INTRODUCTION
This study-guide has been prepared to help individuals, parents and
family groups, adults and youth groups and school groups read,
discuss and reflect, in some depth and detail, on the content of the
Pastoral and at the same time examine its practical application to
family life, interpersonal relationships and daily living.
The questions and discussion points, offered to help this more precise and relevant study of the Pastoral, are by no means exhaustive. Individuals and groups will find other questions and points for discussion being posed by a careful and reflective reading of the different sections of the Pastoral.
It is hoped that these guidelines and the subsequent study will help the individuals and groups or classes understand more profoundly the Catholic teaching regarding sexual love, marriage and family morality and family apostolate in modern Ireland.
Suggestions on How to Use these Guidelines:
1. Before beginning the study, it would be helpful to read, slowly
and reflectively, the complete text of the Pastoral. One will then
grasp the main trend of the development of the teaching, the
problems, and arguments presented in the Pastoral. It familiarises
the reader(s) with the total picture, at least from a general
perspective.
2. Read the section covered by the set of questions. Ask yourself
‹ what is the main message of this section? Now proceed to
discuss or reflect on the questions and suggestions as outlined for
discussion of this section. And at the end of the reflection or
discussion ask yourself the question ‹ what have 1 (we) learned
from this section? What am I going to do by way of some practical
application of what 1 have studied?
Constant reference might be made to the relevant section of the
Pastoral throughout the discussion.
3. Groups should have a leader who will facilitate the group
discussion and ensure that everyone is free to make comment.
The leader might, on occasions, summarise the discussion or indicate
the general conclusions of the discussion.
4. Discussions should begin and finish at an agreed time.
5. The duration of the discussion should not be longer than 90 minutes.
6. The seating arrangements and general physical setting should be such as to facilitate easy exchange of views and ideas, and help good eye- contact among group members.
7. Trust, honesty, confidentiality, openness, frankness, tolerance
and patience are characteristics of effective group discussions.
The leader should facilitate the growth of such characteristics.
8. The membership of the group should be between 6 and 10 ‹ in order to give each member the opportunity and time to contribute to the discussion.
9. Members should be encouraged to make their comments briefly and not to give long speeches, and allow other members make their comments before responding or making their own comments.
10. Each member of the group should endeavour to develop an active listening style.
11. The discussion should open and conclude with a simple prayer
recited by a
member of the group.
12. A member of the parish clergy or religious, or local catechesists should be invited to visit the group occasionally and to make comment in order to clarify issues, etc. but he or she should not dominate or control the group discussion, its rate and manner of progress, or the content, of the discussion, etc.
13. A group action or project may emerge from the group discussion or class discussion. The implementation of this action or project may require the help and guidance of parish clergy, religious or teachers or catechists.
14. At the conclusion of the study, it may he helpful to have a
group liturgy or
paraliturgy related to the general themes of the Pastoral.
15. Members of a family, a friendship group, a neighbourhood group, a parish group or school class or youth group may participate in the study of the Pastoral.
PART I
GOD'S PLAN FOR LOVE: THE PROMISE AND THE REALITY
(1.) Love between men and women (paragraphs 1-6)
1. What is love between men and women? Discuss the ideal outcomes or
effects of love between married people, engaged couples, girl-boy
friend relationships, among young adults and in youth groups, in the
classroom between pupil and pupils, teacher and pupils. How do these
ideals match or relate to your own experiences or life story?
What are the bad or ill effects of frustrated love or the lack of
love in the home, in the classroom, among friends. (1-6)
2. Discuss, with practical reference, the statement that "to be deprived of love is a form of malnutrition". What happens in the home or among married couples and in tile classroom when there is a deprived experience of love. (3)
3. What practical conclusions do you draw from the study of these paragraphs? What action will you take to apply its message in your own and family and interpersonal relationships?
(2.) Sex is the language of love (paragraphs
7-14)
1. Discuss the meaning of sexual love according to these paragraphs.
Analyse the statement, that "sex is a means of communication". How do
people (husbands and wives, children and parents, pupils and
teachers) communicate love with one another? Draw on your own
experience in answering and discussing this question. Give examples
of ways of communicating love to another (husband, wife, friend,
pupil, teacher). Discuss and analyse the statement that "sexual or
genital love is a particularly intense manifestation of sexual love".
(7-8)
2. What are the outcomes of true, authentic and sincere genuine
sexual love between a
man and woman. (8, 9, 10)
How can a person (man or woman, young person) lie or be unfaithful in
a sexual love relationship? Use examples. How can these "lies" be
counteracted? Discuss and give examples.
