La Salette of Roxas College, Inc. Magsaysay St.

, Vira, Roxas, Isabela

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

The truthful answer is that we cannot know for certain. We cannot prove the

existence of God, but there are many reasons why belief in God is reasonable. The first is that

nothing science has discovered explains the existence of the universe. Yet the universe has a

beauty and an order that suggest a rational mind lies behind it all. Just as the existence of a

computer demonstrates that there is someone who invented it, so the world in all its beautiful

complexity points to the existence of a Creator, God.

A second reason is that within the heart of man there is a capacity to love and a

desire to be loved. Christians point to that and say it indicates that there is a power of love in the

world, which many people call God. Another reason is that in every part of the world today and

throughout history, men and women have always believed and worshipped God. Some people

have said that in every person there is a “Godshaped hole” that only God can fill. The existence

of that desire to pray and to believe and talk with God is one argument for God’s existence.

There are lots more reasons why people believe in God. Trusting him is always worth it Having

faith is having trust.

You have to trust with your entire being that God has your back that he will help

you and take care of you. He knows what is best, but to truly embrace what he has planned for

you, you have to fully trust. Our trust is not foolish, for our God is both faithful and good.

Serving allows us to experience the joy and Peace that comes from obedience and

by serving God is to serve others and we believe that it is a best form of charity here we can feel

the love of Christ whatever we do the least of neighbors, we do to him so if we really want to

1
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

serve him the best way is to start it by serving the needy. You don't have to be professional in

able to serve but all of us are called to be servant of Christ in our own ways. Throughout

Christian education’s history, the objective of Christian education has been to communicate

God’s story about life in His Kingdom and to prepare hearts, hands, and minds for service. God

shows Himself to us as our Lord, the creator of all things. Throughout the Biblical account, God

makes it apparent that sin has entirely destroyed His pristine creation, yet God continues to show

His grace. he predicts that Christ will come to restore the equilibrium lost in creation. Everyone

is welcome to enter His Kingdom.

Living in the Kingdom allows us to develop our faith. Everyday occurrences that touch

our lives provide us with opportunities to cultivate faith. Children’s life are shaped by their

experiences, both happy and sad. Christian schools incorporate these experiences into God’s

story.

A Christian school's goal should not be to protect its pupils from the world, but rather to

educate them how to alter it. A Christian school provides for a more hands-on approach to this

aim, much as churches enable Christians to learn about God and express His love to others.

A Christian education prepares students to grasp the truth found in the Bible and to

boldly communicate their religion with others. People will be able to influence the world through

Christ if they learn how to defend their beliefs and successfully communicate the Gospel.

We are all human, and regardless of our history or upbringing, we all need to know

Christ's love. Children at Christian schools are no exception. They may face the same problems

and have the same concerns as students in public schools. The distinction is that the emphasis of

education at a Christian school is to pull pupils into a deeper and more complete understanding

of God and the world He created. This, together with the instructors' Christian experience,

2
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

encourages students to ask crucial questions and work through challenges in a way that is

pleasing to God, preparing them for long-term success.

Again, we recognize that selecting a school for your children is a major decision, and we

hope that God would direct you to the greatest option for your family. The study was further

limited itself to using open ended questionnaire and semi structured interview from respondents

to determine The Impact of Christian Living Education in the Faith Dimension of the Grade 10-

Bethlehem students.

Figure 1. THEORETICAL / CONCEPTUAL FRAMEWORK OF THE STUDY

The framework above, Figure 1, with the Input, guided the researchers, level of

impacts of Christian Living Education in the personal faith among the Grade 10-Bethlehem

students. Process included evaluation and assessment; Output comprised the Christian living

activities “recollection” in the level of Grade 10- Bethlehem student in Christian Living

Education.

3
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

Statement of the Problem

This research will assess the impact of the Christian Learning Education in the

faith dimension of the Grade 10 Bethlehem students of La Salette of Roxas College, Inc.

Specifically, it sought to answer the following questions

1. What is the impact of Christian Living Education in elevating the faith of Grade 10

Bethlehem students?

2. What are the reasons why students have such an attachment to the church activities?

3. Is there a significant relationship between the faith dimension and academic

performance of Grade 10 Bethlehem?

Hypothesis of the Study

There is a significant relationship in the impact of Christian Living Education of

the Grade 10 Bethlehem students prior to their faith dimension.

