Calapini, William Angelo

2 BSN 1
Sr. Mark John Palanca

How do you see a human person individually and a person socially? What
is the relationship of man and society? Who is more important, man or the
socie- ty? Oftentimes, one’s individuality is seen in comparison with his or her
role in the society. For example, street child may be considered as no
value in a soci- ety compared with a lawyer who is business man who
earns a lot of money. But does this mean we will easily get rid of people
with no value in the society? In this module, you are going to learn
Christian concepts on the relationship of man and society.
 Office of Religious Affairs
(ENTER FOR RELIGIOUS EDUCATION

Let's find out how much you already know about this topic. Think and givehones:t : --::-·
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your answers to the question by enclrcllng the best answer from each question. ::_:-:.
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1. -
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is the idea that the individual life belongs to him and that he has an inalienable ••··-
right to live it as he sees fit, to act on his own judgment, to keep and use the product of his
effort, and to pursue the values of his choosing.
a. Collectivism
b. Communism
C. Socialism
.. . · ......
-.,. .._

d. Individualism .....
a
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2. is
the idea that the individual life belongs not to him but to the group or \.....'
society of which he is merely a part, that he has no rights, and that he must sacrifice his values......._
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and goals for the group's "greater good." • ''-'-
a. Collectivism 1- ■-■ - -......._ ',.

b. Communism \\ "
c. Socialism · ,' \."-:'-'-...".-' '..
d. Individualism •/•• "\.""-.. ,

3. Acc
ording to the social doctrine of the Church, all of social life is an expression of its unmis- ·-

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protagonist:
- : : an
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c. the poor ■•••

d. the majority

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4. Certain societies, such as the and _,

correspond more directly to the nature J

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governs relationships among individuals. Specifically, it denotes a sustained or

onst s\; lingness to extend to each person what he or shedes r v ; ·

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 Office of Religious Affairs
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\ Opening Prayer . .......-_....--
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In the name of the Father, and of the Son, and of the Holy Spirit. Amen. ·-"I ..
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Creator of all things,

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true Source of light and wisdom, -

lofty origin of all being,
graciously let a ray of Your brilliance
penetrate into the darkness of my
understanding
and take from me the double darkness
in which I have been born,
an obscurity of both sin and ignorance.
 3

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Find Internet posts on your social media accounts or you may use magazines and newspap,rs
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with two opposite themes or Issues: positive actions of man In society versus hopelessness:· -
actions of man in society. Then. paste or cut the images in this output with the #hashtags·
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aithlnHumanityR tored - . -....
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In the activity above, we have found out that human beings are capable of bringing out both the best ,_--._.._,
and worst in themselves. Sometimes we forget the goodness of each one of us which makes us sue- '
cumb to our own brokenness and sin. When only one person is involved in a certain problem, most of :;..::
the time it can be resolved and has minimal consequences and implications. For example, a student :.;
fails his or her subject. He or she can just retake the subject and move on. But what if there are already : ■. : .
other people who are dragged into one's problem? Things get worse and can get out of hand. For ex- '-
ample, a student fails his or her subject. His parents cannot afford to pay for summer class. As a result,
the parents avail a loan. Thus their household necessities is affected. But we all know, that society has 0
'- '
bigger problems than this, especially when one only thinks for himself or herself and not for the benefit
of others.
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Which is greater, man or society? Answering this question is a bit tricky. Even society is made up by
individual man. If we rephrase the question into, "Is society for the benefit of man? Or Man for the ben-
efit of society?" What is the balance rule of thumb in answering this question? As Christians living in
the society, we envision an answer that is true and good at all times.
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The concepts of individualism and collectivism is a good starting point in understanding concepts in e
society as a whole. Individualism is the idea that the individual's life belongs to him and that he has an c
inalienable right to live it as he sees fit, to act on his own judgment, to keep and use the product of his o
effort, and to pursue the values of his choosing. It's the idea that the individual is sovereign, an end in g
himself, and the fundamental unit of moral concern. This is the ideal that the American Founders set n
forth and sought to establish when they drafted the Declaration and the Constitution and created a i
country in which the individual's rights to life, liberty, property, and the pursuit of happiness were to be z
ed and protected. On the other hand, collectivism is the idea that the individual's life belongs not to him \\
but to the group or society of which he is merely a part, that he has no rights, and that he l I
must sacrifice his values and goals for the group's "greater good." According to collectivism, the group n
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 Office of Religious Affairs
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or society is the basic unit of moral concern, and the individual is of value only insofar as he serves the
. ----
group. As one advocate of this idea puts it: "Man has no rights except those which society permits him
--
-
to enjoy. From the day of his birth until the day of his death society allows him to enjoy certain so called
rights and deprives him of others; not ... because society desires especially to favor or oppress the
individual, but because its own preservation, welfare, and happiness are the prime considerations.
Based from the definitions above, what Is the fundamental unit of moral concern In the society, Is ·
.:_-..
it the individual or the larger community? Why?
.& ·._·
...
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According to collectivism, the group or society is the basic unit of moral concern. Meaning it focuses more on -
-society. Because
- - if-we - focus
- -on-each individual,
- - -there - -will-be-chaos
- -because
- - -of - different
- - opinions.
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Study the Catholic social teachings on. ,\\\\ ,
Human beings are self-aware, conscious, and intelligent. With this, man is also in relationship with him- ....._,
self and is able to reflect on himself and can see God with in. St. Augustine said, "You have made us for ,
yourself, 0 Lord, and our hearts are restless until they rest in you." This relationship between God and
man is reflected in the relational and social dimension of human nature. Man, in fact, is not a solitary •■- -
,_

