Christian Ethics and Contemporary Issues

CHRISTIAN ETHICS
AND
CONTEMPORARY ISSUES
Religion and Ethics 2 Manual
Adele Grace G. Fegarido

Lydia G. Gal
Excelyn C. Landero
Rodmar B. Lilla
October 2018
Central Philippine University
Iloilo City Philippines
Christian Ethics and Contemporary Issues
Religion and Ethics 2 Manual
Published by the Department of Religion and Ethics

Central Philippine University
Revised Edition 2018
Adele Grace G. Fegarido

Lydia G. Gal
Excelyn C. Landero
Rodmar B. Lilla
Cover design Concept:
2
FOREWORD
Writing a manual for the subject, Christian Ethics in a Changing

World, may be an act of passion more than wisdom.
The Religion and Ethics faculty saw the need for a textbook in
RE 2 and a ready reference for everyone. The manual took shape after a
series of meetings and lectures at the Department where students in RE
2 had been the sounding board for what would become then the final
revised draft. In sum, the final form is the product of the dynamic and
interactive classroom discussions between teachers and students.
Moreover, the manual speaks about our era of far-reaching

changes in value systems and it calls for reaffirmation of the basic
axioms of Christianity. The outcome of the effort is a material which is
a practical tool for all who want to understand how God uses people to
become proactive in combating life’s realities reflective of all their
choicest decisions in life.
This manual brings the readers and learners biblical and

practical answers to the basic and intriguing questions and many other
pertinent questions that confront them in their journey in life. The
chapters provide the overall understanding of how they ought to
become and behave in conformity to the tenets of the Word of God as
they respond intelligently, religiously, creatively and prophetically in a
highly globalized world. In each chapter, there is a set of questions and
suggested activities to help check the students’ understanding of the
content and to start to apply it.
As students read this textbook and enjoy participating in class

discussions, I pray that they will encounter God and grow in His love.
As students experience His immanent presence among them, they are
knit together, transformed and empowered to extend to others the
utmost joy of knowing Him.
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I believe most Christians need help in understanding their
religious and mundane experiences in the light of the Bible; hence, they
need a guidebook in Christian Living – like this one. Finally, I would
like to congratulate the collective effort of the contributors to this
valuable project for God’s greatest glory.
REV. BERNABE C. PAGARA, Th. D.

Dean, College of Theology
The main purpose of this work is to provide a manual for the

Religion and Ethics 2 subject to meet both the needs of teachers and
students. It contains important information based on the course
description of the subject “Christian Ethics in a Changing
World”which is a study of Christian standard of morality and its
application to contemporary Philippine problems.
The writers of this manual in their revision have incorporated

the suggestions made by the RE faculty members to include relevant
issues that need to be addressed in our contemporary world today and
its Biblical perspectives.
The suggested activities in every unit offers an enriching

reflections among individuals and group discussions. Students are
encouraged to add further questions of their own, and to familiarize
themselves with the biblical foundationsas a basisfor every lesson.
I commend this manual with enthusiasm. May “Christian Ethics

and Contemporary Issues” help RE students of Central Philippine
University lay hold personally God’s Mighty revelation which
culminated in the coming of His unique Son, our Savior Jesus Christ.
PROF. EXCELYN C. LANDERO, M.DIV.

Chair, Religion and Ethics Department
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CENTRAL PHILIPPINE UNIVERSITY
Motto
Scientia et Fides (Knowledge and Faith)
Vision
A University committed to Exemplary Christian Education for Life

(EXCEL) and responsive to the needs of the total person and the world
Mission
The mission of Central Philippine University is to carry out a program

of spiritual, intellectual, moral, scientific, technological, and cultural
training and allied studies under influences, which strengthen Christian
faith, build up character and promote scholarship, research and
community service,
Core Values
Faith The act of believing the things God has revealed about
himself and acting on those beliefs. This includes
commitment, cooperation, trust, and confidence.
Character The aggregate features and traits that form the

individual’s nature as a person, moral quality and good
report. This includes honesty, integrity, humility, and
loyalty.
Justice Righteousness or lawfulness and fairness. It is observing

due process in administering the deserved punishment or
reward. This includes fairness, equality, morality, and
peace.
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Stewardship The proper and responsible management of life, position,
possessions, and other resources entrusted by God to
man. This includes service, accountability, culture, and
outreach.
Excellence The highly commendable quality or feature of a person’s

worth and/ or deeds. This includes competence,
technology, scholarship, and research.
RELIGION AND ETHICS DEPARTMENT
Vision
Students committed to God and exemplify Godly character and values
Mission
To introduce Jesus Christ and to inculcate in students Christian

character and values in an ecumenical atmosphere
Objectives
The Religion and Ethics Department aims to:

1. introduce to students the life, teachings, and ministries of Jesus
Christ;
2. enable students to value Christian teachings and embrace these
in their life style;
3. help students to demonstrate Christian character and values.
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TABLE OF CONTENTS
Page
FOREWORD i
CPU’s Vision & Mission Statement ii
CPU’s Core Values
RE’s Vision & Mission Statement iii
RE’s Objectives
UNIT I –INTRODUCTION Desired Learning Outcomes
Lesson 1: Orientation, Getting Acquainted & Course
Introduction Lesson 2: Prayer
Lesson 3: Meaning and Purpose of Life

References
UNIT II – OVERVIEW OF ETHICS

Desired Learning Outcomes
Lesson 1: Definition, Importance, Nature and Scope
of Ethics
Lesson 2: Major Ethical System
Lesson 3: Relationship of Ethics to Other Sciences
References
UNIT III – CHRISTIAN ETHICS

Lesson 1: Definition and Significance of Christian
Ethics
Lesson 2: Biblical Basis of Christian Ethics
Lesson 3: Christian Ethics in Relation to the
Two Testaments
Lesson 4: Criteria and Methods of Christian Ethics
Lesson 5: Most Important Principle in Christian Life
References
UNIT IV – TOWARD VALUE FORMATION

Lesson 1: Values Beliefs and Actions
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Lesson 2: Determining My Values
Lesson 3: Forming Values
Lesson 4: Pressures on Values
Lesson 5: Model for Christian Values
References
UNIT V – CONTEMPORARY ISSUES AND THEIR

BIBLICAL PERSPECTIVES
Lesson 1: Love and Sex
A. Pre-marital Sex
B. HIV/AIDS
Lesson 2: Gender and Sexuality
A. Homosexuality
Lesson 3: Marriage and Family
A. Divorce
Lesson 4: Human Rights and Violence
A. Domestic Violence
B. Child Abuse
C. Prostitution
D. Abortion
Lesson 5: Mental Health
A. Depression
B. Suicide
Lesson 7: Christianity & Religious Pluralism
SONGS
ABOUT THE AUTHORS
UNIT 1 - INTRODUCTION
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Unit Desired Learning Outcomes: At the end of the unit, the students
would have:
1. familiarized themselves with the University policy on
absences, drop-outs, standardized grading system and
special exams;
2. oriented themselves with general course description, scope,
objectives, content and schedule;
3. recognized with one another and express their mutual
expectations;
4. reflected on the importance of prayer;
5. valued the meaning and purpose of their existence.
Lesson 1: Orientation, CourseIntroduction, and Getting

Acquainted

At the end of the lesson, the students would have:
1. oriented of the classroom management, university policies
and standardized grading system;
2. recognized with each other and expressed mutual
expectations.
Outcome-Based Teaching and Learning

A. Orientation
1. University & Classroom Policies
Class Roll Check
Unit and Meeting Time: 3 units- 3 hours/week
MWF – 1 hour meeting (3x a week)
TTh – 1 ½ hours meeting (2x a week)
Class Management/Policies
UniversityPolicies (absences, drop-outs, special exams)
2. University Standardized Grading System

Prelim 15%
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Mid-term 20%
Final 25%
Quizzes 25%
Other Requirements 15%
Total 100%
Percentage Equivalent Letter Grade Numerical Grade

98 -100 A+ 1.00
95 - 97 A 1.25
92 - 94 A- 1.5
89 - 91 B+ 1.75
86 - 88 B 2.00
83 - 85 B- 2.25
80 - 82 C+ 2.5
77 - 79 C 2.75
75 - 76 C- 3.0
Below 75 F 5.0
Minimum passing grade for undergraduate course is 3.0
B. Course Introduction
1. Course Description
The Course Description of Religion and Ethics (R.E.) 2:
“Christian Ethics in a Changing World” is a study of Christian standard
of morality and its application to contemporary Philippine problems.
2. Course Scope
a. The social and ethical teachings of Jesus and their relevance
to existing social conditions;
b. The social responsibilities of a Christian in home and
community relations;
c. The social forces with which Christian society is in conflict
with;
d. The Christian standard of morality and its application to
contemporary Philippine problems
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3. Course Desired Learning Outcome. At the end of the semester,
the students would have:
a. identified the purpose and meaning of their life and relate
the same to their chosen vocation;
b. recognized the Christian ethical standard as one valid
standard of human conduct;
c. examinedtheir value system and compare it with the
Christian ethical standard;
d. developed the ability to critically analyze human morality in
its personal and social dimension;
e. applied the ethical teachings of Jesus when confronted by
issues that affect human life.
4. Course Content and Schedule

The content of R.E. 2 textbook is divided into three parts,
corresponding to the three major examinations in the University.The
Pre-lim examination covers Unit I and Unit II.The Midterm Exam
covers Unit 3, and the Final Exam coversUnit IV and Unit V.The
course ends with the assessment and summary of the whole subject
matter and a closing worship.
C. Getting Acquainted & Mutual Expectations

Suggested Activity: Forming Dyad or Triad
Mutual Expectations:
What does the teacher expect from students?
What do the students expect from the teacher?
Assessment of Learning Outcomes

1. Review: Question and Answer
2. Reflections
3. Paper and Pencil Activities
Materials: Power Point Presentation, Activity Sheets, etc.
Time Frame:Week 1
Lesson2: Prayer
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Desired Learning Outcomes: At the end of the lesson the students
would have:
1. defined and valued the significance of prayer in their
Christian life;
2. written their individual prayers.

1. Lecture – Discussions
a. What is Prayer?
What comes into your mind when you hear the word prayer?
The simple response is “talking to God”. Prayer is a humble
communication in thought or speech to God. Prayer is done personally
or with others.
b. Significance of Prayer
Why pray? Prayer is important in our daily journey in this
world. We are encouraged to pray without ceasing (I Thessalonians
5:17), devote ourselves to prayer (Colossians 4:2) and watch and pray
that we enter not into temptation (Matthew 26:40-41).
Prayer will also strengthen and motivate us to study more until
we attain our goals and dreams in life through this University. God is
true to His promises; He is Immanuel (God with us). We must
acknowledge and recognize His presence through our personal
encounter with Him day by day (Matthew 28:20).
2. Student’s Activity: Suggested Pattern of Prayer(each group will

formulate each prayer pattern)
When we pray, let us follow the A.C.T.S. pattern.
A- Adoration (Praise) Psalm 100: 1-5
C- Confession (Admission of sins) Psalm 51: 2-10
T- Thanksgiving (Gratitude) Psalm 92:1-2, 26:7
S- Supplication (Request) Psalm 139:23-24; Proverbs 30:8-9
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1. Take Home Assignment: Make a Prayer following the ACTS
pattern. (The prayer should be prayed before the class begins)
Materials:Video Presentation, Activity Sheets, etc.
Time Frame:Week 2
Lesson 3: Meaning and Purpose of Life

would have:
1. identified the purpose andmeaning of their life and relate the
same to their chosen vocation.

1. Group Activity:What do these Biblical passages say about the
meaning and purpose of man’s life?
1. Ecclesiastes 1 3. Psalm 139:13-17;
2. Psalm 8 4. Jeremiah 29:11
2. Teacher’s Output: Biblical Passages

1. Reflections:“I Am Special”
Imagine yourself as a Creator. You have already made
everything else: foliage, fowls, fish, heavenly bodies, beasts of the field,
etc. You have decided to create a human being. Then, a snake asks you:
“God, why do you have to do that? Of what use will a man be to your
world?” How will you answer the snake?
Read in Unison: Genesis 1:26-31

Song: “Why Have You Chosen Me?”
2. EssayWriting (suggested activity): “I Am Special”
3. Summing Up
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The unit discusses the general orientation regarding the
University policy on absences, drop-outs, grading system, special
exams as well as the course description, scope, desired learning
outcomes, content and schedule of the R.E. 2 subject. The meaning and
importance of prayer with the supporting biblical verses, the
purposeand meaning of life are the topics embodied in this unit.
Time Frame: Week 2
References
Balsigar, David W. et.al(1998). The Incredible Power of Prayer.
Wheaton, Illinois:TyndaleHouse Publishing Inc.
The Holy Bible.(NIV). (1984). East Asia: International Bible Society.
Notes:
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UNIT II-OVERVIEW OF ETHICS
would have:
1. defined ethics, and explained its nature and scope;
2. explained the six major ethical systems and cited concrete
examples;
3. differentiated ethics from other disciplines.
Lesson 1: Definition, Importance, Nature, and Scope of

Ethics
Desired Learning Outcomes: At the end of the lesson, the students

would have:
1. defined ethics and discuss its importance.
2. identified the nature and scope of ethics.

