UNIT 1 INFLUENCE OF RELIGIOUS TEACHING ON THE FORMATION IN
Key Unit competence Examine how Abrahamic religious doctrines
influence the development of moral values.
INTRODUCTORY ACTIVITY 1
Using various resources, research on the meaning of values and laws
and their sources.
An African wisdom says, “I am because we are.” In other words, Africans believe
that all humans are connected and an individual cannot be truly happy without
others, that is, without the community. From this perspective, human life
which is nothing but a series of choices and acts is understood as grounded
in relationships at different levels and places such as family, society, school,
workplace, church, etc. These relationships can be sustained or distorted by
one’s acts and behaviors towards those with whom they are in relationship.
The question is, “what should guide individuals as they choose their acts so that
they may bring about healthy relationships in the community?” Philosophers,
educationists and scholars in human sciences, answer to this question by the
word “values” and “laws”.
1.1.1. Meaning of values
According to Bernard Lonergan, “values are the content of a person’s
consciousness in deliberative responsible actitivity.” This means that, a value is
a quality of a reasoned activity freely performed after weighing consequences.
In this vein, Friedrich Nietzsche simply interprets “values” as acts of preference.
This applies an intellectual development so that the individual can discern and
refer and carry out an act. Thus, values are defined as “a set of behaviors that
make up the way of living of the individual and that have a meaning and an
appreciation (a value) to fulfill them; and that to be directed towards social
equilibrium must be applied to the common good” (Banos-Martinez J. &
Arganis-Juarez L., 2013: 2811).
Values are those elements which allow individuals to make reasonable judgment
over what is worth of being freely done and avoided. As such, those values
are moral and are universally accepted because they are ultimately desirable
for the integral development of every human being and the whole human
community. They include protection of the environment, love, respect, mercy,
solidarity, equality, or those values expressed in scriptures and in the universal
declarations for children, for women, and of human rights.
Living according to values requires having the conscience of values which is
definitely acquired through moral education in all its forms (traditional, modern,
formal, informal, etc.). To Aristotle, the four governing values are: prudence,
justice, strength and temperance. For Bertrand Russell, the fundamental values
are justice, decency and morality. Many values are viewed in the framework oflaws of society such as constitutional documents, regulations and decrees.
1.1.2. Meaning of laws
A human baby is not born on a desert island; it comes on earth through a family,
that is already a society. A family is the unit cell of the large and complex social
organism. The child must be educated to community life and integrate the civil
society at its different levels: Family, Cell, Sector, District, State. As he/she grows,
the child must also integrate other societies, religious and cultural: parish,
diocese, professional organisation, mosque, sport clubs, etc. The society is an
essential dimension of human life. For the development of this life in society,
there is a need of normative rules (laws) for its organisation and conduct. Law
in the broad sense of the term is found in all cultures, and human groups. The
English word law is usually understood to refer to positive legislation enacted
and promulgated by the legitimate authority of the society, whether Church or
State (John M. Huels, “Law” in The New Dictionary of Catholic Spirituality, p.
588-589).
A certain scholar, Thomas Aquinas, enriches the above definition of term “Law”
by stressing its purpose. He writes, “law is an ordinance of reason for the
common good, promulgated by one who has care of the community” (Summa
Theologian, I-II, q. 90, a. c). Thus, good laws are known by their reasonability,
purpose and accessibility.
First, the purpose of the law is chiefly to provide for the common good, and this
includes the welfare of the all individuals who make up the community, not a
private or personal good. Good laws seek to foster the harmonious ordering of
society in which individuals’ freedoms can flourish (John M. Huels, “Law” in The
New Dictionary of Catholic Spirituality, p. 589).
Second, to promulgate a law is to make it known to those who it binds. It is
properly made and published by the legitimate legislative authority or lawgivers
who may be a physical person or a moral person, which is a body or a board
passing laws by joint action (John A. Hardon. 1980. Modern Catholic Dictionary.
Double-Day & Company, INC. Gardern City, New York, p. 311”).
Third, to be reasonable, “a law should be consistent, just, observable, enforceable,
and useful.
– Consistency of the law: when it is neither self-contradictory nor in
contradiction with other laws.
– Justice of the law: when it respects higher laws and distributes
burdens equitably.
– Observability of the law: when it does not demand the impossible
because it is cruel or too difficult.
– Enforceability of the law: when not only the law-abiding but everyone
can be expected to keep it because it is supported by appropriate
sanctions.