being, but "a social being, and unless he relates himself to others he can neither live nor develop his ----...
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potential." In one's neighbor, whether man or woman, there is a reflection of God himself, the definitive
goal and fulfilment of every person." --

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You may watch this video from youtube: https://www.voutube.com/watch?v=v9N80XkNORk .
The video presents an idea that God is present in each one us. Our dignity as a human person is
more than our rational capacities because it is given by God himself. Thus, the human person is the real
foundation of society; therefore, the person has priority in everything that is done socially. This priority \
also transcends any circumstances that endangers human dignity. \\

According to the social doctrine of the Church, all of social life is an expression of its unmistakable pro- l)\rl
tagonist: the human person. This important awareness is expressed in the affirmation that "far from be- r

ing the object or passive element of social life" the human person "is rather, and must always remain, b
its subject, foundation and goal. The origin of social life is therefore found in the human person, and e
society cannot refuse to recognize its active and responsible subject; every expression of society must
directed towards the human person. In fact, the whole of the Church's social doctrine develops from the
principle that affirms the inviolable dignity of the human person. The respect owed to the inviola- bility
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and integrity of physical life finds its climax in the positive commandment: "You shall love your j

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neighbour as yourself."

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--
Established in the principle that the human person is the foundation of society and therefore, the per- :..·::_-
son has priority in everything that is done socially, we now take a look on what a society is. According
-.--
to the social doctrine of the Church, a society is a group of persons bound together organically by a ::::_:-
principle of unity that goes beyond each one of them. • .• :-:==
··-
To better understand what a society is, try to compare it with Facebook. Is Facebook as a soc1a·1
:·
:
network a real society? What do you think? State your · ·- .
answer:
· -.. - ....
Yes, Facebook is a form of society because it is composed of different thinking individual. Facebook users
are not robots, they are capable of influencing others, for examples, we have trending videos or memes that - .. ,._,.

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we share and do. .. "I-

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Certain societies, such as the family and the state, correspond more directly to the nature of man; they
are necessary to him. To promote the participation of the greatest number in the life of a society, the
creation of voluntary associations and institutions must be encouraged "on both national and interna- '-- •
tional levels, which relate to economic and social goals, to cultural and recreational activities, to sport, ..,_
to various professions, and to political affairs." Societies, therefore, is in the service of a human person
in order to attain his or her needs and full potential. This is why the Church always champions the dig- 0'
nity of family and protects its rights versus laws, malice, and immorality that may endanger its goal and ,... ..._
meaning. If we try to break or distort our meaning and goodness of the smallest of society, which is the ::::_
family. Consequences, which may affect an individual badly, are directed to the human person whose · -■- -
.. family is distorted. Therefore in a having a good and progressive society, family upbringing is a must ---

