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POD 3426

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Thank  You  forReligion,  Peace  And  Justice
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War When two countries attempt to resolve an issue through fighting
Peace
Crime
Punishment Something done to a wrongdoer or convicted criminal
Capital Punishment Using death as a punishment for a crime, also called the death penalty
Execution
Judicial
A situation where there is no war or violence between countries or societies
An activity that breaks the criminal law of the country in which you are
The judicial killing of a convicted criminal
Something done by/with the support of the law of a country as a part of its process of trial and punishment
Retribution One of the six possible aims of punishment; doing to the criminal what they did to someone else
Protection One of the six possible aims of punishment; taking action to protect society for the criminal’s anti-social behaviour
Deterrence One of the six possible aims of punishment; a punishment designed to put other people off committing the same crime
Reform One of the six possible aims of punishment; a punishment to help the criminal become a responsible member of society once their punishment is over
Reparation One of the six possible aims of punishment; where the criminal makes amends and pays the victim or society back for what they did
Vindication One of the six possible aims of punishment; a punishment which demonstrates the need to respect the law and the justice of punishment
Justice The idea that everyone is treated as equals before the law; the idea that
Pacifism the law will treat everyone as they deserve
The idea that violence is wrong
Absolute Pacifism The idea that violence is always wrong, even if it is in self-defence or for a cause most people would consider justifiable
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Just War Theory Thomas Aquinas’ theory about the circumstances under which it is justified to go to war

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Christian Attitudes to War !
⬥   Central  to  Christ’s  teaching  is  the  idea  that  people  should  love  one   another  and  try  to  live  in  peace
⬥   However,  the  Old  Testament  and  most  Chris1an  thinkers  suggest  that   some1mes  a  war  is  necessary  to  overcome  evil
⬥   Such  a  war  will  s1ll  be  wrong  in  itself  but  it  is  not  as  bad  as  what  could   happen  if  the  enemy  were  not  fought
⬥   It  may  also  be  seen  as  necessary  to  fight  in  defence  of  the  weak
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⬥   As  with  many  things  the  Bible  give  differing  viewpoints  and  Chris1ans   have  to  decide  which  teaching  is  most  relevant  to  their  current  situa1on
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B604 ETHICS 2
Some Christian groups such as the Jesus Army and the Salvation Army use explicitly military symbolism and language; the Salvation
Army even uses military ranks. To take this further you may be interested in exploring how far military type ideas are involved in these groups and how they fit with the central message of peace and love.

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Holy  War
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⬥   As  a  missionary  religion  Chris1anity  has  always  ac1vely   sought  converts
⬥   From  1me  to  1me  it  has  been  involved  in  so-­‐called
‘Holy  Wars’
⬥   The  best  example  of  this  was  the  Crusades  where
Chris1an  Europe  fought  to  keep  Jerusalem  and  the
Holy  Land  in  Chris1an  hands;  crusaders  were  told  it   was  not  a  sin  to  kill  non-­‐Chris1ans
⬥   Major  Chris1an  denomina1ons  today  would  not   support  the  idea  of  Holy  War
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Just  War  Theory
⬥   To  help  deal  with  the  confused  teachings  in  the  Bible,  St  Thomas  Aquinas   developed  the  ‘Just  War  Theory’  in  the  thirteenth  century
⬥   Many  Chris1ans  believe  that  a  war  can  be  the  lesser  of  two  evils  and  the
Just  War  theory  helps  to  iden1fy  situa1ons  where  this  may  be  the  case
⬥   According  to  Just  War  theory  a  war  is  jus1fied  if:
•   It  is  started  by  the  proper  authority  –  the  legi1mate  government  or   ruler
•   The  people  or  country  being  aVacked  have  done  something  to  deserve   it  (Just  Cause)
•   The  war  is  being  fought  to  promote  good  and  to  avoid  evil  (Just
Inten1on)
•   War  is  the  last  resort  aYer  all  other  ways  to  resolve  the  conflict  have   been  tried
⬥   Two  more  criteria  were  added  later:
•   Innocent  civilians  should  not  be  harmed  and  there  should  be   propor1onality  –  only  the  necessary  force  and/or  weapons  should  be   used
•   Peace  must  be  restored  at  the  end  of  the  conflict
⬥   It  is  only  possible  to  tell  if  a  war  sa1sfied  all  of  these  criteria  once  the  war   is  ov
To take this further you may be interested in discussing whether any war could satisfy all of these criteria or whether some of the requirements are more important than others in deciding whether or not a war is justified.
St. Thomas Aquinas
“Prepare for war! Rouse the Warriors! Let all the fighting men draw near and attack. Beat your ploughshares into swords and your pruning hooks into spears ”
Joel 3:9 !
“Nation will not take up sword against nation, nor will they train for war anymore.”
Michah 4:3 !
“Turn from evil and do good, seek peace and pursue it”
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Psalm 34:15
“You have heard that it was said ‘eye for eye and tooth for tooth’. But I tell you, do not resist an evil person. If someone strikes you on the right cheek turn to him the other also.”
Matthew 26:52 !
“Declare a Holy War. Call the troops to arms”
Joel 3:9

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⬥   There  are  people  who  are  opposed  to  any  par1cipa1on  in  wars:  in  the  past  they  have  been  called
‘conscien1ous  objectors‘
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⬥   Such  people  are  not  always  Chris1ans  although  some  Chris1an  groups  do  adopt  this  view
•   For  example  the  Quakers  (Religious  Society  of  Friends)  hold  the  view  that  war  is  never  right  under  any   circumstances
“The  Life,  teachings  and  death  of  my  Lord  Jesus  Christ,  opposes  in  every  sense  the   method  of  life  which  leads  to  strife  among  men.  I  am  doing  my  best  by  God’s  help  to   live  in  that  way  of  life  which  takes  away  the  occasion  of  all  wars.  Owing  to  the  present   aCtude  of  the  Wesleyan  Church  on  the  war  quesFon   (they  supported  it)   I  have   resigned  my  connecFon  with  it.  I  am  now  aGending  meeFngs  of  the  Society  of
Friends.”
Alexander  Sim  in  1916  asking  to  be  excused  Military  Service
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This  is  called  ‘Pacifism’
Pacifists  can  be  divided  into
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Absolute  Pacifists  who  believe  violence  is  always  wrong,  even  if  it  is  in   self-­‐defence  or  for  a  good  cause
Condi9onal  Pacifists  who  believe  that  while  violence  is  intrinsically   wrong  it  is  some1mes  the  lesser  of  two  evils
Some  Chris1ans  Churches  are  Absolute  Pacifists  such  as  the  Quakers  (see   above)  and  the  Amish  or  Mennonites  in  America
The Sanctity of Life is a key Christian teaching
– it is the idea that human beings are all made in the image of God and have been given a soul as a special gift, something no other creation received. You could discuss what this idea could mean in relation to ideas of war and peace.
⬥   The  Amish  are  so  commiVed  to  Pacifism  that  anything  with  links  to  war  or   violence  is  frowned  upon  –  for  example  Amish  men  do  not  have   moustaches  as  this  is  a  fashion  that  developed  through  the  military
⬥   Many  people  argue  that  since  Christ  allowed  himself  to  be  killed,  and  instructed  his  followers  not  to  defend   him,  even  self-­‐defence  is  not  an  acceptable  excuse  for  violence
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⬥   Other  Churches  have  supported  wars  in  the  past  and  would  be  described  as  Condi1onal  Pacifists
“I  believe  the  armed  forces  are  an  extension  of  the  police  force.  They’re  seeking  to   maintain  law  and  order  but  on  an  internaFonal  level.  It  is  important  to  have  ChrisFans   involved  in  law  and  order.  Our  god  is  a  God  of  JusFce,  and  ChrisFans  need  to  help   maintain  jusFce  in  the  world.  I  think  a  valid  way  of  doing  this  is  through  working  in   the  army.”
The  Rev’d  A  Carter,  Chris1an  Army  Chaplain
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“Love your enemies and pray for those who persecute you, that you may be sons of your father in heaven”
Matthew 5:44–45
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“Do not fear those who kill the body but cannot kill the soul; rather fear Him who can destroy both body and soul in Hell”
Matthew 10:28
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“‘Put your sword back in its place’, Jesus said to him, ‘for all who draw the sword will die by the sword’.”
Matthew 26:52
“ In everything do to others what you would have them to unto you; for that is the law and the prophets”
Matthew 7:12

