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11B , MORALITY, VALUES

LEARNING STRAND: THEOLOGY

RELIGIOUS EDUCATION PROGRAMME FOR CATHOLIC SECONDARY SCHOOLS IN AOTEAROA NEW ZEALAND

11B CONSCIENCE, MORALITY, VALUES

LEARNING STRAND: THEOLOGY

RELIGIOUS EDUCATION PROGRAMME FOR CATHOLIC SECONDARY SCHOOLS IN AOTEAROA NEW ZEALAND Icons used in this resource

Task

Web based task

Thinking about

Extra activity

Extra fact

• Words marked with * can be found in the glossary. • Additional material for this topic may be accessed on the FaithCentral website www.faithcentral.net.nz

THE LOGO The logo is an attempt to express Faith as an inward and outward journey.

This faith journey takes us into our own hearts, into the heart of the world and into the heart of Christ who is God’s revealed.

In Christ, God transforms our lives. We can respond to his love for us by reaching out and loving one another.

The circle represents our world. White, the colour of light, represents God. Red is for the of Christ. Red also represents the . Yellow represents the risen Christ.

The direction of the lines is inwards except for the cross, which stretches outwards.

Our lives are embedded in and dependent upon our environment (green and blue) and our (patterns and textures).

Mary, the Mother of Jesus Christ, is represented by the blue and white pattern.

The blue also represents the Pacific…

Annette Hanrahan RSCJ CONTENTS PART ONE Values Task 1: Values definition...... 4 Icons used in this resource Task 2: Values on film...... 5 Task 3: My values then and now...... 5 Task 4: Values in conflict...... 6 Task Task 5: Consequences web...... 6 Task 6: External pressures...... 7 Web based task Task 7: External influences...... 7 Task 8: needs ...... 9

Thinking about PART TWO Values from the Tradition Task 9: The Ten Commandments...... 10 Extra activity Task 10: The Great Commandment ...... 12 Task 11: The Beatitudes ...... 13 Extra fact PART THREE Morality Task 12: Making choices ...... 15 • Words marked with * can be found in the glossary. Task 13: Degrees of ...... 16 • Additional material for this topic may be accessed on the Task 14: Moral choices ...... 17 FaithCentral website www.faithcentral.net.nz PART FOUR Conscience and moral decision making Task 15: When do we use conscience?...... 18 Task 16: Considering conscience...... 19 Task 17: Voice of conscience...... 20 Task 18: Case study – The music store...... 22 Task 19: Case studies...... 23 Task 20: What’s the difference?...... 24 Task 21: Moral problems...... 25 Task 22: The unborn child...... 27 Task 23: Case study – Sacredness of life...... 27 Task 24: Alcohol abuse...... 28 Task 25: Illegal drugs...... 29 PART FIVE Bringing it together Task 26: Reflecting on scripture ...... 30 SUMMARY Task 27: Topic summary ...... 31

GLOSSARY ...... 32

3 PART ONE Values Focus: • There are connections between a ’s behaviour and their values. • In order to build human relationships, true human values, such as sisterhood and brotherhood, co-operation, and communication with others must be fostered. • In the contemporary world many people are unable to recognise permanent values and as a result experience uncertainty and . Introduction People’s values* (their beliefs or attitudes about what self-discipline, or . Other values are to do with is good, right, desirable, worthwhile, etc.) and their what a person wants out of life, for example, money, system (the ways they organise, rank, prioritise security, fame, health, salvation, wisdom. and make decisions based on their values) provide Values exist as a complex of interrelated the foundation for people’s personal choices. Values personal policies or priorities that serve as a guide for express an individual’s or a society’s beliefs about what decision-making. is important in life. Some values refer to how a person should act, for example, with honesty, Thinking about: What do we consider when In some cases we might act out of habit. we make a decision?

Before we start we need to ask the question, Sometimes our decisions come from the how do we normally decide what to do in a attitudes we have towards something or given situation? someone. The boxes on the right contain some suggestions for you to think about. At times we might make a decision based 1 When you are about to make a decision do on the fear of punishment. these ideas come into play?

2 Are you aware of what influences your We may decide to do a particular thing on decisions? the basis of the it will give us, 3 What other things change how you make a the ‘kick’ we’ll get out of doing it. choice?

Task 1: Values definition Move into groups of four and take one placemat 4 Each group can share their findings with the per group. class. The placemat is available on the FaithCentral website. 1 In the outer spaces each participant writes their and ideas about the word ‘values’. 2 Each participant shares their views. 3 The common points made by each participant are written in the circle in the middle of the placemat.

4 Defining values A value is a motive for action For instance, if a person values money highly, that value will have a direct effect on the choices he or she will make in life. If it is their chief value, it will be the overriding reason for action.

For example: if you find a wallet with one hundred dollars in it on school grounds, there are a number of choices available: 1 keep the money, return the wallet, 2 look for the owner, 3 turn it over to the police or lost and found. • If money is your number one value you are likely to keep the money. • If honesty is a stronger value you will return the wallet. • If friendship is a stronger value and the wallet belongs to a friend you will obviously give back the wallet and money. In this way, values determine our moral decisions. What if you found an ipod? What if you found a cell phone? Values can be Task 2: Values on film taught or caught. We should never Your teacher will give you a work sheet to complete while you are underestimate watching the stimulus material. the power that Read these instructions prior to watching the clip. the media has to influence or shape As you watch the selected video: our values. So as • pick a character well as being • place a tick beside the values your character demonstrates taught and caught, are important. values should also be .

After the video: • in the second column record evidence from the clip for the We are normally values you believe your chosen character demonstrated as motivated to act important by the values that we hold. • in the third column use the evidence from column 2 to rank the values indicated • in column 4 rank all the values on the table as you hold them • finally give evidence for saying the values you ranked are values to you. What do you do that demonstrates that these are your values?

Task 3: My values then and now A worksheet for this task is available on the FaithCentral website.

5 Task 4: Values in conflict Many of the choices that we make on a day by day basis are not difficult as they do not involve a conflict of values. A decision is difficult to make when the values that are involved Family ‘Do’ are in conflict. Two values that are both important to us give us Emma (15 years old) was two different choices. asked out by her friends on the same day as a big These decisions are complex because they are not easy to make, family ‘do’ was planned. so we need to spend time thinking about them. Emma’s family had been looking forward to everyone being together. The situations on the right all involve conflicting values. Consider these situations and respond to the following tasks. 1 List the values in conflict. Hassling A gang is going around 2 Underline the values you think are most important. hassling and bullying 3 If the values are of equal importance what else could be people after school. The teachers want to know who considered? they are. Shana knows, 4 Is it possible in this situation to protect all of these values? but doesn’t want to get • If so, how? beaten up too. • If not, why not? Going Out A friend has asked Sarah Values which may apply to these situations: out and she says yes even • love • loyalty to family though she doesn’t really want to go, but she doesn’t • respect for others • fairness want to hurt her feelings. • honesty • sensitivity to the feelings of others Later another friend asks • loyalty to friends • there will be others that you think of her out and she really wants to go.