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.. and must be supported and respected by the state. .._ -. ::,-.
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Based from the discussions above, justify the importance of the priority of hu • • \: ' ::
any social affairs. . ¾
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The importance of human person can greatly influence the society, so we need to carefully nurture a man
in order to develop an astounding society.
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Family is the most important to a human person, this can greatly impact an individual’s future I which
f-
relates to how he/she will function in a society, a distorted family creates a distorted being, therefore the
Why church
does tries its best
the Church puttoemphasis
protect its dignity
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Importance and immortality.
and dignity of the role of
th / • society? ., . ;/ 'l
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How to live in a society? St. Thomas Aquinas suggests that, "as a principle of human acts, law must
concern these acts' final end, namely, happiness; and the most perfect kind of happiness is identified
with general happiness (or the common good), "since every part is ordained to the whole, as imperfect
to perfect; and since one man is a part of the perfect community." Imagine a society filled with happy
people. Is it not wonderful? St. Thomas Aquinas is suggesting to us to do good for all, such is the pro ....
motion of the common good. This common good must never be compared to a Utopia. Rather, it is -
based on goodness not perfection. This starts with every person in the society which is the individual. ::-_--■
••••• Every individual has dignity, but individualism has no place in a society where we are all interdepend- -....._'-.
ent. Therefore, individualism is not the end of an individual but to be part of a greater whole, which is ,.........._,
the community. , ,,

With this, we must have a definition on what is an individual and a community. Individual is defined as,
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a single human being as distinct from a group, class, or family. Etymologically it comes from the Latin ..._....,,_
word individuus meaning not divisible. While a community is a small or large social unit (a group of /iv- '--,
ing things) that has something in common, such as norms, religion, values, or identity.

According to St. Thomas, a requirement of general happiness is justice. Justice governs relationships 0
among individuals. Specifically, it denotes a sustained or constant willingness to extend to each person ■•••••••.•

what he or she deserves. Here are the distinction of justice according to St. Thomas: , -. '.-
■--..

General justice is to govern our actions according to the common good. Construed this way, justice is a
general virtue which concerns not individual benefits but community welfare.
...
Particular justice directs us not to the good of the community but to the good of individual neighbors,
colleagues, and other people with whom we interact regularly.

Commutative justice concerns the "mutual dealings" between individual citizens. Specifically, it seeks
to ensure that those who are buying and selling conduct their business fairly.
.
_

Distributive justice, then, "what is due" will be relative to what one deserves ( or needs, since Aquinas
also thinks that there is a moral obligation to provide for the poor) depending on his efforts or station \\ \
in life.
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On the contrary, St. Thomas also describes the distinction of injustice which is twofold:
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First there is illegal injustice which is opposed to legal justice: and this is essentially a special vice, in so {JI {
far as it regards a special object, namely the common good which it contempts; and yet it is a general
vice, as regards the intention, since contempt of the common good may lead to all kinds of sin.
Secondly we speak of injustice in reference to an inequality between one person and another, when
one man wishes to have more goods, riches for example, or honors, and less evils, such as toil and loss
es, and thus injustice has a special matter and is a particular vice opposed to particular justice."

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 Office of Religious Affairs
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Pope Paul VI said, "If you want peace, work for justice." To attain St. Thomas' general happiness of a
. ----
society the work of justice towards peace is a necessary action. Together with justice and peace is love. -
--
How to gain these three? We must envision a society which promotes integral dignity and vocation of '-:::_:-
the human person, give quality living conditions, and practice solidarity. .._1
. -.: -- : - -
. .. _. . .
These actions equate to the plan of God, who does not fail to show his love and providence to his chil- -.. .....
·-..
dren. This is possible only possible when the Gospel of Jesus Christ is present and live out in a commu
nity and eventually in the bigger society of the state. This is a message of love, when you receive it, let ...._
it be shared to others. Just as how the disciples of Christ have evangelized all the corners of the world.

Having understood the essential concepts of man's dignity, societal relationship, and vocation, it is now
fitting to shed the spotlight on the inviolability and inalienability of human dignity. Inviolable means
secure from violation or profanation. And, inalienable means incapable of being alienated, surrendered,
or transferred. Human dignity is the basis of inalienable human rights which safeguard the dignity of
the human person. "Human rights may be defined as those fundamental rights of human beings which
are essential to the exercise of human dignity."