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B604 ETHICS 2

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While it can be argued both that Christianity is a pacifist religion and that it is not, there are other religions with far more specific teachings in these areas which you may be interested in supporting.
Remember that the exam will not ask you to compare different religions directly but considering a concept from more than one perspective will enable you to discuss and analyse in greater depth.
• Some points about Hinduism: One of the core duties that all Hindus count as part of their dharma is ahimsa, which means harmlessness. Hindus believe it is bad karma for them to do harm to living things. However one varna, the Kshatriyas, has a different duty – the defence of society. They are the soldier caste and the Bahgavad Gita makes clear that it can be the duty of a Kshatriya to fight or even kill.
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Some points about Islam: Islam has a bad reputation these days! However the word ‘Islam’ itself means ‘peace’ and although violence may be permitted to Muslims it is in specific circumstances and with specific conditions – the greater Jihad is the struggle against evil in which all Muslims are engaged, all the time. Lesser Jihad can include the idea of Holy War if the fight is to protect Islam. There are many criteria about what kind of war may be described as Jihad – for example if it is not a last resort then it is not jihad. Muslims are also permitted to fight in self-defence.
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Some points about Sikhism: central to Sikhism is the idea of dharma yudh, which is the ‘war of righteousness’. Sikhs are meant to defend themselves and others against tyranny and oppression; however, any use of violence must have strong justifications.
Discuss: Whether the teachings of religion seem to be peaceful or militant; what could constitute a reasonable justification for war and what scale of action is appropriate – for example would any religious group argue that the Hiroshima bomb was justified in the circumstances as they were? And if no what, if any, circumstances would justify such an action?

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Lord Sri Rama, shown ready for battle
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⬥   Central  to  Chris1an  teachings  is  a  message  of  love  and  forgiveness
⬥   Chris1anity  teaches  that  God  loves  everyone  and  forgives  people’s  sins  if  they  genuinely  repent
⬥   Chris1anity  is  unique  in  having  a  founder  who  was  executed  as  a  criminal;  Jesus  rose  then  rose  from  the   dead  to  redeem  the  sins  of  humanity
⬥   All  of  this  means  that  Chris1ans  are  oYen  seen  as  being  ‘soY’  on  criminals  because  they  preach  forgiveness   and  don’t  believe  in  retribu1on
⬥   They  do  believe  that  there  is  a  need  for  those  who  break  the  law  to  be  punished,  but  it  is  important  that   these  punishments  are   just
⬥   Jus1ce  is  about  trea1ng  people  as  they  deserve  –  no  beVer  and  no  worse
Aims  of  Punishment
⬥   Sociologists  have  iden1fied  six  aims  that  punishments  may  have
•   Retribu1on:  a  punishment  that  fits  the  crime   e.g.  execuFng  a  murderer
•   Protec1on:  protec1ng  society  from  the  criminal   e.g.  prison
•   Deterrence:  discouraging  others  from  doing  the  same  thing  or  the   original  criminal  from  doing  it  again   e.g.  cuCng  off  a  thief’s  hand
•   Reform:  ficng  the  criminal  for  a  different  lifestyle   e.g.  providing   training  for  a  new  job
•   Repara1on:  making  amends  for  the  crime,  giving  something  back  to   society   e.g.  community  service
•   Vindica1on:  demonstra1ng  the  need  to  respect  the  law  and  the  jus1ce   of  punishment   e.g.  prison  sentences  for  contempt  of  court
While these are sociological ideas and not Christian teachings there are religious authorities that include similar ideas.
You could consider Bible passages relating to crime and punishment and discuss which of the aims they seem to support.
⬥   General  Chris1an  principles  would  suggest  that  Chris1ans  are  unlikely  to  agree  with  retribu1on  or  revenge   as  this  is  not  a  loving  way  to  act
⬥   Some  Chris1ans  would  also  object  to  deterrence  since  it  involves  more  severe  sentences  for  the  convicted   criminal,  which  could  be  seen  as  unjust
⬥   Most  Chris1ans  would  approve  of  protec1on,  reform  and  repara1on
⬥   Some  Chris1ans  support  the  idea  of   restora9ve  jus9ce  where  the  criminal  and  their  vic1m  can  meet  in   order  to  try  to  understand  one  another  beVer
⬥   An  important  point  for  Chris1ans  is  that  the  criminal  is  also  a  human  being,  made  in  the  image  of  God  and   part  of  God’s  plan  for  the  human  race
⬥   However,  since  humanity  was  given  free  will  Chris1ans  do  believe   that  criminals  have  chosen  to  commit  their  crimes  and  so  should   take  the  consequences
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Elizabeth  Fry
⬥   Elizabeth  Fry  lived  in  the  nineteenth  century
⬥   At  this  1me  prisons  were  extremely  unpleasant  places  –  there  was   no  drainage  or  sanita1on;  cells  were  overcrowded;  not  enough   food  was  available  to  the  prisoners;  prisoners  were  subject  to   violence  and  abuse
⬥   Many  of  the  people  in  the  prisons  had  only  commiVed  minor   crimes  such  as  theY  of  a  loaf  of  bread
⬥   Children  were  kept  in  the  same  prisons  as  adults  –  some  as  young   as  7  or  8
⬥   Elizabeth  Fry  was  a  Quaker
⬥   She  was  one  of  the  first  people  to  campaign  for  prisoners  to  be   given  basic  human  rights
⬥   She  worked  par1cularly  in  Newgate  prison  in  London  to  end   cruelty  and  abuse  and  to  achieve  beVer  living  condi1ons
Elizabeth Fry

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⬥   She  introduced  the  idea  that  prisoners  should  be  en1tled  to  some  privacy
⬥   She  also  advocated  teaching  them  a  trade  so  that  they  wouldn’t  go  back  to  crime  when  their  sentence  was  over
⬥   Many  of  her  ideas  are  s1ll  used  today
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⬥   Some  Chris1an  groups  s1ll  work  in  prisons  today  –  for  example  Prison  Visitors  visit  people  who  have  no  one   else  to  visit  them

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⬥   Capital  Punishment  is  the  taking  of  a  criminal’s  life  as  a  punishment  for their  crime
⬥   It  comes  from  the  La1n  ‘Capita’  meaning  ‘head’
⬥   Capital  punishment  can  be  carried  out  in  many  ways  including:  hanging,   shoo1ng,  stoning,  gassing,  electrocu1on,  lethal  injec1on,  beheading
⬥   Society  as  whole  is  divided  on  the  issue  of  capital  punishment  and  so  is
Chris1anity
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B604 ETHICS 2
To take this further you may wish to discuss how the idea of the sanctity of life could be used on both sides of the death penalty debate.
People  in  Favour  say…
•   It  ensures  that  criminals  will  never  re-­‐offend
•   It  is  a  deterrent  to  others  considering  the   same  crime
•   It  demonstrates  how  seriously  society  takes   some  crimes
•   The  vic1m’s  family  will  feel  jus1ce  has  been   done
•   The  Bible  says  to  ‘take  life  for  life’
•   Capital  Punishment  has  been  around  as  long   as  the  human  race  has
•   Revenge  is  a  natural  impulse  when  a  terrible   thing  has  happened
•   It  must  cost  less  to  kill  someone  than  to  keep   them  in  prison
People  Against  say…
•   There  is  no  evidence  that  it  puts  people  off  commicng  crimes
•   It  is  cruel  and  inhumane  to  take  someone’s  life
•   Execu1ons  spread  the  grief  to  another  innocent  family
•   It  turns  all  of  us  into  murderers  as  killing  is  done  in  our  name
•   Killing  someone  is  s1ll  expensive
•   Even  if  killing  someone  is  cheaper  than  life  in  prison  it  is  a   terrible  thing  to  put  money  above  life
•   It  creates  a  violent  society  where  killing  is  acceptable
•   You  cannot  pardon  a  corpse  if  you  find  out  you  were  wrong
•   Execu1ons  risk  crea1ng  martyrs
•   In  a  civilised  society  revenge  should  have  no  part  in  jus1ce
•   We  can  never  be  certain  enough  we  have  the  right  person

