November 24, 2022

Learning Outcomes  By the end of the topic, you should be able to: Explain the Christian view on some issues related to modern science and technology Explain the Christian view on the effects of modern science and technology on the environment LESSON ONE: DEFINITIONS Science – subject field that deals with a systematic study of our surroundings and behaviour of materials  in the universe It is based on observation, experimentation and measurement. Technology – application of science to achieve desired objectives.  Environment – our surroundings – both natural and human made i.e. mountains, lakes, land, forests,  animals, buildings, flowers etc   LESSON TWO: POSITIVE AND NEGATIVE EFFECTS OF SCIENCE AND TECHNOLOGY Learning outcomes. By the end of the lesson you should be able to: – State the various ways that science and technology has improved our lives State the negative effects of science and technology Ways science and technology has improved human lives Improvement of crop production – a quality seeds, fertilizers leading to improved yields Better nutrition, health care, medical services Improvement of livestock production through artificial insemination, quality medicine leading to more milk production. It has led to development of efficient means of transport – land, air, seas Work has been made easier and enjoyable. There is use of machines, automation, use of computers. People’s lives have been spared, saved e.g. through life saving machines (ICU), incubators Business transactions are being done through the internet Communication has been made easy – fax, email, short text messages on mobile phones etc Research is ongoing for incurable diseases i.e. HIV / AIDS, cancer There is better management of environment Technology has made the world a global village Through family planning methods, its easier to control population growth There’s a better security system through use of scanners, alarms, electrified fences etc. Improvement of learning through e–learning There’s easier movement from one country to another Negative effects of science and technology  People use medicine to commit suicide Increase of crime, fraud and death through modern means of communication Destruction of family relationships Breakdown of community names, values morals, breakdown of families Terrorism Greed for money / materialism Unemployment – replacement of personnel by machines Health hazards such as accidents in factories Pollution, air poisoning LESSON THREE: CHRISTIAN VIEW ON ISSUES RELATED TO SCIENCE AND TECHNOLOGY. Learning outcomes. By the end of the lesson you should be able to: – Define the following terms euthanasia, blood transfusion, organ transplant, genetic engineering and  plastic surgery Describe Christians’ view on euthanasia, blood transfusion, organ transplant, human cloning, genetic engineering and plastic surgery State the reasons for and against euthanasia, blood transfusion, organ transplant, human cloning, genetic engineering and plastic surgery Euthanasia Blood transfusion Organ transplant Genetic engineering Plastic surgery Euthanasia  It’s a Greek word, which means an easy and painless death. It is ‘mercy killing’ ending a person’s life so  as to alleviate them from experiencing pain. Its practiced with the sick person’s knowledge It is involuntary when its practiced against or without the sick person’s consent Its done by Injecting an overdose of sleeping pills to the sick person Switching off life support machine Exposing the person with chronic pneumonia to very cold air. Christians view on Euthanasia  Christians are opposed to euthanasia for several reasons such as Life is sacred, a gift from God and only God can take away human life Suffering is part of human life Euthanasia is against medical ethos, which demands that doctors and nurses work for the sustenance of human life and alleviation of suffering but not to terminate it. Jesus has power over sickness and through his name all sickness are healed Accepting euthanasia discourages medical research on vaccines that may cure various diseases. Euthanasia discourages patients and makes them to lose hope in life. They may feel unwanted and Blood transfusion  It’s the process of injecting a person’s blood into another person through his/her veins. The giver is a  donor the receiver is a recipient. Reasons for blood transfusion  When a person is suffering from acute anemia (little blood in the body) low blood To restore blood lost during fatal accidents, wars, or childbirth To maintain blood levels for patients undergoing major operations To correct the low haemoglobin level of some patients Blood has to be screened for any diseases, and then kept in blood bank after determining  the blood group. The transfusion should be in a hygienic way. The equipment used  should be sterilized. Donors should not be below 16 years or above 65 years Alternatives to blood transfusion  Volume expanders – increase fluid levels in the body Growth factors – intra operative / post operative Blood salvage – same blood when on surgery is saved then transfused back to the patient Christian view on blood transfusion  Some Christian’s believe it is wrong to take blood from a healthy person and transfuse it to another Blood is life and life cannot be taken from one person to another Blood transfusion is essential as it saves life Blood transfusion can transmit dangerous diseases like HIV / AIDS and Hepatitis B God has given Christians the intelligence and capability to make the right decision and choice Organ transplant  This is the removal of a defective organ and replacing it with a healthy one. Body organs transplanted are kidneys, heart and eyes small intestines, pan crease.  – The purpose is to replace the damaged organ of a recipient Common transplants are the heart, kidney, eyes from living and the dead (heart) within a span of  hours. Eyes can be transplanted from animals. Christian view on organ transplant  It saves life hence acceptable to some Its transferring human life from one person to another Its wrong to transplant from animals – view by some Christians Some support organ transplant by referring to the story of creation of Eve from parts of Adam It is part of human beings continuing with the creation work of God. It is an expression of love and concern for those suffering as taught

Learning Outcomes  By the end of the topic you should be able to: Define the terms ‘law’ ‘order’ and ‘justice’ Describe the traditional African practices that promote law, order and justice. Explain the Biblical teaching on law, order and justice. Identify and evaluate the need for law, order and justice in the society. Explain the rights and duties of citizens Explain the causes and remedies of social disorder. Evaluate the role of Christians in the transformation of the society Discuss church-state relationship LESSON ONE: DEFINITION OF TERMS Learning outcomes. By the end of the lesson you should be able to: – Define the following terms law, order and justice State the types of law State the types of statutory laws Introduction  Law, order, justice are essential for the survival of any society Following laws leads to order and justice lack of following leads to disorder and injustice laws of Kenya are laid down in the constitution. 1. Law Established rules by an authority to regulate human behaviour in the community Schools laws, religious  laws, factory laws, hospital laws etc. laws differ from society to society. Laws are dynamic. Laws cover all  aspects of life. 2. Order Condition brought about by obedience to set rules or laws. Order leads to peaceful co – existence in the  society. Where there is order, things are done systematically. The opposite of order is disorder. Types of laws  Non – legal laws – no court action e.g. school rules Customary traditional laws – based on culture, social traditions. They have to agree with state laws. They are respected by state. Statutory laws / legal laws – laws made by local council or national government and citizens are expected to obey them.  Types of statutory laws Civil laws – made by parliament on issues such as taxes, labour, divorce etc Criminal law – on crime / punishment Constitutional law – matters of state and governance Company law Religious laws e.g. Islamic law ‘sharia’ Justice – treating others the way they deserve in relation to the law. Its administration of rightful dealings in a fair manner according to their actions. A just society follows rules and administers legal action to those who offend others or disobey rules. Justice means treating people the same way without  discrimination.   LESSON TWO: IMPORTANCE OF LAW, ORDER AND JUSTICE Learning outcomes. By the end of the lesson you should be able to: – State the importance of law, order and justice   They are essential to preserve harmony and protect people Laws guide people and ensure people’s rights are protected. They protect people’s property and enable people to live in harmony They protect the consumer from exploitation They safeguard religious freedom Laws control power of those in authority and promote political stability Provides stability, encouraging economic growth Helps to control discontentment among people Helps implementation of taxes effectively Provides / help in maintenance of security Ensures human rights are upheld Enables the government to protect its citizens from internal or external threats. International law regulates relations between countries.   LESSON THREE: RIGHTS AND DUTIES OF CITIZENS Learning outcomes. By the end of the lesson you should be able: – Define the terms citizen, rights and duty List the rights of citizens State te duties/ responsibilities of citizens Citizen – person who is a member of a state, kingdom, empire. A person who has full rights as a member  of a country by birth, decent, registration, naturalization.  Rights – legal claims that one is entitled to from the government  Duty – ones responsibility to the government. Rights  Right to life – to live securely Right to education Right to liberty / freedom e.g. one should not be imprisoned, detained, without trial. One is innocent until proven guilty Right to protection of property Right to own a family – right to marry and raise a family Right to health Freedom of movement Right to freedom of association  Right to freedom of assembly Freedom of religion Right to own property Right to equality – non discrimination Protection of freedom of expression and speech (own opinions, ideas) Children have rights e.g. Right to life, education, parental care, health, protection from exploitation, right to identity etc. Duties of citizens (responsibilities)  Pay taxes to the government Respect the flag and national anthem Respect those in authority Respect the laws of the land Register as a voter and voter in national elections Be responsible at work Participate in national development Promote peace and harmony in the society Report errant members of the society to law enforcement agents Protect the environmental – clean, plant