• Deadline for Soft Copy is on Friday August 18, 2017 at 12 midnight.

• Deadline for Hard Copy is next week, Wednesday August 23, 2017.

• Email your final Chapter 1 to rapgg17@gmail .com

• Bring all YOUR data, literature, etc. for the
making of your Chapter 2 in your Research
Work.

• Each Group will bring one Laptop.

• What were the social issues in the movie?
• How do you feel about the characters?
About the story?
• How would you address the social issues in
the movie?
At the end of the session, the students are expected to:

1. Know who are the Poor.

2. Understand God’s love for the Poor.

3. Familiarize and apply the Church’s response for the Care

of the Poor.
 Experienced Internally

Experienced Externally
• For many poor people, their faith may be their greatest, and sometimes, only asset.

• Conversely, the economically wealthier have to deal with unique spiritual

challenges such as materialism, consumerism, greed, and even the exploitation
of the poor.
• Of course, they both need Christ, we all do!
1 Timothy 6:10:

“For the love of money is the root of all evils; it is through this
craving that some have wandered away from the faith and pierced their
hearts with many sorrows.”
• Overwhelmingly, it is the rich who oppress the poor.
• It is the wealthy corporations, economic systems, socio-political structures and other sinful
social structures that often perpetuate the cycle of poverty.
• It is the wealthy who are at the center of power, the poor on the fringes.
• In this world it is the rich who are powerful.

The Wealthy need:

1. Prayers
2. Develop strong support systems
3. Accountability relationships
4. and spiritual disciplines
in order to deal with the temptations, passions, ethical dilemmas, and greed
which frequently exist in the world of wealth
SCRIPTURE
AND
POVERTY
 • The Hebrew word for the poor is the ANAWIN.
The little ones, originally those “overwhelmed by want.”
In the Old Testament, this group was primarily:

• Widows
• Orphans
• Strangers (refugees, migrants, immigrants).

• They are poor and powerless. Their poverty was often the result of unjust oppression. As such, they
comprised “Yahweh’s poor.”
• “You shall not molest or oppress an alien, for you were once aliens
yourselves in the land of Egypt. You shall not wrong any widow or
orphan.”(Exodus 22:20-22).
• Care for the ANAWIN became the test of Israel’s faithfulness.

• The word used to reflect the community’s duty to the poor is “justice.”

• the poor became the measure of Israel’s fidelity to the Lord.

• Their right treatment lay at the heart of biblical justice and righteousness.

• Not caring for the poor was infidelity to God, because people who forgot the poor
no longer really believed in Yahweh revealed as God of the people, the community,
dwelling among them and passionately concerned for their welfare, especially for
the poor.
• Jesus fulfills this tradition in his teaching and actions. His three “great parables” are about justice and
the poor: and mercy.

• The Good Samaritan in Luke 10

• The rich man and Lazarus in Luke 16

• The dramatic judgment scene in Matthew 25:2

In this judgment drama, Jesus emphatically
identifies himself with the poor and measures
individuals and nations by our deeds of justice
and mercy.
WHAT IS THE CHURCH’S RESPONSE TO
POVERTY?
HOW CAN WE CONCRETIZE GOD’S LOVE IN
THE PRESENT EPOCH?
• The first line of attack against poverty must be to build and sustain a
healthy economy that provides employment opportunities at just
wages for all adults who are able to work. – U.S. Bishops
• The Catechism explains, Everyone should be able to draw from work the means of providing for his life
and that of his family, and of serving the human community. Related emphases in Catholic teaching
stress the importance of:

• Unions
- as a means to assure a fair wage, protect workers, and allow them to exercise their rights to
participate in society and in the workplace.
• Employee benefits
- such as retirement benefits, unemployment compensation, workers compensation, and so
forth.
• Rights to emigrate to find work
• The evils of workplace discrimination
• Care for those who are unemployed or unable to work due to age, disability, and care of children
• The right to health care
TEACHING ON POVERTY HAS GROWN FROM SIMPLE
ASSISTANCE WITH A MEAL OR SHELTER TO ENCOMPASS
AN ARRAY OF NECESSARY RESPONSES:
• Advocacy for social and economic change
• Empowerment of individuals and groups
• Political participation and economic development so people can be “artisans of their own destiny”
• Micro-enterprise loans
• The importance of “property” for the poor in multiple senses of land
• Capital
• Education
• Technological know-how
 SYNTHESIS:

CCC# 2446 St. John Chrysostom vigorously recalls this:

"Not to enable the poor to share in our goods is
to steal from them and deprive them of life.
the goods we possess are not ours, but theirs." "The demands
of justice must be satisfied first of all; that which is
already due in justice is not to be offered as
a gift of charity":
When we attend to the needs of those in want, we give them
what is theirs, not ours. More than performing works of mercy, we
are paying a debt of justice.
 Seat work:

How can you , as an ASHS learner,

perpetuate Jesus’ love for the poor?