Task 5: Consequences web Different A worksheet for this task is available on the FaithCentral website. Stefan is going out with a 1 Using the consequences web select one scenario and decide group of friends. He finds out that Mark has not been what could happen. invited and no-one wants 2 Discuss the outcomes using the questions above. to include him. He likes Mark and knows he will feel hurt when he finds out.

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6 Task 6: External pressures 1 What effect can peer pressure have upon values? Consider: • When is peer pressure a positive thing? Give examples. • Give some examples of behaviour that are a result of peer pressure? • Is peer pressure a here at this school? • In what ways? • How can negative pressure from a peer group be overcome? • How can peer pressure exert the most influence positively? 2 Who and what else can have an influence on your values, and therefore, motivations for actions? iSTOCK

Influences on values Some thoughts on values The world that we live in is full of things that influence our values. Sometimes It is not hard to make a choice we are not always aware of these influences. when you know what your values are. Initially our families have a great influence in our lives. When we are young we presume everybody else thinks and acts like those at home. Roy Disney

As we interact with others from different families at pre-school and school we find out that not everyone is exactly the same as we are. Life is the sum of all your choices. Some children learn to value sharing because that is what is important in their Albert Camus homes. Toys, jobs and rooms are shared. Yet they then meet people who demonstrate that this is not as important because in their family what was important was respect for what belongs to others.

Part of the task of being Christian is to reflect on what our values are and where they come from.

Often we pick up values from the people that we hang out with. If cheating on tests or teasing people who are different from us are acceptable behaviours in our social group it becomes easy for us to do likewise.

Similarly, if our friends are considerate and patient with other students, or, work hard at social actions then we will get caught up in positive actions also.

One of the questions we need to ask ourselves concerns who does our thinking. We can make well thought out choices about our values and actions for ourselves or we can leave our thinking to others including our families and friends.

Task 7: External influences A worksheet for this task is available on the FaithCentral website.

7 Human needs Maslow’s Hierarchy Physiological needs are to In 1943 Abraham Maslow wrote an influential paper do with the maintenance of the that set out five fundamental human needs and human body. If we are unwell, their hierarchical nature. Later after further study and then little else matters until we feedback he added three more. They are quoted recover. and taught so widely now that many people perceive Safety needs are about putting this model as the definitive set of needs and do not a roof over our heads and look further. keeping us from harm. If we are rich, strong and powerful, or A key aspect of the model is the hierarchical nature of have good friends, we can make the needs. The lower the needs in the hierarchy, the ourselves safe. more fundamental they are and the more a person Belonging needs introduce our will tend to abandon the higher needs in order to pay tribal nature. If we are helpful and attention to sufficiently meeting the lower needs. For kind to others they will want us as example, when we are ill, we care little for what others friends. think about us, all we want is to get better. Esteem needs are for a higher position within a group. If people respect us, we have greater power. Self-actualisation needs are Self-actualisation Cognitive to ‘become what we are capable of becoming’ which would become our greatest achievement.

Esteem A number of additional needs Self esteem and recognition from others have been added later to the model: Cognitive needs are to do with Belonging knowledge and the search for Love, affection, being part of a group meaning. Aesthetic needs are to do with an appreciation of and the search Safety for beauty. Shelter, security Self-transcendent needs is the helping of others to reach Physical requirements their fullest potential. Health, , sleep When we are evaluating how we make decisions it can be useful to establish where our motivation comes from. Understanding the needs hierarchy can help us do that by establishing from what area of need the to make a certain choice comes from.

8 Task 8: Human needs Your group will be allocated a section from the chart below. You need to complete it and be prepared to bring your answers back to the group. This activity investigates Maslow‘s five original and most significant needs.

Needs Self Other To be a whole human being, who respect this need in Persons who respect this need in people need: themselves would: others would:

food, water, air, exercise, shelter, sleep 1 Consume proper food and drink 1 Share what they have with others 2 2 3 3

security, freedom from danger and 1 Take precautions for own safety 1 Be prepared to help others fear and security 2 2 3 3

affection, to belong 1 Respect own family 1 Be friendly and welcoming 2 2 3 3

a sense of self-worth 1 Accept and love themselves 1 Respect the and worth 2 of others 3 2 3

to make meaning of life 1 Take time to keep things in 1 Respect the religious freedom of perspective others 2 2 3 3

9 PART TWO Values from the tradition Focus: • Christian values are based on the Ten Commandments and on the words and actions of Hehu, especially the Great Commandment and the Beatitudes. • Jesus sums up the Ten Commandments positively when he says that the way to eternal life is love of God and love of neighbour. • The Beatitudes reveal the aroha of Jesus Christ and show the actions and qualities that characterise Christian life. • The Beatitudes present us with decisive moral choices and challenge us to love God above all things. Background to the Ten Commandments

What do you know about the for the sort of behaviour expected from God's people. Ten Commandments? The first three concerned their relationship with God, All cultures and religious groups have had guiding and the rest were about their relationship with others. for behaviour to protect their basic values. What is a Covenant? The values of the people of the are protected in the known as the Ten Commandments. We can see from their origins that the Ten Commandments were a set of rules designed to The in the Bible describes how the ensure the survival and unity of a community or great leader, Moses, delivered the Ten Commandments society by laying down guidelines for individual from God to the Israelites (See Exodus Ch.19, 20 and conduct. The Ten Commandments have served as a 24). The people accepted these Commandments as basis for the laws of many societies since the time of part of the solemn agreement or Covenant that they Moses, and also as a guide to moral behaviour for made with God. By this they accepted God as their individuals. God and in return agreed to do ‘all that the Lord has commanded’. Jesus in his teaching emphasised that the central message of the Commandments was that we should What can you recall about Moses from the love God with all our heart, mind, soul and strength, Year 10 topic Journey Stories? and our neighbour as ourself. (Mark 12:28-34 – See This Covenant was the most important in the also Dt. 6:4-5; Lev. 19:18) Christians therefore need to history of the Israelites, or as they later came to be ask themselves what the Ten Commandments mean called, the Jewish people. It gave them their very in practical terms for their society and for their own identity as God's people. The Ten Commandments, personal behaviour today. which formed part of this Covenant, laid the guidelines Task 9: The Ten Commandments 1 Put a copy of “The Ten Commandments” into your book. 2 Next to each Commandment put the letter of the values given (page 11) which underlie the Commandment. For example: 1c 3 In your book rewrite the Commandments in a positive way to make their underlying values more evident. For example: 1 – Give God a central place in my life and refuse to substitute ‘idols’ such as money, power or popularity.