trees, avoid poaching etc   LESSON FOUR: TRADITIONAL AFRICAN PRACTICES THAT PROMOTE LAW, ORDER, JUSTICE Learning outcomes. By the end of the lesson you should be able to: – 1. State and explain the traditional African practices that promoted law, order and justice Some of the practices that promote law, order and justice are Punishment of offenders  People who committed offences such as stealing, murder, witchcraft were punished through death,  curses, paying heavy fines etc. this promoted law, order, justice Installation of rules, kings, chiefs, elders  They were installed to maintain law, order and to execute justice in their areas of jurisdiction Administration of oaths Administered by specialists and are used as a method of establishing and maintaining law and order Making of covenants  Covenants were made if there was a conflict between two communities. They would promise to live in peace and harmony. Observing of taboos and customary law Taboos were prohibitions. Those who went against taboos were severely punished The kinship system – defined how people related one to another Rites of passage – ensured customs, laws were adhered to Religious practices- such as praying, singing, sacrificing and giving of offerings had the effect of maintaining order.   LESSON FIVE: BIBLICAL TEACHING ON LAW, ORDER AND JUSTICE Learning outcomes. By the end of the lesson you should be able to: – 1. Describe the biblical teachings on law, order and justice  

Learning Outcomes  By the end of this topic, you should be able to: – Define the concepts wealth, money and poverty Explain and appreciate the traditional African understanding of wealth and poverty Describe the impact of the introduction of money economy in the traditional African society. Explain Christian teachings on money, wealth and poverty Discuss Christians approached to some issues related to wealth money and poverty Uphold the Christian principles in acquiring and using wealth LESSON ONE: DEFINITION OF THE CONCEPTS WEALTH, MONEY AND POVERTY Wealth: – accumulation… Accumulation of materials owned by an individual, family or a group of people. Wealth is property that  has economic value e.g. land, animals, money, valuable possessions such as jewellery, commercial and  residential buildings etc. Ways of acquiring wealth  Inheritance Business Commercial farming Salaried Jobs Investment of money in financial institution Provision of commercial services   2. Money It’s the medium of exchange that functions as a legal tender. It is something that is generally accepted as  a medium of exchange, a means of payment. It is usually in form of coins or notes. Good monetary  media (money) has certain qualities. Qualities of money  It should be acceptable It should be fairly stable Easy to divide into small units Easy to carry Should be relatively scarce It should be durable Its value should be maintained through proper control of its circulations Money is a measure of wealth. What it can purchase is the value. Money is used to buy services, goods,  pay debts etc. Examples of currencies in the world are Ksh. (Kenya), Rand (South Africa) US & Dollar, Pound (Britain) Euro (Europe), Yen (Japan) Etc   3. Poverty State of being without adequate basic necessities of life e.g. food, shelter, clothing It’s a state of helplessness. It is characterized by poor health, hunger, and lack of education facilities,  uncared for environment. Causes of poverty  Adverse climatic conditions (Geographical factors) Poor family background (historical and social factors) Political stability leading to civil wars Poor governance Regional imbalance of natural resources Low level of technology Laziness Over dependence on foreign aid   LESSON TWO: THE TRADITIONAL AFRICAN UNDERSTANDING OF WEALTH AND POVERTY Learning outcomes. By the end of the lesson you should be able to: – Define the terms wealth and poverty according to the traditional African understanding State the various ways in which wealth was acquired in traditional African communities List the causes of poverty in tradition African communities Wealth In African traditional societies wealth was measured in terms of the amount of land, livestock, grains,  wives, children possessed by an individual or the community. Wealth was acquired in various ways. As a gift from God Most Africans believe that wealth is a blessing from God. Inheritance In cases where the head of the family is dead, the eldest son becomes the custodian of the estate. The  clan and community elders give direction on how the wealth is to be shared out. Bride wealth Farming Exploitation of natural resources – honey, wood for carving, building materials etc Trade African communities were involved in barter trade where they exchanged good and services Raids – wealth was also acquired by raiding other communities – goats, sheep, People were encouraged to work hard to acquire wealthy honesty – Wealthy people were highly regarded and were considered for leadership  position Wealth was incomplete without a family Poverty  Poverty was viewed as punishment or curse for wrongdoing. Other causes of poverty according to African Traditional Society were: – Laziness Lack of inheritance Raids by other communities Famine Natural calamities Sickness – rendering the individual weak to acquire wealth – In acquiring wealth, principles such as value for human life, mutual responsibility, and sharing,  communal ownership were emphasized. Places that were communal include grazing land, rivers, and watering places Laziness was ridiculed through songs, riddles and proverbs.   