DEPARTMENT OF SOCIAL SCIENCES

SECOND YEAR, FIRST SEMESTER - 2021/2022 ACADEMIC YEAR

COURSE OUTLINE AND ACTION PLAN
COURSE CODE: RME J4
COURSE TITLE: CRITICAL ISSUES IN RELIGIOUS AND MORAL EDUCATION

CONTEXT
We are always confronted with issues that we need to deal with in life. The issues are
political, economic, social, moral, emotional and psychological in nature. Examples are
Abortion, Sex, Marriage, Divorce, Prejudice, Discrimination, and War. Others are also
environmental in nature, and they include global warming and ozone layer depletion that
affect human life. This course seeks to equip the student-teacher with knowledge, skills and
competencies required for effective teaching in a way that will prepare learners to contribute
meaningfully towards the building of a healthy and peaceful society.

Course Description
This course examines the nature of moral decisions and sources of moral authority which
influence decision-making. It examines the concept of morality and explores its theoretical
perspectives. Specifically, the course explores the value of human life, with reference to
moral issues like Abortion, Sex, Marriage and Divorce, Prejudice and Discrimination, War
and Peace, and Life on Earth. Environmental factors like global warming and ozone layer
depletion that affect human life would be discussed. Theological methods relating to the use
of sacred scriptures, oral traditions and doctrines are utilized to reflect on moral values that
people cherish, and how these values affect their daily decision making and behaviour in
society. These critical issues would be explored from the perspectives of different religious
traditions, like Islam, Christianity and African Traditional Religion. (NTS 1d; NTECF Pillar
3, page 27)
COURSE AREA GOALS/OBJECTIVES
On the successful completion of the course, Student Teachers will be able to:

 Determine the bases for making sound moral decisions in life. (NTS 1d; NTECF
Pillar 3, page 27)
 Explore the various perspectives of morality. (NTS 2c; NTECF Pillar 1, page 20)
 Discuss how the religious and moral beliefs of people affect their decision making
and behaviour in society (NTS 1g NTECF Pillar 3)
 Identify and deal with moral issues that threaten the well-being and survival of
humanity. (NTS 3c; NTECF Pillar 1, page 20)
 Examine and use religious responses to deal with issues that threaten the well-being
and survival of humanity. (NTS 1e, g; NTECF Pillar 3, page 27)
 Use a variety of teaching strategies that will encourage maximum students’
participation and promote critical thinking. (NTS 3e; NTECF Pillar 3, page 27)
UNIT TOPIC
1 
Bribery and Corruption
2 Cyber Fraud and
Gambling
3 Sexual Abuse
4 Homosexuality
5 Religious Response to
Life Issues
6 Morality and
environment
7 Morality and Violence
8 Discrimination
SUBTOPICS
Definition
 Causes of Bribery and Corruption
 Types of Bribery and Corruption
 Effect of Bribery and Corruption
 Control of Bribery and Corruption
 Definition of Cyber Fraud
 Causes of Cyber Fraud
 Types of Cyber Fraud
 Effect of Cyber Fraud
 Control of Cyber Fraud
 Definition of Gambling
 Causes of Gambling
 Types of Gambling
 Effect of Gambling
 Control of Gambling
 Seduction
 Rape
 Defilement
 Sexual Harassment
 Lesbianism
 Gayism
 Transgenderism
 Queerism
 Teenage Pregnancy
 Euthanasia
 Suicide and Murder
 Abortion
 Personal Hygiene
 Sanitation
 Galamsey (Illegal Mining) activities
 improper sand winning
 Deforestation
 Bush fire
 Mob Justice
 Riots
 Hooliganism
 vigilantism
 Ethnocentrism
 Racism
 Tribalism
 Oldboyism and Oldgirlism
 Nepotism
 ACTION PLAN

RME J4 CRITICAL ISSUES IN RELIGIOUS AND MORAL EDUCATION

SECOND YEAR, FIRST SEMESTER - 2021/2022 ACADEMIC YEAR

Mode of delivery
Some Instructional Resources to be used are Textbooks, Journal articles, Resource Persons, (eg
Medical practitioners), Audio-visual materials, Medical facilities, Greenhouse, Power Point
Presentation

Lessons will take the form lectures, discussions, presentations, interaction with Christian
religious leaders or their representatives and mini subject-based project work which must not
be less than 3 pages and not more than 5 pages, in Times New Roman font 12, double space.
Students are encouraged to participate in all activities and reflect on their learning to develop
interest in working independently and also as a group. Students are required to do
preparatory reading before coming for lectures.
Class attendance and participation will have a toll on students’ assessment marks. This is
aimed at ensuring positive attitudes, comportment and general desire for knowledge
acquisition.
Assessment Plan
With regard to the assessment of students, a student will have to attend lectures and take part
in all activities. The student must participate in all assignments, quizzes and end of semester
examination. Continuous assessment is made up of one quiz and two assignments and class
works of which the best score of a student shall be used in combination with the quiz score to
constitute CA mark.
Assignment shall be given and students will have one week to submit and do presentations on
their works. Dates of assignment shall be decided by tutor and group leaders. Presentation
dates of assignments will be scheduled in consultation with students. The quiz will be taken
tentatively after three unites.
External examination takes 40% while the CA takes 60%. The quizzes, class attendance,
exercises and assignments shall constitute your formative assessments leading to your total
continuous assessment marks to be determined internally.
I wish you all the best in your lectures.
Instructional Resources: Audio visual equipment and Video clips and Field trips.

REFERENCES
Asare-Danso, S., Annobil, C. N., Owusu, A. & Agyemang, M. (2014). Religious and Moral
Education for Colleges of Education 1. Kumasi: Jerusalem Press.
Asare-Danso, S. (2010). Values Clarification: An individualistic approach to Values
Education. African Journal of Interdisciplinary Studies, 3, 53-60.
Asare-Danso, S. (2018). Moral Education and the curriculum: The Ghanaian experience.
International Journal of Scientific Research and Management. 6(1), 34-42.
Dzurgba, A. (2000). Principles of Ethics. Ibadan: Agape Publications.
Kudadjie, J. N. (Ed.) (2002). Religious Morality and West African Society. Accra: Wesley
Printing Press.
Owusu, M. & Asare-Danso, S. (2018). Promoting moral education through co-curricular
activities: Does school type count? International Journal of Education and Social Science,
5(1), 38-46. www.ijessnet.com
Tutors: