P3C

Philosophy through Catechism P3C Martin Clephane

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2

Foreword P3C

Catholic education is under increasing scrutiny and pressure: revelations of

abuse by the church, the rise of militant atheism and an increasing secularism

make being a witness to one’s faith increasingly more challenging. We must

therefore consider how we prepare the children brought up in the Catholic

faith to meet an increasingly hostile environment.

Through the use of Philosophy for Children (P4C) we can develop reasoning

skills to develop apologetics in the classroom. P4C is based around the 4 Cs:

caring, collaborative, creative and critical thinking skills. In our RE lessons we

are adept at being caring and collaborative but there is a definite need to be

more creative and critical if we are to engage the children meaningfully in

addressing the ‘Big Questions’ of life.

When delivering our RE curriculum we must also make the distinction

between education and faith development. In faith schools we are charged to

catechise and make the doctrine of the church meaningful to its children.

Using this scheme we can move from philosophy to catechesis; what I call

P2C. In this book we move beyond the three units covered in P2C, to engage

in more catechesis through philosophy or P3C. References to sections in

YOUCAT are also included to give the Church’s view.

The discussion statements in this scheme are designed to give agree/ disagree

answers; from this, a gauge can be created to assess where children are in

their faith. At times children will respond that they agree and disagree; this

may give an indication of the impact of relativism.

Reasoning can deepen and support one’s faith but it does not give one faith;

that is a very different experience. The gauge can help us assess the impact of

a child’s age or background on their belief system.

Faith experience must always be kept as a priority in the school and the gauge

can also be an indicator of how effective these experiences are.


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Contents:

2 Foreword

5 Rationale / Quotes

6 3 Big Questions

7 Scheme Overview

8 What is faith?

9 What is faith? Introduction

10 What is faith? Lesson Plan

11 Worksheet 1 Faith is a good thing.

12-16 What is faith? PowerPoint

17 Being a Catholic

18 The Junk Shop

19 Why am I here?

20 Why am I here? Introduction

21 Why am I here? Lesson plan

22 Worksheet 2 I have a destiny

23-28 Why am I here? PowerPoint


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Contents:

29 A grain of sand in a sea of nothing

30 The power of love

31 Who is Jesus?

32 Who is Jesus? Introduction

33 Who is Jesus? Lesson plan

34 Worksheet 3 The coming of Jesus is a good thing

35 Worksheet 4 Jesus is the Son of God

36- 43 Who is Jesus? PowerPoint

44 Meeting Jesus

45 The King’s Armour

46 Children’s responses to the project

47 Further Questions introduction

48 10 Big Questions

49 Glossary

50 AT2: Learning from Religion: Reflection on Meaning

51-55 How the scheme compliments the RECD


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Rationale:

To develop the skill of apologetics, making children

more resilient in their faith and gather some data to

use as a gauge of where the children are in their

faith development.

Quotes:

There are no facts, only interpretations.

Friedrich Nietzsche

Knowledge is something that is open to challenge.

Robin Alexander

To believe with certainty we must begin with doubting.

Stanislaus, King of Poland

I think courageous and open-minded critical enquiry lies at the

heart of deepening one’s faith, and P4C offers a marvellous vehicle

for that.

Will Ord

37 Everyone on the side of truth listens to me."

38"What is truth?" Pilate asked.

John18:37-38


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The three big questions covered in this

scheme are:

This is put in the form of a

cycle as it is hoped that

children will consider what

faith is and why people have

it; in the first unit ‘What is

Faith?’

Then we look at our own

existence and what it means

to be human in ‘Why am I

Here?’.

Through the reflections on

faith and human existence

we then look at Christian faith through its assertion that God became

human, and how we might encounter Christ through faith in ‘Who is

Jesus?’

This cycle follows on from

the P2C cycle.


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Scheme Overview

Each unit is designed to take at least 2 hours, however open ended enquiry can lead in all

sorts of interesting directions. The units can also be split in half if needs be; the first part

focused on enquiry and hermeneutics, the second on data collection; again this is just a

suggested model.

Unit Intro and

warm up

Oral

response

Written

response

Hermeneutics

Written

response

Data

Break Plenary Time for

whole

session

What

is

faith?

Outline

project and

the

purpose of

this unit,

share faith

definitions

and do

activity

around the

words.

Children can

add more

examples to

the list.

Focus on

positive and

negative

aspects,

relate to

other world

faiths.

Share story of

‘Being a

Catholic / The

Junk Shop’

Children

annotate texts

and share their

interpretation;

challenge or

support them.

Children

write

response to

the

statement:

‘Faith is a

good thing’

During this

time data

can be

collated to

give a

percentage

Data

shared

along with

chosen

responses

from either

side of

debate

at least 2

hours

Share

Catechism

view at a

separate

time.

Youcat 25

Why

am I

here?

Reflect on

previous

learning:

What is

faith? And

P2C unit

Who am I?

We then

discuss

whether

there is a

purpose to

life or

destiny.

Share

positive and

negative

definitions

for God and

Science and

begin

enquiry.

Share story of

‘A Grain of

Sand in a Sea

of nothing’ and

‘The Power of

Love’

Children

annotate texts

and share.

Children

write

response to

the

statement:

‘I have a

destiny.’

