Ethos Education


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Suffragette: How should we protest against things we believe to be wrong?

Learning Objectives:

  • Understanding of biblical¬†teaching about how Christians relate with the state.
  • Consideration of the tension between personal conviction and authority.
  • Awareness of different forms of protest.
  • Awareness of the role of local, national and international pressure groups.

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The Amazing Spider-Man: What is a Christian response to vigilante action against criminals?

Learning Objectives:

  • Consideration of the tension between personal conviction and authority.
  • Understand the concepts of justice and injustice.
  • Consideration of society’s obligation to protect its weaker members.

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High Finance Monks: What makes us valuable?

Learning Objectives: 

  • Understanding of the concept of calling for a Christian.
  • Awareness of different Christian responses to the world and to suffering.

Learning Outcomes:

  • Consider what escapism is and what drives people to escape.
  • Discuss a community that has chosen separation and what motivates and sustains their lifestyle.
  • Find out about a contemporary monastic community and their reasons for choosing such a lifestyle.
  • Consider the role that separation and retreat had in the life of Jesus.
  • Assess different Christian responses to the rest of the world.

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Student Protests November 2010: What is the best way for ordinary people to register dissent to government policy?

Learning Objectives:

  • Consideration of the tension between personal conviction and authority.
  • Awareness of different forms of protest.
  • Awareness of the role of local, national and international pressure groups.

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Made in Dagenham: What is a Christian approach to the subjects of employment, labour relations and trade unions?

Learning Objectives:

  • Awareness of reasons why Christians might be concerned about issues of social justice.
  • Understanding of Christian teaching about how Christians relate with the State.
  • Consideration of the tension between personal conviction and authority.
  • Awareness of different forms of protest.
  • Awareness of the role of local, national and international pressure groups.

Continue reading