CBCI COMMISSION FOR FAMILY AND LAITY

Item

Title: CBCI COMMISSION FOR FAMILY AND LAITY
extracted text: SDA-RF-CH-4.3

CBCI COMMISSION FOR FAMILY AND LAITY
21.

MUSEUM

ROAD

BANGALORE-560 025

FAMILY LIFE EDUCATBOM

In today’s world, Family Life is no longer a matter
that can be left to the system of transmission of valr'~'>
from one generation to another, as was done in the pa—
Today, family life is exposed to problems both from with
in and from outside that tend to pull the family in various
directions. Some attempts were made in the past to give
the young ones sex instruction and, later on, sex education
in high Schools and Colleges.
This education needs to be much more broad - based
covering the different values so precious to family life.
The imparting to the young people of skills and knowledge
in order to davelop proper attitudes that help to imbibe
sound values regarding marriage and family, is called
Family Life Education. Best imparted in the home, this
education must continue throughout the period of youth
and abolescence to help them to mature into abults capable
of steering their own families through the world of today.
Family Life Education therefore becomes necessary at
High Schools, Colleges, to working youth, to youth leaders
like Seminarians, Priests, Sisters, to parents in the form
of parent education, etc.

This course for High Schools has been designed on
certain basic consideration :

a)
The closeness and solidarity of the traditional
Indian Family is a gift that ought to be presereved. It is
the school of deeper humanity in which children grow
for a far longer period than any other school or institute
of learning, where the basic human and religious values
are taught and transmitted, where deep needs of love,
trust, security, appreciation and responsibility are satisfied’,
where children through daily interaction with parents, brothers,
sisters and relatives learn to relate to others and where
they acquire a profound sense of religious tradition and family
loyalty which helps them to discover their identity.
b) The abolescent must learn to
know
and
appreciate himself as a person and realize that his worth
does 'not' depend on his membership or the prestige and
status of his family This emphasis on the human perso
nality within the family provides it with the resilience
necessary.

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c) The growth of the adolescent must be directed
towards definite goals. Adolescence is a period of accele
rated growth, physical, mental and emotional. The integration
of sex into the process of development as a person is
important.
b) The abolescent now begins to loosen his ties
with the family and to reach out beyond the family.
The ability to relate to others and their needs must
be developed. The abolescent must learn to recognise and
discipline his feelings, so necessary for the phychological
development of man. He must communicate and cooperate
with others.
e) As man must assume responsibility for his
own development, he stands in need of a value system
which enables him to give an appropriate response to a
'''■iety of situations he is likely to face.

FAMILY LIFE EDUCATION SYLLABUS
PART ONE —THE FAMILY AND ME

Unit I—You in the family

1.
2.
3.
4.
5.

Yoy are a person
The body as a means of contact
Feelings
Inherited traits
Man's special gifts : knowledge and will

Unit II—Appreciating the family
6.
7.
8.
9.
10.
11.

Appreciating the family
Families are of different kinds
The beginning of a family
You don't join a family
In the family you need one another
In the family you love one another

Unit III—Members of the family grow up together

12.
13.
14.
15.
16.
17.

Fathered
Motherhood
Parents are concerned
The joys of being together as a family
Quarrelling
Communication

Unit IV—Members of a large family

18.
19.
2021.

Friends and class-mates
Ail people share common humanity
We need other people
Popularity

Unit V—Basic values of living togethe
22.
23.
24.

Love
Forgiveness
Sincerity

PART TWO—GROWING UP IN THE FAMILY

Becoming a person

Unit VI
1
2.
3.
4

Life is growth
You are growing up
Only man becomes a person
What makes a person ?

Unit VII-Adolescence

5.
6.
7.
8.
9.
10
11.

Puberty, period of accelerated growth
Growing up a boy
Growing up a girl
Determination of sex
Other bodily changes
Fear and failure
Patience

Unit '/III — Growing up psychologically

12.
13.
14.

15.
16.

Growth is learning to give and to receive
Growth is learning to become aware of other people's
needs
Growth is learning to be sensitive to other people's
feelings
Growth is learning to adjust
Growth is learning to plan your future

Unit IX—Sexuality is God's Gift

17.
18.
19.
20.
22.
23.

Parenthood
Expecting a child
Birth
Love and the gift of life
Attraction between the sexes
Moral dimension

Unit X- Maturity

24.
25.
26.

Maturity is intergration
Dealing with tensions
A balanced personality

PART THREE-REACHING BEYOND THE FAMILY

Unit XI—Questioning the family
1.
2.
3.
4.
5.
6.

Growing up is asking questions
The traditions that shaped you
Questioning the family traditions
Transition from dependence to independence
Parents trust you
Peer groups

Unit XII —Assuming Responsibility
7.
8.
9.
10.
11.
12
13.

What is responsibility ?
Rules and regulations
Freedom and authority go together
The role of conscience
Personal honesty
The use of money
Pictures and novels

Unit XIII-Managing your feelings
14.
15.
16.
17.

Feelings and emotions
Feelings towards parents
Acceptance of others
Games and defences.

Unit XIV—You and the other Sex
18.
19.
20.
21.

Appearance and style
Meeting the other sex
Dating
Taking parents into confidence

Unit XV—A

22.
23
24.
25.

World before You

Choice of vocation
Work for quality
Concen for the environment
It is people that matter.

Each lesson, as planned in the High School Syllabus,
is laid out as follows.

1.

The aim—formulated to bring out the main idea which
the teachers should try to get across to the students.

2.

The background—briefs the teacher more extensively
on the cbjectives of the lesson and provides useful
background information.

3.

The experince—identifies the various reactions or res
ponses which the teacher wants
to evoke in the
students.
This
is
accomplished
through differet
techniques.

4.

The. deepening of experience attempts to create a greater
awareness by relating to scripture and prayer.

5.

The follow up —which involves further thinking
experiencing so that the impact of the lesson
strengthened.

or
is

This movement on Family Life Education needs the
active warmth and support of the Hierarchy, leaders in the
Church and Community, Heads of Institutions, Managements
and Principals of Schools and Colleges, Youth leaders, etc.
The Family Life Education Eighth Standard Handbook for Teachers
was published in July, 1978. It is available at our National Secretariat
21, Museum Road, Bangalore-560025. It has been sent to all Bishops
The Handbook for the Ninth and Tenth Standards will be puplished in
1979 and 1980 respectively.

Media: SDA-RF-CH-4.3.pdf

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