Transcript 1. Moral Decisions, Justice and Peace PPT - 9RE-EP

Yr 9 RE
Moral Decisions, Justice
and Peace
Mater Dei Catholic College 2013
Moral Decisions, Justice and Peace
Unit Overview: This unit focuses on moral decisionmaking and justice and peace, in relation to:
 moral maturity
 one theory of moral development
 the beliefs, values and actions of Christians of
exemplary moral integrity
 Jesus’ teachings and Church doctrine on morality
 Catholic moral principles; and the application of
the principles of Christian moral decision making,
including a properly formed conscience, Scripture,
and Church teaching, to one contemporary moral
issue.
 The unit also includes a brief study of a Hindu or
Buddhist person of exemplary moral integrity.
Moral Decisions, Justice and Peace
Unit Outcomes:
A student:
• C5.6 explains links between Christian life, fidelity to
Church teaching, conscience, and inspiring people of faith
• C5.9 gathers and analyses information about religion,
independently and in teams
• C5.10 communicates information, ideas and issues in
appropriate forms to different audiences and in different
contexts
• C5.11 uses appropriate terminology related to religion
and belief systems
• C5.12 names, reflects on and integrates life experience,
within a response to the Christian story and vision
Moral Decisions, Justice and Peace
Unit Summary:
• People's actions are generally motivated by their
attitudes and values.
• Sometimes external pressures from the expectations of
peers or others influence a person's values.
• The Ten Commandments, a summary of the implications
of the Covenant between God and God's people, protected
the values of the People of the Old Testament because they
clearly spell out fundamental aspects of a law which
safeguards full human integrity and happiness.
• Jesus taught that love of God and oneself and neighbour
is the greatest of all commandments. Sin is the deliberate
and freely chosen refusal to keep any of God's
commandments and especially Jesus' supreme
commandment which obliges us to love God and neighbour.
Moral Decisions, Justice and Peace
Unit Summary:
• Jesus' teaching in the Beatitudes promised happiness (or
blessedness) to those who choose to live by Kingdom values, a
blessedness which begins in this life and is fulfilled in the life to
come.
• Conscience is an inner judgement that evaluates our choices
and the way we have used our freedom, before, during and after
an action.
• Everyone is obliged to develop an informed conscience and to
live according to its dictates.
• For the Catholic Christian, the life and teaching of Jesus and that
of the Church are the norms for morality.
• Christian morality is based on the intrinsic value of the human
person made in the image of God.
• Persons are morally responsible for their actions according to
their degree of freedom, knowledge of right and wrong and their
intention or motivation.
Free will – Ultimate power
If you had the 'Power' to change anything. What
would you change? (You must name just one
thing/aspect in your life)
Describe the actions you must implement in your
lifestyle, cultural, friendship circles and family
situations to use this power so it’s most affective.
Then evaluate the effects of this change on various
groups in society. Was it to the benefit of everyone?
OR was it merely selfish in nature?
Body Vote
 It’s OK to pay people less than the award wage?
 Every child should get pocket money regardless of his/her
responsibilities at home.
 Uniforms should not be worn in schools
 Stealing is always wrong
 Young people do not need curfews
 How do you make decisions?
 How do you know if you’ve made a positive/negative
decision?
Moral Decisions, Justice and Peace
Words to Understand
Use the web to research definitions for the following
terms and post on “Wall Wisher”
Morality
Immorality
Conscience
Moral Maturity
Moral Decisions, Justice and Peace
Words to Understand
 Morality- the area of life concerning right and wrong
and the moral legitimacy of our actions
 Immorality –
 Conscience – the sense or inner voice regarding
one’s own moral actions and motives. The innate
knowledge of the natural law in the human heart.
 Moral Maturity –
Discovering Our Values
How do we normally decide what to do in a given
situation? In some cases we might act out of habit.
At times we might make a decision based on the
fear of punishment. Sometimes our decisions
come from the attitudes we have towards
something or someone.
Many times we decide to do a particular thing on
the basis of the happiness it will give us, the 'kick'
we'll get out of doing it. We are normally being
motivated to act by the values that we hold.
Considering Our Values
In a word document, make three columns. Use the following
headings for each column, as shown below:
Good
Valuable
Important
Neutral
Unimportant
Not Good or Bad
Bad
Unwholesome
Dangerous
e.g. Sports
Arrange each of the following 20 items in the list below,
according to your own evaluation of the worth of the item. Place
the item in the appropriate column eg: if you consider 'sports'
to be an important value, place as shown above.
Considering Our Values
1. developing the mind
11. religion
2. physical appearance
12. alcoholic drinks
3. money
13. love of Country
4. a nice house
14. drugs
5. attending Eucharist on Sundays
15. a job
6. acceptance by those of the
same sex
16. marriage
7. sports
17. good grades in school
8. sex
18. belief in God
9. nice clothes
19. acceptance by those of the
opposite sex
10. helping others
20. being true to yourself.
Tally the items to see which are the top 5 values of the class. Discuss how it is that our
values affect the way we act.
Defining Value
Very simply, a value is a motive for action. For instance, if a person values
money highly, that value will have a direct effect on the choices he or she will
make in life. If it is the chief value, it will be the overriding reason for action.
For example: if you find a wallet with one hundred dollars in it on school
grounds, there are a number of choices available.
You can:
1. keep the money and return the wallet
Or
2. look for the owner
Or
3. turn it over to a lost and found department
If money is your number one value, you will probably keep the money.
If honesty is a stronger value, you will return the wallet.
If the wallet belongs to a friend and friendship is a
stronger value, you will obviously find your friend and
give back the wallet and money.
In this way, values determine our moral decisions.
How Do We Form Our Values?
As a child our values are largely those of our parents. The
way we feel about ourselves – ‘our self-esteem’ is largely our
parents view of us.
As we move out from the family into the bigger world we find
that not everyone’s values are the same as our family’s. The
values of our peer group become more important to us.
As our circle of friends grows larger we begin to think of
alternatives to the way things are – different ways to live and
act.
How Do We Form Our Values?