LESSON THREE: IMPACTS OF THE INTRODUCTION OF MONEY ECONOMY IN TRADITIONAL AFRICAN  SOCIETY Learning outcomes. By the end of the lesson you should be able to: – Define economy, development and money economy Explain the reasons for the introduction of money Explain the impact of money economy in traditional African society Introduction  Money was introduced to Africa by the Europeans Before colonial period, Africans practiced barter trade – actual goods exchanged with other goods e.g. animals would be exchanged with food grains, millet, sorghum, cowpeas, children exchanged for food  during famine. Trade merchants from Asia had introduced into Africa forms of currency such as the cowrie shells, gold and the Indian rupees. Europeans introduced currency still used today Economy: – careful management of resources, finances, income and expenditure of a family, a business  enterprise, community or a country. The economy of a country is to be well managed if it has the ability  to meet the social economic needs of her members. Development  It’s measured by the healthy of its economy in the provision of health, education, housing, sanitation,  employment, longevity of life, decrease of material and child mortality.  Money economy: – Use of money as a means of exchange in economic activities e.g. banking,  investment, insurance, payment of goods and services. Reasons for money introduction  Colonization brought a lot of changes such as unoccupied land declared ‘Crown land’ for colonialists. Tax introduction Africans were supposed to pay taxes to the government. Taxes were paid in form of money. Introduction of formal education School fees was introduced. Fees were paid in form of money. Introduction of modern medical services People paid medical services using money. Emergence of new lifestyles Converts to Christianity were emphasized on to have materials, hence had to work to improve their  living standards. They built houses, took their children to schools practiced modern family techniques  hence had to use money. Impact of the introduction of money economy in traditional African society  Introduction of wage – labour Break up of family ties as people migrated from rural to urban areas in search of employment African land taken by the colonialists, reducing people to squatters hence need to

Learning Outcomes  By the end of the topic, you should be able to Explain the meaning of leisure Discuss the traditional African understanding of leisure Discuss Christian teaching on leisure Discuss the importance of leisure Outline various forms and uses of leisure Explain how leisure is misused in the society today Discuss the abuse of alcohol and other drugs and their effects Explain Christian criteria for evaluating the use of leisure   LESSON ONE: MEANING OF LEISURE Work is an obligation – however people cannot work 24 hours. They need to rest. God rested on the 7th  day after work. Work and rest are complementary elements of human life. Definition of leisure  This is the time when one is free from work or other duties. Time at one’s own disposal, which can be  utilized in a productive manner depending on one’s interests and abilities.  Leisure provides mental, physical relaxation, spiritual, emotional relaxation and enrichment Forms of leisure  Passive Active leisure Passive involves use of mental energy Active leisure – there is use of physical energy Examples of activities of passive leisure are Watching television Reading story books Playing video games Chatting with friends Examples of activities of active leisure are Jogging Mountain climbing Gardening Dancing Tree planting Playing football Leisure is used for Enjoyment Entertainment – song, dance, watching movies etc Relaxation – exercises Socialization – sharing, education Religious engagement – wedding ceremonies, visiting the sick, worship In passive leisure others entertain while in active leisure the person is active, whole body is involved. Active leisure enables a person to Develop his/her body Build stamina Strengthen relationships etc Some leisure activities are dangerous e.g. boxing, motor racing; while others are expensive e.g. golf. Other leisure activities are addictive while others are unproductive. Leisure activities should be planned for Leisure activities can also be economic, income generating activities.   LESSON TWO: TRADITIONAL AFRICAN UNDERSTANDING OF LEISURE Learning outcomes. By the end of the lesson, you should be able to: – 1.Define leisure according to the traditional African understanding 2. State the various forms of communal leisure activities   In traditional African society leisure permeates all aspects of life. Leisure activities accompany work. Leisure and work were entertainment. Work was accompanied by singing, reciting stories sharing past  events. Examples of leisure activities in traditional African society include  Wrestling Running Playing ajua Mock fighting Swimming Spear throwing Poetry Music and dance etc Leisure activities that were communal include Bull fighting Tongue – twisters Poetry recitation Telling of myths legends Dancing Brain teasers Riddles etc  o Work in African society included fishing, tilling the land, herding, hunting, harvesting  o Most leisure activities in traditional African society were active form of leisure, communal, not  individualistic and not for monetary gains  o All forms of leisure had an educational value. Folk stories had a moral value. People were taught not to  be selfish, greedy