1. Lecture-Discussions
a. Definitions of Ethics
Ethics can be defined from three aspects: it’s etymological,
traditional and modern definitions:
A. Etymologically, ethicscomes from the Greek word ethos
which means custom, usage or character. The equivalent word in
Roman is moresandin Latin moswhere the words morality, moral or
morals derived from.From this etymological meaning, ethicscan be
understood as the study of human customs or ways of doing things.
B. Traditionally, ethics is a practical science of the morality of
human acts. It is a practical science because: 1) it guides people to find
a good and happy life; 2) it gives direction how people should live.
Moralityis defined as the quality of humanacts by which they
are constituted as good (moral), bad (immoral), or indifferent (amoral).
For example:
to follow the rules & regulations of CPU is moral
to violate themis immoral
to choose what course to take isindifferent
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Human Acts in a sense are actions done by a person knowingly,
freely, and voluntarily. In other words, human acts constitute
knowledge, freedom and voluntariness.
For example:
1. A CPU student is aware of the rules in the university which
prohibits cheating (knowledge).
2. He/she is however free to make kodigoand use it during the
examination or to disregard this in obedience to the rule (freedom).
3. This student cheats during the exam, and consequently
violates (voluntariness).
In this example, the act is considered human act because it is
coupled with knowledge and deliberation. As such, the student is
accountable for the consequences of the act.
C. From the modern perspective, ethics is defined as a
philosophical reflection on “creative responsibility”. According to
Johann, “creative responsibility has important consequences:
1. Action becomes primary. Being human means to grip
creatively with the concrete situation to which you find yourself.
2. Thought is viewed as practical. It means that if someone is to
respond, he/she must have an accurate grasp of what he/she is dealing
with. The role of thought is to provide an interpretative grasp.
3. Personal freedom is considered. If creative responsibility
means anything, it means determining before God the appropriate
response to a situation and acting accordingly.
Now we can see the difference on both approaches: the
traditional focuses its attention on the act while the modern is on the
person. The traditionalis preoccupied withhuman nature, natural law,
duty and justice while the modern consists with the truth and its
communal dimension, freedom and love. (RE 2 Textbook, 1995)
b. Importance of Ethics
Ethics is important because of the following reasons:
1. Improves decision making. One’s future is the result of all the
decisions that one takes in the course of life. Decisions are driven by
values. Ethics could help people in making right decisions and guide
them in arriving at correct decisions (Dais, 1983).
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2. Assists in dealings. The right sense of thinking can encourage
people to have a right and positive manner in their daily journey of life.
The absence of the right approach and wrong sense can only influence
negative feelings and it affects relationship with other people. Ethics
which is founded on trust, assists in treating individualsas the children
of God and in loving everyone. Hence, ethics that we pass unto others
reveals the correct way of living.
3. Evaluatesdifferent ethical systems. The six major ethical
systems serve as a guide in our daily living. However, there is one
ethical system that would meet the Christian standard of living.
Unqualified absolutism is adopted by Christians to determine what is
right and wrong according to theBible. The major ethical systems will
be discussed in the next lesson.
c. The Nature and Scope of Ethics

The definitions of ethics imply its significant nature and
scope.The main concern of ethics is to determine what is right and
wrong based on the standard or parameter of behavior.
Ethics by nature is a normative science because it is particularly
interested in the norms and standards of human conduct.Science comes
from the Latin word scientiawhich means knowledge. It is a
systematized knowledge derived from facts, tested principles and
methods. The main concern of science is the discovery of truth (RE 2
Manual, 2004).
As anormativescience, it seeks to define the moral ideal in
which our conduct should conform. Moral standards are norms,
therefore they help identify what kind of actions we believe are morally
right and wrong(http://malamghubpages.com/hub/Genera/Natureof
Ethics).
Ethics covers the morality and the whole experience of a person
such as feelings, thoughts, beliefs, and judgment concerning what
“ought to be done” (RE 2 Manual, 2004).
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1. Reflections
2. Review, Quiz
Time Frame: Week 3
Lesson 2: Major Ethical Systems

would have:
1. explained the six major ethical systems;
2. distinguished which ethical system best applies to their Christian
life.

1. Teacher-Student’s Discussions
a. Major Ethical Systems
There are six major ethical systems in determining what is right
and wrong.
1. Antinomianism.This term is derived from the Greek words anti
meaning againstand homos meaning law. Antinomianism affirms that
there are no moral or general laws.For example,stealing is not right or
wrong.In as much as there are no objective moral laws in this system,
deciding what is right and wrong is subjective and personal.
2. Generalism.Generalism teaches that there are no absolute laws,
only some generalones. Therefore, stealing is generally wrong; but there
may be times when it is permissible. In this scheme, the end justifies the
means. If the consequence is good, stealing is not wrong.
3. Situationism. Situationism maintains that there is one absolute
law: love. So,stealing maybe right if a person does it as an act of love to
keep someone from starving to death. Everything, except love, is
relative.
4. Conflicting Absolutism. Conflicting Absolutism believes that
there are manyabsolutelaws that do conflict, and we should choose the
lesser evil. Therefore, stealing is forgivable. When we face moral
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dilemmas, we must decide which absolute laws to keep and then ask for
forgiveness for the one we break.
5. Graded Absolutism. Graded Absolutism affirms that there are
many absolute lawsthat are conflicting but we should obey the higher
law. So, stealing is sometimes right. When we face moral problems, we
must decide which absolute law is more important than the others and
then follow it, making it permissible to break the others.
6. Unqualified Absolutism. Unqualified Absolutism asserts that
there are manyabsolute laws, but they are not in conflict with each
other. Therefore, stealing is always immoral. In reality, no absolute law,
such as truth or love or the sanctity of life, maybe broken without
consequences. The end never justifies the end. This is the biblical view
(Anthony, 2001).

1. Group Activity
Divide the class into small groups. Each group chooses one
major ethical system. Cite one example of a situation that illustrates the
ethical system chosen and dramatize it in the class.
2. Summing Up
There are six major ethical systems. However, Christians should
follow the Biblical ethical standard which is under Unqualified
Absolutism. The absolute laws of God’s love, truth and sanctity of life
and the laws not to lie and steal must be obeyed and observed by
Christians and must be part of the Christian ethical conduct.
3. Review: Focus
Antinomianism – opposes laws
Generalism - agrees that there are some general laws only
Situationism – claims that there is one absolute law only
Conflicting Absolutism – prefers lesser evil
Graded Absolutism – chooses higher law
Unqualified Absolutism - followsabsolute laws (Christian Model)
Materials: Other Ethical Books, Power Point Presentation, etc.
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Time Frame: Week 4-5
Lesson 3: Relationship of Ethics to Other Sciences

would have:
1. differentiated ethics from other disciplines;
2. explained the relationship of ethics with other sciences.

1. Teacher-Student Discussions
Ethics as a discipline and practice does not deny other sciences.
However, there are disagreements in their point of intention and
significance. The following are the relationships of ethics with other
sciences:
1. Logic is the science of correct thinking, while Ethics is the
science of correct living.
2. Psychologydeals with human behavior, while Ethicsdeals
with the moralityof human behavior.
3. Sociologyis concerned with the relationship of humans to
their fellow individuals and society, while Ethics is concerned with the
moral and social order of humans and society.
4. Economicsdeals with labor, wages, production, as well as
distribution ofwealth, while Ethics deals with the business processes
based on justice, charity as well as moral principles (Ayatullah al
UzmaNaserMakaremShirazi, 2013).
5. Education develops the whole man – his moral, physical and
intellectual life,while Ethics develops man’s humane, moral and
spiritual character.
6. Religion is about belief or faith in God, while Ethicsis about
obedience and rightrelationship with God and man.
7.Politicsstresses the temporal benefits of the people, while
Ethics stresses eternalbenefits of people (R.E 2 Manual, revised, 2005).
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Ethical Side of Science
The ethical aspect of other sciences asks moral questions, for
example:
The Philosopher asks: “Do I live morally?”
The Psychologist asks: “Is my behavior morally right?”
The Sociologist asks: “Is my relationship with other people morally
right?”
The Economist asks: “Am I a good steward of God’s created world?”
The Educator asks: “Am I developingmoral and spiritual character?”
The Politicianasks: “Do I make decisions for the spiritual benefit of
the people?”
The Christian asks: “Do I believe and obey God?”(RE 2 Manual,
2005, revised)

1. Student’s Activity: Collage Making
Divide the class into groups. They will plan and make a collage
which illustratestwo kinds of community or world. Share and explain
the collage with the whole class.
1. Ethical world/community 2. Unethical world/community
2. Summing Up
Unit 2 which is an overview of ethics covers the meaning,
significance, nature, and scope of ethics, major ethical systems, and
relationship of ethics with other sciences. Ethics is defined in three
aspects: etymologically ethics comes from the Greek word ethos which
means character; traditionally, ethics is a practical science of the
morality of hyman acts; and from the modern perspective, ethics is a
creative responsibility. Ethics is important because it improves decision,
assists in dealings, and evaluates different ethical systems. By nature,
ethics is a normative science because it is specifically interested in the
norms of human conduct. The scopeof ethics covers the whole moral
experience of a person. The major ethical systems are: generalism,
antinomianism, situationism, conflicting absolutism, unqualified
absolutism and graded absolutism. Christians, in their decision making
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should follow unqualified absolutism. Christians should obey the law of
God. Ethics is present in all sciences. It questions human actions
whether they lead to bad or good principlesin the pursuit of a good life.
3. Guide Questions for Review

a. What is ethics?
b. Why is ethics important?
c. Explain the nature and scope of ethics.
d. What are the six major ethical systems?
e. What is the relationship of ethics with other disciplines?
4. Prelim Examination
Materials:Drawing/Collage Material, Pentel Pen, Crayons, etc.
Time Frame: Week 6
References:
Agapay, Ramon B. (2008). Ethics and the Filipino. A Manual on
Morals for Students andEducators, 2nd edition.
Anthony, Michael J. (2001), Evangelical Dictionary of Christian
Education.(np).
Bunda, Nestor D. et. al. (2005). Christian Ethics and Contemporary
Issues. Iloilo City: Central Philippine University
Dais, Lolita T. (1983). Jesus, the Messiah, and His Church Today.
Iloilo City: CPU
Elwood, Douglas J. & Magdamo, Patricia L. (1971). Christ in the
Philippine Context.Quezon City, Philippines: New Day
Publishers.
Geisler, Norman L. (1989), Christian Ethics(options and issues). Grand
Rapids,Michigan: Baker Academic.
Giles, James. (1974). Biblical Ethics and Contemporary Issues:
Philippines: CaribBaptist Publication.
UNIT III – CHRISTIAN ETHICS
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would have:
1. explained the meaning, significance &Biblical basis of Christian
ethics;
2. compared Christian ethics in relationship with the two
Testaments;
3. summarized the criteria, standards, and methods of Christian
ethics;
4. applied the most important Christian principles in their life;
5. valued the code of ethics as a pattern/guide in their way of life.
Lesson 1: Definition and Significance of Christian Ethics

would have:
1. formulated a definition of Christian ethics based on the
prescribed passage;
2. valued the importance of Christian ethicsin their life.
Outcome Based Teaching and Learning

1. Group Activity:
a. Divide the class into 6 groupsto discuss and formulate a
definition of Christian ethicsin 2 to 3 sentences based on
Colossians 3:1-6.
b. After the brief discussion, representative of the different groups
will write theirdefinition(s) on the board or on the manila paper
for presentation.
c. After writing the answers, the class will compare and analyze all
the definitions written on the board or on the manila paper.
d. The students will write their group’s definition on their manual
to be checked by the teacher later.
Colossians 3:1-6: “Since, then, you have been raised with Christ, set
your heart on things above, where Christ is seated at the right hand of
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God. Set your minds on things above, not on earthly things. For you
died, and your life is now hidden with Christ in God. When Christ, who
is your life appears, then you also will appear with him in glory. Put to
death, therefore, whatever belongs to your earthly nature: sexual
immorality, impurity, lust, evil desires and greed, which is idolatry.
Because of these, the wrath of God is coming.” (NIV)
2. Group’s Definition of Christian ethics

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
2. Teacher-Student’s Output
1. What is Christian ethics?
1. Christian ethics is a method of determining right and wrong
basedon theunderstanding and interpretation of the Christian message.
The life and teachings of Jesus Christ is the heart of the Christian
message. Right and wrong in this aspect is determined by the life and
teachings of Christ. To understand what we should do or avoid in life,
as well as to know what we should believe, we must consult the life and
teachings of Christ (Rudnick, 1979).
2. Christian ethics is a set of principles derived from the Christian
faith by which weact. The Bible gives us a detailed instruction on how
weshould live. While God’s word may not cover every situation in our
lives, its principles give us the standards by which we must conduct
ourselves. For example, the Bible does not explicitly say about the use
of illegal drugs, yet based on the principles we learn in the Bible, we
can knowthat it is wrong. For one, the Bible tells us that the body is the
temple of the Holy Spirit and that we should honor God with it. (1 Cor.
6:19-20). So, by using the principles in the Scripture, Christians can
already determine what is proper for them to do in a given
situation(Geisler, 2010).
3. Christian ethics is a systematic study of the way of life
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exemplified and taught byJesus, applied to problems anddecisions of
human existence.The way of life is expressed in what we say, live and
practice.It is also synonymous with our lifestyle or day to day
living.The Gospels reflect Jesus’ way of life. It tells not only what He
does and says but also what early Christians believe of Him.The way of
life exemplified by Jesus is an adequate, dependableand indispensable
guide of Christians in their actions as well as in their decisions in
life(Harkness, 1957).
2. Significance of Christian Ethics

Why do we need to study Christian ethics? The following are the
significance of Christian ethics:
1. Christian ethics guides Christians in making right decision.
Normally, peoplemake moral and ethical decisions in their life. They
need light to guide them in their problems and decisions. According to
Giles, there are three elements involved in making right decisions.
These are: 1) one’s sense of values; 2) one’s belief in the dignity and
worth of persons; and 3) one’s responsibility towards neighbor.In
circumstances in which we cannot determine what is right or wrong, we
need to consult Christian ethics(Giles, 1974).
2. Christian ethics helps us differentiate between what is vital and
peripheral in life. Vital signifies essential element in life, while
peripheral is of minor significance. It expresses also priorities in life,
what seems to be important and not so important. For example, health
care and family concerns are vital in life. Moreover, there are also
issues like ecological bearings, human rights, and global warming
thatare also equally important. These issues affect even community life.
Christian ethics in this aspect, helps people decideor weigh which
concernsshould be attended first and which one should be taken later
(RE 2 Manual, 2005).
Student’s Activity: List the things that are vital in your life and the
things that are peripheral.
25
Vital Things in My Life Peripheral Things in My Life
1._________________________ 1.________________________
2._________________________ 2. ________________________
3._________________________ 3. ________________________
3. Christian ethics assists people in determining their goals in life

and help themrealize these goals. Normally, people make goals for their
life. They work hard in order to realize these goals. Christian ethics
does not agree that the end justifies the means. The efforts toward
realizing the end should be coupled with the efforts towards developing
good principle, right attitude and acceptable way of life (Giles, 1974).
Student’s Activity: List 3 important goals in your life on the left

column, and on the right, the corresponding plan of action that you will
undertake to realize these goals. Rank your goals from the most
important to the least.
Goals in my life: Plan of action to realize my goals:

1._________________________ 1.__________________________
2._________________________ 2.__________________________
3._________________________ 3.__________________________

1. Review, Quiz
Materials: Bible,Activity Sheet/Manila Paper, Board, etc.
Time Frame: Week 7
Lesson 2: Biblical Basis of Christian Ethics

would have:
26
1. discussed the biblical basis of Christian ethics and its
interpretation or meaning;
2. connected the meaning of Christian ethics to their life.

Christian ethics deals with what is morally right and wrong. This
lesson will give us the biblical basis of Christian ethics which will help
us determine good actions.
1. Christian ethics is based on the Scripture. God’s
communication
has beenaccomplished principally through the Scriptures. He has done
this by making the Scripture a unity with what He has done in creating
the universe. In Scripture,God has communicated His mind, and
character, and will to mankind. We must recognize the authority of His
word because through it we know what is right and wrong for us
(Craton, 2005).
2. Christian ethics is based on God’s will. Christian ethics is a
form of God’scommand in accordance with His will and with His
unchangeable moral character. Christians are to obey this command.
God wills what is right in accordance with His moral attributes. God
commanded the Israelites to be holy because He himself is holy (Lev.
11:45). Jesus Christ likewise told his disciples to be perfect as His
Heavenly Father is perfect (Matt. 5:48). It is impossible for God to lie
(Heb. 6:18). Therefore, we should not lie. God is love (1 Jn. 4:16). And
Jesus tells us to love our neighbor as we love ourselves (Matt. 22:39)
(Geisler, 2010).
3. Christian ethics is based on a strong foundation of the absolute.
Christian ethicsrests ultimately upon God Himself and upon His divine
character. God’s character does not change (Mal. 3:6; James 1:17),
therefore it follows that man’s obligations based on His nature are
absolute. There is no other system that could give us a solid base on
27
which to operate except to go back to the absolute who is God. Leander
Keyser says: “Christian ethics goes back to God as the ultimate ground
and source of morality.” God is the source of all that is good, and that
includes our standards for ethical behavior. Since Christians believe in
God, in whom all goodness comes from, Christians should conform to
God’s likeness (Craton, 2005).
4. Christian ethics is based on God’s revelation. God has revealed
Himself both innature (Ps. 19:1-6), and in Scripture (Ps. 19:7-14).
God’s revelation is expressed both in general (Rom. 1:19-20; 2:12-15),
and special means (Rom. 2:18; 3:2). In general revelation, God
expresses his commands for all people; while in special revelation, God
declares His will for the believers. But in both cases, the basis always of
our ethical duty lies on God’s revelation. Failure to acknowledge God
as the source of ethical duty does not clear anyone from their moral
duty (Rom 2:14-15). So, even if unbelievers do not recognize the moral
law in their minds, they are still inclined to do it.
5. Christian ethics is based on the character of God. God exists, he
has a character;but not all things are the same with Him. Some things
conform to His character, and some are opposed. The task of Christian
ethics then is to determine what conforms to God’s character and what
does not. Christians believe that moral norms come from God’s nature.
God’s ethical order is the only true source of morality. For the
Christian, the moral order is more realthan the physical order. Paul says
that the physical order is temporary, but the order not seen is eternal (2
Cor. 4:18). This eternal order is a reflection of the character of God
Himself (CE- Wikipedia).
6. Christian ethics is based on the atonement. James Denny says:
The new lifesprings out of a sense of debt to Christ. The regenerating
power of forgiveness depends upon its cause. It means that death of
Christ is the basis upon which Christian ethics is built. Our choice of an
ethical life is based upon the regenerative power of the cross. We live
28
ethically and righteously as a result of the atonement, and this is the
basis of Christian ethics(Craton, 2005).
7. Christian ethics is prescriptive. By its very nature, Christian
ethics is prescriptive,not descriptive. Doing what is right is prescribed
by a moral God. He is both a lawgiver and a legislator. As a lawgiver,
God prescribed laws, and as a legislator, he imposed legislations.
Christian ethics emphasizes what we should do, not what is. Christians
should behave not based on the standard of others but on the standard of
God (Geisler, 2010).

1. Review
2. Synthesis of Students
Material: Bible, Power Point Presentation, etc.
Time Frame: Week 8
Lesson 3: Christian Ethics in Relationship with the Old and

NewTestaments

would have:
1. distinguished Christian ethics in relationship with the two
testaments;
2. differentiated the major contributions of these testaments to the
study of ethics;
3. connected concepts of God with their personal experiences;
4. provided biblical basis for the different concepts of man;
5. formulated concepts of the world based on suggested biblical
passages;
29
a. Old Testament Ethics
Christian ethics is grounded in the Old Testament. The
principles of the Old Testament consist of the laws, and the character
and nature of God. The laws gave Israel their standard of what was
right and wrong. The governing principle which is the nature and
character of God is summed up by the statement that the Lord was holy
(Lev. 19:2). The holy character of God cannot tolerate evil or sin.
Therefore, if we wish to please God and guard our life from sin, we
must live in accordance with His nature and character.
The major contributions of the Old Testament to the study of
ethics include: 1) accountability to a monotheistic God; 2) humility,
righteousness, and wisdom. It emphasizes social responsibilities
without diminishing individual’s accountability.
b. New Testament Ethics

The most significant contribution of the New Testament is Jesus
Christ. His life, teaching and ministry form the structure of the New
Testament ethics. The common ground of the New Testament with the
Old Testament is the revelation of God and His Word. The revelation of
God in the New Testament assumes His lordship over His creation.
Therefore all aspects of life – attitudes and actions are subject to God.
The revelation of God’s Word means that the New Testament ethics has
a saving outlook on life. The Word of God reveals that mankind fell
into sin, but God offers reconciliation through Christ.
The principles governing the New Testament ethics are what
Jesus said: 1) “Love the Lord your God with all your heart and with all
your soul and with all your mind,” and, 2) “Love your neighbor as
yourself” (Matt. 22:37 -39) (Corbet, 2012).
With the common ground between the two testaments, the
following are the basic ethicalunderstanding or conceptsof God, man,
and the world.
c. Concepts of God
30
1. God is Ethical. The ethics of God stresses the sacredness of
human life. God doesnot want human sacrifices. When Abrahamwas
about to kill his son Isaac, to be sacrificed as a burnt offering, God
stopped his hands(Gen. 22:12). God’s ethics is to preserve human life.
God was not also happy when Manasseh sacrificed his own son in the
fire (2 Kings 21:6).
2. God is Creator.Behind the interpretation of evil as the
corrupted good is faith inGod as the Creator. Human beings and
everything else in the world have been made by God. However, as
Creator, he is not responsible for what is wrong with us. He is not the
source of evil that threatens us. He is the only source of what is right
with and about us (Rudnick, 1979).
3. God is Righteous. God is portrayed as righteous in the Old
Testament. BecauseGod is righteous, he demands righteousness from
all people. Righteousness is a moral and ethical obligations of people in
the society. It should be centered in the attitudes of the heart. Psalm
11:7 says “The Lord is righteous, he loves justice, upright men will see
his face.”
4. God is Provider.ElShaddai or Jehovah Jireh is the name of
God which stresseshis capacity to supply human needs. When the
Israelites were hungry and thirsty, God provided them with foodand
water. In one of the mountains of Galilee, Jesus also fed thehungry
multitudes with loaves of bread and pieces of fish (RE 2 Manual, 2005).
5. God is Justice. Justice is the property of law or measured by the
standard of law.Since justice is rooted in law, it easily develops the
ethical conduct in accordance with what is lawful.God emphasizes
justice and upright living. He wants people to repent from their sins and
to live with what is just. “If a wicked man turns away from his sins he
has committed and keep God’s decrees, he will surely live, not
die”(Ezekiel 18:21), (Landero, 2002).
6. God is Merciful. Mercy is used in the Old Testament to express
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the unique qualityof God. Mercy is reciprocal by nature. It is to the
merciful that God will show mercy. “God will not show mercy when he
judges the person who has not been merciful” (James 2:13). The
principle of reciprocity is seen also in the Lord’s prayer, “Forgive us, as
we forgive…” (Matt.6:12).
7. God is Savior. In the Old Testament God delivered the Israelites
from theEgyptian slavery. He saved the Hebrew patriarchs like
Abraham, Isaac and Jacob; he saved Moses and the slaves at the Red
Sea. He saved the thief who had a penitent heart at the cross of Calvary.
The ethics of God is salvation for mankind. He sent His only Son Jesus
to save us from our sins.
8. God is love. The concrete love of God was seen in a manger. He
concretizedhimself in the form of human flesh and this human flesh is
none other than His son, Jesus. His ethical action was a transcendental
one. He came down to identify with his loved people. Since God is
love, he challenged his people to love one another (I John 4:6-8), (RE 2
Manual, 2005).

1.Student’s Activity: Write only one description of God that is related
to your personal experience. For example, God is merciful to you.
What are the acts of mercy God showed you?
Description of God related to your experience: ___________________
Why? Explain:
_________________________________________________________
_________________________________________________________
_________________________________________________________
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Concepts of Man
2. Student’s Output: Find one passage in the Bible to support the

following concepts of man below. Write the text and the verse in the
line provided.
1. Man is a created being.
___________________________________________________
___________________________________________________
___________________________________________________
2. Man is affected by sin

___________________________________________________
___________________________________________________
___________________________________________________
3. Man can be redeemed from sin.

___________________________________________________
___________________________________________________
___________________________________________________
4. Man is valuable.
___________________________________________________
___________________________________________________
___________________________________________________
5. Man is an ethical being.

___________________________________________________
___________________________________________________
___________________________________________________
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Concepts of the World
3. Output Group Presentation: Formulate concepts about the world

out of the biblical passages below: Write your answers in a form of a
statement.
1. Genesis1 ______________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
2. John 3:16; Col. 1:16-

17____________________________________________________
______________________________________________________
______________________________________________________
_____________________________________
4. Suggested Activity:(take home assignment) How can you make
this world a better place to live? What ethical actions will you
practice? Express your thoughts in a form of a drawing. Use short bond
paper.
Title: “Making the World a Better Place to Live.”
Materials:Bible, Bond Paper, Crayons, Activity Sheet, etc.
Time Frame:Week 8
Lesson 4: Criteria, Standards, and Methods of Christian Ethics

would have:
1. compared the emphasis of each criterion of ethics and give
examples for it;
2. identified basic standards or final authorities of Christian ethics;
34
3. discussed the methods of Christian ethics and relate the same to
their life.

1. Teacher-Student Output
a. Criteria of Christian Ethics
The word criterion(criteria – plural) means basis or norm
(Webster,2006).The following criteria such as right, good and fitare
bases or norms for ethical conduct.
1. Criterion of right– emphasizes the duty of man. The following
are the prescribed duties of man:
a. It is the duty of man to practice what is true and noble
(Phil.4:8-9).
b. It is the duty of man to be productive (Col. 1:10-12).
c. It is the duty of man to do justice, love kindness, and walk humbly
with God(Micah 6:8b).
2. Criterion of good – emphasizes the purpose of man. The
primary purpose of man is to:
a. love God above everything else; and
b. love his/her neighbor(Matt. 22:37-40)
What is the highest good?
a. To seek first the kingdom of God and his righteousness
(Matt. 6: 33)
b. To do the will of God from the heart
3. Criterion of fit – emphasizes the situation of man. Jesus said,
“The Sabbath was made for man, not man for the Sabbath”(Mark 2:27)
(RE 2 Syllabus, p. 4).
b. Standards or the Final Authorities for what is Right or Wrong.

