Archive for the ‘Religious Education (Catholic) 15’ Category

Choose one of the following questions and answer it.  The page on the right hand side called Reflection Rubric will be used to grade your reflection.

1)  Morrie says to Mitch regarding his imminent death, “I’m a lucky man.  I still have time to learn.  I still have time to say goodbye.  Time to teach my final course about living.  When you know how to die, you know how to live”What do you think Morrie means when he says, “When you know how to die, you know how to live” ?  Summarize in a short paragraph what Buddhist Philosophy (which is what Morrie is referring to) what it really means.  To find out, read the article called Love the little Bird on your Shoulder.

2)  Mitch asks Morrie, “Do you ever wish you were young?” Morrie provides an interesting response to this question.  He says, “Nah.  I’ve been young.  I know how miserable it can be being young.  Aging isn’t decay, you know.  Its growth!  This  culture worship’s youth.”  Do you agree with Morrie that our culture worships youth?  Why is this so?  Read the article Why do We Idolize Youth?   to find out a possible answer.  Do you agree with the article ?  Why or why not?

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Tuesdays with Morrie is a true story.  These are the real people.

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Here is a cool website called Citation Machine.  You can use this website to cite resources correctly.  It doesn’t matter whether you use a website, book, or any other resource.

Here is its mission:

Citation machine helps students and professional researchers to properly credit the information that they use. Its primary goal is to make it so easy for student researchers to cite their information sources, that there is virtually no reason not to — because…

How to Use:

  1. To use, click on APA and then hit “submit”.
  2. Select what type of resource you used (print or non-print).
  3. Put in the required information, then click “submit”.
  4. Then copy and paste the corrected cited resource.
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Ethical values (Core ethical values) and (Medical values)

Six  values that are commonly used in medical ethics discussions

  1. Autonomy –  a person has the right to make their own choices.  In Medicine, the patient has the right to refuse or choose their treatment.
  2. Beneficence – decisions involve having the  other person’s best interests in mind; a practitioner should act in the best interest of the patient.
  3. Non-maleficence – “first, do no harm”
  4. Justice – to provide what a person is entitled to;  concerns the distribution of scarce health resources, and the decision of who gets what treatment
  5. Dignity – Humans are to be honoured and treated with respect; the patient (and the person treating the patient) have the right to dignity.
  6. Fidelity – Keeping promises, being honest, telling the truth;  the concept of informed consent has increased in importance

Directions:  Select one of the bioethical issues below and using the handout provided in class, come to an informed decision on the issue you selected.

Bioethical Issues

  1. (Should having a baby after menopause be allowed?) Is 66 to old to have a baby?
  2. (Should collecting sperm after a man has died be allowed?)   Judge OKs Dead Son’s Sperm and Judge OKs …
  3. (Should euthanasia or Abortion allowed legally?)  Decriminalizing euthanasia and   Euthanasia Bill and End of Life Decisions
  4. (When should organs be harvested for organ donation?) When does death occur? and   Doctors Debate

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Introduction

Amnesty’s annual report (2012) has China topping list of executions with over 1,000, Iran second with 314, US fifth with 43. The United States only country in the Americas practicing execution.  (see YNet News)

The Amnesty International report says 682 executions in 2012 in all countries other than China  were verified to have been carried out last year —only two more than 2011 —as five countries carried through with the death penalty for the first time in many years…The country that had the highest increase in the number of executions was Iraq, with almost double the 68 killed in 2011. (see Amnesty International)

Canada, on the other hand, does not have a death penalty. (see 35 years of abolition) In most cases, the most serious sentence for murder is life imprisonment with no possibility of parole for 25 years. However, if a person has a long history of violent crime, then they can be declared a “dangerous offender.” With this classification they are given an indefinite sentence with little chance of ever being paroled.

An Angus-Reid poll released in March, 2012,  suggests three out of five Canadians (60%) support reinstating the death penalty for murder. (see Amnesty International)

Sources: Amnesty International  and  Religious Tolerance.org

Assignment:

Do some research to find out the arguments for and against capital punishment (death penalty)?  There are some links below to start off with.  Then take a stance on the following statement:

Should Canada reinstate the death penalty for criminals who commit first-degree murder?

This does not have to be in the form of a formal essay, but be sure to support you arguments with factual information.  Include in your discussions, the answers to the following questions.

