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MODULE 5 - CONTEMPORARY ISSUES AND THEIR

BIBLICAL PERSPECTIVES

Desired Learning Outcomes: At the end of the module, the students would have:
1. defined important words/terms included in the module;
2. discussed the causes and effects of social issues that affect people and society;
3. analyzed these social issues and suggested corresponding solutions or preventions for the
development of the people and society;
4. reflected on the biblical perspectives of the different topics of the module; 5. valued the
significance of these issues and relate them to their practical life.
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Module 5.1. Love and Sex

Module 5.1.1. Definition
Love is expressed as kind, passionate, tender, devoted and warm-hearted feeling (Webster,
1990). In classical Greek, love is classified into four, namely: philia, which is an expression of a
love for a friend; eros, which is expressed towards the opposite sex of one’s preference; storge or
stergo which is love between parents and their children, rulers and people; and agape which is
divine love or love expressed to God (Gumban, 1995 in RE 2 Manual, 2005).

Sex is a bonus gift from the Almighty, blessed and ordained by God for the procreation of
the human race. It is a beautiful expression of one’s individuality restricted to matrimony (Sarju,
1987 in RE 2 Manual, 2005).

Module 5.1.2. Why did God design sex?

The following are the reasons why God designed sex:
1. To propagate the human race (Genesis 1:28)
2. To provide mutual pleasure in marriage (Proverbs 5:18-20)
3. To reduce sexual temptation (I Corinthians 7:1-5)
4. To produce mutual ownership (I Corinthians 7:3-4)
5. To produce a unique union and a means of communion that is not possible on any other level
(Matt. 9:5) (LaHaye, 1976)

Module 5.1.3. Sexual Abuses

1. Rape – is the use of sex for its own sake without due regard to its violation of the honor and
dignity of the victim.
2. Adultery – is a sex for its own sake without regard to it as an act of unfaithfulness which violates
the personhood of the husband or wife concerned.
3. Unnatural sexual acts (homosexuality) – the use of sex which does not serve the purpose of
procreation and falls short of the standard of Christian morality.
4. Abnormal sexual acts (sodomy, pedophilia, necrophilia) – are sexual acts that are immoral and
sinful. It fails to meet the standard of Christian morality (Gumban, 1995).
5. Pre-marital Sex – is sex done before marriage (RE 2 Manual, 2005.)

Moodule 5.1.4. Four R’s of Sex

Norman Vincent Peale created guidelines on sex.
1. Right Place Where must be the right place?
2. Right Time When must be the right time?
3. Right Person Who must be the right person?
4. Right Circumstances What must be the right circumstances? (Peal, in Gumban,
1995)
Module 5.1.5. Biblical Perspective
The Bible teaches that love and sex are gifts from God. These gifts are expressed in the encounter
of man and woman. God created man and woman as sexual beings. It was God’s design that human
beings are either male or female (Genesis 1:27). In God’s beautiful garden, Adam and
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Eve became the first couple and they were married to be each other’s companion in life (Genesis
2:18,21,22,24). God ordained the meeting together of this couple in sexual union, coupled with
serious responsibilities (Genesis 1:27b-28).
God sanctified sex and therefore, it must be treated with proper respect and its use must follow
the rules set by God himself. One rule concerns faithfulness. It means that man is to relate sexually
only to his wife and the woman only to her husband. God sees everything and He knows those
who disobey (Proverbs 5:15-21). The Bible warns that people who engage in sexual immorality
are actually doing harm to their own bodies and surely God will execute judgment on them
(Proverbs 2:9-17), (RE 2 Manual, 2005).

Module 5.2. Pre-marital Sex

Module 5.2.1. Definition

Pre-marital sex is a sexual activity practice by a person who is unmarried. It is also called
non-marital sex, youthful sex, adolescent sex and young adult sex (Wikipedia.org.).

Module 5.2.2. Prevalence

According to the National Demographic and Health Survey (NDHS) in 2013, one (1) out
of ten (10) young Filipino women age 15-19 has begun childbearing: 8 % are already mothers and
another 2 % are pregnant with their first child. The survey also reveals that one (1) out of five (5)
(20%) young adult Filipino women age 18 to 24 years had initiated their sexual activity before age
18. Some of them had already their first intimate sexual act before marriage.