What are the standards or the final authorities for what is right and
wrong?There are onlytwo standards:
1. Jesus Christ. His life and his teachings are the standards of
Christian behavior. Jesus said, “I am the way the truth and the life. No
one comes to the Father except through me” (John 14:6).
35
2. The Word of God. “All Scripture is God-breathed and is
useful for teaching, rebuking, correcting, and trainingin righteousness,
so that the man of God may be thoroughly equipped for every good
work” (2 Timothy 3:16-17), (Tardo,2012).
c. Methods of Christian Ethics

The methods of Christian ethics will guide Christians to practice
the prescribed criteria and standards:
1. Intuition. Intuition means insight, instinct or moral sense. It
could also mean perception or conscience. The blind man who couldnot
totally see can stillwalk across the street with his rod because he has this
insight or perception.Man by nature has a moral sense because he was
created in the image of God. It is this moral sense or conscience that
dictates him to do good. When he commits mistakes he feels guilty
because he has this conscience.
2. Faith in God. We know that an experience is good, right, or
fit according tothe will of God. The will of God is concretely expressed
in the form of a human flesh, none other than His very Son Jesus Christ.
We can only discern God’s will if we have to relate our own life to
Jesus Christ through the workings of the Holy Spirit. The will of God is
a matter of experiencing God in life through the life and teachings of
Jesus Christ.
3. Reason or Power of discrimination. When God created man
in his own imageit is coupled not only with conscience or moral sense
but also with reason. Man is a rational being. He thinks and
analyzescertain situations, implications of experiences before making
moral decisions(RE 2 Syllabus, 2002).

1. Review, Quiz
Time Frame: Week 9
36
Lesson 5: Most Important Principle of Christian Life

would have:
1. explained the most important principle of Christian life;
2. applied these principles in their life.

1. Teacher-Student’s Output
Jesus’ ultimate purpose is to establish the kingdom of heaven in the
human heart. The following are the principles to live by so that the
kingdom of heaven is present in everyone’s heart.
1. An abiding trust and faith in God in all circumstances. Even in
the midst of great distress, we are to continue in faith with God. A
steadfast faith in Jesus Christ is the first and most important principle in
the Christian life. “Let us hold fast to the profession of our faith, for He
who promised is faithful” (Heb. 10:23). Phil 4:19 says, “But my God
shall supply all your need according to his riches in glory by Christ
Jesus.”
2. Sincerity and honesty before God and man. Christians are to be
sincere, nothypocrites who say one thing and do another. God hates
dishonesty. One of the commandments given by God to Moses says,
“Do not steal” (Ex. 20:15).Let us be honest not only in the sight of the
Lord, but also in the sight of people (2 Cor. 8:21).
3. Genuine humility. Jesus said, “Blessed are the meek for they
shall inherit theearth.”To be meek, in a sense, is to be humble.
Humility is the acceptance to learn and to forgive. Matthew looks upon
Jesus himself as the true example of humility. Col. 3:12-13says, “So, as
those who have been chosen of God, holy and beloved, put on a heart of
compassion, kindness, humility, gentleness, and patience; bearing with
one another, and forgiving each other, whoever has a complaint against
anyone; just as the Lord forgave you, so also should you.”
4. A forgiving and merciful spirit toward all. Forgiveness is a
37
choice, not a feeling. It is not an emotion you work on. The Scriptures
tell us to love one another and love even our enemies. Love overlooks
the many faults of others. Let us not concentrate on other’s
shortcomings but instead to pray for them (Matt. 5:43-48).
5. An unqualified love for God and for your neighbor. When Jesus
was asked by aPharisee what is thegreatest commandment in the law,
He saidthat the greatest commandment is to love God with all his heart,
his soul, and his mind. Then He further said that he should love his
neighbor as he loved himself (Matt. 22:36-40).Jesus gives us the two
commandments on which all the others rest. It is impossible to love
God and not to love others. A natural outgrowth of loving God is loving
others.
6. Absolute loyalty, faithfulness, and obedience to the Word and
will of God. AsChristians, we need to be faithful to the Lord.If we call
him as our Lord and Master we have to obey him(Luke 6:46). Not
everyone who calls the name of the Lord shall enter the Kingdom of
heaven; but those who does the will of the Father (Matt. 7:21)
(Tardo,2012).
2. Student’s Output
As Christians, what is the most important principle that you
would like to teach your children later on?
Principle:________________________________________________
Why? Explain:_____________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
3. Student’s Project: Code of Ethics
38
What is a Code of Ethics?
Code of Ethics is a statement of goals, commitment, and
responsibilities. Code means a system or regulations. Before making
your commitments as to the pattern or system of your life, contemplate
first on the sayings of Jesus that will give you a hint in making your
code of ethics.
Example of Sayings of Jesus:

1. “But seek first the kingdom of God and his righteousness, and
all these things will be given to you” (Matt. 6:33).
Code formulation: I will seek the kingdom of God all the time.
1. “Be perfect therefore, as your heavenly Father is perfect.” (Matt.
5:48)
Code formulation: I will strive to be perfect all the time.
2. “Love your enemies and pray for those who persecute you.”
(Matt. 5:44)
Code formulation: I will love and pray for my enemies.
Note: Read the book of Matthew and find more sayings of Jesus.
Tips in Formulating a Code of Ethics

1. Make your code of ethics simple, short and easy to follow.
2. Include realistic goals, commitments, and responsibilities.
3. Review and revise if necessary.
4. Post your code of ethics on the place where you can read daily.
5. Pray and put into practice your code of ethics (Bunda, 2005,
revised).

1. Suggested Activity: Students will be asked to make 10 statements of
goals or commitments for their Code of Ethics.They will use their own
creativity. They may write their code of ethics on a special paper or in a
book mark form, or print on a T-shirt. The Code of Ethics will serve as
a guide in student’s life.
39
2. Summing Up:
In this unit, we have defined the meaning of Christian ethics as a
method of determining what is right and wrong, a set of principles
based on Christian message and faith, and a way of life exemplified by
Jesus. We study ethics to guide us in making right decisions, help us
differentiate what is vital and peripheral, and assist us in determining
and realizing goals in life.
We have studied that Christian ethics is scripture based, based
on God’s will, absolute, based on God’s revelation,based on his
character, based on the atonement, and prescriptive.
Christian ethics is grounded in the Old Testament. The
contributions of the Old Testament to the study of ethicsinclude the
accountability to a single God,and emphasison humility, righteousness
and wisdom while the New Testament focuses on Jesus Christ – his life
and teachings. The common ground of the New Testament with the Old
Testament is the Revelation of God and His Word. The governing
principles of the New Testament are what Jesus said: Love God above
everything else, and love your neighbor as yourself.
In the study of Christian ethics, the following concepts have
been formulated: the concepts about God as ethical, creator, righteous,
provider, justice, merciful, Savior, and love.Added are also the concepts
of man as follows: man is a created being, created in the image of God,
affected by sin, can be redeemed, personal, valuable, social being and
ethical. The concepts of the world are taken from the prescribed biblical
passages.
The criteria of ethics are good, right, and fit, with two basic
standards: Jesus and His words. Intuition, faith in God, and reason are
methods of Christian ethics useful in the practice of these criteria and
standards.
The most important principles in the Christian life are: abiding
trust and faith in God; sincerity and honesty, forgiving and merciful
spirit towards others, unqualified love for God and neighbor; and
absolute loyalty, faithfulness and obedience to the Word of God.
This unit ends with the formulation of the student’s code of
ethics based on the ethical principles of Jesus.
40
3. Guide Questions for Review
1. What is Christian ethics?
2. Why is Christian ethics important?
3. What are the Biblical basis of Christian ethics?
4. What are the contributions of the Old and New Testaments to
the study of Christian ethics?
5. What is your understanding of God, man, and the world?
6. What are the criteria, standards, and methods of Christian
ethics?
7. What are the most important principles in the Christian life?
Materials:Power Point Presentation, Bible, Project Material, etc.
Time Frame: Week 10
References:
Bunda, Nestor et. al. (2005).Christian Ethics & Contemporary Issue: A

Manual for RE 2. Iloilo City: Panorama Press.
CE. Wikipedia, the free encyclopedia, en.wikipedia.org./wiki/Christian
ethics.
Corbet, Andrew. (2012). Ethics.www.all about worldview.org.CE.htm.
Craton, John. (2005). Making Moral Choices: An Introduction to

Christian Ethics. www. Craton.net/ethics/part 1 htm.
Geisler, Norman L. (2010). Christian Ethics: Contemporary Issues and
Options. 2nd ed.
Giles, James. (1974). Biblical Ethics and Contemporary Issues.
Philippines: Carib Baptist Publication.
Harkness, Georgia. (1957). Christian Ethics. New York: Abingdon

Press.
Landero, Excelyn C. (2002). An Exegetical Study of Matthew 5:3-10
and its Implications in Today’s Context. Iloilo City: Central
Philippine University.
41
Religion and Ethics 2 Syllabus (2002). Iloilo City: Central Philippine
University.
Rudnick, Milton L. (1979). Christian Ethics for Today: An Evangelical
Approach. USA: Baker Book House Company.
Tardo, Russel K. (2012).Studies in Christian Ethics Syllabus. www.
faithfulword.com/CE.
The Holy Bible. New International Version. (1984) East Asia:
International Bible Society.
The New International Webster’s Pocket Dictionary of the English
Language. (2006). USA: Trident Reference Publishing.
Notes
42
UNIT IV- TOWARD VALUE FORMATION
Desired Learning Outcomes:At the end of the unit the students

would have:
1. defined values and traced how they are formed;
2. determined their personal values and identify the principles of
valuing;
3. enumerated the steps of the valuing process;
4. assessed the influence of family, media and culture on values;
5. applied the “beatitudes” as a model for values that are inherently
Christian.
Lesson 1: Values, Beliefs and Actions
Desired Learning Outcomes: At the end of the lesson the student

would have:
1. defined values and differentiated them from beliefs and actions;
2. drawn the relationship between words and actions.
Outcome-Based Teaching and Learniing

1. Student’s Activity:Fill in the blanks with words which are most
appropriate to you.
Icebreaker
My name is ____________and if I were lost on a tropical island,
the two people I would most want to have with me
wouldbe__________and __________. The game I would most want to
play would be_______________, and the book I would most want to
read would be____________ (RE Syllabus, 2002).
a. Definition
Etymologically, the word value comes from theLatin word
valerewhich means to measurethe worth of something. Alex Tiempo
quoting Jocano (1993) mentions three interpretations associated with
Filipino understanding of value. First, it can be associated with objects;
43
second, ideas, and third, actions. Values associated with objects may
mean price, cost,charge, amount, and worth. When it is attached to
ideas, valuecould mean dignity, importance, weight, and consequence.
And if it is applied to actions, theterm meant extent, merit, significance,
and usefulness (Tiempo,2005).Values are also defined as “that which
one shows by his actions, or that which one cherishes the most” (RE 2
syllabus, 2002).
b. The Nature of Values

“Values always have a positive function,” according to
LandaJocano. He states that the values we consider “negative” are
actually “actions violating the standard behavior but are rationalized in
the context of existing values.” He further claims that these so-called
negative values are actually labeled because they were used in the
wrong way. Pakikisama is a Filipino value. It can become a negative
value when someone takes drugs due to peer pressure and later would
resort to stealing (Jocano,1997). The person then might justify such acts
as taking drugs and stealing by saying, “nadalalangako saila or
naumidlangakosaila.” Commitment of crimes are labeled as misuse of
values or violation of the principles of values.
Values are influential that they affect the totality of the person’s
life. They control one’s actions and choices. They also determine a
group’s feelings of likes and dislikes as well as feelings related to what
is acceptable and unacceptable. Values serve as a guide to one’s plan,
decision making and response to change.
Values are related to one’s search for meaning in life. “For we
say that life is meaningful when a man has formed something capable
of arousing his commitment to it; something deserving of his best
efforts, something worth living for” (Andres, 1980). Knowing one’s
purpose in life also aids in determining what one values most.
c. Determining the Relationship between Values, Actions and

Beliefs
We commonly hear people verbally express their beliefs or
convictions concerning things, issues, events or experiences. We are
44
sometimes easily drawn to think that they are stating what they value in
life. But it may not always be that way.
For example, people who claimthey believe in the value of
honesty may compromise their belief and become dishonest if placedin
an uncomfortable situation. They may be ashamed of it when
challenged by colleagues at work, or they may have doubts about the
goodness of their conviction. Their assertion of the value of honesty is
only a belief. It will only become a value, “if it is a cherished belief, a
freely chosen belief, and a belief that pervades life…” (RE 2 Syllabus,
2002).
How then can belief be distinguished from value? What people
believe is expressed through their statements or verbal assertions about
what is true, important or what ought to be, while values are seen in
one’s actions. People act according to what they think is important,
appropriate or meaningful in life. Before anything becomes a value, it
has to pass through what is called the “seven sub-processes of valuing.”
This will be discussed in the latter section of the unit.
d. Learning from the Scripture

Jesus shows us the importance of the relationship between
words and actions. In one occasion recorded in Matthew 7:15-27, he
described certain people based on what they do and say. (Let the
students read the Biblical passage)
1. A false prophet in this passage is understood as “one who said one
thing and did another.”
2. The truths about “false prophets” that we can draw from the
passage are:
a. There is only one way a person’s sincerity can be proved, and
that is by his practice,
b. Fine words (stated beliefs) can never substitute for fine deeds.
Jesus’ teachings as found in this Scripture speak of values and valuing.
3. What is wrong with being a false prophet?
a. False prophets harm other people by lying to them and
manipulating them to act in ways they would not normally act,
b. False prophets hurt themselves since they are always on
“shaky ground”, afraid to be discovered for what they really are.
45
4. Identify and list examples of modern-day “false prophets” based
on the definition given.(RE2 Syllabus,2002)
Modern-day False Prophets:

1.______________________ 3. _____________________
2.______________________ 4. _____________________

1.Student’s Activity: Match the stated beliefs and actions at the right
with the nearest values at the left. Write the letter of your choice on the
space provided before the number.
Values Beliefs and Actions
___1.Health a. A fraternity member will never divulge

outside what the frat initiation rites are.
___2.Loyalty b. The president of a country declares
martial lawand suspends all elections so
he will remain president.
___3.Power c. One’s philosophy is “drink and be merryfor
tomorrow we die”
___4.Wealth d. One has regular check up and followsdoctors
orders seriously
___5. Achievement e. Practices with the swimming team long hard
Ismost serious in the games
___6. Aesthetics f. Spends thousands of pesos to go to Manila(love
for art and beauty) and see Sarah Geronimo’s
concert
___7. Religion g. Sees in every person he/she meets the
possibility of a business contract.
___8. Pleasure h. Believes that love must be expressed buthe
never indulges in pre-marital sex with the
person he truly loves
___9. Morality i. Gives up comfortable life to live with
thepoor
46
and teach them a better way of life
___10. Physical j. Has regular sessions with thedermatologist
Appearance to maintain a flawlesscomplexion
(RE 2 Syllabus, 2002).
Materials: Bible, Activity Sheet, etc.
Time Frame:
Lesson 2: Determining My Values

would have:
1. clarified some of their personal values and identified to which
group of people in relation to values do they belong;
2. drawn the relationship between their values and their
aspirations or what they want to happen in their lives.

