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Philosophy through Catechism P3C Martin Clephane
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Philosophy through Catechism P3C Martin Clephane
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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.
Philosophy through Catechism P3C Martin Clephane
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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
Philosophy through Catechism P3C Martin Clephane
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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
Philosophy through Catechism P3C Martin Clephane
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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
Philosophy through Catechism P3C Martin Clephane
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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.
Philosophy through Catechism P3C Martin Clephane
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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
Philosophy through Catechism P3C Martin Clephane
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Philosophy through Catechism P3C Martin Clephane
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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.
Philosophy through Catechism P3C Martin Clephane
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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.
Philosophy through Catechism P3C Martin Clephane
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Big Questions
Faith is a good thing.
agree disagree
What arguments are there to support this?
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Philosophy through Catechism P3C Martin Clephane
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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.
Philosophy through Catechism P3C Martin Clephane
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What is faith? PowerPoint Presentation
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.
Philosophy through Catechism P3C Martin Clephane
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What is faith? PowerPoint Presentation
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.
Philosophy through Catechism P3C Martin Clephane
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What is faith? PowerPoint Presentation
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.
Philosophy through Catechism P3C Martin Clephane
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What is faith? PowerPoint Presentation
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.
Philosophy through Catechism P3C Martin Clephane
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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.
Philosophy through Catechism P3C Martin Clephane
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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.’
Philosophy through Catechism P3C Martin Clephane
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.
Philosophy through Catechism P3C Martin Clephane
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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?
Philosophy through Catechism P3C Martin Clephane
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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.
Philosophy through Catechism P3C Martin Clephane
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Big Questions
I have a destiny.
agree disagree
What arguments are there to support this?
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Philosophy through Catechism P3C Martin Clephane
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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
Philosophy through Catechism P3C Martin Clephane
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Why am I here? PowerPoint Presentation
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.
Philosophy through Catechism P3C Martin Clephane
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Why am I here? PowerPoint Presentation
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.
Philosophy through Catechism P3C Martin Clephane
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Why am I here? PowerPoint Presentation
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.
Philosophy through Catechism P3C Martin Clephane
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Why am I here? PowerPoint Presentation
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…
Philosophy through Catechism P3C Martin Clephane
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Why am I here? PowerPoint Presentation
…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.
Philosophy through Catechism P3C Martin Clephane
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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.
Philosophy through Catechism P3C Martin Clephane
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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.
Philosophy through Catechism P3C Martin Clephane
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Philosophy through Catechism P3C Martin Clephane
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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?’?
Philosophy through Catechism P3C Martin Clephane
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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?
Philosophy through Catechism P3C Martin Clephane
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Big Questions
The coming of Jesus was a good thing.
agree disagree
What arguments are there either way?
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Big Questions
Jesus is the Son of God.
agree disagree
What arguments are there either way?
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Philosophy through Catechism P3C Martin Clephane
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.
Philosophy through Catechism P3C Martin Clephane
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Who is Jesus? PowerPoint Presentation
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.
Philosophy through Catechism P3C Martin Clephane
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Who is Jesus? PowerPoint Presentation
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.
Philosophy through Catechism P3C Martin Clephane
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Who is Jesus? PowerPoint Presentation
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.
Philosophy through Catechism P3C Martin Clephane
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Who is Jesus? PowerPoint Presentation
Jesus has over 200 names in
the Bible.
Reflecting on which name
connects with you, can open
up the relationship you have
with Him.
Philosophy through Catechism P3C Martin Clephane
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Who is Jesus? PowerPoint Presentation
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.
Philosophy through Catechism P3C Martin Clephane
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Who is Jesus? PowerPoint Presentation
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?
Philosophy through Catechism P3C Martin Clephane
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Who is Jesus? PowerPoint Presentation
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.
Philosophy through Catechism P3C Martin Clephane
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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.
Philosophy through Catechism P3C Martin Clephane
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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.
Philosophy through Catechism P3C Martin Clephane
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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.
Philosophy through Catechism P3C Martin Clephane
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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.
Philosophy through Catechism P3C Martin Clephane
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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?
Philosophy through Catechism P3C Martin Clephane
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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
Philosophy through Catechism P3C Martin Clephane
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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.
Philosophy through Catechism P3C Martin Clephane
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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.
Philosophy through Catechism P3C Martin Clephane
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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
Philosophy through Catechism P3C Martin Clephane
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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?
Philosophy through Catechism P3C Martin Clephane
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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
Philosophy through Catechism P3C Martin Clephane
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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?