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“Rescue me O Lord, from evil me; protect me from men of violence. Keep me O Lord, from the hands of the wicked; protect me from men of violence who plan to trip my feet.”
Psalms 140:1–4
“Do not withhold discipline from a child; if you punish him with the rod, he will not die. Punish him with the rod and save his soul from death.”
Proverbs 23:13–14
“Then all the men of his town shall stone him to death. You must purge the evil from among you. All Israel will hear it and be afraid.”
Deuteronomy 21:21
“If a man steals and ox or a sheep and slaughters it or sells it, he must pay back five head of cattle for the ox and four sheep for the sheep.”
Exodus 22:1
“But if there is serious injury you are to take life for life, eye for eye, tooth for tooth, hand for hand, foot for foot, burn for burn, wound for wound, bruise for bruise.”
Exodus 21:23–25
“Appoint judges and officials…and they shall judge the people fairly. Do not pervert justice or show partiality. Do not accept a bribe, for a bribe blinds the eyes of the wise and twists the words of the righteous. Follow justice and justice alone.”
Deuteronomy 16:18–20
“If any one of you is without sin let him be the first to throw the stone at her.”
John 8:7 !
“Why do you look at the speck of sawdust in your brothers eye and pay no attention to the plank in your own eye?”
Matthew 7:3

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B604 ETHICS 2
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Some religions have specific codes of law that set out how criminals and offenders should be punished; others make a clear distinction between secular crimes and religious sins.
Remember that the exam will not ask you to compare different religions directly but considering a concept from more than one perspective will enable you to discuss and analyse in greater depth.
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Some points about Islam: Islam is not just concerned with the spiritual areas of life but also with more everyday matters. The Islamic law is called the Shari’ah and it gives details of
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different kinds of crime and how they should be tried and punished. It forms the basis of all legal practise in Muslim countries such as Saudi Arabia.
Discuss: whether religion should be allowed to shape the law of an entire country; personal responses to the categories of crime set out in the Shari’ah and the prescribed punishments for them .
• Some points about Judaism: While traditional Jewish law does include lists of crimes and the punishments for them it is not a separate legal system in the sense that Shari’ah is, and it is not used as the legal system in any state. In addition to the identification of the crimes
Jewish scripture sets out principles on how to apply the law – with the aim of limiting punishment and minimising suffering. Judges were encouraged to be sure that the criminal had been aware of what the punishment would be before the crime was committed and that they were fit to stand trial and to undergo the punishment should they be found guilty.
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Discuss: should the punishment be less if the criminal was not fully aware of the possible consequences before they committed the crime?
Discuss: whether you can ever be completely sure of a person’s guilt or innocence; whether who the victim or perpetrator was should make a difference to the punishment (e.g. should there be a harsher punishment for killing a policeman than for killing a child?)

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B604 ETHICS 2

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⬥   This  is  a  situa1on  where  some  members  of  society  are  allowed  fewer   rights  and  privileges  than  others
⬥   Chris1ans  believe  that  all  people  are  made  in  the  image  of  God  and  so   equally  valuable  (see  Religion  and  Equality  sec1on)
⬥   This  means  that  Chris1ans  should  try  to  make  the  world  a  fairer  place
⬥   The  Bible  contains  teachings  about  –  looking  aYer  the  poor  and  weak,  not   having  favourites  or  discrimina1ng  for  any  reason,  trea1ng
‘aliens’  (people  who  are  not  from  your  own  country)  as  you  would  treat   your  rela1ves
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⬥   Libera9on  Theology  is  a  Chris1an  movement  which  aims  to  put  these   beliefs  into  ac1on  –  it  is  par1cularly  ac1ve  in  South  America  where
Chris1ans  risk  their  own  lives  speaking  out  against  the  injus1ces  that  they   see  around  them
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B604 ETHICS 2
Adherents of the
Prosperity Gospel also known as prosperity theology believe that material prosperity (wealth, successful relationships and careers and good health) are signs of God’s favour and rewards for your faith.
Conversely poverty, poor health and failure are God’s punishment or possibly a test of faith for the individual concerned.
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“There is neither Jew nor Greek, slave nor free, male nor female, for you are all one in Christ
Jesus.”
Galations 3:28 !
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“So God created man in his own image, in the image of God he created him; male and female he created them.”
Genesis 1:27
“When an alien lives with you in your land, do not ill-treat him. The alien living with you must be treated as one of your native-born. Love him as yourself.”
Leviticus 19:33–34
“Suppose a man comes into your meeting wearing a golden ring and fine clothes, and a poor man in shabby clothes also comes in. If you show special attention to the man wearing fine clothes and say ‘here’s a good seat for you’ but say to the poor man ‘stand there’ or ‘sit on the floor by my feet’ have you not discriminated amongst yourselves and become judges with evil thoughts?”
James 2:2–4

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B604 ETHICS 2

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B604 ETHICS 2
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Explain  the   six   criteria  for  a   Just  War
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Define  the  word   ‘pacifist’
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Give  an  account  of  the  way   forgiveness   may  affect   Chris9an   actudes  to  crime  and  criminals
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Explain  the  concept  of   ‘Agape’
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Define  what  is  meant  by   ‘Restora9ve  Jus9ce’
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Give   two   arguments  in  support  of   Capital  Punishment
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Give   two   arguments  against   Capital  Punishment
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Give  a   Chris9an   response  to  the  issue  of   Capital  Punishment
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Give  a   personal  response  to  the  idea  that  violence  can  never  be  jus1fied
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Give   two   examples  of   Social  Injus9ce
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Explain  why   Chris9ans   may  wish  to  work  against  social  injus1ce
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Describe   three   of  the  aims  for   punishment
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B604 ETHICS 2
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Make  Sure  Students  Can…
✓   Give  an  account  of  the  reasons  for  a  Chris1an  to  be  a  pacifist,   including  personal  responses
✓   Give  an  account  of  the  Just  War  theory,   including  personal  responses
✓   Present  arguments  for  and  against  the  use  of  violence,   including  personal  responses
✓   Present  argument  for  and  against  capital  punishment,   including  personal  responses
✓   Cri1cally  consider  Chris1an  actudes  to  Crime  and  Punishment,   including  personal  responses  and  religious   teachings
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✓   Explore  related  ques1ons  (to  develop  skills  of  analysis,  evalua1on  and  interpreta1on)  such  as  ‘Should
Criminals  suffer  for  what  they  do?’  ‘Does  anyone  deserve  to  die?’,  ‘Is  there  such  a  thing  as  an  unforgivable   act?’  or  ‘Is  violence  ever  jus1fied?’;   responses  and  discussion  need  to  include  personal  views  and  reasons  for   these  together  with  reference  to  religions,  and  relevant  teachings,  they  should  be  reflecFve  and  students   should  be  encouraged  to  explore  possible  responses  rather  than  search  for  a  ‘correct’  answer.
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In  Their  WriNen  and  Discussion  Work  on  These  Topics
All  Students...
⬥   Should  be  able  to  use  a  range  of  subject  specific  terms  and  words  with  understanding
⬥   Should  be  able  to  make  a  personal  response  to  relevant  s1mulus  ques1ons  and  offer  reasons  in  support  of   this
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⬥   Should  be  able  to  iden1fy  a  religious  view,  actude  or  teaching  that  relates  to  a  s1mulus  ques1on
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Most  Students...
⬥   Should  be  able  to  use  a  full  range  of  terms  across  several  different  Chris1an  denomina1ons
⬥   Should  be  able  to  make  a  jus1fied  personal  response  to  relevant  s1mulus  ques1ons  with  considera1on  of   disagreement  or  challenges  to  their  views
⬥   Should  be  able  to  iden1fy  several  religious  views,  teachings  or  actudes  that  relate  to  a  s1mulus  ques1on   and  incorporate  these  into  a  response
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Some  Students...
⬥   Should  be  able  to  draw  comparisons  across  religions,  including  views  from  different  faiths  and  secular  views   to  give  a  full  conceptual  perspec1ve
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⬥   Should  be  able  to  give  a  considered  analy1cal  response  to  relevant  s1mulus  ques1ons,  including  a  range  of   considered  views  drawn  from  their  broad  understanding  of  religion  and  the  topic  being  raised

