UNCC100: Self and Community: Exploring the Anatomy of Modern Society

Posted: June 6th, 2021

UNCC100: Self and Community: Exploring the Anatomy of Modern Society
ASSESSMENT TASK 1: QUIZ
In this quiz you will show your understanding of the principles of Catholic social thought, with reference to the prescribed resources. You will do this in the format of short responses to six quiz questions, using the prescribed template.
The six quiz questions will be released on LEO on Friday, 12 August 2022 at 11:00am AEST. You will find the quiz questions enclosed in the prescribed template in the ‘Assessment’ folder/tile on LEO, immediately underneath the Assessment Task 1: Quiz Turnitin drop box.
All students will have 60 hours to submit their responses via Turnitin.
Therefore, the due date for this assessment task is: Sunday, 14 August 2022, 11:00pm AEST. It is a requirement that you:
a) citeatleastthefollowingthreereadings/resources:
i. Lisa Sowle Cahill, “Catholic Social Teaching,” in The Cambridge Companion to Christian Political Theology, ed. Craig Hovey and Elizabeth Phillips (Cambridge: Cambridge University Press, 2015) 67–87.
ii. two resources (e.g., LEO book, a linked article, reading (other than Cahill, 2015), a YouTube video, etc.) that are included in the LEO folder/tile for Module 1: Catholic social thought principles (NB: two resources from LEO in total).
Further instructions:
a) Thisisanopen-bookquiz.
b) Thisisnotagroupexercise.Youwillcompleteyourresponsesonyourown.
c) The quiz will not be timed (i.e., you can complete the quiz in more than one sitting), but you will only have 62 hours to submit your responses to this task.
d) Studentsarerequiredtousetheprescribedtemplateanduploadtheircompletedsubmission through Turnitin (i.e., we are not using the quiz technology in LEO for this assessment task).
Due date:
Weighting:
Length and/or format:
Purpose:
Learning outcomes assessed:
Sunday, 14 August 2022, 11:00pm AEST 15%
750 words, made up of 3 x short-response questions that concern specific CST principles (100 words each) and 3 x short- response questions that concern how the CST principles are relevant to specific social issues (150 words each).
This consists of questions that allow students to demonstrate their understanding of Catholic social thought principles covered in the unit.
LO1
Extended Unit College Superior Papers Dissertation Writing: University Superior Essays Online Coursework Writers – Outline – UNCC100: Self and Community: Exploring the Anatomy of Modern Society
Semester 2, 2022 – Multi-mode – Version 1: 16 July 2022 Page 11 of 22

How to submit: Return of assignment:
Assessment criteria:
This assessment task must be submitted electronically via Turnitin on LEO.
This assessment task will be graded electronically, and your mark will be provided on LEO. An announcement will be posted on LEO when your mark is available.
Please refer to Appendix A at the end of the Extended Unit College Superior Papers Dissertation Writing: University Superior Essays Online Coursework Writers – Outline for further details on the assessment criteria/rubric for

Description, from the Extended Unit College Superior Papers Dissertation Writing: University Superior Essays Online Coursework Writers – Outline: “you will show your understanding of the principles of Catholic social thought, with reference to the prescribed resources. You will do this in the format of short responses to six quiz questions, using the prescribed template.”
1. Quiz
From the Extended Unit College Superior Papers Dissertation Writing: University Superior Essays Online Coursework Writers – Outline: “The six quiz questions will be released on LEO … All students will have 60 hours to submit their responses … 750 words, made up of 3 x short-response questions that concern specific CST principles (100 words each) and 3 x short-response questions that concern how the CST principles are relevant to specific social issues (150 words each)”
a. use Catholic social thought principles document from LEO (reference: “ACU’s Core Curriculum (2022), UNCC100, Catholic social thought principles document [Unit resources]”)
Key research: Lisa Sowle Cahill, “Catholic Social Teaching,” in The Cambridge Companion to Christian Political Theology, ed. Craig Hovey and Elizabeth Phillips (Cambridge: Cambridge University Press, 2015) 67–87
a. use reading guide for this chapter on LEO – in Book 1, Page 4 Catholic social thought research: two (secondary, from LEO) resources – e.g.,
a. from Book 1, Page 3, Gerard V. Bradley and E. Christian Brugger, “Introduction: Contingency, Continuity, Development, and Change in Modern Catholic Social Teaching,” in Catholic Social Teaching: A Volume of Scholarly Essays, ed. Gerard V. Bradley and E. Christian Brugger (Cambridge: Cambridge University Press, 2019) 1–8
b. and, from Book 2, Page 3, Duquesne University, “What exactly is the Common Good?” (duration 3:51)
Structure idea: 1 paragraph for each of the six quiz questions, with clear focuses – e.g., for each response include
a. a simple introductory sentence
b. a simple concluding sentence .

