Religion and Social Ethics.pdf

Babcock University Centre for Open Distance and e-Learning (BUCODeL) GEDS 317: RELIGION AND SOCIAL ETHICS GEDS 317: Religion and Social Ethics Copyright © 2020 by Babcock University Centre for Open Distance and e- Learning (BUCODeL) All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN: Babcock University Centre for Open Distance and e-Learning (BUCODeL), Ilishan-Remo, Ogun State, Nigeria. Tel: +234 (7060947611) E-mail: [email protected] Website: www.codel.babcock.edu.ng 2 GEDS 317: Religion and Social Ethics COURSE CODE: GEDS 317 COURSE TITLE: RELIGION AND SOCIAL ETHICS COORDINATOR: DR. UCHEAWAJI G. JOSIAH 3 GEDS 317: Religion and Social Ethics COURSE DEVELOPMENT TEAM: SUBJECT EXPERT: Dr. Ucheawaji G. Josiah ODL EXPERTS: Prof. David K. Akanbi Emeritus Prof. Michael O. Omolewa INSTRUCTIONAL DESIGNER: Damilare S. Akinwunmi CONTENT REVIEWER(S): Prof. Michael Akpa LANGUAGE EDITOR(S): Prof. Mobolanle E. Sotunsa Dr. Abiola S. Kalejaiye 4 GEDS 317: Religion and Social Ethics COURSE STUDY GUIDE Course Introduction Religion and Society focuses on the concept of God and his role in the life and times of modern human society. This course will deliberate on the relationship between religion, and various institutions, and the issues in society from a Christian perspective. This course is designed to highlight the role of religion in personal and national development. Course Information The course content is broken into modules. Each module comprises:  An introduction to the module content.  Module Learning Outcomes  Core contents of the module with a variety of learning activities including ITAs cum SAQs exercises  Summary of the module  References/Read more  Glossary of key terms The course will help you understand the phenomenon of religion, the meaning of society and the interaction between religion and culture. 5 GEDS 317: Religion and Social Ethics Course Aim The overall aim of GEDS 307: Religion and Society is to present the current spiritual situations of our society and proffer possible solutions, using the Bible as a guide. Course Description Religion and Society is a general education course which carries three units. It is prepared and made available to all 100 level students who are pursuing the BSc Degree Programme in Accounting and other related programmes. Course Objectives By the end of this course, you should be able to:  describe the interrelationship between religion and other social institutions;  state the role of religion in the affairs of a society like ours;  identify moral decadence in our society;  appreciate the uniqueness of the Bible in restoring sanity to the pervading godlessness in our society;  exemplify role models wherever they are found in society;  demonstrate in your personal life practical values imbibed, through this course 6 GEDS 317: Religion and Social Ethics To achieve the aims set out above, there are overall objectives. In addition, each unit has specific objectives. The unit objectives are presented at the beginning of each unit. You should read them before going through the units. You should always look at the unit objectives after completing the unit in order to identify if you have done what the unit requires and if you have acquired the knowledge and the unit aimed to inculcate. Course Goal The goal of this course is to widen your understanding of the tenets of the Christian religion to help you grow your spiritual life and increase in all ramifications. Grading Criteria and Scale Score Grade 80 – 100 A 60- 79 B 50- 59 C 45- 49 D 40- 44 E 0- 39 F 7 GEDS 317: Religion and Social Ethics Course Structure and Outline There are sixteen modules comprising of eighty-four units in this course as follows: MODULE 1: RELIGION AND OTHER SOCIAL INSTITUTIONS 1.1: What is Religion? 1.2: What is Society? 1.3: What is Culture? 1.4: Religion and Culture 1.5: Social Institution MODULE 2: THE THEORIES OF THE ORIGIN OF RELIGION 2.1: The Functions of Religion 2.2: The Interrelationship of Religion with other Social Institutions 2.3: Religion in our Society Today MODULE 3: RELIGION AND MORALITY 3.1: The Role of Religion in Human Moral Life 3.2: Identification of Moral Norms 3.3: Legitimization of Moral Norms 3.4; Reality of Moral Retribution 3.5: Opportunity for Restoration 8 GEDS 317: Religion and Social Ethics MODULE 4: SIN, HUMANITY AND THE BIBLE 4.1: Categories of Sin 4.2: The Bible and Human Moral Choices 4.3: The Authority of the Bible 4.4: Ignorance 4.5: Disputed Meaning 4.6: Guiding Principles for Disputed Moral Issues in Our Society 4.7: The Bible and Popular Sins in Our Society MODULE 5: RELIGION AND FAMILY LIFE 5.1: What is Family? 5.2: Biblical Foundation for Marriage and Family 5.3: Origin of Marriage 5.4: Oneness of Marriage 5.5: Permanence of Marriage 5.6: Sexual Intimacy in Marriage 5.7: Partnership in Marriage 5.8: The Effect of Sin on Marriage MODULE 6: TYPES OF FAMILIES 6.1: Nuclear Families 6.2; Stepfamilies or Blended Families 6.3: Single Families 6.4: Single Parents Families 6.5: Empty Nest Families 9 GEDS 317: Religion and Social Ethics 6.6: The Family of God 6.7: Abraham-Sarah-Hagar in Polygamous Relationship 6.8: The Role of Spiritual Leaders in Marriages 6.9: Questions Ladies Should Ask Before Marriage MODULE 7: QUESTIONS TO AID IN DISCOVERING COMPATIBILITY IN MARRIAGE 7.1: Extra-marital Affairs: Causes 7.2: Extra-marital Affairs: Effect 7.3: Extra-marital Affairs: Control MODULE 8: RELIGION AND GENDER ISSUES 8.1: The Concept of Gender 8.2: Types of Gender 8.3: African Perspectives on Gender 8.4: Western Perspective of Gender Issues 8.5: Gender and Religion 8.6: Biblical Models 8.7: Historical Examples 8.8: Women Empowerment 8.9: Gender Agenda- Egalitarianism MODULE 9: RELIGION AND POLITICS 9.1: The Value of Dignity of Labour 9.2: Visions: An Essential Tool in Leadership 9.3: Managing your Vision 9.4: Leadership and the Power of Forgiveness 10 GEDS 317: Religion and Social Ethics 9.5: The Personal Value of Self-discipline MODULE 10: RELIGION AND CORRUPT PRACTICES 10.1: The Concept of Corruption 10.2: The Effects of Corruption 10.3: Corrupt Practices and Religious Teachings 10.4; Islam and Corrupt Practices 10.5: Christianity and Corrupt Practices 10.6: Strong Work Ethic and Contentment MODULE 11: RELIGION AND ENVIRONMENT 11.1: Islam and Environmental Sustainability 11.2: Christianity and Environmental Sustainability 11.3: Management of Resources and Waste 11.4: God‘s Judgment on Earth‘s Destroyers MODULE 12: RELIGION AND HEALTH 12.1: Health and Wellbeing from a Christian Perspective 12.2: The Rough Road to Personal and Global Health 12.3: Adventist Health Ministry 12.4: Scientific Support for Adventist Health Ministry MODULE 13: RELIGION AND EDUCATION 13.1: The Origin of the word ―Education‖ 13.2: ―Love‖ the Basis of True Education 13.3: The First Object of Education 13.4: The True Value of Christian Education 13.5: Integration of Faith and Learning in Higher Education 11 GEDS 317: Religion and Social Ethics MODULE 14: RELIGION AND SOCIAL ORDER 14.1: The Sociological Background of the Concept of Social Order 14.2: The Church and Social Order MODULE 15: RELIGION AND SANCTITY OF LIFE 15.1: Euthanasia 15.2: Classifications of Euthanasia 15.3: Physician-Assisted Suicide 15.4: Suicide 15.5: Genocide 15.6; Ethical and Practical Arguments 15.7: Sanctity of Life 15.8: The Bible and Sanctity of Life MODULE 16: THE ROLE OF RELIGION IN DIFFERENT HUMAN CAREERS 16.1 A term paper is expected to be written by the learner on the role of religion in areas of their discipline with the knowledge acquired from this course 12 GEDS 317: Religion and Social Ethics Calendar This is a 15 week course. You will spend 45 hours in study over the 15 weeks. The formal study times are scheduled around online discussion / chats with your course facilitator and/e tutor to enhance your learning. Kindly see the course calendar on your course website for scheduled dates. You will still be required to observe independent/personal study time in studying your course materials. Tutor and Tutorials A course facilitator has been commissioned for this course. You have also been assigned an e-tutor to support your learning. The contacts of your course facilitator and e tutor for this course are available on the website and the LMS. There are two basic forms of Self-Assessment in this course: in-text questions (ITQs) and Self-Assessment Questions (SAQs). Feedbacks to the ITQs which are labelled ‗In-text Answers‘- (ITAs) are placed immediately after the questions, while the feedbacks to SAQs are at the back of the manual. You will receive Tutor Marked Assignments (TMAs) as part of your online class activities. Feedback to TMAs will be provided by your tutor within two weeks. The scheduled dates for submitting assignments are available on the LMS. There are tutorials provided in support of this course. You will be notified of the dates, time and location of these tutorials, together 13 GEDS 317: Religion and Social Ethics with the name and phone number of your tutor, as soon as you are allocated a tutorial group. Your tutor will mark and comment on your assignments, keep close watch on your progress and on any difficulties you might encounter and provide assistance to you during the course. You must mail your tutor-marked assignments to your tutor well before the due date (at least two working days are required). They will be marked by your tutor and returned to you as soon as possible. Do not hesitate to contact your tutor by telephone, email, or discussion board if you need help. The following might be circumstances in which you will find help necessary. Contact your tutor if:  You do not understand any part of the study units or the assigned reading.  You have difficulty with the tests or exercises.  You have a question or problem with an assignment, your tutor‘s comments on an assignment, or with the grading of an assignment. You should try your best to attend tutorials. This is your only chance to have face-to-face contact with your tutor and ask questions which can be answered instantly. You can raise any problem encountered in the course of your study. To gain the maximum benefit from course tutorials, prepare a question list before attending them. You will also learn a lot from participating in discussions actively. 14 GEDS 317: Religion and Social Ethics MEET THE FACILITATOR I am Pastor/Dr. Ucheawaji G. Josiah, currently a lecturer in the Department of Religious Studies, in the School of Education and Humanities, Babcock University, Ilisan Remo, Ogun State, Nigeria. I was born in Nigeria where I had my elementary education, and Senior Secondary Certificate Examination (SSCE). I attended Babcock University for my undergraduate studies, obtaining a Bachelor of Arts (BA. Hon.) degree in Theology. I proceeded to the University of Ibadan, , Nigeria where I obtained a Master of Arts (M.A.) degree, and a Ph.D. in Old Testament Studies (with emphasis on Old Testament Ecology as well as how Religion can impact the African Society). I started my teaching career at Babcock University in the Religious Studies Department after some years as a Pastor in Rivers State, Nigeria. As a religious teacher, I have been a member of the Society of Biblical Literature, USA, from 2012 till date; a member of the Nigerian Association of Biblical Studies (NABIS), from 2012 till date 15 GEDS 317: Religion and Social Ethics and member of the Nigeria Association for the Study of Religions (NASR) from 2013 till date. I look forward to serving you. 16 GEDS 317: Religion and Social Ethics Table of Contents COURSE STUDY GUIDE................................................................................. 