During this

time data

can be

collated to

give a

percentage

Data

shared

along with

chosen

responses

from either

side of

debate

at least 2

hours

Share

Catechism

view at a

separate

time.

Youcat 75

Who

is

Jesus?

Reflect on

previous

learning:’

Who is

God?’ from

P2C

Warm up:

‘Love

Songs’

Share ‘Who

is Jesus?’

Power

Point, and

lead P4C

enquiry into

what is the

best

definition

for Him.

Share story of

‘Meeting Jesus’

and ‘The

Knight’s

Armour’

Children

annotate texts

and share.

Children

write

response to

the

statements:

‘The coming

of Jesus

was a good

thing’ and

‘Jesus is the

Son of God’

During this

time data

can be

collated to

give a

percentage

Data

shared

along with

chosen

responses

from either

side of

debate

at least 2

hours

Share

Catechism

view at a

separate

time.

Youcat 279


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9

What is faith?

In this unit the purpose is to get children enquiring about what having faith

means; in terms of the individual person’s experience but also what impact

faith can have from a social /global perspective.

It looks at the things that faiths share and focuses particularly on how faith is

part of our identity, which can lead us to question if that is all it is, or is too

much made of religious identity as it creates divisions between different

communities. It also looks at what a gift faith can be and how it can be a

positive experience for people.

The story of ‘Being a Catholic’ plays with the idea of religious identity. If we

replace the word English with Catholic it illustrates how someone can also

have a religious identity as well as a national one. It helps us reflect on the

problems with extremism both nationalist and religious, and how at times

these can be blurred together.

The story of ‘The Junk Shop’ gives the analogy of faith being a precious

treasure but also something that may present many challenges and even

burdens.

Discussing why people have faith in something they can’t prove, takes us

back to the ‘What is Truth?’ unit in P2C.


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What is faith?

Objective : To gauge children’s perspective on how they view faith and if they

feel a connection to their own.

Introduction to project: What is faith? Why am I here? Who is Jesus? and how

they follow on from P2C themes. This links to What is truth?

Explain vocabulary: Philosophy, Theology, and Apologetics.

Warm up: Reflect on P2C unit ‘What is Truth?’ and how we often believe

things we can’t prove. Discuss if faith is like that or are there things we could

prove?

The children then discuss the different ways of answering the question ‘What

is faith?’

Activity to generate enquiry: Use the 30 word list and share them between

children, working in groups they discuss what the word means in terms of faith

ie books (Bible, Missal, Catechism) or comfort (believing in the power of

prayer, life after death, guardian angels).

Dependent on previous learning the activity could be divided into different

religions ie Islam, books (Quran) or comfort (idea of heaven).

Look at the negative versus the positive statements and engage discussion. Ask

if there are any other words they would like to add ie guilt or sexuality

Share the story ‘Being a Catholic / The Junk Shop.’ Children work in groups to

annotate the stories and discuss their meanings; they then feedback. Children

are invited to support the themes of the story or indeed challenge them.

Children complete questionnaire:

‘Faith is a good thing.’

Giving a reason for their answer agree or disagree.

Children have a break and answers analysed.

Particular response picked up or further questions created.


11

Big Questions

Faith is a good thing.

agree disagree

What arguments are there to support this?

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What is faith? PowerPoint Presentation

Show how this unit fits in

with the whole scheme and

how one progresses to

another.

Show that this has lead us to

a further cycle and how they

are linked.

Don’t shy away from using

the correct vocabulary.


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This relates back to the P2C

unit. ‘What is Truth?’

Discuss how religious faith

relates to this concept.

This section begins to unpick

features of religion and can

work equally well with all

religions; Christianity to Jedi.

There are 30 words in total

so they can be shared into

groups easily; one per child.


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The activity can be extended

by different groups focusing

on different religions. On

this slide some words are

negative features.

Suggestions are taken but

can also be challenged. More

negative aspects could also

be introduced to the debate.


15


In this case it is England it

would work equally well

with another nationality to

make the point.

This story focuses on the

idea of religious identity and

tolerance of difference. It

works equally well with

another religion i.e. Islam.

Image of Crusader and

Bloody Sunday illustrate

when the English have been

involved in morally dubious

conflicts. This may be a

debate in itself.


16


This image is of an English

Defence League march,

against Sharia law; again it

may be an instigator for

debate around racism.

The images of the Beatles,

James Bond and Sir Winston

Churchill; show Englishness

in a positive light.

The word English is

transposed with Catholic;

this could be Welsh to

Muslim or Scottish to Jewish.


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Being a Catholic An Englishman asked his friend why he was a Catholic, this was his response: Well you are English, you have always been English; your parents were both English. Your children are English and are being brought up in a traditional English way; as were you. You

have many English friends but you have friends from other backgrounds too, and it isn’t the

fact that they are English that you chose them as friends; although having common ground can be helpful.

On the other hand you aren’t always happy with everything that

has been done by the English or in the name of the English, some

of which have been terrible. You haven’t always agreed with the

English people who have been put in charge of the English; there are countless things you would love to change about the way

things are run for English people. You aren’t always happy with the

behaviour or attitude of some English people, there are actually certain things that sometimes make you a little ashamed to be English. Yet despite all this, you love being English

and there are so many things to be celebrated and shared about being English, you could never imagine being anything other than English, because you know that the English are on the whole an amazing bunch of people, the English have given so much to our world, and strive to make the world a better place. English is your identity and it defines who you are. Now my friend, take the word English and replace it with Catholic. That is what it is like. Replace English for any other nationality and Catholic for any religion and it has the same effect.


