RE 2 Modules

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Religion and Ethics 2 Modules
Module 1 - Meaning and Purpose of Life
Desired Learning Outcomes: At the end of the module the students would have:
1. identified the purpose and meaning of their life and relate the same to their chosen vocation.
Module 1.1. Looking at the Scripture

What do these Biblical passages say about the meaning and purpose of man’s life?
Module 1.1.1. Ecclesiastes Chapter 1 – speaks about the vanity of life

(Setting: Solomon was looking back on his life, much of which was lived apart from God)
What is vanity?
Vanity means “breath” “vapor” or “light wind.” It denotes: transitory, futile, useless,
meaningless, or vain. All is vanity – means that the totality of existence is in vain, activities of
earthly life are useless.
Important Points:
Verses 1- 7: Solomon defines life based on nature:
1. Life is like a vapor, or wind that it only passes away.
2. Life is a transit – it leaves no result, it does not satisfy the mind.
3. There is no advantage to struggle in terms of earthly pleasure.
4. Life in general is an endless repetition, aimless and monotonous.
Verses 8 -11: Solomon defines life based on human experience:

1. Life is laborious, wearisome, tiresome – no satisfaction to one’s eye.
2. Life has no remembrance, nothing new.
3. Human activity is nothing.
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Verses 12-18: Solomon speaks about the futility (uselessness) of wisdom

1. Human wisdom does not contain all the answers.
2. Knowledge and education have their limits.
Final Conclusion of Solomon about Life:

1. We should enjoy life by obeying God’s commands.
2. The purpose and meaning of life cannot be found in human endeavors but in positive
attitude and strong faith in God.
3. Human effort apart from God is useless.
4. Put God first – now!
5. Receive everything good as a gift from God.
6. Realize that God will judge every person’s life whether good or evil.
7. Pleasures and material things when sought for their own sake bring nothing.
The Birth of a Meaningful Life Solomon says: (2 antidotes)

1. To fear
2. To obey GOD - is everyone’s duty
Reflect: What is life based on your own experience?
Module 1.1.2. Psalm Chapter 139:13-17 – speaks about the foreknowledge of God both in
creation and pro-creation.
Important Points:
1. God has laid the foundation of our being in the mother’s womb – dark place beyond
the reach of light and life-giving protection. The mother’s womb where the fetus is formed
symbolizes the lowest part of the earth. (v.13)
2. Human being is fearfully and wonderfully made – separated from ungodly men. The
texture of our human body is the most complicated, nice and delicate. Even the slightest accident
can destroy or impair any part of it necessary to the continuance of life. There is a need of the care
and providence of God. (v.14)
3. Bone or skeleton is the foundation of our human body with external parts such as
muscular flesh (tendons, veins, arteries, nerves, skin) and web of fibers. God has embroidered
(needle work) our human bodies and put together in the lowest part of the earth – mother’s womb.
(v.15)
4. Our human bodies are open before God’s eyes and were fashioned after Him. God is
the potter of our human bodies. We are under God’s plan. (vs. 16-17)
Conclusion: Human being is wondrously created and God knew all that was going on in the
process of creation and procreation.
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Module 1.1.3. Psalm 8 – Pictures of Man’s Dignity and God’s Glory. God’s glory and
majesty is realized by finite man.
Important Points:
1. The Lord is the director, supporter, ruler and judge of all creations. The excellent
name of God represents God in all his accounts such as incarnation, birth, humble life, death and
resurrection as celebrated to the whole world. God is infinite. Jesus is the only person who
perfectly reflects God’s image. (v.1)
2. Children are able to trust and praise God without doubts and reservations. There is a
need to have a childlike faith removing any barriers to having a closer walk with God. (v. 2)
3. Man is in contrast with His Creator. God created human being a little lower than
himself and the angels. But God considers human being highly valuable. We have a great worth
because we bear the stamp of the Creator. (vs. 3-5)
4. God gives human being authority – to be in charge of the whole earth. But with great
authority comes great responsibility. Three things designate man’s position: a) his relationship to
God; b) his dignity and honor; c) his dominion over other created beings. (vs. 6-8)
5. (Doxology) It always calls man back to the majesty of God. (v. 9)
Module 1.1.4. Jeremiah 29:11 – speaks about God’s plan for every human being
Together we say: “For I know the plans I have for you, declares the Lord. plans to prosper you
and not to harm you, plans to give you hope and a future.” (Jeremiah 29:11, NIV)
Important Points:
1. God, our leader has encouraged us to move ahead.
2. God has trusted us to do the task that He has given.
3. God will be with us all the way.
4. God knows our future, his plans for us are good and full of hope.
5. God provides our agenda and goes with us as we fulfill His mission.
6. God will always see us through gloriously despite pain, sufferings or hardships. (Life
Application Bible Study, 2007)
Reflection: “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? (RE 2 Textbook, 2008)
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Module 2 – Overview of Ethics
Desired Learning Outcomes: At the end of the module, the students would have:
1. defined ethics, and explained its importance, nature and scope; 2.
explained the six major ethical systems and cited concrete examples;
3. differentiated ethics from other disciplines.
Module 2.1. Definition, Importance, Nature, and Scope of Ethics
Module 2.1.1. Definitions of Ethics