3. Analyse the effects and meaning of pregnancy in the context of
the deep human need of love and the need to manifest this love
between partners. Discuss the issues and problems associated with
teenage pregnancies. (11)
Make a summary of the meanings of sexual love ("total giving between
men and women" and "open to new life in a child"). (10, 11, 12)
4. Discuss, with examples, the other dimensions or outcomes of true sexual union. (13)
How can these dimensions be activated? What prevents their being applied in our daily love relationships especially in the family or in the school? Be specific in answering this question. (13, 14)
(3.) Love comes from God (paragraphs 15-18)
1. Discuss the different uses and significance of the language used
to refer to or describe "love". What language is used in different
cultures, in your family, in your classgroup? How do they differ? How
do you account for any difference which exists in words or language
which describe love? (15)
2. "All love comes from God" explain and discuss this statement. Give examples from the Bible which verify this statement. Give examples from your faith experiences (Christian living). How does Jesus Christ, how does creation, manifest the love of God for people? (16-17)
3. Discuss the meaning of salvation. How is salvation the story of
God's love for men.(18)
How does God show his love for us in concrete and practical ways
today? Give some examples, drawn from your personal and family
experiences of God's love. (18)
4. Make short summary of the conclusions of your discussions and/or what you learned from the study of this section. Try and be specific, practical and realistic.
(4.) God made us for love (paragraphs 19-20)
1. Examine in detail the story of creation as contained in the Bible
(Genesis). How does creation manifest the love of God for each
one of us? For married couples? (19)
2. Discuss the statement "we are made by God to be loved and to love"? Give practical examples of this. (20)
3. Discuss how our bodies express love and "ask for the love of others" and prevent or hinder true love. (20)
4. What practical action will you now take after studying or reflecting on this section? (19-20)
(5.) The greatest commandment ‹ love (paragraphs
21-24)
1. Analyse the reasons why it is stated that the "Greatest
Commandment is Love".
What is the complete expression of this greatest commandment of love
as outlined in these paragraphs? Discuss its origin, manifestations
and practical application between engaged couples, married people,
the family, in the classroom, young adults, and young couples.
(21-22)
2. Examine the relationship between sexual morality and general
moral principles.
What is morality? What are general moral principles? Discuss them.
(23)
3. What is the meaning of the statement "putting love into love". Describe it and discuss in detail its implication for Christian living in one's daily life today. (24)
4. Discuss what you have learned which will help your family life or school life or interpersonal relationships.
(6.) Married love in the Bible (paragraphs
25-31)
The Old Testament
1. What is the Bible? Discuss its origin, its content, how to use it,
its meaning for the Catholic, its place in the Liturgy and Catholic
teaching etc. (25-31)
2. Examine with prayerful reflection what the Old Testament teaches us about married love. (Move from the general to the specific.)
What is the book of Genesis, what is its main message, what does it say about married love? (25-31)
3. What does the Bible leach regarding the roles of men and women in the family, in society? What does the Bible say regarding feminism? How does this compare with some current views on feminism? Discuss these questions in detail and draw on your own experiences. (25-31)
(7.) The covenant and marriage (paragraphs
32-40)
1. What is the meaning and implication of the Covenant in the Bible?
Whom does it involve? What are the objectives of this Covenant? What
is its relationship to love, married love? How is this Covenant
expressed? (32 33)
2. What do the prophets say about the Covenant and married love? Has what they say implications for married and sexual love today? Discuss this in the light Of your biblical reading/study and life experience. (33)
3. Who are Hosea, Jeremiah, Ezekiel, Isaiah, Tobias? What was their mission according to the Old Testament? How do they help us understand sexual love and the Covenant of love between God and love? Is what they say or preach relevant to our world today, to family life today, to sexual relationships today between men and women? Consider your own familial and social roles in discussing these questions. (34-39)
4. Analyse in depth the message of the Song of Songs. Who wrote
it? What does it say about love, married love and sexual
relationships, the roles of husband and wife? What do these
statements from the Song of Songs teach us about current trends in
married life and sexual relationships and feminism? Discuss how some
of these statements are used (may be used) in paraliturgies for
engagements, weddings, anniversaries, and in the liturgy for the
celebration of Christian marriage or on the occasion of final school
year COrnmitment to the principles of Christian love and sexual
morality? (40)
Perhaps the discussion here might take the form of a meditation,
period of silent reflection, spontaneous reflection and final prayer,
(collecting all that has heel] said and offering it to the Lord of
Love). But try and be specific in the discussion of meaning (and
power) of this Song of Songs for Christian love and marriage today.
Could you refer to modern authors who describe marriage as in the
Song of Songs.
Is there a practical application which you would like to undertake at the conclusion of this reflective discussion? ‹ in your family, in the group, in the class ‹ with your boy or girlfriend? (40)
(8.) Marriage restored in Christ (paragraphs
41-51)
1. Discuss what Our Lord Jesus Christ teaches regarding marriage,
sexual love and relationships. How does this compare to what is
presented through the media Iregarding the nature and characteristics
and values of marriage and sexual love? (41-42)
2. Discuss the statement that Christian marriage is part of the restoration Ofall things in Christ. (42, 43, 44)
3. Examine and reflect on what St. Paul writes about Christian married love and relationships, especially in his letter to the Ephesians. (41-50)
4. Examine and discuss the problems and difficulties which may arise as a result of your study of what Christ and St. Paul teach regarding sexual love and marriage.
