Capital Punishment Past Paper - Christianity & Islam

Exam will be on the ethical issue of **Capital Punishment.**     +-----------------------------------+-----------------------------------+ | Two world religions to focus on | Intro | | in 2025 are Christianity and | | | Islam...

Exam will be on the ethical issue of **Capital Punishment.**     +-----------------------------------+-----------------------------------+ | Two world religions to focus on | Intro | | in 2025 are Christianity and | | | Islam | +--------------+--------------+ | | | | Hook | A | | |   | | | social--ethi | | | | | (neutral | cal | | | Unseen question - Topic: | | opening | issue is a | | | social--ethical issues e.g. | | sentence on | problem or | | | | | the [unit | situation | | | ▪ asylum seekers | | topic]{.unde | that | | | | | rline}) | requires a | | | ▪ capital punishment | | | person to | | | | | | consider the | | | ▪ employment and work | | | social | | | | | | implications | | | ▪ environment | | | of a moral | | | | | | decision and | | | ▪ refugees | | | identify | | | | | | alternatives | | | ▪ slavery | | | that need to | | | | | | be | | | ▪ war | | | considered | | | | | | in the | | | QCAA sample: Note: this question | | | decision-mak | | | is about Christianity and | | | ing | | | Buddhism | | | process. | | | | | | | | | Task With reference to the | | | Ethical | | | stimulus materials provided, | | | principles | | | analyse the beliefs and practices | | | and theories | | | within Buddhism and Christianity | | | in religions | | | that should influence an | | | are | | | adherent\'s ethical | | | understood | | | decision-making processes in | | | and applied | | | response to the asylum seeker | | | to | | | issue \'To what extent are | | | social--ethi | | | religious---ethical stances made | | | cal | | | by adherents in each of thes | | | issues. | | | eligious traditions significant | +==============+==============+ | | when considering a response to | | Outline 1 | Firstly, | | | people seeking asylum in | | | this essay | | | Australia In your response: | | (criterion 1 | will | | | describe the distinguishing | | & 2: | **explain** | | | features of Buddhism and | | cognitive | the | | | Christianity in order to explain | | verb ) | identified | | | the ways each religion informs | | | distinguishi | | | ethical decision-making processes | | | ng | | | on the asylum seeker issue d | | | features of | | | differentiate between the two | | | religious | | | religious traditions through | | | traditions | | | analysing beliefs and practices | | | and ways in | | | that form an inform a | | | which these | | | religious---ethical response to | | | inform | | | the issue evaluate and draw | | | religious | | | conclusions about the | | | ethical | | | significance of | | | decision-mak | | | religious---ethical stances of | | | ing | | | adherents within Buddhism and | | | processes. | | | Christianity to the | +--------------+--------------+ | | social---ethical issue. Ensure | | Outline 2 | Additionally | | | that: use of the provided | | | , | | | stimulus material is evident in | | (criterion 3 | it will | | | your response you adhere to - | | & 4: | **analyse** | | | the genre conventions of an | | cognitive | and | | | analytical essay - language | | verb ) | differentiat | | | conventions, including spelling, | | | e | | | grammar and punctuation. | | | between | | | | | | religious | | | | | | traditions | | | | | | through the | | | | | | beliefs and | | | | | | practices | | | | | | that | | | | | | influence | | | | | | decision-mak | | | | | | ing | | | | | | on the | | | | | | social--ethi | | | | | | cal | | | | | | issue. | | | | +--------------+--------------+ | | | | Outline 3 | Finally, the | | | | | | essay will | | | | | (criterion | **evaluate** | | | | | 6: cognitive | the | | | | | verb ) | significance | | | | | | of | | | | | | religious--e | | | | | | thical | | | | | | stances made | | | | | | by adherents | | | | | | to the | | | | | | social--ethi | | | | | | cal | | | | | | issue. | | | | +--------------+--------------+ | | | | Hypothesis | In response | | | | | | to the task | | | | | (criterion | question | | | | | 7: extent / | \'To what | | | | | position to | extent are | | | | | the | religious--e | | | | | question) | thical | | | | | | stances made | | | | | | by adherents | | | | | | in religious | | | | | | traditions | | | | | | significant | | | | | | when | | | | | | considering | | | | | | a response | | | | | | to the | | | | | | social-ethic | | | | | | al | | | | | | issue of | | | | | |...?