Ethics can be defined from three aspects: it’s etymological, traditional and modern
definitions:
1. Etymologically, ethics comes from the Greek word ethos which means custom, usage or
character. The equivalent word in Roman is mores and in Latin mos where the words morality,
moral or morals derived from. From this etymological meaning, ethics can be understood as the
study of human customs or ways of doing things.
2. 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.
Morality is defined as the quality of human acts 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 them is immoral
to choose what course to take is indifferent
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.
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For example:
a. A CPU student is aware of the rules in the university which prohibits cheating (knowledge).
b. He/she is however free to make kodigo and use it during the examination or to disregard this
in obedience to the rule (freedom).
c. 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.
3. From the modern perspective, ethics is defined as a philosophical reflection on “creative
responsibility”. According to Johann, “creative responsibility has important consequences:
a. Action becomes primary. Being human means to grip creatively with the concrete situation to
which you find yourself.
b. 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.
c. 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 traditional is preoccupied with human nature, natural law,
duty and justice while the modern consists with the truth and its communal dimension, freedom
and love. (Lariza, in Dais, 1995)
Module 2.1.2. 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).
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 individuals as the children of God and in loving
everyone. Hence, ethics that we pass unto others reveals the correct way of living.
3. Evaluates different 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 the Bible. The major ethical systems will be discussed in the next lesson.
Module 2.1.3. 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 scientia which 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).
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As a normative science, 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).
Module 2.2. Major Ethical Systems
Module 2.2.1. 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 against and
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 general
ones. 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 absolutelaw: 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 many absolute
laws that do conflict, and we should choose the lesser evil. Therefore, stealing is forgivable. When
we face moral 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 laws that
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 many absolute
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).
Review:
Ethical System Principle
Antinomianism opposes laws
Generalism agrees that there are

some general laws only
Situationism claims that there is one
absolute law only - love
Conflicting Absolutism prefers lesser evil
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Graded Absolutism chooses higher law
Unqualified Absolutism follows absolute laws

(Christian Model)
Module 2.3. Relationship of Ethics to Other Sciences
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. Psychology deals with human behavior, while Ethics deals with the morality of human
behavior.
3. Sociology is 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.
Economics deals with labor, wages, production, as well as distribution of wealth, 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 Ethics is about obedience and right relationship
with God and man.
7. Politics stresses the temporal benefits of the people, while Ethics stresses eternal benefits of
people (R.E 2 Manual, revised, 2005).
Review:
Sciences Focus Ethics Focus
Logic correct thinking correct living
Psychology human behavior E morality of human behavior
Sociology man’s relationship to T moral & social order of
others & society H man & society
Economics labor, wages, production I justice charity & moral
& distribution of wealth C principles
Education develops the whole man S develops man’s character.
Religion belief or faith in God right relationship with God
and man.
Politics temporal benefits eternal benefits
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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 developing moral and spiritual character?
The Politician asks: Do I make decisions for the spiritual benefit of the people?
The Christian asks: Do I believe and obey God?
Module 3 - Christian Ethics
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;
Module 3.1. Definition and Significance of Christian Ethics
Module 3.1.1. Definition
What is Christian ethics?

1. Christian ethics is a method of determining right and wrong based on the
understanding 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
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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 we act.
The Bible gives us a detailed instruction on how we should 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 know that 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. 6:1920).
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 exemplified and taught by Jesus,
applied to problems and decisions 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, dependable and indispensable guide of
Christians in their actions as well as in their decisions in life (Harkness, 1987).
Module 3.1.2. 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, people make
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 that are also equally important. These issues affect even community
life. Christian ethics in this aspect, helps people decide or weigh which concerns should 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.
(optional)
3. Christian ethics assists people in determining their goals in life and help them realize
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).
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Student’s Activity: List 3 important goals in your life and the corresponding plan of action that
you will undertake to realize these goals. (optional)
Module 3.2. Biblical Basis of Christian Ethics

Christian ethics deals with what is morally right and wrong. This module 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 been
accomplished 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’s command
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 ethics rests
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 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 in nature
(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 real than 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 life springs
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
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life is based upon the regenerative power of the cross. We live 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).
Module 3.3. Christian Ethics in Relationship with the Old and New
Testaments
Module 3.3.1. 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.
Module 3.3.2. 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 ethical
understanding or concepts of God.
Concepts of God
1. God is Ethical. The ethics of God stresses the sacredness of human life. God does not
want human sacrifices. When Abraham was about to kill his son Isaac, to be sacrificed as a burnt
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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 in God
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. Because God
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. El Shaddai or Jehovah Jireh is the name of God which stresses his
capacity to supply human needs. When the Israelites were hungry and thirsty, God provided them
with food and water. In one of the mountains of Galilee, Jesus also fed the hungry 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 the unique quality of
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 the Egyptian
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 concretized himself
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).
Module 3.4. Criteria, Standards, and Methods of Christian Ethics
Module 3.4.1. Criteria of Christian Ethics