5. Marriage is a sacrament. What does this mean? What is a sacrament? What are the effects of a sacrament in a Christian's life? What are the effects of the sacrament of marriage for the married couple, for children, for the community. (47)
6. Discuss how married people should react to suffering which they may experience in their family or love life. (48)
7. List the qualities of Christian married love. Give practical examples Of how they, can be put into practice in the home or in the group or class. (49)
8. At this point discuss again Pope John Paul's statement "Putting love into Love". (50)
9. What is apostolate of the family today? Give practical examples. (51)
10. Have you come to conclusions which you can now put into practice in your own home, in husband/wife/parent /children/girl/boy relationships or in the classroom ‹ in your work with other families, in the celebration of Sunday Mass, in the preparation of' your children for First Holy Communion and Confirmation, in your efforts to help families in need, the single parent family, the teenager in "trouble"?
PART II
(9.) Putting love into love (paragraphs 52-59)
"TheSexual Revolution"
1. Discuss what is meant by the sexual revolution; what are its
aims and objectives and how is it happening, what are the good and
bad effects of this revolution?
What is meant by "sex education", what are the purposes of sex
education? Who are the target groups of sex education? Do the words
"sex educationdescribe adequately the real genuine purpose of sex
education? (52, 53, 54, 55)
2. Examine and outline what the Church is doing about the so-called sex revolution or emphasis on sexual matters. What methods is the Church using to educate its members for love (as opposed to mere sex education)? (53)
3. What is meant by the statement "our civilization is aphrodisiac"? Explain its significance for adults, young adults and youth who are living in this changing world. How have the attitudes to sexuality changed? Analyse this change. What challenges now face the Christian in a world of changing attitudes to sexuality? (55, 56, 57)
4. What is meant by "untruthfulness in sexual relationships", what does it mean to the follower of Jesus, the married person, the young adult, the youth in class or group? Be practical and concrete in the discussion of these questions. (56, 57)
5. Analyse in a practical way the different interpretations of the words ‹ "Two people are in love", what are the implications of your different interpretations of these words? (57, 58)
6. "Sexual morality is education in real loving". Study this statement in detail and use your own experience and reading to explain its implication for priests, religious, husbands, wives (parents), children and youth. (59)
(10.) Truthfulness in sexual love (paragraphs
60-63)
1. Discuss the relevance of unity and separation as it applies to
sexual love. Give practical examples and apply to present-day living
and attitudes to sexual love. (60)
2. What sexual values are stressed in modern culture, what sexual values are debased? Draw examples from modern music, art, drama, literature, etc., to illustrate your discussion. (61)
3. Discuss what is meant today by "love making". How do you
interpret this word,
who uses it and why so? (62)
4. Analyse the results of making "sex casual and trivial". How does this compare to being really in love (or when I really say ‹ 1 love you)? Reflect and draw on your life's experiences as you study this issue. (60-63)
(11.) Sex and marriage (paragraphs 64-87)
1. Examine the current attitudes and understanding of
marriage. (64, 65)
2. What is meant by "self-control" in relation to sexual love? What are the main elements in self-control? How does one build or develop self-control? Discuss these questions as they affect you in real life situations. (66)
3. Examine the meaning of the statement that "sex is trivialised".
How is this being
achieved in Ireland today? What remedies do you suggest? (67)
4. Discuss positive and negative attitudes to extra-marital sex. What causes extra marital sex? what does it imply as regards true sexual love and marriage? (68)
(11.1) Extra-marital sex
4. Examine the importance of true sexual love and fidelity for the
development of the husband, wife and child. What happens to the child
or couple when such love is absent or lacking? (68, 69)
5. "Sexuality concerns the family but it also has a social and community aspect". Reflect on and examine in detail this statement. Use your own family and community experience in discussing this matter. (70)
6. How would you in your family, work, school, community, help to improve the standards of sexual behaviour? (70)
7. What is adultery? How and what kind of sin is adultery? What causes adultery? What are the effects of adultery on the family, the adulterer, the other men or women , children, society? What are the different forms of adultery? What is the Christlike answer to adultery? (71, 72, 73)
(11.3) Pre-marital sex (2)
8. What is meant by fornication? What is the Church's teaching on
fornication? (74)
9. What does the Church teach about "sexual" sins, what advice
does it offer to those who commit them or who are tempted to do so?