  1. How does Ezekiel 33:11 apply to the question of capital punishment? “As I live, says the Lord God, I have no pleasure in the death of the wicked, but that the wicked turn from their ways and live.”
  2. The concept of equal retribution “Life for life, eye for eye, tooth for tooth, hand for hand, foot for foot” (Deuteronomy 19:21) was actually given in order to control the all-out vengeance that had taken place up to that time. What does Jesus tell us about vengeance?  Read Matthew 5:38-42; Luke 6:27-36; Romans 12:19, and 1 Peter 3:9 to find out.  (Just go to NRSV Bible, and type in the book, chapter and verse.  When you do this, the verse(s) will come up.) How do these scriptures apply to modern day capital punishment?

Here are some links to start off with:

Against arguments:  Catholic Culture and Amnesty International USA

Pro arguments:  Pro death penalty and  Pro death penalty page (keep in mind some of these are websites of individuals, so one has to question their reliablity for statistics, etc.)

Contains both arguments:  Religious Tolerance and  Arguments for and against

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Select one of the questions to answer.

  1. Scene:  Matthew finally confesses to Sr. Prejean.  The dialogue went as follows:
    Sr. Prejean:    “Do you take responsibility for both of their (the victims) deaths?”
    Matthew:    “Yes ma’am.” (Matthew breaks down and cries)
    Sr. Prejean:    “…You did a terrible thing.  But you have dignity now.  Nobody can take that from you.  You are a Son of God, Matthew”.
    Matthew: (crying)     “Nobody ever called me a Son of God before.  They’ve called me a son of a you know what…”

What does Helen mean by “dignity”?  What does the above conversation tell you about Matthew’s self-esteem? You may need to draw from your unit one notes. Why was Sr. Prejean so insistent that Matthew takes responsibility for his actions? What does Sr. Prejean mean by “You are a Son of God, Matthew.”

 

2.  During another discussion between Sr. Prejean and Matthew   Poncelet the following dialogue occurspicture-12
Sr. Prejean:    “Was your Daddy a racist?”
Matthew:    “What kind of question was that?”
Sr. Prejean:    “You have to teach a child to hate.  I was just wandering who taught you.”
Matthew:    “I just don’t like niggers.”
Sr. Prejean:    “Have you ever known any black people?”
Sr. Prejean:     (Talking about black people) “...I know some pretty cool people.  A lot of hard working people.”
Matthew:    “I know a lot of welfare taking coloreds sucking up tax dollars”
Sr. Prejean:   “Have you ever been the object of prejudice?”
Matthew:    “No.”
Sr. Prejean:    “What do you think people say about men on death row?”
Matthew:      “I don’t know.  Why don’t you tell me.”
Sr. Prejean:    “They’re all monsters.  Disposable human waste.  Good for nothing sucking up tax dollars.”

What is prejudice?  Does prejudice come from ignorance? Are people taught to hate?  Explain.   Do you agree that people on death row are “all monsters?  Disposable human waste.  Good for nothing sucking up tax dollars.” Why or why not?  Remember, your opinion has no validity unless you provide reasons with evidence or examples.

3.   picture-21During a discussion between Sr. Helen Prejean and a Catholic Priest, the Priest says, “Are you familiar with the Old Testament?  Thou shalt not kill (Exod 20:13).  If anyone sheds the blood of man, his blood shall be shed.” (Gen 9:6).  Sr. Helen responds with, “Yes Father.  Are you familiar with the New Testament where Jesus talks about grace and reconciliation? (Matthew 6:14)” Why is there two very differing views on how to deal with murderers in the bible? Explain.   Which testament (old or new) should be given president?  Why?  Is using scripture text to justify your position acceptable?  Why or why not?

To help you understand the two dominant images of God in scripture, go to bible, and enter Genesis 6:11-13 to get a feeling of the OT image of God.  Then to get a feeling for the NT image of God, enter 1 John 4:7-9 and 1 John 16-17.

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Select one of the questions to answer.

1.  Scene:  Matthew’s lawyer, Millard Farmer, was discussing the up coming Pardon Board hearing.  During that discussion, the lawyer says, “It’s easy to kill a monster.  It’s hard to kill a human being.  That’s why we need people that know you.” Is it possible for a human being to be less than a human being?  Explain.   Does society justify killing by viewing people as something less than human?  Support your answer with examples.  Here is an example of where dehumanization language was used, Severin suspended.

2.   Mr. Percy, Hope’s (one of the murder victims) father, says, “Matthew is God’s mistake!” Do you agree with Mr.          Percy?  Does God make mistakes?   Here is an interesting response to that question from explorefaith.org.  What causes human beings, created in the image of God, to commit such inhuman acts as rape and murder?  Provide a detailed response to this question.picture-12picture-21

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The rubric titled Movie Study Assignment Rubric will be used to grade this assignment.  This can be found in the pages at the left.