10 The Ten Commandments (Exodus 20:2-17 and Deuteronomy 5:6-21)

6. You shall not commit 1. I, the Lord, am your God adultery. who brought you out of 7. You shall not steal. . You shall have no 8. You shall not bear other gods except me. false witness against 2. You shall not take the your neighbour. name of the Lord, your 9. You shall not covet your God, in vain. neighbour’s wife (spouse). 3. Remember to keep holy 10.You shall not covet the Sabbath day. anything that belongs 4. Honour your father and to your neighbour. your mother. 5. You shall not kill.

Values found in the Ten Commandments a Respect for other people's – avoiding g Respecting the total commitment of two stealing, cheating, shoplifting. people for each other in marriage – seeing the b Appreciation of and respect for love and struggles of marriage as sacred. – one's own and that of others. h Respect for parents (care-givers) and rightful c Recognising God as Creator and giving God authority – mutual respect between parents due reverence by refusing to make ‘gods’ out of and children. things such as money, power or prestige. i Respect for truth and honesty – respect for the d Respecting God's name – appreciating the good name and reputation of others. sacredness of God and things associated with j Respect for human life – one's own and that God. of others – respect for the `least of these': the e Right attitude towards material – avoiding unborn, the sick, the old and dying. “I must have” attitude and jealousy. f Putting the “Lord's Day” at the centre of our worship – appreciating the fact that we approach God in community, not as isolated individuals.

11 The Great Commandment (Matthew 22:34-40) This is also found in Mark 12:28-34, and Luke 10:25-28.

... and one of them, a lawyer, in an attempt to trip him up, asked him, “Teacher, which commandment in the law is the greatest?” He said to him, “You shall love the Lord your God with all your heart, and with all your soul, and with all your mind.” This is the greatest and first commandment. And a second is like it: “You shall love your neighbour as yourself.” “On these two commandments hang all the law and the prophets.” GETTY

Task 10: The Great Commandment Complete this activity on your own before sharing your responses with others. Read the Great Commandment and select from the activities below. A worksheet for this task is available on the FaithCentral website.

Word Symbol

Describe in one or two words the meaning of Draw a symbol that captures a key idea in the the Great Commandment. Great Commandment.

Picture Connection to Life

Draw a sequence of pictures showing the Apply the Great Commandment to a real life events described in the text. situation today.

The

Buddhism “Hurt not others with that which pains thyself.” 5th century BC “What you don’t want done to yourself, don’t do to others.” 6th Century BC None of you [truly] until he wishes for his brother what he wishes for himself. Number 13 of Imam “Al-Nawau’s Forty Hadiths” You shall not take vengence or bear a grudge against any of your people, but you shall love your neighbour as yourself. I am the Lord. Leviticus 19:18

12 Jesus and our needs You’re blessed Jesus did not have a heirarchy of needs but he did present a moral code for his followers in simple and When Jesus saw his ministry drawing huge crowds, he climbed a hillside. Those who were apprenticed effectve ways. to him, the committed, climbed with him. Arriving at a quiet place, he sat down and taught his The task of our lives on earth is simply to: climbing companions. This is what he said: • Love God “You’re blessed when you’re at the end of your rope. • Love Self With less of you there is more of God and his rule. • Love Others You’re blessed when you feel you’ve lost what is most dear to you. Only then can you be embraced by the One of the places in the Bible where Jesus tells us how One most dear to you. this is to be done can be found at the beginning of You’re blessed when you’re content with just who the passage of Matthew’s Gospel we call The Sermon you are – no more, no less. That’s the moment you on the Mount. find yourselves proud owners of everything that can’t be bought. The Beatitudes are central to Jesus’ teaching about the You’re blessed when you’ve worked up a good Reign of God. They can also be found in Chapter six of appetite for God. He’s food and drink in the best meal Luke’s Gospel. you’ll ever eat. You’re blessed when you care. At the moment of being A true appreciation of the Beatitudes requires a ‘care-full’, you find yourselves cared for. in the reality of the Kingdom of God which Jesus came You’re blessed when you get your inside world – your to proclaim. In fact, this Kingdom began to be present mind and heart – put right. Then you can see God in the in the world with the coming of Jesus although it will outside world. not be completely fulfilled until the end of the world. You’re blessed when you can show people how to cooperate instead of compete or fight. That’s when The Preface prayer for the Mass of the Feast of Christ you discover who you really are, and your place in the King describes this Kingdom as: God’s family. `an eternal and universal kingdom: a kingdom of truth You’re blessed when your commitment to God provokes and life, a kingdom of holiness and grace, a kingdom persecution. The persecution drives you even deeper of justice, love and .’ into God’s kingdom. Not only that – count yourselves blessed every time All Christians are called by God to work towards people put you down or throw you out or speak making this Kingdom present `on Earth as it is in lies about you to discredit me. What it means is Heaven’ by living their lives according to the values that the truth is too close for comfort and they are uncomfortable. You can be glad when that happens – of Jesus. The Beatitudes speak of the attitudes and give a cheer, even! – for though they don’t like it, I do! behaviour of those living out the values of the And all heaven applauds. And I know that you are in Kingdom. good company. My prophets and witnesses have always There are two versions of the Beatitudes: gotten into this kind of trouble.” Matthew 5:1-12 The Message Bible Luke 6:20-26

Task 11: The Beatitudes A worksheet for this task is available on the FaithCentral website.

13 PART THREE Morality Focus: • A person needs to understand the nature of , freedom and moral responsibility. • Differing degrees of freedom, knowledge and influence moral responsibility. • Human freedom enables people to shape their own lives and to grow in truth and goodness. • Every person, made in the image and likeness of Te Atua, has the natural right to be recognised as a free and responsible being.