(75)
Give examples in your discussion or reflect on some significant
experiences which help you understand the attitude of Christ and the
Church in such instances. (75, 76)
(11.3) Cohabitation without marriage
10. Discuss what is meant today by cohabitation without marriage and
what are its purposes, effects and results and its implications for
true Christian love and marriage. (77, 78, 79, 80, 81)
11. What are the implications of sexual intercourse before
marriage for the women
and men, how will it effect their future marriage? (77, 78, 79, 80,
81)
12. What is pre-marital chastity, what is its value for men and
women, and for the
future marriage? (77, 78, 79, 80, 81)
13. Discuss in detail the following dangers of pre-marital sex ‹ pregnancy, contraception, abortion, forced marriages? How can these dangers be prevented? What services of the Church are available to help if they occur? (82)
14. Discuss teenage marriages? What are the dangers or effects of such marriages? Why do they occur? Should and how can they be prevented? What are the Church (diocesan) regulations regarding teenage marriages? (83)
(11.4) Unmarried Pregnancy
15. What is an unmarried pregnancy? What is the Church's attitude to
such pregnancies, how should priests, parents, teachers, members of
peer groups react to those who are pregnant but unmarried? What
special services are available in the Christian community to help
such girls? Be specific in discussing this ever-increasing social and
sexual problem. Examine what the Bishops have already taught on this
matter or a related topic (All Life is Sacred). (85, 86, 87)
16. What is Cura? What work does it do? How can it be contacted? Discuss these questions in detail. (86)
17. What can the priests, family, the community, teachers, youth leaders do to prevent and/or care for unmarried pregnancies? (87)
(12.) Sex and parenthood (paragraphs 88-96)
(12.1) Children, the precious gift of marriage
1. Discuss what it means to be a parent, what does the Church teach
regarding parenthood? (88)
(12.2) Responsible parenthood
2. Examine and discuss in detail what responsible parenthood means
according to the teaching of the Church. How does a parent exercise
responsible parenthood. (89, 90, 91, 92)
3. What are the different forms or methods of natural family planning? How does it differ from contraception? (90, 91, 92)
4. What attitudes and principles should guide or motivate married couples in planning their family? What are the respective responsibilities of husband wife as regards family planning? (90, 91, 92)
5. Analyse the reasons why some women feel driven to use contraceptives. Discuss what can diminish guilt and freedom regarding the use of contraceptives. (93)
6. What is the Catholic Church's teaching regarding artificial contraception? What is the role of parents, priests, teachers, leaders in this respect? What are the outcomes for husbands and wives of the integration of the Church's teaching into their married life? (94, 95, 96)
7. Discuss what the Vatican Council, (Pastoral Constitution on the Church in the Modern World, cf. Appendix I) teaches regarding the outcomes, morality and guiding principles of responsible parenthood.
(12.3) The contraceptive mentality (paragraphs 96-102)
1. What is the "contraceptive mentality"? Examine in detail the
results of such a mentality in family and in Irish society and in the
world. Draw some practical conclusion or plan of action in relation
to yourself, your family, the school, the community, etc. (96, 97,
98)
2. "Sexual relationships between young people even at school going age is becoming more common in Ireland". Discuss this issue as it affects you, your family, community and school. Analyse the remedies offered to prevent this social and sexual problem. Examine the precise part you can play in its solution and prevention. (99)
3. What do you think constitutes the main elements of "an education (formation) for love rooted in the faith"? How would you help plan and implement such an educational programme in your local parish or community or school? (100, 101)
(12.4) Sterilisation (paragraphs 103-108)
1. What is sterilisation? Discuss the Church's teaching regarding
sterilisation. What are the rights and duties of Catholic doctors and
nurses, the State as regards sterilisation? What are the effects of
sterilisation? (103, 104)
2. What are the rights of the handicapped as regards procreation?
How does
sterilisation affect them? (105)
3. What are the differences between direct and indirect sterilisation? What is the Church's teaching regarding indirect sterilisation or sterilisation which occurs as a sideeffect of an operation or medical treatment? (106)
(13.) Loveless sex (paragraphs 109-121)
(13.1) Pornography
1. Discuss what is meant by 'pornography', its different forms and
the causes, the purposes of pornography? Draw on your own experience.
(109-115)
Who are the target groups of pornography? What is the situation
regarding pornography in your own family, work place, parish, school?
How does it manifest itself in such local situations? Give concrete
examples. (109, 110)
2. Analyse who promotes pornography and how do they promote or
publicise it at national and local levels (110, 114, 116).
What local action or familial action can you take to counteract the
use and spread of pornography?