The word criterion (criteria – plural) means basis or norm (Webster,2006). The following
criteria such as right, good and fit are bases or norms for ethical conduct.
1. Criterion of right – emphasizes the duty of man. The following are the prescribed duties of
man:
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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).
Module 3.4.2. 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 only two
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).
2. The Word of God. “All Scripture is God-breathed and is useful for teaching, rebuking,
correcting, and training in righteousness, so that the man of God may be thoroughly equipped for
every good work” (2 Timothy 3:16-17), (Tardo,2012).
Module 3.4.3. 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 could not totally see can still walk 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 to the 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 image it is
coupled not only with conscience or moral sense but also with reason. Man is a rational being. He
thinks and analyzes certain situations, implications of experiences before making moral decisions
(RE 2 Syllabus, 2002).
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Module 3.5. Most Important Principle of Christian Life
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, not hypocrites
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 the earth.”
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 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 a
Pharisee what is the greatest commandment in the law, He said that 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. As
Christians, 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)
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Module 4 – Toward Value Formation
Desired Learning Outcomes: At the end of the module the students would have:
1. seen the relationships between values, beliefs and actions;
2. determined their personal values and identify the principles of valuing;
3. enumerated the steps of the valuing process;
4. applied the “beatitudes” as a model for values that are inherently Christian.
Module 4.1: Relationship Between Values, Beliefs and Actions
Icebreaker: Fill in the blanks with words which are most appropriate to you.
My name is ____________and if I were lost on a tropical island, the two people I would most
want to have with me would be__________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).
Module 4.1.1. Definition. In this module, the following terms will be defined:
Values – “that which one shows by one’s actions, what he or she most cherishes”.
For instance: Some value money that they become misers.

Some value powers and become dictators
Some value family, and their whole lives center on what they can do for their
spouse and children.
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
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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).
Beliefs – are verbally spoken statements.
We commonly hear people verbally express their beliefs or convictions concerning things,
issues, events or experiences. We are 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 claim they believe in the value of honesty may compromise their
belief and become dishonest if placed in 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.
Actions – an operation by which a value is determined. It serves as a pointer or indicator to one’s

value.
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.”
Module 4.1.2. 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.
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.
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Module 4.2. Determining My Values
Module 4.2.1. 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 may be 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.
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).
Module 4.2.2. 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.

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? (v. 22)
6. 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, 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
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our lives, then we would be wise to make every attempt to determine what our values will be (RE
2 Syllabus, 2002).
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)
Module 4.3. Forming Values
Module 4.3.1. 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 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.
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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. (RE 2 Syllabus, 2002)
Module 4.3.2. 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 the authority
is watching, 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 things that
are chosen 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 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. We prize
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 the
alternatives, 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 some reading 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.
7. Repeating. For something to reach the stage of a value, it is likely to reappear on a
number of occasions in the life of a person who holds it. It shows up several times. We would not
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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).
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. 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).
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.______________ _____________________________________
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2. ______________ _____________________________________
3. ______________ ______________________________________
4. ______________ ______________________________________
5.______________ ______________________________________
Module 4.4. Model for Christian Values
Module 4.4.1. 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).
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. By putting 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.
Module 4.4.2. The Beatitudes: An Interpretation

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 not
necessarily 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 people think.
Jesus meant that 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 it fame or success? How would
one hunger for righteousness? Jesus expects his followers to desire a knowledge of what is right.
Righteousness for Jesus is a total attitude of mind, a particular kind of character, and a special
style of living.
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5. The Merciful (Matthew 5: 7)To be merciful is to act in a manner of loving kindness 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 entire personality.
“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 characteristic that
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 those who
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.
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).
Module 4.4.3. How Do You Rate Yourself based on the Beatitude?
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
*Happy are those who know they are spiritually poor 1 2 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 1 2 3 4

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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 1 2 3 4
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 1 2 3 4
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 1 2 3 4
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 1 2 3 4

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 1 2 3 4
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
1 2 3 4
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?
Module 4.4.4. The Beatitudes: A Meditation
Leader: Let us unite in prayer.

Unison: Loving Father, although we often hear the Beatitudes read, we know there are truths we
have not yet understood about them. Just now we pray Thee to open our hearts and minds to hear
Thee say again the eight “Happiness”. Through Christ we pray. Amen.
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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 and need. God
blesses them.
Leader: Blessed are those who mourn, for they shall be comforted.
Interpreter: They mourn for their sins and for others who are suffering from sin that Satan 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 was given to God’s children. Meek Christians shall see their
promised land also.
Leader: Blessed are those who hunger and thirst for righteousness for they shall be filled.
Interpreter: To hunger for righteousness is to long for right to triumph over wrong. They shall
have satisfaction in seeing the right triumphs.
Leader: Blessed are the merciful for they shall obtain mercy.
Interpreter: When we are merciful to others, they return mercy to us. God also extends His mercy
to 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 His guiding
hand in everything. Hereafter, they shall 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 that they are children of God,
Leader: Blessed are those who are persecuted for righteousness’ sake for theirs is the Kingdom
of Heaven.
Interpreter: Jesus is saying here that those who are willing to be persecuted for the cause of
right are best in knowing they are citizens of the Kingdom. (Stirlen, 1978, in Landero, 2002
revise.
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MODULE 5 - CONTEMPORARY ISSUES AND THEIR

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

Love is expressed as kind, passionate, tender, devoted and warm-hearted feeling (Webster,
1990). In classical Greek, love is classified into four, namely: philia, which is an expression of a
love for a friend; eros, which is expressed towards the opposite sex of one’s preference; storge or
stergo which is love between parents and their children, rulers and people; and agape which is
divine love or love expressed to God (Gumban, 1995 in RE 2 Manual, 2005).
Sex is a bonus gift from the Almighty, blessed and ordained by God for the procreation of
the human race. It is a beautiful expression of one’s individuality restricted to matrimony (Sarju,
1987 in RE 2 Manual, 2005).
Module 5.1.2. Why did God design sex?

