Prelim Module in Bible 21 - Fellowship Baptist College PDF

PRELIMINARY TERM BIBLE 21 CONTEMPORARY ISSUES BRYAN PAUL CATANUS 09473427487 Email and FB: [email protected] 1  UNIT – I...

PRELIMINARY TERM BIBLE 21 CONTEMPORARY ISSUES BRYAN PAUL CATANUS 09473427487 Email and FB: [email protected] 1  UNIT – I MODERN MEDIA MODULE 1 UNDERSTANDING AN ETHICAL AND MORAL FRAMEWORK MOST ESSENTIAL LEARNING OUTCOMES At the end of this module, the learners are expected to: Familiarize with the course module, objectives, and learning outcomes. Understand and differentiate between humanistic and Christian worldviews, especially in terms of morality and ethics. Explore the concepts of evil and love and understand the sufficiency of Scripture as the foundation for a Christian moral worldview. NUMBER OF HOURS: 2 hrs. VALUES INTEGRATION: 1. Recognize that God is the source of objective moral values. Biblical Reference: Genesis 1:27. “So God created mankind in his own image, in the image of God he created them; male and female he created them. Application: Since we're created in God's image, He is the foundation of our ethics and morality. Teach students that our sense of right and wrong comes from His character, not from society or personal preference. As His image- bearers, we're called to reflect His righteousness in our actions, aligning our behavior with God's standards in Scripture. SUBJECT MATTER DISCUSSION: "If there is no God, then man and the universe are doomed. Like prisoners condemned to death, we await our unavoidable execution. There is no God, and there is no immortality. And what is the consequence of this? It means that life itself is absurd. It means that the life we have is without ultimate significance, value, or purpose.” ― William Lane Craig INTRODUCTION This topic explores the foundational principles of ethics. Discussions about types and various applications follow. An assessment of which ethical guideline best explains the concept of ethics and morality will also be determined 2 MOTIVATIONAL TASK Ask the students to pair up and answer this question: “Where do our values come from?” Sort the answers from the least to the most probable answer. Acknowledge the points and evaluate each answer. List out the probabilities to make up a consolidated answer. LESSON INPUTS: The common denominator This section explains the idea by which we evaluate the answers and see the origins by which they are produced. The answer to the question for most of it comes from two opposing worldviews. The humanistic point of view and the religious or Christian worldview. Ethical Systems: (Rae, 2009) I. Deontological Ethics – systems based on principles in which actions (or character, or even intentions) are inherently right or wrong. 1. Divine Command Theory – divine, usually from written commands in a sacred text 2. Natural Law – general, objective, widely shared morals, (general & specific revelation) 3. Ethical Rationalism – (Kant), ethics is determined by goodwill. II. Teleological Ethics – a system based on the result produced by an action. Since the consequences rather than the principles determine what is right, no action is inherently right or wrong in a teleological system. 1. Utilitarianism – the greatest good for the greater number of people is moral choice. 2. Ethical egoism – the right thing to do is whatever is in a person’s self-interest. III. Relativism – a system in which right and wrong are not absolute and unchanging but relative to one’s culture (cultural relativism), or one’s personal preferences (moral subjectivism). Humanism is a progressive philosophy of life that, without theism or other supernatural beliefs, affirms our ability and responsibility to lead ethical lives of personal fulfillment that aspire to the greater good. Christian worldview (also called Biblical worldview) refers to the framework of ideas and beliefs through which a Christian individual, group, or culture interprets the world and interacts with it. Various denominations of Christianity have differing worldviews on some issues based on biblical interpretation, but many thematic elements are commonly agreed-upon within the Christian worldview. A common theme is the distrust of secular authority. Common categorical issues that a Worldview must address: 1. The Reality and existence of Evil What does the term evil mean? –can you talk about evil without an objective moral framework? Evil - Morally wrong or bad; immoral; wicked: harmful; injurious, that which is evil; evil quality, intention, or conduct. The force in nature that governs and gives rise to wickedness and sin. 3 The wicked or immoral part of someone or something. – Dictionary.com Genesis 4 6 Then the LORD said to Cain, “Why are you angry? Why is your face downcast? 7 If you do what is right, will you not be accepted? But if you do not do what is right, sin is crouching at your door; it desires to have you, but you must rule over it.” Sin is the choice that you make, evil is the result that overtakes and overwhelms you. There is no way to explain and understand the notion of evil by looking at it in abstract thought. It must come down from the human heart. Can you talk about the concept of evil without assuming an absolute moral framework? Can you talk about education without looking into your heart? “The problem is not the apple on the tree but the couple on the ground.” 