3. Discuss the use of the video-cassette as a new form of pornography. What is the situation in this respect in your own family and local community? (115)
4. How do some people and media justify the use or presentation of pornography? (114, 116)
5. What are the effects of pornography on adults and teenagers? Discuss this question in detail and use practical examples and experiences. (111, 116)
6. What are the duties of parents, teachers, community and youth leaders, writers and producers, publishers regarding the use and spread of pornography,? (115, 116)
7. Examine the morality of the presentation, Publication, diffusion and use of the different forms of pornography. Relate this examination to parents, teachers, producers, media directors, adults, teenagers. (116)
8. Identify the main contents and methods of a programme for youth which will help counteract the use and influence of pornography. Who should prepare this programme? How can you, parents, priests and teachers and teenagers be involved in the preparation and implementation of this programme. (117)
9. Discuss the censorship laws of this country. What are they? How are they applied? What is your own reaction to these laws and their application today? (117)
(13.2) Rape
1. Explain what is meant by rape, and examine the morality of rape.
What does rape express as regards man woman love relationships? (1 1
8-121)
2. How do you explain the increase in the number of rape cases in Ireland? Discuss the statement "pornography is the theory: rape is the practice". (119)
3. What are the effects of rape on women, men, sexual love, marriage? Give examples. (118, 119, 120)
4. How should the state or courts treat cases of rape? (120)
5. Discuss the pastoral care of the women who are raped from the position of parents, priests, doctors, friends, teachers and peer group, the women who are raped themselves. (121)
(14.) Solitary sex (paragraph 122)
1. Discuss the nature, meaning, causes and morality of masturbation.
(122)
2. How should priests, parents, teachers care or help people, especially teenagers, who are committed to these solitary sexual actions? (122)
(15.) Homosexuality (paragraphs 123-126)
1. What is homosexuality? Explain the difference between a homosexual
tendency and homosexual acts. (123)
2. Discuss the teaching of the Church regarding homosexual acts. (124)
3. Discuss the rights of homosexual persons arid examine the question of the homosexual prostitution of children. (125)
4. How should a homosexual person be treated by priests, parents, teachers, legislators, doctors, friends and the local community? (126)
(16.) The challenge of chastity
(16.1) The Christian vision (paragraphs 127-136)
1. Examine in detail the Christian vision of chastity. What are the
alternative views regarding chastity? Where do these views come from
and how do they express themselves? (127,128,129,130,136)
2. What are the principles or truths which establish or are the foundation of the Christian vision of chastity? (130, 131, 132, 133)
3. What does St Paul teach regarding chastity? (read Ist Letter of St Paul to the Corinthians, especially Chapter 6). (130, 131, 132, 133, 134)
4. How does the Christian vision of chastity view the different kinds of sexual acts? (130, 131, 132, 133, 134)
5. Discuss the statement "Our Body is sacred, the Temple of God, the place where God dwells". What does this statement mean in practice as regards sexual acts and relationships?
6. Does marriage contravene or contradict the Christian vision of chastity? Discuss this question in detail. (136)
(16.2) Keeping faith with love (paragraphs 137-148)
1. What is consecrated chastity? Whom does it concern? Analyse in
detail the
implications of consecrated chastity for priests and religious. (145)
2. Discuss the reasons for virginity and celibacy. How does
celibacy and virginity
relate to marriage? (146)
Discuss the statement that "priestly and religious vocations come
from truly Christian marriages and homes". Do you agree with this?
What are the practical implications of this statement for Catholic
homes, teachers, teenagers? (146)
Reflect on what Mary, Mother of God teachers us about the Christian
vision and definition of chastity. (148)
PART III
MARRIAGE: ITS STRESSES AND ITS GRACES
(17.) Marriage in contemporary society (paragraphs
149-164)
1. What are the pressures and causes of these pressures on marriage
today (a) in the world, (b) in Ireland, (c) in your own local
community? What are the results of these pressures and stresses?
(150)
2. Analyse and consider in detail the relationship and the apparent "conflict" between individual fulfilment and rights, and individual fulfilment and rights in marriage. (15 1)
3. How does the changing roles and functions of women affect married life today? (151, 152)
What are the principles which should guide the development of a truly Christian feminism? What are the practical implications or results of this activation of Christian feminism for the roles and relationships of husbands and wives? (152)
4. Does a generation gap exist in families, in communities, in schools today? Discuss, with practical references, this question. What are the characteristics of the modern youth culture in Ireland? What are its significance or importance for Christian marriage? (153)
5. Examine the causes and the outcomes of early marriages. When do marriages usually break down? Why so? (154, 155)
6. What is the crisis of "middle-age"? How does it present a challenge to the stability of married life today? (156)
7. Discuss in detail, and with practical examples, how "economic and social conditions create stresses for marriage". What action can you, your parish, school, take to counteract the stresses which are caused by such conditions? (157)
8. How do emigration and imprisonment affect marriages? (158)
9. Examine the nature of "communication between husband and wife in marriage---. What are the outcomes of this lack of communication in marriage, what causes a breakdown in such communication? How does this lack or failure manifest itself in marriage? What remedies or support services are there for this breakdown or failure in communication? (159)
10. "The abuse of alcohol is a cause of much strain in marriage---. Discuss this statement (with practical examples). How can this stress be counteracted in a practical way? (161)
11. How does excessive gambling cause marriage breakdown today? What practical remedies are there for this cause or marriage breakdown? (161)
12. What is infidelity in marriage? What causes infidelity in marriage today? What are the remedies for such infidelity? (162)
13. What are the effects of these stresses as outlined already on teenagers, couples who are preparing for marriage or who are developing a relationship? (163)
14. Identify and assess the positive aspects or elements of Christian marriage in Ireland today. (164)
(18.) Incidence Of marital breakdown in Ireland (paragraphs
165-168)
