Faith & Social Capital

Students find or sketch three images that describe their idea of a perfect neighbour, then they share what it is that makes someone a ‘good’ neighbour.

Facilitate a Human Barometer activity where students indicate their perspective on the following statements:

• “Churches are not very involved in my local community”
• “Religious people seem to do more volunteer work than non-religious people”
• “It would be good to have a Christian neighbour”

• Article: Anglicare opens new community pantries in St George and Sutherland Shire

Read the article and discuss the ways in which this initiative will help the community.

Watch the documentary excerpt ‘Why you need Christian neighbours’ (5:14) then students describe how they think the All Saints Church in Petersham helps their local community. Encourage the students to outline some of the needs in society that churches and individual Christians are involved in meeting.

Display the Francis Spufford quote and discuss the following questions as a class: (Faith & Social Capital Slides)

1. What could explain such inconsistency in behaviour?
2. What does the video suggest motivates Christians to help others in their community?

Students compose a tweet to summarise their reaction to the clip.

Students analyse the data found on the graphs ‘Volunteer rate and average annual hours volunteered’ & ‘Average annual amounts given by givers’. They write a sentence for each graph explaining something which the graph expresses, the class discusses the information that stands out to them from each graph. (Faith & Social Capital Slides)

Students read the ‘Parable of the Sheep and Goats’ found in Matthew 25:31-40 and complete the following:

1. List the “good deeds” commended by the king (v.35-40).
2. Explain the comparison Jesus makes between a person’s treatment of others and the way they treat Jesus himself.
3. Describe the motivation this passage gives for helping others.

Students read James 2.4-17 and discuss the following questions.

4. Why does the author say that faith without action is not enough?
5. How should those who take this Bible passage seriously treat people in need?
6. How could these passages, and other Christian teachings about helping those in need, contribute to the common good?

Students make a list of some individuals, groups, or organisations which are known to be involved in some kind of action to benefit your local community. Discuss the kinds of initiatives students might be motivated to be a part of.

Students research and define ‘Social Capital’. (Faith & Social Capital Slides)

Extension: students can also research Andrew Leigh’s distinction between “bonding” social capital (which joins together similar people) and “bridging” social capital (which transcends boundaries of race, ethnicity or income).

As a class discuss why social capital might make it easier for someone to participate in civic activity such as volunteering (and why people who attend church might have a high level of “bridging” social capital).

In small groups, students draw a mind map of their own social capital (the networks they belong to).

• Article: So religion makes you meaner? Not according to the evidence (8 min)

Students read “So religion makes you meaner? Not according to the evidence” and compose an ‘online comment’ responding to the article.

Hold a Mini-debate to answer the question:

“Is caring for the poor a good thing?”.

The segment ‘Being poor in the ancient world’ (7:50) could help the students prepare.