Freedom is at the heart of being human. It is the core of our experience “Every emphasizes human and is the cause of willing and acting. improvement, love, respect for others, sharing other people's Society sometimes presents freedom as the ability to choose, the ability to suffering. On these lines every exercise my own will and to do things ‘my way’. religion has more or less the same viewpoint and the same goal.” A deeper understanding of freedom that better reflects the Catholic The Dalai Lama commitment to the dignity of the human person is the notion that freedom enables us to seek after what is true and good. Through freedom we find meaning and grow in self awareness. Freedom is the power, rooted in reason and will, to act or not Freedom directs us to God, the source of our existence and meaning. act, to do this or that, and so to perform deliberate actions on Religious groups may differ in their of God, but nearly all agree one’s own responsibility. By free that each person should be treated in a decent manner. Sacred texts and will one shapes one’s own life. writings of leaders of religious groups contain passages that reflect this Human freedom is a source for growth and maturity in truth and key . For Christians it is part of the great commandment (Matthew goodness; it attains its 22:37-40). when directed toward God, our beatitude. ‘You must love your neighbour as yourself’ CCC 1731 We are part of a community and any action we take, positive or negative, affects others. Being part of a community brings responsibilities. In other words; yes, you are created in the image and likeness of God. Yes, you are precious and God knows every hair on your head, but you are one part of a whole. Your actions affect others!

The choices that we make affect our relationship with God, others and the environment in a positive or negative manner.

When we make moral decisions we need to consider the following points: • is God’s gift to us • freedom includes responsibility for the consequences of the choices we make • as Christians we are challenged to use our freedom to make choices according to the values Hehu lived and presented.

14 People who live by their values are able to make responsible moral decisions. This is because they have internal freedom. Integrity is another name for internal freedom. People who have integrity live by a set of moral principles which motivate their actions and guide their choices.

Another kind of freedom is external freedom, which enables people to choose and act without the control of others. It is possible for people to be internally free, even if they are externally restrained eg: St Maximilian Kolbe who was imprisoned in a Nazi concentration camp freely chose to die in place of another prisoner. You might be able to think of other examples of such people.

Thinking about: Thinking about:

Freedom Responsibility Consider the following In what ways do the attitudes listed below show personal statements. Comment on failure to accept the responsibilty of free choice? them in your book or discuss • ‘I can’t help it’. them with others as directed by • ‘Everybody does it’. your teacher. • ‘It’s not hurting anyone’. Consider how the Church • ‘I am free to do what I like’. would critique these definitions:

• Freedom is an inner ability to determine one’s own future, to be the author of one’s own . • Freedom is the power to choose. • Freedom is doing your ‘own thing’, getting on in the world, doing well for

yourself. GETTY Task 12: Making choices 1 List the kind of choices you make in a day. 2 What kind of choices do you consider to be the most important? 3 What kind of choices do you think are most important to a person in the course of a lifetime? 4 Which of these choices do you want to make freely? 5 Are there any choices or decisions that you would willingly give up the freedom to make? 6 Write your own definition of freedom. 7 Why do people value freedom?

15 Degrees of moral responsibility Morality is more than a series of separate decisions. Only God sees all and has the right to judge. We For every moral decision that we make changes us may consider ourselves free but our freedom is in into a somewhat different person. Each decision be it fact subject to limitations that we are often not aware good or bad, whether it involves a serious matter or of. Varying degrees of knowledge and of intention something of lesser importance, predisposes us for the can limit a person in the exercise of their freedom. In next decision. situations where a person’s freedom is restricted, moral responsibility is also diminished. Morality, therefore is not just about what we do, think or say. At a fundamental level it is about what and who Persons are responsible for their actions according to: we are. • their degree of freedom • their knowledge of right and wrong • their intention or motivation.

Degrees of freedom Degrees of intention Consider these two cases: Consider these two cases:

• A bank teller who deliberately steals • A woman accidentally runs over and kills from his or her employer by putting extra a child who dashes out from behind a money into a relation's account. parked car. • A bank teller who hands over some of • A man deliberately runs down and kills his or her employer's money to a robber the child of a police officer who has who is pointing a gun at him or her. arrested a gang member.

The first is responsible and the second is not The result is the same. Both children are dead. In the responsible for his or her actions because of the first case however the woman did not intend to kill the degree of freedom involved. child – it was an accident and she will not be charged with any offence. The man however was intending to Degrees of knowledge kill and, if caught, would be charged with murder. Consider these two cases:

• A man who deliberately poisons his wife Task 13: Degrees of moral in order to get her life insurance money. responsibility • A man who suffers from a mental illness For one of the degrees of moral and kills his wife without realising the responsibility (freedom, intention or knowledge) seriousness of what he was doing. design two cases based on a situation at school.

The first would be judged guilty of murder because he knew what he was doing, while the second would be judged not responsible for the murder and committed to care because he could not distinguish right from wrong. He lacked knowledge of the consequences of his actions.

16 Moral choices A moral choice has three elements that determine whether its action is morally good or morally bad: 1 Is the action right, neutral or wrong? 2 Is the intention good or bad? 3 Is there freedom to decide or not?

For each of the following case studies, consider the three elements with care. The first one is done for you below.

1 You have an assignment due in tomorrow which you have not started. It would be easy to download something from the internet and hand it in as your own work.

Q Is the action right, neutral or wrong? A Wrong Q Is the intention good or bad? A Bad Q Is there freedom to decide or not A Yes

The answers indicate that this is not a morally good decision.

Task 14: Moral choices Use the questions 1–3 above, to consider the following moral choices.

2 You would like to attend a party at a friend’s this weekend. Their parents will be away. You are not allowed to go to parties that are unsupervised by parents. You are wondering if you can avoid telling your parents about the lack of supervision when you ask to go to the party.

3 You are supposed to work on Friday night but your parents need you to babysit for them. You are wondering whether you should call work and say you are sick. iSTOCK

17 PART FOUR Conscience and moral decision-making Focus: • A person needs to understand the nature and function of conscience so as to be able to develop skills necessary for moral decision-making. • A person’s conscience enables them to accept responsibility for their actions. • A person must educate their conscience if they are to make informed and enlightened moral judgements. • The education of conscience is a lifelong task. • A person must always seek to do what is right and good even in those situations where moral decisions are difficult.

Task 15: When do we use conscience? Catholics believe that there Not all our decisions are matters of conscience. are two important principles Read the following list and decide which are matters to consider when making of conscience and which are not. decisions about right and 1 Choosing a subject at school. worng. 2 Cheating in exams. 1 We have a responsibility 3 Knowing someone in your class is stealing and not to make sure that our reporting on them. conscience is properly 4 Buying a stereo. formed. This means that we must take the trouble 5 Going to a sports game on Saturday. to gather all the relevant 6 Driving over the speed limit. : what the 7 Pursuing a career as a social worker. facts of the matter are, 8 Befriending someone that your friends do not like. what Scripture and Church 9 Working on the school magazine. teaching have to say etc. 10 Holding a grudge against a family member. 2 Having formed our conscience, we must follow it. Our deepest moral obligation is to follow our If you were to ask a group of people what conscience is conscience in doing what you would receive a variety of answers. They may suggest we know is right. We have that it is an inner voice that tells us what is right or wrong. been given the ability as Sometimes it is depicted by an angel or a devil whispering in human persons created in a person‘s ear. Others will suggest that it is doing what the God’s image to determine Church tells us we should, while still others might consider right from wrong, and we going with the gut as to the right or wrong of a situation. have a responsibility to act accordingly. Conscience however is not an easy thing to describe. It is a complex process. It is the process of making a moral judgement. It leads people to understand themselves as responsible for their actions and guides them to do good rather than . It also judges these choices.