This human dignity is manifested to all in the Universal Declaration of Human Rights articulates funda
mental rights and freedoms for all. The General Assembly of the United Nations adopted the Declara tion
on 10 December 1948. It begins by recognizing that 'the inherent dignity of all members of the hu man
family is the foundation of freedom, justice and peace in the world'. It declares that human rights are
universal - to be enjoyed by all people, no matter who they are or where they live. The Universal
Declaration includes civil and political rights, like the right to life, liberty, free speech and privacy. It al so
includes economic, social and cultural rights, like the right to social security, health and education.
However, this declaration is not a treaty, so it does not directly create legal obligations for countries.
Nonetheless, it is an expression of the fundamental values which are shared by all members of the in
ternational community. And it has had a profound influence on the development of international hu man
rights law. Some argue that because countries have consistently invoked the Declaration for more than
sixty years, it has become binding as a part of customary international law.

The ultimate source of human rights and dignity is not found in the mere will of human beings, in the
reality of the State, in public powers, but in man himself and in God his Creator. These rights are
"universal, inviolable, and inalienable". Universal because they are present in all human beings, without
exception of time, place or subject. Inviolable insofar as "they are inherent in the human person and in
human dignity" and because "it would be vain to proclaim rights, if at the same time everything were
not done to ensure the duty of respecting them by all people, everywhere, and for all people". Inaliena
ble insofar as "no one can legitimately deprive another person, whoever they may be, of these rights,
since this would do violence to their nature".

The teachings of Pope John XX/II, the Second Vatican Council, and Pope Paul VI have given abundant
indication of the concept of human rights as articulated by tf)e Magisterium. Pope John Paul II has
drawn up a list of them in the Encyclical Centesimus Annus: The first right presented in this list is the
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 Office of Religious Affairs
(ENTER FOR RELIGIOUS EDUCATION
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anasia. Emphasis is given to the paramount value of the right to religious freedom: "all men are to be immune from coer ­cion on the part
. -----
--

For us members of the state, it is important to take notice and be aware that the respect of this right is

Legally yes, Universal human rights are often expressed and guaranteed by law, in the forms of treaties,
customary international law, general principles and other sources of international law. Although there are
some illegal actions such as Human trafficking is currently one of the largest issues on a global scale as millions
of men, women, and children are forced into labor and sexual exploitation. Also, religious discrimination is also
very common in many places around the world. This involves the issue on abortion, same sex marriage,
euthanasia, etc. These violations often occur because the state is failing to protect vulnerable groups.
In human rights treaties, states bear the primary burden of responsibility for protecting and encouraging
human rights. When a government ratifies a treaty, they have a three-fold obligation. They must respect,
protect, and fulfill human rights.

With this discussion of the concepts of man and society, it is good to put a line between the duty of ---
.. the Church and the state. The Church is aware that her essentially religious mission includes the de-
fence and promotion of human rights. This pastoral commitment develops in a twofold direction: in ...:::- ::

1
the proclamation of the Christian foundations of human rights and in the denunciation of the violations
of these rights. . ..,. ....,.....

Therefore, the Church does not intervene in matters of administration of the state but has her moral
imperative to act on matters of faith and morals whenever necessary. • , ,...,
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Write a reflection journal answering the question: How Important Is awareness of the imp rt,' 11m\
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of human dignity in the society? What us your ideal Christian vision of a society? Answerj i lr • \ lH
making a reflection journal based on the rubrics given. ,,,•/ Ij I)1/ 11j
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After your reflection journal, please watch on YouTube the documentary, Sa
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Here Is the llnk: https://www.youtube.com/watch?v=2JHvudP6DhU