5 Course Introduction............................................................................................... 5 Course Information............................................................................................... 5 Course Aim........................................................................................................... 6 Course Description................................................................................................ 6 Course Objectives................................................................................................. 6 Course Goal........................................................................................................... 7 Grading Criteria and Scale.................................................................................... 7 Course Structure and Outline................................................................................ 8 Calendar.............................................................................................................. 13 Tutor and Tutorials.............................................................................................. 13 MODULE 1: RELIGION AND OTHER SOCIAL INSTITUTIONS......... 25 Introduction......................................................................................................... 25 1.1 What is Religion?........................................................................................ 26 1.2 What is Society?.......................................................................................... 28 1.3 What is Culture?.......................................................................................... 29 1.4 Interaction between Religion and Culture.................................................. 29 1.5 Social Institutions........................................................................................ 30 Summary............................................................................................................. 31 References/Read More........................................................................................ 32 Glossary............................................................................................................... 32 MODULE 2: THE THEORIES OF THE ORIGIN OF RELIGION.......... 33 Introduction......................................................................................................... 33 2.1 The Origin/Functions of Religion............................................................... 34 2.2 The Interrelatedness of Religion and other Social Institutions..................... 39 2.3 Religion in Contemporary Nigerian Society............................................... 41 Summary............................................................................................................. 47 References/ Read More....................................................................................... 48 17 GEDS 317: Religion and Social Ethics Glossary............................................................................................................... 48 MODULE 3: RELIGION AND MORALITY............................................... 50 Introduction......................................................................................................... 50 3.1 The Role of Religion in Human Moral Life............................................... 51 3.2 Identification of Moral Norms.................................................................... 52 3.3 Legitimization of Moral Norms.................................................................. 53 3.4 Reality of Moral Retribution....................................................................... 54 3.5 Opportunity for Restoration........................................................................ 55 Summary............................................................................................................. 56 References/ Read More....................................................................................... 57 Glossary............................................................................................................... 57 MODULE 4: SIN, HUMANITY AND THE BIBLE..................................... 58 Introduction......................................................................................................... 58 4.1 Categories of Sin......................................................................................... 59 4.2 The Bible and Human Moral Choices......................................................... 63 4.3 Authority of the Bible................................................................................. 64 4.4 Ignorance..................................................................................................... 65 4.5 Disputed Meaning....................................................................................... 65 4.6 Guiding Principles for Disputed Moral Issues in our Society.................... 67 4.7 The Bible and Popular Sins in our Society................................................. 69 Summary............................................................................................................. 70 References/ Read More....................................................................................... 72 Glossary............................................................................................................... 72 MODULE 5: RELIGION AND FAMILY LIFE........................................... 73 Introduction......................................................................................................... 73 5.1 What is Family?.......................................................................................... 74 5.2 Biblical Foundation for Marriage and Family............................................ 75 5.3 Effects of Sin on Marriage.......................................................................... 79 Summary............................................................................................................. 80 18 GEDS 317: Religion and Social Ethics References / Read More...................................................................................... 82 Glossary............................................................................................................... 82 MODULE 6: TYPES OF FAMILIES............................................................. 83 Introduction......................................................................................................... 83 6.1: Types of Families......................................................................................... 84 6.2 Abraham-Sarah-Hagar in Polygamous Relationship.................................. 86 6.3 Role of Spiritual Leaders in Marriages....................................................... 97 6.4 Questions Ladies Should Ask Before Marriage........................................ 100 Summary........................................................................................................... 101 References/Read More...................................................................................... 103 Glossary............................................................................................................. 103 MODULE 7: COMPATIBILITY IN MARRIAGE..................................... 104 Introduction....................................................................................................... 104 7.1 Questions to Aid in Discovering Compatibility in Marriage.................... 105 7.2 Family Wholeness and Societal Impact.................................................... 106 7.3 Principles for Successful Marriages.......................................................... 107 7.4 Challenges and Expectations in Marriage................................................. 113 Summary........................................................................................................... 117 References/ Read More..................................................................................... 118 Glossary............................................................................................................. 119 MODULE 8: RELIGION AND GENDER ISSUES.................................... 120 Introduction....................................................................................................... 120 8.1 The Concept of Gender............................................................................. 121 8.2 Types of Gender........................................................................................ 125 8.3 African Perspective on Gender................................................................. 129 8.4 Western Perspective of Gender Issues...................................................... 131 8.5 Gender and Religion.................................................................................. 132 8.6 Biblical Models......................................................................................... 134 8.7 Historical Examples.................................................................................. 137 19 GEDS 317: Religion and Social Ethics 8.8 Women Empowerment.............................................................................. 143 8.9 Gender Agenda- Egalitarianism................................................................ 146 Summary........................................................................................................... 149 References/Read More:..................................................................................... 151 Glossary............................................................................................................. 151 MODULE 9: RELIGION AND POLITICS................................................. 152 Introduction....................................................................................................... 152 9.1 The Value of Dignity of Labour................................................................. 153 9.2 Vision: An Essential Tool in Leadership.................................................. 156 9.3 Managing your Vision............................................................................... 159 9.4 Leadership and the Power of Forgiveness................................................ 164 9.5 The Personal Value of Self-discipline....................................................... 166 Summary........................................................................................................... 172 References/ Read More..................................................................................... 174 Glossary............................................................................................................. 174 MODULE 10: RELIGION AND CORRUPT PRACTICES...................... 175 Introduction....................................................................................................... 175 10.1 The Concept of Corruption....................................................................... 175 10.2 Effects of Corruption................................................................................. 