New experiences help us to re-examine our values
and adjust them. In some cases we may question
or challenge the beliefs and values our parents
have. Some of these beliefs may grow stronger,
others may remain questions or even discarded.
It is therefore natural for us to change our values
as we grow older. It is part of becoming an
individual.
Values In Conflict
Focus:
Value conflicts occur when individuals experience
uncertainty about what values they really believe or
want
Ranking or prioritising is one of the best ways to
help a person decide on their primary values
Words to Understand
 Conflict - opposing ideas or interests
 Sensitive - able to arouse strong feelings
Values In Conflict
 External Pressures which can Influence our Values
What effect can peer pressure have upon values?
Can you give some examples of behaviour that are a result
of peer pressure?
Is peer pressure a reality here at this school? Why? In what
ways?
Are there any ways of overcoming undue pressure from a
peer group? How?
How can peer pressure exert the most influence positively?
Who else can have an influence on your values, and
therefore, motivations for actions?
Piaget & Kohlberg’s Theories of Moral
Development
Piaget studied many aspects of moral
judgment, but most of his findings fit into a
two-stage theory.
Stage 1:
Children younger than 10 or 11 years think
about moral dilemmas one way; older children
consider them differently.
Younger children regard rules as fixed and
absolute. They believe that rules are handed
down by adults or by God and that one cannot
change them.
Piaget & Kohlberg’s Theories of Moral
Development
Stage 2:
The older child's view is more relative to their
world . He or she understands that it is
permissible to change rules if everyone agrees.
Rules are not sacred and absolute but are devices
which humans use to get along cooperatively
Piaget & Kohlberg’s Theories of Moral
Development
You only need to write the first dot point…
 Kohlberg wanted to test this theory and see how
people responded to different moral circumstances
and decisions.
 In 1958 he took a core sample comprised of 72 boys,
from both middle- and lower-class families in
Chicago.
 They were ages 10, 13, and 16. He later added to his
sample younger children, delinquents, and boys and
girls from other American cities and from other
countries (1963, 1970).
 Kohlberg posed them the Heinz delimma…
The Heinz dilemma
Let’s consider this dilemma…
In Europe, a woman was near death from a special kind of
cancer. There was one drug that the doctors thought might
save her. It was a form of radium that a druggist in the same
town had recently discovered. The drug was expensive to
make, but the druggist was charging ten times what the drug
cost him to make. He paid $200 for the radium and charged
$2,000 for a small dose of the drug. The sick woman's
husband, Heinz, went to everyone he knew to borrow the
money, but he could only get together about $ 1,000 which is
half of what it cost. He told the druggist that his wife was
dying and asked him to sell it cheaper or let him pay later. But
the druggist said: "No, I discovered the drug and I'm going to
make money from it." So Heinz got desperate and broke into
the man's store to steal the drug-for his wife (Kohlberg, 1963,
p. 19)You Tube: http://www.youtube.com/watch?v=5czp9S4u26M
Questions to answer on Heinz
1. Should Heinz steal the drug? Why or why not?
2. If Heinz doesn't love his wife, should he steal the drug for
her? Why or why not?
3. Suppose the person dying is not his wife but a stranger.
Should Heinz steal the drug for a stranger? Why or why not?
4. Suppose it is a pet animal he loves. Should Heinz steal to
save the pet animal? Why or why not?
5. Why should people do everything they can to save
another's life?
Questions to answer on Heinz
6. It is against the law for Heinz to steal? Does that make it
morally wrong? Why or why not?
7. Why should people generally do everything they can to
avoid breaking the law? How does this relate to Heinz's
case?
8. Why are laws made?
9. On what basis should one decide whether a law is just or
unjust? If one decides to break a law intentionally, does a
person have a responsibility to accept the consequences?"
Piaget & Kholberg’s Theories of Moral
Development
Kohlberg is not really interested in whether the subject says
"yes" or "no" to this dilemma but in the reasoning behind the
answer.
The interviewer wants to know why the subject thinks Heinz
should or should not have stolen the drug.
The interview schedule then asks new questions which help one
understand the child's reasoning. For example, children are
asked if Heinz had a right to steal the drug, if he was violating
the druggist's rights, and what sentence the judge should give
him once he was caught. Once again, the main concern is with
the reasoning behind the answers.
The interview then goes on to give more dilemmas in order to
get a good sampling of a subject's moral thinking.
Stages of Moral Reasoning – Kohlberg
http://activism101.ning.com/profiles/blogs/lawrence-kohlberg-s-stages-of-moral-development
Pre-Conventional Morality
Obedience or This is the stage that all young children start at (and a few adults remain in). Rules
Stage 1 Punishment
are seen as being fixed and absolute. Obeying the rules is important because it
Orientation
means avoiding punishment.
Self-Interest
Stage 2
Orientation
As children grow older, they begin to see that other people have their own goals and
preferences and that often there is room for negotiation. Decisions are made based
on the principle of "What's in it for me?" For example, an older child might reason: "If
I do what mom or dad wants me to do, they will reward me. Therefore I will do it."
Conventional Morality
Social
Stage 3 Conformity
Orientation
By adolescence, most individuals have developed to this stage. There is a sense of
what "good boys" and "nice girls" do and the emphasis is on living up to social
expectations and norms because of how they impact day-to-day relationships.
By the time individuals reach adulthood, they usually consider society as a whole
Law and Order
Stage 4
when making judgments. The focus is on maintaining law and order by following the
Orientation
rules, doing one's duty and respecting authority.
Post-Conventional Morality
At this stage, people understand that there are differing opinions out there on what
is right and wrong and that laws are really just a social contract based on majority
Social Contract decision and inevitable compromise. People at this stage sometimes disobey rules if
Stage 5
Orientation
they find them to be inconsistent with their personal values and will also argue for
certain laws to be changed if they are no longer "working". Our modern democracies
are based on the reasoning of Stage 5.
Few people operate at this stage all the time. It is based on abstract reasoning and
Universal Ethics the ability to put oneself in other people's shoes. At this stage, people have a
Stage 6
Orientation
principled conscience and will follow universal ethical principles regardless of what
the official laws and rules are.