– Usefulness of the law: when it serves a valid purpose without needless
restriction of human liberty”.
In the christian tradition, law is distinguished as divine law and human law. Thedivine law is distinguished as natural and positive.
– The Natural law
The natural law should not be understood as a blind or fatalistic inclination
to what nature may dictate human beings. Otherwise, the latter would have
remained naked and live the primitive lifestyle. Humans are rational, free
and intelligent beings. As such, they are innovative and creative which means
that they interact with others and the nature, and even transform it. It is that
interaction with others and the nature that requires a law to govern human
activities towards others and nature. This law is called “natural law”. The natural
law is understood as referring to the respect of the human person as a human
person, of his or her body and goods so as to make his or her life more human,
better and social. The natural law comprises fundamental laws that promote
human dignity, its development in the community, and the common good of
that community (TH. Rey-Mermet. 1985. Croire : Pour une redécouverte de lamorale. Droguet-Ardant. Montréal, p. 92).
– The positive law
The positive law consists of the laws of God revealed in the Scriptures.
The founding law of the people of God is the “Decalogue”, that is, the Ten
Commandments (Exodus 20: 1-17). These commandments give essential
directives that should guide and enlighten human relationships, both vertical
(with God) and horizontal (with their brothers and sisters). They are valid for
every human being in such a way that they provide for them guiding principles
to discern and make decisions. The Decalogue and other related laws of the
Old Testament have been lead to perfection by Jesus. When he was asked the
greatest commandment, he replied, “You shall love the Lord, your God, with all
your heart, with all your soul, and with all your mind. This is the greatest and
the first commandment. The second is like it: You shall love your neighbor as
yourself.
The whole law and prophets depend on these two commandments” (Matthew
22: 37-40). The law of Christ, love of God and neighbor, supersedes egoistic
inclinations. Who would like to be killed for example? So, whatever good you
wish for yourself, you should wish it for your neighbor. Love as such is the core
law. A certain Albert Camus wrote, “If I had to write a book on morality, it would
have a hundred pages and ninety-nine would be blank. On the last page I should
write: I recognize only one duty, and that is to love” (Albert Camus, Notebooks1935-1942).
– The human law
Human laws exist in one form or another in every social group. They exist
because the divine law - natural and positive - is not enough to ensure harmony
in a given community. The living-together requires human laws to concretize
and incarnate the divine. Imagine that in a certain country, the road code is
replaced by a simple rule like “You shall not kill...” (which is a positive law)
or by the famous commandment, “You shall love your neighbour...”. This would
not be sufficient to avoid road accidents because human beings are not angels.
Rather they think differently, have different mental conditions, have different
problems and experiences. Thus, there is always a need of a positive human law
to regulate human relationships, behaviors and acts.
All important elements of community life – civil status, school, marriage,
property, labor, inheritance, etc.- must be governed by human laws. This brings
about civil law (laws that protect the rights of citizens), public law (regulations
of relations between individuals and State), penal law which imposes penalities
for the conducts prohibited by the State, etc.
In conclusion, every law – divine (natural and positive) or human, civil or
religious – every just law comes from God, because it promotes the good, the
common good, and God is love, love for all. Laws are not meant to alienate
people’s freedom and happiness but to prevent from whatever may hinder
them. Laws teach loving ourselves and others, share with them and build
together harmonious and happy communities.
1.1.3. Relationships between values and laws
The relation between law and value is very complex. Indeed, they are
intrinsically different although they both serve the same purpose: to channel
human behaviors in society. They both provide people guidelines of what may
be done or may be avoided in certain situations. For example, Rwanda has set
the last Saturday of every month for a community service called “umuganda” to
keep community spaces clean. Before this becomes a policy (a law), cleanliness
is a value for Rwandan people. This example help to understand the relationship
between values and law in that laws are systems meant to maintain moral
values and prevent people from violating them. Therefore, the values of the
society cannot be separated from the law; rather, the law reflects somehow
these values.
On the other hand, values and laws differ in their respective formation and
application.
– A law is applied to the whole community, while values define how
individuals prefer to interact with one another.
– A law is published while values do not need be published.
– A law has to be absolutely universal and applicable to every one while
values need not to be necessarily universal; they are more personalised.
– A law is enforced while values totally depend on the individual and
the choice of the individual regarding his or her interaction with other
members of the society.