2. The Ultimate hunger for Love Is there such an idea that fully encapsulates the idea of Love in a naturalistic, humanistic worldview? As it is the ultimate moral value? 1 Corinthians 13 Deuteronomy 6:5 *to these issues, the humanist will agree that love is the greatest ethic, but evil as the worst kind of description, they do not have the means to give answers to these concepts Christian worldview on the issue above: 1. Intrinsic worth and reflective splendor Creation from God’s image (imago Dei) 2. Diversity in form, unity in worship – Genesis 1 3. The sovereignty of the creator, and the stewardship over creation 4. Theonomy of life and the autonomy of the individual Not theocracy – a system where a worldview is forced. God’s law is the umbrella by which we live. And at the same time have been given the freedom to choose, but not sever its consequences. Genesis 1 account: 1. Man rejected God’s law. 2. The man hid from God (Romans 1) – shame from within. 3. Attacking the image of God, bleeding the family (Genesis 4; 9:6) 4. The man became a restless wanderer and a slave to his own. Thus, God raised a deliverer, giving creation the miracle of freedom. God gave us the law and fulfilled it in Love. The Christian worldview is the only worldview that puts the deontological and the teleological ethical systems together. (That which is inherently right and that which is given for a purpose). The Law of God is essentially good and when it is followed, it properly brings us to a greater purpose, - communion with God. \ 4  Christianity is the only worldview which redemption precedes righteousness. We get our values from God who made us for a purpose that we can have fellowship with Him SUMMARY: Comparison between the humanistic worldview and the Christian worldview in terms of their capability to answer categorical issues. (The reality of evil and suffering, the ultimate hunger for love) The Scripture in line with the Christian worldview offers a more suitable response to the categorical issues. Explore More! https://youtu.be/yM9r0305Fzc Watch the video link or scan the QR code to find out more about the Bible and the process of its writing. REFERENCE: Zondervan Bible Publishers (Grand Rapids, Mich. ). (2017). Holy Bible: New International Version. Rae, S. B. (2009). Moral choices an introduction to ethics. Grand Rapids, Mich: Zondervan. (3) “Where Do Our Values Come From?” | Ravi Zacharias— YouTube. (n.d.). Retrieved August 4, 2019, from https://www.youtube.com/watch?v=NfQ_HJl9l0g MacArthur, J. (2004). The Sufficiency of the Scripture. The Master’s Seminary Journal, 15, 165–174. 5  MODULE 1: UNDERSTANDING AN ETHICAL AND MORAL FRAMEWORK Name: Course: WORKSHEET: Academic tasks / Drills 1. What would be the difference between the humanistic and Christian understanding of values and morality? What would be a better framework in providing the basis for our moral understanding and values system? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 2. What is the significance of the Scriptures in informing the Christian worldview of its moral and ethical framework? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ MODULE 2 SOCIAL MEDIA AND IDENTITY A Christian perspective on Instagram culture MOST ESSENTIAL LEARNING OUTCOMES At the end of this module, the learners are expected to: Express opinions on the benefits and potential issues of social media consumption. Understand social consumerism from a Christian worldview. Discuss strategies for managing social media use and evaluate platforms based on their advantages and disadvantages. NUMBER OF HOURS: 2 hrs. VALUES INTEGRATION: 1. Grace in Communication Biblical Reference: Galatians 2:20 “I have been crucified with Christ and I no longer live, but Christ lives in me. The life I now live in the body, I live by faith in the Son of God, who loved me and gave himself for me.” Application: Teaches that our identities are found in Christ, which means our security is rooted in Him. Since 6  we are united with Christ in His death and resurrection, our worth and purpose are no longer tied to our achievements, failures, or what others think of us. Instead, our identity is anchored in who Christ is and what He has done for us. This security frees us from fear and insecurity, empowering us to live boldly for Him, knowing that our value is eternally secure in Christ. SUBJECT MATTER DISCUSSION: INTRODUCTION The coverage of this lesson explores the social media phenomenon, exploring the benefits of social media platforms as communication tools and information hubs. This topic also discusses the apparent harmful influences of social media consumerism on identity formation and psychological well-being. The Christian worldview of identity formation emphasizes a better avenue of holistic development for the individual. MOTIVATIONAL TASK Motivational Task: How long do you use social media through the metrics of the phone on a 24-hour limit? Challenge: a. Create a draft schedule for a typical student (ask