Module 5.2.3. Biblical Perspective

Christianity clearly teaches that pre-marital sexual intercourse is immoral. Jesus, Paul, the
Great Protestant reformers of the 16th and 17th century had agreed in condemning it. The Catholic
Church and all major Protestant denominations today still condemn it.
For Paul the essential task of Christians is to suppress the lust. Christians are to cast off the
old man in them and grow in grace as a child of God. The sinful body is to be replaced by a
sanctified Spirit in Christ.
In the eight chapter of John, Jesus saved the woman caught in adultery from stoning.
When Jesus saved her, it did not mean that he approved the conduct of the woman. Jesus forgave
the adulterous woman, but further advised her not to commit sin anymore. To Jesus, fornication
is sin (RE 2 Manual, 2005).

Module 5.3. HIV/ AIDS

Module 5.3.1. Definition

HIV (human immuno-deficiency virus) is a virus that attacks immune cells. AIDS (acquired
immuno-deficiency syndrome) is the syndrome, which may or may not appear in the advanced
stage of HIV infection. Thus, HIV is a virus while AIDS is a medical condition.
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HIV infection can cause AIDS to develop. However, it is possible to contract HIV
without developing AIDS. Without treatment, HIV can progress and, eventually, it will develop
into AIDS.

Module 5.3.2. Prevalence

According to the World Health Organization, there are about 36.9 million people globally
were living with HIV in 2017. An estimated 1.8 million individuals worldwide became newly
infected with HIV in 2016 – about 5,000 new infections per day. One million people died from
AIDS-related illnesses in 2016, bringing the total number of people who have died from AIDS-
related illnesses since the start of the epidemic to 35.0 million. In 2016, there were 19.4 million
people living with HIV (53%) in eastern and southern Africa, 6.1 million (17%) in western and
central Africa, 5.1 million (14%) in Asia and the Pacific, and 2.1 million (6%) in Western and
Central Europe and North America.
In the Philippines there was 1,021 new cases of human immunodeficiency virus (HIV) that
were recorded in the month of January 2018, as cited to the recent data released by the
Department of Health- Epidemiology Bureau. Based on HIV/AIDS and Art Registry of the
Philippines (HARP) report, the said figure is 187 cases higher compared to the same period in
2017, wherein 834 cases were recorded. The first case of HIV infection in the Philippines was
reported in 1984. Since then, there have been 51,409 confirmed HIV cases reported to the HARP.
An average of 33 people was diagnosed with HIV each day during the month of January 2018.
According to the report, sexual contact remains the predominant mode of transmission with 993
cases (97 percent). Injecting drug use has 18 cases while there were two cases of mother to child
transmission. And there are other cases which have no data on mode of transmission.
The HIV epidemic does not only affect the physical health of individuals but also his/her
emotional, psychological and social well - being, in addition it also affects family members,
relatives, communities, as well as the development and economic growth of the country.

Module 5.3.3. Transmission

HIV is Transmitted Through:
1. Sexual transmission
It can happen when there is contact with infected sexual fluids (rectal, genital, or oral
mucous membranes). Sexual transmission can be through male-female sex; male-male sex and or
sex with males and females. 2. Mother to Child transmission
A mother can transmit HIV to her child during childbirth, pregnancy, and also through
breastfeeding. 3. Blood transmission
This happens through transfusion of contaminated blood. However, the risk of
transmitting HIV through blood transfusion is extremely low in developed countries, thanks to
meticulous screening and precautions.
4. Sharing Syringes
This happens through exposure to needles or other devices with HIV-infected blood. This
is true among people who inject illegal drugs, sharing and reusing syringes contaminated with
HIV-infected blood, and unsafe tattoo needles.
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HIV is not Transmitted Through:

Kissing
• Casual Contacts or Handshakes
• Coughing or Sneezing
• Sharing living quarters, swimming pool or toilets with a person living with HIV
• Mosquitoes and bed bugs