– Disobeying a law is liable to punishment; not adhering to a value doesnot
1.1.4. Sources of values
Values are rooted in human life experiences. These vary from period to period,
and a culture to another. Life in the contemporary society has different aspects
which can be categorized in four sources of value formation in any modern
society. These are : social institutions, organisational values, peers andcolleagues, and work and carreer
– Social institutions
Human life is based on values and produces them. It is supported by institutions
which inculcate those values to individuals. The most important institutions in
doing so include family, school, State and religion. For instance, the Rwandan
traditional school, “itorero” was the official source of Rwandan values including
team spirit, patriotism, mutual respect, accountability, integrity, courage, etc.
Social institutions are basically sources of values in that they prescribe for
individuals what is good and what is bad, and reward good behaviors andpunish bad behaviors.
– Organizational
Organisations, like cooperatives, international and local NGOs, companies,
associations and clubs, usually set a number of values which guide their actions
and relationships within themselves. If members of an organisation suscribe to
these values, the new comers will easily acquire those values and will be part
of their lives
– Peers and colleagues
An individual learns some behaviors from his/her peers and colleagues with
whom he/she is associated. A group which is built on values is enhanced by
them. Therefore, the individual in a such group tries to follow the group spiritas he/she conforms to the group norms of behaviors.
– Work and carreer
Work and carreer create special values that give unity, cohesion and meaning
to individuals through the responsibilities they are entrusted with and the
experience they gain from their carreer. Therefore, each work will have its own
values and persons performing the work will follow those values. For example,
farmers may develop special values which are different from teachers’ values.
According to Reshaj Mahajan, one’s age influences his or her values as different
things influence one at different ages (Govt. S.P.M.R College of Commerce
Seminar presentation). This happens as following: Age 1-7: parents; Age 8-13:
teachers, heroes (sports, TV, Music, …) ; Age 14- 20: peers (values because of
peers or peers because of values); Age 21+: values are established but they may
be tested time to time.
There are others sources from which people and cultures get their values.
These include Mass Media, Television, Radio newspapers, books, internet,..From this sources people
1.1.5 Sources of Laws
A) Constitution
A country’s Constitution is a set of fundamental ground rules setting out the
powers of the different branches of government (i.e. executive, legislative and
judicial) and how these entities operate and interrelate. The Constitution may
also set out basic principles, such as fundamental freedoms and rights. In CivilLaw systems these rules are usually embodied in “Codes”.
B) Legislative Enactment (Statute)
Legislation is the second key source of law and usually takes priority over sources
of law other than the Constitution. There may be more than one legislative body
in a country - central, provincial or state and municipal authorities may each
have separate power to legislate. Rules will determine the extent to which andin what areas one legislative body has priority over another.
C) Judicial Decisions
In some countries, judicial decisions are authoritative and develop into a source
of law known as “case law”. Case law may extend the application of legislation
and is deemed to form part of the law.
D) Treaties
The host country may be subject (or may be about to become subject) to laws
made by a regional or world grouping by becoming a signatory to a treaty.
Examples are the laws of the European of Union, trade treaties, rules of the
WTO and bilateral treaties. It is unlikely that a country could easily amend
these rules.
In some cases and countries, the following can also serve as sources of Laws
-Writings of legal scholars - in civil law jurisdictions, academic writings
interpreting the constitution or legislation have considerable influence on
decisions of the courts;
-Edicts from a king/ ruler;
-In the case of certain Islamic countries, “Sharia law” in the form of religiousbooks and edicts from religious groupings
1.2. Religious Teaching as primary source of values and
laws
Religious intruction as a source of values
One of the most important primary sources of values and laws is definitely social
institutions including school and religion. In fact, education and religion are
supposed to help men and women be more human. One is made more human
not by acquiring many university degrees and attending thousands of religious
services but by being converted by what he or she learns and experiences
through teaching, learning and religious activities. Alternatively, religious
education in our homes, at school or in churches should help people either
conform to existing values and laws and produce dedication to radical change
or foster a capacity for a critical judgement of both existing and potential values
and laws. Formation in values and law assimilation is differently organised inevery religion according to its experiences, beliefs and practices
1.2.1. Judaism, law and values
Judaism is the oldest monotheistic religion. It is embedded in Jewish culture.
Jews consider themselves as the people of God and they ought to behave as
such. Not only beliefs and religious practices, but also moral values and social
norms are found in the Torah. This brought about the fact that Jews all over the
world are united in the belief in the strenght of Torah study. Through studying
the Torah, Jews obey to God’s command to ensure the transmission of the Torah
which includes values and laws to govern their lives, behaviors and activities.