The following are the reasons why God designed sex:
1. To propagate the human race (Genesis 1:28)
2. To provide mutual pleasure in marriage (Proverbs 5:18-20)
3. To reduce sexual temptation (I Corinthians 7:1-5)
4. To produce mutual ownership (I Corinthians 7:3-4)
5. To produce a unique union and a means of communion that is not possible on any other level
(Matt. 9:5) (LaHaye, 1976)
Module 5.1.3. Sexual Abuses

1. Rape – is the use of sex for its own sake without due regard to its violation of the honor and
dignity of the victim.
2. Adultery – is a sex for its own sake without regard to it as an act of unfaithfulness which violates
the personhood of the husband or wife concerned.
3. Unnatural sexual acts (homosexuality) – the use of sex which does not serve the purpose of
procreation and falls short of the standard of Christian morality.
4. Abnormal sexual acts (sodomy, pedophilia, necrophilia) – are sexual acts that are immoral and
sinful. It fails to meet the standard of Christian morality (Gumban, 1995).
5. Pre-marital Sex – is sex done before marriage (RE 2 Manual, 2005.)
Moodule 5.1.4. Four R’s of Sex

Norman Vincent Peale created guidelines on sex.
1. Right Place Where must be the right place?
2. Right Time When must be the right time?
3. Right Person Who must be the right person?
4. Right Circumstances What must be the right circumstances? (Peal, in Gumban,
1995)
Module 5.1.5. Biblical Perspective
The Bible teaches that love and sex are gifts from God. These gifts are expressed in the encounter
of man and woman. God created man and woman as sexual beings. It was God’s design that human
beings are either male or female (Genesis 1:27). In God’s beautiful garden, Adam and
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Eve became the first couple and they were married to be each other’s companion in life (Genesis
2:18,21,22,24). God ordained the meeting together of this couple in sexual union, coupled with
serious responsibilities (Genesis 1:27b-28).
God sanctified sex and therefore, it must be treated with proper respect and its use must follow
the rules set by God himself. One rule concerns faithfulness. It means that man is to relate sexually
only to his wife and the woman only to her husband. God sees everything and He knows those
who disobey (Proverbs 5:15-21). The Bible warns that people who engage in sexual immorality
are actually doing harm to their own bodies and surely God will execute judgment on them
(Proverbs 2:9-17), (RE 2 Manual, 2005).
Module 5.2. Pre-marital Sex

Pre-marital sex is a sexual activity practice by a person who is unmarried. It is also called
non-marital sex, youthful sex, adolescent sex and young adult sex (Wikipedia.org.).
Module 5.2.2. Prevalence

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

Christianity clearly teaches that pre-marital sexual intercourse is immoral. Jesus, Paul, the
Great Protestant reformers of the 16th and 17th century had agreed in condemning it. The Catholic
Church and all major Protestant denominations today still condemn it.
For Paul the essential task of Christians is to suppress the lust. Christians are to cast off the
old man in them and grow in grace as a child of God. The sinful body is to be replaced by a
sanctified Spirit in Christ.
In the eight chapter of John, Jesus saved the woman caught in adultery from stoning.
When Jesus saved her, it did not mean that he approved the conduct of the woman. Jesus forgave
the adulterous woman, but further advised her not to commit sin anymore. To Jesus, fornication
is sin (RE 2 Manual, 2005).
Module 5.3. HIV/ AIDS

HIV (human immuno-deficiency virus) is a virus that attacks immune cells. AIDS (acquired
immuno-deficiency syndrome) is the syndrome, which may or may not appear in the advanced
stage of HIV infection. Thus, HIV is a virus while AIDS is a medical condition.
28
HIV infection can cause AIDS to develop. However, it is possible to contract HIV
without developing AIDS. Without treatment, HIV can progress and, eventually, it will develop
into AIDS.

According to the World Health Organization, there are about 36.9 million people globally
were living with HIV in 2017. An estimated 1.8 million individuals worldwide became newly
infected with HIV in 2016 – about 5,000 new infections per day. One million people died from
AIDS-related illnesses in 2016, bringing the total number of people who have died from AIDS-
related illnesses since the start of the epidemic to 35.0 million. In 2016, there were 19.4 million
people living with HIV (53%) in eastern and southern Africa, 6.1 million (17%) in western and
central Africa, 5.1 million (14%) in Asia and the Pacific, and 2.1 million (6%) in Western and
Central Europe and North America.
In the Philippines there was 1,021 new cases of human immunodeficiency virus (HIV) that
were recorded in the month of January 2018, as cited to the recent data released by the
Department of Health- Epidemiology Bureau. Based on HIV/AIDS and Art Registry of the
Philippines (HARP) report, the said figure is 187 cases higher compared to the same period in
2017, wherein 834 cases were recorded. The first case of HIV infection in the Philippines was
reported in 1984. Since then, there have been 51,409 confirmed HIV cases reported to the HARP.
An average of 33 people was diagnosed with HIV each day during the month of January 2018.
According to the report, sexual contact remains the predominant mode of transmission with 993
cases (97 percent). Injecting drug use has 18 cases while there were two cases of mother to child
transmission. And there are other cases which have no data on mode of transmission.
The HIV epidemic does not only affect the physical health of individuals but also his/her
emotional, psychological and social well - being, in addition it also affects family members,
relatives, communities, as well as the development and economic growth of the country.
Module 5.3.3. Transmission