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Human dignity can greatly influence our society. In fact, it shapes our society to be more
harmonious. Human dignity is the foundation of all human rights. It is inherent and inborn. We
(ENTER FOR RELIGIOUS EDUCATION . ...do
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legislate human dignity; we only need to recognize and affirm each human being who bears it. Dignity -..is------
a value and a legal principle; it plays a key role in equality law. It is upheld when people have guaranteed ·-.
access to basic human rights in the context of equal opportunities without discriminatory treatment ...... - --...
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based on sex, age, social status, ethnicity and physical conditions of individual (whether they are healthy
- - - - - - - - - - - - - - - - - - - - - - - - .·
or are burdened with mental or physical disabilities). Human dignity teaches us to love and respect one
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. . . _-- - .
. . ....... . -
-another.
_ - - Loving - - - -and -loving
- our
- neighbor
- - - - - advance
- - the- imperatives
- - - of human
- - rights.
- - _ -.,

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our God together
-Human
- ..-
-
.: rights
- .. enable
- - -.... to:-express in concrete ways our love for one another by assuring that each
us - - - - - - - - - - - - - - - - ·:---=-:- - - - - ■ ..

person’s value is --
--- recognized, maintained,
-- and strengthened.
-- Human rights are safeguards of peoples and :· ...
communities against violations of their rights and infringements on their freedoms. Dignity is also
upheld when in society there is effective access to education, training, access to knowledge and .
_ -
..... .......
technology, including information technology, where the right to health care and at least basic medical .... -
coverage is protected. We could also list a minimum subsistence income and food security, access to "I ·- ..
decent work, housing, culture, the opportunity to live in a healthy environment, with support for families
and senior citizens, support to people with disabilities, guarantees of a fair trial, freedom of expression, - .-.... -.. ......

-..._
• "I- -- ...

freedom of worship, freedom of movement, participation in the life of the community, guaranteed
..
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security, plus rights to basic social services, such as drinking water, electricity or transport.
- - - - - - - - - - - - - - - - - - - - - - - - -,
·. ..........
_--........._
My ideal Christian vision of society is for the world to have a harmonious relationship. A world .....
without war and violence. An abundance of energy, resources and a singular global culture of capitalism,
-which means
- people
- -all share - the same
- beliefs
- and
- have - nothing - to fight
- over.- Imagine- -
people sharing- '
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resources across the globe, instead of spending millions on war resources, we could just spend it to
improve the life of humanities. There are millions of children starving and families from different '
ethnicity suffering from poverty and yet Government across the globe are taking slow action and not .
...
making this as their priorities. Rather they invest their time creating ways to make people suffer I.\\,because
of power and greed. I want to see a God centered society, where everyone would love and respect one
another. Until then, I will keep on praying for this world to have peace. '
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11
 Detailed sharing of an experience
(Part I) – 40%
100
The sharing was very detailed.
Precise and clear words were used to
describe the action.
The student was very honest in describ-
ing his or her feelings.
The content of the sharing was EXCEP-
TIONAL and EXPRESSIVE.
95
The sharing of experience was very
clear. Precise and clear words were
used to describe the action.
The student was very honest in describ-
ing his feelings. The content of the
sharing was EXPRESSIVE.
90
The sharing of experience was very
clear.
The student was very honest in describ-
ing his feelings. Minimal minor details
were missing. However, the experience
was still clear.
85
The sharing was easy to follow and
understand.
A lot of minor details or one major detail
is missing in the sharing. Some details
of the action could have been added to
make the sharing more expressive.
The sharing is ADEQUATELY CLEAR
AND ACCEPTABLE
80
The sharing was easy to follow and
understand.
A lot of minor details or few major de-
tails were missing in the sharing. Some
details of the action could have been
added to make the sharing more ex-
pressive.
75
The sharing of experience was too
general. The description of the experi-
ence was limited and lacks major
details.
65
No experience of doing an action was
shared. The lack of experience is not
given a good reason.
Reflection on the presence of God in the experience
(Part II) – 40%
100
The reflection clearly showed how the student made
sense of God’s presence in their action.
The sharing showed a strong connection of the experience
to the understanding of the value of human dignity
Insight about the sharing was evident.
The reflection was EXCEPTIONAL.
95
The reflection clearly showed how the students made
sense of God’s presence in the given action.
The sharing showed a connection of the experience to the
understanding the context of the importance of human
dignity in the society.
90
The reflection clearly showed how the students made
sense of God’s presence in the given action.
The sharing showed a connection of the experience to the
understanding the context of the importance of human
dignity in the society.
Minor lapses or misunderstanding might be present in the
reflection, yet the reflection is still CLEAR.
85
The reflection showed minor difficulties or one-two major
difficulties in making sense of how God is present in the
action.
The student tries to draw a connection but commits minor
misunderstandings or one-two major misunderstanding.
Despite these, the reflection is still ADEQUATELY CLEAR
and ACCEPTABLE
80
There was a clear attempt to connect the reflection to the
experience. However, a lot of minor or major misunderstand-
ings were committed.
Despite these, the reflection is still ACCEPTABLE.
75
A general reflection was shared but there was a little or
no attempt to make sense of the action in relation to the
context the importance of human dignity in the society.
65
A general reflection was shared but there was no attempt
to make sense of the action in relation to the context of the
importance of human dignity in the society.
Helpful tips on what others can learn from
their sharing (Part III) – 20 %
100
The tips gave a clear way for the reader to learn
how to see the Christian vision in the society.
They were encouraging and convincing. The stu-
dent shared what others can learn from his experi-
ence and reflection. The student gave two specific
and concrete actions that others can learn from
their sharing. The tips can also be easily under-
stood by the reader.
95
The tips gave a clear way for the reader how to
dialogue with culture.
They were specific and concrete. The tips were
well-described.
The student gave two things or actions that others
can learn from their sharing.
90
The tips gave a clear way for the reader how to
see the Christian vision in the society.
They were specific and concrete. The tips were
well-described. A few details were missing.
The student gave two things or actions that others
can learn from their sharing.
85
The tips gave a clear way for the reader how to
see the Christian vision in the society.
Tips were specific and concrete.
80
The tips were too general. However, there was an
attempt to properly connect the tips to the reflec-
tion.
The student gave only one thing or action that
others can learn from their sharing.
75
The tips/s to the reader was/were too general.
The student tried to encourage how to see the
Christian vision in the society.
65
The writer failed to share specific things or
actions that others can learn from their sharing.
Performance Task