This is then the commandments, the statutes and the ordinances, which the
Lord, your God, has commanded that you be taught to observe in the land you
are about to cross into to possess, so that you, that is, you, your child, and your
grandchild, may fear the Lord, your God, by keeping, as long as you live all his
statutes and commandments which I enjoin on you, and thus have long life...
Take to hearth these words which I command you today. Keep repeating them
to your children. Recite them when you are at home and when you are away,
when you lie down and when you get up. Bind them on your arm as a sign and
let them be as a pendant on your forehead write them on the doorposts of your
houses and on your gates (Deuteronomy 6: 1-2. 6-9).
This passage highlights how religious teachings are the primary source of values
and laws in Judaism. Religion itself is bound to education and the transmission
of knowledge, values, habits, and laws from generations to generations. God,
through revelation and religion, himself is a teacher and as a teacher is the role
model for fathers. Parents are the first in charge of teaching their children about
values and laws as God taught commandments to Moses. Along with God and
Moses, Jewish parents, priests, prophets, sages (wisemen) and Scribes (Rabbis)
are portrayed as teachers of laws and values in the Torah.
In addition, Jewish children could also learn about God’s commandments
and the values they reflect in their living environment, from siblings, peers
and colleagues, from posters hung on walls, doors and gates. Values such
as love, humility, service, covenant, truth and integrity, etc. among friends
and neighbours, between parents and children, humanity and God, are
understood in Judais from the experience of God, the Creator, the Savior, the
Almight. Moreover, these values constitute a central factor of happy, health
and harmonious relationships, bringing much what gives life its meaning andlongevity
1.2.2. Christianity, values and law
Christianity is founded on Jesus’ life, teachings, deeds, death and resurrection.
Christians believe that all of these elements were oriented to the salvation of
humankind in all its departments: social, political, spiritual, cultural, religious,
etc. They also believe that Jesus is the son of God sent to reveal his father
and implement his saving plan for humankind. Jesus carried out this mission
through teachings supported by miracles and eloquent acts. Jesus was known
by his contemporaries as the teacher who has authority (Matthew 7:29). From
the beginning of his ministry, Jesus preached and said, “Repent” (Matthew
4:17). From this perspective, one can firmly say that Jesus’ teachings intend to
challenge the existing ways of living, change his followers’ behaviors, and lead
to a new way of interacting with God and neighbours.
More concretely, Jesus’ mission consisted of transforming people’s lives in all
dimensions through gradually imparting into them values and giving a new
meaning of law. For instance, he praised the values of humility through the
examples of children (Matthew 19:14); and the integrity of Nathanael (John
1:47). He also recalled that laws are meant not to alienate human lives but for
promoting them when he saved the woman caught committing adultery from
being stoned according to the law (John 8:7); and when he healed someone
on the Sabbath day (Mark 3:1-6). Jesus also denounced Pharisees and scribes
for they asked people to do what they don’t do. Doing so, he taught that values
and laws are efficiently transmitted through living examples of those who are
in charge of ensuring its education. These include parents, religious leaders,
school teachers, christians in the city and villages.
In addition, Jesus initiated the processes of knowing laws, getting and embracing
“christian” values when he said to his disciples, the later apostles,
Go, therefore, and make disciples of all nations, baptizing them in the name of
the Father, and of the Son, and of the Holy Spirit, teach them to observe all that
I have commanded you (Matthew 28, 18-20).
From this passage, Christians’ mission is not only to baptise but also to teach
all Jesus has commanded. Jesus’ command embraces all aspects of human life
since he willed that all people be saved. For this reason, christian religious
denominations hold high all dimensions of education to ensure the transfer of
Jesus’ command. Jerome says that “The word ‘command’ does not affirm the
establishment of a new law, but of a new way of life, just as the new law of
Moses established a new way of life (Raymond E. Brown et alii (eds), The New
Jerome Biblical Commentary (see the Apostolic Commission (28:16-20) (NewJersey: Prentice-Hall. Inc., 1968.).