Module 5.3.4. Biblical Perspective

The Bible teaches us that our body is the temple of the Holy Spirit and it belongs to God.
We have to glorify God in our body and in our spirit because we belong to God (I Corinthians 6:
19-20). Glorifying God through our body means being conscious of every physical activity that
we undertake if it gives glory to God or not. Every action that we have to undertake should
always be questioned whether it is beneficial to us, others and the community and most of all if it
glorifies God. The responsible use of our physical bodies is a manifestation of our stewardship of
what God had entrusted to us.
On the other hand, the Bible also teaches us not to judge others. Matthew 7:1 says,
“Judge not, that ye be not judged (KJV). People living with HIV/AIDS are stigmatized by the
society and treated with partiality. Just like Jesus showed His love to everyone, we also have to
love others and treat them equally. Since people living with HIV/AIDS also need a community
that accepts, care and love.

Questions to Reflect:
1. How can one be a good steward of his/her physical body?
2. How can one avoid being contaminated with HIV?
3. How are we going to relate with people who have HIV/AIDS?

Module 5.4. Gender and Sexuality

Module 5.4.1. Definition
Gender refers to the attitudes, feelings, and behaviors that a given culture associates with a
person’s biological sex. Behavior that is compatible with cultural expectations is referred to as
gender-normative; behaviors that are viewed as incompatible with these expectations constitute
gender non-conformity.
Gender is a range of physical, mental, and behavioral characteristics distinguishing
masculinity from feminity. It is related to how we are perceived and expected to think and act as
women and men because of the way society is organized, not because of our biological
differences (WHO, 2007).

Module 5.4.2. Sex and Gender

Sex refers to biological differences such as male and female chromosomes, hormonal
profiles, internal and external sex organs, while gender describes the characteristics that a society
or culture delineate as masculine or feminine. So, while your sex as male or female is a
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biological fact that is the same in any culture, what that sex means in terms of your gender role as
a man or woman in society can be quite different cross-culturally.
In sociological terms gender role refers to the characteristics and behaviors that different
cultures attribute to the sexes. What it means to be a real man in any culture requires male sex
plus what our various cultures define as masculine characteristics and behaviors; likewise a real
woman needs female sex and feminine characteristics (Palispis, 2007).

Module 5.4.3. Key Issues on Gender Situation

1. Patriarchal System. A patriarchal social system that is run by men. Male social systems
typically involve a leader and a well defined vertical chain of command (order taker).
2. Economic System. The disparity between the rich and the poor creates inequalities between
men and women. The growing proportion of the poor is mostly women.
3. Colonialism and Globalization. The concentration of power is in the hands of the small
group of transnational enterprises.
4. Gender Inequalities. In health services, women receive less health care than men. Women
are more affected than men with all types of violence such as domestic violence,
prostitution, sexual harassments, rape, psychological violence and war. (RE 2 Manual,
2005)

Module 5.4.4. Biblical Perspective

The Bible teaches that men and women are equal in the sight of God.
1. Equality is stressed in the creation account. In Genesis account, human beings are
created after God’s image (Gen. 1:27-28). Human equality therefore, comes from this common
element. The woman in her vital humanity as God’s image cannot be inferior to man.
2. No hierarchical order existed between Adam and Eve. In Hebrew, the word
ezer(help) signifies strength and not submission or lower function. A woman was created to
work hand in hand with man. Both would compliment each other’s strength and weakness. The
direct relationship between them must be horizontal not hierarchical.
3. Leadership among women in the Old Testament is encouraged. God chose Miriam to
be the leader (Micah 6:4), and Deborah, a spiritual and political leader (Judges 4:4-14). God
allowed women to take services in the tabernacle (Deut. 31:12, Ex. 38:8, I Sam. 2:19).
4. Men and women have full equality in the salvation history. Man and woman are
equally responsible for a decisive action to answer God’s redeeming grace. The salvation
offered by God is for all people (John 3:16).
5. Men and women have equality in church services. Men and women are called by
God to use their gifts as servants of God (I Pet. 4:10-11). (Padojinog, 2003 in RE 2 Manual,
2005)

Module 5.5. Homosexuality

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Module 5.5.1. Definition

The word homosexual is a Greek and Latin hybrid with the first element derived from
Greek ‘homos’ which means ‘same’, thus connoting sexual acts and affections between members
of the same sex, including lesbianism. Gay generally refers to male homosexuality, but may be
used in a broader sense to refer to LGBT (Lesbian Gay Bisexual Transgender) people. In the
context of sexuality, lesbian refers only to female homosexuality (Simness, 2005).