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The Junk Shop This story can be used as an analogy for faith being precious.

Imagine you had been looking for something your whole life, a priceless treasure that

had eluded you your whole life you had scoured the earth

for it but to no avail.

Then one day in a far off dusky city you

venture down a seedy back street and happen

upon a junk shop. It is full of dusty worthless

rubbish made of rusted metal and worm ridden

wood; chipped, battered, unwanted and

covered in cobwebs.

Then something catches your eye, a

sparkle amidst the gloom an object buried deep

beneath the pile of junk, you desperately pull old

and battered objects to the side until you free it from

where it has been lurking for goodness knows how long. You

cup it in your trembling hands and gently blow away the years of dust that cover it, and

there it is, regaining the shine that had captivated men for centuries the most precious thing

you could imagine, your heart’s desire.

In trepidation and excitement you go to the owner and ask him if you can buy it,

hoping above hopes that he is unaware of the treasure’s true value and that your meagre

funds can secure the purchase.

He first eyes the treasure then you; up and down, before staring into your eyes, he

clearly knows the value you place on the piece from the way your breathing has grown faster

and the sweat on your palms as you hold it out in front of him.

After what seems like an eternity he breaks your heart and says, ‘It’s not for sale.’ You

feel sick and desperate but before you can draw breath to argue he continues, 'However…

you can have it for nothing…’ your heart skips and your eyes widen with delight, could it be

true that you could have your heart’s desire for nothing; given as a gift? But the man carries

on, ‘…on one condition.’ You are suspicious but would be willing to accept lots of conditions

to gain the prize you so long for.

‘What is the condition?’ you ask; both nervous and excited.

‘You can have the treasure only if you agree to take all the

other things that you don’t like. All this stuff that you don’t see

any value for, all this stuff that seemed to be important to

people a long time ago but has no value to modern society;

things that were common place and part of people’s

everyday lives but are now cast on the rubbish heap. To

secure your desire and happiness I want you to accept this

burden, this is the only price I ask you to pay.’


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.


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Why am I here?

In this unit the purpose is to engage the children in an enquiry about

existence and their place in it. We look at the themes of destiny and wonder if

there is a plan or design in creation and if not what that means for us. We

look at the debate between religion and science in creation, and reflect on the

idea that love plays such a strong part in our sense of meaning.

In the story ‘A Grain of Sand in a Sea of Nothing’ the scientific explanation for

creation, the ‘Big Bang Theory’ is portrayed as a traditional creation story. This

can be interpreted in different ways, some may accept it as a rejection of God,

some may see it as an offence to God and others may see it as an affirmation

of God’s work. Facilitating these different arguments through enquiry will

deepen the children’s thinking, and may cast new light on their views of

Genesis or religion in general.

The story ‘The Power of Love’ uses the analogy of the parent to open

discussion around our relationship with our own parents and God; not always

understanding the reasoning behind their actions but coming to an

appreciation that they are based on love. One must bear in mind that not all

children have this model of parent and their own personal experience will

play a part in their interpretation and engagement in this story.

This unit would links to P2C unit Who am I?


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Why am I here?

Objective: To gauge children’s perspective on how they view their own

existence.

Explain vocabulary: Philosophy, Theology, and Apologetics.

Reflect on previous learning: What is faith? And P2C unit Who am I? We then

discuss whether there is a purpose, design or destiny and can we affect that?

X-Factor God from P2C might be a good example of design with free choice.

Enquiry: God v Science looking at the positives and negatives of either God

being in charge or Biology. The discussion can be open or you can use the

suggestions in the power point lists. Children can vote for positives or

negatives, then for God or Science.

Share the story ‘A Grain of Sand in a Sea of Nothing’ It is told like a traditional

creation story but is an account of the scientific view; ‘The Big Bang Theory’.

Children can consider if this does away with God as a creator, or does it

enhance it? Is it as far-fetched as other creation stories (Genesis)? How do we

feel about the story at different points; at the beginning of time then when it

talks about humanity?

Share the Story ‘The power of love’. Children can consider the purpose of life

stemming from love. How does this relate to their own experience and

relationship with their own parents? How does it relate to our relationship

with God?

Children complete questionnaire:

‘I have a destiny.’

giving a reason for their answer true or false.

Children have a break and answers analysed.

Particular response picked up or further questions created.


22

Big Questions

I have a destiny.

agree disagree

What arguments are there to support this?

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Why am I here? PowerPoint Presentation

Relate to the previous unit

and the P2C unit ‘Who am I?’

Here we look at the control

we have over our existence.

We now look at the idea of

control or freedom of choice

in a God v Religion enquiry


24


A list of positive and

negative statements are

given from the point of view

of God being in control.

A list of positive and

negative statements are

given from the point of view

of biology being in control.

This challenges us to think

about faith being purely

religious or not, it also looks

at the idea of science

replacing religion.


25


A story which depicts

scientific explanation of

creation in the style of a

traditional creation story.

In the beginning there was

nothing is a reference to

Genesis.