Significance of the Study

The study hopes to benefit the following:

Teachers

An excellent Christian teacher who shares your beliefs may be a role model for

your child and give powerful Christ-like examples. Christian instructors may freely teach

the realities of Scripture while also demonstrating and modeling Christian ideals in a

Christian’s school context.

Parents

Parents should consistently and frequently teach their children about their faith.

Parents have obligations to their children, which include appropriately caring for them.
4
La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

Bringing them to be baptized and vowing to raise them in a loving home

Students

Students may study about how God’s craftsmanship may be seen in the natural

rules and design of the universe, and they may learn about establishing a Christ-like

example both on and off the field in physical education. Students learn from these

experiences that obeying God isn’t restricted to one aspect of life.

Future Researchers

They may be able to apply the study’s findings in future studies.

Scope and Delimitation

This study was focused on evaluating the impact of Christian Living Education in

the Faith Dimension of the grade 10-Bethlehem students of La Salette of Roxas College.

The respondents of this study is further limited to the 25 students out of 40 students of

the Grade-10 Bethlehem of La Salette of Roxas College,Inc.

Definitions of Terms

The following terms are operationally defined in order to ensure a better and

common understanding between the researcher and the readers particularly on some

significant terms and concept used in this study.

Christian - Christians are those people who believes in only one god, the father

almighty, in which they believe that he is the creator of everything.

Education -Education ia the process of both teaching and learning. It is

the community's effort to assist students in learning new lessons to better

understand the world. It is every person's obligation to study

because it is very important. It provides knowledge which no one can ever take

away from you.

Christian Living Education -The Christian Living Education's is a subject that aims

to assist students in establishing a foundation for their

spirituality in Catholic Church's teaching so that

they can become transforms and eventually become

social change agents.

Faith - the assurance that the things revealed and promised in the Word are true, even

though unseen, and gives the believer a conviction that what he expects

in faith, will come to pass.

Christian Education - The process of instructing students using the Lord's teachings

and commands. They impart knowledge on how to live

morally, free from sin, and with nothing but the goodness of

the Lord. It usually helps people grow and teaches them the

Christian message and gospel.

Christian Gospel - The divine words of the Lord. Christian disseminates it in order to

raise people's consciousness and provide them with life direction

and knowledge, that people should live their lives in

accordance with what the Lord commandments and teachings.

Christian School - A place where Christians and other believers in God study

according to their beliefs and the teachings of the bible. This is where

Christians teaches Christian education to young

individuals and spreading the gospel of the Lord and teaching

them lessons and knowledge about life and people and how you

should deal with your life.

Christian Education - Christian education is the guidance for the youth and adults to

gain spiritual knowledge and deepen the faith of oneself. Christian

education focuses on the word of God and His good doings

wherein the people learn how to share the goodness of God and

adapt it in their daily lives.

Christian gospel - Christian gospel simply means it is a good news about Jesus. The

gospel shows that Jesus sacrifices his own life to clean our

sins.

Worship - to give honor or exalt to the deity

Bible - the sacred book of Christianity; Old Testament and New Testamentconsists of

sixty-six different books, composed by many different writers, in three

different languages, under different circumstances.

7
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The concern of this chapter is to present literature and studies found very congruent to the

present study. It should be mentioned that the perseverance and patience of the researcher

satisfactorily resulted to finding out reading materials that made this research endeavor more

enriched and substantial in information and desired outcome.

A large body of research focuses on what is the impact of Christian living Education to

the faith dimension of grade 10-Bethlehem students of La Salette of Roxas college Inc. In the

study,it will discuss first what is Christian Living Education and what is the impact of it in their

faith dimension.The aim is to enhanced the understanding of grade 10-Bethlehem in the impact

of Christian Living Education on their faith dimension.

Related Literature

Education is the process whereby the community seeks to assist the students to

assimilate, react to, integrate, and use the knowledge called our “heritage.” Heritage includes the

most valued and relevant knowledge of a group—Christians for example. Education

communicates heritage in such a way that the educated may experience personal growth and

make the greatest contribution to the community (Gilbert, 1963).

According to the Scripture, education is to train (instruct) the child in ways that they can

never forget as they grow. Scripture implies that all instructions must be disciplinary, that is, by

directing the child to do the right thing. It explains that education is Christian when it directs the

child as a religious being to the Creator (De Beer and Jaarsma, 2000).