177 10.3 Corrupt Practices and Religious Teachings.............................................. 180 10.4 Islam and Corrupt Practices...................................................................... 180 10.5 Christianity and Corrupt Practices............................................................ 186 10.6 Strong Work Ethic and Contentment........................................................ 189 Summary........................................................................................................... 190 References/ Read More..................................................................................... 192 Glossary............................................................................................................. 192 MODULE 11: RELIGION AND ENVIRONMENT................................... 193 Introduction....................................................................................................... 193 11.1 Islam and Environmental Sustainability................................................... 194 20 GEDS 317: Religion and Social Ethics 11.2 Christianity and Environmental Sustainability......................................... 199 11.3 Management of Resources and Waste...................................................... 208 11.4 God‘s Judgment on Earth‘s Destroyers..................................................... 209 Summary........................................................................................................... 211 References/ Read More..................................................................................... 212 Glossary............................................................................................................. 213 MODULE 12: RELIGION AND HEALTH................................................. 214 Introduction....................................................................................................... 214 12.1 Health and Wellbeing from the Christian Perspective........................... 215 12.2 The Rough Road to Personal and Global Health...................................... 217 12.3 Adventist Health Ministry......................................................................... 224 12.4 Scientific Support for Adventist Health Ministry............................... 230 Summary........................................................................................................... 232 References/ Read More..................................................................................... 233 Glossary............................................................................................................. 234 MODULE 13: RELIGION AND EDUCATION......................................... 235 Introduction....................................................................................................... 235 13.1 Origin of the word ―Education‖................................................................ 236 13.2 ―Love‖ the Basis of True Education......................................................... 241 13.3 The First Object of Education................................................................... 243 13.4 The True Value of Christian Education.................................................... 245 13.5 Integration of Faith and Learning in Higher Education............................ 246 Summary........................................................................................................... 253 References/ Read More..................................................................................... 255 Glossary............................................................................................................. 255 MODULE 14: RELIGION AND SOCIAL ORDER................................... 256 Introduction....................................................................................................... 256 14.1 Sociological Background to the Concept of Social Order........................ 257 14.2 The Church and Social Order.................................................................... 268 21 GEDS 317: Religion and Social Ethics Summary........................................................................................................... 270 References/ Read More..................................................................................... 271 Glossary............................................................................................................. 271 MODULE 15: RELIGION AND THE SANCTITY OF LIFE................... 272 Introduction....................................................................................................... 272 15.1 Euthanasia................................................................................................. 272 15.2 Classifications of Euthanasia.................................................................... 278 15.3 Physician-Assisted Suicide....................................................................... 280 15.4 Suicide....................................................................................................... 283 15.6 Genocide.................................................................................................... 285 15.7 Ethical and Practical Arguments............................................................... 287 15.8 Sanctity of Life.......................................................................................... 288 15.9 The Bible and the Sanctity of Life............................................................ 291 Summary........................................................................................................... 298 References/ Read More..................................................................................... 299 Glossary............................................................................................................. 299 MODULE 16: THE ROLE OF RELIGION IN DIFFERENT HUMAN CAREERS........................................................................................................ 300 FEEDBACK TO SAQs................................................................................... 301 Answers to Module 1 SAQs............................................................................. 301 SAQ 1.1............................................................................................................. 301 SAQ 1.2............................................................................................................. 302 SAQ 1.3............................................................................................................. 302 SAQ 1.4............................................................................................................. 303 SAQ 1.5............................................................................................................. 303 Answers to Module 2 SAQs............................................................................. 304 SAQ 2.1............................................................................................................. 304 SAQ 2.2............................................................................................................. 306 SAQ 2.3............................................................................................................. 307 Answers to Module 3 SAQs............................................................................. 309 22 GEDS 317: Religion and Social Ethics SAQ 3.1............................................................................................................. 309 SAQ 3.2............................................................................................................. 309 SAQ 3.3............................................................................................................. 310 SAQ 3.4............................................................................................................. 310 Answers to Module 4 SAQs............................................................................. 311 SAQ 4.1............................................................................................................. 312 SAQ 4.2............................................................................................................. 313 SAQ 4.3............................................................................................................. 314 SAQ 4.4............................................................................................................. 315 SAQ 4.5............................................................................................................. 315 Answers to Module 5 SAQs............................................................................. 315 SAQ 5.1............................................................................................................. 315 SAQ 5.2............................................................................................................. 316 SAQ 5.3............................................................................................................. 317 Answers to Module 6 SAQs............................................................................. 319 SAQ 6.1............................................................................................................. 319 SAQ 6.2............................................................................................................. 320 Answers to Module 7 SAQs............................................................................. 330 SAQ 7.1............................................................................................................. 330 SAQ 7.2............................................................................................................. 330 SAQ 7.3............................................................................................................. 332 Answers to Module 8 SAQs............................................................................. 333 SAQ 8.1............................................................................................................. 333 SAQ 8.2............................................................................................................. 336 SAQ 8.3............................................................................................................. 339 Answers to Module 9 SAQs............................................................................. 341 SAQ 9.1............................................................................................................. 341 SAQ 9.2............................................................................................................. 344 SAQ 9.3............................................................................................................. 347 23 GEDS 317: Religion and Social Ethics Answers to Module 10 SAQs........................................................................... 351 SAQ 10.1........................................................................................................... 352 SAQ 10.2........................................................................................................... 353 SAQ 10.3........................................................................................................... 