Grain of sand represents the

universe before the

singularity, when all matter

was condensed.


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The singularity or Big Bang.

The particles of matter are

shown to start to gather

together

This diagram is a

representation of the

expansion of the universe

since the singularity over

13.8 billion years.


27


They form larger objects.

Children may make the link

to planets already.

…eventually worlds

The evolution of life can be

compared with the Genesis

description, in the order of

evolution…


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…humans being created last.

The greatness of human

achievement is difficult to

explain in evolutionary

terms.

This creation story differs

from religious ones as it

offers no suggestion of after

life, and returns into

darkness.


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A Grain of Sand in a Sea of

Nothing I once met a wise old man in a faraway place some years ago. He told me the most amazing creation story I had ever heard. He said: In the beginning there was nothing; a huge lifeless, timeless, space-less sea of absolute nothingness. But amidst the sea of nothing came into existence a tiny grain of sand; miniscule in size and with little purpose or significance, until the most amazing thing happened. In an event never to be repeated or matched again, a singularity occurred. The grain of sand exploded; an explosion of such magnitude and power, such light and energy, such awe and wonder that its impact is still to be felt 13.8 billion years later. This was no ordinary grain of sand, from within its unassuming and diminutive frame came

something incredible; that something was in fact …everything. All matter, all energy, all

space and even time were born from the exploding speck. The power of the explosion sent the time, the space and the matter swirling, spiralling rippling outward across the sea of nothing turning it into something, turning into a sea of everything; a sea we now call the universe. The matter, after spinning around, was drawn together in greater masses to form larger bodies eventually worlds; water, ice, rock and

flame and most amazingly…life.

Every creature, from amoeba to blue whale, came from the heart of the tiny grain; every child, boy and girl of every colour and every nation, came from it too, being born, growing, learning, loving, struggling and dying. Every human life, every human emotion, every human thought, dream and achievement were born in the explosion from the single spec in the sea of nothing: Shakespeare, Michelangelo, Jesus and Hitler, every life and achievement, every

baby’s cry and every mother’s kiss; all time and space and everything, it all came from the

grain of sand in the sea of nothing.

I then asked him, “What happens to us when we die?” He replied, “Why then we return to where we came from.” “To a grain of sand?” I asked; perplexed. “No not to a grain of sand.” he replied. “Then to what?” I questioned further.

He paused for a second before answering, “…to nothing.”

With that he turned and left… I never saw him again.


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The power of Love When we are children we rely on our parents; they feed us, clean us, clothe us and protect us. They teach us amazing skills like how to walk and talk; something I always took for granted. As I got older and grew in independence I began to find my parents a bit of a nuisance; they

didn’t understand what was important to me. They curbed my freedom and were always

telling me what not to do. I had to live by their rules and ideals even though I was quickly developing my own. At last, when I was finally old enough, I moved out and got my own place, I was finally free; independent to walk my own path and make my own decisions without worrying about being judged. I fell in love more than once but then I met someone special; the one who I wanted to spend the rest of my life with. My parents were a bit wary about me rushing into things; yet again they were standing in judgement over me and my decisions, but I was a strong independent person now and I had made up my mind and followed my heart. We decided to get married and yet again my parents were there commenting and bossing me around. It was supposed to be MY big day but they made so many demands that it caused a lot of rows. Well the big day came and went and we all got on for a change. Now I was a member of two families, now I had two sets of parents to judge me or criticise my decisions. In no time at all it seemed we were starting a family of our own. Soon it would be my turn to be the parent; I would have the responsibility and make the decisions for my family. And so it transpired that I had a baby girl. The most beautiful thing I had ever seen, it was amazing that of all the billions of babies that had been born that mine was clearly the best and most wonderful. My feelings for her were completely overwhelming, I had just never felt anything so powerful, it consumed my whole person, body and soul; then it hit me, an incredible revelation, the feeling I was feeling now for the first time was the feeling my parents have had my whole life. Their judgements, rules and criticism

weren’t because they wanted to hurt me,

no, now I understood, it was this amazing power that guides and protects us and those we hold dear. The power of love.


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32

Who Is Jesus?

In this unit the purpose is to get children enquiring about the nature of Jesus

Christ; how we perceive him and how we may encounter him as Christians.

The difficulties of understanding Jesus as part of the Trinity and Son of God

are also looked into. The story ‘Meeting Jesus’ is based on a real life event and

considers the possibility that we are meeting Jesus in our daily lives. But

before we get to that we explore the many different faces of Jesus in the

Gospels: from baby to rebel, from carpenter to superhero. We can find

examples of Jesus in many forms in scripture; which one relates to us can be

useful in our relationship with Him.

The story ‘The King’s Armour’ is an analogy for God becoming Jesus. For the

King to interact with the people, he has to become one of them, and as a

result suffers at the hands of those who won’t accept him. This illustrates the

Gospels assertion that God became human to interact with us; ‘Word made

flesh’ (John 1:14)

There are two questionnaires for this unit; ‘The coming of Jesus was a good

thing’, and ‘Jesus is the Son of God’, children agree or disagree and explain

why. This can give an indication of their standpoint of faith at this time in their

lives.

This unit links to the P2C unit ‘Who is God?’?


33

Who is Jesus?

Objective: To gauge children’s perspective on how they view the nature of

Jesus.