Moral Maturity
 What personal characteristics makes someone
‘Morally Mature’ – how does someone behave?
 Describe what it means to be ‘morally mature’
with reference to one theory of moral development
(which stage would you be at?).
Ethical Principles and Actions –
Christian Lives
Focus:
• Christians achieve what they do by trusting in God, following
Jesus and being open to the Holy Spirit.
• Christians inspire others when their lives clearly show the
important human and Christian virtues.
Words to Understand
Inspiration – something that encourages or enthuses
or inspires a person to achieve or act in a positive way
Ethical Principles and Actions –
Christian Lives
The Power of God
Christians believe that everything they are and do comes
about through the power of God. By trusting in God,
following the example of Jesus, and being open to the
inspiration of the Holy Spirit, Christians are able to lead
meaningful lives. Even in the face of opposition,
disappointment, failure, sickness, and death Christians
can achieve wonders.
Ethical Principles and Actions –
Christian Lives
Christian Virtues
The Church highlights seven Christian virtues that bring us closer to God.
These help us grow into fully loving human beings.
• Faith – our ability to believe in the truth about God's goodness and in the
Good News. Faith tells us that God is a God of love and forgiveness who
offers us the fullness of life.
• Hope – believing the message of the Gospel gives us hope. Hope is a deep
trust in God that keeps us going and stops us from becoming completely
discouraged during life's dark moments.
• Love – is at the heart of all virtue and from it springs all that is good. It
inspires us to lead good and holy lives. Love unites us with God and
neighbour.
• Prudence – is the ability to know what needs to be done and how to do it in
a particular situation. It is called the 'rudder virtue' because it steers all the
other virtues.
Ethical Principles and Actions –
Christian Lives
Christian Virtues
• Justice – this is having a sense of the dignity and the rights of others and a
willingness to give to each person what is due to them. This includes a willingness
to do something about injustice.
• Fortitude – this virtue is like courage. It is a quality that helps a person to endure
hardships and overcome fears that might turn them away from living a good
Christian life.
• Temperance – is related to self-control. It is a quality of character that allows a
person to be balanced and in control of their desires (for example, for food or
drink). It helps a person to act for the good in the face of temptations.
Ethical Principles and Actions –
Christian Lives
Christian Lives - Two Outstanding Christians
At the beginning of the twenty-first century there are many outstanding men and
women whose lives are based on Christian virtues.
Two of the most inspiring are Jean Vanier and Sister Helen Prejean. Their lives
clearly show that they trust in God, follow the example of Jesus, and are open to
the inspiration of the Holy Spirit.
Ethical Principles and Actions –
Christian Lives
Christian Lives – Jean Vanier
Jean first became aware of great human suffering when he saw the brokenness and
damage that World War II inflicted on people.
In 1963, while in France, Jean visited a number of institutions for men who were
intellectually disabled. He was overwhelmed by the poor conditions in these
asylums. In one of them he met Philippe and Raphael.
Jean knew that intellectually disabled people deserved better. Within a year, he
bought a small house in the village of Trosly-Breuil. With the help of a psychiatrist,
Jean set up a home where he was joined by Raphael and Philippe. This was the
birth of L'Arche, named after Noah's Ark, the symbol of life, hope, and covenant
between God and humankind.
As they learned how to live together, Jean began to understand the needs and
requirements of Raphael and Philippe. This life of simplicity and poverty attracted
many friends who helped in practical ways – bringing soup, doing carpentry, giving
vegetables and apples. Little by little a small Christian community was built
around them.
Ethical Principles and Actions –
Christian Lives
Christian Lives – Jean Vanier
Jean began to see beyond the practical needs of Raphael and Philippe, and the other
intellectually disabled people who joined the community. He discovered their immense hidden
pain but also the beauty and gentleness of their hearts, which they could not express in words.
Jean shared the conviction with his friend Father Thomas Philippe that God had called them
together to accomplish something.
Jean was inspired by the life of Jesus. He realised that our society, which places great value on
production and competition, has much to learn about the importance of sharing, acceptance,
and joy from people with a mental disability.
In the years since its beginning, the Federation of L'Arche has grown to more than 120 faithbased communities in over thirty countries. L'Arche has been called one of the most significant
Christian ministries of the twentieth century and a living sign of the civilisation of love.
Trust your heart, listen to other people, realise the gifts of simplicity and affection that the
handicapped have to offer, appreciate the goodness of people and the value of community Jean Vanier
Ethical Principles and Actions –
Christian Lives
Christian Lives – Sister Helen Prejean
Helen Prejean from Louisiana didn't know what she was getting into when, in her
forties, she made a simple decision to dedicate her life to the poor.
In her early years, Helen was 'hosed down with love' by her parents. Her own
desire to love widely led Helen to join the Sisters of St. Joseph of Medaille. After
years of teaching in schools and parishes Helen went to live in the St. Thomas
housing project. There, she became pen pals with Patrick Sonnier, the convicted
killer of two teenagers, sentenced to die in the electric chair of Louisiana Angola
State Prison.
Upon Sonnier's request, Sister Helen repeatedly visited him as his spiritual
advisor. On the night of April 5, 1984 she accompanied him at his execution. Sister
Helen assured Patrick there was no way that he was going to die without seeing a
loving face:
You look at me, you look at my face. I can't bear the thought that you would die
without seeing one loving face. I will be the face of Christ for you.
Ethical Principles and Actions –
Christian Lives
Christian Lives – Sister Helen Prejean
Patrick Sonnier's death opened Sister Helen's eyes to the injustice of the execution
process, which she saw as cruel and unfair:
I couldn't watch someone being killed and walk away. Like a sacrament, the execution
left an indelible mark on my soul.
Since then Sister Helen has educated the public about the death penalty by lecturing,
and writing. She continues to counsel inmates on death row and accompany them at
their execution. Sister Helen also works with the families of both murderers and their
victims. She wrote about her experiences in Dead Man Walking which was made into a
major motion picture.
Straightforward dedication and prayer drive Sister Helen. When she's at the right place
at the right time, she's aware of God's presence.
Although the Catholic Church teaches that the death penalty is almost never morally
acceptable in modern society, there are around 3,000 people awaiting execution in the
United States.