UNCC100: Self and Community: Exploring the Anatomy of Modern Society
Assessment Task 1: Quiz – Semester 2, 2022

Please write your name and student number here.

Question 1: Your response to this question is to be 100 words – which equates to approximately six lines in this template.

According to Cahill, identify one similarity and one difference between Catholic social teaching and Catholic social thought.

Catholic social teaching argues that human beings realize fulfillment in society whereas Catholic social thought emphasizes promoting the dignity of all human beings. The focus of the two concepts is the fulfillment, welfare, and dignity of human beings (Cahill, 2015). Catholic social thought and Catholic social teaching both focus on the common good. Catholic social thought is broader than Catholic social teaching since it includes arguments from scholars, movements, and practitioners and it is not limited to formal teachings in the church (Cahill, 2015). Catholic social thought is thus the foundation of Catholic social teaching that promotes the welfare and dignity of human beings.
_________________

Question 2: Your response to this question is to be 100 words – which equates to approximately six lines in this template.

According to Cahill, what social issues did Rerum Novarum seek to address in its historical context?

The social issues that Rerum Novarum attempted to address include the rise of socialism in the wake of industrialization and labor conflict (Cahill, 2015). The focus was to address the dignity of the people by promoting social justice in society. According to him, the church needed to address social issues and speak against evil practices that oppressed the people. Neglect of the duty to speak against evil was unacceptable. Rerum Novarum recognized that poor people had a position in society (Cahill, 2015). According to Rerum Novarum, the poor deserve better treatment since God is on the side of the poor. _________________

Question 3: Your response to this question is to be 100 words – which equates to approximately six lines in this template.

Rerum Novarum was published by Pope Leo XIII in 1891, more than 130 years ago. Identify one insight that we can garner from this text, based on your reading of Cahill, and relate it to a present context in Australia.

Pope Leo XIII in 1891 addressed the issues affecting society by projecting Rerum Novarum’s issues. One of the issues is that unrestricted capitalism would significantly affect society negatively (Cahill, 2015). The Pope was emphasizing the role of protecting the plight of the urban poor in society. The text shows the value of trade unions, collective bargaining, and the intervention of the government in moderating society for the good of the citizens (Cahill, 2015). The objective was to protect the poor who are miserable despite the belief that God is always on the side of the poor fighting for their plight.
_______________

Question 4: Your response to this question is to be 150 words – which equates to approximately ten lines in this template.

Using at least one LEO resource* from Module 1, suggest how one Catholic social thought principle (excluding human dignity and the common good) might relate to the experience of migrants to Australia from countries affected by civil/international conflict or natural disasters. [*LEO resource = LEO book, a linked article, reading, a YouTube video, etc.].

The selected Catholic social thought is the principle of stewardship and care for creation in addressing the crisis of migrants to Australia. Migrants come to Australia due to war, political unrest, and natural disasters. The principle of stewardship and care for creation involves creating an equitable and sustainable future (Christie et al., 2019). The principle encourages a society with equal opportunities where people share burdens equally. Migrants are human beings who are forced to leave their homes and are potential victims of war crimes or political unrest. Failure to create a sustainable future will mean the world will continue experiencing perennial war and crimes against humanity. Christians are called to be stewards of the world by inviting them to be co-workers with God by creating a friendly environment and sustaining it (Christie et al., 2019). Migrants are at a higher risk of injustice, discrimination, and poverty. The principle of stewardship and care for creation can address the crisis of migrants in Australia.
_________________
Question 5: Your response to this question is to be 150 words – which equates to approximately ten lines in this template.
Using at least one LEO resource from Module 1, suggest how one other Catholic social thought principle (excluding human dignity, the common good and the CST principle you used in answering question 4) might relate to the experience of migrants to Australia from countries affected by civil/international conflict or natural disasters. [NB: this question is different to question 4 – please read it carefully.].

The selected Catholic social thought principle is the preferential option for the poor and vulnerable. The objective of the principle is to encourage the church and society to create opportunities for the minority and marginalized groups to be heard (Schlag & Melé, 2020). It encourages members of the community to defend the defenseless and promote the good of the entire community. The preferential option for the poor and vulnerable principle is applicable in ensuring justice for defenseless groups such as the migrants. The principle stipulates the need for justice in society and for assisting vulnerable groups (Schlag & Melé, 2020). Migrants who flee their countries due to various reasons have no shelter, food, or job, and are at risk of diseases. The Australian community should give preference to their needs and provide them with shelter and giving them food. Advocacy groups and the church should encourage the government to develop policies that promote justice and a favorable environment for the migrants.
_________________
Question 6: Your response to this question is to be 150 words – which equates to approximately ten lines in this template.