355 Answers to Module 11 SAQs........................................................................... 358 SAQ 11.1........................................................................................................... 358 SAQ 11.2........................................................................................................... 362 Answers to Module 12 SAQs........................................................................... 371 SAQ 12.1........................................................................................................... 371 SAQ 12.2........................................................................................................... 373 SAQ 12.3........................................................................................................... 373 SAQ 12.4........................................................................................................... 376 Answers to Module 13 SAQs........................................................................... 377 SAQ 13.1........................................................................................................... 377 SAQ 13.2........................................................................................................... 381 SAQ 13.3........................................................................................................... 383 Answers to Module 14 SAQs........................................................................... 387 SAQ 14.1........................................................................................................... 387 SAQ 14.2........................................................................................................... 390 Answers to Module 15 SAQs........................................................................... 391 SAQ 15.1........................................................................................................... 391 SAQ 15.2........................................................................................................... 392 SAQ 15.3........................................................................................................... 397 24 GEDS 317: Religion and Social Ethics Module 1 RELIGION AND OTHER SOCIAL INSTITUTIONS IMAGE SOURCE: https://pbs.twimg.com/media/DTDmRhTVAAA5uql.jpg Introduction This Module is designed to educate you on the social institutions of religion and culture. In this Module you will be taught about the relationship between religion and other social institutions. The role of religion in the affairs of society will also be explained. LEARNING OUTCOMES By the end of this module, you should be able to: 1. Explain what religion means 2. Define the word ‗Society‘ 3. Explain what culture is 4. Describe the interaction between religion and culture 5. Define ‗Social Institutions‘ 25 GEDS 317: Religion and Social Ethics 1.1 What is Religion? The term religion is derived from two Latin words: re- which means again and ligae which means to tie or bind. This implies to tie or bind again, suggesting the idea of a restored relationship (with God). The word religion has been defined in various ways depending on the discipline. The common ones include‒ Belief in spiritual beings; a set of symbolic forms and acts that relate man to the ultimate conditions of his existence; a system of beliefs and practices in connection with supernatural beings/Supreme Being (God); and, a phenomenon that has to do with norms, beliefs and practices that govern human beings as they relate with the supernatural being (God) – a vertical dimension of human experiences. Specifically, religion has been broadly explained in the following four major ways: 1. Religion, in its most comprehensive sense, includes a belief in the being and perfection of God, in the revelation of his will to man, in man's obligation to obey his commands, in a state of reward and punishment, and in man's accountableness to God; also, true godliness or piety of life, with the practice of all moral duties. It, therefore comprehends theology, as a system of doctrines or principles, as well as practical piety. The practice of moral duties without a belief in a divine lawgiver, and without reference to his will or commands, is not religion. 26 GEDS 317: Religion and Social Ethics 2. Religion, as distinct from theology, is godliness or real piety in practice, consisting in the performance of all known duties to God and our fellow men, in obedience to divine command, or from love to God and his law (James 1:27). 3. Religion, as distinct from virtue, or morality, concerns the performance of the duties we owe directly to God, from a principle of obedience to his will. Hence, we often speak of religion and virtue, as different branches of one system, or the duties of the first and second tables of the law. Let us with caution indulge the supposition that morality can be maintained without religion. 4. Religion consists of any system of faith and worship. In this sense, religion includes the belief and worship of Muslims, adherents of African Traditional Religion, Christians as well as any other religion consisting in the belief of a superior power or powers governing the world, and in the worship of such power or powers. ITQs 1. The term religion is derived from two Latin words: …………… which mean……………….. 2. Religion and virtue are different branches of ……………… 27 GEDS 317: Religion and Social Ethics ITAs 1. The term religion is derived from two Latin words: re‒ which means again and ligae‒ which means to tie or bind. 2. Religion and virtue are different branches of one system, or the duties of the first and second tables of the law. 1.2 What is Society? The common definitions of society include, the totality of social relationships among humans; a group of humans broadly distinguished from other groups by mutual interests, participation in characteristic relationships, shared institutions, and a common culture; the institutions and culture of a distinct self-perpetuating group; an organization or association of persons engaged in a common profession, activity, or interest [such as the Association of Fashion Designers of Nigeria, Association of Chemical Engineers in Ghana]. ITQ What is Society? ITA Society is the totality of social relationships among humans; a group of humans broadly distinguished from other groups by mutual interests, participation in characteristic relationships, and shared institutions. 28 GEDS 317: Religion and Social Ethics 1.3 What is Culture? Culture has been defined in different ways― the sum total of ways of living built up by a group of human beings and transmitted from one generation to another; the total of the inherited ideas, beliefs, values, and knowledge, which constitute the shared bases of social action; the total range of activities and ideas of a group of people with shared traditions, which are transmitted and reinforced by members of the group...; the totality of socially transmitted behaviour patterns, arts, beliefs, institutions, and all other products of human work and thought. Culture is learned and shared within social groups, and is transmitted by non-genetic means and the sum of attitudes, customs, and beliefs that distinguishes one group of people from another. Culture is transmitted through language, material objects, ritual, institutions, and art from one generation to the next. ITQ What are the ways in which culture is transmitted? ITA Culture is transmitted through language, material objects, rituals, institutions, and art from one generation to the next. 1.4 Interaction between Religion and Culture There is a close relationship between the religion and culture of a people. Culture serves as a means of expressing religion while 29 GEDS 317: Religion and Social Ethics religion itself is part and parcel of culture in every society. The influence of religion in a society is cosmic in nature. This is because no aspect of a society lies outside the scope of religion as it permeates all. The influence of religion in a society is cosmic in nature. This is because no aspect of a society lies outside the scope of religion as it permeates all. 1.5 Social Institutions In every society, the total life of the community is organised into various ―structures of relationship, obligation, role and function‖ called social institutions. These institutions include: Political, economic, educational, family life, and health care institutions respectively. ITQ Social institutions include ………, ……….., …………, …………. and ……….. respectively. ITA Social institutions include political, economic, educational, family life, and health care institutions respectively. 30 GEDS 317: Religion and Social Ethics Activity 1.1 (Allow 25 minutes) In Nigerian society, there exist various cultures. Research on 5 cultures found in Nigerian society. Which culture do you belong to and how as your religion affected certain rules and traditions of your culture. Write a 3 page summary on these points. Post your response on the Activity Forum LMS. Summary In this Module, you have been taught about social institutions among which are religion and culture. You have learnt about the relationship between religion and other social institutions. The role of religion in the affairs of the society has also been explained in details. MODULE 1 SELF ASSESSMENT QUESTIONS (SAQs) 1.1 Explain four major ways of describing religion. [Tests learning outcome 1] 1.2 Briefly define the word ‗Society‘. [Tests learning outcome 2] 1.3 What is culture? [Tests learning outcome 3] 1.4 Describe the interaction between religion and culture. [Tests learning outcome 4] 1.5 Define ‗Social Institutions‘. [Tests learning outcome 5] 31 GEDS 317: Religion and Social Ethics References/Read More Bryan Wilson. Religion in Secular Society, Baltimore: Penguin Books. Mckee J. B. The Study of Society, New York: CBS College Publishing Peter Berger. The Sacred Canopy: Elements of Sociological Theory of Religion, New York: Double day publishers. Stephen Jay Gould, Rock of Ages: Science and Religion in the fullness of life. http://www.iosrjournals.org/iosr-jhss/papers/Vol20-issue11/Version- 4/L0201148285.pdf Glossary Re: ‗again’ in Latin Ligae: ‗to tie or bind‘ in Latin Society: the totality of social relationships among humans; a group of humans broadly distinguished from other groups by mutual interests, participation in characteristic relationships, shared institutions, and a common culture; the institutions and culture of a distinct self- perpetuating group; an organization or association of persons engaged in a common profession, activity, or interest Culture: the sum total of ways of living built up by a group of human beings and transmitted from one generation to another Institution: an organization founded for a religious, educational, professional, or social purpose 32 GEDS 317: Religion and Social Ethics Module 2 THE THEORIES OF THE ORIGIN OF RELIGION IMAGE SOURCE: http://explorecuriocity.org/Portals/4/Resource-Images/4776.jpg Introduction Religion, as discussed in the previous unit is a phenomenon which has been explained in various ways. In this module, we will be delving into different theories on the origin of religion. You will learn about the views of different scholars on the concept and origin of religion. The views of scholars and theorists on the function of religion will be discussed and explained. 33 GEDS 317: Religion and Social Ethics LEARNING OUTCOMES At end of this module, you should be able to: 1. Describe some theories on the origin of religion. 