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B604 ETHICS 2
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Prejudice Thinking badly of someone you don’t know, without any real reason to do so, e.g. because of their colour, gender or age
Discrimination Acting differently with an individual than you would do with anyone else, because of your prejudices
Racism
Sexism
Prejudice based on race
Prejudice based on gender
Ageism Prejudice based on age
Equal opportunities Attempting to ensure that everyone has the same chances regardless of age, gender, race, etc.
Evangelist
Ecumenism
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Evangelism The belief that it is right to actively seek to convert other people to your faith
A person who believes in/practises evangelism
The belief that it is right to encourage different faiths to work together without requiring anyone to convert
Ecumenist
Apartheid
A person who believes in/practises ecumenism
A legal system, practised until recently in South Africa, keeping different races apart
Ministry The priesthood. Joining the ministry means becoming a priest, vicar or pastor of the church you belong to
Ordination The ceremony of making someone a priest
Sacrament
Confession
Forgiveness
A ceremony at which God is believed to be present
One of the Catholic sacraments by which you can achieve forgiveness for your sins
Accepting that someone has done something wrong and not holding it against them
Reconciliation
Redemption
Repentance
Making things up after a split or disagreement; bringing people back together
Being brought back to god by repenting your sins
Being genuinely sorry and remorseful for the sins you have committed

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B604 ETHICS 2

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B604 ETHICS 2
“Then Peter began to speak; ‘I now realise how true it is that God does not show favouritism but accepts men from every nation who fear him and do what is right.”
Acts 10:34 !
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“There is neither Jew nor Greek, slave nor free, male nor female, for you are all one in Christ Jesus.”
Galations 3:28
“So God created man in his own image, in the image of God he created him; male and female he created them.”
Genesis 1:27

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⬥   Chris1ans  believe  that  God  loves  all  humanity   uncondi1onally
⬥   They  believe  that  people  should  try  to  show   the  same  love  to  each  other  and  be  concerned   for  other  people’s  welfare,  whoever  they  may   be
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⬥   Other  reasons  why  people  should  be  regarded   as  equal  are:
•   All  human  beings  are  ‘made  in  the  image  of
God’
•   All  human  beings  have  a  soul,  given  by  God
•   Jesus  welcomed  people  from  all   backgrounds  and  groups;  he  healed  social   outcasts,  worked  with  tax  collectors  and  the
Romans  who  were  hated  and  despised,  and   used  a  Samaritan  in  one  of  his  parables  to   illustrate  good  quali1es  even  though  the
Jews  viewed  Samaritans  as  liVle  beVer  than   animals
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B604 ETHICS 2
The Good Samaritan, depicted in Chartres
Cathedral

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The Dutch Reformed Church of South Africa supported apartheid and the segregation of white and black people, teaching that God was a ‘great divider’ who had separated races in the same way He had separated different species. The DRC was expelled by the World Alliance of Reformed Churches for this teaching, and has since changed its position on race.
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B604 ETHICS 2
⬥   There  are  ac1ve  Chris1an  Churches  all  over  the   world
⬥   Chris1an  artwork  reflects  this  diversity  –  Jesus  is   usually  shown  as  being  the  same  race  as  the   ar1st  producing  the  picture  (so  you  see  Chinese
Jesuses  in  China,  Asian  Jesuses  in  India  and  so   on)
⬥   Chris1anity  teaches  that  racism  can  never  be   jus1fied
⬥   Jesus’  famous  commandment  ‘Love  thy   neighbour  as  thyself’  refers  to  the  whole  human   race  as  neighbours  who  should  be  treated   equally
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⬥   Some  famous  ac1vists  against  racism  have  been   commiVed  Chris1ans:
•   Trevor  Huddleston:  campaigned  in  South
Africa  to  end  apartheid
•   Desmond  Tutu:  campaigned  against   apartheid;  Nobel  Prize  winner
•   Mar1n  Luther  King:  campaigned  for  civil   rights  in  America;  was  assassinated  as  a  result   of  his  work  but  his  campaign  was  ul1mately   successful
“Then Peter began to speak: ‘I now realise how true it is that God does not show favouritism but accepts men from every nation who fear Him and do what is right’”
Acts 10:34–35 !
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“My brothers, as believers in our glorious Lord Jesus Christ, do not show favouritism”
James 2:1
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“When an alien lives with you in your land, do not mistreat him. The alien living with you must be treated as one of your native-born. Love him as yourself, for you were aliens in Egypt”
Leviticus 19:33–34
“From one man he made every nation of men, that they should inhabit the whole earth; and he determined the times set for them and the exact places where they should live.”
Acts 17:26

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B604 ETHICS 2

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B604 ETHICS 2
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⬥   Most  Chris1ans  believe  that  men  and  women  were  created  to  be  partners  for   one  another,  with  different  but  complementary  skills  and  abili1es.  In  general   terms:
•   Men  are  physically  stronger  than  women
•   Women  can  become  pregnant  and  breasmeed
•   Men  have  beVer  hand/eye  coordina1on
•   Women  are  beVer  at  ‘mul1-­‐tasking’
•   Men  have  a  beVer  sense  of  direc1on
•   Women  have  a  beVer  endurance  of  pain
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⬥   Some  Chris1ans  believe  that  men  and  women  were  made  different  because   they  were  meant  to  play  different  roles  in  life:
•   Men  should  do  physical  work  and  provide  for  their  families
•   Women  should  remain  in  the  home  to  care  for  their  husbands  and   children
•   Women  have  a  duty  to  bear  children
•   Both  par1es  are  responsible  for  bringing  the  children  up  to  be  good
Chris1ans
•   Both  have  the  responsibility  for  their  own  spiritual  welfare
•   Neither  is  beVer  than  the  other:  both  have  equal  responsibility  but  in different  areas
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The Amish is one
Christian group where the gender roles are very specific and clearly defined – women are expected to marry and have children, and to be submissive to their husbands as instructed in the Bible. Men are the providers and are in charge of the spiritual well-being of the whole family.
Quakers have always allowed women to preach and to ‘witness’ to their faith and were the first church to do so. Quakers have always been actively involved in campaigns for women’s rights.
⬥   Other  Chris1ans  feel  that  this  view  no  longer   has  a  place  in  the  modern  world  and  that  both  men  and  women  should   share  du1es  and  responsibili1es  equally
⬥   Most  Chris1ans  agree  that  everyone  should  use  the  talents  God  has  given   him  or  her  to  the  best  of  their  ability
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“To be discreet, chaste, keepers at home, good, obedient to their own husbands, that the word of God be not blasphemed.”
Titus 2:5
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“Likewise ye husbands dwell with them according to knowledge, giving honour unto the wife as unto the weaker vessel and as being heirs together of the grace of life.”
1 Peter 3:7
“Let the wife see that she respects and reverences her husband – that she notices him, regards him, honours him, prefers him, venerates and esteems him; and that she defers to him, praises him and loves and admires him exceedingly.”
Ephesians 5:32–33 !
“Wives, submit yourselves unto your husbands as unto the Lord. For the Husband is head of the Wife, even as Christ is the head of the church.”
Ephesians 5:21