1. Teacher-Student’s Input
a. Introduction
There is a great need for people today to identify and clarify
their personal values. It includes being aware of what is really
considered important and vital in life. Unless such is done, the future of
the individual, the family and the country will be at stake. The present
situation of the Philippines is a wake up call for all Filipinos to really
focus on what they want to happen to themselves personally, to their
families and the whole nation. The lack of focus on what is important
leads to waste of time, resources and opportunities.
Some authorities see this inability to attain clearly defined
values as one of the prime reasons for the growing number of young
people who are unable to learn. They are not clear about what their lives
are for, and what is worth working for (RE2 Syllabus, 2002).
People maybe grouped in to three in relation to their values. The
first group is composed of those who appear to have no apparent
values, second are those who have strongly defined values, and third,
those who have values yet they are, poorly defined.
47
How should people identify what is important to them? That
which help people know what they truly consider important in life is
called value indicators. Some of these come in the form of people’s
“goals, purposes, aspirations, beliefs, convictions, activities, worries,
problems, daydreams, use of time, use of money, use of energy”
(Bauzon, 1994).
b. Looking at the Scripture

Jesus felt that people should have clearly defined values. Jesus
challenged people to determine what they valued the most. He said to
the rich man who came and asked him one day, “Sell what you have
and give to the poor, and you will have treasure in heaven, then come
follow me” (Mark 10:21). His encounter with Jesus made him aware
what was really important to him.
Read the account in Mark 10: 17-22.

a. Dramatize the story of the rich young ruler.
b. Discuss the story by considering the following questions.
1. What did the young man say he wanted when he came to Jesus?
(v.17)________________________________________________
2. What did Jesus say the young man should do? (v.19)
______________________________________________________
3. What was the young man’s response to Jesus? (v.20)
______________________________________________________
4. What should the young man do to really achieve what he truly
wanted? (v.21) __________________________________________
5. Was the young man’s value made clear to him? What value did he
choose?(v.22)__________________________________________
The man’s values became clear. If his life had continued as it

had, then he shall have died a very rich man who had always obeyed the
law. Even though he heard Jesus, but he was not willing to give up his
riches, then he showed that life hereafter was not his highest value.
Perhaps we should carefully note that Jesus passed no judgment on this
man during their conversation. He answered only what the man asked,
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and in such a way, the man was forced to see what he himself really
valued.
Why should we be concerned about the process of determining
values? Unless we exist in a state of vegetation we do have values.
Even though we may not be aware of our values, they are with us
always-determining what we do with our lives. If the values we hold
determine what we do with our lives, then we would be wise to make
every attempt to determine what our values will be (RE 2 Syllabus,
2002).
c. Suggested Activity: Gifts to an Earthling

Imagine you are a blog from the planet “blorera.” You have
gone to earth to give gifts to the “poor” earthlings. You know nothing
about the earthlings. You have following gifts to give. Rank them,
number 1 as the most important. After doing the activity the students
may either be grouped by dyads or triads. They will be asked to share
their discoveries about themselves.
Rank/Order Gifts
_________ Good health
_________ Self confidence
_________ Bible
_________ Balanced diet
_________ Sound family relationship
_________ Ability to read and write
_________ Adequate shelter
_________ College diploma
_________ Cellphone
_________ Internet Connection
(RE2 Syllabus, 2002)

1. Suggested Project: Value Symbol Poster(Draw a symbol of the
thing you value most)
2. Review, Quiz
49
Time Frame: Week
Lesson 3: Forming Values

would have:
1. traced the origin of their values;
2. recalled important life experiences and relate these to their
value formation;
3. traced the stages of the valuing process.

1. Teacher’s Input
a. Background
Simon, Howe and Kirschenbaum in their book, Values
Clarification, tell us that the individual’s answer lies not in relying on
the opinions and values of others but in developing a set of personal
values to use as a yard stick in making decisions.
People have experiences; they grow and learn. Out of the
experiences may come certain general guides to behavior. These guides
tend to give direction to life and may be called values. Our values show
what we tend to do with our limited time and energy.
Since we believe that values grow from a person’s experiences
they give rise to different values and that any person’s values modify as
his experiences accumulate and change. A person in Antarctica would
not be expected to have the same values as a person in Manila. A person
who has an important change in pattern of experience might be
expected to modify values. Values are not static if one’s relationship to
his world is not static. As guides to behavior, values evolve and mature
as experiences evolve and mature.
Moreover, because values are part of living, they operate in very
complex circumstances and usually involve more than simple extremes
of right and wrong, good or bad, true or false. The conditions under
which behavior is guided, in which values work, typically involve
conflicting demands, weighing and balancing, and finally action that
50
reflects a multitude of forces. Thus values seldom function in pure and
abstract form. Complicated judgments are involved and what is really
valued is reflected in the outcome of life as it is finally lived.
We, therefore see values as constantly being related to the
experience that shape them and test them. They are not, for any one
person, so much hard and vast varieties as they are the results of
hammering out a style of life in a certain set of surroundings.After a
sufficient amount of hammering, certain pattern of evaluating and
behaving tend to develop. Certain things are treated as right or desirable
or worthy. These tend to become our values.
This lesson is less concerned with the particular value outcomes
of people’s experience than the process they use to obtain their values.
Because people are different through time and space, wecannot be
certain what values, what lifestyles would be most suitable for any
person. We dohowever, have ideas about what processes might be most
effective for obtaining values. These ideas grow from the assumption
that whatever values one obtained should work as effectively as
possible to relate to the world in a satisfying and intelligent way (RE 2
Syllabus, 2002).
From this assumption comes what we call the process of
valuing. A look at thisprocess may make clear how values are formed.
b.The Valuing Process

Before something becomes a value it has to fulfill some criteria
known as the valuing process. Unless something satisfies all seven of
the criteria noted below, we do not call it value. In other words, for a
value to develop, all of the following seven requirements must apply.
1. Choosing freely. If something is in fact to guide one’s life
whether or not theauthority iswatching, it must be a result of free
choice. If there is coercion, the result is not likely to stay with one for
long. Values must be freely selected if they are to be really valued by
the individual.
2. Choosing from among alternatives. This definition of values
concern with thingsthat arechosen by the individual and obviously there
can be no choice if there are no alternatives from which to choose. It
makes no sense, for example to say that one values eating. One really
51
has no choice in the matter. What one may value is certain types of food
or certain form of eating, but not eating itself. We must all obtain
nourishment to exist; there is no room for decision. Only when a choice
is possible from which to choose, do we say a value can result.
3. Choosing after thoughtful consideration of the consequences
of each alternative.Impulsive or thoughtless choices do not lead to
values as we define them. For something intelligently and meaningfully
to guide one’s life, it must emerge from a weighing and an
understanding. Only when options are understood can one make
intelligent choices. There is an important cognitive factor here. A value
can emerge only with thoughtful consideration of range of the
alternatives and consequences.
4. Prizing and cherishing. When one values something, it has a
positive tone. Weprize it, we cherish it, we esteem it, respect it, hold it
dear. We are happy with our values.A choice, even when we have made
it freely and thoughtfully may be a choice we are not happy to make.
We may choose to fight in war, but be sorry that circumstances make
that choice necessary. In our definition, values flow from choices that
we are happy to make. We prize and cherish the guide to life that we
call values.
5. Affirming.When we have chosen something freely, after
consideration of thealternatives, and we are proud of our choice, glad to
be associated with it, we are likely to affirm our choice when we are
asked about it. We are willing to champion them. If we are ashamed of
a choice, if we would not make our position known when appropriately
asked, we would not make out dealing with values but with something
else.
6. Acting upon choices. Our values show up in our living. We
may do somereading about the things we value. We are likely to form
friendships or to be in organizations that nourish our values. We may
spend money on the choice we value, we budget time and energy for
our values. In short, for a value to be present, life itself must be
affected. Nothing can be a value that does not, in fact, give direction to
actual living.The person who talks about something but never does
anything about it is dealing with something other than value.
52
7. Repeating. For something to reach the stage of a value, it is
likely to reappear on anumber of occasions in the life of a person who
holds it. It shows up several times. We would not think of something
that appeared once in life and never again as a value. Values tend to
have a persistency, tend to make a pattern in life.
To review this definition, we see values based on three
processes: choosing, prizing and acting.
Choosing: 1. freely
2. from alternatives
3. after thoughtful consideration of the
consequences of each alternative
Prizing: 4. cherishing, being happy with the choice
5. willing to affirm the choice publicly
Acting: 6. doing something with the choice
7. repeatedly, in some pattern in life
Those processes collectively define valuing. Results of the

valuing process are called values (Simon, Howe, Kirschenbaum,1972).
c. Values Clarification: Suggested Activity

Instruction: Read the story, then rank the characters from the most
offensive to the least objectionable. Ask the students to share their
reasons for the rank given to each character. This activity may be done
in groups of 3-5 members each.
Alligator River
There was a girl named Abigail who was in loved with a boy
named Gregory. Gregory had an unfortunate accident and broke his
glasses. Abigail, being a true friend, volunteered to take them to be
repaired. But the repair shop was across the river and during a flash
flood the bridge was washed away. Poor Gregory could see nothing
without his glasses, so Abigail was desperate to get across the river to
the repair shop. While she was standing forlornly on the bank of the
river, clutching the broken glasses in her hands, a boy named Sinbad
passed by in a rowboat.
53
She asked Sinbad if he could take her across. He (Sinbad)
agreed on the condition that while she (Abigail) was having the glasses
repaired, she would go to a nearby store and steal a transistor radio that
he had been wanting. Abigail refused to do this and went to see a friend
named Ivan who had a boat.
When Abigail told Ivan her problem, he said he was too busy to
help her out and didn’t want to be involved. Abigail feeling that she had
no other choice, returned to Sinbad and told him she would agree to his
plan.
When Abigail returned the repaired glasses to Gregory, she told
him what she had to do. Gregory was appalled at what she had done and
told her he never wanted to see her again.
Abigail, upset, turned to Slug with her tale of woe. Slug was
sorry for Abigail that he promised her he would get even with Gregory.
They went to the school playground where Gregory was playing and
broke his glasses again (Simon, Howe and Kirschembaum, 1972).

1. Ranking: Applying the Principles in Valuing Process
Rank the Characters in the Story.No. 1 as the most offensive and
No.5 as the least objectionable.
Name Reasons
1.______________ _____________________________________
2.______________ _____________________________________
3.______________ ______________________________________
4.______________ ______________________________________
5.______________ ______________________________________
Materials: Power Point Presentation,etc.
Time Frame: Week
54
Lesson 4: Pressures on Values

would have:
1. identified people who influenced their value formation;
2. analyzed the kind of influence family, peers and technology
had on theirvalues;
3. recalled processes how values were transferred to them;
4.cited biblical insights how to address the influence of
people and technology toone’s values.

1.Teacher-Student’s Input
Student Activity: Take Home Assignment:
Try to recall the people you have encountered in your life and
have left an impact on you. Who among those who have influenced you
come from your family, friends, people in the community, and artists?
Why do you think they have been influential to you?
Pressures on Values
a. The Family, the cradle of our values
All of us are born in a family. Our parents are those who laid
our first understanding of what is good or bad, big or small, clean or
dirty, and important and unimportant. Their influence established our
understanding about ourselves and the people around us. Early in life
they introduced us to God who is holy and the source of all goodness.
They taught us how to relate to other people, especially those who are
members of our family, our friends and our neighbors. They also taught
us to appreciate and take care of our environment and all that is in it
because these are God’s gifts to man. Our family is most influential in
shaping our values.
b. Peers
Second to our family are our peers who are also influential in
our value formation. They are the significant persons outside our
55
family. Consider the following questions and assess how our friends
affect what we consider important in life.
a. Do you have friends?
b. How much time do you spend with them?
c. Do you compare yourself with your friends or classmates often?
d. Do you wish to buy or have what they have?
e. Do you prefer to wear the kinds of clothes that they wear, eat
their kind of food or go to places they want to hang out?
f. Do you do the activities that they do so you can belong to their
group?
g. Have you come to a point of even sacrificing your own opinion
in order to be accepted in a group?
If your answer to these questions is “yes” then you are
experiencing “peer pressure.” Peer pressure is not only a problem
among young people today but also among some adults. Whether we
like it or not, our peers greatly influence our values in either good or
bad way. Young people today need to be wise in allowing their peers to
influence them.
c. Technology
How much time do you spend in listening, watching, reading,
playing, surfing the following forms of technology in a week? Also
assess the influence of media on your personal life, family, friends,
studies, neighbors and other areas of your life. Choose the media types
that apply to you.
Self-reflections: There are two areas we need to focus on when
we are evaluating media’s effects on us. First, the amount of time media
takes from us, and second, the subject matter (content) discussed by the
media (Rainey, 2003).
Biblical Insight
The Bible has set guidelines for us concerning the influence of
media. We are reminded by Paul in Romans 12:2, “Do not be
conformed to this world but be transformed by the renewing of your
mind, that you may prove what is the will of God, what is good, and
acceptable and perfect.”
56
a. The world has the power to influence us to do good or evil.
b. A renewed mind is empowered and guided by the Holy Spirit
to overcome the bad influences of the world .
c. Our minds should be guided by God’s will so we will know
what is good, acceptable and perfect.
Moreover, Philippians 4:8 also reminds us on what essential
things we should set our minds on. Whatever we are thinking and
meditating on affects our actions. “Whatever is true, whatever is noble,
whatever is right, whatever is pure, whatever is lovely, whatever is
admirable. Think about such things.”