We must oppose the death penalty – and stand with all who suffer from crime. - Sister
Helen Prejean
Christian Values – The Ten
Commandments
Focus:
Christian values are based on the Ten
Commandments and on the words and actions of
Jesus
The Ten Commandments state what is required in
love of God and neighbour
Words to Understand
 Covenant - an agreement or oath taken by two
people or parties
 Decalogue - Ten Commandments
 Natural Law - law written on every human heart
Moses and the Ten
Commandments – by
Guido Reni
Christian Values – The Ten
Commandments
The Ten Commandments are a set of biblical principles relating to ethics and
worship, which play a fundamental role in Judaism and Christianity. They
include instructions to worship only God and to keep the Sabbath, and
prohibitions against idolatry, blasphemy, murder, theft, and adultery.
Different groups follow slightly different traditions for interpreting and
numbering them.
The Ten Commandments appear twice in the Hebrew Bible, in the books of
Exodus and Deuteronomy. According to the story in Exodus, God inscribed
them on two stone tablets, which he gave to Moses on Mount Sinai.
Each commandment came from a particular cultural and historical context
and represented important values which the Jewish people saw as
responses to God’s special favours. They were not seen as wearisome
obligations. The 10 Commandments can also be called The Decalogue.
Christian Values – The Ten
Commandments
What do they really mean?
Examine each of the Ten Commandments (The
Decalogue) and list the values addressed by
them. They are God’s rules for us, but they are
expressed in old fashioned language and we
need to interpret their message.
For example: ‘You shall not steal’ – Means,
Ensure honesty in friendship, relationships, don’t
take things that don’t belong to you.
Christian Values – The Ten
Commandments
Task:
Copy "The Ten Commandments" below into your workbook.
In the box next to each Commandment, put the letter of the values
given below which underlie each Commandment. e.g.: 1, C.
In your workbooks, complete your page by rewriting the
Commandments in a positive way to make their underlying values more
evident.
e.g.: 1 Give God a central place in my life and refuse to substitute 'idols'
such as money, power popularity.
Christian Values – The Ten Commandments
The Ten Commandments are found in Exodus 20:2-17 and
Deuteronomy 5:6-21.
The Summary below is adapted from the New American Bible
translation.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
I, the Lord, am your God who brought you out of slavery. You
shall not have other gods except me.
You shall not take the name of the Lord, your God, in vain.
Remember to keep holy the Sabbath day.
Honour your father and your mother.
You shall not kill.
You shall not commit adultery.
You shall not steal.
You shall not bear false witness against your neighbour.
You shall not covet your neighbour's wife. (spouse)
You shall not covet anything that belongs to your neighbour.
Christian Values – The Ten
Commandments
A.
respect for other people's property.
avoiding stealing, cheating, shoplifting, excessive gambling etc.
B.
appreciation of and respect for human sexuality — one's own and that of others.
respect for marriage.
sexual integrity.
C.
recognising God as Creator and giving God due reverence.
refusing to make 'gods' out of things such as money, power or prestige.
D.
respecting God's name.
appreciating the sacredness of God and things associated with God.
E.
right attitude towards material goods.
avoiding an attitude of "I must have..."
avoiding jealousy.
F.
putting the "Lord's Day" at the centre of our worship.
appreciating the fact that we approach God in community, not as isolated individuals.
G.
respecting the total commitment of two people for each other in marriage.
seeing the love and struggles of marriage as sacred.
avoiding attitudes and actions that could break up this relationship.
H.
respect for parents (care-givers) and rightful authority.
mutual respect between parents and children.
I.
respect for truth and honesty.
respect for the good name and reputation of others.
J.
respect for human life – one's own and that of others.
respect for the 'least of these': the unborn, the sick, the old and dying.
Values
Contemporary Commandments for
today’s world…
Apply the commandments in contemporary situations:
Form groups; give each group a commandment and ask them to
prepare a poster showing applications of that commandment to
contemporary situations. e.g. ‘You shall not kill’ – You shall not
engage in war, capital punishment, speeding, drugs, abortion.
‘You shall not steal’ – You shall not engage in shoplifting,
vandalism, cheating on exams, plagiarism.
Use images, colour and magazine clippings to illustrate your 10
Commandments!
The Values of Jesus
Focus:
Jesus sums up the Ten Commandments when he says the way to
eternal life is love of God and neighbour.
The Beatitudes are at the heart of Jesus' teaching and state what is
necessary to share in the promised life.
Words to Understand
The Great Commandment – love of God and love of neighbour
Privilege – advantage granted to certain people or persons
The Great Commandment
[Matthew 22:34-40]
...and one of them, a lawyer, in an attempt to trip him up, asked him, 'Teacher, which
commandment is the greatest?'
Jesus said to him: 'You shall love the Lord your God with your whole heart, with your whole
soul, and with all your mind.‘
This is the greatest and first commandment. The second is like it: 'You shall love your
neighbour as yourself.'
On these two commandments the whole law is based, and the prophets as well.'
In speaking of the Commandment to love God and self and neighbour, Jesus was not
really imposing anything on human nature. Rather, he was exposing what was already
there.
Being fully human means knowing and responding to the love God has for you. Being
human means loving and respecting oneself as made in God's image. Being human
means showing this love respect towards everyone else who is also loved by God. As a
consequence you would not steal what belongs to your neighbour out of respect for them.
We cannot really separate the love of God from the love of self and neighbour.
The Values of Jesus
Human Needs
Various psychologists have pointed out that human beings have
fundamental needs. Maslow, a psychologist, classified human needs
according to different levels. The diagram below shows what these
levels are. The first basic needs are physical ones: food, clothing,
shelter for example.
The Values of Jesus
Human Needs
When these needs have been met, people can then move up to another
level of need and so on until they reach the highest level of fulfilment,
shown at the peak of the pyramid in the diagram. Full human life
requires that all these needs are met. However, not everyone can have
these needs fulfilled for various reasons: their situation in life, the
selfishness of others etc.
Make a list of things which stop people from having their needs met at
each of Maslow's levels e.g. living in a war zone will prevent a person
achieving security.