Directions:  Describe examples from the video Dead Poets Society for  each of the following concepts learned in class.

  1. An example of an ethical principle followed by one of the movie characters in the movie.  Explain how the movie character’s ethics affected their morality.
  2. An example from each level of Kolberg’s postulates.  It does not matter which stage of each level you use.
  3. An example of an arbitrary law followed or not followed by one of the characters in the movie.
  4. An example of a natural law as it applies to one of the characters in the movie. For example, it could be a movie character who followed or did not follow a natural law.
  5. A movie character whose action portrays aspects of narcissism.
  6. A movie character whose actions indicates inertia.
  7. A movie character from the movie that responds to authority with altruism.
  8. A character from the movie that responds to authority with utilitarianism.
  9. An example of a movie character that depicts personality rather than their true character.
  10. A person of character rather than just represents personality.
  11. An example of a movie character that used a defensive evasion of self-esteem or developing character.  Describe the specific evasion.
  12. An example of a movie character that used an offensive evasion of self-esteem or developing character. Describe the specific evasion.
  13. Which worldview – anthrocentrism or theocentrism – was prevalent in the video?  Explain your answer.

Be sure to describe the scene or movie character thoroughly.   When describing a movie character be sure to clearly describe behaviors that undopicture-2ubtedly illustrate the concept (narcissism, altruism, etc.) that you want to represent.

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The following are two sets of questions relating to the movie Dead Poets Society.  Answer one of the sets of questions.  The reflection rubric will be used to grade this assignment.

Set One:

Answer the following three questions in a paragraph

  1. Would Neil Perry still have eventually committed suicide if Mr. Keating, his English teacher, had never come into his life? Why exactly did Neil take his own life? [Note:  To properly answer a questions such as these, find out why people commit suicide] Who really was to blame for Neil’s death?
  2. Could have Neil’s death have been prevented?  Could of his classmates have prevented his suicide?  [Note:  To properly answer a questions such as these, find out how suicide can be prevented] Could Neil have found another way out of his predicament? Was suicide his only answer?
  3. With similarly screwed up parents as Neil’s, why didn’t Todd take the same way out?

Set Two:

Answer the next two questions in a paragraph

  1. Just before the boys are called to testify, Cameron enters the room and is forced to defend his decision. He tells his friends, “Look, in case you haven’t heard, there is a honor code at this school, alright. If the teacher asks you a question, you tell the truth or you’re expelled”. Was Cameron following natural law?  Why or why not?  Was Cameron demonstrating character? Explain using specific examples from the movie.
  2. In the initial screenplay, Todd specifically does not sign the paper at the end. In the movie, we are not told one way or the other. Did Todd sign it or not? Why or why not? What would a person of character do? Explain. deadpoetsociety
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picture-12Select one of the questions below and answer it. When you have completed your answers, print it off and hand it in. The reflection rubric will be used to grade this assignment.

QUESTIONS:

1. There is a scene whereby the English teacher, Mr. Keating, asks the students to read their original poems. When he asks Todd Anderson to read his, Todd says, “I didn’t do it. I didn’t write a poem”. Keating responds with, “Mr. Anderson thinks everything inside him is worthless and embarrassing. Isn’t that right, Todd? That’s your worst fear. I think you’re wrong. I think you have something inside that’s worth a great deal.” What is Todd’s self esteem like? What is Anderson so afraid of? Was Todd using one of the evasions of self-esteem? Which one? Could 1 John 4:18, which says, “There is no fear in love, but perfect love casts out fear; for fear has to do with punishment, and whoever fears has not reached perfection in love”, provide a solution to Todd’s problem? Was Keating using love to help Todd?

2. There is a scene when Keating has his students marching in the courtyard. During that scene he tells them, “Conformity. The difficulty in maintaining your own beliefs in the face of others…Now we all have a great need for acceptance, but you must trust that your beliefs are unique, your own, even though others may think them odd or unpopular. Even though the herd may go ‘ That’s bad.’ Robert Frost said, ‘ Two roads diverged in a yellow wood and I, I took the one less traveled by, and that has made all the difference.’” Is Mr. Keating really referring to character or is he referring to personality? Explain with what you learned about character and personality in class. Could John Keating be saying the same thing as it says in Romans 12:2? It says in Romans, Do not be conformed to this world,* but be transformed by the renewing of your minds, so that you may discern what is the will of God—what is good and acceptable and perfect.

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