If, in Cahill’s words, Catholic social teaching must continue “to grasp that the option for the poor has to become an option of and by the poor, framed from the poor’s perspective” (p. 83), how is this relevant to migrants to Australia from countries affected by civil/international conflict or natural disasters? [NB: When we refer to “the poor’s perspective,” we’re referring to marginalisation broadly, which includes economic aspects, as well as health, employment, government assistance, etc.].

Catholic social teaching about the poor focus on creating a fair playing field for all stakeholders in a community. The objective is to prevent marginalization in terms of health, economics, and social issues. The Catholic teaching is relevant for the migrants who need equal treatment despite their status (Cahill, 2015). The church should safeguard the rights of the migrants by ensuring they have access to all the government services, health, employment, and economic benefits. The church and government should advocate for equal opportunity among all migrants. Marginalization of the migrants amounts to lack of equal opportunities for the voiceless and defenseless people in the community (Cahill, 2015). The Catholic teaching encourages the prioritization of the poor by encouraging all members of the community to embrace the duty of taking care of their needs (Cahill, 2015). Migrants need special attention to meet their economic, social, physical, and psychological needs. Framing the solutions from the perspective of the poor will generate positive outcomes. _________________

References
Cahill, L. (2015). Catholic Social Teaching. In C. Hovey & E. Phillips (Eds.), The Cambridge Companion to Christian Political Theology (Cambridge Companions to Religion, pp. 67-87). Cambridge: Cambridge University Press. doi:10.1017/CCO9781107280823.005
Christie, I., Gunton, R. M., & Hejnowicz, A. P. (2019). Sustainability and the common good: Catholic Social Teaching and ‘Integral Ecology’as contributions to a framework of social values for sustainability transitions. Sustainability Science, 14(5), 1343-1354. https://link.springer.com/article/10.1007/s11625-019-00691-y
Schlag, M., & Melé, D. (2020). Building institutions for the common good. The practice and purpose of business in an inclusive economy. Humanistic Management Journal, 5(1), 1-6. https://link.springer.com/article/10.1007/s41463-020-00092-9

References

https://link.springer.com/article/10.1007/s11625-019-00691-y

https://link.springer.com/article/10.1007/s41463-020-00092-9

The sources discuss important principles that can help guide our discussion.
To build on the ideas in the articles, I conducted some additional research that may help further our understanding. One relevant data point I found relates to the concept of stewardship in caring for migrants and refugees. According to a 2019 study published in Sustainability Science, the principle of stewardship in Catholic social thought emphasizes our role “as co-workers with God by creating a socially and environmentally friendly environment and sustaining it” (Christie et al., p. 1343). When applied to migration issues, this perspective stresses that communities and governments have a duty of care for those displaced from their home countries, particularly in ensuring access to necessities like shelter, food, healthcare and economic opportunities.
Another related insight comes from a 2020 article in the Humanistic Management Journal. The authors discuss how the common good, understood as an “inclusivity” that embraces all members of a community, has important implications for designing inclusive business institutions (Schlag & Melé, p. 2). In the context of migration, prioritizing inclusivity could mean implementing policies that prevent marginalization of migrants and provide equal access to social services, jobs and other benefits regardless of legal status
Applying the Common Good and Catholic Social Teaching to Migration Issues
Introduction
Migration is a global issue that raises important questions about how communities and governments should welcome and integrate displaced people. Catholic social teaching (CST) principles of the common good, stewardship, and inclusion can provide a moral framework for discussing these questions. This paper will analyze how these principles, as discussed in recent scholarly works, relate to ensuring the dignity and fair treatment of migrants.
The Common Good and Stewardship
The concept of the common good in CST emphasizes that a just society seeks the well-being of all its members (Cahill, 2015). When applied to migration, this implies that communities have an obligation to consider the needs of both established residents and newcomers. As Christie et al. (2019) discuss, the principle of stewardship also stresses that societies must sustain an environment where all people, including migrants, can live in security and access basic necessities. This aligns with the duty of care discussed in the 2019 study – governments should ensure migrants can meet needs like shelter, food and healthcare.
Inclusion and Non-Marginalization
Schlag and Melé (2020) link the common good to inclusion – the embrace of all community members regardless of legal status or background. For migration, prioritizing inclusion means implementing policies preventing the marginalization of migrants in accessing services, jobs or benefits. It also connects to Cahill’s point about framing solutions from the perspective of the poor or marginalized (2015). Framing migrant integration from their viewpoint could help address economic, social or psychological needs and promote their participation in society.
Conclusion
In summary, CST principles provide a framework for ethically discussing migration that centers on the dignity of all people. The common good, stewardship and inclusion emphasize welcoming migrants and enabling their full social, economic and civic participation through access to necessities, opportunities and voice in the community. Further research could explore how governments and organizations apply these principles in policymaking and integration programs.