\' the | | | | | | hypothesis | | | | | | for this | | | | | | analytical | | | | | | essay is | | | | | | that... | | | | | | | | | | | | Religion A - | | | | | | extent, | | | | | | position and | | | | | | how/why, and | | | | | | | | | | | | Religion B - | | | | | | extent, | | | | | | position and | | | | | | how/why. | | | | +--------------+--------------+ | +===================================+===================================+ | ------------------------------- | BP1 | | --------------------------------- | | | --------------------------------- | **T** Topic / Point | | --------------------------------- | Religion A | | --------------------------------- | ------- ---------------------- | | --------------------------------- | --------------------------------- | | --------------------------------- | --------------------------------- | | --------------------------------- | ---- | | --------------------------------- | **E** Explain / Expand | | --------------------------------- | Deontology = Sacred Scripture | | --------------------------------- | **E** Evidence / Example 1 | | --------------------------------- | Paraphrase or \"quote\" and refer | | --------------------------------- | ence stimulus material (Source \# | | --------------------------------- | ). | | --------------------------------- | **E** Evidence /Example 2 | | --------------------------------- | Paraphrase or \"quote\" and refer | | --------------------------------- | ence stimulus material (Source \# | | --------------------------------- | ). | | --------------------------------- | **E** Evaluate / Elaborate | | --------------------------------- | **C** Conclude / Link | | ----- | | |  | | | ------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | ----- | | | | | | Cognitive Verb Cognitive Verb | | | Explanation | | | ---------------- -------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | ----- | | | describe give an accoun | | | t (written or spoken) of a situat | | | ion, event, pattern or process, o | | | r of the characteristics or featu | | | res of something | | | explain make an idea o | | | r situation plain or clear by des | | | cribing it in more detail or reve | | | aling relevant facts; give an acc | | | ount; provide additional informat | | | ion | | +-----------------------------------+-----------------------------------+ | ------------------------------- | BP3 | | --------------------------------- | | | --------------------------------- | +---------+---------+---------+ | | --------------------------------- | | **T** | Topic / | Religio | | | --------------------------------- | | | Point | us-ethi | | | --------------------------------- | | | | cs | | | --------------------------------- | +=========+=========+=========+ | | --------------------------------- | | **E** | Explain | Differe | | | --------------------------------- | | | / | ntiate | | | --------------------------------- | | | Expand | | | | --------------------------------- | | | | Teleolo | | | --------------------------------- | | | | gy | | | --------------------------------- | | | | = end | | | --------------------------------- | | | | goal | | | --------------------------------- | +---------+---------+---------+ | | --------------------------------- | | **E** | Evidenc | Paraphr | | | --------------------------------- | | | e | ase | | | --------------------------------- | | | / | or | | | --------------------------------- | | | Example | \"quote | | | --------------------------------- | | | 1 | \" | | | --------------------------------- | | | | and | | | -------------- | | | | referen | | | Criterion: Differentiating and | | | | ce | | | analysing Assessment objectives d | | | | stimulu | | | ifferentiate between religious tr | | | | s | | | aditions through the ways that th | | | | materia | | | eir beliefs and practice influenc | | | | l | | | e decision-making on a social---e | | | | (Source | | | thical issue analyse perspectives | | | | \#). | | | from two of the major world reli | +---------+---------+---------+ | | gions that form and inform religi | | **E** | Evidenc | Paraphr | | | ous; ethical responses to a socia | | | e | ase | | | l---ethical issue The student wor | | | /Exampl | or | | | k has the following characteristi | | | e | \"quote | | | cs: thorough and accurate differe | | | 2 | \" | | | ntiation bet.veen religious tradi | | | | and | | | tions practices that influence\_d | | | | referen | | | ecision-making on the social---et | | | | ce | | | hical issue ycell-reasoned analys | | | | stimulu | | | is of perspectives from two ma-or | | | | s | | | religious---ethical responses to | | | | materia | | | the social---ethical