jealousy etc Myths and legends tell of the origin of the community and its history of  important people as well as history of the community. In African traditional society, leisure led to acquisition of values or virtues such as co – operation, sharing, solidarity, love, bravery, empathy, endurance, tolerance etc. Most activities were linked to the worship of God and, veneration of the ancestors o Leisure activates were organized along gender and age group season (E.g. harvest – dancing, singing);  wet rainy seasons – boat swimming  o Rites of passage e.g. initiation, marriage, birth and naming provided leisure activities Leisure activities were planned for   LESSON THREE: CHRISTIAN TEACHING ON LEISURE Learning outcomes. By the end of the lesson you should be able to: – Describe the Christian teachings on work State the various ways that Christians use their leisure Christian teach that  Work and leisure are of divine origin. God rested on the 7th day after working Leisure is a gift from God leisure should be put to good use. Its not be wasted Leisure provides us with the opportunity to worship God. Leisure should be used to serve God. Christians associate leisure with personal growth and fellowship Jesus recognized the need for rest by withdrawing his disciples from their active ministry. Its good to have time alone for reflection, rest, visit friend etc. Leisure should be used to seek God and help others e.g. Jesus prayed, helped the needy restored people’s health. Ways Christian use their leisure time – activities  Worshipping God Visiting the sick Caring for the needy Resting Watching television Chatting with family members Retreat – time spend away with a group of people to be alone with God Visiting friends, relatives Reading the bible Praying etc   LESSON FOUR: IMPORTANT USE AND MISUSE OF LEISURE Learning outcomes. By the end of the lesson you should be able to: – State the importance of leisure List the ways that leisure can be used properly Describe how leisure is misused today Importance of leisure  Leisure is necessary. It’s important in various ways 1) It is a good time to assess the work we have done (Reflection time) 2) It brings people together leading to self – growth and fulfilment (Social function of leisure) Leisure helps individuals to discover their hidden talents Leisure relaxes the mind – a change of activity, relieves the mind Leisure refreshes the body – restores lost energy Leisure enables Christians to offer charity to those in need Leisure provides time for worship and spiritual renewal Leisure gives one time to rest It’s time for recreation Give one time to attend social occasions Allows people to travel and visit friends and relatives Leisure can be used to enhance and acquire new skills and knowledge It’s a time to develop and discover ones talents Uses of leisure – proper of leisure  Leisure can be used for Religious experience A time for rest Leisure is used to provide us with time to help others Leisure can be used to spread the word of God Development of talents Its an opportunity for individual growth Leisure strengthens social relationships

LESSON ONE: DEFINITION OF TERMS Learning outcomes. By the end of this lesson, you should be able to: Explain the meaning of work. Vocation, profession, trade, craft, and job Give general reasons why people work Work  Use of energy, physical or mental, for the purpose of improving human life. It is any activity that requires  expenditure of energy or application of skills e.g. studying, teaching, cooking, farming etc. Vocation  Work can be described as a vocation, profession, trade, craft, career or a job. Vocation is from a Latin word “Vocare” which means call ‘ Christians believe that every individual has been called of God to various duties. Vocation is work that requires special skills, special training or a unique call or a special mission in  society. Profession  Work that is characterized by a code of ethics, lengthy specialized training, advance knowledge and self – disciple. Professionals have their own set standards. The professionals determine entry requirements  for new members and usually have machinery for dealing with errant members. E.g. Law, medicine,  architecture etc. A trade  Refers to an occupation, a way of making a living. Some trades require specialized training examples  hairdressing A craft  An occupation which requires manipulative skills or use of the hands e.g. woodcarving, pottery,  weaving. A craft may be a trade depending on the nature of occupation. A career  An occupation that one chooses to pursue in his/her life. It’s the general way of earning a living. Job  Refers to tasks performed, services rendered in return for payment of wages. Most jobs are temporary  others casual and others permanent and pension able. What determines one’s career, vocation? Available opportunities for future development in a particular job The need to serve others especially the church and the needy Interests, strengths, talents, abilities Inclination or attraction to a certain kind of work Pressure from parents, peers etc General reasons why people work  a) It’s an essential element of life God ordained work. Humans work for their food Work contributes to the development of the community Work is personal. It defines a person People work to earn a living People work for enjoyment, leisure To assist and give to the needy To get luxuries People work to raise their standards of living For self satisfaction and fulfillment For personal development To keep a person