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• Religious Education is a significant avenue for evangelization and an integral dimension of the Church’s mission
• It aims to make men’s faith become living, conscious, and active through the light of instruction
• Dimensions of Religious Education:

  • Information (Faith as Believing): Basic information about the Christian/Catholic faith, e.g., reading scriptures and the Ten Commandments
  • Formation (Faith as Trusting): Involves affect, emotion, or value, e.g., prayer and values integration
  • Transformation (Faith as Doing): Personal commitment to Jesus leading to conversion, e.g., involvement in acts of charity and consistent learning about Theology
• The CICM Religious Education Pedagogy:

  • Based on intelligent use by the catechist and the total human environment of the Catechesis
  • Should be Christo-centric and rooted in the Word of God
• See-Discern-Act Method:

  • Seeing: Analysis and assessment of contextual experiences and beliefs
  • Discerning: Mutual dialogue of faith experiences and teachings of the Church
  • Acting: Renewal and transformation in living out the Christian faith
• Christian Formation:

  • Includes Prayer and Liturgy, Religious Education, Social Involvement, and Vocation-Mission Animation
  • Aims to strengthen Christian faith and encourage living in accordance with God's will
• Six CICM Schools in the Philippines:

  • Background of schools, emphasizing reading and avoiding leaving books in the room
• Object of Morality:

  • Descriptive Morality: Study of people’s beliefs about morality and existing codes of conduct
  • Normative Morality: Adapts universal concepts governing rational persons under specified conditions
• Misconceptions about Morality:

  1. Morality is a matter of opinion

  2. All opinions about morality are equal and correct

  3. Morality is outside the world of “practical people”
• Morality develops guilt and moral obligation which can make a person's life unhappy
• Guidelines or norms of morality set a standard for individuals to live up to
• When individuals fail to meet moral standards, they may feel bad about themselves
• Example: A student caught cheating and facing consequences
• Morality should be considered as a lesson rather than solely developing guilt and moral obligation
• Example: Failing a major subject leading to dissatisfaction and a decision to discontinue studies
• Morality is centered on both the action and intention behind the action
• Judging actions solely based on appearance without considering circumstances and intentions can lead to wrong moral judgments
• Example: Reprimanding a student without knowing the full story behind their behavior
• Morality requires determining the specific nature of actions
• Moral responsibility involves acting according to moral obligations, considering circumstances that can increase or diminish moral responsibility
• Human acts are actions proper to humans, requiring willful consent and knowledge
• Acts of man are actions not reflective of rational beings, often natural processes or innate reactions
• Determinants of human acts include knowledge, use of intellect, presence of free will, and voluntariness
• Constituents of human acts:

  1. Human acts must be known and deliberate

  2. Acts must be free

  3. Human acts are voluntary
• Human actions can be classified as good, bad, or indifferent based on their alignment with right reason
• Elements in determining the morality of human acts:

  • Object/Act: the human action itself
  • Circumstance: persons involved, time, place, and occasion
  • Intention/Purpose: the reason behind every human act
• Ignorance pertains to the lack of pertinent information about the nature, circumstances, and effects of an action
• 2 classifications of ignorance:

  • Invincible Ignorance: lack of information due to inability to realize ignorance
  • Vincible Ignorance: lack of knowledge that can be dispelled through effort and diligence
• 2 forms of vincible ignorance:

  1. Affected ignorance: willful pretense of ignorance to avoid culpability

  2. Supine ignorance: lack of effort to acquire necessary knowledge
• Concupiscence results from giving in to excessive desires that hinder correct reasoning
• 2 forms of concupiscence:

  • Antecedent concupiscence: spontaneous inordinate passion influencing action before control by the will
  • Consequent concupiscence: willful arousal of hidden inordinate passion by the intellect and will
• Fear impairs human acts when individuals are threatened by impending dangers
• 2 types of fear:

  1. Light fear: slight fear with room for options in a situation

  2. Grave fear: intense fear with no room for escape, leading to self-defense
• Violence is judged based on the victim's culpability, not the inflictor
• Perfect violence: defending oneself without further action

  Imperfect violence: defending oneself and taking additional action
• Habit is the development of firm and stable behavior patterns
• Good moral habits are virtues, while bad habits are vices