1. Reflections
2. Take Home Assignment
Materials: Bible, Video Presentation, Teacher’s Notes, etc.
Time Frame: Week
Lesson 6: Model for Christian Values

would have:
1. acquainted themselves with the “Beatitudes” as the model for
values that are inherentlyChristian;
2. identified practical life situations in which the beatitudes can be
applied.

1. Teacher’s Input: Background of the Lesson
The word “Beatitude” comes from the Latin word beatus which
means “blessed” or “made happy”, otherwise called macarism from the
Greek word makarios which also means “blessed” (Gaebelein, 1984) or
“fortunate” (Revell, 1991, in Landero, 2002).
57
Some modern cynical people refer to the Beatitudes as the “Be-
attitudes”. As they say, how can a person today cope with such attitudes
as being merciful, meek, pure, or sorrowing? After all, the world is hard
and competitive. Jesus’ answer might well be that the world is hard and
competitive, simply because there is not enough mercy, purity,
meekness, sorrowing, etc. Byputting forth the values that he practiced
in the Beatitudes, Jesus was advocating those values that, if accepted
and claimed, would have led to happiness of those around.
A closer look at the Beatitudes might help us see that they do
not necessarily mean what we think they mean on first reading:
1. The Poor in Spirit (Matthew 5:3) Jesus is pronouncing a
blessing upon simple,unspoiled folk. The blessing is not necessarily to
those materially poor; it is to those who find themselves poverty-ridden
spiritually. It is to those who recognize this poverty that the Kingdom of
heaven comes because they turn to God for spiritual enrichment. These
are the people who declare their full dependence upon God, confessing
that apart from God they are nothing.
2. The Sorrowing (Matthew 5: 4) To be sad because of pain and
suffering is notnecessarily a virtue in itself. However, to be able to bear
suffering courageously and with faith characterizes a member of the
kingdom. The implication is that the Christians sorrow as they try to
understand and share their neighbor’s pain.
3. The Meek (Matthew 5:5)To be meek is not being afraid or
frightened as peoplethink. Jesus meantthat persons should be patient,
long-suffering; the opposite of rudely aggressive and proud. A meek
person does not trample upon the rights of other. True meekness is not
weakness. Another word for meek is gentle. A gentle person is polite,
respectful, and strong, but the strength is under control.
4. Hungering and Thirsting for Righteousness (Matthew 5:6)The
expression“hunger and thirst for righteousness” is a strong one. It is
vital for us to ask ourselves what it is that we hunger for. What things
draw us most to a particular direction? Is itfame or success? How would
one hunger for righteousness?Jesus expects his followers to
58
desire a knowledge of what is right. Righteousness for Jesus is a total
attitude of mind, aparticular kind of character, and a special style of
living.
5. The Merciful (Matthew 5: 7)To be merciful is to act in a manner
of lovingkindness to those in less fortunate circumstances. But to be
truly merciful is not only to have the right attitude, but also to perform
deeds of mercy. “Forgive us our debts as we forgive our debtors” are
more than nine words that are profound and true.
6. The Pure in Heart (Matthew 5:8)“Heart” in Scripture refers to
the entirepersonality. “Pure” refers to the rightness of thought and
motive. Those whose motives are pure will gain spiritual insights. One
might wonder how will the pure in heart see God. Some believe that
this refers to life after death. Others say that as one develops this
characteristic, God becomes evident in the world around that individual.
The pure in heart are aware of the actions of God in their lives, whether
they are in times of joy or sorrow. People who are pure in heart do not
only mean to do the right but also work with right motive.
7.The Peacemakers (Matthew 5: 9) Being a peacemaker is
another characteristicthat gives joy to life. Those who work for peace
are often misunderstood and persecuted. This is especially true in times
of emotional crisis. Peacemakers run opposite many persons who seek
to prey the fears and prejudices of people. The peacemakers are often
called coward. The peacemakers bring wholeness or health to the needs
of others. Peacemakers do not avoid conflict; but are able to settle
differences.
8. The Persecuted (Matthew 5: 10-11). In the eighth beatitude,
Jesus describes thosewho suffer persecution for doing God’s will.
Suffering persecution in itself does not help a person find real joy in
life. The secret in finding meaning and joy lies in what it is that brings
about the persecution. Although most persons who are persecuted feel
that it is for righteousness cause, there are many who bring persecution
on themselves by acting obnoxiously.
59
Now go back and take a good look at what Jesus advocated as
the means by which we may become “blessed” or “made happy”. What
do you see unusual about this list?
Do you see wealth listed? Where is power, fame, beauty, and
possessions? None of these is listed. The Beatitudes tell us that God
reverses the standard by which we human beings measure people and
things (wealth, power, etc.). To be held in esteem by the world is not
necessarily held in esteem by God. One may be rich and powerful by
worldly standards, but poor by God’s standard (RE 2 Syllabus, 2002).
Suggested Activities:
1. Answer the exercise “How Do You Rate?”
2. Experience a simple worship activity in the classroom. Assign
readers for the suggested worship program (students should set their
minds on the presence of God in this hour of worship).
We have identified our values and traced their origin. We have
understood also how values were transferred to us, and how we got
them through different avenues. Now that we know what we truly value
in life, let us analyze them in the light of the values taught by the Lord
Jesus Christ in His Sermon on the Mount. This would help shed light on
what values need to be better defined or which needs modification to
fulfill the requirements of God for Christian living.
1. Student’s Activity: How Do You Rate?
Instruction: Encircle the number that best describes your feeling about
yourself in terms of the following items.
Legend:
1 – Very Weak 3 – Moderately Strong
2 – Weak but Improving 4 – Very Strong
60
Beautitudes
*Happy are those who know they are spiritually poor 12 3 4
Have you come to a point where you can admit to others that there are
things you do not know? Are you able to disclose your weaknesses?
Do you honestly feel that you need other people and God to fulfill many
of your needs?
*Happy are those who are sorrowing 12 3 4
Are you able to show your emotions to express your feelings? Do you
make it easy for others to show their emotions because you do not laugh
at them?
*Happy are the meek 1234
Are you able to appreciate other people’s strengths? Do you have a

gentle spirit? Are you patient with those who seem to be quite slow to
catch up? Are you willing to submit to or agree with others if you see
that they have better ideas? Do you make it a habit of imposing your
ideas on others?
*Happy are those who hunger for righteousness 1234
In your decisions, do you believe God must be consulted? Do you

consciously feel God leads you in your life? Do you really put God
above things?
*Happy are the merciful 1234
Are you capable of caring for others? Are you sensitive to the needs of
others? Do you help others without the thought of being repaid?
*Happy are the pure in spirit 1234
61
Are you a genuine person? Are you the same kind of person in church,
in school, at home, or in the community? Are you honest and open? Do
you share of yourself deeply with others? Have you learned to remove
your mask if you have any?
*Happy are the peacemakers 1234
Are you able to reconcile differences? Are you by nature friendly? Do

you try to bridge differences between people? Can you accept genuinely
and sincerely those who do not agree with you?
*Happy are those who are being persecuted for right things or causes
1234
Are you able to take criticism from those who are close to you without
getting angry or hurt? Are you able to cope with difficulties in your
home or school or boarding house?
2. The Beatitudes: A Meditation
Suggested Preparation: Open Bible, Lighted Candle and Cross (on top
of the table or on a constructed altar). Two persons are necessary to lead
this devotional. One is the leader, one is the interpreter.
Leader: Let us sing… (familiar song can be sung). Let us unite in

prayer.
Unison: Loving Father, although we often hear the Beatitudes read, we
know there aretruths we have not yet understood about them. Just now
we pray Thee to openour hearts and minds to hear Thee say again the
eight “Happiness”. ThroughChrist we pray. Amen.
Leader:In Matthew 5:2 we read: And he opened his mouth and taught
them saying,Blessed are the poor in spirit for theirs is the
Kingdom of Heaven.
Interpreter: The poor in spirit are the humble who recognize their
spiritual poverty andneed.Godblesses them.
Leader:Blessed are those who mourn, for they shall be comforted.
62
Interpreter: They mourn for their sins and for others who are suffering
from sin thatSatan brings.
Leader:Blessed are the meek for they shall inherit the earth.
Interpreter: Moses is called the meekest of the men in the Bible. He
was humble and teachable.As a result, the land of Canaan
wasgiven to God’s children. Meek Christians shall
seetheirpromised land also.
Leader:Blessed are those who hunger and thirst for righteousness for
they shall befilled.
Interpreter: To hunger for righteousness is to long for right to triumph
over wrong. Theyshall have satisfaction in seeing the
righttriumphs.
Leader: Blessed are the merciful for they shall obtain mercy.
Interpreter: When we are merciful to others, they return mercy to us.
God also extendsHismercyto us.
Leader:Blessed are the pure in heart for they shall see God.
Interpreter: The pure in heart shall see God both here and hereafter.
Here, they see Hisguidinghand in everything. Hereafter,
theyshall see Him face to face.
Leader:Blessed are the peacemakers for they shall be called the
children of God.
Interpreter: The aim of the peacemakers is to reconcile man to man
and also to God. People seeing their good works recognize
thatthey are children of God,
Leader: Blessed are those who are persecuted for righteousness’ sake
for theirs is theKingdom of Heaven.
Interpreter: Jesus is saying here that those who are willing to be
persecuted for the cause of rightare best in knowing they are
citizens of the Kingdom.
Leader:In conclusion, let us sing “Take My Life and Let it Be.” (one
stanza only)(Stirlen, 1978, in Landero, 2002, revised)
Materials: Bible, Worship Materials, etc.
Time Frame: Week
63
References
Andres, Tomas D. (1980). Understanding Values. Quezon City: New
Day Publishers.
Bauzon, Priscilino (1994). Essentials of Values Education, 2nd ed.
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Dais, Lolita T. et. Al..(1995). Christian Ethics and the Contemporary
Filipino Society. Iloilo City: Central Philippine University.
Feliciano, Evelyn-Miranda (1990). Filipino Values and Our Christian
Faith. OMF Literature Inc..
Gorospe, Vitaliano R.S.J.(1974). The Filipino Search for Meaning.
Manila: Jesuit Educational Association.
Jocano, F. Landa (1997). Filipino Value System. Manila: Punlad
Research House Inc..
Landero, Excelyn (2002). An Exegetical Study of Matthew 5:3-10 and
its Implications in Today’s Context. Unpublished Paper in
Master of Divinity. Iloilo City: CentralPhilippineUniversity.
Loorthusamy, Augustine (1992). Media Awareness. Unpublished
Lecture. McGinnis James & Kathleen (1995). Parenting for Peace and
Justice.Maryknoll, New York: Orbis Books.
Pajaron, Evelyn and Teodulfo (2009). Parenting Teens. Church
Strengthening Ministry.
Rainey, Dennis & Barbara (2003). Family Life. Arkansas: Little Rock.
Schulze,Quentin J.(1994). Winning Your Kids Back From Media.
Illinois: Intervarsit Press.
Simon, Sidney B. et. al. (1972). Values Clarification. New York: Hart
Publishing Company Inc..
Tiempo, Alex (2005).Social Philosophy: Foundations of Values
Education. Manila, Philippines: Rex Bookstore.
The Holy Bible, New King James Version (1982). Thomas Nelson Inc..
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UNIT V - CONTEMPORARY ISSUES AND THEIR
BIBLICAL PERSPECTIVES
(Note: The following are suggested issues to be discussed in this unit.
Teachers and students have the options to choose the topics to be
discussed).

would have:
1. defined important words/terms included in the unit;
2. discussed the causes and effects of social issues that affect
people and society;
3. analyzed these social issues and suggest corresponding solutions
or preventions for the development of the people and society;
4. reflected on the biblical perspective of the different topics of the
unit;
5. valued the significance of these issues and relate them to their
practical life.
Lesson 1: Love and Sex

Objectives: At the end of the lesson, the students would have:
1. defined love and distinguished its Greek classification;
2. defined sex and discussed the reasons why God designed it;
3. identified sexual abuses and used the guidelines of sex in their
life;
4. valued the sacredness of sex as God’s gift to mankind.
5. appreciated the essence of love and sex from the Biblical
perspective.
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
65
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).
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 anyother level (Matt. 9:5)(LaHaye, 1976)
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.)
Four R’s of Sex

Norman Vincent Peale created guidelines on sex.
1. Right Place Where must be the right place?
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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)
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 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).
A . Pre-marital Sex
Desired Learning Outcomes:At the end of the lesson, the students

would have:
1. defined pre-marital sex and analyzed its prevalence based on the
data;
2. explained why pre-marital sex is wrong and identified the risks
involved in the actual practice;
3. reflected on the biblical principles related to the topic.
Definition
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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 (Encyclopedia,1989).
Prevalence
Group Activity: Divide the class into groups.

First Group: List the risks of pre-marital sex
Second Group: State the reasons why pre-marital sex is wrong?
Third Group: Read Romans 1:24, Galatians 5:19, Ephesians 5:3
What does Paul tell us in the above verses? List all sexual sins
mentioned. Output of each group should be presented to the class.
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).
Lesson 2: Gender and Sexuality
Desired Learning Outcomes: At the end of the lesson, students would

have:
1. defined gender and sexuality;
2.
3.
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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 masculinityfrom 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 (World Health Organization, 2007).
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 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).
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.
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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)
Suggested Activity: Group Work.
Group A:Based on your observation, list at least five impacts of gender

inequalities present in our society today? Example: Violence against
women.
Group B: Listthe measures/responses or recommendations that you

will undertake to address the problem on gender inequalities?
(specifically on violence against women):
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).
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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)
A.Homosexuality
Objectives: At the end of the session, the students would have:

1. define the word, homosexual and differentiate gay from lesbian;
2. explain the causes of homosexuality and its possible treatments;
3. reflect on biblical verses related to the practice of
homosexuality.
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).
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 betweena 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 ispartlygenetic. This view lacks conclusive evidence
because psychologists say that every child has an inherent tendency
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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 personalityover 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 astrong 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 eithera 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 theindividual 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).
Treatment of Homosexuality
1. Individual counseling therapyprovides 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.
2. Group Therapy is a session which helps the homosexual focus
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on socialinterpersonal 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 effectiveonly 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 theirown 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 toaccept 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).
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.
Guide Questions for Review

1. What are the four classification of love?
2. What are the reasons why God created sex?
3. What are the common sexual abuses?
4. What are the four R’s of sex?
5. What are the risks of pre-marital sex?
6. Why is pre-marital sex wrong?
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7. What may be the reasons for a person’s becoming homosexual?
8. What do you think are the concerns and struggles in life of
homosexuals?
9. Who can help a homosexual restraint his/her practice of
homosexuality?
Lesson 3: Marriage and Family

would have:
1. defined marriage and identifiedits nature and elements;
2. named some of the ingredients of a meaningful marriage;
3. cited common problems in marriage;
4. defined family and discussed its functions.
Definition
Marriage is a state of being married, a legal contract, entered
into by man and a woman to live together as husband and wife. It is a
close union of man and woman accompanied by rites, festivities and a
wedding(Funk and Wagnalls Standard Desk Dictionary, 1998).
Nature and Elements of Marriage

The nature of marriage is both religious and legal. Religious in a
sense that it is ordained by God, and legal because it is sanctioned by
the state.
The elements in marriage are love and fidelity. Love is not just
an emotion but an act of the will which is based upon knowledge and
responsibility. Fidelity is a commitment to promote the well-being of a
loved one (Gumban, 1985 in RE 2 Manual, 2005).
Some Ingredients of Meaningful Marriage

1. Total commitment – recognition that it was designed by God to
be permanent until death (Matt. 19:6).
2. Total acceptance – accept partner as he or she is. We need to
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learn our peculiarities because we are unique individuals (Romans
15:7).
3. Loving communication – honest communication, speaking the
truth in love (Ephesians 4:15).
4. Genuine forgiveness – nobody is perfect (Matt. 18:21). Learn
the story in Hosea 3:1.
5. Spiritual rebirth – Christ should be at the center of the
relationship (Phil. 4:13).
Family is a set of people related by blood, marriage, agreed

relationship, adoptionwho share primary responsibility for reproduction
and caring for members of society (Schaefer, 2005).
Some of the Functions of Family

1. Sexual regulation. The family regulates the sexual behavior of
people in any given society. Through marriage, sexual intercourse is
sanctioned by society.
2. Biological reproduction. All societies need to reproduce their
members. For anysociety to survive through generations, it must have
some arrangement for replacing its members.
3. Organizing production and consumption. The economic system
is often dependenton each family’s production of what it consumes. The
family consumes food and other necessities as a social unit.
4. Socializing children. Children are encouraged to accept the
lifestyle they favor, tomaster the skills they value, and to perform the
work required. The society provides predictable social contexts within
which their children are to be socialized.
5. Providing emotional intimacy and support. The family serves as
the primary groupfor its members, giving individuals a sense of
security, belongingness, and personal worth. (Palispis,2007).
Suggested Activity: The class will be divided into groups:

Group A: List the common problems in marriage.
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Group B: List the characteristics of good parents.
Group C. What to you is an ideal family? (Output should be
reported to the class).
Looking at the Scripture: Fill in the missing word in the following

verses of the Bible.
1. So God created __________ in his own __________, in the
image of God He createdHim; __________and __________ He
created them (Gen. 1:27).
2. And the Lord God said, “It is not good that __________ should
be __________; I will make him a ____________comparable to
him (Genesis2:18).
3. And Adam said: “This is now the bone of my __________ and

the flesh of my __________; she shall be called __________
because she was taken out of _________ (Genesis 2:23).
4. Therefore a __________ shall leave his __________ and

__________ and be joined to his __________, and they shall
become one __________ (Genesis 2:24).
5. So then they are no longer _________ but __________ flesh.

Therefore what __________ has joined together let no man
__________ (Matt. 19:6) (NKJV).
God designed marriage to keep people from being lonely. The
Bible says,“and they shall become one flesh”. In marriage, sex is
constituted in the union of two persons. The Bible clearly provides the
justification of the act of sex after marriage. In Genesis 1:27-28; 2:24-
25, God created male for female and female for male. One man to one
woman and the two become one. Mark 10: 6-9 says, “they leave the
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parents and they will be united and the two shall become one.” The
issue of family comes in when the person decided to get married and
establish that relationship in order to form a family through marriage.
A. Divorce

would have:
1. defined divorce and differentiate it from annulment and legal
separation;
2. analyzed the passages in the Bible related to divorce.
Definition
Divorce is the legal act which dissolves the marriage contract
and grants to the married couple the right to remarry. It contradicts the
permanent character of marital union (Agapay, 2008).
Annulmentis also called nullity of marriage, which is the action
of the court in terminating a valid marriage. Marriages subject to
annulment proceedings are classified as “void” or ‘voidable”. Void
marriage is one that is deemed invalid in all respects. Example is
incestuous or bigamous marriage. Voidable marriage occurs when
some defects exist in the contracted agreement in which all marriages
originate. Examples: a.marriage of underage; b. marriage of an insane;
c. marriage procured by fraudulent means;and d. sexual impotency.
Legal separation refers to contract entered into between
husband and wife by which they agree to live apart, or a judicial
separation. Separation does not dissolve the marriage relationship
(Levy, 2004, in RE 2 Manual, 2005).
Suggested Activity. Group work. Analyze the passages in the Bible

related to divorce.
Question: What does the Bible say about divorce? Study the following
passages:
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1. Matthew 19:5-6,9; 5:32
a. _______________________________________________
b. _______________________________________________
c. _______________________________________________
2. Mark 10:5-9
a. _______________________________________________
b. _______________________________________________
c. _______________________________________________
3. I Corinthians 7:10-11, 12-26

a. _______________________________________________
b. _______________________________________________
c. _______________________________________________
4. Malachi 2
a. _______________________________________________
b. _______________________________________________
c. _______________________________________________
Lesson 4: Human Rights and Violence
A. Domestic Violence
Desired Learning Outcomes: At the end of thelesson, the students

would have:
1. defined domestic violence and discussed forms of abuse
between intimate partners;
2. made suggestions on how to respond to domestic violence.
Definition
Domestic Violence or Spouse Abuseis a physical or emotional
harmful act between husband and wife or between individuals in
78
intimate relationships. Domestic violence is sometimes referred to as
intimate violence.
Pattern of Abuse
only role model parent and child

is abused
crisis lacks understanding
lacks understanding crisis
becomes parent frustration
child grows up abuse
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
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 cancause them to hurt women emotionally or
79
physically.
4.Quarrels and conflicts are unnecessary and can be avoided
(RE2 Syllabus,2002).
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).
Biblical Teachings.Group Work. List insights gained from the passages

related to violence:
1. Proverbs 15:1-10; 21:19; 19:13-14
___________________________________________________
___________________________________________________
___________________________________________________
2. James 1:19-20
___________________________________________________
___________________________________________________
___________________________________________________
3. Ephesians 4:29-42
___________________________________________________
___________________________________________________
___________________________________________________
4. Ephesians 5:21-30
___________________________________________________
___________________________________________________
___________________________________________________
Suggested Activity:
1. Invite a friend who is a victim of domestic violence to give
testimony to the class.
2. Visit DSWD Home for Girls
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B. Child Abuse

would have:
1. definedchild abuse and enumerated the types and causes of child
abuse;
2. discussed the effects of child abuse and cite its prevention and
protection program;
3. explained the rights of children.
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 isalso called child maltreatment ( RE Manual
2005).
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 likeconstant yelling, screaming, insult, humiliating
criticism and comparing. Another type is social isolation, like denying
access to child’s friend and confinement to closet.
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4. Neglect- the most common type of child abuse done physically,
emotionally and mentally.
Causes of Child Abuse

1. Intergenerational transmission of violence. Children from their
parents learnviolent 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
likeunemployment, illness, poor housing condition, raise the risk of
child abuse within a family.
3. Social isolation and low community involvement. Parents and
caretakers whoabuse children tend to be socially isolated.
4. Family structures. Single parents who earn less are more likely
to abuse theirchildren than married parents.
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.
Prevention and Protection

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

1. To be born, to have a name and nationality
2. To have a family who will love and care.
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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.
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).
C. Prostitution

would have:
1. definedprostitution, enumerated its types, discussed its causes
and effects;
2. reflected on the Biblical perspective related to prostitution.
Definition
Prostitutionis a sexual act done mainly for material gain. In
legal term the word prostitute refers only to those who engage overtly
in sexual-economic transactions, usually for a specified sum of money.
Prostitutes may be of either sex, but throughout history the majority
have been women. Although prostitution has been characterized often
as the “world’s oldest profession,” the concept of women as property
which prevailed in most cultures until the end of the 19th century, meant
that the profits of the profession most often were accrued to the men
who controlled it.
Types of Sex Workers

1. Child prostitutes
2. Attendant or masseuse – selling sex for a price
3. Hookers/pick upgirls/boys
4. Gigolo – a male paid by women for having sex with them.
5. Pimps – provide clients to prostitutes
6. Call boys or call girl
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7. Escort girls/boys
8. GRO – “guest relations officer”
Suggested Activity1: List the major causes of prostitution and its

effects on people and society:
Causes of Prostitution Effects of Prostitution

1. _____________________ 1. _____________________
2. _____________________ 2. _____________________
3. _____________________ 3. ______________________
4. _____________________ 4. ______________________
5. _____________________ 5. _______________________
2. Interview Sex worker

3. Debate on Legalization of Prostitution in the Philippines
1. The practice of prostitution violates human dignity. Human
beings are created in the image of God. They are full of dignity and a
direct representation of God. If we destroy our image, we destroy God’s
image also because we represent God.
2. The loss of human dignity is equivalent to the loss of worth.In
prostitution, the worth of a person is measured in terms of currency.The
Bible speaks that humanbeing is a special creation of God, unique and
cannot be replaced by anything else.
3. The passion of the lust of the flesh is sin.“Those who are
enslaved by thelust and those who incite lust by selling their flesh are
both guilty of sin of the flesh, thus, dishonoring the Creator of love and
healthy sex in human beings”(Diel, 1995).
As Christians our roles are 1) to preserve our dignity and worth
as persons; 2) to live a wholesome and healthy sexual outlook in the
community where we belong; 3) to protect our own rights as men and
women of God; and, 4) to maintain our Christian ethical convictions.
D. Abortion
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would have:
1. defined abortion and differentiated its types;
2. pointed out laws regulating therapeutic abortion;
3. reflected on the biblical stand concerning the sacredness of life.
Definition
Abortion is the termination of pregnancy before birth resulting
in, or accompanied by the death of the fetus.
Types of Abortion
Spontaneous abortion is commonly known as miscarriage or
missed abortion. It occurs naturally because a fetus does not develop
normally, or the mother has an injury or disorder that prevents her from
carrying the pregnancy to term.
Induced abortion is artificially brought about whether for
therapeutic or other reasons. It is considered as destructive abortion.
Ethical Considerations for Therapeutic Abortion

There are laws regulating the practice of induced abortion or
therapeutic abortion and many countries adapt these laws. These laws
are based on ethical or moral considerations:
1. to preserve the life of the mother;
2. to prevent the completion of pregnancy that has resulted from
rape or incest;
3. to prevent the birth of the child with serious deformity, mental
deficiency, or genetic abnormality;
4. to prevent the birth for social or economic reasons.
These laws only allow abortion if pregnancy is not beyond the
first trimester (three months) (Runkcle, 1982 in RE 2 Manual,
2005).
There are no specific scriptural references against abortion;
however killing itself is prohibited in the Bible especially in the
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teachings of Jesus and St. Paul (Diel, 1995). The Bible holds that life is
sacred because God has placed great value on it.
Jeremiah 1:5a says, “Before I formed you in the womb I knew
you, and before you were born I sanctified you.”
The Psalmist likewise says, “O Lord you have searched me and
known me! You have hedge me behind and before, and laid your hand
upon me. For you formed my inward part; you covered me in my
mother’s womb.”
Fetuses and persons areforms of life chosen by God and created
in His own image. Apart from God human beings are nothing. With
God, human beings are everything.
Karl Barth says, “The unborn child is from the very first a child.
It is still developing and has no independent life. But it is a man and not
a thing, nor a mere part of the mother’s body. He who destroys
germinating life kills a man and thus ventures the monstrous thing of
decreeing concerning the life and death of a fellow – man whose life is
given by God and therefore, like his own belongs to him”(Karl Barth,
in Runkle, 1982).
Christians have a special reason to stand in respect of human
life. God revealed himself in the form of human life, in the person of
Jesus Christ. This gives us a view that human being is singular, unique,
inseparable and irreplaceable. It is a great advantage and something
worthwhile to be a “person”created in God’s image and likeness.The
song says, “Persons are gifts of God, a wonderful gift of love to accept
and to share” (RE 2 Manual, 2005).
Suggested Activity:Create a debating team on abortion.