occupied and not idle To acquire wealth and status in the society To socialize with other members of the society To attain independence and not depend on someone else LESSON TWO: TRADITIONAL AFRICAN ATTITUDE TO WORK Learning outcomes. By the end of the lesson, you should be able to:  Explain importance of work Work is essential to the well being of the individual and survival of the community Work ensured basic needs such as food, shelters etc were provided. In traditional African society work was divided according to the age, gender, and status e.g. chief, elder of the individual. Everyone was a worker. Boys assisted in herding, fishing, girls assisted in cooking fetching firewood. Women cooked, took care of babies constructed houses (maasai) etc.  5. Works among the traditional African societies included pastoralist, farmers, livestock keeping, fishing,  bee keeping etc Work was a communal affair; people would work together and assist each other Work was not for a wage (Money). The rewards of work-included food, communal unity, acquisition of moral values etc. Hard work was emphasized, laziness was condemned There were some specific works for specialization e.g. herbal medicine men, divination, prophecy, rain making, pottery etc. Work involved giving prayers, offerings, and sacrifices to God Through work, the basic needs of the individual, community were fulfilled Through work potentials; talents and skills were explored, acquired and utilized. Work had a religious dimension as well as a social dimension. It brought people together improving their relations SAE Find out how different communities in Kenya lived in the past and how they live today How did the lifestyle of the communities influence daily activities   LESSON THREE: CHRISTIAN TEACHING ON WORK Learning outcomes. By the end of the lesson you should be able to: – Describe the christens teachings about work The Christian teaching on work is based mainly on the interpretation of the bible, the teachings of Jesus  and the teachings of the apostles. Some of the teachings are: – God himself instituted work. He created the heavens and the earth and all in it. Since God worked man should work. (Gen. 2:1) God’s work of creation is good (Gen. 1:31) Christians should endeavor to produce good works Work is a duty, an obligation, a command Christians are responsible for God’s creation (Gen.2: 15). They are to protect it – animals, birds, plants, marine life are all under the care of man. Human beings should work to acquire their basic needs (Genesis. 1:29 – 30, 3:19) God blesses the work of our hands Human beings are co – creators with God (Gen.1: 28) God continue to create through human beings. Human beings glorify God through their work. God reveals himself through his work of creation. God had a purpose for his creation. He is orderly, source of life, Almighty etc. Work is a co – operative undertaking. Eve was created to be Adam’s helper (Gen. 2:20) Christians should co – operate in their undertakings Hard work is praised and laziness is looked down upon. (Proverbs 31:27). Christians should work for their daily needs and not become a burden to others. Work should be accompanied with rest (Gen.2: 2) God rested on the 7th day from all his work. God commanded the Israelites to rest on the 7th day. People should enjoy what they have worked for (Ecc.3: 22) Work should be done for the glory of God and for the good of the society. People should work honestly not steal but work to earn an honest living (Eph.4: 28) Those who do not work should not eat They should always work since God is always at a work (John 15:17)   LESSON FOUR: ROLES OF PROFESSIONAL

Christian approaches refer to how Christians view and handle issues of human sexuality, marriage and the family in accordance with Christians ethics. Through marriage, the family is formed.  LESSON ONE: HUMAN SEXUALITY Learning Outcomes. By the end of this lesson, you should be able to: Define human sexuality, marriage, and family Explain the Christian teaching of human sexuality Assess the traditional African understanding of human sexuality Determine gender roles in traditional African home Explain Christians teachings about male and female relationships Explain and appreciate Christian teaching on responsible sexual behaviour Explain Christian teaching on irresponsible sexual behaviour and their consequences   Human sexuality. This is a sacred gift from God. It was given to Adam and Eve. Human sexuality is that which makes us male or female. It is our biological or physiological differences associated with the state of being male or female. It is part of our biological make up. Males and female have different body structures, features, appearances and biological characteristics. In terms of physical strength more men are stronger than females. Besides the biological make up, we have an emotional side, which includes our attitudes, and feelings. Females are said to be more emotional and talkative than males. Human sexuality is also in our brain and mind and it is what makes us human beings. If you look at animals they also have different physiological features based on sexual differences.   