the students to do their own) on a weekday (24 hours). b. Ask the students to time their use of social media through the metrics of the phone on a 24-hour limit. “There is no neutral ground in the universe. Every square inch, every split second is claimed by God, and counterclaimed by Satan.” – CS Lewis LESSON INPUTS: A CHRISTIAN PERSPECTIVE ON INSTAGRAM CULTURE (Wong, n.d.) Main Reasons for Instagram use: 1. Archiving Events 2. Social Interaction 3. Creative Expression 4. Entertainment 5. Surveillance 7 8  Using social media for more than two hours per day has also been independently associated with poor self-rating of mental health, increased levels of psychological distress and suicidal ideation. This phenomenon has even been labeled as ‘Facebook depression’ by researchers who suggest that the intensity of the online world – where: teens and young adults are constantly contactable, face pressures from unrealistic representations of reality, and deal with online peer pressure May be responsible for triggering depression or exacerbating existing conditions. A substantial amount of research has found associations between heavy technology use and poor mental health outcomes among adolescents and young adults. Research aside, many parents, teachers, guidance counselors, and others who work with young people say social media and heavy technology use is a problem. There is growing evidence linking social media use and depression in young people, with studies showing that increased use is associated with significantly increased odds of depression. Teens are insufficiently mature to see through the Instaglam Filter So PERFECT becomes the new NORMAL. To realize that Life ≠Happy, And HAPPY becomes the new EXPECTATION, to know that we are not defined by our looks or stuff or likes. So, DISCONTENTMENT becomes the new OUTLOOK INSTAGRAM | ENVY There is a social -comparison nature to Instagram. Envy Spiral” phenomenon o Everyone’s life appears so amazing, o So, you project your own life to appear amazing, o So, everyone’s life appears so amazing… o So, you project your own life to appear amazing… “Compare and Despair” o You’re comparing your REAL LIFE to the REEL LIFE of others. o ACTUAL LIFE is made up of UPS and DOWNS. But INSTAGRAM LIFE is always AWESOME. 9  “FOMO” (Fear of missing out) o Live life fearing the right thing Pride is essentially competitive—is competitive by its very nature... Pride gets no pleasure out of having something, only out of having more of it than the next man. We say that people are proud of being rich, clever, or good-looking, but they are not. They are proud of being richer, cleverer, or better-looking than others. If everyone else became equally rich, clever, or good-looking there would be nothing to be proud about. It is the comparison that makes you proud: the pleasure of being above the rest. Once the element of competition has gone, pride has gone. - CS Lewis “But godliness with contentment is a great gain. For we brought nothing into the world, and we can take nothing out of it. But if we have food and clothing, we will be content with that.” - 1 Tim 6:6-11 “I am not saying this because I am in need, for I have learned to be content whatever the circumstances. I know what it is to be in need, and I know what it is to have plenty. I have learned the secret of being content in any and every situation, whether well fed or hungry, whether living in plenty or want. I can do all this through him who gives me strength.” - Phil 4:11-13 INSTAGRAM | VALIDATION Youths, in the process of self-discovery and identity formation, are more susceptible to peer pressure and more sensitive to peer appraisal. Instagram serves as a Personal Validation System. Who and how many Followers Who and how many Likes Nature of Comments The Addictiveness of “likes”. “It activates the reward circuit; you get a squirt of dopamine every time you get a like or a positive response on social media…. and the more you get it, the more you want it”. “Pressing that lever became their entire world”. “What I mean is that each one of you says, “I follow Paul,” or “I follow Apollos,” or “I follow Cephas,” or “I follow Christ.” Is Christ divided? Was Paul crucified for you? Or were you baptized in the name of Paul?” – 1 Cor 1:12- 13 For while there is jealousy and strife among you, are you not of the flesh and behaving only in a human way? For when one says, “I follow Paul,” and another, “I follow Apollos,” are you not being merely human?” – 1 Cor 3:3-4 “But with me, it is a very small thing that I should be judged by you or by any human court. I do not even judge myself. For I am not aware of anything against myself, but I am not thereby acquitted. It is the Lord who judges me.” - 1 Cor 4:3-4 INSTAGRAM | AUTHENTICITY A key feature of Instagram is its filters, which turns INSTAGRAM to INSTAGLAM. There’s an inherent fakeness to the culture of Instagram. Filters edit, optimize, enhance, and overall distorts our perception of reality. Because filters are ubiquitous, FAKE has become the new NORMAL, #NoFilters was short-lived and even faked. https://filterfakers.com Instagram encourages “Finstagram” and “Rinstagram” accounts. The InstaGLAM culture trains us to be comfortable with Inauthenticity. 