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B604 ETHICS 2

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⬥   The  Roman  Catholic  Church  only  allows  men  to  become  priests.  This  is   because:
•   Christ  and  his  apostles  were  all  men
•   The  priest  during  mass represents  Christ  himself
•   St  Paul  said  that  women  should  remain  silent  in  Church
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⬥   Nowadays  most  Protestant  churches  allow  women  to  be  ordained  as  priests.
This  is  because:
•   Christ  allowed  women  to  be  ac1ve  among  his  followers
•   Those  who  remained  faithful  at  his  trial  and  execu1on  were  all  women   and  a  woman  was  the  first  to  see  him  resurrected
•   God  has  no  gender
•   The  injunc1on  to  women  to  remain  silent  in  church  does  not  apply  in   modern  society  where  women  and  men  are  equal
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B604 ETHICS 2
The Anglican
Church took the decision to allow female priests in 1994, a decision which led to a number of male clergy converting to Catholicism.
But although there are now many female priests within the Church of
England there has yet to be a female bishop.
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“Male and female he created them and blessed them, in the day when they were created.”
Genesis 1:27
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“Let your women keep silence in the churches: for it is not permitted unto them to speak; but they are commanded to be under obedience as also sayeth the law.”
1 Corinthians 14:34
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“Let the women learn in silence with all subjection. For I suffer not a woman to teach, nor to usurp authority over the man, but to be in silence.”
1 Timothy 2:11–12
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“And the twelve were with him, and also certain women…which ministered unto him of their substance.”
Luke 8:3
“There is neither Jew nor Greek, slave nor free, male nor female, for you are all one in Christ
Jesus.”
Galations 3:28

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B604 ETHICS 2

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B604 ETHICS 2
Many religions have rules about the roles and relationships between men and women.
Remember that the exam will not ask you to compare different religions directly but considering a concept from more than one perspective will enable you to discuss and analyse in greater depth.
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• Some points about Islam: Islam teaches that all people are equal creations of Allah, however they also teach that men and women were created for different roles, although each role is equally important. Allah is said to have intended that men and women complement and support each other. Muslim women are also given many rights according the Qur’an; some of these, such as the right to own property, were unusual for women to have at the time the
Qur’an was written.
Discuss: whether men and women are ‘different but equal’ or whether they have identical qualities and abilities and the differences are created by society .
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Some points about Sikhism: Because it began in India, while the caste system was strictly enforced, Sikhism has very definite teachings about equality in all areas, not just between men and women. Sikhs believe everyone is absolutely equal and cultural traditions which separate men and women such as purdah (veiling) are completely against the teachings of the gurus. Anyone who is able to may read the Adi Granth and lead worship and women can be full members of the khalsa.
Discuss: whether Sikhism has achieved genuine religious equality between men and women. Do cultural traditions still play a part in Sikh communities?

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A Sikh temple

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⬥   Chris1anity  is  an  evangelical  religion  –  Chris1ans  believe  it  is  important  to   share  their  beliefs  with  others  and  try  to  persuade  them  to  become
Chris1ans
⬥   Strictly  evangelical  Chris1ans  believe:
•   Only  Chris1anity  has  the  truth  about  God
•   Non-­‐Chris1ans  should  be  encouraged  to  convert
•   It  is  their  duty  to  spread  the  word  of  God  and  Jesus
•   There  would  be  no  point  in  the  death  and  resurrec1on  of  Jesus  if  there   were  lots  of  other  ways  to  achieve  salva1on
⬥   Other  Chris1ans  belong  to  the  ecumenical  movement.  They  believe  that:
•   Everyone  who  is  genuinely  trying  to  follow  God  through  the  message  of
Jesus  Christ  is  on  the  right  path
•   Chris1an  denomina1ons  therefore  have  far  more  in  common  than  they   have  differences
•   Chris1ans  should  meet  to  talk  and  worship  together  and  celebrate  the   fact  that  they  all  believe  in  Jesus
•   A  few  Chris1ans  may  take  the  view  that  a  just  and  loving  God  will   recognise  sincere  belief  and  right  inten1on  whether  it  is  within  a
Chris1an  or  not;  however  this  does  ignore  specific  statements  to  the   contrary  in  the  Bible  (see  below)
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Missionaries
⬥   The  evangelis1c  nature  of  Chris1anity  encourages  many  churches  and   individual  Chris1ans  to  engage  in  missionary  work
⬥   The  point  of  missionary  work  is  that  everyone  deserves  the  opportunity  to   hear  the  word  of  Christ
⬥   Missionary  work  can  take  a  variety  of  forms:
•   ‘Witnessing’:  talking  to  people  in  the  street  or  going  door  to  door  to   discuss  maVers  of  faith  in  the  hope  of  winning  converts
•   Building  and  running  hospitals  or  schools  in  the  developing  world
•   Providing  homeless  shelters,  soup  kitchens  or  drug  abuse  clinics  for  the   poor  and  vulnerable  in  your  own  country
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Internal  Divisions
⬥   It  is  a  sad  fact  that  there  are  as  many  divisions  within  Chris1anity  as   between  it  and  other  faiths
⬥   Although  they  are  all  Chris1ans  some  churches  take  the  view  that  they  are   the  true  Chris1anity  and  everyone  else  is  wrong
⬥   Others  are  ac1ve  in  the  ecumenical  movement  trying  to  bring  churches   together  –  the  World  Council  of  Churches  is  one  organisa1on  promo1ng  this
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⬥   Some1mes  these  divisions  have  led  to  violence  –  as  in  Northern  Ireland
B604 ETHICS 2
An ‘opposite’ view to evangelism would be religious pluralism. Pluralists take the view that all religions are essentially different ways of doing the same thing.
Another course taken by religious groups such as the Amish is isolationism. Isolationists keep themselves apart from the wider world to avoid their faith being changed or corrupted.
The Church of Jesus
Christ of Latter Day
Saints puts great emphasis on missionary work. All members are expected to devote a period of their life to a
‘mission’ seeking converts. Many young
Mormons spend their ‘gap year’ doing this before going to university.
The United Reform
Church is committed to the idea that all Christians should be one; it was created from the union of the
Presbyterian and
Congregationalist churches and is active in the ecumenical movement.

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“Jesus answered: I am the way, the truth and the life. No-one comes to the father except through me.”
John 14:6 !
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“There is neither Jew nor Greek, slave nor free, male nor female, for you are all one in Christ
Jesus.”
Galations 3:28
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“Jesus drew near and said to them ‘I have been given all authority in heaven and on earth. Go then to all peoples everywhere and make them my disciples.”
Matthew 28: 18–19
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“The disciples went and preached everywhere, and the Lord worked with them and proved that their preaching was true.”
Mark 16:20
“Then the eleven disciples went to Galilee, to the mountain where Jesus had told them to go.
When they saw him they worshipped him; but some doubted. Then Jesus came to them and said, ‘All authority in heaven and on earth has been given to me. Therefore go, and make disciples of all nations, baptising them in the name of the Father and of the Son and of the
Holy Spirit, and teaching them to obey everything I have commanded you.’”
Matthew 28:16–20

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Remember that the exam will not ask you to compare different religions directly but considering a concept from more than one perspective will enable you to discuss and analyse in greater depth.
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Some points about Hinduism: Hinduism is extremely open to other religions and belief systems and has absorbed many elements of other faiths into itself – for example both the Buddha and Jesus Christ are viewed by some Hindus as avatars of the Hindu gods. Hindus have been targeted by missionaries from Christianity and
Islam in the past and in the nineteenth century the Ramakrishna mission was set up, not to convert people to
Hinduism but to challenge the idea that there was only one true path to God.
Discuss: whether religious groups should be allowed to try to convert people to their faith.