Christian teaching on human sexuality. Males and females are God’s creation. Men and women were created for many reasons. These are (1) to be fruitful and to multiply; and (2) for companionship. In Genesis we learn that men and women share the image of God because God intended man and woman to play complementary roles and both are equal before God. Sex in marriage is a sign of love and it is sacred. In marriage man / and woman become one flesh. Both of them have the ability to control their sexual desires. Christian teaching forbids: sex before marriage, adultery or unfaithfulness, and other unnatural sexual behaviours like lesbianism, homosexuality or being gay, and incest. God created human body and it is to be kept holy. Chastity is encouraged while unfaithfulness in marriage is discouraged. Husbands / wives are to respect one another and give to each other in mutual love.   Traditional African understanding of human sexuality. Human sexuality is highly valued in traditional African communities. It is understood in terms of marriage and parenthood. Procreation was the sole purpose of sex. Sex was to be practiced in marriage and it was regarded as another sacred duty. Adultery was discouraged and offenders punished. Irresponsible sexual relationships were forbidden. Virginity before marriage was highly valued. If a girl lost her virginity before marriage, she was treated with scorn and punishment. If a boy impregnating a girl, he was fined. In traditional African society it was a taboo to discuss openly sex matters. Grandparents taught sex education to their grandchildren. Sex education was taught during initiation stages. Free mixing of girls and boys was not allowed except under supervision. Girls were married off immediately after initiation to avoid temptation of engaging in pre-marital sex. To reinforce self – discipline in relationships between the opposite sexes the African traditional society instilled the fear of supernatural curses through myths, taboos and rules. Marital status. Husbands and wives were expected to relate to each other, their parents, and in lawsaccording to the community customs. Conflicts between a husband and a wife were resolved through intervention of relatives.   Gender roles. There are specific chores and duties for either male or female in African traditional societies. Roles were therefore according to gender. Boys went hunting, herding, while girls fetched firewood, and helped in cooking. At an early age, girls and boys would mix freely as they played together. Mature boys and girls however, were restricted from mixing freely without supervision by elders. But there was gender identification. The boys identified with their fathers and other male adults, while girls identified themselves with their mother and other female adults.   Education. Children belonged to the community and not just to their biological parents. At the adolescent stage; 13 – 18 years education was given to the adolescents and intensified at initiation stage. Boys and girls were taught traditional rules and secrets of the society during initiation. Learning was informal. Knowledge was communicated through songs, stories and riddles among other forms of presentations. All adults acted as parents to the young ones.  Socialisation. Men were socialized to be superior, while women were socialized to accept their subordinate position and role. Everyone knew and accepted what he/she was culturally supposed to do.  Division of labour was based on sex. In the African communities, despite their differences, there were many common customary roles, rules, regulations, taboos and beliefs that governed the practices related to male – female relationships from early childhood to old age. These traditional African practices relating to male – female relationships existed at various levels. In all of them, man held superior positions when compared to those of women. Age. Old women and men were accorded respect. They were consulted for advice and counsel. Kinship system was emphasized.   Christian teaching on male- female relationships. We learn that the husband is the head of the house and should love his wife like Christ loved the church. Once a wife is loved, she should submit to her husband. We also learn that both male and female are equal and co – creators with God. Adam and Eve were created to complement each other. Likewise men and women should love each other. Jesus taught that each man should have one wife and vice versa. Once married, the husbands’ body belongs to the wife and hers belong to him. If that is the case, wife and husband should avoid immorality. Males and females are to relate freely. But the youth are to avoid the passions of youth. These are sexual sins. There are no

Instructions. Form four work covers contemporary issues in a Christians life. You are advised to read newspapers, listen to radio news, watch television news and current affairs and any other relevant news source. Work in twos. Give yourself topics to study and then give a presentation to your partner or co learner.  Learning outcomes. After reading and discussing Christian ethics, you should be able to: Explain the meaning of Christians ethics Explore the basics of Christian’s ethics   Christian ethics. The word ethics comes from a Greek term ‘Ethikos’ which means custom, or conduct. Ethics are moral principles, which influence a person’s behaviour. Ethics are defined as the systematic study of human actions and behaviour. We use ethics to judge, determine and assess the right and wrong of human behaviour. Morals refer to human character, which is the inclination to behave in one way or another. Ethics is the study of morals and they determine and influence personal and societal behaviour. Christian ethics is the study of human conduct or behaviour from a Christian point of view.   