Christian education is the process by which persons are confronted with and controlled by

the Christian gospel. It involves the efforts of the Christian community to guide both young and

8
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

adult persons toward an ever-richer possession of the Christian fellowship. It is both individual

and social in nature. Christian education fosters the growth of a persons consciousness of God as

a reality in human experience and to foster a sense of personal relationship to Him. It develops

the understanding and appreciation of the personality, life, and teachings of Jesus to lead them to

better personal experience that results into progressive and continuous development of Christian

character.

In developing a stronger faith, the task is to balance the three-legged stool of faith

formation, church, home, and school. The Bible mandates that the parents educate the child.

This mandate is the first and only obligated assignment given to the parents, and should not be

shortchanged by excuses or other assignments. The complexities of life have created room for

the teachers to come into the lives of children as parents–teachers. Therefore, the Christian

school becomes the extension of the Christian home.

Culture has influenced Christian educational institutions. In addition to culture, the

government, finance, and social policies have also played major roles in reducing the Christian

schools. These challenges can be describe in three words: secularism, consumerism, and

relativism. Secularism deals with the introduction of mass media—television, movies, music,

and the Internet. This force usually represents faith as being for fools, and it touts individualism,

consumerism, hedonism, and relativism as tantalizing idols. Consumerism promotes the idea that

both church and school have become one. Therefore, parents now need to discern between

choices related to school admission for their children. Christian schools are not exempted in

these concepts; in fact, most Christian schools add layers of Christian values within their

curriculum. Beyond the Christian schools, parents now choose charter schools that emphasize

9
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

family values. Relativism is based on the assumption that truth is relative, meaning there is no

absolute truth. Each person’s history shapes that individual’s thinking and perception of truth.

In reality, Catholic Institutions provides quality education of the Christian Life imparting

the essential dimension of faith, Doctrine, Moral, and Worship. This ideas opened the minds of

the learners to participate in charity, church, and promotes quality life through Christ Teachings..

Doctrines are not ends in themselves; rather they articulate the fundamental truths

underlying human meaning and destiny as illumined by God’s revelation and perceived in faith.

Doctrine is a set of accepted beliefs held by a group. In religion, it is the set of true beliefs that

define the parameters of that belief system. Hence, there is true doctrine and false doctrine

relative to each belief set. In Christianity, for example, a true biblical doctrine is that there is

only one God in all existence (Isaiah 43:10;44:6,8). A false doctrine is that there is more than

one God in all existence. Christian morality is not just a list of do’s and don’ts, but the moral

vision and principles grounded on the truths of faith, with their depth-meaning evoked and

nurtured in worship. Morality is the distinction between right and wrong.  It is the determination

of what should be done and what should not be done. Morals differ among cultures and there are

morals that are relative, dependent upon situations and context. But there are other morals which

seem to be universally true.  For example, it is morally wrong to murder. Subjects of morality

vary but deals with "ought’s" of person to person relationships as well as person to animal, and

person to environment. Worship is not some spiritualist, out-of-this-world ritualism, but rather

the celebration of the fundamental convictions of the Christian faith, which grounds, inspires,

and empowers moral witness and action. Worship is the obligation of  God's creation to give to

Him all honor, praise, adoration, and glory due him because he is the holy and divine creator.

10
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

The main purpose of doctrine is to teach us about God. It is how we live that ultimately

determines whether or not we are God's children. The purpose of doctrine then is not to create a

belief system to determine who or who is not a follower of Christ, but it is to give us direction in

how we are living our lives. Doctrine primarily exists to change the way we live. Morality

provides goals that are achievable for groups of humans with a wide range of emotional and

cognitive capacities.  Moral norms achieve their ends in part by their ability to be inculcated in

almost all humans. The purpose of our worship is to glorify, honor, praise, exalt, and please God.

Our worship must show our adoration and loyalty to God for His grace in providing us with the

way to escape the bondage of sin, so we can have the salvation. Our singing, praying, studying

His word, giving, and communion is a form of worship.

Foreign Literature

Although the term Christian education does not occur in the Bible, the Bible speaks of the

moral and spiritual instruction of believers in general and of children in particular. It places a

high value upon knowledge, both of God and of His works. It describes the moral and spiritual

fruits of this knowledge and defines its ultimate purpose.

The present Christian school movement can be understood only as a part—certainly in

these times a very significant and necessary part—of the total endeavor of Christian education. A

full understanding of this movement requires an examination of the basis upon which its

educational theory and practices rest: its philosophy of education. Accordingly there follows,

first, a presentation of the basic beliefs of Christian education and, second, an application of

these beliefs to the specific mission of the Christian school.