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⬥   Forgiveness  is  an  important  concept  in  Chris1anity.  Jesus  men1ons  it  at  many   points  throughout  the  New  Testament.
⬥   To  forgive  means  not  holding  grudges  or  dragging  up  old  arguments  and   differences
⬥   The  Lord’s  Prayer  says:
‘forgive  us  our  trespasses  as  we  forgive  those  who  trespass  against  us.’
⬥   Chris1ans  believe  that  any  sinner  who  truly  repents  of  their  sins  can  be forgiven  by  God
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⬥   Because  Christ  asked  from  the  Cross  for  God  to  forgive  those  who  were   crucifying  him  Chris1ans  believe  that  sets  an  example  of  forgiveness  that   they  should  try  to  follow
⬥   The  death  and  resurrec1on  of  Christ  are  also  believed  to  redeem  all  of  our  sins,   and  as  long  as  we  accept  the  sacrifice  of  Jesus  we  can  be  forgiven
B604 ETHICS 2
Roman Catholics regularly ask for forgiveness and absolution for their sins through the sacrament of reconciliation, also called confession. The worshipper confesses their sins to a priest who acts as an intermediary to give them God’s forgiveness.
“But I tell you do not resist an evil person. If someone strikes you on the right cheek turn to him the other also. And if someone wants to sue you and take your tunic give him your cloak as well.”
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“But I tell you love your enemies and pray for those who persecute you that you may be sons of your Father in heaven.”
Matthew 5:43
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“For if you forgive men when they sin against you your heavenly Father will also forgive you. But it if you do not forgive men their sins your heavenly Father will not forgive your sins.”
Matthew 6:14–15
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“If your brother sins rebuke him and if he repents forgive him. If he sins against you seven times in one day and seven times comes back to you and says ‘I repent’ forgive him.”
Luke 17:3–4
“When they came to the place called the Skull, there they crucified him, along with the criminals. One on his right and the other on his left. Jesus said ‘Father forgive them, they don’t know what they are doing.’”
Luke 23:33–34

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Define  the  word   ‘Equality’
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Explain  the  difference  between   prejudice  and   discrimina9on
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Describe  the   tradi9onal  roles  of  men  and  women  in   Chris9anity
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Give   two  reasons  why  some   Chris9ans  may  object  to   female  Priests
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Define  the  word   ‘Evangelism’
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Describe  the  aims  of  the   ecumenical  movement
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Give   three  different  examples  of  the  work  that   missionaries  do
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Define  the  word   ‘Reconcilia9on’
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Explain  how  the   Crucifixion  offers  the  human  race   redemp9on
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Give  a  personal  response  to  the  sugges1on  that   men  and   women  are  made   equal  but  different
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Give  a  personal  response  to  the  idea  that   all  human  beings  are  equal
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Give   two  reasons  why   Chris9ans  might  regard  all  human  beings  as   equal
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Explain  why   Chris9ans  seek  to   convert  people
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Make  Sure  Students  Can…
✓   Give  an  account  of  Chris1an  teachings   and   beliefs  about  equality
✓   Cri1cally  consider  Chris1anity  in  rela1on  to  racism  and  sexism,   including  personal  responses  and  reference   to  religious  teachings
✓   Present  arguments  for  and  against  forgiveness
✓   Consider  the  nature,  purpose  of  and  debates  about  sending  missionaries  to  convert  people  to  Chris1anity
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✓   Explore  related  ques1ons  (to  develop  skills  of  analysis,  evalua1on  and  interpreta1on)  such  as  ‘are  all   religions  of  equal  value  to  God?’,  ‘Can  anyone  be  redeemed?’,  ‘Are  people  really  all  equal?’  or  ‘Should   women  be  priests?’;   responses  and  discussion  need  to  include  personal  views  and  reasons  for  these   together  with  reference  to  religions,  and  relevant  teachings,  they  should  be  reflecFve  and  students  should   be  encouraged  to  explore  possible  responses  rather  than  search  for  a  ‘correct’  answer.
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In  Their  WriNen  and  Discussion  Work  on  These  Topics
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All  Students...
⬥   Should  be  able  to  use  a  range  of  subject  specific  terms  and  words  with  understanding
⬥   Should  be  able  to  make  a  personal  response  to  relevant  s1mulus  ques1ons  and  offer  reasons  in  support  of   this
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⬥   Should  be  able  to  iden1fy  a  religious  view,  actude  or  teaching  that  relates  to  a  s1mulus  ques1on
Most  Students...
⬥   Should  be  able  to  use  a  full  range  of  terms  across  several  different  Chris1an  denomina1ons
⬥   Should  be  able  to  make  a  jus1fied  personal  response  to  relevant  s1mulus  ques1ons  with  considera1on  of   disagreement  or  challenges  to  their  views
⬥   Should  be  able  to  iden1fy  several  religious  views,  teachings  or  actudes  that  relate  to  a  s1mulus  ques1on   and  incorporate  these  into  a  response
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Some  Students...
⬥   Should  be  able  to  draw  comparisons  across  religions,  including  views  from  different  faiths  and  secular  views   to  give  a  full  conceptual  perspec1ve
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⬥   Should  be  able  to  give  a  considered  analy1cal  response  to  relevant  s1mulus  ques1ons,  including  a  range  of   considered  views  drawn  from  their  broad  understanding  of  religion  and  the  topic  being  raised

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B604 ETHICS 2
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Censorship   Preventing or restricting publication of broadcast of material that is obscene, offensive or somehow inappropriate
Freedom of Speech The right of ordinary people to freely express their opinions, even where they go against accepted norms
Stereotypes
Watershed
Media Any method of mass communication – radio,
TV, Internet, print, art, music, etc.
An over-simplified and/or comic image of a particular group of people
The ‘cut-off’ point after which programmes unsuitable for young children may be shown on television
Condones Allows, ignores or accepts; acceptance of something which may be deemed inappropriate
Condemns Speaking out against something
Degradation Making people look stupid, deliberately humiliating people or generally devaluing human nature
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⬥   ‘Media’  is  the  collec1ve  term  for  all  the  means  of  mass  communica1on  used  in  today’s  world
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⬥   It  includes  newspapers,  magazines,  radio,  television,  the  internet,  artwork,  etc.

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Using  the  Media
⬥   We  all  use  the  media  for  entertainment,  communica1on,  shopping,  etc.
⬥   Any  form  of  media  can  be  used  in  a  variety  of  ways  and  can  have  different   influences
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⬥   There  is  no  real  consensus  among  Chris1ans  as  to  which  forms  of  media   are  good  and  which  are  bad
The  Media  and  Religion
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⬥   The  media  and  religion  can  impact  on  one  another  in  a  variety  of  ways:
•   Representa1ons  of  Chris1anity  in  the  media
•   Representa1on  of  lifestyle  and  other  areas  which  may  influence   watchers
•   A  plamorm  for  the  presenta1on  of  moral  issues
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B604 ETHICS 2
One Christian group which is very wary of technology, including communications technology, is the Amish. Rules vary from one Amish group to another but they avoid anything which might weaken family ties, encourage vanity or inequality or amount to a temptation to sin. Most
Amish do not have televisions or computers, some don’t even have electricity in their homes. Telephones are more common, although not allowed in the home. Several families tend to share a landline that is kept in an outbuilding, like a phone-box.

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⬥   Any  form  of  media  may  raise  general  concerns  for  Chris1ans  about  what  is  being  portrayed,  the  messages   that  are  being  given  or  the  influence  it  has  on  people
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Broadcas9ng
⬥   Strong  messages  can  be  given  by  television  and  film;  these  may  be  posi1ve  or  nega1ve
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⬥   Chris1ans  may  be  concerned  that:
•   Some  regular  viewing  (such  as  soap  operas)  may  present  a  biased  or  distorted  image  of  acceptable   behaviour
•   Some  programmes  encourage  waste,  consumerism  or  other  things  deemed  inappropriate  by  believers
•   Many  celebri1es  could  be  seen  to  provide  nega1ve  role  models  for  young  people
•   The  number  of  channels  available  and  the  easy  access  to  TV  and  the  internet  mean  that  young  children   may  have  access  to  material  which  is  not  suitable  for  them
•   Television  in  par1cular  is  responsible  for  many  nega1ve  stereotypes
Performing  Arts
⬥   Music  is  probably  the  most  commonly  experienced  art  form
⬥   It  is  used  not  only  for  entertainment  in  its  own  right  but  for  adver1sing  and  to  influence  our  moods  in,  for   example,  shopping  centres
⬥   Chris1ans  may  be  concerned  that:
•   Much  modern  music  gives  strong  messages  about  sex  rather  than  enduring  rela1onships
•   Music  can  encourage  rebellion  and/or  social  unrest
•   Some  kinds  of  music  have  nega1ve  associa1ons,  such  as  rap  and  gang  culture  or  heavy  metal  and  devil   worship
•   Tools  for  downloading  and  listening  to  music  such  as  MP3  players  and  iPhones  are  extremely  desirable   and  could  encourage  greed
•   People  listening  to  MP3  players  in  public  places  are  more  self-­‐contained  and  less  likely  to  no1ce  and  help   someone  in  trouble
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The  Internet
⬥   The  internet  is  s1ll  growing  and  is   extremely  difficult  to  police
⬥   There  are  many  illegal  but   rela1vely  easy  to  access  sites  for   criminal  ac1vi1es  or  extreme   sexual  acts
⬥   There  are  also  sites  which  are  legal   but  could  be  viewed  as  nega1ve   such  as  some  social  networking   sites
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⬥   There  may  also  be  concerns  about   the  safety  of  young  people  on  the   net
The  Posi9ve  Side
⬥   Chris1ans  are  evangelical  and  do  prosely1se;  all  form  of  media  can  be  used  for  this
⬥   There  are  websites,  dedicated  television  channels  and  radio  programmes  –  all  of  which  can  reach  a  wider   audience  than  ever  before
⬥   Films  can  be  used  to  promote  Chris1an  values  or  to  bring  core  Chris1an  beliefs  to  life  for  an  audience
⬥   Television  and  the  internet  enable  people  who  cannot  get  to  a  real  church  to  feel  part  of  a  community  of   believers  and  to  worship  as  part  of  a  group