Explain vocabulary: Philosophy, Theology, Apologetics, Deism, Theism

Reflect on previous learning: ‘Who is God?’ from P2C is a good place to start

Warm up: ‘Love Song’ Children discuss the meaning of song titles ‘All you need

is Love’ and ‘Love is a wonderful colour’. This opens the children to ‘love’

being a concept as well as a thing; or a strange force that seems to pervade

life.

Show power-point: Children look at lots of slides with Jesus depicted as

different characters from the Gospel: baby, worker or king. Children can

respond to how or why Jesus is like these characters.

The Name Game: from a list of 200 names for Jesus, children choose one or

two that stand out as ones they particularly like. This will lead them to thinking

about Jesus as different characters.

Share the story ‘Meeting Jesus.’ Children annotate the hand out of this story

which tells of someone meeting Jesus in the face of a homeless old man. Sister

Helen Prejean is a good example of this kind of meeting. Share the story ‘The

King’s Armour’. Discuss how this analogy works for Jesus being the Son of God

or Word made flesh.

Children complete worksheet: ‘The coming of Jesus is a good thing.’ And ‘Jesus

is the Son of God’ giving a reason for their answer; agree or disagree.

Children have a break and answers analysed. Particular response picked up

or further questions created.

Summing up of the project, make links back to the following:

What is truth? What is Faith?

Who am I? Who made me and why?

Who is God? Who is Jesus?


34

Big Questions

The coming of Jesus was a good thing.

agree disagree

What arguments are there either way?

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35

Big Questions

Jesus is the Son of God.

agree disagree

What arguments are there either way?

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36

Who is Jesus? PowerPoint Presentation

Show how this unit links

back to our ideas around

belief and to the P2C unit

Who is God?

Have an enquiry around the

Love Songs titles, it can be in

the form of agree/disagree.

In this sequence of slides we

look at depictions of Jesus

from the Gospel in many

different guises.


37


As in His death; Jesus at His

most vulnerable and most

human. A gift of joy like all

babies.

Jesus the rebel; the overturning

of the tables in the temple is a

good example. (Matt:21:13 )

The example of John Lennon

can be an interesting

contrast as his song Imagine

can be seen as an atheist

anthem.


38


This time it is the spiritual

‘Beatle’ to represent Jesus as

an alternative lifestyle choice.

‘So they pulled their boats

onto the shore, left everything

and followed Him.’ Luke 5:11

Jesus is described as a

fisherman, a carpenter and a

shepherd; carpenter is literal

the others need exploring.

Jesus got in a lot of trouble

because of this definition.

(John 18) The depiction of

Elvis shows how people

worship celebrity.


39


This is not a Gospel reference

but it makes for interesting

discussion around how we

might define someone with

His nature and powers.

For Islam, Jesus is seen as a

prophet but not the Son of

God. John the Baptist was

the last prophet to Christians

and related to Jesus.

Like Gandhi and Martin

Luther King Jr; Jesus stood

up for the rights of the poor

and underprivileged, he was

also killed because of it.


40


Jesus has over 200 names in

the Bible.

Reflecting on which name

connects with you, can open

up the relationship you have

with Him.


41


A very cold night makes the

setting inhospitable.

A real event that made me

think.

I had plenty of money as I

got on the metro, but I

wasn’t ready to share it.


42


We are very judgemental of

lots of people not of our

social group.

A firework was used to

attack the homeless man.

The old homeless man is a

common sight and how

quick are we to judge or turn

away?


43


The actions of the ladies

were like that of angels, and

the old man like Jesus. ‘I was

a stranger and you took me

into your home’. Matt 25:35

To us a sleeping bag may be

a little thing but to that man

on that night imagine how

valuable it was.

It is better to judge people

by their actions rather than

by our assumptions.


44

Meeting Jesus It was a cold December night and I was going out for a Christmas night out. I dressed in my best clothes and a warm coat and caught the metro into town. At the next stop two ladies got on. They were dressed in cheap clothes and spoke in rough voices. I found them a bit

brash and I was glad they weren’t sat any closer to me; they

weren’t my sort of people.

A couple of stops later a scruffy and dirty man got on the metro. He was clearly homeless

and as he walked down the carriage I felt uncomfortable; hoping he wouldn’t sit next to me.

He went from person to person asking for some money. When he got to me he asked the

same thing, I had fifty pounds in my pocket but I wasn’t giving anything to him. Who knows

what he was going to spend it on? I had worked hard for my money and could see no reason why I should give any to him so I lied and told him I had no money on me. He thanked me any way and I was glad when he moved further down the carriage. He then got to the two ladies and asked them for some money. They wasted no time in opening their purses to find whatever change they had to give him. He was glad of their kindness and then sat down next to them. They asked him how he was doing and he began to tell them about his evening. He said he was homeless and was sleeping rough; in a sleeping bag. Some teens had come across him and began making fun of him and bullying him. They had fireworks and thought it would be funny to fire them at the man. The man escaped injury but

the fireworks set fire to his sleeping bag; his only protection from the winter’s cold.

The women listened and gave comforting words to the man, wishing him better luck for the future before they got off at their stop. The man got off at the following stop. It occurred to me then that although I had judged the man and two women as being beneath me, I had been the one who had lied, not given money when I clearly had a lot to give, and had not even taken the time to listen to a person in need.