13
14

Design-Layout
and Organization
40%
100
The Design-Layout and Organization was
very detailed.
The meme was EXCEPTIONAL and EX
PRESSIVE.
95
The Design-Layout and Organization was
very detailed.
The meme was EXPRESSIVE.
90
The Design-Layout and Organization was
very clear.
However, the meme was still clear.
85
The Design-Layout and Organization was
easy to follow and understand.
A lot of minor details or one major detail
is missing in the mem. Some details of
the design could have been added to
make the meme more expressive.
The meme is ADEQUATELY CLEAR AND
ACCEPTABLE
80
The Design-Layout and Organization was
easy to follow and understand.
A lot of minor details or few major details
were missing in the meme. Some details
of the design could have been added to
make the meme more expressive.
75
The Design-Layout and Organization was
too general. The meme was limited and
lacks major details.
65
No Design-Layout and Organization of
doing a meme was done.
Rubrics for the Meme
Content on the importance of human dignity against societal
issues which compromise human dignity. 40%
100
The content clearly showed how the student made sense of
importance of human dignity against societal issues which
compromise human dignity.
The content showed a strong connection of the experience
to the understanding of the value of human dignity
Insight about the content was evident.
The content was EXCEPTIONAL.
95
The content clearly showed how the student made sense of
importance of human dignity against societal issues which
compromise human dignity.
The content showed a strong connection of the experience
to the understanding of the value of human dignity
90
The content clearly showed how the student made sense of
importance of human dignity against societal issues which
compromise human dignity.
The content showed a strong connection of the experience
to the understanding of the value of human dignity
Minor lapses or misunderstanding might be present in the
content, yet the content is still CLEAR.
85
The content showed minor difficulties or one-two major
difficulties in making importance of human dignity against
societal issues which compromise human dignity.
The student tries to draw a connection but commits minor
misunderstandings or one-two major misunderstanding.
Despite these, content is still ADEQUATELY CLEAR and
ACCEPTABLE
80
There was a clear sense of importance of human dignity
against societal issues which compromise human dignity.
However, a lot of minor or major misunderstandings were
committed.
Despite these, the content is still ACCEPTABLE.
75
A general content was shared but there was a little or no
attempt to make sense of the action in relation to the context
of value of human dignity.
65
A general content was shared but there was no attempt to
make sense of the action in relation to the context of value of
human dignity.
Helpful tips on what others can learn from the
memes 20 %
100
The outputs gave a clear way for the reader to learn
how to value human dignity.
They were encouraging and convincing. The stu
dent shared what others can learn from his output.
The student gave two specific and concrete actions
that others can learn from their output. The tips can
also be easily understood by the reader.
95
The outputs gave a clear way for the reader how to
value human dignity
They were specific and concrete. The tips were well
-described.
The student gave two things or actions that others
can learn from their outputs.
90
The outputs gave a clear way for the reader how to
value human dignity.
They were specific and concrete. The tips were well
-described. A few details were missing.
The student gave two things or actions that others
can learn from their outputs.
85
The outputs gave a clear way for the reader how to
value human dignity.
Tips were specific and concrete.
80
The outputs were too general. However, there was
an attempt to properly connect the tips to the
reflection.
The student gave only one thing or action that
others can learn from their outputs.
75
The tips/s to the reader was/were too general. The
student tried to encourage how to value human
dignity.
65
The writer failed to share specific things or actions
that others can learn from their outputs..
 Office of Religious Affairs
(ENTER FOR RELIGIOUS EDUCATION