Module 5.5.2. Causes of Homosexuality

There are causes which influence the development of homosexuals. Psychologists cite the
following factors:
1. Glandular disturbance. Meyer and Newstadt (1972) found a relationship between a
homosexual behavior and the amount of sex hormones (endrogen and estrogen) in the blood.
However, not all homosexuals exhibit similar disturbance, and individuals have made changes
from homosexual behavior to normal heterosexual adjustments without altering the glandular
imbalance.
2. Genetic Causes. German and Park (1993) state that homosexual orientation is partly
genetic. This view lacks conclusive evidence because psychologists say that every child has an
inherent tendency toward homosexuality or heterosexuality and either one is developed in the
formation of his personality.
3. Dominant mother and weak father. The mother has a strong masculine personality
over her husband and son. The son can no longer look up to his father to become a man and at the
same time he may lose respect for his father on his own sex.
4. Overindulgent mother. The overindulgence of a mother leads the boy to develop a
strong attachment to his mother which he is unable to break as he grows older. The boy feels that
no girl can measure up to his mother and he does not develop heterosexual friendships.
5. Cruel or detached parents. The cruelty or a detached hostile relationship of either a
mother or a father may also result to homosexual behavior. The child who was deprived of affection
from the parents of the same sex would later in life crave for the affection from one belonging to
his/her sex.
6. Overt homosexuality. This is developed under circumstances in which the individual
has no access to the opposite sex, usually found in the military, prisons and exclusive schools. Its
occurrence demonstrates the ability to substitute a sexual object for another and the role of
frustration in precipitating such substitution.
Many people said that homosexuality is a result of misguided upbringing. To gays
themselves, being a homosexual is an identity. To conservative moralists, it is a sin, a willful choice
by one who is going against the law of the Creator (German and Park, in Sanchez and Agpaoa,
1997, RE 2 Manual, 2005).

Module 5.5.3. Treatment of Homosexuality

1. Individual counseling therapy provides a wholesome attitude, warm and non-critical

atmosphere for homosexual. Those who will attempt to help must establish a conducive climate
for him at home, in church or in the community.
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2. Group Therapy is a session which helps the homosexual focus on social interpersonal
relationships. This helps them gain confidence in their ability to relate with the opposite sex.
3. Psychotherapy is a form of treatment by psychological means. This is effective only
if the individual has basic value structure of moral code in which the motivation for change can be
based.
4. Hypnotherapy is the process whereby the therapist helps homosexuals utilize their
own mental associations, memories and life potentials to achieve their own therapeutic goals.
5. Self-realization is a process which helps a homosexual develops the ability to accept
his homosexuality and to be more comfortable with it. Values have to be clarified, principles
spelled out and priorities ranked accordingly. These variables would help the individual in his way
of life, choices, decisions and interactions with people (Sanchez & Agpaoa, 1997, in RE 2 Manual,
2005).

Module 5.5.4. Biblical Perspective

The Bible’s condemnation of homosexuality is very clear and very strong. God says that
homosexuality is an abomination. It means that God hates, abhors, and thoroughly detests
homosexual behavior. The Old Testament teaches that the people who are convicted of the crime
of engaging in homosexual behavior should be put to death (Lev. 18:22, 20:13). In the same
manner, Paul in the New Testament says that homosexual behavior is “worthy of death” (Romans
1:32). This is not the opinion of man but the clear teaching of the Word of God.

Module 5.6. Human Rights and Violence

Module 5.6.1. Domestic Violence

Module 5.6.1.1. Definition

Domestic Violence or Spouse Abuse is a physical or emotional harmful act between
husband and wife or between individuals in intimate relationships. Domestic violence is
sometimes referred to as intimate violence.