It wasn’t the man or the women who were in need of improvement it was me.

I believe I met Jesus in that homeless man, and I witnessed the work of angels in the two women. It has been a real lesson to me and motivated me to serve Christ through serving others I meet.


45

The King’’’’s Armour There once was a mighty warrior king. He was fair and just, yet feared throughout his kingdom for once scorned he was known to wreak havoc on those who crossed him. He rode upon a mighty steed called Spirit and created his kingdom in a battle that lasted six days. People recognised him by his amazing suit of gilded armour. It was always gleaming and spotless and as he rode the sun shone and reflected around him. Those who neared him were almost blinded and had to turn their gaze away from him. His helmet had a visor that masked his

face. For most of his subjects all they knew of their king was the thunder of Spirit’s hooves

approaching and a blinding light from his gleaming armour. The King had everything he needed but he grew lonely. All his life he had fought for his kingdom and he did this out of love for his people to keep them safe. Now he wanted to share his love in a different way. He rode through the land and went from village to village, but every time he neared, people would run inside their houses, or cover their eyes from his brilliance. They would fall to their knees and tremble; he got no sense of love or even friendship from his encounters. He realised that to be loved he needed to be known. He took off his beautiful armour and dressed as one of his subjects. He set out to meet his people. He was naturally gifted and a wonderful communicator and people were drawn to him. When he revealed who he really was many went to bow but he stopped them pointing out that he lived to serve them. His popularity began to grow as he travelled from village to village and people seemed delighted with their king. One day he entered a big town, and as usual was greeted with cheers, but something was

different. Some leaders of the town didn’t like his popularity and decided to challenge him. “If you are the king where is your armour? Where is your mighty steed?” they asked. “If you

were the king you would command us to do your will and it would be done. We would not

even be able to gaze at your face. It is clear you are just a man and what’s more you should

be punished as an imposter.” With that they took him and beat him; without his armour and weapons he could not defend himself. After his ordeal the king left to return to his royal palace, vowing to return in judgement with his armour and steed to punish those who rejected him and to reward those who had loved him.


46

Children’s responses to the project:

On belief:

How does anyone know anything is true; where is the proof? Mostly we believe if we see something or we

believe because we have proved certain things but everyone still has doubts. We believe what is around us

but we also might not know what that really is.

Most people believe what they are taught; that is why we should be more curious. If you prove something it

doesn't necessarily make it true and just because you can’t see something doesn’t mean it’s not there. You can

believe what you need but that doesn’t make it true either, because we are all different.

Just because you can’t see or prove things doesn’t mean that you don’t know who you are; we can’t see our

face without a mirror. You have your own personal truth which may be different to others.

I think that there’s more to everyone than who you are. You have your own thoughts …believe.

On our existence:

It is about your soul or spirit. Our sense of self originates in the heart and brain; we have got our mind. We

know who we are and live to that thought.

You pick up new skills along the way through our life in fact you pick up and lose qualities in life. Every 7 years,

or so, you are made up of different cells but it is still you. It doesn’t matter about body parts, even plastic

surgery doesn’t change who you are; it’s you that makes you special.

We need to learn that people change, everything has to change eventually…even people, and we are all special

so even when you change people will still love you.

We are loved and cared for and were given life so we could be the children of God.

On God:

God has many different names; He is a mystery but without Him we wouldn’t be here and without his love we

would simply rot in a grave. He created everything including the big bang. God is like a tunnel; he is the light at

the end and he is the light you follow. You are able to share thoughts and feelings with Him in prayer

He gave us life and life is wonderful but it would be boring without choice. We must take responsibility for our

choices: if we ask God for courage he doesn’t give us it in our hands he gives us a chance to be courageous. If

we ask for peace God doesn’t give us peace he gives us the opportunity to be peaceful. War is our doing, God

lets us choose what we do but whatever we do he will help and care for us. He sent prophets to persuade us to

do the right thing but when we still get it wrong He forgives our mistakes.

God is love he has given love to everyone so in turn we can give love to one another.


47

Further questions:

I include further questions; my top 10. These are less philosophical and focus

on the everyday challenging questions people have about modern

Catholicism.

This unit can be used before the scheme of work to develop the skills of

enquiry, or after to give the philosophical work a more everyday experiential

slant.

They are written in direct response to the increasingly hostile environment

that the faith finds itself in. For us all it is important to address these

questions so we can build a better Church for the future.

They open up debate reguarding important issues of social justice, racism,

sexism and inequality. Allowing children to respond both verbally and in a

written form is essential as some children struggle with writing but can have

really articulate responses and also some children can feel uncomfortable

expressing their views in public, and would rather write them down;

particularly if a response might be controversial or against the majority view.

It is always important that the children give their own answers and not the

ones they think you want them to give. From their responses you can learn a

great deal about the children’s perspectives.