The Values of Jesus
Love God, Self and Neighbour
1. Being in relationship with God requires us to acknowledge that God
is our Creator. List three other examples of what being in relationship
with God requires of us.
2. Complete the printable activity, 'Human Needs Grid', which is about
loving our neighbour as we love ourselves.
The Beatitudes
Focus:
• The Beatitudes are Christ's answer to the question of happiness and
along with the whole of the Sermon on the Mount encapsulate
Christian ethics.
Words to Understand
Beatitudes – state of great happiness or blessedness
Kingdom of God – life in God, initiated in Christ, and completely fulfilled
at the end time
Humility – conscious of one's failings
The Beatitudes
The word 'beatitude' means 'blessing'. The list of blessings known as the Beatitudes is
found in Chapter Five of Matthew's Gospel, at the beginning of the long and important
passage known as the Sermon on the Mount. The Beatitudes are central to Jesus'
teaching about the Kingdom (or Reign) of God. They are also found, in a slightly different
version, in Chapter Six of Luke's Gospel.
A true appreciation of the Beatitudes requires a belief in the reality of the Kingdom of
God which Jesus came to proclaim.
In fact, this Kingdom began to be present in the world with the coming of Jesus although
it will not be completely fulfilled until the end of the world.
The Preface prayer for the Mass of the Feast of Christ the King describes this Kingdom
as:
'an eternal and universal kingdom: a kingdom of truth and life, a kingdom of holiness and
grace, a kingdom of justice, love and peace.'
All Christians are called by God to work towards making this Kingdom present 'on Earth
as it is in Heaven' by living their lives according to the values of Jesus. The Beatitudes
speak of the attitudes and behaviour of those living out the values of the Kingdom.
The Beatitudes - [Matthew 5:3-10]
1. How blessed are the poor in spirit; the kingdom of God is theirs.
2. Blessed are the gentle: they shall have the earth as their inheritance.
3. Blessed are those who mourn; they shall be comforted.
4. Blessed are they who hunger and thirst for uprightness; they shall have their fill.
5. Blessed are the merciful; they shall have mercy shown them.
6. Blessed are the pure in heart: they shall see God.
7. Blessed are the peacemakers; they shall be recognised as children of God.
8. Blessed are those who are persecuted in the course of uprightness; the kingdom of
heaven is theirs.
Values Auction
Item
Highest Bid
Winner
Item
1. An opportunity to rid the world of
prejudice
13. A chance to control the lives of 500, 000
people
2. An opportunity to become a famous figure
(movie star, pop singer, sports hero,
astronaut etc.)
14. Membership in a great health and sports club
3. A year of the world’s finest food from a
famous chef
15. A chance to spend 6 months with any world
leader or famous person of your choice
4. An opportunity to know the meaning of
life
16. Unlimited travel and tickets to attend any
concert, play, opera, film or ballet for one year
5. The possibility of setting your own
working conditions
17. A three-year scholarship to any university of
your choice at home or abroad
6. Becoming exceedingly rich
18. An opportunity to serve the sick and needy
7. Achieving great political power – even
Prime Minister of Australia
19. A chance to be voted “Outstanding Person Of
The Year” and praised in every world newspaper
8. The possibility of being one of the world’s
most attractive persons
20. Free psychoanalysis with a genius analyst
9. A chance to be one hundred with no
illness
21. The perfect love affair
10. An audience with the Pope (In which he
listens to your point of view)
22. A chance to be the wisest person in the world
and to make only right decisions for 1 year
11. An opportunity to master the profession
of your choice
23. A chance to rid the world of unfairness
12. A year with nothing to do but enjoy
yourself with all needs and desires
automatically met
24. A chance to work abroad in some self-help
program for impoverished people
25. An opportunity of being able always to do your
own thing without any arguments
Highest Bid
Winner
Moral Decisions, Justice and Peace
Declaration of Human Rights and the Beatitudes
View the Declaration of Human Rights PDF
Declaration of Human Rights and the Beatitudes: Students match up each
statement from the declaration of human rights with each of the Beatitudes
(teachers to stick up the beatitudes and students work in groups to align the
human rights).
Moral Decisions, Justice and Peace
Hélder Câmara (Bishop of the Slums)– “Spiral of Violence”
Dom Hélder Pessoa Câmara (February 7, 1909, Fortaleza, Ceará, North East Brazil –
August 27, 1999, Recife) was Roman Catholic Archbishop of Olinda and Recife.
He was known as the 'Bishop of Corum' and took a clear position with the urban poor.[1]
In 1959 he founded Banco da Providência in Rio de Janeiro, a philanthropic organization
that still exists fighting poverty and social injustices.
He is famous for stating, "When I give food to the poor, they call me a saint. When I ask
why they are poor, they call me a communist."[2]
Moral Decisions, Justice and Peace
Hélder Câmara (Bishop of the Slums)– “Spiral of Violence”
Camara's short tract, Spiral of Violence (1971), was written at the time of the Vietnam
War. It is distinctive not just for the manner in which it links structural injustice (Level 1
violence) with escalating rebellion (Level 2 violence) and repressive reaction (Level 3
violence), but also for the way in which Camara calls upon the youth of the world to take
steps for breaking the spiral to which their elders are often addicted. This book has been
out of print for about 20 years (in the UK), but a scanned version is now available on the
web at the link given below.
In 1973, he was nominated for the Nobel Peace Prize by the American Friends Service
Committee (AFSC).[3] He was awarded the Pacem in Terris Award. It was named after a
1963 encyclical letter by Pope John XXIII that calls upon all people of good will to secure
peace among all nations. Pacem in Terris is Latin for "Peace on Earth."
Moral Decisions, Justice and Peace
Hélder Câmara (Bishop of the Slums)– “Spiral of Violence”
'Injustice, within and between societies, constitutes a basic violence- Violence No 1. This
established violence engenders Violence No 2. which is revolt. This occurs when either
the oppressed or youth are firmly resolved to battle for a more just and humane world.