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⬥   There  are  many  films  and  television  programmes  which  give  a  representa1on  of  Chris1anity:
•   The  Vicar  of  Dibley   is  a  situaFon  comedy  about  a  small  village  which  has  a  female  vicar
•   Father  Ted   is  a  situaFon  comedy  about  the  Catholic  priesthood  in  Ireland,  in  which  the  central  character   lives  and  works  with  two  other  priests  to  minister  to  the  small  community  of  Craggy  Island
•   The  Last  Tempta9on  of  Christ   and  The  Passion  of  the  Christ   are  both  film  retellings  of  the  story  of
Christ’s  ministry,  crucifixion  and  resurrecFon
•   Angels  and  Demons   and  The  Da  Vinci  Code   are  films  (and  books)  about  religious  mysteries  and  crimes   hidden  by  the  Catholic  Church
•   Jerry  Springer,  The  Opera   creates  a  situaFon  where  the  talk-­‐show  host  is  taken  to  Hell  to  host  a  face-­‐off   between  God  and  the  Devil  about  their  relaFonship
⬥   There  are  mixed  feelings  about  many  of  these:
People  in  Support  Say...
•   Chris1an  values  can  be  shared  in  this  way   with  audiences  who  would  otherwise   never  encounter  them
•   Freedom  of  speech  is  a  core  value  of  our   society,  and  if  people  have  something  to   say  they  should  be  allowed  to  say  it  even  if   others  will  not  like  it
•   If  faith  is  to  survive  in  the  modern  world  it   has  to  adapt  to  and  use  modern   technologies
•   Groups  that  take  themselves  too  seriously   are  more  likely  to  be  further  mocked,  while
‘entering  into  the  spirit’  of  things  or   ignoring  them  demonstrates  security  and   confidence
People  in  Opposi9on  Say...
•   Many  of  these  present  faith  as  something   absurd,  to  be  mocked  and  made  fun  of
•   Where  Jesus,  God  or  the  devil  is   represented  there  is  a  risk  of  blasphemy  or   idolatry  –  both  sins.  Even  where  there  is  no   sin   per  se   they  can  be  seen  as  disrespecmul
•   Modern  technologies,  including  mass   communica1ons,  are  not  referred  to  in  the
Bible  and  are  therefore  not  the  work  of
God
•   Insults  to  Chris1anity  are  insults  to  God   and  to  ignore  them  encourages  people  to   think  that  it  is  acceptable  to  insult  God

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⬥   There  are  also  books  and  comics  that  represent  Chris1anity  or  that  give  a  Chris1an  message:
•   The  Lion,  The  Witch  and  The  Wardrobe   is  a  retelling  of  the  central  ChrisFan  story  in  a  fantasy  seCng;   the  lion  Aslan  is  sacrificed  to  save  another  from  death  and  then  resurrected  by  ‘the  deep  magic’;  other   books  in  the  ‘Narnia’  series  also  explore  ChrisFan  values
•   The  Day  they  Came  to  Arrest  the  Book   is  a  story  of  an  American  High  School  which  aGempts  to  ban
‘Huckleberry  Finn’  from  the  library;  the  book  is  not  overtly  ChrisFan  but  provides  an  exploraFon  of  the   issues  surrounding  censorship  and  freedom  of  speech
⬥   Some  missionary  groups  have  begun  using  comics  as  media  for  spreading  the
Chris1an  message
⬥   The  idea  is  that  comics  have  a  universal  appeal  and  will  reach  audiences  who   would  otherwise  reject  the  message
⬥   Groups  working  in  this  way  include:
•   Literature  Ministries  Interna1onal
•   Chris1an  Comics  Interna1onal
•   The  Chris1an  Publicity  Organisa1on
⬥   An  example  of  their  work  includes  ‘Plus+’  which  was  launched  in  the  1960s   and  s1ll  runs  in  an  abbreviated  form  as  Plus  Eagles  Wings
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⬥   Plus+  comics  are  aimed  at  children  and  are  based  on  Bible  stories;  they  are   intended  to  encourage  children  to  read  the  Bible  for  themselves

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⬥   There  are  many  areas  of  debate  about  the  media  and  what  should  and  should  not  be  shown
⬥   Two  of  the  largest  debates  are  of  par1cular  interest  to  Chris1anity  because  of  the  way  they  relate  to  key
Chris1an  beliefs  –  sex  and  violence
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Sex  in  the  Media
⬥   Chris1ans  believe  that  sex  is  a  giY  from  God,  to  be  enjoyed  within  a  commiVed  rela1onship  (see  the
‘Human  Rela1onships’  Unit  in  ‘Ethics  1’)
⬥   Sex  is  oYen  portrayed  on  television  or  in  film  in  ways  that  go  against  this  core  value,  or  that  promote   controversy  for  Chris1ans  such  as:
•   Pre-­‐marital  sex  (sex  before  marriage)
•   Extra  marital  sex  (a  sexual  rela1onship  with  someone  other  than  the  person  you  are  actually  married  to)
•   Pros1tu1on
•   Homosexual  rela1onships  and  marriage
⬥   These  things  may  be  presented  as  either  posi1ve  or  nega1ve,  but  for  some  conserva1ve  Chris1ans  anything   which  could  be  seen  as  condoning  sex  outside  marriage  is  wrong
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⬥   Most  Chris1ans  would  find  the  use  of  sex  as  a  sales  tool  (e.g.  sexual  images  on  adver1sing  billboards)  to  be   degrading
Violence  in  the  Media
⬥   A  large  number  of  popular  films  and  television  programmes  contain  extreme  violence
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⬥   Anything  that  seems  to  glorify  or  encourage  violence  is  likely  to  be  condemned  by  Chris1ans
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Core  Beliefs
⬥   It  is  hard  to  generalise  about  Chris1an  actudes  to  these  issues  as  the  technology  is  so  modern  and  the   sources  of  Chris1an  belief  pre-­‐date  it
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⬥   However  core  Chris1an  beliefs  do  establish  general  principles  about  what  is  and  is  not  acceptable:
•   Agape:   ChrisFans  believe  in  and  promote  love,  and  the  valuing  of  other  people  so  anything  with  devalues   people  or  promotes  division  and  hatred  is  likely  to  be  disapproved  of
•   The  Temple  of  the  Holy  Spirit:   Everyone  has  a  soul,  and  everyone  is  made  in  the  image  of  God.  This   means  everyone  is  deserving  of  respect  and  appropriate  treatment