...... ...■ --... --

Let's find out how much you have learned about this topic. Think and give the. bes.f...:..::
-:-:-_·
answers to the questions by encircling the best answer from each question. ·
...
::_:-:.
--
- •.,

:· --.....
■ .. :,-:_:-

1. Extreme individualism results to a neglect or omission of the care for _

..
a. the larger society ._
. ..... .......
b. oneself
·-"I ..
-. .
- ... .

C. friends
•

... "I-

........ .....
-- ...

d. family ..
.
a

.... .._ · .......·.

2. Extreme collectivism leads to a neglect or omission of the importance of the ...., ',
a. family , ... '
b.
c.
state
society • ..,\\>,,;
.._ ""

'· "\.,
■...............,

d. individual human person

. \ .......
3. According to the social doctrine of the Church, all of social life is an expression of its unmis- -., ,
takable protagonist:
a. the human person
b. the rich .-< \\ ",
C. the poor
d. the majority

a. family
b. state
C. church
d. friends

5. If you want order and peace in a society, is the key.

a. Martial law
b. Justice
C. Discipline
d. Law
16
1. I can DIFFERENTIATE issues and threats of
Easy, I
individualism and collectivism to a just and hu-
get it
mane social life.

2. I can equally COMPARE individuality and

Easy, I
dignity with the rest of the society get it

3. I can REALIZE the priority of the human per-

son towards a Christian living in all aspects of
Well, more
social behavior and actions anchored in the so- examples
cial doctrine and encyclical of the Catholic please
Church. that threatens human dignity empha-
sizing on Christian salvation.
4. I can Create informed ideas through memes
Easy, I
which positively influence people on social me- get it
dia according to the social teaching of the
Cath- olic Church.

17
 Office of Religious Affairs

-.........-....--.--..--...
(ENTER FOR RELIGIOUS EDUCATION
-,

-..:. -.----
• ... ... . 11.. -----. . --.....

... --

\ Closing .... ...._---

:-. ....
- ---
-.
Prayer _
.... ... •.,

- - - - - - - - - - - - - - - - - - - - - - - - - -
- - - ----·, . ---1-
- ----- - - - - - - - - - - - - - - - - - - - - - - - - - - - -- ...
In the name of the Father, and of the Son, and of the Holy Spirit. Amen. ·. --
.
. ..... _ ..... .......
·-"I ..
... .. .....-. .
- ... .

May God the Father bless us. • "I-

......
-- ...

May God the Son heal us.

-
May God the Holy Spirit enlighten
us, and give us
eyes to see with,
ears to hear
with,
hands to do the work of God
with, feet to walk with,
a mouth to preach the word of salvation with,

!!!!References

Catholic Bishops, 2005.

If You Want Peace, Work for Justice (1 January

1972) https://www.iep.utm.edu/aq-moral/

https://www.youtube.com/watch?v=2JHvudP6DhU
18