Violence No 3 is governmental repression, under the pretext of guarding public order,
national security, the free world. If violence is met by violence, the world will fall into a
spiral of violence. The only answer is to have the courage to face the injustices that
contribute to Violence No 1.
(Dom Helder Camara. CCJP. Occasional paper No 6).
Integrity: Living by Our Values
Focus:
• Living a moral life gives witness to the dignity of the human person.
• Human freedom enables a person to shape their lives and grow in
truth and goodness.
• Every person has the natural right to be recognised as free and
responsible.
Words to Understand
Human Dignity – the unique nature of humans created in the image
and likeness of God
Freedom – humans have the ability to choose to act in love to realise
their full potential
Reason – the power of the intellect to choose the truth
Integrity – being of sound, honest character, with wholesome, moral
principles
The Golden Rule
Many religions claim that love is a basic force in making moral
decisions which form the basis for their daily behaviour. The following
statements assume that we have a healthy love and respect for
ourselves.
Buddhism:
'Hurt not others with that which pains thyself‘ (5th Century BCE)
Confucianism:
'What you don't want done to yourself, don't do to others' (6th Century
BCE)
Zoroastrianism:
'Do not do unto others all that which is not well for oneself' (5th Century
BCE)
Judaism:
'What is hateful to yourself, don't do to your fellow man' (Rabbi Hillel,
1st Century BCE)
The Golden Rule
Christianity:
'Do unto others as you would have them do unto you"
(Jesus, 1st Century)
Making Choices
1. List the kind of choices you make in a day.
2. What kind of choices do you consider to be the most important?
3. What kind of choices do you think are most important to a person in
the course of a lifetime? Which of these choices do you want to make
freely?
4. Are there any choices or decisions that you would willingly give up
the freedom to make?
5. Write your own definition of freedom.
6. Why do people value freedom?
Internal and External Freedom
People who live by their values are able to make responsible moral
decisions. This is because they have internal freedom. Another name
for this internal freedom is integrity. People who have integrity live by a
set of moral principles which motivate their actions and guide their
choices.
Another kind of freedom is external freedom, which enables people to
choose and act without the control of others. It is possible for people to
be internally free, even if they are externally restrained eg. St
Maximillien Kolbe who was imprisoned in a Nazi concentration camp
freely chose to die in place of another prisoner. You might be able to
think of other examples of such people.
Internal and External Freedom
1. Use the following quotations on freedom to create a poster / song or
poem about freedom and what it means to you.
•Freedom is an inner ability to determine one's own future, to
be the author of one's own destiny.
• Freedom is the power to choose.
• Freedom is doing your 'own thing', getting on in the
world, doing well for yourself.
2. In groups dramatise situations where people fail to take the
responsibility of free choice using the following statements.
• 'I can't help it.'
• 'Everybody does it.'
• 'It's not hurting anyone.'
• 'I am free to do what I like.'
Justice, Just Actions and Peace –
Scripture Search
1. Students complete a Scripture search: locating references to justice,
just actions, and peace. Each reference is placed under one of three
columns in their workbook:
a. 'Jesus condemns injustice',
b. 'Jesus affirms efforts for justice and peace'
c. 'Jesus seeks and promises peace and non-violence'.
Justice, Just Actions and Peace –
Scripture Search
Scripture passages include
Lk 14:16-24 'The great feast',
Mt 18:23-35 'The unforgiving debtor',
Mt 19:21 'Helping the poor',
Lk 18: 18-24 'The rich ruler',
Lk: 29-36 'The good Samaritan',
Jn 14:27 and 20:19,20,26 'Jesus promises the gift of
peace',
Matt 26:50-53 'Jesus renounces violence when Peter cuts of
the servant’s ear in Gethsemane'.
- In groups, identify and record what these readings say about Jesus’
vision in what he says and does, and with whom he associates.
Jesus brought good news of a Kingdom/Reign/Dream of God where the
poor and suffering, the oppressed and the grieving are blessed by God
Conscience
Focus:
• All people are called by their conscience to do good and avoid evil.
• An informed and educated conscience enables people to act
responsibly.
Words to Understand
Conscience – innate ability of a person to judge what is right and what
is wrong
Virtue – habit which predisposes a person to do what is good
Vice – morally bad habit that leads a person to do evil
Habit – tendency to act in a particular way
Conscience
Conscience is 'myself making a moral judgement'. That is, when I decide
whether an act is right or wrong, then I am using my conscience.
Catholics believe that there are two important principles to consider when
making decisions about right and wrong:
1. We have a responsibility to make sure that our conscience is properly
formed. This means that we must take the trouble to gather all the relevant
information: what the facts of the matter are, what Scripture and Church
teaching have to say etc.
2. Having formed our conscience, we must follow it. Our deepest moral
obligation is to follow our conscience in doing what we know is right. We have
been given the ability as human beings created in God's image to determine
right from wrong, and we have a responsibility to act accordingly.
Conscience
Can you think of five other times when you have made a conscience decision?
Task :
'If Christ is 'the light of the world' in whom God's purposes are revealed, then it
is we who are revealed to ourselves in that light. In the light of Christ, we come
to know what is authentically human (i.e.; morally right) and what is not
authentic (i.e.: immoral). '
One Lord, Faith, Baptism p.28 – Bishop Peter Cullinane
In order to respond better to others and to God, and to grow in freedom and
responsibility, it is important to know what conscience is. However, not all of our
decisions are matters of conscience.
Conscience
Read and copy the list below. Label the decisions which you feel are matters of
conscience with a 'C' and those which are not with an 'N' e.g. 1(N)
1. Choosing a subject at school.
2. Cheating on exams.
3. Knowing someone in your class is stealing, and not reporting
him or her.
4. Buying a stereo.
5. Going to a football or netball match on Saturday.
6. Driving over the speed limit.
7. Pursuing a career goal of becoming a social worker.
8. Befriending a new student when your friends dislike that person.
9. Working on the school magazine or newspaper.
10. Holding a grudge against a family member.
Conscience
Habits
Most of the time, the majority of people do not go through a long process of
decision making before acting. They usually act from habit. A habit is the
tendency to act in a particular way because in the past a person has repeatedly
done a certain action.