2. Explain the way in which religion influences various aspects of society. 3. Understand the role religion plays in the contemporary Nigerian society. 2.1 The Origin/Functions of Religion There are two distinct ways of approaching the origin of religion. These are (1) the reasons behind the origin (function), and (2) the means by which it originated (history). For the former, the ―origin is usually formulated as being a need, which religion continually arises to fulfil…for example, for food, health, security or justice.‖ These needs may be for individuals or the entire society. This is not limiting the means of satisfying these needs to religion rather ―that whenever religion arises, it arises in response to a need.‖ The latter, which is the historical aspect of the origin, is concerned with the cause of its origin. Previously, scholars and theorists have concerned themselves with the historical origin of religion. However, contemporary scholars tend to focus on the function of religion– the recurrent origin. The two positions cannot be substantiated. The earlier scholars believed that 34 GEDS 317: Religion and Social Ethics religion is as old as humanity and speculated freely while the contemporary scholars are more cautious. Among these scholars are, Edward Taylor, James Frazer, Emile Durkheim, and Sigmund Freud.  Edward Taylor (1832-1917) was an anthropologist. According to Taylor, religion originated from the attempt of the primitives to offer explanations for dreams and visions. In their views, since the dead are not expected to move like the living, as experienced in dreams and visions, to do otherwise implies that there are souls that can animate the inanimate things. The personification of the souls gave rise to gods.  James Frazer (1854 and 1941) was also an anthropologist. He opined that the inability of magic in offering satisfactory explanation for how the world operates gave rise to religion. Through religion, the power that operates the world was ascribed to gods rather than such operations, resulting from manipulations as found in magic. He subscribed to appealing to the gods rather than coercion which is the practice in magic.  Emile Durkheim (1858-1917) postulated that religion came into existence accidentally. According to him, it was discovered that at clan meetings, extra ordinary power was 35 GEDS 317: Religion and Social Ethics always experienced. This power, he ascribed not to their collectively rather to a source beyond and outside of themselves, that is, their totemic symbol. This symbol became the object of worship and hence, the beginning of religion.  Sigmund Freud (1856-1939) was a neurologist and foremost psychoanalyst. According to this scholar, the primitive sons took the lives of their father for opposing their inordinate sexual desires. Their actions resulted into guilt. They later decided to develop totems, and then gods, to demonstrate obedience for their deceased fathers who they then deified. By this, they were able to relieve their guilt. Freud‘s postulation was considered important because it addressed the ‗how‘ and ‗why‘ of the origin of religion. ITQs 1. Emile Durkheim (1858-1917), postulated that religion …………………. 2. What is the supposition about earlier scholars and contemporary scholars? 36 GEDS 317: Religion and Social Ethics ITAs 1. Emile Durkheim (1858-1917) postulated that religion came into existence accidentally. 2. There is always the supposition that earlier theorists concerned themselves with the historical origin of religion while contemporary scholars focus on the function of religion – the recurrent origin. At a point in time, propounded theories of origin became of least importance and speculative. This notwithstanding, scholars were confronted with the question of persistence. That is, for Durkheim, why ―do human beings persist in taking symbolic representations literally?‖ And for Freud, why ―do human beings persist in believing what is in fact an illusion?‖ The clear answer in each of these is that, ―religion persists because it functions to fulfil basic needs in human beings‖ Also, the same shift was experienced in the field of comparative religion. The effort on the historical origin of various religions in the 19th century was redirected in the 20th century toward ―the basic question of what functions religion has in human society.‖ That is, attention was shifted from mere ―theological argument‖ to examining the idea that in spite of diversities in ―cultural content of religion in different societies,‖ there could exist ―impressive similarities in basic functions involving the culturally prescribed solutions of human social and psychological problems and the ways of expressing and re- affirming the central values of a society….‖ Subsequent questions 37 GEDS 317: Religion and Social Ethics that arose from the ideology were: Are there ―social and psychological problems (that) one solved by religious beliefs and practices…? If yes, how? How far do religious systems go in expressing, codifying, and affirming ―the central values of a society…as to maintaining the social fabric of that society? The attempted resolution of these questions, form the fundamental idea in the functional orientation of religion. ITQ What were the questions of persistence that Durkheim and Freud were confronted with? ITA For Durkheim, the question is ―Do human beings persist in taking symbolic representations literally?‖ and for Freud, the question is ―Do human beings persist in believing what is in fact an illusion?‖ Primarily, functionalism is a theory of social sciences but later became popular in religious studies. The theory won the attention of scholars because it appears to be practically measurable. The slogan then was, ―religion is what religion does.‖ From this perspective, much contribution had been made by the theory in the studies of religion. 38 GEDS 317: Religion and Social Ethics 2.2 The Interrelatedness of Religion and other Social Institutions Functionalism asserts that every item and activity in a system serves specific functions which should be the basis for their explanation in the system. Function in this respect centres primarily on ―the objective consequence of an activity or phenomenon for the system of which it is a part.‖ In the secondary but equally important sense, it is seen in terms of interrelatedness as applied in mathematics where x as a function of y connotes ―that x varies in direct proportion to variation in y.‖ The idea in this second meaning implies that all phenomena in the system are considered, at least initially, as being relevant to the system‘s persistence. It is then but a small move to postulate that all phenomena in a system are interrelated and that a change in one aspect will have implications for all others and for the system as a whole. Furthermore, it is important to know that religion and society are believed to be two aspects of human experience that are interdependent and reciprocally connected. Although religion seems to be a personal issue, the desire to communicate and share the experience results into a community of believers with common beliefs and ways of life. This idea reflects the religious nature of society as well as the social nature of religion. 39 GEDS 317: Religion and Social Ethics ITQ What does the functionalism theory assert? ITA Functionalism asserts that every item and activity in a system serves specific functions that should be the basis for their explanation in the system. In addition to the aforementioned relationship, religion, in its attempt to bring the society into conformity with its teachings and ideals transforms the latter thus, serving a purpose. The fact that religion, in a unique way, meets some needs or serves some purposes in the society, was reinstated under the functional theory above. It is on this basis, among others, that it persists in human society. As one of the social phenomena, it is evident that a change, as in attitude, toward religion also affects other aspects of the society. This idea is what is referred to, in functional theory, as interrelatedness of the social phenomena in the society. These relationships are fundamental both to the nature of religion and society. Characteristically, societies are recognized by the values they espouse, the motivations they encourage individually and collectively; the types of incentive they inspire and sanction as well as the basis for establishing and securing belief, attitude, and behaviour. In the same vein, it is difficult to identify or define religion ―except in terms of human social relations.‖ 40 GEDS 317: Religion and Social Ethics For instance, it is religion that prescribes values for the society. Although different religions may give different interpretations to these relationships, yet it is difficult for any to deny these relationships. The fact that religion, in a unique way, meets some needs or serves some purposes in the society, was reinstated under the functional theory. 2.3 Religion in Contemporary Nigerian Society The role of religion in a society like Nigeria cannot be overemphasized. It affects every aspect of the nation‘s engagement such as politics, education, economy, and morality, among others. This is because the people are religious in every ramification. This is reflected in the number of religious devotees that perform pilgrimages annually in Nigeria. The nation possibly has the highest number in Africa. Statistics reveal that the country observes ten to twelve religious related public holidays every year. It is also evident that appointment and election into political offices in Nigeria are done with religious consciousness. The fact that religious centres multiply 41 GEDS 317: Religion and Social Ethics by the day in many of our streets in both rural and urban areas also suggests that our people are very religious. In spite of all these religious involvements, it may not be wrong to say that the people had failed religion rather than the common opinion that religion has failed the people. It is not too difficult to establish the fact that although many people profess religion, they lack transformation that should accompany experiential knowledge of true religion. The following conditions are few of the results that show that our society today, has little or nothing to show for our religiosity: 1. Since everybody in the society belongs to one family or the other, family is believed to be the smallest unit of the society. Family problems are common phenomena in the Nigerian society. In some cases, the problem may be from any of the parents while in others, the challenge may be from the children. In many of such cases, the problem may be traced to the way and manner in which the relationship began. Today, the fact is that many are enduring their marriage rather than enjoying it. 2. The Nigerian society like many others, is characterised by many who have unrestrained love for money. As the Bible rightly puts it, such love forms the root of all evil (I Tim. 6:9, 10). As a result of this, people engage in various vices to amass wealth. The biggest vice in Nigeria that threatens the very essence of the country is corruption. It is so endemic that 42 GEDS 317: Religion and Social Ethics the practice of the oath of office by public office holders has no effect in curbing the menace. The virus has affected workers in both public and private establishments. In practice, bribery and corruption have become essential lubricants for the ―smooth‖ running of our societal machineries. That is to say, nothing seems to work well without bribery and corruption in our society. Looting and embezzling of the nation‘s treasury by politicians and their cronies have continued unabated in the country. As these people fraudulently and endlessly eat into the national treasury, the economy gets drained and today, it is in shambles. In addition, gone are the days when erring members of religious organizations receive sanctions as it was practiced in ancient times in the church. Today, every effort is made, including rationalizing and overlooking people‘s inordinate behaviour in order to keep and increase membership as religion becomes a lucrative business. It is, therefore, not uncommon to find even corrupt political office holders and those who engage in questionable businesses becoming very influential in the church because they invest resources in the church and give huge amount of money as donations. 