18 The of the Catholic Church (par.1783) states that our conscience must be formed to be ‘upright and truthful’. This is Church The dignity of the speak for a conscience formed by education, by the Word of God and by moral conscience the teachings of the Church. It is supported by the gifts of the Holy Spirit “In the depths of his conscience, and helped by the advice of wise people. man detects a law which he does not impose upon himself, but Compendium of CCC 372–376. which holds him to obedience. Always summoning him to Simply put this is ‘myself making a moral judgement’. That is, when I love good and avoid evil, the decide whether an act is right or wrong, then I am using my conscience. voice of conscience can when necessary, speak to his heart more Task 16: Considering conscience specifically: do this, shun that. For man has in his heart a law written The three following quotes from Church documents present by God. To obey it is the very conscience as being part of what it is to be human. dignity of man; according to it he Read them carefully. will be judged. • Discuss with one other student what they are saying about Conscience is the most secret core what it is to be human. and sanctuary of a man. There he is alone with God, whose • Do these statements challenge you and your ideas? voice echoes in his depths. In a • Together write a simple definition of conscience to share with wonderful manner, conscience the rest of the class. reveals that law which is fulfilled by love of God and neighbour. In fidelity to conscience, Christians are joined with the rest of men in If Christ is the “light of In every action I say the search for truth, and for the the world” in whom God’s something about the kind genuine solution to the numerous purposes are revealed, of person that I wish to be problems which arise in the life then it is we who are and the kind of values I of individuals and from social revealed to ourselves in choose to live by. In every relationships. Hence the more that that light. In the light of action I say something a correct conscience holds sway, Christ, we come to know about how I regard people the more persons and groups turn what is authentically – as people whose dignity aside from blind choice and strive human (i.e. morally right) is equal to my own, or to be guided by objective norms and what is not authentic as beings I may use or of morality. (i.e. immoral). manipulate. Conscience frequently errs from One Lord, Faith, Baptism Irish Catholic Bishops, invincible ignorance without Bishop Peter Cullinane Pastoral Letter on losing its dignity. The same cannot Conscience be said of a man who cares but little for truth and goodness, or of a conscience which by degrees grows practically sightless as a Conscience is a human‘s result of habitual .” most secret core, the The Church Today: Gaudium et sanctuary. There s/he Spes,16 is alone with God whose voice echoes in their depth.

The Church of Today: Gaudium et Spes

19 Task 17: Voice of conscience A worksheet for this task is available on the FaithCentral website.

Habits Most of the time, the majority of people do not go through a long process of decision-making before acting. They usually act from habit*. A habit is the tendency to act in a particular way because in the past a person has repeatedly done a certain action.

For example, if we have developed habits of honesty from our upbringing and education, we will tend to act honestly when the need arises. So if someone in front of us in the street unknowingly drops some money, we will immediately pick it up and return it to them, almost without thinking about it. On the other hand, if we have dishonest habits, our first inclination will be to keep the money. Thinking about: Habits Habits help us act according to our consience. 1 Give some reasons why Other factors that help to form your conscience are: you think it is important to • Our develop good habits. • Scripture 2 What do you think is • Catholic Tradition and belief required to develop `good’ habits and to change `bad’ • Our Christian Experience. habits. This is why it is very important to develop good habits, and to 3 Give examples of habits deliberately set out to change bad habits in the area of right and wrong, that you think would be as in other areas of life. important to develop for your own life.

A good habit eg: being fair towards others, is called a . A bad habit eg: stealing, is called a vice. iSTOCK

20 Christian moral decision making In striving to make good decisions about tough moral issues, Christians look for guidance outside themselves as well as within their own hearts. The following steps attempt to summarise both dimensions of the process of decision-making.

Step 1: Define the issue Begin by defining the issue at hand as clearly as possible. In some cases, such as capital punishment, this may require considerable study and reflection. In other cases, such as GETTY stealing or destroying property, the issue may be more easily understood.

Step 2: Seek advice After defining the issue, look for outside resources for information and guidance. Among those resources are the following: • the values and teachings of Jesus as found in the , • the formal teachings of the Church, • the advice of respected people who possess deep faith and obvious goodwill.

Step 3: Reflect honestly on the consequence Reflect on the morality of certain actions, decisions, and attitudes in light of the results they are likely to cause.

Step 4: Pray for God’s guidance In prayer, the believer weighs the results of all the reflection suggested by the previous steps. The Christian asks God to guide him or her to do what is right and to reject what is wrong. A special gift of the Holy Spirit towards this end is Does this seem like a lot of work? “Right Judgement”. Certainly. Yet, those who care enough to work at their moral decisions are able to live in dignity Step 5: Decide and act and peace. Adapted from: Once the Catholic Christian has seriously considered a decision in light of guidelines such as these, he or she can Zanzig, Understanding act with confidence. Catholic .

21 One of the habits that it is important to foster is the use of a model of Moral Decision-Making such as this. The following case studies will give you the opportunity to practise using this method.

Case study Task 18: Case study A worksheet for this task is available on the FaithCentral website. The family car Jackson used the family car last night. While backing out of the car park on his way home, he damaged another car to

the tune of $3000. He did about $1800 The music store Hannah has just got a new job working at worth of damage to the family car. a large music store near her home. She Realising that he would have to pay if he discovers that the manager obtains some admitted the accident, Jackson failed to of his CDs by illegal means. Hannah also leave a note on the damaged car, nor did discovers that the other employees at the he try to locate its owner. Today, Jackson store habitually steal CDs, and they urge feels uneasy over his decisions. her to do the same. They point out to her that the CDs do not rightfully belong to the Clearly, Jackson dishonestly left the scene of the manager anyway. Hannah cannot decide accident without reporting it. His conscience was whether or not to take the CDs. working:

a Before he acted, when Jackson was trying to Based on Christian principles, what should judge what to do or what not to do. Hannah do? Conscience helps a person to sort the data before a Work through the moral decision making steps decision is made. It helps in examining the right or and make notes as you go, putting yourself in wrong thing to do by reflecting on the teachings of Hannah’s place where appropriate. Jesus and his Church, the of others, and the 1 Define the issue. helpfulness to one's own development. 2 Seek advice. 3 Reflect honestly on the consequence. b As he acted, by enabling Jackson to make a judgement after considering the relevant data. 4 Write a prayer asking for guidance. Conscience ultimately makes it possible for a person 5 Decide and act. to act or not to act, to hold an attitude or not to hold one. It is that depth of our being which says "Yes, I am going to act," or "No, I refuse to act."

c After he acted, through any after-thoughts Jackson may have had about his action the previous night. The third function of conscience is to help persons judge after the action whether their judgement was right. As in Jackson’s case, maybe, fear the night before helped make him act the way he did. If he is conscientious today, he will regret his action and try to make amends, as he is obliged to do. iStTOCK

22 Task 19: Case studies Work on the case studies selected for you by your teacher using the Moral Decision-Making steps.