Christian Education in, biblical Christianity. The God of the Bible is not a god of man’s

own making or choosing. The eternal Creator of all things existed before man and exists

11
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

independently of man. God, however, has revealed Himself to man, speaking through His Word

(the inerrant, divinely inspired and preserved sixty-six books of the Old and New Testaments)

and His works. His self-revelation is the substance of Christian belief. What we call biblical

Christianity is a system of certain basic truths that God has revealed.

Among these truths:

[1]God Created Man in His Own Image. Of all created beings, only man is spoken of in

the Scriptures as being created in God’s image. “And God said, Let us make man in our image,

after our likeness:…So God created man in his own image, in the image of God created he him;

male and female created he them” (Gen. 1:26–27). This creation of man was instantaneous—by

a direct act and not by an evolutionary process. Possessing the divine image, man reflects God

not only in his moral, intellectual, and emotional capacities but also in his aesthetic sensibility,

social inclinations, and other qualities of his personality

[2]The Church is that group of individuals who have been regenerated by the Holy Spirit

through faith in Jesus Christ as Savior and who have openly confessed this faith (Rom. 10:9–10).

The Church thus is not a building or even a denomination. It is the Body of Christ, composed of

every true believer on the Lord Jesus Christ from Pentecost to Christ’s return (Eph. 5:25–30;

Heb. 12:22–23).

[3]From the moment a child is born, certain forces are at work influencing his

development. Human growth, however, does not end with physical maturity. Some faculties of

the personality are capable of expansion and refinement into old age. Education, whether of child

or adult, is the directing of this total ongoing process of development toward specific objectives.

The purpose of Christian education is the directing of the process of human development

toward God’s objective for man: godliness of character and action. As education in general

12
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

begins with physical birth, Christian education proper begins with spiritual rebirth, when the life

of God is communicated to the soul. Growth in godliness proceeds step by step from

regeneration toward full maturity “in the knowledge of our Lord Jesus Christ” (2 Peter 1:5–8).

This growth, like regeneration, is made possible by divine grace (Titus 2:11–13). It results from

the emulation of Christ, who, as “the express image” of “the Majesty on high” (Heb. 1:3), is the

visible manifestation of the divine nature that God has ordained for man’s imitation. The focus

of the educational process is, of course, the student, a unique individual created for a specific

purpose in God’s plan. Regeneration does not eliminate the old nature—what the Apostle Paul

called the “old man” or the “flesh”—and carnal attitudes and inclinations can hinder spiritual

growth.

In the Scriptures God has commanded two institutions to educate: the home and the

church. As an extension of either or both of these institutions, the Christian school has a biblical

mandate to educate.

[1]The Home, the Bible makes clear that education is to begin in the home (Gen. 18:19;

Deut. 6:7; Prov. 22:6; Eph. 6:4; 2 Tim. 1:5; 3:15). It makes parents responsible for their children

and charges them with an educational task.

[2]The Church, the New Testament indicates that the responsibilities of the church

include edification as well as evangelism (Matt. 28:19–20; Acts 2:42; 2 Tim. 2:2). The scriptural

representation of the church as a body—an organism that grows and matures—implies a teaching

function for this institution. Also, the recognition of the gift of teaching by the New Testament

(Rom. 12:4–7; 1 Cor. 12:28) assumes the necessity of teaching in the local churches.

The work of the Christian school is an extension of the Christian educational ministries of

the Christian home and the church. Its purpose, therefore, is the development of the student in

13
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

the image of God. This purpose determines both the content and the means of instruction.

Accordingly, in Christian education students are taught to know God and to imitate Him in His

character and in His works. Since it is the purpose of Christian education to develop redeemed

man in the image of God, Christian educators must point students to the original of this image,

God Himself. Students come to know God by studying His revelation of Himself in His Word

and in His works. Of these, the more fully revealing of God is His Word; and, therefore, the

Bible is the center of the Christian school curriculum.

The presentation of biblical truth is thus not confined to a single segment of the

curriculum—the study of the Bible—but is diffused throughout the teaching of all subjects.

Though the Word of God is the main source of the knowledge of God, both factual and personal,

and therefore deserves precedence, the works of God are also an important part of the Christian

school curriculum. The glories of the vast universe and the myriad wonders of man’s earthly

habitation testify that their Creator is a God of order, of beauty, and of power (Ps. 19:1; Rom.