3. Law enforcement agencies and other vital organs of society including, the armed forces, the judiciary, custom, immigration, among others are not immune to the moral decay in society. 43 GEDS 317: Religion and Social Ethics 4. The inordinate pursuit of money, power, and position has robbed children proper upbringing and parental care, and affection. In contemporary times, many parents have abandoned their God-given responsibilities and failed to lay good educational foundation based on religious and moral principles. These children are left under the care of nannies and commercial baby sitters who pass over their own unguided values to the innocent children. In many of our educational institutions the moral standard is nothing to write home about. The situation became worse when the government decided to take over the running of schools from religious organisations. Under such irreligious conditions, our schools became arenas for diverse vices such as indecent dressing and sexual immorality; cultism, armed robbery, drug dealing and addiction among others. These are institutions that claim to train those who, one day, would become the leaders in various sectors of our national life. 5. Generally speaking, one of the objectives of religion is to foster unity and love, not only among people of the same community of faith but also with regard to human beings irrespective of their religious affiliation. The way and manner in which religion is practiced in Nigeria has deviated from this noble objective. The religious institutions that are supposed to teach the value and sacredness of life have claimed more lives 44 GEDS 317: Religion and Social Ethics and destroyed incalculable amount of properties through incessant religious crises. ITQ What three conditions in contemporary Nigerian society show that there is little to show for our religiosity? ITA 1. Law enforcement agencies and other vital agencies of society including, the armed forces, the judiciary, customs, and immigration, among others are not immune to the moral decay in society. 2. The way and manner in which religion is practiced in Nigeria has deviated from its noble objective. The religious institutions that are supposed to teach the value and sacredness of life have claimed more lives and destroyed an incalculable amount of property through incessant religious crises. 3. The biggest vice in Nigeria that threatens the very essence of the country is corruption. It is so endemic that the practice of the oath of office by public office holders has no effect in curbing the menace. In this course, ―Religion and Society‖, the objective is to see how religion transforms and changes individuals for better in the Nigerian 45 GEDS 317: Religion and Social Ethics society. This is necessary because only a changed person can truly effect the desired changes in society. Describing such person, Kudadjie (2000: 43-44) says:... When people have truly encountered God, what is referred to as religious experience, they gain a new insight into the way things are; their outlook on life changes for better; their life is ennobled; their conscience is sharpened; a fundamental change in the disposition of their heart occurs; and their sensitivity to abhor evil is heightened. Such persons have the capacity to tell right from wrong; their one great desire is to be good and they are irresistibly urged to do the right and avoid the wrong. If they default morally, their consciences give them no rest until they repent and change their ways. Religious devotion makes one hunger and thirst after righteousness. There is something serene about such transformed people. They have divine power – God‘s Holy Spirit – that empowers them to take decisions and act freely, responsibly and spontaneously: not so much because laws or regulations stipulate such acts, but because it is their second nature as liberated persons, to do the right and avoid what is wrong. The presence of such individuals is indispensable to change our society for better. Such are the living witnesses in favour of the fact that ‗religion has never failed the people rather the people have terribly failed religion and for that matter, failed God.‘ We shall approach this great task by considering various components that make up our society. There is no doubt that a secular nation like Nigeria has 46 GEDS 317: Religion and Social Ethics no state religion, yet there are three recognized religions in the country namely, Christianity, Islam, and the African Traditional Religion. In this course, the Bible is our guide and issues will be approached from the Christian perspectives. It is our hope that the course will prepare young people for the arduous task of nation building. Activity 2.1 (Allow 15 minutes) Check the recent headlines of a major newspaper or blog. What does it say about the state of the Nigerian society? What are some principles found in Christian religion, which if adhered to, can curb such a state? Post your response on the Activity forum on the LMS. Summary This module has explained in detail different theories on the origin of religion, focusing on the theory of functionalism. You have learnt about the views of different scholars such as Emily Durkheim and James Freud on the concept and have examined the role of religion in contemporary Nigerian society. 47 GEDS 317: Religion and Social Ethics MODULE 2 SELF- ASSESSMENT QUESTIONS (SAQs) 2.1 Explain the origin and function of religion. [Tests learning outcome 1] 2.2 Describe the way in which religion influences various aspects of society. [Tests learning outcome 2] 2.3 Explain the role religion plays in contemporary Nigerian society and its limitations. [Tests learning outcome 3] References/ Read More Bryan Wilson. Religion in Secular Society, Baltimore: Penguin Books. Emile Durkheim The Elementary Forms of Religious Life. New York, The Free Press. http://egyankosh.ac.in/bitstream/123456789/38634/1/Unit-3.pdf Peter Berger. The Sacred Canopy: Elements of Sociological Theory of Religion, New York: Double day publishers. Glossary Function: this denotes the reasons behind the origin of religion History: this denotes the means by which religion originated Functionalism: a theory of social sciences which later became popular in religious studies, which asserts that every item and activity 48 GEDS 317: Religion and Social Ethics in a system serves specific functions which should be the basis for their explanation in the system 49 GEDS 317: Religion and Social Ethics Module 3 RELIGION AND MORALITY IMAGE SOURCE: https://i.ytimg.com/vi/fdN2EL-WSno/maxresdefault.jpg Introduction This Module introduces to you, the concept of morality. In this module, you will learn about the role religion plays in moral life and the ways in which religion and morality impact the development of human society. This module will also discuss the legitimization of moral/religious norms and the advantages Christian religion has over morality alone. LEARNING OUTCOMES At end of this module, you should be able to: 1. Explain the role of religion in human moral life 2. Identify some moral norms that can be found in Christianity 3. Explain the way in which religion legitimizes moral norms 4. Discuss the reality of moral retribution and God‘s opportunity for restoration 50 GEDS 317: Religion and Social Ethics 3.1 The Role of Religion in Human Moral Life The social dimensions of both religion and morality impact the development of human society, the dignity of its members, and set control over certain human behaviour for the balance of the society. As a matter of fact, everyone desires to live in a society that is characterised by order and peace, where one can live to fulfil one‘s divinely assigned mission. In the realisation of such a dream, religion and morality are considered to be indispensable. According to Obaje, this implies that one can make use of the insights gained from religion and morality ―to provide a genuine basis for a more progressive and holistic development of... (a) society.‖ There are four ways through which the relationship between religion and human moral conduct can be demonstrated. These are identification of moral norms, legitimization of moral norms; reality of moral retribution; and opportunity for restoration. ITQ According to Obaje, a person can make use of the insights gained from religion and morality to ……………. 51 GEDS 317: Religion and Social Ethics ITA According to Obaje, a person can make use of the insights gained from religion and morality ―to provide a genuine basis for a more progressive and holistic development of... (a) society.‖ 3.2 Identification of Moral Norms Religion presents to its adherents an approved moral standard through its teachings, ideal character and moral examples. Example of such moral code in Christianity includes, but is not limited to, the Ten Commandments and the Sermon on the Mount. From such teachings are developed elaborate codes of conduct that serve as guides for the adherents of the religion. Such teachings are not limited to the Christian faith but are also found in many other religious traditions of the world. In such religious teachings, there may not be a clear-cut distinction, in some instances, between moral and religious duties. Such is the condemnation of idolatry as well as murder in the same Decalogue of the Christian faith. There are also situations where mere religious rituals that are devoid of sound moral are condemned (Read Amos 5:21, 24). ITQ Mention two examples of moral codes found in Christianity. 52 GEDS 317: Religion and Social Ethics ITA 1. The Ten Commandments 2. The Sermon on the Mount 3.3 Legitimization of Moral Norms Beyond the identification of moral ideals, religion also plays the role of tracing moral injunctions to God. That is, it identifies the Supreme Being as the one who issues the moral injunction/instructions as his will. Without this special function of religion, moral instruction would have been flouted at will by fallen man as keeping the moral laws could be frustrating to a natural man. By legitimising the moral norms, religion lends credence and authority to such moral requirements. Consequently, one who disobeys them sets himself, not against human, but the divine God. It does place the moral norms beyond human control or manipulation. ITQ How does religion legitimize moral norms? 53 GEDS 317: Religion and Social Ethics ITA Religion legitimizes moral norms as it plays the role of tracing moral injunctions to God. That is, it identifies the Supreme Being as the one who issues the moral injunction/instructions as his will thus lending credence and authority to such moral requirements. 