For example, if we have developed habits of honesty from our upbringing and
education, we will tend to act honestly when the need arises. So if someone in
front of us in the street unknowingly drops some money, we will immediately
pick it up and return it to them, almost without thinking about it. On the other
hand, if we have dishonest habits, our first inclination will be to keep the
money.
This is why it is very important to develop good habits, and to deliberately set
out to change bad habits in the area of right and wrong, as in other areas of
life.
A good habit e.g. being fair towards others, is called a virtue.
A bad habit e.g. stealing, is called a vice.
Conscience
Habits
Something to Discuss
1. Give some reasons why you think it is important to
good habits.
develop
2. What do you think is required to develop 'good' habits and to
change 'bad' ones?
3. Give examples of habits that you think would be
develop for your own life.
important to
Making Moral Decisions as a Christian
Informed Conscience
In striving to make good decisions about tough moral issues, Christians look for
guidance outside themselves as well as within their own hearts. The steps
below attempt to summarise both dimensions of the process of decisionmaking.
STEP ONE: Define the Issue
Begin by defining the issue at hand as clearly as possible. In some cases, such
as capital punishment, this may require considerable study and reflection. In
other cases, such as stealing or destroying property, the issue may be more
easily understood.
STEP TWO: Seek Advice
After defining the issue, look for outside resources for information and
guidance. Among those resources are the following:
• the values and teachings of Jesus as found in the Christian Testament.
• the formal teachings of the Church.
• the advice of respected people who possess deep faith and obvious goodwill.
Making Moral Decisions as a Christian
Informed Conscience
STEP THREE: Reflect Honestly on the Consequences
Reflect on the morality of certain actions, decisions, and attitudes in light of the
results they are likely to cause.
STEP FOUR: Pray for God's Guidance
In prayer, the believer weighs the results of all the reflection suggested by the
previous steps. The Christian asks God to guide him or her to do what is right
and to reject what is wrong. A special gift of the Holy Spirit towards this end is
'Right Judgement'.
STEP FIVE: Decide and Act
Once the Catholic Christian has seriously considered a decision in light of
guidelines such as these, he or she can act with confidence.
Does this seem like a lot of work? Certainly. Yet, those who care enough to work
at their moral decisions are able to live in dignity and peace.
Adapted from: Zanzig, Understanding Catholic Christianity.
Making Moral Decisions as a Christian
Using the Five Steps on 'Making Moral Decisions as a Christian', work through
Case Study 1 and Case Study 2 in pairs or in groups. In your answers, ensure
you:
1.
Define the Issue
2.
Seek Advice
3.
Reflect Honestly on the Consequences.
4.
Pray for God's Guidance
5.
Decide and Act
Make notes as you go, putting yourself in Bob and Jill's place where
appropriate. Each pair or group are to give a brief report to the class on their
decision and reasons for it.
Making Moral Decisions as a Christian
Case Study One: Bob and the Family Car
Bob used the family car last night. While backing out of the car park on his way home from a dance,
he damaged another car to the tune of $1000. He did about $700 worth of damage to the family car.
Realising that he would have to pay if he admitted the accident, Bob failed to leave a note on the
damaged car, nor did he try to locate its owner. Today, Bob feels uneasy over his decisions.
Clearly, in the above example, Bob dishonestly left the scene of the accident-without reporting it. His
conscience was at work:
a.
Before he acted, when he was trying to judge what to do or what not to do. Conscience
helps a person to sort the data before a decision is made. It helps in examining the right or wrong
thing to do by reflecting on the teachings of Jesus and his Church, the rights of others, the helpfulness
to one's growth, and the like.
b.
As he acted, by enabling him to make a judgment after considering the relevant data.
Conscience ultimately makes it possible for a person to act or not to act, to hold an attitude or not to
hold one. It is that depth of our being which says 'Yes, I am going to act, ' or 'No, I refuse to act.'
c.
After he acted, through any after-thoughts he may have had about his action the previous
night. The third function of conscience is to help a person, after the action, to judge whether the
judgment was right. In Bob's case, maybe fear of consequences helped make him act the way he did.
He may regret his action the next day and try to make amends, as he is obliged to do.
Making Moral Decisions as a Christian
Case Study One: Bob and the Family Car
Clearly, in the above example, Bob dishonestly left the scene of the accident-without reporting it. His
conscience was at work:
a. Before he acted, when he was trying to judge what to do or
what not to do.
Conscience helps a person to sort the data before a
decision is made. It helps in
examining the right or wrong thing to do by
reflecting on the teachings of Jesus and his Church,
the rights of others,
the helpfulness to one's growth, and the like.
b. As he acted, by enabling him to make a judgment after considering the
relevant data. Conscience ultimately makes it possible for a person to act
or
not to act, to hold an attitude or not to hold one. It is that depth of our
being which says 'Yes, I am
going to act, ' or 'No, I refuse to act.'
c. After he acted, through any after-thoughts he may have had about his action the
previous night. The third function of conscience is to help a person, after the action, to judge
whether the judgment was right. In Bob's case, maybe fear of consequences helped make him act
the way he did. He may regret his action the next day and try to make amends, as he
is
obliged to do.
Making Moral Decisions as a Christian
Case Study Two: The Music Store
Jill has just got a new job working at a large music store near her home. She
discovers that the manager obtains some of his CD's by illegal means.
Jill also discovers that the other employees at the store habitually steal CD's,
and they urge her to do the same.
They point out to her that the CD's do not rightfully belong to the manager
anyway.
Jill cannot decide whether or not to take the CD's. Based on Christian
principles, what should she do?
Making Moral Decisions as a Christian
A Literary Challenge
“The Dignity of the Moral Conscience” The Church Today (Guadium et Spes)
No.16.
The Pastoral Constitution on the Church in the Modern World #1 maintains that
"In the depths of his or her conscience, a person detects a law which they do
not impose upon themselves, but which holds them to obedience.’
- What does this statement mean?
- What are the implications for moral decision making?
(Conscience: need for proper formation; Having formed conscience, it must be
followed.)