1:20). Accordingly the Christian school curriculum includes astronomy, physics, chemistry,

biology, mathematics, and related subjects because they provide a knowledge of God’s nature

and His work in this world. In the curriculum of the Christian school, the voice of creation joins

with that of the written revelation in praise of the glory and goodness of God.

The Imitation of God, in endeavoring to fulfill the purpose of Christian education—the

development of Christlikeness in redeemed man—the Christian school teaches, as a consequence

of the knowledge of God, the imitation of God. Students learn of God so that they may imitate

Him. They are to become “followers of God” (Eph. 5:1). In following God they imitate both His

nature and His works. The imitation of God’s works by the Christian student necessitates a

continual emphasis upon the goal of service and a provision in the curriculum for instruction in

14
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

skills and dis- ciplines that equip students for service. Academic subjects—whether in the

humanities or in the natural sciences, whether general or strictly vocational—are studied not as

ends in themselves but as means of improving the student as a servant of God. The student learns

that bodies must not be abused or neglected but be de- veloped and disciplined for the service of

God and presented to Him for His use and His glory (Rom. 12:1–2; 1 Cor. 6:20). If the student is

to imitate God in His judgment, to obey the injunction to “approve things that are excellent”

(Phil. 1:10), he must possess the aesthetic as well as the moral perceptions and inclinations to

identify and prefer the best in this area of his experience, as in all others.

Methods are chosen for their power and efficiency in accomplishing designated goals. In

the Christian school they are chosen also for their reflection of the example of God, with the

assurance that God’s methods are the most effective in carrying out His will. Christian

methodology naturally rejects any method contrary to the principles of Scripture. In His

teaching, Christ, the Master Teacher, used an amazing variety of methods and materials. In the

Old Testament God taught man through a diversity of means. In the Garden of Eden, He used a

tree to teach Adam. Since the Flood He has used a rainbow to inform the world that He will not

again destroy the earth by water.

Biblical methods as a rule require some effort on the part of the student, though the effort

need not be tedious. They provide for the discovering of truth (actually the revealing of truth by

a God eager to reward diligent study), as well as for the reinforcing of learning, by man’s search

(Prov. 2:4–6). The parables, for example, required a mental searching on the part of the disciples

before their truths were fully revealed. The means of achieving godliness—the purpose of

Christian education—is the imitation of God. The imitation of God by the student depends upon

and conforms to the imitation of God by the teacher. The Spirit-filled Christian teacher stands in

15
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

the place of God, representing God to the student. What the student knows of God is often what

he sees in his teacher. “Ye became followers of us, and of the Lord,” Paul reminded the

Thessalonians (1 Thess. 1:6). It is for this reason that the Christian school must pay careful

attention to the character and conduct of its teachers. No school that is careless concerning the

Christlikeness of its teachers can be sure to fulfill the purpose of Christian education.

Of course, a Christian school should be concerned about the professional as well as the

spiritual preparation of its teachers. Knowledge of the student and mastery of the subject to be

taught as well as of the methodology of its presentation are necessary for effective teaching.

The Christian school administrator exercises authority over both the teacher and the

student in order to serve the teacher in his service of the student. The chief responsibility of the

administrator is to provide an environment most favorable for the communication of Christ to the

student. The teacher can function as a “teacher come from God” (John 3:2) only as the

administration serves his needs and, through him, the needs of the student.As a godly

administration undergirds the ministry of a godly teacher to a responsive student, the goal of

godliness in the student’s character and action is progressively realized.

Foreign Study

Religious Education is generally defined as the process of behavioral changing in the

religious behavior of an individual (Beyza Bilgin, Eğitim Bilimi ve Din Eğitimi, Gün Yay.,

Ankara 1998,7; Cemal Tosun, Din Eğitimi Bilimine Giriş, Pegama Yay., Ankara 2005). RE

therefore directs human instincts in the appropriate direction

The subject of RE is the person: The person performes all acts which are deemed

intellectual; the person feels all the moods which we connote as emotional; the person

16
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

appreciates the states which we term aesthetic; the person makes all choices which belong to

freedom; the person is the object of remorse or of exultation-the person who seeks, as he is able,

to know God and all spiritual phenomena. The subject, therefore, who is educated are, alike, the

person (Charles Franklin Thwing, 1929).

RE, briefly, is the process which forms behavioral change in the religious behavior of the

person. RE, with its fundamental position in human life, leads to some changes.