10  We learn to value appearances over substance. We are comfortable with being fake for the sake of social approval. We are afraid of the vulnerability inherent in authenticity because of social approval. We experience loneliness because no one knows the TRUE us. We experience cognitive dissonance due to the disconnect between REAL and INSTA life. And I, when I came to you, brothers, did not come proclaiming to you the testimony of God with lofty speech or wisdom. For I decided to know nothing among you except Jesus Christ and him crucified. And I was with you in weakness and fear and much trembling, and my speech and my message were not in plausible words of wisdom, but in demonstration of the Spirit and of power, so that your faith might not rest in the wisdom of men but the power of God. - 1 Cor 2:1-5 For they say, “His letters are weighty and strong, but his bodily presence is weak, and his speech of no account.” Let such a person understand that what we say by letter when absent, we do when present. – 1 Cor 2:1-5 For our boast is this, the testimony of our conscience, that we behaved in the world with simplicity and godly sincerity, not by earthly wisdom but by the grace of God, and supremely so toward you – 2 Cor 1:12 INSTAGRAM | HANDS / TIME Instagram can be a TIME SINK, sometimes for no positive purpose. It also takes time to get that INSTA-WORTHY shot. Influencers regularly take ~ 100 professionally shot photos for every 1 they post. Amateurs take a lot too. It’s possible to spend more time documenting your daily lives than living them. It takes time to scroll your feeds. Once you get stuck in the dopamine loop, it may be hard to break out of it. It can be a mindless, unproductive, regular waste of time. INSTAGRAM | PRESENCE Instagram compels you to capture moments while you’re in the moment, thereby taking you out of the moment. Sometimes requiring you to stage a reenactment of the very “in-the-moment” experience you’re trying to capture. Instead of living in the present, you practice attentional disengagement to document your life. Attentional disengagement impairs your emotional connection to the experience and person with whom you’re sharing the moment. It also impairs memory formation, due to the attentional deficit in the process. Instagram culture can profoundly impact a whole generation’s ability to be fully present and engaged. INSTAGRAM | APPLICATION (CALL TO ACTION) Cash a Reality Check Be conscious of the fact that the Instagram world is addictive, deceptive, selective, and hostile to a Christian worldview. Capture real moments with friends in your heart and mind. Experience the moment truly and fully by living, not documenting it. Cultivate Contentment in your life. “Comparison is the thief of Joy” – T. Roosevelt. 11  Focus instead on the all-sufficient Christ. (Phil 4:13) Cease from your Instagram labors Every Sabbath, practice a God-consciousness free from social media distraction. SUMMARY Social media consumption with proper limitations can prove to be beneficial for relationship building. Identity formation influenced by validation through social media approval can lead to multiple emotional and psychological problems. Identity formation in the Christian worldview is the opposite of the values that social media offers. The former is grounded on a relationship with the creator God while the latter is arbitrary to a society that values different sets of standards that is hard to maintain. This link is the full video lecture on this topic: https://youtu.be/AcjRujCw76Q, You can also scan the QR code to be redirected to video: REFERENCE: Wong, L. (n.d.). A Christian Perspective on Instagram. PowerPoint presentation. 12  MODULE 2: SOCIAL MEDIA AND IDENTITY Name: Course: General Instructions: WORKSHEET: Academic tasks / Drills 1. Compare the time you spend on social media to your other schedules for the day and try to make an average time consumed on that specified period. And answer the following questions: a. Is there an allotted time for social media use on your schedule? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ b. Is it taking up the time over your prioritized and fixed schedule? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 2. How does the truth in Scripture about finding your identity in Christ affect the way you use social media? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 13  MODULE 3 VIDEO GAMES AND THE BIBLICAL WORLDVIEW CHRISTIAN THOUGHT ON GAMING MOST ESSENTIAL LEARNING OUTCOMES At the end of this module, the learners are expected to: Discuss the Christian perspective of video gaming. Exhibit an understanding of the benefits and potential problems of video gaming. Discuss some of the ways or measures that can prevent video game addiction. NUMBER OF HOURS: 2 hrs. VALUES INTEGRATION: 1. We have the tendency to be slaves to sin. Biblical Reference: Romans 6:16. “Don’t you know that when you offer yourselves to someone as obedient slaves, you are slaves of the one you obey—whether you are slaves to sin, which leads to death, or to obedience, which leads to righteousness? “ Application: Remind students