Module 5.6.1.2. Pattern of Abuse

only role model is parent and child

abused
lacks understanding
crisis
children and discipline
lacks understanding
crisis
becomes parent
frustration
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frus
child grows up abuse

Module 5.6.1.3. Forms of abuse between intimate partners

1. Emotional or verbal abuse
2. Denial of access to resources or money
3. Restraint of normal activities
4. Sexual coercion or assault
5. Threats to kill or harm
6. Physical intimidation or attacks
7. Death of the partner

Module 5.6.1.4. Why Men Hurt Women and Children

1. The men perceived that conflicts between husbands and wives are normal.
2. Either wife or husband initiates conflict.
3. The men recognized that minor conflict could lead to more serious ones that can cause
them to hurt women emotionally or physically.
4. Quarrels and conflicts are unnecessary and can be avoided (RE2 Syllabus,2002).

Module 5.6.1.5. Suggestions on How to Respond to Domestic Violence 1.

Counseling must be given to perpetrators who want to change.
2. Gender sensitivity training of men to help modify their perception and attitude towards
marriage relationship and parenting(Rich, 1992).

Module 5.6.2. Child Abuse

Module 5.6.2.1.Definition
Child Abuse – is an intentional act that results to physical or emotional harm to children.
It covers a wide range of behavior from actual physical assault by parents or other adult care
takers to neglect of a child’s basic needs. It is also called child maltreatment (RE Manual 2005).

Module 5.6.2.2. Prevalence

According to Compassion International in 2014 an estimated of 1 billion children aged 2–
17 years experienced physical, sexual, emotional or multiple types of violence globally. A quarter
of all adults report having been physically abused as children. In addition one in five women and
one in 13 men report having been sexually abused as a child. Furthermore, child abuse comes in
many forms it could be physical, sexual, spiritual and emotional. Child abuse includes neglect,
exploitation and child labor.
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Module 5.6.2.3. Types of Child Abuse

1. Physical abuse – it includes deliberate acts of violence like beating, slapping, choking,
kicking, burning, pushing and rough handling that cause bruises and broken bones and leads to
serious injuries or death.
2. Sexual Abuse – it is the exploitation of a child for the sexual gratification of adult or
any significant older person. It begins with kissing or fondling and progresses to more intrusive
sexual acts such as oral, vaginal and anal penetration. Incest – are abuses that occurs between
family members like fathers, mothers, sisters, brothers, uncles, grandfathers, cousins or relatives.
The perpetrators are within the blood line.
3. Emotional Abuse – destroying child’s self-esteem. It includes verbal abuse like
constant yelling, screaming, insult, humiliating criticism and comparing. Another type is social
isolation, like denying access to child’s friend and confinement to closet.
4. Neglect- the most common type of child abuse done physically, emotionally and
mentally.

Module 5.6.2.4. Causes of Child Abuse

1. Intergenerational transmission of violence. Children from their parents learn violent
behaviors. When they become parents they will likely abuse their own children too.
2. Social stress. Stress brought on by a variety of social conditions like unemployment,
illness, poor housing condition, raise the risk of child abuse within a family.
3. Social isolation and low community involvement. Parents and caretakers who abuse
children tend to be socially isolated.
4. Family structures. Single parents who earn less are more likely to abuse their children
than married parents.

Module 5.6.2.5. Effects of Child Abuse

1. Physical injuries can range from bruises, scrapes and burns to brain damage,
permanent disabilities, and death.
2. Psychological abuse can last a lifetime and may include a lowered sense of self-worth,
inability to relate to peers, reduced attention span, and learning disorders.

Module 5.6.2.6. Prevention and Protection

1. Provide parental skills training, counseling, education, and social support
2. Visit family’s home on regular basis, encouraging community contact, and expanding the
caretaker’s knowledge about available social services
3. Intensive family preservation program by intensive visits over period of weeks for practical
assistance like finding employment and obtaining child care (Gelles, 2004).

Module 5.6.2.7. Right of Every Child

1. To be born, to have a name and nationality 2.
To have a family who will love and care.
3. To live in a peaceful community and a wholesome environment
4. To have adequate food and healthy and active body.
5. To obtain a good education and develop her/his potentials.
6. To be given opportunities for play and leisure.
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7. To be protected against abuse, exploitation, neglect, danger and violence.

8. To be defended and given assistance by the government.
9. To be able to express his/ her views (House of Refuge, CPU in RE2 Manual, 2005).