1. Examine the nature and extent of marital breakdown in Ireland.
(165, 166)
2. What support can (a) the Church, (b) the State give in order to prevent or diminish the number of broken and unhappy marriages? Be specific and realistic in discussing this question. (166)
3. Discuss the question: Is divorce an answer to broken marriages or unhappiness in married life? (167, 168)
(19.) Marriage and fidelity in Christian revelation (paragraphs
169-181)
1. Study what is meant by divorce.
2. What is the teaching of the Church regarding divorce? What are the bases, the origins or the sources of the Church's teaching on this matter? Reflect on what the Bible says or teaches regarding divorce. (169, 175)
3. What does St Paul teach regarding marriage and divorce? Read St Paul's letter to the Ephesians and discuss its message and teaching on marriage. (179)
4. Why can the Church not permit divorce? Reflect on the reasons given. (177, 178, 179)
5. Discuss how divorce and infidelity fail to recognise that marriage is a sacrament which enables the married couple "grow together in wisdom and grace before God and man". Discuss how the demand for divorce fails to recognise the constant presence of Christ, his love, his compassion, his creative and energising love in Christian marriage. (179, 180, 181)
6. (Read Appendix p. 115).
Discuss the purposes of Christian marriage as outlined in the
Pastoral Constitution on the Church in the Modern World. What
are the practical implications in modern Ireland of this teaching for
teachers, parents, married and engaged couples, and boy-girl
relationships?
(20.) The divorce debate (paragraphs 182-184)
Identify and study the purposes of the current "divorce debate- in
Ireland. What are the rights and duties of those who are involved in
this debate? How does the Church view or react to this public debate
on divorce? (182, 184)
(20.1) Law and morality (paragraphs 185-189)
1. What "considerations have legislators to keep in mind when they
are drafting or enacting legislation-? Analyse these considerations
in detail and consider their practical application. (185)
2. Study carefully the position of the Church concerning divorce legislation (i.e. enacted by the civil law). What are the rights and duties of Catholics regarding legislation on divorce? (186, 187)
3. Discuss, with specific examples, the statement---lawand morality are interlinked (188, 189)
(20.2) Divorce and the definition of marriage (paragraphs 190,
191)
Compare what has happened in countries where divorce has been
legalised. How is marriage defined or described in such situations?
(190, 191)
(20.3) "The irretrievable breakdown" (paragraphs
192-195)
1. What is an irretrievable breakdown of a marriage? How is
"irretrievable breakdown- used to promote and facilitate divorce and
divorce legislation. (192, 193)
2. "The logic of divorce based on 'irretrievable breakdown' is in fact divorce on demand." Discuss this statement and use your previous reading, study and experience. (192, 193)
3. What happens in society when divorce is legally introduced? (192, 195)
(20.4) Divorce statistics (paragraphs 196-197)
1. Analyse the statistics on divorce now available to you. What
conclusions do you now come to regarding legalised divorce? (196,
197)
(20.5) Divorce in Northern Ireland (paragraphs 198-201)
Examine the "divorce" situation in Northern Ireland (numbers and
attitudes). What are the results or outcomes of divorce in Northern
Ireland? (198, 201)
(20.6) Divorce and children (paragraphs 202-204)
Examine in detail the effects of divorce on the children of a
marriage. Be specific.
Discuss the significance of the statement of the Second Vatican
Council "divorce is a plague---. (Gaudium et Spes No. 47)
(202, 204)
(20.7) Divorce and women (paragraphs 205-213)
Analyse the effects of divorce on women. What remedies have been
recommended to meet the needs of women who are divorced? (205, 212)
PART IV
MARRIAGE AND THE FAMILY IN SOCIETY AND IN THE CHURCH
(21.) THE STATE AND THE FAMILY
Read Section 21. (Paragraphs 213-232).
(21.1-21.2) The rights of the family (paragraph 213)
1. Examine in detail what the Constitution of the Irish Republic
states about marriage and the rights of the family. How does the
State safeguard and promote or defend marriage and the family?