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⬥   Censorship  is  when  you  prevent  or  restrict  the  publica1on  or  broadcast  of  something;  usually  on  the   grounds  that  it  will  prove  distressing  or  offensive  to  some  people
⬥   Censorship  is  also  used  by  some  governments  to  prevent  new  poli1cal  ideas  circula1ng
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⬥   There  is  debate  about  how  far  censorship  should  be  used
Methods  of  censorship  in  use  in  the  UK
⬥   Adver1sing  is  regulated  and  controlled  by  the  ASA  (Adver1sing  Standards  Authority)
⬥   Journalists,  newscasters,  etc.  are  monitored  by  the  Press  Complaints  Commission
⬥   The  Internet  Watch  Founda1on  aVempts  to  monitor  internet  use  and  social  networking  sites  are   encouraged  to  maintain  their  own  filters  and  monitoring  policies
⬥   There  are  also  security  programmes  for  specific  areas  of  concern  on  the  internet  such  as  NetNanny,
CyberSiVer  and  Childsafe.  These  can  be  downloaded  and  installed  to  block  specific  types  of  site
⬥   The  Bri1sh  Board  of  Film  Cer1fica1on  gives  any  film  released  in  this  country  a  classifica1on  which  informs   poten1al  viewers  who  the  film  is  suitable  for;  these  may  also  be  applied  to  computer  games
⬥   The  majority  of  organisa1ons  either  simply  respond  and  take  ac1on  when  specific  complaints  are  made  or   they  provide  informa1on  that  enables  people  to  self-­‐censor  and  make  decisions  on  what  is  suitable  for   themselves  and  their  families
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⬥   Freedom  of  the  press  is  seen  as  a  core  value  in  the  UK  and  there  are  very  few  things  that  are  absolutely   banned.  Most  images  or  materials  that  are  illegal  are  related  to  pornography  and  pornographic  material
Freedom  vs  Censorship
In  support  of  Censorship
•   Material  that  is  obscene  or  offensive   should  not  be  easily  spread
•   Vulnerable  people  need  to  be  protected   from  undue  influence  or  exploita1on
•   Exposure  to  film  violence  can  lead  to  an   increase  in  real  life  violence
•   Exposure  to  extreme  violence  in  games  and   films  desensi1ses  people  to  the  horror  of   real  violence
•   Careful  censorship  can  ensure  balanced   coverage  of  issues  and  prevent   stereotyping
•   The  internet  is  full  of  illegal  sites  and  scams   and  without  effec1ve  censorship  they  get   away  with  it
•   Some  forms  of  media,  such  as   pornography,  are  so  degrading  that  they   should  be  banned  completely
In  support  of  Freedom
•   What  some  people  find  obscene  or   offensive  is  perfectly  acceptable  to  other   people
•   Mechanisms  already  exist  to  protect   children  and  vulnerable  people  while  s1ll   allowing  the  rest  of  us  freedom  of  choice
•   The  evidence  on  whether  film  violence   leads  to  real  violence  is  incomplete  and   inconclusive
•   People  are  desensi1sed  anyway  by  the   horrific  images  they  see  on  the  news
•   The  knowledge  that  the  images  are  not  real   stops  people  being  desensi1sed
•   Censorship  of  the  internet  is  extremely   difficult  and  expensive
•   Censorship  is  oYen  a  feature  of  corrupt  and   oppressive  governments  and  is  a  means  of   restric1ng  human  rights

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⬥   Some  Chris1ans  would  like  to  see  greater  censorship  of  the  media,  while  other  believe  people  should  have   the  freedom  to  make  choices.  This  is  an  area  about  which  it  is  very  hard  to  generalise

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Although most religions will not have specific teachings on the use of technology their attitudes to it may vary greatly. There is also the way that the media tends to present different religions which may provide some interesting areas to explore.
Remember that the exam will not ask you to compare different religions directly but considering a concept from more than one perspective will enable you to discuss and analyse in greater depth.
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Some points about Islam: Islam tends to be presented very negatively by a lot of media. It is presented in association with terrorism, human rights abuses and political issues such as
Israel. Fundamentalist Muslims often distrust and avoid mass communication media as a corrupting influence; however, more moderate Muslims may use it as a missionary tool.
• Some points about Sikhism: Sikhism is not frequently portrayed in the British Media, and when it is the focus is often more cultural than religious which may involve some negative stereotyping, for example about gender roles in Asian communities. Sikhs tend to have a positive attitude to technology in general, and have a history of using the media to promote their faith and present Sikh values.
• Some points about Judaism: Judaism often appears in the news in connection with Israel and also with Holocaust related stories. The Jews have historically been grotesquely stereotyped
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in the media but in recent times have used tools such as the internet to challenge ignorance and prejudice. Judaism does not use the media to proselytise as it is not a missionary faith.
Discuss: whether the media strongly influences how people view religious groups and communities; whether it is appropriate to use the media as a tool for presenting religious views and values; and whether all religions should be given the same protections against blasphemy against them in the media.
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Give   three   different  types  of   media
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Give   three   areas  where  the   media   is  of  concern  to   religion
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Give  a  personal  response  to  the  sugges1on  that   religion  should  be   protected  from  being  represented   disrespec[ully
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Explain  why   Chris9ans   might  object  to  representa1ons  of   sexual  rela9onships   in  the  media
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Explain  why   Chris9ans   do  not  all  have  the  same  actude  to  the  media
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Define  the  word   ‘censorship’
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Give   three   arguments  in  support  of   censorship
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Give   three   arguments  against   censorship
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Give  a  personal  response  to  the  issue  of   censorship   of  the  media
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Describe   one   source  of   media   that  portrays  a   Chris9an  message
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Make  Sure  Students  Can…
✓   Give  an  account  of  the  different  types  of  media  and  their  roles  in  modern  life
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✓   Cri1cally  consider  the  influence  of  the  media  on  people’s  actudes  to  controversial  issues,   including   personal  responses
✓   Give  an  account  of  the  ways  in  which  Chris1anity  might  be  represented  in  the  media
✓   Give  arguments  for  and  against  the  use  of  censorship
✓   Cri1cally  consider  the  uses  of  sexual  imagery  in  mainstream  media,   including  personal  responses  and   religious  viewpoints
✓   Cri1cally  consider  the  debates  rela1ng  to  violence  in  film  and  video  games,   including  personal  responses   and  religious  viewpoints
✓   Explore  related  ques1ons  (to  develop  skills  of  analysis,  evalua1on  and  interpreta1on)  such  as  ‘how  would
Chris1anity  like  to  be  seen  in  the  media?’,  ‘Does  the  use  of  sexual  images  in  adver1sing  devalue  sex  in  a   meaningful  rela1onship?’,  ‘Is  the  internet  a  suitable  tool  for  prosely1sing?’  or  ‘should  people  have  the  right   not  to  be  offended?’;   responses  and  discussion  need  to  include  personal  views  and  reasons  for  these   together  with  reference  to  religions,  and  relevant  teachings,  they  should  be  reflecFve  and  students  should   be  encouraged  to  explore  possible  responses  rather  than  search  for  a  ‘correct’  answer.
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In  Their  WriNen  and  Discussion  Work  on  These  Topics
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All  Students...
⬥   Should  be  able  to  use  a  range  of  subject  specific  terms  and  words  with  understanding
⬥   Should  be  able  to  make  a  personal  response  to  relevant  s1mulus  ques1ons  and  offer  reasons  in  support  of   this
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⬥   Should  be  able  to  iden1fy  a  religious  view,  actude  or  teaching  that  relates  to  a  s1mulus  ques1on
Most  Students...
⬥   Should  be  able  to  use  a  full  range  of  terms  across  several  different  Chris1an  denomina1ons
⬥   Should  be  able  to  make  a  jus1fied  personal  response  to  relevant  s1mulus  ques1ons  with  considera1on  of   disagreement  or  challenges  to  their  views
⬥   Should  be  able  to  iden1fy  several  religious  views,  teachings  or  actudes  that  relate  to  a  s1mulus  ques1on   and  incorporate  these  into  a  response
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Some  Students...
⬥   Should  be  able  to  draw  comparisons  across  religions,  including  views  from  different  faiths  and  secular  views   to  give  a  full  conceptual  perspec1ve
⬥   Should  be  able  to  give  a  considered  analy1cal  response  to  relevant  s1mulus  ques1ons,  including  a  range  of   considered  views  drawn  from  their  broad  understanding  of  religion  and  the  topic  being  raised