UF CMV p17 contains the statement above. Students are to deconstruct this
piece of writing and re-write it for a teen magazine. Use examples to illustrate
your understanding.
What’s The Difference?
Focus:
• Moral problems are often difficult to solve because of the many
circumstances involved in them.
Words to Understand
Norm – an action guide to avoid conduct that is morally wrong
Moral Life – is the response to the initiative of love given by God
Right moral action – actions judged to be morally right as they
contribute to the good of the person
What’s The Difference?
Trusted Friends – Source of Sound Advice
Trusted friends can be a valuable source of advice in the case of
making important decisions.
The following song 'You've Got a Friend' alerts us to this value.
•After listening to this song, discuss the lyrics in a group.
What’s The Difference?
Task
Get into groups of 3 or 4 and read the following pairs of cases. Discuss
each pair of cases by using the questions below. List, on a large sheet
of paper, all the differences in circumstances between the two cases in
each pair. One student from each group displays and reports the
group's findings to the class.
1.
What exactly is happening?
2.
Why – with what motive?
3.
How – in what manner, by what means or method?
4.
Who is involved?
5.
When and where is it happening?
6.
Consequences – what are the foreseeable
effects?
7.
Options – are there any alternative choices
What’s The Difference?
Task
1. A. A nurse gives a patient a prescribed dose of morphine to ease her pain.
B. After work, the nurse takes a shot of the same drug.
2. A. You have strict orders never to use either of the family cars without
your parents' permission. Your parents are gone, and you use the car for
a quick race through town with your friends.
B. You have strict orders never to use either of the family cars without
your parents' permission. Your parents are gone, and you use the car to
run a neighbour to the hospital to receive emergency medical attention.
3. A. A friend confides in you that she is pregnant and that the father of her
child is a well respected, married business executive from town. Another
friend, who enjoys being in on the gossip, asks you for details. You say, 'I
don't know anything about the situation.'
B. A friend confides in you that she has been part of a group doing
vandalism around town and that she and the group are going to vandalise
your school next. A local police officer asks you what you know; and you
say, 'I don't know anything about the situation.'
Responsibility for Moral Choice
Focus:
• People of integrity live by their values and make responsible moral
decisions.
• Moral principles motivate their actions and guide their choices.
Responsibility for Moral Choice
Use See Judge Think Act process
See:
1. Who is the person or organisation you wish to pay a tribute to?
2. What is the “cause” they are addressing?
Think:
1. Why do you think this issue needs addressing?
2. How big is the problem? Eg. the number affected, the effect on communities.
3. What do you believe would be the consequence of not addressing the issue?
Judge:
1.How is this issue addressed in Catholic Social Justice Teaching, Scripture and Human
Rights Declaration?
Act:
1. Discuss 3 ways MDCC community can support the work of the person or organisation.
Responsibility for Moral Choice
Task
Eight negative actions are described below. Number them from 1 (most
serious) to 8 (least serious) according to your opinion of the seriousness of the
actions.
a. a father of a family who regularly gambles
away his pay
b. a mother arrested for driving while drunk
c. illegally downloading music to your MP3 player
d. a politician who takes a bribe
e. bullying other students via text messages
f. a senior citizen on a pension who steals a can of
tuna from
the supermarket
g. teenagers who wear T shirts with offensive
racist
slogans
h. writing graffiti on public buildings
Degrees of Moral Responsibility
There are different degrees of moral responsibility. Persons are
responsible for their actions according to their degree of freedom, their
knowledge of right and wrong, and their intention or motivation.
Degrees of Freedom
Consider these two cases:
1. A bank teller who deliberately steals from his or her
employer by putting extra money into a
relation's account.
2. A bank teller who hands over some of his or her employer's
money to a robber who is pointing a gun at him or her.
The first is responsible and the second not responsible for his or her
actions because of the degree of freedom involved.
Degrees of Moral Responsibility
Degrees of Knowledge
Consider these two cases:
1. A man who deliberately poisons his wife in order to get her
life insurance money.
2. A man who suffers from a mental illness and kills
his
wife without realising the seriousness of what he was doing.
The first would be judged guilty of murder because he knew what he
was doing, while the second would be judged not responsible for the
murder and committed to an asylum because he could not distinguish
right from wrong. He lacked knowledge of the consequences of his
actions.
Degrees of Moral Responsibility
Degrees of Intention
Consider these two cases:
1. A woman accidentally runs over and kills a child who
dashes out from behind a parked car.
2. A gangster deliberately runs down and kills the child of a
policeman who has arrested a gang
member.
The result is the same. Both children are dead. In the first case
however the woman did not intend to kill the child - it was an accident
and she may not be charged with any offence. The gangster however
was intending to kill and, if caught, will be charged with murder.
Degrees of Moral Responsibility
Task
Using the above cases as examples, write your own scenario which
shows the difference between degrees of moral responsibility. Share
and discuss your cases in class with the teacher.
Ethical Principles and Actions
1. Students move into groups of four/five and are guided to research one
Christian of exemplary moral integrity
- Maximillian Kolbe, Mother Teresa, Martin Luther King, Nelson
Mandela, Saint Mary Mackillop, or a person related to the charism/sprituality of
the school
2. Students create a presentation for the class in a format of their choosing
3.Students will research and present the following information
- A brief overview about each person
- A description about why this person is important to our history
- Identify the struggles each person experienced in their lives and
explain how they overcome these struggles
- An evaluation about why each person is a person of
exemplary
moral integrity
- A short discussion about how we can use the examples of
these special people in our own day to day lives
Ethical Principles and Actions
1. Students move into groups of four/five and are guided to research one
Buddhist or Hindu person of exemplary moral integrity
- Dali Lama (Buddhism), Nargajuna (Buddhism), Ramakrishnap
(Hindusim), Mohandas Ghandi (Hinduism).
2. Students create a presentation for the class in a format of their choosing
3.Students will research and present the following information
- A brief overview about each person
- A description about why this person is important to our history
- Identify the struggles each person experienced in their lives and
explain how they overcome these struggles
- An evaluation about why each person is a person of
exemplary
moral integrity
- A short discussion about how we can use the examples of
these special people in our own day to day lives