Module 5.7. Mental Health

Module 5.7.1. Definition
Health as a state of complete physical, mental and social well-being and not merely the absence
of disease or infirmity. Moreover, mental health is defined as a state of well-being in which every
individual realizes his or her own potential, can cope with the normal stresses of life, can work
productively and fruitfully, and is able to make a contribution to her or his community (WHO,
2014).
Mental health includes human beings’ emotional, psychological, and social well-being. It
affects one’s ability to think, feel, act and connect with others. It also manifests on how one handles
demands in work, stress, relationship with others, make decisions, and face challenges.

Module 5.7.2. Prevalence

The World Health Organization noted that 1 in 4 people in the world will be affected by mental
or neurological disorders at some point in their lives. Around 450 million people currently suffer
from such conditions, placing mental disorders among the leading causes of ill-health and disability
worldwide (WHO, 2001).

Module 5.8. Depression and Suicide

Module 5.8.1. Definition

Depression refers to a psychoneurotic or psychotic disorder marked especially by sadness,
inactivity difficulty in thinking and concentration, a significant increase or decrease in appetite
and time spent sleeping, feelings of dejection and hopelessness and sometimes suicidal
tendencies (Merriam – Webster Dictionary).
Suicide is the act or an instance of taking one’s own life voluntarily and intentionally especially
by a person of years of discretion and of sound mind (Merriam – Webster Dictionary).

Module 5.8.2. Prevalence

According to the World Health Organization (WHO), depression is different from usual
mood fluctuations and short-lived emotional responses to challenges in everyday life. It may
become a serious health condition. It can cause the affected person to suffer greatly and function
poorly at work, at school and in the family. At its worst, depression can lead to suicide.
Furthermore, close to 800 000 people die due to suicide every year.
In the Philippines, the WHO report in 2017 noted that the age-standardized suicide rate is
5.8 for male, 1.9 for females, and 3.8 for both sexes in a sample size of 100,000 people.

Module 5.8.3. Warning Signs of Depression (Behavioral Changes)

• Tiredness and loss of energy
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• Insomnia or sleeping too much

• Changes in appetite — decreased appetite and weight loss, or increased cravings for food
and weight gain
• Use of alcohol or drugs
• Agitation or restlessness — for example, pacing, hand-wringing or an inability to sit still
• Slowed thinking, speaking or body movements
• Frequent complaints of unexplained body aches and headaches, which may include frequent
visits to the school nurse
• Social isolation
• Poor school performance or frequent absences from school
• Neglected appearance
• Angry outbursts, disruptive or risky behavior, or other acting-out behaviors
• Self-harm — for example, cutting, burning, or excessive piercing or tattooing
• Making a suicide plan or a suicide attempt (MayoClinic.com)

Module 5.8.4. Factors that Trigger Depression

• Having issues that negatively impact self-esteem, such as obesity, peer problems, long-term
bullying or academic problems
• Having been the victim or witness of violence, such as physical or sexual abuse
• Having other conditions, such as bipolar disorder, an anxiety disorder, a personality disorder,
anorexia or bulimia
• Having a learning disability or attention-deficit/hyperactivity disorder (ADHD)
• Having ongoing pain or a chronic physical illness such as cancer, diabetes or asthma
Having a physical disability
• Having certain personality traits, such as low self-esteem or being overly dependent,
selfcritical or pessimistic
• Abusing alcohol, nicotine or other drugs
• Being gay, lesbian, bisexual or transgender in an unsupportive environment
• Having a parent, grandparent or other blood relative with depression, bipolar disorder or
alcoholism
• Having a family member who committed suicide
• Having a dysfunctional family and conflict
• Having experienced recent stressful life events, such as parental divorce, parental military
service or the death of a loved one (MayoClinic.com)