3.4 Reality of Moral Retribution The fact that whatever one is sowing is what one will reap is clearly taught and strongly supported by religion. In the world today, there seems to be no relationship between human behaviour and their experiences in life. For example, a good person may suffer injustice while a wicked person lives and enjoys life. In addition, violence may claim the life of a Godly person but an unrighteous person may experience a quiet and peaceful death. Religion, however, teaches that death is not the final ‗end‘ for man; rather it is followed by judgement. Religion teaches that at judgement, rewards will be commensurate with deeds under the auspices of an impartial Judge of the universe – the Almighty GOD. In religion, we are reminded that heaven is real as well as hell. Religion teaches that at judgement, rewards will be commensurate with deeds under the auspices of an impartial Judge of the universe – the Almighty GOD. 54 GEDS 317: Religion and Social Ethics 3.5 Opportunity for Restoration God requires obedience to the moral law. While the inability of a sinful man to perfectly obey the moral law attracts punishment, religion also presents the means by which his guilt can be taken care of. Christianity, for example, presents God not only as just but also loving. Here, divine justice and love are both expressed in the vicarious death of Christ on the cross of Calvary. Man‘s role is to acknowledge his helpless condition, confess, repent of his sin, and claim by faith the forgiveness through Christ‘s death. Although this divine redemptive process is sometimes abused by man, it stands out as God‘s unique way of demonstrating His love for man. ACTIVITY Read Exodus 20. What are some commandments that are commonly found in the laws of our society? What are the commandments which are not found in the laws of our society? Why do you think such commandments have not been applied into the laws of our society? Post your response on the Activity forum on the LMS. 55 GEDS 317: Religion and Social Ethics Summary In this Module, you have been introduced to the concept of morality and the role religion plays in moral life and the ways in which religion and morality impact the development of human society. The legitimization of moral/religious norms and the advantages that Christian religion has over morality alone has also been examined. MODULE 3 SELF-ASSESSMENT QUESTIONS (SAQs) 3.1 Explain the role of religion in human moral life. [ Tests learning outcome 1] 3.2 Identify two moral norms that can be found in Christianity. [ Tests learning outcome 2] 3.3 Explain the way religion legitimizes moral norms. [Tests learning outcome 3] 3.4 Discuss the reality of moral retribution and God‘s opportunity for restoration. [Tests learning outcome 4 56 GEDS 317: Religion and Social Ethics References/ Read More Adelowo F. Adetunji, Sampson M. Nwaomah (Eds.), 2012. Religion and Society Ilisan, Nigeria: Babcock University Press. White, E.G. March 1988. Patriarchs & Prophets, Arizona: Inspirational Books. White, E.G. 1947. Prophets & Kings, Mountain View, California: Pacific Press Publishing Association. White, E.G. 1952. Education, Mountain View, California: Pacific Press Publishing Association. https://www.birmingham.ac.uk/Documents/college-social sciences/government-society/research/rad/working-papers/wp-42.pdf Glossary Morality: Principles concerning the distinction between right and wrong or good and bad Moral ideals: Codes and principles put forward by a society or group [such as a religion] or accepted by an individual for his/her own behaviour Supreme Being: God, the ruler of all things Religion: The belief in and worship of a superhuman controlling power Legitimization: To make legitimate 57 GEDS 317: Religion and Social Ethics Module 4 SIN, HUMANITY AND THE BIBLE IMAGE SOURCE: https://s3-us-west-2.amazonaws.com/oliosite assets/uploads/imgs/book.jpg Introduction The aim of this module is to educate you on the role religion plays in human choice with regards to sin. In this module, you will learn about the categories of sin and the authority of the Bible. The reasons for ignorance about biblical teachings will be examined and you will be informed of principles to be used as guides when seeking to understand disputed moral issues and biblical teachings. 58 GEDS 317: Religion and Social Ethics LEARNING OUTCOMES At end of this module, you should be able to: 1. Identify the categories of sin 2. Understand the authority of the Bible 3. State guiding principles in form of questions that guide in making choices on disputed moral issues 4. Identify popular sins found in the society 5. Use certain Biblical characters as role models in life 4.1 Categories of Sin Most of human problems are directly or indirectly linked with attacks from real and perceived enemies. This is more so among the people of Africa where the ideas about witches, wizards, and other agents of evil are popular. Although sinful activities are very popular, sin as a word, is very unpopular. The issue of sin is lightly thought of by those who really engage in sinful activities but it is regarded as the worst virus that has ever infected human race. In the light of this, sin is a popular theme in the Bible where its true nature, origin, and effects are revealed. In this vein, Mcquikin says that sin is a moral wrong that has to do with the moral condition and behaviour of man in relation to the character of the righteous God and his will for man who was created in his moral image. The Bible presents sin as the transgression of the law, not human law but divine law. It can be, and mostly, done intentionally. As an act directed against God, it affects 59 GEDS 317: Religion and Social Ethics human-divine relationship and consequently has bearing on the human horizontal relationship with his fellow human. Even when the wrong is committed against a fellow human being, it is considered as ultimately being against God himself. (Read Rom. 7:7; Jam. 4:17; Gen. 39:9; Ps.51:4; 1 Thess. 4:8). ITQ What does Mcquikin say about sin? ITA Mcquikin states that sin is a moral wrong that has to do with the moral condition and behaviour of man in relation to the character of righteous God and his will for man who was created in his moral image. From another angle, the Bible also presents sin in a way that connotes missing the point or the mark. By implication, to sin is to miss the mark or the standard set by God. As a singular term, sin portrays a state of alienation from God. The Bible teaches that though created sinless, man {Adam} by choice became sinful and thus the propensity to sin became part of human nature (see Romans 5:12). This implies that though man commits sin because he has a sinful nature, it is by committing sin that he becomes a sinner. So, to attribute human immoral behaviour to the 60 GEDS 317: Religion and Social Ethics environment or another person may be alien to the biblical teaching. The heart which serves as the centre of emotion is sinful. Apart from what we do – committing sinful acts, sin can also take the form of what one refuses to do –omission. (Read Eph. 2:3; Ezek. 18; Rom. 2:14; Acts 10:31; Heb. 3:12; Jer. 17:9; Rom. 1-8; Matt. 15:18, 19; Jam. 4:17; Rom. 14:23; Phil. 3:6). During the Medieval period, the church identified seven sins that are considered deadly namely: pride, covetousness, lust, anger, gluttony, envy, and sloth. It should however, be noted that the Bible does not give a comprehensive list of sin. However, Carl F. H. Henry presents the following perspective of sin: ITQ Mention the seven deadly sins identified by the church during the medieval period. ITA During the Medieval period, the church identified seven sins that are considered deadly. They are: pride, covetousness, lust, anger, gluttony, envy, and laziness. The Apostle Paul presents eight lists of vices (Rom. 1:29ff; 1 Cor. 5:11; 6:9; 2 Cor. 12:20; Gal. 5:19ff; Eph. 4:31; 5:3; and col. 3:5ff.). 61 GEDS 317: Religion and Social Ethics Lindsay Dewar has noted that the sin of fornication holds prominent place in five of the lists, appearing first on numerous occasions. Sexual sin includes fornication, adultery, uncleanness, lasciviousness, and effeminateness. Second in prominence is the sin of covetousness, or greed. ―Idolatry‖ in the Colossians passage probably refers to this sin. Extortion may be considered as an extension of it. The unusual evil caused by this sin is suggested by its appearance in five of the lists.... Also conspicuous is the sin of bad temper, sometimes designated as wrath. Its appearance in four of the lists suggests the devastating effects upon the soul of uncontrolled outbursts of violence. Related to this evil are anger, passion, bitterness, railing, blaspheming, malice, and murder. Paul‘s lists also include the sins of the tongue, such as reviling, whispering, backbiting, insolence, boasting, shameful speaking, filthiness, foolish talking, jesting, clamour, and deceit. There are sins of quarrelling, such as strife, jealousy, factions, heresies, swellings, and tumults.... Of these sins Paul listed, it is noteworthy that Jesus also condemned fornication, lasciviousness, railing, clamour, and deceit.‖ The Bible also presents another cluster of sins out of which some other sins emanate. They can be seen as the perversion of the good desires that God created in human beings. The three categories are mentioned in 1 John 2:16 as: lust of the flesh, the lust of the eyes, and the pride of life. It has also been observed that each of human temptations (or sins if yielded to), belongs to one or the other of these 62 GEDS 317: Religion and Social Ethics three categories. Compare these divisions with the three observations made by Eve in Eden about the forbidden fruit (Gen. 3:6) and the three areas of Jesus‘ temptation in the wilderness (Matt. 4:1-11). Can these shed some light on why Christ was called the second Adam, the one who was tempted in ALL areas but without sin? (Heb.4:15) ITQ The three categories of sin mentioned in 1 John 2:16 are ……….., …………….. and ………………… ITA The three categories of sin mentioned in 1 John 2:16 are the lust of the flesh, the lust of the eyes, and the pride of life. 4.2 The Bible and Human Moral Choices The Bible is the standard for a Christian life. In spite of this, Christians differ in action and opinions on several issues where there are no clear-cut biblical teachings. This is because human understanding and practical applications of the word of God on such issues are subjective. Such differences arise from the following: 63 GEDS 317: Religion and Social Ethics The Bible is the standard for a Christian life. 4.3 Authority of the Bible For believers in Christ, the revealed will of God as contained in the Bible, is the final authority. However, to the members of society who are not Christian, scriptural teachings that are not in congruent with personal judgment, cultural and societal norms are disregarded. There also exist those who though they accept the authority of the Bible but may find obedience on a particular subject difficult. The moral requirement on such subjects may be considered legitimate but disobeyed on the ground of human weakness and inability to ―perfectly‖ keep the law of God. Yet another category here represents those who regard a particular biblical teaching offensive. Such are disregarded on the basis that it was rooted in the culture of the original recipients of the message but might have different application today. The issue of applicability on such issues may result into moral conflict as each interpreter constitutes an authority. ITQ For Christians, ……… is the final authority. 