The impacts of RE are summarized as follows:

RE establishes a value system: These values guide many behaviors of people and

determine the direction of life. From birth to death, the person faces a value system that is

created by the effect of several factors, such as religion, culture, traditions and so on

RE contributes to childhood development: The first years of childhood development are

very important because, “During the first two or three years, the child learns more than he does

during the rest of his life.”( Chaube, 2002. Education and RE are not only an instruction. In fact,

instruction is only a means for furthering the ends of education. They stand for developing all the

physical, intellectual, moral and spiritual powers, and take into consideration all those factors

that influence person, from birth to death.( Chaube, 2002).

The first five years of childhood plays a key role with regard to cognitive, moral and

religious development.( Enver Özkalp, Davranış Bilimlerine Giriş,2004) The basic emotions

develop during this period and it is referred to certain fundamental needs of children. Some of

the more important of these needs may be briefly enumerated as follows: (1) All children need

security (2) All of them need opportunities for various kinds of games (3) They want to develop

contacts with other children for their social, emotional and intellectual development (4) All

17
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

children want their questions to be listened to and answered within the limits of their

understanding, and (5) They want to develop the powers of selfconfidence, initiative, and

independence in themselves, and for this they crave for suitable opportunities. ( Chaube, 2002).

RE is not only for the experiences of ritual and worship; it also provides answers to many

questions, the feeling of security, and an instrument of communication between the person,

society and the Creator. RE must be based on love, kindness, compassion, integrity and

optimism. Thus, RE handles the people from early ages in all fields. Therefore, everyone

acquires the moral principles such as honesty, stability and harmony between thought and

behavior.( Ömer Çam, “Din, Dil, Kültür ve Eğitim”, Din Eğitimi Araştırmalar Dergisi, İ1994,;

İrfan Başkurt, Din Eğitiminde Adalet Ölçü Denge, İşaret Yay., 2000,)

RE establishes a moral system: All known societies have moral rules that identify certain

classes of action as right or wrong. In general, these moral rules condemn selfish, impulsive,

shortsighted actions and instead promote acts that provide benefits in larger perspectives. Major

world religions are amazingly consistent in their teachings about right and wrong, especially

concerning murder, stealing, and adultery. Generally, moral drives from relationships of

individuals that take place with the other existences. Although many definitions exist of moral

behavior, in brief, it represents what is good. In this case, morality is the general name of

networks which regulate, both theoretically and practically, the activities of people regarding all

being sphers and connects the certain principles. While the Religion puts forth principles such as

peace, love, tolerance, justice and honesty, morality, likewise, embraces these principles

universally. The religion is the most fundamental of the social establishments that is necessary to

internalize the concepts of ‘morality’ and‘conscience’.( Özcan Köknel, Ailede ve Toplumda Ruh

Sağlığı, 1981; Ayhan, Eğitime Giriş, Damla Yay., 1986). It is also a discipline guiding people as

18
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

a moral institution and surrounding the person more strongly than laws made by any human.

Weaknesses in religious feelings leads to increases in crime, anarchism and illegality. Thus, we

cannot mention any moral activities without religion.( Günay Tümer,1994, ; Imanuel Kant,

Pedagoji Üzerine (çev. M. Rahmi), 2005).

RE promotes human happiness: It is a paradox in educational theory that, although

everybody admits, the happiness of in world is an important ultimate aim.( Edward L.

Thorndike, 2007)This aim in education becomes happiness both in this life and the life after

death.

The happiness in this life mentioned in this verse is the major sources of happiness, such

as health, appetite, a peaceful home and a propitious wife. Religion and faith relate us to our

existential limits such as death, aloneless, the need for meaning, and the threat of freedom. They

are two polar extremes that help identify the quality of the relationship we have with God, self,

others, and nature by which we cope or do not cope with our existential limits.(Jerome W.

Berryman,1992).

Different from mentioned above, RE should (1) Enable pupils to achieve knowledge and

understanding of religions in the country and oft he influence religions on people's lives and in

society; (2) Contribute to the spiritual and moral development of pupils; (3) Develop awareness

of the fundamental questions about life raised by human experience; (4) Encourage pupils to

investigate, reflect on, evaluate and respond to such questions in the light of the teachings of the

world's great religious and ethical traditions; and (5) Promote respect for the rights of other

people to hold beliefs different from one's own. (Peter Schreiner, 2001).

