Anna Floerke Scheid, Ph.D. Duquesne University Click here for instructions.

 Navigation through the course will occur by clicking on the following action buttons located in the lower right corner of each screen: The HOME button will be placed in the center of each slide and will bring you to the Table of Contents for further navigation. The NEXT and BACK buttons will move you through the course content. The EXIT button will be placed at the end of each Unit and will return you to the course menu.

 This course is meant to be self-paced, though there will be opportunities to interact with your local and global JPIC groups.  Course content and activities should be completed in the order that they are presented to maximize student success.  The Table of Contents will be your starting point for each Unit

 Each type of course activity has a unique icon located in the upper right corner of the screen.  In this course you will: Global discussion Watch video Online journal Local discussion Read online ReflectCreate doc Quiz/test

This unit is divided into several components. Start with the About This Unit OR click on the link below to navigate to the component where you left off. Revisit as needed.  Instructions Instructions  About this unit About this unit  3.1 Reading: Thomas Massaro 3.1 Reading: Thomas Massaro  3.2 Reading: The Bible 3.2 Reading: The Bible  3.3 Unit 3 Notes and Critical Concepts 3.3 Unit 3 Notes and Critical Concepts  3.4 Discussion Board 3.4 Discussion Board  Unit Summary Unit Summary  Part I Self-Graded Test Part I Self-Graded Test

In this unit, you will learn the differences and relationships between charity and justice.

By the time you are finished with this unit, you should:  Have a clear understanding of how charity and justice are different from one another  Be able to identify and name acts of charity and acts of justice

 The characteristics of charitable actions  The characteristics of acts of justice  Scriptural examples of charity and justice  Contemporary examples of charity and justice

Click here to complete the reading. Read Thomas Massaro, “From Charity Alone to a Justice Orientation,” (Lanham, MD: Rowman and Littlefield Publishers, Inc., 2008): 9-14.here

Click here to complete the reading. Read the Bible: Luke 10: and Acts of the Apostles 4:32-37.here

The distinction between charity and justice is one of the most important things to learn for understanding CST.

 Appeals to private consciences; seeks generosity toward the world’s “have nots” on part of the world’s “haves.”  Is a voluntary donation of one’s surplus.  Often involves individuals or small groups meeting people’s immediate needs.  Does not typically involve addressing structures or social systems.  Involves an approach of “doing good for others,” i.e., giving someone money, food, or clothing.

 Example 1: The corporeal works of mercy (many from Matthew 25:31-46): feed the hungry; give drink to the thirsty; clothe the naked; shelter the homeless; visit the sick and the imprisoned.  Example 2: The Good Samaritan (Luke 10:25-37): The good Samaritan meets the emergency needs of a person who has been beaten, robbed, and left for dead on the road to Jericho.  “Give a person a fish.”

 Attempts to analyze and correct problems in social structures and systems. In Christian terms, this will involve reading the signs of the times and applying the gospel to them.  Often involves communal, even global, awareness of problems.  Involves seeking long- term solutions that address the root causes of social injustices.  Involves an approach of “Doing good with others,” i.e., empowering others so that they can do for themselves.

 Example 1: Microlending.  Example 2: Acts 4: The early Christian community intentionally structured themselves so that there was “no needy person among them.”  “Teach a person to fish.”

 Both charity and justice are necessary virtues of a Christian life.  Charity will always be necessary. Unexpected and tragic things will always occur in this world. When a major earthquake or other natural disaster strikes, many will need the food, clothing, and shelter that charitable people provide.  Nevertheless, justice, ideally, wants to create a world where charity is less necessary because all people are equipped to meet their basic needs under everyday circumstances.

In your course journal, reflect on the following three discussion prompts. Post all, or part, of your responses to the discussion board. Read others’ posts and respond. See the prompts on the following slides.

1) What passages from the Bible, or figures from Christian history, seem to inspire the Church in its mission to justice? How would your answer be different if that question ended with the phrase “its mission to charity”?

2) List 3-6 contemporary acts of charity that you have participated in or witnessed. How do you know that these are charitable acts? List 3-6 acts of justice. How do you know that these are acts of justice?

3) Consider a few social problems in your own local context. Do people where you live experience hunger? Poverty? Unemployment? Illiteracy? What kinds of charitable acts might address these social problems? What acts of justice might address these problems?

Unit 3 has focused on the concepts of charity and justice – how they are distinct and how they are related. We’ve learned that charity seeks to meet people’s immediate needs, while justice seeks more complex, long-term solutions to social problems. You have had the opportunity to consider and generate both Scriptural and contemporary examples of charity and justice. The distinction between charity and justice is a key concept for understanding CST: at stake are not only individual people’s needs, but also social structures. CST will call us to transform social structures so as to give all people a chance to live in dignity and, indeed, to flourish.

Directions:  To select your answer, click on the best possible choice.  If your answer is correct, you will see a  If your answer is incorrect, you will see a and you should return to the question to try again.  Use the to move to the next question or to navigate to the previous after choosing an incorrect answer.  The home button will remain on each slide so that you can review material if needed. **Start 20 Question Self-graded test

A. The rights of workers to things like fair pay, decent working conditions, and time off. B. The role of conscience in moral decision-making. C. The care of creation and ecological sustainability. D. The duties of the state toward its citizens.

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A. Weighing the benefits and burdens associated with Jesus’ teachings. B. Evangelization. C. Observing and interpreting contemporary events so as to apply the gospel to them. D. Meeting in house-churches to engage in bible study and prayer.

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A. A qualified doctor or health professional. B. A sick patient. C. Preventative care. D. Emergency medical care.

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A. They restrained us from sinful actions but did not offer a positive agenda for how to develop a virtuous character. B. They listed rules that are impossible for most people to follow. C. Morals change over the centuries, so they are now outdated. D. They were difficult to read due to their dense language.

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A. What did this passage mean in its original setting? B. How is this passage speaking to us today? What does it mean in our time and culture? C. How should we combine this text with other kinds of moral wisdom, like our personal experience or what we know from other sources, like science? D. All of the above.

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A. Understanding the relationship between biology and psychology. B. Using reason to observe the universe and discern God’s will through its structure. C. Teaching Christians to interpret the Bible accurately. D. Accepting the idea of “the survival of the fittest.”

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A. Includes only Papal pronouncements and documents. B. Is the least authoritative source for Christian ethics. C. Is the most authoritative source for Christian ethics. D. Includes all previous reflection on social issues in the discipline of Christian theology.

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A. By saying “Everyone.” B. With a story suggesting that we should act in ways that make ourselves the neighbors of those in need. C. With a story telling us to care primarily for those who live near us. D. By suggesting that our neighbors are, first and foremost, members of our family to whom we have a primary responsibility.

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A. The See-Judge-Act method. B. Justice. C. The documentary heritage of CST. D. Charity.

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A. Charity seeks to meet people’s immediate needs; justice seeks to empower people to meet their own needs. B. Charity, because it is voluntary, is superior to justice. C. Justice tries to find ways for recipients of charity to pay people back for their contributions. D. Justice will eventually make charity completely unnecessary.

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