that we become slaves to whatever we obey, whether sin leading to death or obedience leading to righteousness. When we choose to obey Christ, we find our true freedom and identity in Him. This means we are no longer bound by sin, but we are secure in the righteousness and new life that Christ offers. As servants of righteousness, our security lies in the fact that we are now living under the grace and guidance of Christ, leading us to a life that honors God and fulfills His purpose for us. SUBJECT MATTER DISCUSSION: INTRODUCTION: Gaming as a new rising industry worldwide has moved from a pure entertainment value to a lifestyle category. This module explores the biblical worldview of gaming and the consequential influences that affect the gamer. The most serious danger posed by forms of entertainment is the possibility of our allowing them to become idols in our lives. – Keith mathison MOTIVATIONAL TASK 1. Make a list of your top 5 video games. Make an estimated time you spend a day, a week, or a month on each of those games. 2. 3. 4. 5. 14 LESSON INPUTS: Detriments of video games (“Detriments of Video Games,” 2014) Parents use video games as a babysitter and, therefore, don’t interact with their children as often. It is tempting to allow your children to play video games so that you can get chores done or engage in your pastimes. Parents who have a game console should keep it in a high-traffic part of the house rather than a location such as a child’s bedroom because it is easy to lose track of how much time has gone by. It is wise to consider only allowing children to play video games with the family as a group activity. Children spend more time indoors and do not get enough exercise. Obesity in children is at an all-time high in the United States. Children have more and more reasons to stay indoors. After school, some children find themselves home alone. Video games keep them from exerting any calorie-burning energy. With the advent of live, online gaming the draw toward hours in front of these games is becoming even worse. Playing games can take priority over responsibilities at home or school. A good rule is no video games during the school week to avoid mental distraction. A 2005 study by the Kaiser Family Foundation found that children who play more than one hour of video games per day tend to get poor grades and be less content in life. Surprisingly, no similar tendency was found in those who spend four hours per day watching television. Children who play games that are mature or violent may act inappropriately at home or school. Parents should carefully monitor what, if any, video games they will allow their children to play since a high percentage reinforce aggressive behavior and violence. They can be expensive, and children tire of them easily. New games can range from $30 to $50. Used games are more affordable and are usually “gently” used. Kids either conquer or outgrow them quickly. Many video game outlets also sell used games. It is a more affordable choice. More and more children, especially boys, are becoming addicted to video games. One of the key reasons video games are addictive is the physiological effect. A study at the Hammersmith Hospital in London found that playing games trigger the release of dopamine in the brain. Researchers discovered that dopamine production in the brain doubles during video gameplay. The increase of the psychoactive chemical was roughly the same as when a person is injected with amphetamines. (For more information, see “Hooked! The Addictive Power of Video Games.”) Still, parents who limit video gameplay time to appropriate levels will likely consider the expense per minute of fun much higher than other entertainment alternatives. Christian Perspective of Video Gaming (Challies, 2016) The Overarching Principle: The lure of addiction. Those who play games would be foolish to ignore this danger. As with alcohol, food, or reading, we must refuse to be mastered by anything, preparing ourselves for inevitable temptations by establishing clear boundaries as necessary. Don’t you know that when you offer yourselves to someone as obedient slaves, you are slaves of the one you obey—whether you are slaves to sin, which leads to death, or to obedience, which leads to righteousness? - (NIV) They promise them freedom, while they themselves are slaves of depravity—for “people are slaves to whatever has mastered them.” - 2 Peter 2:19 (NIV) 15  1. Enjoy the entertainment. Let’s be honest: There is little intrinsic value in gaming. For most of us, it is merely entertainment. But that doesn’t make it wrong. Entertainment is a perfectly legitimate way to expend time, money, and energy—within reason, of course—, and gaming is a perfectly legitimate form of entertainment. This is true when it takes its proper place in life, well behind the more important concerns of family, work, neighboring, church. Well-earned entertainment is a gift we are free to enjoy and I see no substantial difference between playing a game and watching a movie or between playing a game and reading a novel. It’s not substantially different from fishing, for that, or crocheting, or playing a bit of golf. Like all of these, it’s restful, it’s entertaining, it’s neither right nor wrong on the face of it. So enjoy the entertainment that games provide. 