2. What is the duty of the individual with regard to the ideals set forth in the Constitution?
3. Why have the Government and people of Northern Ireland the same duty to defend and promote the rights of the family?
(21.3) Public Policies of support for marriage (paragraphs
215-220)
1. "Society neglects the family at its peril". Discuss this statement
with practical references and examples. (215)
2. What positive policies of the State and society support are needed to help the family today? Be specific.
3. List and discuss the economic and social deprivations and problems which create intolerable burdens for the many families in Ireland, both North and South today? (216, 217, 218)
3.1. How should such problems as poverty, poor living conditions and housing, unemployment, especially youth unemployment, high mortgages, the family needs of prisoners, taxation be approached by the State, by the local community or parish, by families and by individuals?
3.2. What is now being done in Ireland, North and South, to find or initiate solutions to solve these problems? What is happening in your own parish? Can you help to start some project to counteract, even in a small way, some of the problems which attack family rights and family unity? (216, 217, 218, 219, 220)
(21.4) Reform of Family Law (paragraph 221-225)
1. Discuss how Family Law reform can be improved and accelerated in
order to safeguard marriage and the family.
2. What practical recommendations does the Pastoral make with
regard to the further reform of Family Law?
Discuss these recommendations with practical application. (221-225).
3. What is a family court? What are the purposes of a family court, why is it necessary in Ireland today? Who should work in a family court? (221)
4. What is a legal separation in Ireland? How satisfactory is this legal separation today? What are its deficiencies, how should they be remedied? (222, 223)
5. Analyse the property rights of husband and wife and the significance of the 'dependent domicile of the wife'. What changes are now needed in these areas? (223)
6. How should the state legislation treat 'cohabitation' (non-married couples) and children born of such a relationship? What does the Church teach regarding non-married couples and their children? (224)
7. Examine the existing law relating to maintenance of spouses and children in Ireland? Why and should this law be improved? (225)
8. What is the teaching of the Church regarding illegitimacy? (224)
(21.5) Averting marital breakdown (paragraphs 226-228)
1. What is meant by marital breakdown? What are the outcomes of
marital breakdown ‹ for the couples, the children, society?
Discuss this in detail. (226, 227, 228)
2. What prevents marital breakdown? Be specific and assess the
different measures to prevent marital breakdown. (226, 227, 228)
(21.6) Preparation for marriage (paragraphs 2.49-232)
1. Analyse and (add to) the reasons why preparation for marriage is
necessary. What is or should be the context and purpose of such
Warriage preparation? When and where does this preparation begin; who
should give it? What is now happening, in this respect in your
families, schools, parish diocese? (229, 230, 232)
2. What should the State do with regard to preparation for marriage? (229, 230, 232)
3. What is 'sex education'? What is the content and purpose of sex education? Who should provide sex education? 230, 231)
4. What is the role of the school in this area of sex education and preparation for marriage? Give practical examples.
5. What can you do now in order to help youths and adults prepare for marriage? Discuss some practical action which you will no# implement. (231)
6. What is the role of the media, advertising etc. in this field of marriage preparation and sex education. (232)
7. Discuss the statement that "the responsibility of preparing young people for marriage is shared by the whole of society". (232)
(22.) MARRIAGE IN THE CHRISTIAN COMMUNITY
Read Section 22. (Paragraphs 233-276)
(22.1) Existing services for marriage and the family (paragraphs
233-238)
1. outline in detail and assess the existing Church-related services
which help marriage and the family at the diocesan and parish levels
etc. The Catholic Marriage Advisory Council (CMAC), CURA, adoption
societies etc. List all these family-related services. Could you make
a directory of them; noting the kind of services provided, the
contact persons, the purposes, their accessibility and availability
etc? (233, 234, 235, 236, 237)
2. What could you do to inform members of the local community of the existence and purposes of these services?
3. Examine and discuss the role of the Parish Sister. (238)
4. How does the Christian Community keep the family by prayer? Be specific and practical. (238)
(22.2) New services needed (Phragraphs 239-240)
1. Why are new services needed to meet the needs of the family today?
(239, 250)
2. What services does the Pastoral recommend? (239, 240)
3. Discuss the role and functions of (a) Parish Family Welfare Centres and (b) Diocesan Institutes for the Family. (239, 240)
4. What is the family apostolate (family to family) on family life ministry? Elaborate on what the Pastoral says but be specific and practical. How may it become effective in the parish? (240)
(22.3) Priests and the pastoral love of marriage (paragraphs
241-248)
1. What is the role of the priest in the family life apostolate? Why
is family visitation by priests so important today?