Local Studies

19
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

It is undeniable that today we benefit from these foundations of Christian Education

whose aim is ‘the formation of the human person in the pursuit of his ultimate end and of the

good of the societies of which, as man, he is a member, and in whose obligations, as an adult, he

will share.’ (Gravissimum Educationis #1).

Christian Education is tasked to develop harmoniously the persons’ physical, moral and

intellectual endowments so that they may gradually acquire a mature sense of responsibility in

striving endlessly to form their own lives properly and in pursuing true freedom as they

surmount the vicissitudes of life with courage and constancy. (Cf. GE # 1)

Christian education does not merely strive for the maturing of a human person as just

now described, but has as its principal purpose this goal: that the baptized, while they are

gradually introduced the knowledge of the mystery of salvation, become ever more aware of the

gift of Faith they have received, and that they learn in addition how to worship God the Father in

spirit and truth (cf. John 4:23) especially in liturgical action, and be conformed in their personal

lives according to the new man created in justice and holiness of truth (Eph. 4:22-24); also that

they develop into perfect manhood, to the mature measure of the fullness of Christ (cf. Eph.

4:13) and strive for the growth of the Mystical Body; moreover, that aware of their calling, they

learn not only how to bear witness to the hope that is in them (cf. Peter 3:15) but also how to

help in the Christian formation of the world that takes place when natural powers viewed in the

full consideration of man redeemed by Christ contribute to the good of the whole society. (GE

#2)

Christian Education is not self-seeking. It is not given for the purpose of gaining power

but as an aid towards a fuller understanding of, and communion with man, events and things.

20
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

Knowledge is not to be considered as a means of material prosperity and success, but as a call to

serve and to be responsible for others. (Ex Corde Ecclesiae #56)

Furthermore, a number of these schools are not exclusive to Catholics, but serve peoples

of other faiths; others are dedicated to out of school youths, to the handicapped, to cultural

minorities, and those in the periphery.

Catholic Education enables the educational community to see the world as charged with

the power of God. It is transformative. It announces the good news and denounces that which is

not life-giving. It seeks to build a culture of peace and love. It challenges anomalous and evil

structures. Thus, the Catholic Educational community and its graduates must be witnesses to the

power of the Word and should strive to transform society.

Catholic education as prophetic means consecration to the cause of truth. The present age

is in urgent need of this kind of disinterested service, namely of proclaiming the meaning of

truth, that fundamental value without which freedom, justice and human dignity are

extinguished. (Ex Corde Ecclesiae #4)

This means assiduous search for the truth and fidelity to the same truth. This is a bold

aspiration in the present time, ‘for it is typical of the incoherence of modernity that it can harbor

contradictions. On the one hand it dehumanizes, on the other it defies.’ This prophetic dimension

of education highlights the necessity for ‘dialogue between faith and reason. Faith devoid of

reason risk becoming superstition and blind prejudice. Reason inattentive to faith risks solipsism,

self-absorption, detachment from reality.’ (Pope Benedict XVI). This prophetic dimension

includes a deep appreciation of the Catholic tradition particularly in the field of education. It is a

retrieval of the sense of mission and inspiration that can transformed societies, in education and

21
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

formation, imbued by the gospel and motivated by the charity of Christ, transformed

communities, nations, even continents.

CHAPTER III

RESEARCH METHODOLOGY AND PROCEDURE

This chapter presents the methodological dynamics and process which will be used to

conduct the study. It includes the discussion of research design, the respondents of the study,

data sources, instrumentation and data collection, tools for data analysis and the validity and

reliability of research instrument.

Research Design

This study is a quantitative research that uses Correlational research which is a type of

non-experimental research in which the researcher measures two variables and assesses the

statistical relationship (i.e., the correlation) between them. Correlational research design can be

relational (leading to correlation analysis) and predictive (leading to regression analysis).

Correlational research or also known as relational research design is used in those cases when

there is an interest to identify the existence, strength and direction of relationships between two

variables.

Correlational predictive design is used in those cases when there is an interest to identify

predictive relationship between the predictor and the outcome/criterion variable. The synonym

of correlation is “association”, and it is referred to the direction and magnitude of the

22
 La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

relationship between two variables. This association cannot be used to draw conclusions with

regard to cause-effect relationship between the variable.

Local of Study

23
La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela

4
La Salette of Roxas College, Inc. Magsaysay St., Vira, Roxas, Isabela