Concretely, laws and values which channel the ways of living of Christians are
transmitted and enhanced at different levels of human life. Christian parents
are the first educators and witnesses to life of values. The Church Fathers call
parents to teach moral values to their children because these make them gentle
and sober and to do so when they are still tender (Mvumbi, 2013: 14). In this,
parents are supported by christian social institutions such as schools, centers,
hospitals, orphanages, charity NGOs, and religious teachings through books,
media (TV, Radio, etc.). Child education is central to the christian religion and
it insits on the need of value education as the foundation of authentic human
person development.
Hence, the concise summary of what we can get from the relationship between
Christianity and values and law is the following: Christian wisdom continuously
inspires christians to root their human affairs and activities in religious values,
and thus, search for the glory of God and the corporal and spiritual well-being of
the human person (Apostolic Constitution, Sapientia Christiana of the SupremePontiff, Pope John Paul II, on Ecclesiastical Universities and Faculties, no.1.).
1.2.3. Islam, Laws and Values
Islam means submission to the will of God; therefore Muslims put primary
emphasis on obeying God as prescribed in Islamic law (John L. Esposito. 2011.
What everyone needs to know about Islam. Oxford University Press. New York. P.
158). The Islamic law, Shari’ah which literally means the ‘straight path’ governs
a Muslim’s whole life. In matters of laws, Muslims must therefore know three
important things (Jan Thompson, 2005. A New Approach: Islam. Hodder: 114):
– Fard: what is obligatory; for example, the Five Pillars.
– Halal: what is permitted; for example marrying more than one wife.
– Haram: what is forbidden; for example to eat any product from the pig.
The main official sources to guide the development of Islamic laws are the
Qur’an and the Sunnah (example of Muhammad). The Quranic texts provide
moral directives, setting out what Muslims should aspire to as individuals and
achieve as a community. The Sunnah of Muhammad (the Prophet’s private and
public life and his individual and communal activities) illustrates Islamic faith
in practice and supplements and explains Quranic principles (John L. Esposito.
2011, p. 159). The Islamic law is arrived at by the common consent (ijma)
of Islamic scholars. The common consent or the consensus, originated from
Muhammad’s reported saying, “My community will never agree on an error.”
This came to mean that where neither the Qur’an nor the Sunnah give directrules, the method of analogical reasoning (qiyas) was used.
Example
The Qur’an does not say something explicit on abortion. Or, some Muslims are
tempted to perfom abortion. Is it forbidden or allowed for Muslims to do so? To
address this issue, Scholars find a similar issue on which there is some teaching
and apply the same principle to the new situation. For example, the killing of
infants is forbidden in the Qur’an so now abortion is forbidden.
Islam emphasises on orthopraxy, that is, the correct action. Thus, its teachings
and traditions comprise not only legal principles but also associated values
that guide Muslims in decision making. The essentials of Islamic law have their
foundations in the core teachings of the Prophet Muhammad, and they touchevery aspect of human life. (http://www.islamreligion.com/articles/10256).
Values and laws are understood as regulatory systems of human behaviors and
activities in society. They intend to foster the common good and prevent from
harmful situations to unity and harmony of a community. Values and laws are
therefore important elements of human culture in which individuals’welbeing
and community development are grounded. In other words, integral
development of society is possible only when individuals stick to common
values and obey to laws.
The laws serve as norms of conducts for citizens. Values are the rules by which
we make decisions about right and wrong, should and should not, good and
bad. They also tell which are more or less important things to do. Both laws and
values are set to promote the common good, that is the welfare of individuals
in society. Laws are preventive, protective, and pedagogical. They warn
individuals on what is forbidden, protect others’ rights and punish criminals so
as to re-integrate them in the society. On the other hand, values act more on the
individual level stating what is morally right and wrong at the community level.
Therefore, laws and values are jointly important for they:
• Provide for proper guidelines and order upon the behavior for all
citizen;
• Sustain the equity in the society and prevent from chaos, conflicts,
violence, etc.
• Organise life in society. For example, laws and values are used to set
education, land, security systems necessary for the development ofhuman life in society
• Decrease moral decadence that includes cases like crime, married by
accident, violence, free sex, bullying, drugs, etc.
• Give ways to solve social problems such as manifestation of violence,
social discrimination, family violence, corruption, social injustice, and
others that prevent a moral evolution and a social coexistence directed
to the common good.
• Help character building and sense of responsibility in young people to
the environment and to the community.
• Influence the child’s emotional intelligence, that is the child’s capacity
to control and express his emotions, and to interact judiciously and
empathetically with others.
• Increase people’s achievement in various areas of life includingfinancially, professionally, academically, socially, etc.