64 GEDS 317: Religion and Social Ethics ITA For Christians, The Bible is the final authority 4.4 Ignorance Moral conflict may also arise from the fact that some people are ignorant of what the Bible teaches on a particular subject. This problem may be connected with lack of deep knowledge of the scriptures, religious dogma or tradition that had led to a stereotypical attitude toward the Bible. 4.5 Disputed Meaning Moral conflict may also arise among individuals with ―sound‖ knowledge of the scriptures on issues that are clearly or directly commanded in the Bible. In matters like these, people with opposing views are always at variance with each other. In the light of this, Paul under inspiration cautions us in the books of Romans chapter 14 and II Corinthians chapters 8 and 10 to accept with love, people with whom we differ. It should be noted that accepting the people who are of different opinion is one thing, resolving the issue itself poses another challenge. In such situations, the following attitudes should be considered. The goal of a Christian as a worthy ambassador for Christ in a society is to please God and settle for the best. This is why his choice of 65 GEDS 317: Religion and Social Ethics interpretation will not be for personal preference rather on thorough understanding of God‘s word and a life goal that is focused on godliness. It should be noted that not all acclaimed theologians are equally devoted in their desires to please God and God alone. With the desire to please God alone, it will then be necessary to discover through a careful study of the Bible principles for a guide on a particular issue. For example, the principle of purity (in thoughts and deeds) would help a Christian to refrain from selling or using pornographic materials. Though ―Freedom of the Press‖ gives such an engagement legal backing in the society, it remains sinful before God based on the above biblical principle. ITQ The principle of ………………… can help a Christian to refrain from selling or using pornographic materials. ITA The principle of purity (in thoughts and deeds) can help a Christian to refrain from selling or using pornographic materials. 66 GEDS 317: Religion and Social Ethics 4.6 Guiding Principles for Disputed Moral Issues in our Society In a general sense, an author has provided guiding principles in form of questions to guide in making choices on disputed moral issues. These include: 1. Does it bring glory to the name of God? - 1 Cor. 10:31 and Rom. 14:6-8. 2. Can I do it in the name of Jesus and thank God for it? - Col. 3:17 3. If Jesus were to be in my position, what would he do? – Ps. 139:7; Gal. 2:20; 1 Pet. 2:21. 4. Is it compatible with the indwelling of the Holy Spirit? – 1 Cor. 6:19-20 and Eph. 4:30. 5. Is it based on faith and strong conviction? – Rom. 14:23; 1 John 3:21. 6. Does it have positive impact? – Rom. 14:19 and 1 Cor. 14:26. 7. Does it reflect my love for the world and its values? – 1 John 2:15. 8. Does it involve my union with unbeliever? – 2 Cor. 6:14. 9. Does it have the possibility of leading me to bondage or addiction? – 1Corr. 10:23. 10. Is my motive pride or love? – 1 Cor. 8:1-2. 11. Is my decision firmly rooted in godliness/godly mind-set? – Phil. 4:8 and Rom.12:1-2. 67 GEDS 317: Religion and Social Ethics 12. How does the church regard it? Acts 15:28 and 1 Cor. 11:16. 13. How would I feel if Jesus comes while engaging in this? 1 John 2:28 and 3:2-3 Asking questions like these can guide our decisions with regard to disputable moral issues. ITQ Mention 5 guiding principles in the form of questions that guide in making choices on disputed moral issues. ITA 1. Does it bring glory to the name of God? - 1 Cor. 10:31 and Rom. 14:6- 8. 2. Can I do it in the name of Jesus and thank God for it? - Col. 3:17 3. If Jesus were to be in my position, what would he do? – Ps. 139:7; Gal.2:20; 1 Pet. 2:21. 4. Is it compatible with the indwelling of the Holy Spirit? – 1 Cor. 6:19-20 and Eph. 4:30. 5. Is it based on faith and strong conviction? – Rom. 14:23; 1 John 3:21 68 GEDS 317: Religion and Social Ethics 4.7 The Bible and Popular Sins in our Society 1. Fornication and Adultery –Gen. 39:7-9; Ex. 20:14; Matt. 5:28; Rom. 2:22; I Cor. 5:1,2; 6:13; I Thess. 4:3; James 2:11; etc. 2. Killing – Ex. 20:13; Matt. 5:21, 22; etc. 3. Bribery and Corruption - Ex. 23:8; I Sam. 8: 1-5 cf. 12:1-4; Ps. 26:9-11; Isa. 33:15,16; I Tim. 6:6-11; etc. 4. Lying – Num. 23:19; Isa. 63:8; Col. 3:9, 10; Tit. 1:2; 5. Religious Hypocrisy – Jer. 5:30, 31; 14:14-16; Matt. 7:15-20; The Bible and Worthy Examples for our Society 1. Self-control and chastity (Joseph) – Gen. 39 2. Faithful friends–(David and Jonathan) - 1 Sam. 20 3. Selfless leadership and Nation building (Nehemiah) – Neh. 2:1- 6:19 4. Standing for what is right and godly (the Hebrew boys) – Dan. 3. 5. Courage and trust in God in difficult times (David) – 1 Sam.17: 12- 58. 69 GEDS 317: Religion and Social Ethics ACTIVITY 4.1 (Allow 10 minutes) Reflect. What moral conflict are you experiencing personally? Use the Bible‘s principles to resolve your moral conflict. Post your answers on the Activity forum on the LMS. Summary In this module, you have been taught about the role religion plays in human choice with regards to sin. We discussed the categories of sin and the authority of the Bible. The reasons for ignorance of Biblical teachings was also examined and you have learnt principles to be used as guides when seeking to understand disputed moral issues and Biblical teachings. 70 GEDS 317: Religion and Social Ethics MODULE 4 SELF ASSESSMENT QUESTIONS (SAQs) 4.1 Identify the categories of sin. [Tests learning outcome 1] 4.2 Discuss the authority of the Bible. [Tests learning outcome 2] 4.3 State 7 guiding principles in form of questions that guide in making choices on disputed moral issues. [Tests learning outcome 3] 4.4 Identify 5 popular sins found in the society. [Tests learning outcome 4] 4.5 Mention 3 Biblical characters you can use as role models in life. [Tests learning outcome 5] 71 GEDS 317: Religion and Social Ethics References/ Read More Adelowo F. Adetunji, Sampson M. Nwaomah (Eds.), 2012. Religion and Society Ilisan, Nigeria: Babcock University Press Bryan Wilson. Religion in Secular Society, Baltimore: Penguin Books. John Stott,.The Contemporary Christian Leicester; Inter Varsity Press The Holy Bible https://bible.org/assets/ttp/hum_notebook_nov2005.pdf Glossary Sin: an immoral act considered to be a transgression again divine law. Bible: the Christian scriptures, consisting of the Old and New Testaments. Divine Law: the eternal law, God‘s law Immoral: of unseemly behaviour Medieval period: the Middle Ages, the period in European history between the fall of Rome in 476 CE and the beginning of the Renaissance in the 14th century. 72 GEDS 317: Religion and Social Ethics Module 5 RELIGION AND FAMILY LIFE IMAGE SOURCE: http://mgaleaclass.weebly.com/uploads/1/1/2/0/112040615/church- family_orig.gif Introduction The objective of this module is to explain the Biblical foundation of marriage. In this module, you will learn about the various meanings of the word ‗family‘ as it has been defined throughout history. The origin of marriage and the effect of sin on marriage in our society will also be explained. LEARNING OUTCOMES At end of this module, you should be able to: 1. Discuss what the word ‗family‘ has meant throughout history 2. Describe the effect of sin on marriage in society 3. Explain the Biblical foundation of marriage 73 GEDS 317: Religion and Social Ethics 5.1 What is Family? For many persons, religion profoundly influences both personal and family life. In order to understand the influence of religious practices at the family level, it is first necessary to convey the importance of the individual-to-God connection. People connect to God through prayer. It could be public prayer, private prayer, or family prayer. Religion influences marriages, families and parenting. There is also a correlation between shared religious beliefs and families. For instance, complete trust in God seems to lead to marital bonding as couples tend to, in the Christian faith, reject divorce as a way settling marital challenges. The word "family", from Latin, famulus‒domestic slave, originally referred to a group of slaves belonging to one man, then, by extension, to all persons ruled by one man or descended from one man, and finally to all persons living together in a man's household, such as servants, wives, children, parents, grandparents, other close and distant relatives, friends, and permanent guests. These various meanings were still very much alive in medieval English. Indeed, well through the Renaissance the word "family" was used to mean either a body of servants, or the retinue of a nobleman, or a group of people related by blood, or a group of people living together. It was not until the 17th and 18th centuries that the last two of these meanings were combined *to describe a new social phenomenon: a small number of close relatives who lived by themselves under the 74 GEDS 317: Religion and Social Ethics same roof and who were also emotionally close to each other. By the early 19th century, this usage had virtually replaced the others, and since then family has referred mostly to an intimate domestic group of parents and their children. ITQs 1. The word ‗family‘ is from the Latin word ………. 2. It was not until the …..... and …… centuries that the last two meanings of the word family were combined to describe a new social phenomenon: a small number of close relatives who lived by themselves under the same roof and who were also emotionally close to each other. ITAs 1. The word "family", from Latin word, famulus. 2. It was not until the 17th and 18th centuries that the last two meanings of the word ‗family‘ were combined to describe a new social phenomenon: a small number of close relatives who lived by themselves under the same roof and who were also emotionally close to each other. 5.2 Biblical Foundation for Marriage and Family (Source: Ministerial Association, General Conference of Seventh-day Adventists: Seventh-day Adventist Believe: A Biblical Exposition of Fundamental Doctrines (Boise ID. PPPA, 2005. Pp. 329-334) 75 GEDS 317: Religion and Social Ethics Origin of Marriage Marriage is a divine institution established by God Himself before the entrance of sin, when everything, including marriage, was ―very good‖ (Gen. 1:31). ―Therefore shall a man leave his father and his mother, and shall cleave unto his wife: and they shall be one flesh‖ (Gen. 2:24). ―God celebrated the first marriage. Thus, the institution was originated by the Creator of the universe. ‗Marriage is honourable‘; it was one of the first gifts of God to man, and it is one of the two institutions that, after the fall, Adam brought with him beyond the gates of Paradise.‖ Oneness of Marriage God intended the marriage of Adam and Eve to be the pattern for all future marriages, and Christ endorsed this original concept, saying: ―Have ye not read that he which made them at the beginning made them male and female, and said, For this cause shall a man l

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