48

Big Questions

1 Does the Big Bang prove that God doesn’t exist?

2 Is the Creation Story any use?

3 Is God good?

4 If God is good why does he let bad things happen?

5 If you are not a Christian what happens when you die?

6 If Muslims commit terrorist acts, should we be friends with Muslims?

7 If Jesus came for the poor why does the Pope live in a palace?

8 There is no proof that God exists, why should I believe?

9 Why is it God the Father and not Mother?

10 If I can’t trust the clergy should I still stay a Catholic?


49

Glossary

philosophy: the study of the fundamental nature of knowledge, reality, and existence,

paradox: a seemingly absurd or contradictory statement or proposition which when

investigated may prove to be well founded or true or a statement or proposition which,

despite sound (or apparently sound) reasoning from acceptable premises, leads to a

conclusion that seems logically unacceptable or self-contradictory

apologetics: reasoned arguments or writings in justification of something, typically a theory

or religious doctrine

hermeneutics: the branch of knowledge that deals with interpretation, especially of the Bible

or literary texts

catechism: a summary of the principles of Christian religion in the form of questions and

answers, used for religious instruction(in Roman Catholic use) religious instruction in general.

catechesis: a method of oral instruction involving question and answer techniques

theism: belief in the existence of a god or gods, specifically of a creator who intervenes in the

universe.

theology: the study of the nature of God and religious belief

natural theology: theology or knowledge of God based on observed facts and experience

apart from divine revelation.

deism: the belief that reason and observation of the natural world are sufficient to determine

the existence of a Creator, accompanied with the rejection of revelation and authority as a

source of religious knowledge

revelation: the divine or supernatural disclosure to humans of something relating to human

existence

fideism: the doctrine that knowledge depends on faith or revelation

relativism: the doctrine that knowledge, truth, and morality exist in relation to culture,

society, or historical context, and are not absolute

agnostic: a person who believes that nothing is known or can be known of the existence or

nature of God.

humanism: a philosophical and ethical stance that emphasizes the value and agency of

human beings, individually and collectively, and generally prefers critical thinking and

evidence (rationalism, empiricism) over established doctrine or faith (fideism )

secular: not connected with religious or spiritual matters

atheist: a person who disbelieves or lacks belief in the existence of God or gods

antitheism: active opposition to theism. The term has had a range of applications; in secular

contexts, it typically refers to direct opposition to organized religion or to the belief in any

deity, while in a theistic context, it sometimes refers to opposition to a specific god or gods


50

AT2: Learning from Religion: Reflection on Meaning 1: The young people who leave our

schools are vulnerable to all sorts of

criticisms and indeed their faith will

be increasingly challenged. Some

understanding of apologetics and

learning based on reason and self-

reflection must be developed if we

are to see the Faith develop as they

move on to secondary education.

2: One of the accusations made by

critics of Faith schools is

indoctrination. Therefore, children,

regardless of their faith or lack of

faith, should be able to question

and indeed challenge aspects of

religious teaching. (Peter Vardy

What is truth?)

3:Although religious education and

levels of attainment are rigorously

scrutinised in our schools, gauging

where children are in terms of faith

development is avoided. It would

appear not only relevant to gauge

this but, from a Church point of

view, the only question really worth

asking. (Rev Dr Joe Cassidy)

4: Making better use of attainment

target ii, strand ii which is seen as

the weakest are of the RE

curriculum. This area specifically

focuses on the asking of questions

and giving reasons for belief, as

shown in this diagram.


51

Introduction RECD

Faith education is battling against a stream of counter beliefs portrayed in the media. The rise of a

more militant Atheism also has a damaging effect on the perception of the faith in modern British

society. Accusations of indoctrination and worse are common place. The revelations of abuse and

subsequent cover ups have rightly been lambasted in the public forum and we must now take stock

and re-establish our key role in society.

In 2012 the document entitled the Religious Education Curriculum Directory for Catholic schools and

Colleges in England and Wales was published; it followed the publication of the Catechism of the

Catholic Church, released in 1993:

This revised Directory is published so that religious educators can continue to meet the needs of the

pupils of our time.

Whilst the context of Religious Education has changed significantly over the last fifteen years in

England and Wales, the teaching of the Church is to be proclaimed faithfully in season and out of

season and is the key to human happiness and social prospering. The contemporary focus on the

market economy and personal autonomy creates a more hostile environment in which to present

the teaching of the Church. The challenges for educators are significant.

In Britain, the landscape of primary and secondary education is changing rapidly. The ways in which

Church and State cooperate in the task of educational provision are having to be reshaped and this is

taking place in the context of increasingly vociferous arguments from those opposed to right of

parents to choose those means and institutions which can best promote the Catholic education of

their children. The Catholic community is continually challenged to explain and justify Catholic

schools even though those schools are frequently popular and oversubscribed because parents

recognise, explicitly or not, that they deliver an excellent education of the whole person.

We note in particular some current trends which affect the teaching of Religious Education:

• rapid developments in communication and information technology that have led to a web-

based proliferation of competing sources of ‘authority’;

• a further privatization of morality and a focus on personal choice rooted in feelings has in-

creased the domination of the ‘dictatorship of relativism’3 in moral reasoning;

• the practice of selective adherence to the teachings of the Church and growing suspicion of

the sources of any authority;

• new challenges to justice and peace, e.g. the threat of global terrorism;

• the influence of the ‘New Atheism’ and the rejection of the supernatural;

• the widespread yet fallacious view that science and faith are opposed to one another;

• the rich diversity of religious practice found in modern Britain including the growth of Islam;

• the changing religious and cultural profile of pupils and teachers in Catholic schools.