effective u | | | | l | | | se of stimulus material in the re | | | | (Source | | | sponse Marks | | | | \#). | | | ------------------------------- | +---------+---------+---------+ | | --------------------------------- | | **E** | Evaluat | | | | --------------------------------- | | | e | | | | --------------------------------- | | | / | | | | --------------------------------- | | | Elabora | | | | --------------------------------- | | | te | | | | --------------------------------- | +---------+---------+---------+ | | --------------------------------- | | **C** | Conclud | | | | --------------------------------- | | | e | | | | --------------------------------- | | | / Link | | | | --------------------------------- | +---------+---------+---------+ | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | -------------- | | | | | | Cognitive Verb Cognitive Verb | | | Explanation | | | ---------------- -------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | --------------------------------- | | | -- | | | analyse dissect to asc | | | ertain and examine constituent pa | | | rts and/or their relationships; b | | | reak down or examine in order to | | | identify the essential elements, | | | features, components or structure | | | ; determine the logic and reasona | | | bleness of information; examine o | | | r consider something in order to | | | explain and interpret it, for the | | | purpose of finding meaning or re | | | lationships and identifying patte | | | rns, similarities and differences | | | differentiate identify the d | | | ifference/s in or between two or | | | more things; distinguish, discrim | | | inate; recognise or ascertain wha | | | t makes something distinct from s | | | imilar things; in mathematics, ob | | | tain the derivative of a function | | +-----------------------------------+-----------------------------------+ | ------------------------------- | BP3 | | --------------------------------- | | | --------------------------------- | +---------+---------+---------+ | | --------------------------------- | | **T** | Topic / | Religio | | | --------------------------------- | | | Point | us-ethi | | | --------------------------------- | | | | cs | | | --------------------------------- | | | | to | | | --------------------------------- | | | | social- | | | --------------------------------- | | | | ethic | | | --------------------------------- | | | | issues | | | --------------------------------- | +=========+=========+=========+ | | --------------------------------- | | **E** | Explain | Evaluat | | | --------------------------------- | | | / | e | | | --------------------------------- | | | Expand | extent | | | --------- | | | | / | | |  | | | | Virtues | | | ------------------------------- | +---------+---------+---------+ | | --------------------------------- | | **E** | Evidenc | Paraphr | | | --------------------------------- | | | e | ase | | | --------------------------------- | | | / | or | | | --------------------------------- | | | Example | \"quote | | | --------------------------------- | | | 1 | \" | | | --------------------------------- | | | | and | | | --------------------------------- | | | | referen | | | --------------------------------- | | | | ce | | | --------------------------------- | | | | stimulu | | | --------------------------------- | | | | s | | | --------------------------------- | | | | materia | | | --------------------------------- | | | | l | | | --------------------------------- | | | | (Source | | | --------- | | | | \#). | | | | +---------+---------+---------+ | | Cognitive Verb Cognitive Verb | | **E** | Evidenc | Paraphr | | | Explanation | | | e | ase | | | ---------------- -------------- | | | /Exampl | or | | | --------------------------------- | | | e | \"quote | | | --------------------------------- | | | 2 | \" | | | --------------------------------- | | | | and | | | --------------------------------- | | | | referen | | | --------------------------------- | | | | ce | | | --------------------------------- | | | | stimulu | | | --------------------------------- | | | | s | | | -------------------- | | | | materia | | | evaluate make an apprai | | | | l | | | sal by weighing up or assessing s | | | | (Source | | | trengths, implications and limita | | | | \#). | | | tions; make judgments about ideas | +---------+---------+---------+ | | , works, solutions or methods in | | **E** | Evaluat | | | | relation to selected criteria; ex | | | e | | | | amine and determine the merit, va | | | / | | | | lue or significance of something, | | | Elabora | | | | based on criteria | | | te | | | | | +---------+---------+---------+ | | | | **C** | Conclud | | | | | | | e | | | | | | | / Link | | | | | +---------+---------+---------+ | +-----------------------------------+-----------------------------------+ | ------------------------------- | Conclusion | | --------------------------------- | | | --------------------------------- | +--------------+--------------+ | | --------------------------------- | | Hypothesis | In response | | | --------------------------------- | | | to the task | | | --------------------------------- | | (criterion | question | | | --------------------------------- | | 7: extent / | \'To what | | | --------------------------------- | | position to | extent are | | | --------------------------------- | | the | religious--e | | | --------------------------------- | | question) | thical | | | --------------------------------- | | | stances made | | | -- | | | by adherents | | | Criterion: Creating Assessment | | | in religious | | | objective Guate an analytical ess | | | traditions | | | ay response that communicates ide | | | significant | | | as or understandings of religious | | | when | | | ethics The student work has the | | | considering | | | following characteristics: ideas | | | a response | | | or arguments related to the quest | | | to the | | | ion features Of the analytical es | | | social-ethic | | | say genre are consistently.4emqns | | | al | | |.tr.te4J minimal errors in s li m | | | issue of | | | mar and nctuation nts usi Marks 3 | | |...?\' this | | | ------------------------------- | | | analytical | | | --------------------------------- | | | essay | | | --------------------------------- | | | hypothesised | | | --------------------------------- | | | that... | | | --------------------------------- | | | | | | --------------------------------- | | | Religion A - | | | --------------------------------- | | | extent, | | | --------------------------------- | | | position and | | | --------------------------------- | | | how/why, and | | | --------------------------------- | | | | | | --------------------------------- | | | Religion B - | | | -- | | | extent, | | | | | | position and | | | | | | how/why. | | | | +==============+==============+ | | | | Overview 1 | Firstly, | | | | | | this essay | | | | | (criterion 1 | **explained* | | | | | & 2: | * | | | | | cognitive | the | | | | | verb ) | identified | | | | | | distinguishi | | | | | | ng | | | | | | features of | | | | | | religious | | | | | | traditions | | | | | | and ways in | | | | | | which these | | | | | | inform | | | | | | religious | | | | | | ethical | | | | | | decision-mak | | | | | | ing | | | | | | processes. | | | | +--------------+--------------+ | | | | Overview 2 | Additionally | | | | | | , | | | | | (criterion 3 | it | | | | | & 4: | **analysed** | | | | | cognitive | and | | | | | verb ) | differentiat | | | | | | ed | | | | | | between | | | | | | religious | | | | | | traditions | | | | | | through the | | | | | | beliefs and | | | | | | practices | | | | | | that | | | | | | influence | | | | | | decision-mak | | | | | | ing | | | | | | on the | | | | | | social--ethi | | | | | | cal | | | | | | issue. | | | | +--------------+--------------+ | | | | Overview 3 | Finally, the | | | | | | essay | | | | | (criterion | **evaluated* | | | | | 6: cognitive | * | | | | | verb ) | the | | | | | | significance | | | | | | of | | | | | | religious--e | | | | | | thical | | | | | | stances made | | | | | | by adherents | | | | | | to the | | | | | | social--ethi | | | | | | cal | | | | | | issue. | | | | +--------------+--------------+ | | | | Hook | Ethical | | | | | | principles | | | | | (thoughtful | and theories | | | | | closing | in religions | | | | | sentence on | are | | | | | the [unit | understood | | | | | topic]{.unde | and applied | | | | | rline}) | to | | | | | | social--ethi | | | | | | cal | | | | | | issues. | | | | +--------------+--------------+ | +-----------------------------------+-----------------------------------+   +-----------------------------------+-----------------------------------+ | Learning Intention | Success Criteria | +===================================+===================================+ | Students continue to build on | Students can identify the ethical | | Units 1 and 2 to examine the | issues associated with capital | | religious--ethical principles | punishment | | that are evident within the | | | traditions of Christianity and | Students can analyse arguments | | Islam and apply these teachings | that support and/ or don't | | to the ethical issue of Capital | support the use of Capital | | Punishment also known as the | punishment. Students can | | Death Penalty | communicate coherently | +-----------------------------------+-----------------------------------+  Students you should now focus your preparation for your exam on the religions of Islam and Christianity and the ethical issue of Capital Punishment also known as the death penalty. Activity 1 Examine the sources below making summaries in your notebooks of 1. A description of what is meant by the term 'capital punishment'? 