Module 5.8.5. Biblical Perspective: Tips to a Healthy Mindset

1. Think Positively. “Finally, brethren, whatsoever things are true, whatsoever things are
honest, whatsoever things are just, whatsoever things are pure, whatsoever things are lovely, whatsoever
things are of good report; if there be any virtue, and if there be any praise, think on these things.” (
Philippians 4:8 KJV)
2. Learn to Wait. “Even the youths shall faint and be weary, and the young men shall utterly
fall: But they that wait upon the LORD shall renew their strength; they shall mount up with wings as
eagles; they shall run, and not be weary; and]they shall walk, and not faint.” (Isaiah 40:30-31 KJV)
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3. Trust God in Every Detail of Your Life. “Trust in the LORD with all thine heart; and lean
not unto thine own understanding. In all thy ways acknowledge him, and he shall direct thy paths.”
(Proverbs 3:5-6, KJV)
4. Talk to God Your Worries.“Do not worry about anything; but in everything by prayer and
supplication with thanksgiving let your requests be made known unto God. And the peace of God, which
passeth all understanding, shall keep your hearts and minds through Christ Jesus” (Philippians 4:6-7 KJV)
5. Offer Forgiveness. “For if ye forgive men their trespasses, your heavenly Father will also
forgive you: But if ye forgive not men their trespasses, neither will your Father forgive your trespasses.”
(Matthew 6:14-15KJV)
6. Read and Obey God’s Word. “My son, do not forget my teaching, but let your heart keep
my commandments; for length of days and years of life and peace they will add to you.” (Proverbs 3:1-2)
7. Conquer Fear. “For God hath not given us the spirit of fear; but of power, and of love, and
of a sound mind.” ( 2 Timothy 1:7 KJV)

REFERENCES

Module 1 – Meaning and Purpose of Life

The Holy Bible, English Standard Version 2001/2016, Ecclesiastes 1, Psalm 139: 13-17, Psalm
8, Jeremiah 29:11.
Life Application Study Bible. New Living Translation. (2007). Tyndale House Publishers, Inc.
Fegarido, AG “et al”. (2018). Christian Ethics and Contemporary Issues. A Manual for Religion
and Ethics 2. (rev. ed. 2018). CPU Press.
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Module 2 – Overview of Ethics

Dais, L.T. “et al” (1995). Christian Ethics in the Contemporary Filipino Society. Central
Philippine University Press. pp. 14-15.
Fegarido, A.G., Gal, L., Lilla, R., & Landero, E. (2018). Christian Ethics and Contemporary
Issues: A Manual for RE 2 (revised ed.) 2018, Central Philippine University Press
pp. 15-22.
Geisler, N. L. (1989). Christian Ethics. Options and Issues. Baker Academic. pp. 29-132. Giles,
J. (1974). Biblical Ethics and Contemporary Issues. Carib Baptist Publication.

Module 3 – Christian Ethics

Craton, J. (2005). Making Moral Choices. An Introduction to Christian Ethics. www.Craton.
net/ethics/part 1htm.
Geisler, N.L. (1989). Christian Ethics Options & Issues. Baker Academic. pp. 29-132.
Giles, J. (1974). Biblical Ethics & Contemporary Issues. Carib Baptist Publication. Rudnick,
M. L. (1979). Christian Ethics for Today: An Evangelical Approach. Baker Book
House.
Tardo, R. K. (2012). Studies in Christian Ethics Syllabus. www.faithfulword.com/CE The
Holy Bible. New International Version, 1984. International Bible Society.

Module 4 – Toward Value Formation.

Andres, T. D. (1980). Understanding Values. New Day Publishers. pp. 20-34.
Fegarido, A.G., Gal, L., Lilla, R., & Landero, E. (2018). Christian Ethics and Contemporary
Issues: A Manual for RE 2 (revised ed. 2018, CPU Press pp. 41-62.
Landero, E.C. (2002) An Exegetical Study of Matthew 5: 3-10 and its Implications in Today’s
Context. Unpublished Paper in Master of Divinity. CPU Press. pp. 9-58.
Simon, S.B., Howe, L.W., & Kirchenbaum, H. (1972). Values Clarification. Hart Publishing
Company.
Tiempo, A. (2005). Social Philosophy: Foundations of Values Education. Rex Bookstore. The
Holy Bible. New International Version, 1984.

Module 5- Contemporary Issues and their Biblical Perspectives

Fegarido, A.G., Gal, L., Lilla, R., & Landero, E. (2018). Christian Ethics and Contemporary
Issues: A Manual for RE 2 (revised ed. 2018, CPU Press.
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