52

1.1 KNOWING AND LOVING GOD

1.1.1 The Nature of Revelation: How Do We Know About God?

A The human appetite for God

a Within all people there is a longing for God

B God revealed in different ways

a Natural Revelation mentioned in Scripture

b Old Testament references: e.g. Genesis and Wisdom

e Arguments for the existence of God from Scholastic theology especially St. Thomas Aquinas and the ‘Five Ways’

f Vatican I: we can grasp with certainty the existence of God through human reason

g Contemporary arguments based on the human person’s openness to truth, beauty, moral goodness, freedom,

voice of conscience

D The transmission of Divine Revelation

c The Deposit of Faith and the role of the Church

1.1.3. Faith: the response to God’s self-Revelation

A Faith in general

b Willingness to believe and trust in what God has communicated to us

c Relationship with God: Father, Son, and Holy Spirit

B Faith in Jesus Christ leading to discipleship

c Faith has practical implications for daily life and one’s relationship with Christ

C The relationship between faith and religion

b Faith is different from religion

D The fullness of Revelation is reflected in the life and teaching of the Catholic Church

d The Magisterium guards and hands on the deposit of faith and is entrusted with the authentic

interpretation of Revelation

1.3 CREATION

1.3.1. The Creation of the World and our First Parents

A Revelation as found in the book of Genesis.

b Genesis 1–11 conveys religious truth rather than science

c The book reveals truth about which science and history can only speculate

d Scripture’s use of figurative and symbolic language in Genesis 1–11

C God created all that is, seen and unseen

a Unseen or invisible world: angels

b Seen or visible world

D Human beings as the summit of creation

a Created in the image and likeness of God

ii Dignity of both men and women: similarities and differences

b Human persons are a body-soul unity; this reflects the physical and spiritual realities in the world

c God’s plan: original holiness c and original justice


53

1.5. JESUS CHRIST, SON OF GOD

1.5.1. Jesus Christ, Son of God

A Mystery of the Incarnation: Emmanuel (God-is with-us) (Jn 3:16-17; 484)

a Jesus Christ is the Logos, the Word of God, the fulfilment of God’s promise to Adam and Eve

and to the people of ancient Israel

b Son of God from all eternity and Son of Mary from the moment of the incarnation

c Christ continues his presence in the world through the Church

1.6. REVELATION: APOLOGETICS

1.6.1. How can we know God exists?

1.6.2. How can we say that God loves us amidst such human suffering?

1.6.3. How can people say that God is good if suffering and evil are present in the

world?

1.6.5. There are some who say that the beliefs and doctrines taught by the church have

been made up by members of the Church. How can we be sure that what the Catholic

Church teaches has come from God?

1.6.7. Why would God the Father allow his Son Jesus, to suffer and die the way he did?

1.6.12. Is the Bible literally true?


54

4.1. The Dignity of the Human Person

4.1.1. Dignity of the human person made ‘In the image of God’

A God’s plan for us (302-314, 1692)

B God creates us to share eternal love and happiness with him in Heaven

C God created us in his image and likeness

a The dignity of the human person

b Endowed with reason, intellect, and free will

4.1.2. The desire for happiness

A Happiness in this life

b Willingness to believe and trust in what God

C The unity of the whole human race (842, 1877)

i The social nature of the human person

D The need for others

4.1.5. The Church and Other Non-Christians

A The Muslim people:

d Many common elements of moral life and practice with Catholics

B The Catholic Church seeks to engage the Muslim community in dialogue.

D Common elements with Christianity:

a As human beings we share a common origin and end

c These religions contain elements of truth and virtue, which can help orient their members toward reception of the

Gospel.

4.2. Freedom, Responsibility and Conscience

4.2.1. Freedom & Responsibility

A God created the human person a rational being, and therefore like God; he is created with free will and

is master over his acts

a Definition of Freedom

b Perfection of Freedom

c Free choice, blame and merit

4.2.2. Conscience

A Definition of conscience

4.2.3. Morality of human action

A God rules the universe with wisdom and directs its divine fulfilment

a Eternal law

B Natural moral law

a Reason participating in eternal law

b Basis for human rights and duties (1956)

c Found in all cultures, basis for moral rules and civil law


55

4.4. The Human Community

4.4.1. Human vocation and society:

A No vocation is lived in isolation

a Human beings exist in relationship with others; give of oneself in order to find oneself

b There are many levels and types of relationship

B Teaching and example of Jesus — his commandment of love a An unselfish gift of self to God and others

b Service to our brothers and sisters in the Church and world

D Social justice

4.4.3. Human solidarity

B International Solidarity

a Responsibilities of wealthy nations

b International Aid and its limits

c Proper role of the laity

4.6. Love of Neighbour

4.6.3. Respect for human life

A The dignity of human life

a All human life is sacred

b Dignity due to being an image and likeness of God

4.6.8. Living in truth:

A Eighth Commandment

a Promote truth in society and media

b Lies, detraction, perjury, rash judgment, violation of professional secrets

c Seal of confession

d Bl. John Paul II’s encyclical Splendor Veritatis

4.7 LIFE IN CHRIST: APOLOGETICS

4.7.1. If God created me free, doesn’t that mean that I can decide what is right and wrong?

4.7.4. Why can’t we make up our own minds and be in control over everything?

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