2. What are the implications of the teaching of this Pastoral for the formation of priests? Elaborate in detail. (241)
3. What are the long-term and short-term functions of the priest in relation to those who are preparing for marriage?
4. Outline in detail the content of a pre-marriage course as outlined in this pastoral. (243,244)
5. Discuss and examine the Diocesan ere-nuptial Inquiry Form. What are the practical implications of such pre nuptial enquiry for you (teachers, parents, engaged couples, priets, teenagers)? How should the priest and the engaged couple prepare for the liturgical celebration of marriage? (245, 246, 247)
6. Study what the Pastoral and the Irish Irish Directory on Mixed Marriages teach regarding (a) preparation for mixed marriages, (b) the role of priests and other ministers, (c) general pre-marriage and post-marriage pastoral care. (248)
7. Discuss the implications of the Pastoral for (a) continuing education of the clergy, (b) adult religious education at parish level, (c) training of experts in family life ministry, (d) research in marriage and family life issues and problems, (c) training of volunteers who wish to commit themselves to working in the family life apostolate. (22.4)
(22.4) Church Annulments (paragraphs 249-255)
1. What is meant by a Church annulment,? Discuss this matter in
detail. (249-252)
2. Why does the Church grant annulments? What are the causes of annulments? (249-259)
3. What are the obligations on couples who receive an annulment? (251)
4. "There is provision for nullity also though the civil courts".---Discuss what the Pastoral teaches regarding this statement. (252)
5. "in exceptional cases, the Catholic Church claims the power to
dissolve a valid
marriage." Discuss this statement in the light of the teaching of the
Pastoral. (253)
6. What is meant by the "Pauline" Privilege? (254)
(22.5) The Church's compassion in difficult cases (paragraphs
256-259)
1. What does the Pastoral mean by difficult (marriage) cases? Be
precise. What causes these difficult cases? (256, 257)
2. How does the Church deal with difficult cases in marriage? (259)
Discuss the practical and pastoral recommendations of the Pastoral with regard to such cases? How should priests and laity react to such cases? (257, 258)
(22.6) Marriage and the family in the life of the Church
(paragraphs 260-264)
1. What is the full Christian meaning of getting married in the
'Church'? (260)
2. Discuss in great detail the meaning and significance of the statement that the family is the domestic Church. (261)
3. Examine the role of parents as a ministry of the Church. (261)
4. Why is permanent religious education so important today in the Church? How can it help the family? Discuss the different forms of adult religious education specially oriented to families, parents, young adults, teachers etc. Examine the place and role of the Bible in the formation of the Christian family. (262)
113
5. Discuss in detail the importance, nature, purposes and forms of
family prayer.
Why is the family rosary so helpful as a family prayer? (262, 263)
6. There must be a genuine determination to work out marriage
relationships. What is
the meaning of this statement? What are its implications for daily
family living? (264)
(22.7) Sexuality and holiness (paragraphs 265-266)
1. Examine the relationship of sexuality and holiness. (265, 266)
(22.8) Being the Church (paragraphs 267-272)
1. "They (the married couple) are called to be a church within
Church, to be the 'little Church' within the universal Church."
Examine this statement in the light of the teaching of the Pastoral.
(267)
2. Examine the relationship of married love and unity to
(a) Christ's love for the Church (268)
(b) The celebration of the Eucharist (269)
(c) The celebration of the Sacrament of Reconcilation (269)
(d) The celebration of their marriage (270)
(c) The Baptism of their children (271)
(f) The building of the Christian Community (271)
3. Discuss the importance of relaxation and recreation for married
couples today.
What parish service could help married couples relax? (272)
(22.9) Single persons and widows (paragraph 273)
1. Examine the needs and the apostolate of widows and single persons
and how best they could be met or serviced and integrated into the
local Christian Community. (273)
(22.10) Pope John Paul's call to Irish families (paragraph
274)
1. Discuss the special call of Pope John Paul to Irish families. What
is its core or
principal message? (274)
(22.11) The Eternal Wedding Feast (paragraphs 275-276)
1. What is the Eternal Wedding Feast? (275)
2. What is the significance of this Eternal Wedding Feast for married couples today, for engaged couples, for all those who are wishing for help, for families, for priests, for teachers and youth and laity? (275)
Appendix I
PASTORAL CONSTITUTION ON THE CHURCH
ON THE MODERN WORLD
Read this appendix in a reflective manner.
1. What does it teach regarding marriage and family life?
2. How does it define and outline the role, functions and responsibilities of parents?
3. What does it say to doctors, nurses, priests and all those who arc involved in family life ministry?
Appendix II
1. What does this appendix teach regarding contraception? Examine the social and public aspect of the availability of contraceptives?
2. What are the effects of increased availability of contraceptives? ‹ on youth parents, teachers, priests, doctors, chemists, practice of the faith, society, human life?
3. How should people and legislators make decisions regarding laws which facilitate the availability of contraceptives?
4. How effective are controls which limit or restrict the availability of contraceptives?
5. What is public morality? What principles should guide public morality or public moral decisions?
6. "The Catholic Church in Ireland totally rejects the concept of a confessional State". Discuss the meaning of this statement.
7. What is the function of the Church in the case of the passing of a law which makes contraceptives more available to members of the State? Discuss this question in detail.