2. Skip the bad ones. We cannot deny that some games are unsuitable to anyone, much less a Christian. Today more than ever there is an abundance of games that revel in gore and bloodletting, that feature sexual violence, that are full of porn or profanity. Those of us who remember the scandal of Leisure Suit Larry or Phantasmagoria a generation ago will know that such games are practically quaint by today’s standards. We need to be okay with skipping the bad ones and we ought to do so out of conviction and conscience. Thankfully, we’ve got access to a thorough rating system and a massive collection of review sites that can steer us away from the ugly ones. Look past the bad ones and we will find many that are harmless, fun, beautiful, and at times even brilliant. 3. Play in freedom. Many games engage the reward system within the human brain—the same system that can lead to addiction. Even when games don’t lead to full-blown addiction, they can lead to compulsive use, late nights, or neglecting more important responsibilities. This quality of games is both their strength and weakness. Without it, they would be boring. The “just one more turn” or “just one more mission” effect is part of the draw and the thrill of playing a great game. But we need to be careful that we assuage the potential of addiction or out-of-control gaming with integrity, priorities, and self-control—the stuff of Christian character. Play your games in freedom, the freedom of moderation that comes through character, maturity, and a clean conscience. 4. Play in community. Part of the joy of gaming has always been gaming with others and today more than ever games are created with multiplayer capabilities in mind. Sometimes this involves playing together on the same device and other times it involves playing on separate devices connected through the Internet. Either way, playing in a community can be a great shared activity, especially between family members. My son and I love to challenge one another or take on the world together. We enjoy this as a father-son experience. As I said earlier, Aileen and I will sometimes settle onto the couch together for an adventure or mystery game, or we’ll join the girls for some Lego The Hobbit. We’ve even been known to get the whole family playing along with The Beatles in Rock Band. These are good times and good memories. 5. Embrace the challenge. I know it can seem silly to build an imaginary army to invade an imaginary nation, or to serve as fictional mayor of a town that exists only on a screen. And sure, there’s something a bit silly about it all. But each of these scenarios represents a challenge, and the challenge is at the very heart of gaming. Whether the game is about solving puzzles, conquering worlds, or completing an adventure, great games face us with difficult situations and challenge us to overcome them. That’s fun! When our lives are mundane, these challenges can trigger a sense of adventure and accomplishment. When our lives are complex, they can provide a welcome respite. The challenge is the point. The challenge is a joy. Conclusion: When video games are consumed with an awareness of their entrapments, we can have certain measures in place that will guide us and play video games with discerning wisdom. SUMMARY: Videogaming can offer entertainment and community building. There are possible addiction problems that may arise among gamers. Gaming can stunt a person’s capability to face the real world with competency due to a preference to live an imaginary alternate life within the game. 16  The Scriptures instruct us to be cautious and enjoy videogames with certain limitations. This link is the full video lecture on this topic: https://youtu.be/OZ2IDWV0_98 , You can also scan the QR code to be redirected to video: REFERENCE: Challies, T. (2016, September 26). Christian Men and Their Video Games. Retrieved September 1, 2019, from Tim Challies website: https://www.challies.com/articles/christian-men-and-their-video-games/ Detriments of Video Games. (2014, October 22). Retrieved September 1, 2019, from Focus on the Family website: https://www.focusonthefamily.com/parenting/detriments-of-video-games/ 17  MODULE 3: VIDEO GAMES AND THE CHRISTIAN THOUGHT ON GAMING Name: Course: General Instructions: WORKSHEET: Academic tasks / Drills 1. What is the most appealing aspect of video game playing? Are those things found in the real physical world? What does it say about your interests and values? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 2. How does the Christian perspective of identity inform you of your personal need for satisfaction in video games? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 3. What are some of the safeguards and measures that you can do to prevent video game addiction? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ BIBLE 21 PRELIMINARY TERM Prepared by: Bryan Paul L. Catanus, RN, MDiv Assistant Professor I Reviewed by: Approved by: EPHRAIM P. MAGUAD, LPT, M. Ed. MARILYN T. ALCALA, LPT, Ph. D. Program Head, BSED Dean 18