HIV is Transmitted Through:
1. Sexual transmission
It can happen when there is contact with infected sexual fluids (rectal, genital, or oral
mucous membranes). Sexual transmission can be through male-female sex; male-male sex and or
sex with males and females. 2. Mother to Child transmission
A mother can transmit HIV to her child during childbirth, pregnancy, and also through
breastfeeding. 3. Blood transmission
This happens through transfusion of contaminated blood. However, the risk of
transmitting HIV through blood transfusion is extremely low in developed countries, thanks to
meticulous screening and precautions.
4. Sharing Syringes
This happens through exposure to needles or other devices with HIV-infected blood. This
is true among people who inject illegal drugs, sharing and reusing syringes contaminated with
HIV-infected blood, and unsafe tattoo needles.
29
HIV is not Transmitted Through:

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

The Bible teaches us that our body is the temple of the Holy Spirit and it belongs to God.
We have to glorify God in our body and in our spirit because we belong to God (I Corinthians 6:
19-20). Glorifying God through our body means being conscious of every physical activity that
we undertake if it gives glory to God or not. Every action that we have to undertake should
always be questioned whether it is beneficial to us, others and the community and most of all if it
glorifies God. The responsible use of our physical bodies is a manifestation of our stewardship of
what God had entrusted to us.
On the other hand, the Bible also teaches us not to judge others. Matthew 7:1 says,
“Judge not, that ye be not judged (KJV). People living with HIV/AIDS are stigmatized by the
society and treated with partiality. Just like Jesus showed His love to everyone, we also have to
love others and treat them equally. Since people living with HIV/AIDS also need a community
that accepts, care and love.
Questions to Reflect:
1. How can one be a good steward of his/her physical body?
2. How can one avoid being contaminated with HIV?
3. How are we going to relate with people who have HIV/AIDS?
Module 5.4. Gender and Sexuality

Gender refers to the attitudes, feelings, and behaviors that a given culture associates with a
person’s biological sex. Behavior that is compatible with cultural expectations is referred to as
gender-normative; behaviors that are viewed as incompatible with these expectations constitute
gender non-conformity.
Gender is a range of physical, mental, and behavioral characteristics distinguishing
masculinity from feminity. It is related to how we are perceived and expected to think and act as
women and men because of the way society is organized, not because of our biological
differences (WHO, 2007).
Module 5.4.2. Sex and Gender

Sex refers to biological differences such as male and female chromosomes, hormonal
profiles, internal and external sex organs, while gender describes the characteristics that a society
or culture delineate as masculine or feminine. So, while your sex as male or female is a
30
biological fact that is the same in any culture, what that sex means in terms of your gender role as
a man or woman in society can be quite different cross-culturally.
In sociological terms gender role refers to the characteristics and behaviors that different
cultures attribute to the sexes. What it means to be a real man in any culture requires male sex
plus what our various cultures define as masculine characteristics and behaviors; likewise a real
woman needs female sex and feminine characteristics (Palispis, 2007).
Module 5.4.3. Key Issues on Gender Situation

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

The Bible teaches that men and women are equal in the sight of God.
1. Equality is stressed in the creation account. In Genesis account, human beings are
created after God’s image (Gen. 1:27-28). Human equality therefore, comes from this common
element. The woman in her vital humanity as God’s image cannot be inferior to man.
2. No hierarchical order existed between Adam and Eve. In Hebrew, the word
ezer(help) signifies strength and not submission or lower function. A woman was created to
work hand in hand with man. Both would compliment each other’s strength and weakness. The
direct relationship between them must be horizontal not hierarchical.
3. Leadership among women in the Old Testament is encouraged. God chose Miriam to
be the leader (Micah 6:4), and Deborah, a spiritual and political leader (Judges 4:4-14). God
allowed women to take services in the tabernacle (Deut. 31:12, Ex. 38:8, I Sam. 2:19).
4. Men and women have full equality in the salvation history. Man and woman are
equally responsible for a decisive action to answer God’s redeeming grace. The salvation
offered by God is for all people (John 3:16).
5. Men and women have equality in church services. Men and women are called by
God to use their gifts as servants of God (I Pet. 4:10-11). (Padojinog, 2003 in RE 2 Manual,
2005)
Module 5.5. Homosexuality

31

The word homosexual is a Greek and Latin hybrid with the first element derived from
Greek ‘homos’ which means ‘same’, thus connoting sexual acts and affections between members
of the same sex, including lesbianism. Gay generally refers to male homosexuality, but may be
used in a broader sense to refer to LGBT (Lesbian Gay Bisexual Transgender) people. In the
context of sexuality, lesbian refers only to female homosexuality (Simness, 2005).
Module 5.5.2. Causes of Homosexuality

There are causes which influence the development of homosexuals. Psychologists cite the
following factors:
1. Glandular disturbance. Meyer and Newstadt (1972) found a relationship between a
homosexual behavior and the amount of sex hormones (endrogen and estrogen) in the blood.
However, not all homosexuals exhibit similar disturbance, and individuals have made changes
from homosexual behavior to normal heterosexual adjustments without altering the glandular
imbalance.
2. Genetic Causes. German and Park (1993) state that homosexual orientation is partly
genetic. This view lacks conclusive evidence because psychologists say that every child has an
inherent tendency toward homosexuality or heterosexuality and either one is developed in the
formation of his personality.
3. Dominant mother and weak father. The mother has a strong masculine personality
over her husband and son. The son can no longer look up to his father to become a man and at the
same time he may lose respect for his father on his own sex.
4. Overindulgent mother. The overindulgence of a mother leads the boy to develop a
strong attachment to his mother which he is unable to break as he grows older. The boy feels that
no girl can measure up to his mother and he does not develop heterosexual friendships.
5. Cruel or detached parents. The cruelty or a detached hostile relationship of either a
mother or a father may also result to homosexual behavior. The child who was deprived of affection
from the parents of the same sex would later in life crave for the affection from one belonging to
his/her sex.
6. Overt homosexuality. This is developed under circumstances in which the individual
has no access to the opposite sex, usually found in the military, prisons and exclusive schools. Its
occurrence demonstrates the ability to substitute a sexual object for another and the role of
frustration in precipitating such substitution.
Many people said that homosexuality is a result of misguided upbringing. To gays
themselves, being a homosexual is an identity. To conservative moralists, it is a sin, a willful choice
by one who is going against the law of the Creator (German and Park, in Sanchez and Agpaoa,
1997, RE 2 Manual, 2005).
Module 5.5.3. Treatment of Homosexuality
1. Individual counseling therapy provides a wholesome attitude, warm and non-critical

