirement, but I really enjoyed it and felt like I learned a lot. The class was almost entirely discussion-based, and we had short readings each class to prepare for the discussion. Professor Davis was very kind and funny, as well as very knowledgeable about the subject

Professor Davis focused on discussions for this class. We would have readings assigned and then spend most of the class discussing medical and ethical issues, which were very relevant for anyone going into a career in healthcare. Because there weren't really assignments, I felt more engaged in class and less like I was doing it just for a grade. 