2. The key teachings from each religion that are relevant to the ethical issue of capital punishment. [Capital Punishment: Christian Ethical Reflections on the Death Penalty](https://alc.net.au/capital-punishment-christian-ethical-reflections-on-the-death-penalty/) [The death penalty - the arguments for and against - BBC Newsround](https://www.bbc.co.uk/newsround/15007511) [BBC - Religions - Islam: Capital punishment](https://www.bbc.co.uk/religion/religions/islam/islamethics/capitalpunishment.shtml) Activity 2 Read the Source provided and complete the Practice Question +-----------------------------------------------------------------------+ | **Source 1**  | | | |   | +=======================================================================+ | God is in favor of capital punishment. Genesis 9 reads: "Whoever | | sheds the blood of man, by man shall his blood be shed, for God made | | man in his own image." The Bible offers a pro-life argument for | | capital punishment. Man was created in God's image and if you take | | his life then you must forfeit yours. But what about the sixth | | commandment, thou shalt not kill? Bible students have nearly | | unanimously argued that this verse means, thou shalt not commit | | murder. There are numerous occasions when the Bible justifies the | | taking of human life. For example, in war. What about Jesus' command | | to turn the other cheek when you experience evil? This is clearly | | council for individual Christians, not a maxim for state policy.  | | | |   | | | | I think Romans 13 should be considered here. In verse 4 Paul says of | | the policeman/soldier, "He does not bear the sword in vain." In other | | words, God allows him to invoke violence in combatting evil. I think | | this passage is a good argument for capital punishment.  | | | |   | +-----------------------------------------------------------------------+ | Mitchell, P. October 21, 2024. *Can a Christian Support Capital | | Punishment?*   | | | |   | +-----------------------------------------------------------------------+   **Question 1**  To what extent is the position in Source 1 a reflection of Christian perspectives on capital punishment?  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_  \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_    Activity 3 Review your understanding of the ethical approaches of deontology and teleology   This page contains resources to assist you with preparing for your exam. Resource 1   [IA1 Islam.mp4](https://mybcecatholicedu.sharepoint.com/:v:/s/Section_1112536/EQLZAAEwWL9MnxRkfmOS1d8BE31eNqFYEsq5yp6airPMTw)   [IA1 Christianity.mp4](https://mybcecatholicedu.sharepoint.com/:v:/s/Section_1112536/EYDEJwHlrxRCmKwA0_Q9GDUBlYxgU6JHEMNj6JLA3ldVvg)     [IA1 Capital Punishment.mp4](https://mybcecatholicedu.sharepoint.com/:v:/s/Section_1112536/EeTPbx9Tk3RGq4eoNAZFqX0Bd2vxW0jQDVi2MBKKJ-XlIA)     [IA1 Intro and Conclusion.mp4](https://mybcecatholicedu.sharepoint.com/:v:/s/Section_1112536/EdGVVvKaANRKvZQpa9A2GlMBUjdHdE56BYcEibcSUUjHfg)   [IA1 Body Paragraphs.mp4](https://mybcecatholicedu.sharepoint.com/:v:/s/Section_1112536/EaFqdNAsUhhOoljmdLnWbssBDSxeasUuIMVAL_BRdsH5wA)     Ethics in Islam    **General Ethical Principles** **For each "chunk" of information below, write a summary of one sentence or less** **In general** The basis of Islamic ethics is the capacity for humans to freely commit good or bad actions. A commonly cited verse of the Qur'ān is in Surah 3:104, "Let there arise out of you a band of people inviting to all that is good, enjoining what is right and forbidding what is wrong." As such, an individual should intentionally choose to do what is considered right and good.   **Intention (Niyyah)** Intention (*niyyah*) is thought to be important for deeds and acts, especially in the case of ritual action. The concept of intention plays an important role in determining the morality of an action. For example, proper intent is considered necessary for an act to be meritorious and valid.   **Sin (Ithim)** Sin refers to the breach or violation of religious law or ethical norm through omission or commission. In Islam, one is held accountable for sins intentionally (*niyyah*) committed. Sinful actions may be classified into major or minor sins. The most serious sin is *sharik*; the association of someone or something with God, thus deviating from monotheism.     **Modesty (Ḥayā')** Modesty (*ḥayā'*) is considered an important guiding principle in Islam. The Sunnah reports the Prophet Muḥammad as saying that a person with great pride in their heart will not enter paradise (Saḥīḥ Muslim, Book 1, Ḥadīth 172). As such, Muslims may avoid attitudes, postures or behaviours considered to be boastful or extravagant. Muslim men and women are also encouraged to dress modestly by avoiding overly expensive or luxurious clothing or clothing that reveals the human figure.   **Categories of Action** According to Islamic law, all actions can be classified into one of five categories. These categories also indicate whether or not an action is considered ethical. **Create a mind map of the categories of action in Islam** - **Obligatory (Wājib):** Obligatory actions are further divided into two categories: actions required of every Muslim (such as prayer) and actions that some may fulfil on behalf of the community (such as attending a funeral). - **Recommended (Mustaḥabb):** Recommended actions are actions considered to be meritorious but are not required. Examples include voluntary charity (*ṣadaqah*) and marriage for men. - **Permissible (Mubāḥ):** Permissible actions are actions that have no moral or legal consequences. Most Islamic legal scholars assert that everything is permissible unless specifically stated otherwise. The term *ḥalāl* is often used when discussing dietary laws. - **Discouraged (Makrūh):** Discouraged actions are actions that are not legally forbidden but should be avoided. An example is divorce during the wife's menstrual cycle. - **Forbidden (Ḥarām):** Forbidden actions are considered the opposite of obligatory actions. Actions classified as forbidden range from dietary laws (e.g. the prohibition against eating pork) to marital laws (e.g. the prohibition for men against marrying a close female relative \[Surah 4:23\]). In the Qur'an "Who can be better in religion than one who submits his whole self to Allah, does good, and follows the way of Abraham the true in Faith? For Allah did take Abraham for a friend." \[The Qur‟an, 4:125\] "Who is better in speech than one who calls (men) to Allah, works righteousness, and says, I am of those who bow in Islam"? \[The Qur‟an 41:33\] Furthermore, the Qur‟an associates good morality with fair and compassionate behaviour towards parents, kinsfolk, orphans, those in need, neighbours, while arrogance and vainglory have no place in the Islamic morality. "Serve Allah, and join not any partners with Him; and do good- to parents, kinsfolk, orphans, those in need, neighbours who are near, neighbours who are strangers, the companion by your side, the wayfarer (ye meet), and what your right hands possess: For Allah loveth not the arrogant, the vainglorious." \[The Qur‟an, 4:36\] "O ye who believe, fear Allah, and (always) say a word directed to the Right, that He may make your conduct whole and sound and forgive you your sins: He that obeys Allah and His Messenger, has already attained the highest achievement". \[The Qur‟an, 33:70-71\] "O you who believe! If a wicked person comes to you with any news, ascertain the truth, lest ye harm people unwittingly, and afterwards become full of repentance for what ye have done." \[The Qur‟an 49:6\] "But most of them follow nothing but fancy: truly fancy can be of no avail against truth. Verily Allah is well aware of all that they do." \[The Qur‟an 11:36\] "And incline not to those who do wrong, or the Fire will seize you; and ye have no protectors other than Allah, nor shall ye be helped." \[The Qur‟an 12:113\] "If any person is so false, He shall, on the Day of Judgment, restore what he misappropriated; then shall every soul receive its due,- whatever it earned,- and none shall be dealt with unjustly." \[The Qur‟an, 3:161\] "Allah doth command you to render back your Trusts to those to whom they are due; And when ye judge between man and man, that ye judge with justice: Verily how excellent is the teaching which He giveth you! For Allah is He Who heareth and seeth all things." \[The Qur‟an 4:58\] "Do no mischief on the earth, after it hath been set in order, but call on Him with fear and longing (in your hearts): for the Mercy of Allah is (always) near to those who do good." \[The Qur‟an, 7:56\] "Those who spend (freely), whether in prosperity, or in adversity; who restrain anger, and pardon (all) men;- for Allah loves those who do good." \[The Qur‟an, 3:134\]