Parables

Pupils need to know the nature of the biblical material being presented and understand that religious truth can be found in 'untrue' stories. Biblical Hebrew has no word for fiction. This narrative is not intended to be taken literally as if a specific sheep had gone astray, nor is it a manual for shepherds of what to do if... It is parable: a device used in teaching to get a point across which might otherwise be difficult to present. Jesus uses parables to encapsulate his teaching about what God's kingdom is like. The point here is that it is an inclusive kingdom.


Questions

1. What problems might be found in trying to teach abstract concepts at different stages of learning in school? What teaching methods could be used to help convey them?
2. What stories are you familiar with that might be called modern parables?
3. What is meant by 'religious truth'?

Self-righteousness

This sin is not restricted to religious leaders in the time of Jesus but is equally relevant in any culture and religion - and also in attitudes leading to the rejection of religion. The effects can be felt either in an over-rigid and literal interpretation of faith tenets or in a tendency to be satisfied with unsubtle standards of right and wrong; for example, that not to murder or shop-lift is to be 'good' and the only really 'bad' people are terrorists, those caught for serious crime or foreigners or asylum seekers who try to exploit the social support systems and 'steal' jobs from others. A jealousy and vindictiveness can grow up, which delight in searching out those who are 'to blame' when anything goes wrong. This is underlined by, for example, the media who are often accepted as a source of authority, however incomplete, in today's society. The parables suggest that a certain humility and sense of priorities is demanded of the truly 'good' person, with a recognition that the accepted values of a human community are not necessarily God's values.

Questions

1. Where does a secular society get its standards from? Are they more or less likely to be effective than standards based on religious teaching?
2. What is the difference between a crime and a sin?
3. Is it possible to de-sensitise people's consciences?
4. If you do not believe in God, does it matter how a person behaves so long as they do not break the law?
5. People are often portrayed in the media as revengeful. Do you think this is new? Why do people feel revengeful? What are the possible ways of dealing with these feelings, and the consequences of each?
6. Is the world today a more tempting place than it was in other times?

Inclusivity

Religions believe that God created everything and therefore everything has equal value. From this comes the belief that God is concerned equally about everyone, however they behave and whatever their circumstances.

In a competitive, secular society, it serves the ambitious if some people can be considered non-runners who can be excluded. Non-runners might include the homeless, addicts, prisoners, refugees, asylum seekers, the elderly, the handicapped, the sick, the unemployed, sexual-oriented minorities, etc.. The Kingdom Jesus spoke about challenges these trends. It goes right to the heart of what all people are - made in God's image.

Questions

1. Does a Godless society necessarily mean the needy will be overlooked?
2. What is Humanism? How far can it be said to be a religion in its own right?
3. Christians believe that it is God's image stamped on people that makes them valuable. What might non-believers think gives value to humans?
4. What causes people to be despised by society? Which of these things can be seen as caused by the despised individual his or her self? How far can the individual be held responsible in each case?
5. Some believers find the concept of inclusiveness (God's Kingdom being an inclusive one) difficult to accept. Some also find it difficult to accept forgiveness (i.e. inclusion in the Kingdom). Why might this be?.
6. Why is religion sometimes accused of being exclusive in the way it operates?

Apostasy

This is the term used of those who stray from religion. It was the danger faced by those Matthew refers to as 'the lost sheep'. It can be said that both Judaism and Christianity are suffering from apostasy. The numbers belonging to these mainstream religions are in decline in the West. In Matthew's time, the cause of this was false teachers leading people into misunderstanding Jesus' teaching. What might be the reasons for apostasy today? Who are the false teachers? What are the false gods? Belief in God is being challenged by:

- Consumerism
- Instant gratification
- Competition
- Superficiality
- Spin-doctoring
- Fashion
- Celebrity status
- Busy-ness which creates more leisure time, but little time for reflection

The discussion about false teachers and gods which can lead people astray from their true humanity should to be discussed at an appropriate level with children and young people, especially in terms of the implications of following what they believe in. This discussion should, however, be handled carefully to avoid the risk of inappropriately assuming shared Christian (or other religious) values as the starting point for the debate.

Questions

1. Can the God of Christianity keep pace with the new gods? How, or why not?
2. Why do people still need 'gods'?
3. What gives something 'god' status?
4. Can you add examples to include in a modern pantheon of gods? What are their strengths and weaknesses? How far can they be trusted and for what?
5. Think of a' modern god'. What do their 'worshippers' do to 'worship'?
6. What role do you think education has (in schools or in places of worship) in commenting on present day society?

Hypocrisy and double-standards

Pupils are often very idealistic and they easily detect when double-standards are in operation. For example, pupils can feel that they are expected to maintain a standard of behaviour, which teachers appear not to be applying themselves! Hypocrisy is not always easy to identify and it is easy to get caught up in it. While it should not be condoned in religious leaders or society, it is easy to see why it flourishes. If pupils are aware when hypocrisy is present, and what causes it, they should be more able to develop their awareness of it and avoid falling into the trap themselves.

Questions

1. What are the commonest types of hypocrisy in everyday life? Is it most likely to be found in individuals or institutions?
2. Why can hypocrisy be difficult to recognise?
3. Who does it matter to, and what difference does it make, if someone is hypocritical? No-one? The perpetrator? The victim?
4. Is hypocrisy deliberate or can people be hypocritical without being aware of it?