atmosphere for homosexual. Those who will attempt to help must establish a conducive climate
for him at home, in church or in the community.
32
2. Group Therapy is a session which helps the homosexual focus on social interpersonal
relationships. This helps them gain confidence in their ability to relate with the opposite sex.
3. Psychotherapy is a form of treatment by psychological means. This is effective only
if the individual has basic value structure of moral code in which the motivation for change can be
based.
4. Hypnotherapy is the process whereby the therapist helps homosexuals utilize their
own mental associations, memories and life potentials to achieve their own therapeutic goals.
5. Self-realization is a process which helps a homosexual develops the ability to accept
his homosexuality and to be more comfortable with it. Values have to be clarified, principles
spelled out and priorities ranked accordingly. These variables would help the individual in his way
of life, choices, decisions and interactions with people (Sanchez & Agpaoa, 1997, in RE 2 Manual,
2005).
The Bible’s condemnation of homosexuality is very clear and very strong. God says that
homosexuality is an abomination. It means that God hates, abhors, and thoroughly detests
homosexual behavior. The Old Testament teaches that the people who are convicted of the crime
of engaging in homosexual behavior should be put to death (Lev. 18:22, 20:13). In the same
manner, Paul in the New Testament says that homosexual behavior is “worthy of death” (Romans
1:32). This is not the opinion of man but the clear teaching of the Word of God.
Module 5.6. Human Rights and Violence
Module 5.6.1. Domestic Violence
Module 5.6.1.1. Definition

Domestic Violence or Spouse Abuse is a physical or emotional harmful act between
husband and wife or between individuals in intimate relationships. Domestic violence is
sometimes referred to as intimate violence.
Module 5.6.1.2. Pattern of Abuse
only role model is parent and child

abused
lacks understanding
crisis
children and discipline
lacks understanding
crisis
becomes parent
frustration
33
frus
child grows up abuse
Module 5.6.1.3. Forms of abuse between intimate partners

1. Emotional or verbal abuse
2. Denial of access to resources or money
3. Restraint of normal activities
4. Sexual coercion or assault
5. Threats to kill or harm
6. Physical intimidation or attacks
7. Death of the partner
Module 5.6.1.4. Why Men Hurt Women and Children

1. The men perceived that conflicts between husbands and wives are normal.
2. Either wife or husband initiates conflict.
3. The men recognized that minor conflict could lead to more serious ones that can cause
them to hurt women emotionally or physically.
4. Quarrels and conflicts are unnecessary and can be avoided (RE2 Syllabus,2002).
Module 5.6.1.5. Suggestions on How to Respond to Domestic Violence 1.

Counseling must be given to perpetrators who want to change.
2. Gender sensitivity training of men to help modify their perception and attitude towards
marriage relationship and parenting(Rich, 1992).
Module 5.6.2. Child Abuse
Module 5.6.2.1.Definition
Child Abuse – is an intentional act that results to physical or emotional harm to children.
It covers a wide range of behavior from actual physical assault by parents or other adult care
takers to neglect of a child’s basic needs. It is also called child maltreatment (RE Manual 2005).
Module 5.6.2.2. Prevalence

According to Compassion International in 2014 an estimated of 1 billion children aged 2–
17 years experienced physical, sexual, emotional or multiple types of violence globally. A quarter
of all adults report having been physically abused as children. In addition one in five women and
one in 13 men report having been sexually abused as a child. Furthermore, child abuse comes in
many forms it could be physical, sexual, spiritual and emotional. Child abuse includes neglect,
exploitation and child labor.
34
Module 5.6.2.3. Types of Child Abuse

1. Physical abuse – it includes deliberate acts of violence like beating, slapping, choking,
kicking, burning, pushing and rough handling that cause bruises and broken bones and leads to
serious injuries or death.
2. Sexual Abuse – it is the exploitation of a child for the sexual gratification of adult or
any significant older person. It begins with kissing or fondling and progresses to more intrusive
sexual acts such as oral, vaginal and anal penetration. Incest – are abuses that occurs between
family members like fathers, mothers, sisters, brothers, uncles, grandfathers, cousins or relatives.
The perpetrators are within the blood line.
3. Emotional Abuse – destroying child’s self-esteem. It includes verbal abuse like
constant yelling, screaming, insult, humiliating criticism and comparing. Another type is social
isolation, like denying access to child’s friend and confinement to closet.
4. Neglect- the most common type of child abuse done physically, emotionally and
mentally.
Module 5.6.2.4. Causes of Child Abuse