Team A: Pro-choice – individuals who believe that the fetus is
only a potential human being until it is viable and the fetus has no legal
rights – the rights belong to the woman carrying the fetus who can
decide whether or not to bring the pregnancy to full term.
Team B: Pro-life – oppose abortion except in extreme
circumstances. The pro-life believes that the fetus is a human being
from the time of conception. Therefore, the fetus has a right to life from
the moment the egg and sperm unite.
86
References
Abshier, Thomas Lee N. (2009). Addiction to Power & Control. New
York: Mc-GrowHill Company.
Agapay, Ramon B. (2008). Ethics and the Filipino. A Manual on

Morals for Students and Educators. 2nd ed. Mandaluyong City:
National Book Store.
Bunda, Nestor et. al. Christian Ethics and Contemporary Issues. A
Manual for RE 2. (2005). Iloilo City: Central Philippine
University.
Christenson, Larry. (1970). The Christian Family. USA: Bethany House
Publishers.
Dais, Lolita et. al. (1995). Christian Ethics in theContemporary Filipino

Society. Iloilo City: Central Philippine University.
Laney, Carl J. (2001). Everything I Know About Success I Learned from

the Bible, Quezon City, Philippines: Evangelical Classics
Library.National Council of Churches in the Philippines
(2005). A Public Faith, A Social Witness, Volume IIQuezon
City, Philippines.
Palispis, Epitacio S. (2007). Introduction to Sociology and
Anthropology. Manila, Philippines: Rex Book Store.
Fegarido, Adele Grace G. et. al. eds. (2002). Christian Ethics in a
Changing World, RE 2Syllabus. Iloilo City: Central Philippine
University.
Runkle, Gerald. (1982). Ethics: An Examination of Contemporary
Moral Problems. New York, USA: CBS College Publishing.
Sanchez, Custodia&Agpaoa, Fe B. (1997). Contemporary Social
Problems and Issues. 3rd ed. Manila: National Book Store.
Schaefer, Richard. (2005). Sociology. 9th ed. New York: McGraw-Hill.
Suggested Songs
1. The More We Get Together

87
The more we get together, together, together,
The more we get together, the happier are we;
For your friends are my friends and my friends are your friends,
The more we gettogether the happier are we.
2. I Want to be Your Friend

I want to be your friend, a little bit more (3x)
A little bit, a little bit, a little bit more.
3. Welcome to the Family

Welcome to the family we’re glad that you have come to share your life
with us, As we grow in love and may we always be to you as God
would have us be,A family always there to be strong and to lean on.
Refrain:
May we learn to love each other, more with each new day
May words of love be on ourlips in everything we say,
May the Spirit meltour hearts and teach us how to pray that
we might be a true family.
4. The Steadfast Love of the Lord

The steadfast love of the Lord never ceases, His mercy never comes to
an end.They are new every morning, new every morning, Great is Thy
faithfulness OLord,Great is Thy faithfulness!
5. I’ve Got Joy

I’ve got joy down in my heart. Deep, deep down in my heart.
J-O-Y down in my heart. Deep, deep down in my heart.
Jesus gives it to me, And no one can destroy it.
Destroy, destroy, destroy, Oooooops! (Repeat- 1st line).
6. We Are One in the Bond of Love

We are one in the bond of love (2x)
We have joined our spirit with the Spiritof God.
We are one in the bond of love.
Let us sing now everyone, Let us feel Hislove begun.
Let us join our hands that the world may know,
88
We are one in the bond oflove.
7. It’s a Great Thing to Praise the Lord

It’s a great thing to praise the Lord. (3x)
Walking in the light of God.
Refrain: Walk, walk, walk in the light (3x)
Walking in the light of God
2. It’s a great thing to serve the Lord.

3. It’s a great thing to thank the Lord.
8. Man is Like a Vapor(round song)

Man is like a vapor full of woes,
He is like a skipper down He goes,
Down, he down, he down, he down, he down, he goes!
9. Alive Alive!(medley)
Alive, alive, alive forevermore,
My Jesus is alive, alive forever more,
Alive, alive, alive forever more,
My Jesus is alive forever more.
Chorus: Sing alleluia -2x, My Jesus is alive forevermore.
Sing alleluia -2x, My Jesus is alive.
I’m alive, alert, awake enthusiastic – 2x
I’m alive, alert, awake, awake, alert, alive,
I’m alive, alert, awake, enthusiastic!
10. With Christ in my Vessel

With Christ in my vessel
I can smile at the storm – 3x (Repeat)
Until he finds me home.
Chorus: Sailing, I am sailing home -2x (Repeat)
11. Amazing Grace (by Newton)

89
The Lord has promised good to me, His word my hope secures;
He will my shield and portion be as long as life endures.
Yes, when this heart and flesh shall fail, and mortal life shall cease,
I shall possess within the veil, a life of joy and peace.
The earth shall soon dissolve like snow, the sun forbear to shine;
But God, who called me here below, will be forever mine. (Amen)
12. Pananagutan
Walang sinuman ang nabubuhay para sa sarili lamang
Walang sinuman ang namamatay para sa sarili lamang.
Chorus:
Tayong lahat ay may pananagutan sa isa’t isa
Tayong lahat ay tinipon ng Dios nakapilingNiya.
Sa ating paglalakbay at paglilingkod sa kanino man

Tayo ay nagdadala ng balita ng kaligtasan.
Sabay-sabayngang mag-aawitanangmgabansa
Tayo’ytinuringngPanginoonbilangmgaanak.
.
13. This Is My Father’s World
This is my Father’s world, and to my listening ears,
All nature sings and round my rings, the music of the spheres
This is my Father’s world He shines in all that’s fair
In the rustling grass, I hear Him pass He speaks to me everywhere.
14. Joy to the World

Joy to the world the Lord is come, Let earth receive her King
Let every heart prepare Him room, And heaven and nature sing (2x)
And heaven and heaven and nature sing.
He rules the world with truth and grace, And makes the nations prove,
The glories of, his righteousness, And wonders of his love(2x)
90
And wonders and wonders of his love.
15. Gloria in Excelsis

Angels we have heard on high, singing sweetly through the night
And the mountains in reply, echoing their brave delight.
Chorus:
Glo…….ria in excelsisDeo. (2x)
Shepherds why this jubilee? Why this songs of happy cheer?

What great brightness did you see? What glad tidings did you hear?
16. O Come Let Us Adore Him

O come all ye faithful, joyful and triumphant
O come ye, O come ye to Bethlehem
Come and behold Him born the King of angels
O come let us adore Him(3x) Christ the Lord!
Suggested Closing Program

Musical instrument as a prelude(any volunteer student)
Praises and Adoration to God (student’s favorite praises)
What attributes of God that is meaningful to you? (one by one)
Expression of Thanksgiving:
*Look for any object inside the classroom that symbolizes your
thanksgiving to God within one semester’s journey in RE 2 class.
*Why did you choose that object?
Special Renditions (by group of students)
Lessons Learned:
*Recall lessons in each chapter of the Manual. Can you mention one
or two thathas touched your life as it is?)
Offering of lives to God through a song: “I Offer my Life to You”
Teacher’s Prayer for the Students
Reflective Thought: (Now that you have taken RE 2 subject, have you
made a difference in thecommunity whereyou belong?)
Parting Words Together: The Lord will watch between you and me
while we are absent from one another. Amen. (Mizpah)
91
ABOUT THE AUTHORS
Adele Grace Gicana-Fegarido finished her Bachelor of Theology,

major in Christian Education, cum laude, in 1987, Master of Divinity in
2002 at Central Philippine University. She earned a certificate in
Family Ministries, a special course offered by the Family Wellness
Center, CPU. She had served as Christian Education Director of several
churches in Iloilo and Roxas City, Capiz. She had written Sunday
School lessons for the Convention of the Philippine Baptist churches
and Vacation Church School lessons for National Council of Churches
in the Philippines. Assistant Professor Fegarido is a full-time faculty of
the Religion and Ethics Department and teaches Family Courses and
Historical Studies at the College of Theology. She lectures and
conducts marriage and family enrichment sessions in churches and
communities. She is married to Francis Fegarido of Roxas City, Capiz
with whom she has two sons, Francis Adam and DeoJireh, both in
college.
Lydia Garcia-Gal hails from Consuelo, La Carlota City, Negros

Occidental. She earned her Bachelor of Elementary Education from
Romblon College, Odiongan Romblon (with LET); Diploma in
Theology from Convention Baptist Bible College; Bachelor of
Theology and Master of Divinity from Central Philippine University.
She is an ordained woman who had served as full-time minister for
almost nineteen years. She has been a member of the Ordination
Council of the Convention of Philippine Baptist Churches from 2001 up
to the present. She had been Field Work Director of the CPU College of
Theology from 2001 to 2013. She is married to Benjamin Gal from
Odiongan, Romblon with whom she has two children, Ju-an Nassa Lyn
and Frenz Rian, both professionals. Presently, she teaches Fieldwork
courses at the College of Theology and Religion and Ethics subjects.
Excelyn Celeste-Landero is a native of Bingawan Iloilo, but presently

resides at Sta. Rosa Subdivision, Tagbac, Jaro, Iloilo City. She obtained
92
her Diploma in Theology at Convention Baptist Bible College, Bakyas,
Bacolod City; her Bachelor of Theology and Master of Divinity at
Central Philippine University, Iloilo City. She had taken her Master of
Education Major in Educational Administration (CAR) at Central
Philippine University. She had worked as Pastor under the Convention
of the Philippine Baptist Churches and had been a Kindergarten teacher
of Central Philippine University from 1985-1997. In 1998, she became
a full time teacher of the Department of Religion and Ethics, Central
Philippine University and had been appointed Officer in charge from
2000-2002, and again appointed as Department Chair from 2009 to
2014. She had taught Biblical Studies, Spiritual Formation, and Field
Work subjects at the CPU College of Theology. She is married to
AnreSoriosoLandero, with whom she has two children Jared Anre and
Jeard An who are both professional. Associate Professor Landero is
presently the Head of the Department of Religion and Ethics of the
CPU College of Theology Central Philippine University.
Rodmar Lilla
93

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CHRISTIAN ETHICS

Religion and Ethics 2 Manual

Adele Grace G. Fegarido

Published by the Department of Religion and Ethics

Adele Grace G. Fegarido

Cover design Concept:

Writing a manual for the subject, Christian Ethics in a Changing

Moreover, the manual speaks about our era of far-reaching

This manual brings the readers and learners biblical and

As students read this textbook and enjoy participating in class

REV. BERNABE C. PAGARA, Th. D.

The main purpose of this work is to provide a manual for the

The writers of this manual in their revision have incorporated

The suggested activities in every unit offers an enriching

I commend this manual with enthusiasm. May “Christian Ethics

PROF. EXCELYN C. LANDERO, M.DIV.

Scientia et Fides (Knowledge and Faith)

A University committed to Exemplary Christian Education for Life

The mission of Central Philippine University is to carry out a program

Character The aggregate features and traits that form the

Justice Righteousness or lawfulness and fairness. It is observing

Excellence The highly commendable quality or feature of a person’s

RELIGION AND ETHICS DEPARTMENT

Students committed to God and exemplify Godly character and values

To introduce Jesus Christ and to inculcate in students Christian

The Religion and Ethics Department aims to:

Lesson 3: Meaning and Purpose of Life

UNIT II – OVERVIEW OF ETHICS

UNIT III – CHRISTIAN ETHICS

UNIT IV – TOWARD VALUE FORMATION

UNIT V – CONTEMPORARY ISSUES AND THEIR

ABOUT THE AUTHORS

Lesson 1: Orientation, CourseIntroduction, and Getting

Desired Learning Outcomes

Outcome-Based Teaching and Learning

2. University Standardized Grading System

Percentage Equivalent Letter Grade Numerical Grade

4. Course Content and Schedule

C. Getting Acquainted & Mutual Expectations

Assessment of Learning Outcomes

Materials: Power Point Presentation, Activity Sheets, etc.

Outcome-Based Teaching and Learning

2. Student’s Activity: Suggested Pattern of Prayer(each group will

Assessment of Learning Outcomes

Materials:Video Presentation, Activity Sheets, etc.

Lesson 3: Meaning and Purpose of Life

Desired Learning Outcomes: At the end of the lesson the students

Outcome-Based Teaching and Learning

Assessment of Learning Outcomes

Read in Unison: Genesis 1:26-31

2. EssayWriting (suggested activity): “I Am Special”

Time Frame: Week 2

Lesson 1: Definition, Importance, Nature, and Scope of

Desired Learning Outcomes: At the end of the lesson, the students

Outcome-Based Teaching and Learning

c. The Nature and Scope of Ethics

Time Frame: Week 3

Lesson 2: Major Ethical Systems

Desired Learning Outcomes: At the end of the lesson, the students

Outcome-Based Teaching and Learning