Basis of Christian ethics. Sources of Christian’s ethics: – The bible, teachings of Jesus Christ Human reason and experience Natural law The Christian community – the church Situation ethics Authoritative Christian literature – based on the bible Gods revelation – through prophets Human reason. These are internal thoughts that guide us when we are making decisions and taking actions. We use our minds and thoughts when confronted by situations. They also rely on internal thoughts in their life experiences. Internal guiding thoughts have many parts. One is our Conscience. This is our inner self that tells us and lets us know what is right and wrong. There are four types of consciences; doubtful conscience, sensitive conscience, certain conscience and perplexed conscience. For a Christian, rights and wrongs are in the Bible. God gave the Law of Moses to Israelites. Jesus came and explained the Old Testament and taught new scriptures in the New Testament. These teachings, which we have covered from Form one to three, explain very clearly what is right and wrong. When doubtful of the morality of an action, Christian consults the Bible to know if a decision is right or wrong. Human Experiences: – these are internal and external guides When confronted by situations, Christians use their minds i.e. human reason and their life experiences in making decisions. They rely on internal guides, (Human reason) and experience (external guides) Internal guides Conscience: – Mind, aspect of knowing right or wrong. When right, there’s’ approval when wrong it registers guilt. When doubtful of the morality of an action we should not do it if conscience is perplexed then make us decision. A decision should be based on a certain conscience. Types of conscience Doubtful conscience Sensitive conscience Certain conscience Perplexed conscience One can also make decisions based on knowledge and free will To make a decision one should have Facts about the act, its aims, circumstances. One should be free to perform A decision ought to be thoughtful Intuition: – inner feeling, insight It’s an internal moral sense to do good or avoid evil. Intuition is important in situations that require quick and immediate that requires quick and immediate action.  Feelings Feelings are subjective e.g. it feels good to do so this, hence will do…” it can be dangerous to make decisions purely based on feelings especially in marriage friendship etc. Eternal guides Experience Guides here include authoritative persons such as parents, teachers, police, civil leaders philosophers, and religious leaders. Rules from secular, religions, and African traditional culture are part of external guides. The bible The bible, quoted in the text but now out of text guides Christian behaviour. God communicates to his people through the Bible. The Bible offers answers to questions in relation to the life of a Christian. Today, there are ethical issues not found in the bible e.g. HIV / AIDS, sexual and reproductive health rights, contraceptives, abortion, globalization, cloning, environmental degradation, genetically modified foods, terrorism, international trade etc. this gives reason and other sources  factors are basis of Christian ethics in addition to the bible.   Moral principles in the bible They are mostly found in the teachings of Jesus and the Ten Commandments, sermon on the mountain Christians are also encouraged to have Faith The virtues encouraged include generosity, love, kindness, faithfulness, patience, humility, peace, mercy, loyalty etc.   Christian community – church Church leadership can make decisions, which touch on their followers. They guide people on ethical issues e.g. politics, land, justice, abortion, contraception etc. Church organizations give rules on that conduct of their members.   Natural law The awareness that one has to choose good and avoid evil If one studies human nature and reflects upon it he/she will discover natural laws of human behavior Natural law, natural rights such as right to education, life own property many etc. are incorporated into the constitution of any nation. The constitution then guides the behaviour of list citizens; Christians being citizens of a country are guided in their behaviour by the constitution.   Situation ethics One should reason out the rightness or wrongness of an act. The rightness or wrongness of an act depends on its uniqueness, the circumstances Christians are warned against making decisions based on circumstances or the situation e.g. a pregnant student seeking abortion as the option so as to continue with education.   Gods revelation God reveals himself to people through prophets, natural events, the law, dreams and visions. Through such ways God guides Christian on how they should approach certain issues. God’s revelation does not contradict with the bible.   Revision questions What is the meaning of Christian ethics? What is the basis or source or foundation of Christian ethics? List the basic life skills that one needs to be able to lead a better life

TOPIC 1 : INTRODUCTION TO CHRISTIAN ETHICS – Click to view TOPIC 2 : CHRISTIAN APPROACHES TO HUMAN SEXUALITY, MARRIAGE AND FAMILY – Click to view TOPIC 3 : CHRISTIAN APPROACHES TO WORK – Click to view TOPIC 4 : CHRISTIANS APPROACHES TO LEISURE – Click to view TOPIC 5 : CHRISTIANS APPROACHES TO WEALTH MONEY AND POVERTY – Click to view TOPIC 6 : APPROACHES TO LAW, ORDER AND JUSTICE – Click to view TOPIC 7 : CHRISTIAN APPROACHES TO SELECTED ISSUES RELATED TO MODERN SCIENCE, TECHNOLOGY AND ENVIRONMENT – Click to view