1. Intergenerational transmission of violence. Children from their parents learn violent
behaviors. When they become parents they will likely abuse their own children too.
2. Social stress. Stress brought on by a variety of social conditions like unemployment,
illness, poor housing condition, raise the risk of child abuse within a family.
3. Social isolation and low community involvement. Parents and caretakers who abuse
children tend to be socially isolated.
4. Family structures. Single parents who earn less are more likely to abuse their children
than married parents.
Module 5.6.2.5. Effects of Child Abuse

1. Physical injuries can range from bruises, scrapes and burns to brain damage,
permanent disabilities, and death.
2. Psychological abuse can last a lifetime and may include a lowered sense of self-worth,
inability to relate to peers, reduced attention span, and learning disorders.
Module 5.6.2.6. Prevention and Protection

1. Provide parental skills training, counseling, education, and social support
2. Visit family’s home on regular basis, encouraging community contact, and expanding the
caretaker’s knowledge about available social services
3. Intensive family preservation program by intensive visits over period of weeks for practical
assistance like finding employment and obtaining child care (Gelles, 2004).
Module 5.6.2.7. Right of Every Child

1. To be born, to have a name and nationality 2.
To have a family who will love and care.
3. To live in a peaceful community and a wholesome environment
4. To have adequate food and healthy and active body.
5. To obtain a good education and develop her/his potentials.
6. To be given opportunities for play and leisure.
35
7. To be protected against abuse, exploitation, neglect, danger and violence.

8. To be defended and given assistance by the government.
9. To be able to express his/ her views (House of Refuge, CPU in RE2 Manual, 2005).
Module 5.7. Mental Health

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

The World Health Organization noted that 1 in 4 people in the world will be affected by mental
or neurological disorders at some point in their lives. Around 450 million people currently suffer
from such conditions, placing mental disorders among the leading causes of ill-health and disability
worldwide (WHO, 2001).
Module 5.8. Depression and Suicide

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

According to the World Health Organization (WHO), depression is different from usual
mood fluctuations and short-lived emotional responses to challenges in everyday life. It may
become a serious health condition. It can cause the affected person to suffer greatly and function
poorly at work, at school and in the family. At its worst, depression can lead to suicide.
Furthermore, close to 800 000 people die due to suicide every year.
In the Philippines, the WHO report in 2017 noted that the age-standardized suicide rate is
5.8 for male, 1.9 for females, and 3.8 for both sexes in a sample size of 100,000 people.
Module 5.8.3. Warning Signs of Depression (Behavioral Changes)

• Tiredness and loss of energy
36
• Insomnia or sleeping too much

• Changes in appetite — decreased appetite and weight loss, or increased cravings for food
and weight gain
• Use of alcohol or drugs
• Agitation or restlessness — for example, pacing, hand-wringing or an inability to sit still
• Slowed thinking, speaking or body movements
• Frequent complaints of unexplained body aches and headaches, which may include frequent
visits to the school nurse
• Social isolation
• Poor school performance or frequent absences from school
• Neglected appearance
• Angry outbursts, disruptive or risky behavior, or other acting-out behaviors
• Self-harm — for example, cutting, burning, or excessive piercing or tattooing
• Making a suicide plan or a suicide attempt (MayoClinic.com)
Module 5.8.4. Factors that Trigger Depression

• Having issues that negatively impact self-esteem, such as obesity, peer problems, long-term
bullying or academic problems
• Having been the victim or witness of violence, such as physical or sexual abuse
• Having other conditions, such as bipolar disorder, an anxiety disorder, a personality disorder,
anorexia or bulimia
• Having a learning disability or attention-deficit/hyperactivity disorder (ADHD)
• Having ongoing pain or a chronic physical illness such as cancer, diabetes or asthma
Having a physical disability
• Having certain personality traits, such as low self-esteem or being overly dependent,
selfcritical or pessimistic
• Abusing alcohol, nicotine or other drugs
• Being gay, lesbian, bisexual or transgender in an unsupportive environment
• Having a parent, grandparent or other blood relative with depression, bipolar disorder or
alcoholism
• Having a family member who committed suicide
• Having a dysfunctional family and conflict
• Having experienced recent stressful life events, such as parental divorce, parental military
service or the death of a loved one (MayoClinic.com)
Module 5.8.5. Biblical Perspective: Tips to a Healthy Mindset

1. Think Positively. “Finally, brethren, whatsoever things are true, whatsoever things are
honest, whatsoever things are just, whatsoever things are pure, whatsoever things are lovely, whatsoever
things are of good report; if there be any virtue, and if there be any praise, think on these things.” (
Philippians 4:8 KJV)
2. Learn to Wait. “Even the youths shall faint and be weary, and the young men shall utterly
fall: But they that wait upon the LORD shall renew their strength; they shall mount up with wings as
eagles; they shall run, and not be weary; and]they shall walk, and not faint.” (Isaiah 40:30-31 KJV)
37
3. Trust God in Every Detail of Your Life. “Trust in the LORD with all thine heart; and lean
not unto thine own understanding. In all thy ways acknowledge him, and he shall direct thy paths.”
(Proverbs 3:5-6, KJV)
4. Talk to God Your Worries.“Do not worry about anything; but in everything by prayer and
supplication with thanksgiving let your requests be made known unto God. And the peace of God, which
passeth all understanding, shall keep your hearts and minds through Christ Jesus” (Philippians 4:6-7 KJV)
5. Offer Forgiveness. “For if ye forgive men their trespasses, your heavenly Father will also
forgive you: But if ye forgive not men their trespasses, neither will your Father forgive your trespasses.”
(Matthew 6:14-15KJV)
6. Read and Obey God’s Word. “My son, do not forget my teaching, but let your heart keep
my commandments; for length of days and years of life and peace they will add to you.” (Proverbs 3:1-2)
7. Conquer Fear. “For God hath not given us the spirit of fear; but of power, and of love, and
of a sound mind.” ( 2 Timothy 1:7 KJV)
REFERENCES
Module 1 – Meaning and Purpose of Life