1 As you're passing the lockers in school one day, you notice that the captain of the basket ball team is stealing from one of the lockers. The school has a policy that anyone caught stealing is immediately expelled. You know this person is doing wrong, but if you make a report and the captain is expelled, the team will lose its only hope of winning the competition.

2 Your best friend is failing history, and history is your best subject. There is a final exam coming up and your friend knows that he can pass the course if he gets a on his

exam. He sits next to you in class and asks if he can copy GETTY your answers during the test. You know that cheating is wrong but you also know that if your friend doesn't pass the test, he will be grounded for a month and will be angry with you for not helping him.

3 You like a group of students that hang out together and you want to be their friend so that you can be part of their activities. One day while you're talking with them in school, they begin to ridicule and laugh at the unattractive girls or boys who walk by. You know that if you say something against them they might turn on you and the chance for friendship will be lost. But at the same time you feel sorry for the girls or boys at whom they are laughing and know that their feelings have really been hurt.

4 You discover that your brother is selling drugs to others at school. You're against what he's doing, but you know that if Thinking about: you tell your parents, they will be terribly hurt and your whole A framework family will suffer. At the same time, if you go to the police, your brother will probably be sent to prison. How does having a framework for considering these cases make it easier to judge them and make a moral choice?

Are there additional questions that would help in making a moral choice? • What are these additional questions? • To which step in the decision making framework do they belong? GETTY

23 Difficult circumstances This means that some decisions are very difficult to When the fundamental direction of a person’s life is make because of the complex process of being human. towards good, they will usually feel happy when they We form our conscience not only by learning about do good and uncomfortable when they make choices right but by practising making good choices. that are fundamentally wrong. However, conscience The case studies in this part of our work are not easy to is not a feeling. Feelings are neutral and in themsleves resolve because of the interwoven circumstances. are not reliable indicators of the good or evil of an action.

Task 20: What’s the difference? You will be allocated groups and given a pair of cases to discuss using the following questions: • What exactly is happening? • Why, with what motive? • How, in what manner, by what means or method? • Who is involved? • When and where is it happening? List all the differences in circumstances between your two cases. Be prepared for someone to report back to the rest of the class. iSTOCK case study 1 case study 2 case study 3

A. A friend confides in A. You have strict orders A. A nurse gives a patient you that she is pregnant never to use the family a prescribed dose of and that the father of her car without your parents' morphine to ease her . child is the Head Boy from permission. Your parents a popular local school. are gone, and you use B. After work, the nurse Another friend, who enjoys the car for a quick race takes a shot of the same being in on the , through town with your drug. asks you for details. You friends. say, ‘I don't know anything B. You have strict orders about the situation.' Thinking about: never to use the family Relevant B. A friend confides in you car without your parents' that she has been part permission. Your parents questions of a group doing tagging are gone, and you use the • Which of the questions around town and that car to run a neighbour was most relevant in she and the group are to the accident and distinguishing between going to tag your school emergency clinic. the cases? next. A local police officer asks you what you know; • In a general sense what is and you say, ‘I don't different between these know anything about the pairs of cases? situation.'

24 Moral problems Moral decisions can be difficult to make because they involve many different issues and values.

Some things are always wrong such as murder and rape. But other choices that we have to make are not so black and white and at times even issues that seem easy to resolve become complex because of the situation and/or the people involved.

Task 21: Moral problems You will be allocated a group and given a topic to discuss Use the following questions to help you: • What exactly is happening? • Why, with what motive? • How, in what manner, by what means or method? • Who is involved? • When and where is it happening? After your discussion prepare a brief case study that describes a moral situation related to your issue.

Cheating Internet pornography

Vandalism Bribery

Child abuse Euthanasia

Drugs iSTOCK

25 The Sacredness of life The Catholic Church is well known for its stand on the issues relating to the sanctity of life. This holistic perspective on life is often described as a “seamless garment” (John 19:23). Church teachings recognise the relationship between social issues and the obligation we have to respect human life and dignity in all areas.

Made in the image of God Respect for people as made in the image of God is the basis of Catholic social teaching and action: all persons are made in the image of and likeness of God and are called to a living relationship with God as equal members of God’s people. Dignity, Love, Life New Zealand Bishops’ Statement

Every life is sacred Because of their creation in the image of God every human being is special, unique, and has his or her origin, nature and destiny to fulfil. Rich or poor, strong or weak, young or old, born or unborn, every life is sacred. What’s Wrong with ? New Zealand Bishops’ Statement

Protection and responsibility The unborn child is the most vulnerable, most innocent and most defenceless of all beings. The protection of such a person is clearly a moral obligation no one can avoid. Our responsibility extends to creating an environment within families and society where pregnant mothers are supported, children are made welcome and abortion is not seen as the only possibility in cases of forced and problematic pregnancies.

iSTOCK A Consistent Ethic of Life: Te Kahu-O-Te-Ora New Zealand Bishops’ Statement

The bullet points below are some important teachings of the Catholic Church related to abortion: • From conception, a human embryo must be recognised as having the rights of a person. It should be defended in its integrity, cared for, and healed, as far as possible, like any other human being. • Abortion willed either as an end or a means is gravely contrary to the moral law. • Our responsibility extends to creating an environment within families and society where pregnant mothers are supported, children are made welcome and abortion is not seen as the only possibility in cases of forced and problematic pregnancies.

26 What is abortion? Abortion is the loss of a foetus usually during the first 20 weeks of a pregnancy. There are two types of abortion: • Induced are those in which the mother voluntarily initiated the termination of her pregnancy. • Spontaneous abortions are usually referred to as a miscarriage.

Abortion and New Zealand law In New Zealand abortion is not legal but it has been decriminalized under certain circumstances. These are: • That two doctors agree that continuing with the pregnancy will cause serious mental or physical harm to the mother’s health. • That continuing with the pregnancy will cause serious mental or physical harm to the baby’s health. • That the pregnancy is the result of incest or rape. • That the abortion occurs before 20 weeks gestation.

Task 22: The unborn child A worksheet for this task is available on the FaithCentral website.

Task 23: Case study Sacredness of life Using the consequences web go through various options available to Sue and James and explore the consequences of each option.

Pregnant at 15 James has been going out with Sue for 6 months. He really likes her. One night at a party, they have sex. James and Sue regret n… The this, but he and Sue still keep seeing one he n… T

another. A couple of months later, Sue tells T … h James she is pregnant, and doesn't know en… e n Th what to do. e T n h … h

T e

…

n

n

James is shocked at the consequences of …

T e If

h

h

…

this one episode at a party. He thinks his T T

e

h n

e n …

n

parents will kill him if they find out. e

… h

T

James talks to Sue about who knows, and T

h

…

e

n

n

e … h

T what they might do to get out of this mess. Sue reluctantly suggests a “quiet abortion”, so that their parents need never know. James is shocked at this suggestion, but doesn't know what to do or who to turn to.

27 Alcohol abuse and binge drinking Alcohol is an accepted part of New Zealand . For many New Zealand teenagers, alcohol consumption is limited to small amounts within their families. Morally, alcohol as a substance is neither good nor bad. However, alcohol abuse is a moral issue. Binge drinking is when a person, who may not drink regularly, drinks a lot of alcohol in a short space of time. Most New Zealanders start drinking alcohol in their teens. Many see this as a ‘rite of passage’. However, there are many health risks associated with the excessive consumption of alcohol. Teenagers are the most likely group to have their stomachs pumped after excessive alcohol consumption. New Zealand research shows that: • The average age of starting to drink in New Zealand is 13.6 years. • Most teenagers who have tried alcohol have experienced negative outcomes. • Consuming alcohol seriously affects the health and behaviour of many teenagers. • The most common reasons given by those aged 14 to 17 years for drinking are: the serving of alcohol at occasions attended; money to spend; the availability of alcohol; and life problems. JANE NORTON iSTOCK © JANE Why do young people drink? Feeling blue: there is a link between feeling depressed, angry or sad and alcohol abuse. For some people alcohol provides a way to boot their confidence and self-esteem. Peer pressure: the influence of friends on drinking. They can encourage the responsible or irresponsible use of alcohol. Advertising: encourages the consumption of alcohol, particularly by young people, as necessary for social interaction and enjoyment.

Task 24: Alcohol abuse 1 In a small group identify the effects alcohol abuse has on people and society. 2 What do you think are some of the emotional after-effects of binge drinking? 3 Discuss the importance of peer pressure and advertising in encouraging teenagers to drink. 4 Identify the issues that teenagers need to consider when going to a party where there will be alcohol? 5 What things can they do to ensure their safety? 6 Research the health effects of alcohol. Your teachers will be able to suggest a number of websites.

28 Illegal Drugs All young New Zealanders will need at some stage to make a choice about the use of illegal drugs. Some drugs are legal, such as alcohol or cigarettes, but their sale is regulated. Illegal drugs have no controls so the user has no idea of their strength or quality. Drugs can have a particularly harmful affect on the body as it develops during adolescence.

What is a drug? Basically, it is any substance that changes the physical or psychological responses of the body. Some drugs affect the brain and can change a person’s behaviour, feelings and thoughts.

Types of drug Three of the major types of drug are depressants, stimulants and hallucinogens. Depressants: slow down the brain. Initially, they cause a feeling of relaxation but they result in loss of concentration, and in extreme cases unconsciousness and even death. Depressants include alcohol, cannabis (marijuana), opiates (heroin, morphine, codeine) and some solvents. Stimulants: give a feeling of alertness and confidence. They act by increasing the heart rate, body temperature and blood pressure. They cause anxiety, , panic attacks and paranoia. Stimulants include amphetamines (speed), cocaine and ecstasy. Hallucinogens: affect a person’s perception of reality. They cause psychological and emotional problems. They include substances such as LSD and magic mushrooms.

Marijuana Marijuana comes from the cannabis plant. Many people think that

cannabis is harmless and encourage its use. Research on the effects iSTOCK © ALAIN JUTEAU of cannabis on teenagers indicate that it leads to a lack of motivation, exhaustion, decreased concentration, reduced skill level, impaired decision-making and a lack of interest in study. It damages short-term memory and makes learning difficult. It can aggravate the symptoms of schizophrenia and increase the risk of mental health problems. In addition, Task 25: smoking marijuana causes respiratory illness. Illegal drugs In groups discuss the following: Why do some teenagers use illegal drugs? • Why do you think some • wanting to try something different teenagers use drugs? • access to drugs through other young people, friends or older peers • Who makes money out of • acceptance by peer group, “Most of my friends were doing it” selling illegal drugs? • rebellion against parents • If a friend told you that • depression, “I just wanted to feel better” he or she was becoming • lack of confidence or self-esteem, “I wanted to feel better about myself” dependent on a particular • coping with stress or pain, “All my problems seemed to disappear drug identify your options for a while” using a consequences web. • following an example of significant adults.

29 PART FIVE Bringing it together

This parable that Jesus told, summarises some of the key ideas in this topic – conscience, morality and values.

Use it or lose it! The parable of the three servants For it is as if a man, going on a journey, summoned his Then the one who had received one talent also came slaves and entrusted his property to them; to one he forward, saying, ‘Master, I knew you were a harsh man, gave five talents, to another two, to another one, to each reaping where you did not sow, and gathering where according to his ability. Then he went away. The one who you did not scatter seed; so I was afraid, and I went and had received five talents went off at once and traded with hid your talent in the ground. Here you have what is them, and made five more talents. In the same way, the yours.’ But his master replied, ‘You wicked and lazy slave! one who had the two talents made two more talents. But You knew, did you, that I reap where I did not sow, and the one who had received one talent went off and dug a gather where I did not scatter? Then you ought to have hole in the ground and hid his master’s money. invested my money with the bankers, and on my return I would have received what was my own with interest. After a long time the master of those slaves came and settled accounts with them. Then the one who had So take the talent from him, and give it to the one with received the five talents came forward, bringing five the ten talents. For to all those who have, more will more talents, saying, ‘Master, you handed over to me five be given, and they will have an abundance; but from talents; see, I have made five more talents.’ His master those who have nothing, even what they have will be said to him, ‘Well done, good and trustworthy slave; you taken away. As for this worthless slave, throw him into have been trustworthy in a few things, I will put you in the outer darkness, where there will be weeping and charge of many things; enter into the joy of your master.’ gnashing of teeth.’ And the one with the two talents also came forward, Matthew 25: 14-30 saying, ‘Master, you handed over to me two talents; see, I have made two more talents.’ His master said to him, ‘Well done, good and trustworthy slave; you have been trustworthy in a few things, I will put you in charge of many things; enter into the joy of your master.’