The Holy Bible, English Standard Version 2001/2016, Ecclesiastes 1, Psalm 139: 13-17, Psalm
8, Jeremiah 29:11.
Life Application Study Bible. New Living Translation. (2007). Tyndale House Publishers, Inc.
Fegarido, AG “et al”. (2018). Christian Ethics and Contemporary Issues. A Manual for Religion
and Ethics 2. (rev. ed. 2018). CPU Press.
38
Module 2 – Overview of Ethics

Dais, L.T. “et al” (1995). Christian Ethics in the Contemporary Filipino Society. Central
Philippine University Press. pp. 14-15.
Fegarido, A.G., Gal, L., Lilla, R., & Landero, E. (2018). Christian Ethics and Contemporary
Issues: A Manual for RE 2 (revised ed.) 2018, Central Philippine University Press
pp. 15-22.
Geisler, N. L. (1989). Christian Ethics. Options and Issues. Baker Academic. pp. 29-132. Giles,
J. (1974). Biblical Ethics and Contemporary Issues. Carib Baptist Publication.
Module 3 – Christian Ethics

Craton, J. (2005). Making Moral Choices. An Introduction to Christian Ethics. www.Craton.
net/ethics/part 1htm.
Geisler, N.L. (1989). Christian Ethics Options & Issues. Baker Academic. pp. 29-132.
Giles, J. (1974). Biblical Ethics & Contemporary Issues. Carib Baptist Publication. Rudnick,
M. L. (1979). Christian Ethics for Today: An Evangelical Approach. Baker Book
House.
Tardo, R. K. (2012). Studies in Christian Ethics Syllabus. www.faithfulword.com/CE The
Holy Bible. New International Version, 1984. International Bible Society.
Module 4 – Toward Value Formation.

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

Issues: A Manual for RE 2 (revised ed. 2018, CPU Press.
De Vera, A. (2018) https://news.mb. com.ph
Laney, C.J. (2001). Everything I know About Success I Learned from the Bible, Evangelical
Classics Library NCCP (2005). A Public Faith, A Social Witness, Vol. 2.
https://www. mental health.gov https://www.
compassion.com
39

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Religion and Ethics 2 Modules

Module 1 - Meaning and Purpose of Life

Module 1.1. Looking at the Scripture

Module 1.1.1. Ecclesiastes Chapter 1 – speaks about the vanity of life

Verses 8 -11: Solomon defines life based on human experience:

Verses 12-18: Solomon speaks about the futility (uselessness) of wisdom

Final Conclusion of Solomon about Life:

The Birth of a Meaningful Life Solomon says: (2 antidotes)

Reflect: What is life based on your own experience?

Module 2 – Overview of Ethics

Module 2.1. Definition, Importance, Nature, and Scope of Ethics

Module 2.1.1. Definitions of Ethics

Module 2.1.2. Importance of Ethics

Module 2.1.3. The Nature and Scope of Ethics

Module 2.2. Major Ethical Systems

Module 2.2.1. Major Ethical Systems

Generalism agrees that there are

Graded Absolutism chooses higher law

Unqualified Absolutism follows absolute laws

Module 2.3. Relationship of Ethics to Other Sciences

Ethical Side of Science

Module 3 - Christian Ethics

Module 3.1. Definition and Significance of Christian Ethics

Module 3.1.1. Definition

What is Christian ethics?

Module 3.1.2. Significance of Christian Ethics

Module 3.2. Biblical Basis of Christian Ethics

Module 3.3.1. Old Testament Ethics

Module 3.3.2. New Testament Ethics

Module 3.4. Criteria, Standards, and Methods of Christian Ethics

Module 3.4.1. Criteria of Christian Ethics

a. It is the duty of man to practice what is true and noble (Phil.4:8-9).

Module 3.4.3. Methods of Christian Ethics

Module 3.5. Most Important Principle of Christian Life

Module 4 – Toward Value Formation

Module 4.1: Relationship Between Values, Beliefs and Actions

For instance: Some value money that they become misers.

Beliefs – are verbally spoken statements.

Actions – an operation by which a value is determined. It serves as a pointer or indicator to one’s

How then can belief be distinguished from value?

Module 4.1.2. Learning from the Scripture

Module 4.2. Determining My Values

Module 4.2.1. Introduction

Module 4.2.2. Looking at the Scripture

Read the account in Mark 10: 17-22.

Suggested Activity: Gifts to an Earthling

Module 4.3. Forming Values

Module 4.3.1. Background

Module 4.3.2. The Valuing Process

Values Clarification: Suggested Activity

Ranking: Applying the Principles in Valuing Process

Module 4.4. Model for Christian Values

Module 4.4.1. Background of the Lesson

Module 4.4.2. The Beatitudes: An Interpretation

5. The Merciful (Matthew 5: 7)To be merciful is to act in a manner of loving kindness to

Module 4.4.3. How Do You Rate Yourself based on the Beatitude?

*Happy are those who know they are spiritually poor 1 2 3 4