Task 26: Reflecting on scripture Having listened to or read the parable of three servants answer the following questions. 1 How did the three men use the opportunity they had been given? 2 Why did the third man miss out on the chance he had been given? 3 What other reasons can you think of why people sometimes miss out on opportunities? 4 What do you think Jesus is trying to tell us in this story? 5 How does this parable summarise what we have been exploring in this unit about conscience, morality and values?

30 SUMMARY 1 People's actions are generally motivated by their attitudes and values. 2 Sometimes external pressures from the expectations of peers or others influence a person's values. 3 The Ten Commandments, a summary of the implications of the Covenant between God and God‘s people, protected the values of the People of the because they clearly spell out fundamental aspects of a law which safeguards full human integrity and happiness. 4 Jesus taught that love of God and oneself and neighbour is the greatest of all commandments. Sin is the deliberate and freely chosen refusal to keep any of God's commandments and especially Jesus' supreme commandment which obliges us to love God and neighbour. 5 Jesus’ teaching in the Beatitudes promised happiness (or blessedness) to those who choose to live by Kingdom values, a blessedness which begins in this life and is fulfilled in the life to come. 6 Conscience is an inner judgement that evaluates our choices and the way we have used our freedom, before, during and after an action. 7 Everyone is obliged to develop an informed conscience and to live according to its dictates. 8 For the Catholic Christian, the life and teaching of Jesus and that of the Church, are the norms for morality. 9 Christian morality is based on the intrinsic value of the human person made in the image of God. 10 Persons are morally responsible for their actions according to their degree of freedom, knowledge of right and wrong and their intention or motivation.

Task 27: Topic summary A worksheet for this task is available on the FaithCentral website. iSTOCK

31 GLOSSARY

Aroha In general, means love and/or compassion. (uh-raw-huh) Note that the word is used in two senses: 1 A joyful relationship involving the expression of goodwill and the doing of good, 2 , compassion towards those who are unhappy or suffering.

Conscience The innate ability to judge what is right or wrong.

Habit A disposition to a thought or action made easier by repetition.

Hehu Karaiti Jesus Christ (héh-hoo kuh-rúh-ee-tee)

Moral values Things that are essential to appropriate human living e.g. the capacity for love.

Te Atua The Māori word Atua has been used to describe God in the Christian (úh-too-uh) sense since missionary times. Before the coming of Christianity, Māori used the word atua to describe many kinds of spiritual beings (in the way we now use the word “spirit”) and also unusual events. Only the priestly and aristocratic classes of Māori society (ariki, rangatira and tohunga) had access to knowledge of the Supreme Being, Io, also known as Io-matua, Io-matua-i-te-kore, Io-te-wananga, etc. It seems that many, but not all, tribes had this belief in Io before missionary times. Māori use several words to refer to God in the Christian sense: Te Atua – God, the Supreme Being Ihowa – Jehovah Te Ariki – Lord, more correctly used of Jesus Te Matua – the father (literally, parent) Io – a term used for God in some, but not all M¯aori circles. (Te Atua is acceptable in all circles)

Values The principles or standards of a person or society, a motive for action.

Virtue A firm attitude to do good that governs action. The Cardinal are , Justice, Fortitude and Temperance. The Theological Virtues are Faith, Hope and Love.

32 TITLES OF THE TOPICS IN YEAR 11

11A 11B 11C

THE TRINTY CONSCIENCE, UNDERSTANDING THE MORALITY, VALUES GOSPEL STORY: DEVELOPMENT OF THE GOSPEL

11D 11E

THE CHURCH’S STORY: ECUMENISM AND REFORMATION AND BEYOND CATHOLIC IDENTITY c.1500–1750

11B ACKNOWLEDGEMENTS

The Scripture quotations contained herein are from the New Revised Excerpt on page 21 is adapted from Zanzig, T. (1988). Standard Version Bible, copyright © 1989 by the Division of Christian Understanding Catholic Christianity. Winona: MN: St. Mary’s Press. Education of the National Council of the Churches of Christ in the Used by permission of the publishers. All rights reserved. U. S. A., and are used by permission. All rights reserved. Front cover and page 7, 17, 20, 22, 24, 25, 26, 28, Excerpt on page 13 Scripture taken from The Message. 29, 31 iStockphoto.com Copyright © 1993, 1994, 1995, 1996, 2000, 2001, 2002. Page 12, 15, 21, 23t, 23b Gettyimages.com Used by permission of NavPress Publishing Group. Back cover courtesy of Nuala Dunne. Excerpt on page 19 from Gaudium et Spes: The Pastoral Constitution on The Church in the Modern World, paragraph 16. http://www. vatican.va/archive/hist_councils/ii_vatican_council/documents/vat- ii_cons_19651207_gaudium-et-spes_en.html

First edition (1992) Imprimatur: This booklet was part of a series prepared by the members of a † Colin D Campbell DD Writing Party: Bishop of Dunedin Conference Deputy for National Centre of Religious Studies Anna Heffernan (Auckland), Lorraine Campbell SM (Auckland), January 2009 Steve Jorgensen (Hamilton), Mary Lynch (Palmerston North), Authorised by the New Zealand Catholic Bishops’ Conference. Gary Finlay (Wellington), Mervyn Duffy SM (Wellington), Sharon Alexander (Wellington), Karaitiana Kingi SM (Christchurch), Design & Layout: Richard Walsh CFC (Dunedin) Toolbox Creative Brooksbank House Syllabus Co-Ordinator: Gary Finlay (NCRS, Wellington) Published by: Editor: Elizabeth M Russell SJC (NCRS, Auckland) National Centre for Religious Studies Theological Consultors: † John Mackey DD, Paul Williamson SM Catholic Centre PO Box 1937 Proof Readers: Marcienne Kirk RSM (NCRS, Auckland), Wellington Margaret R Bearsley (NCRS, Auckland) New Zealand Second Edition (2009) Printed by: Co-Ordinators/Editors: Carolynn Phillips, Susan Brebner Printlink Theological Consultor: Mons Vincent Hunt 33-43 Jackson Street Liturgical Consultor: Rev Anthony Harrison Petone Contact For Māori Consultation: Rev Bernard Dennehy Private Bag 39996 NCRS: Kevin Wanden fms (Director), Siân Owen RSJ, (Editing), Wellington Mail Centre Nuala Dunne (Secretary) Lower Hutt 5045 New Zealand © 2014 National Centre for Religious Studies. CEP1108