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THL 320 > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

Sisters of Selma- Why did the sisters go to Selma?

A

Heard call to help bring peace and use the CST, show dignity for ALL lives. They had a sense for solidarity and wanted rights for ALL.
-Vatican II : a meeting in Rome where Bishops all over come to update CST. This influenced sister to go

  • both black and white sisters went to Selma
  • African American black Catholic women weren’t welcomed into Catholic life.
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2
Q

What was the situation in Selma regarding voting and political life?

A

Economically- cotton/low income, Selma had largest black middle class

Politically- white race is in charge, exclusively white

Voting- out of 15000 only 300 African Americans could vote. Very extensive process to vote, interviews, questions, very intimidating. (unequal treatment, how the whites wanted it)

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3
Q

What did they accomplish? (Sister of Selma)

A

They got national support because the march was broadcasted on National tv.

  • year 2000 Mayer Smitherman wasn’t re-elected
  • First black mayor was elected (James Perkins)
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4
Q

How was the ambiguity of their situation reflected in Catholic social teaching on racism?

A

Lots of bishops and cardinals were telling them not to get involved. To stay home. The Catholic community wasn’t following it well. But it is in the CST that everyone must try to stop racism, advocate, for all and everyone is created equal in God’s eyes. It was not clear cut.

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5
Q

“Race: The power of an Illusion”: definition of race

A

An idea or a concept, its a social construct. NOT biological

-when looking at genetics of other backgrounds of whites and blacks there is no difference.

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6
Q

How are the central themes in Catholic social teaching expressed in teaching on racism?

A

Principles:

  • human dignity: created in God’s image and likeliness. Equal dignity and value from conception-death
  • common good- everyone is responsible to contribute to good of society. We are apart of communities that effect us
  • global solidarity:We are one human family
  • Rights and responsibilities: everyone has right to basic neccesssities. we have responsibility to protect others
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7
Q

“Race: The power of an illusion”: nonconcordance

A

w/ concordance= everyone in a certain place has/doesn’t have a certain trait

-Have NOT found in any race that there is one trait that all people have in that race/culture. There is no connection

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8
Q

“Race: The power of an illusion”: WhIN tribe

A

White, Indian (not from India), Negro

-group that looked white but was mixed race. Very interesting.

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9
Q

“Race: The power of an illusion”: basketball stars

A

Jewish men were dominating in basketball

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10
Q

“Race: The power of an illusion”: importance of geography

A

As you walk further away from the equator its just a gradual change in color

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11
Q

“Race: The power of an illusion”: Importance of mitochondrial DNA as a genetic map

A

Students were asked to test their mitochondria DNA and before knowing the results to think about who they would be most similar to. When getting results back, they found they were all the same. This shows that we are all so similar with people all over the world.

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12
Q

History of Catholic social teaching on racism and current situation

A

Its ambiguous. Church has not lived up to its own principle. The Catholic church had a document called, “Brothers and Sisters to us” showing the bishops wasnted to say something on racism but bishops were also mainly white.

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13
Q

Harry Flynn’s pastoral letter on racism “in God’s image”

-How does he define racism?

A
  • Racism is a sin
  • idea that one race is superior to another
  • defines it as prejudice +power
  • its overt (obvious) and covert (hidden)
  • institutional and individual
  • In the society and in church
  • its personal
  • it denies human dignity (all created in God’s image) and denies are unity as one human family.
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14
Q

Harry Flynn’s pastoral letter on racism “in God’s image”

-Does structural (institutional) racism exist?

A

Yes

  • +1/3 African American children under 3 live in poverty which is 3x amount of whites
  • murder defendants charged with killing whites were 4x more likely to receive death penalty than those charged with killing blacks
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15
Q

What are the two types of racism Harry talked about?

A

Individual- person adopts attitudes and actions based on assumptions of racial superiority

-Institutional (structual)- exists in systems and institutions of society

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16
Q

Harry Flynn’s pastoral letter on racism “in God’s image”

-On what basses does he claim racism is a sin?

A

Denies are unity as human family
against global solidarity
denies that we are all created in God’s image
threatens our salvation (won’t be w/God when die)
goes against common good and to love each other

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17
Q

Harry Flynn’s pastoral letter on racism “in God’s image”

Practical suggestions for personal life?

A

WE need to realize the problem. Avoid it and point our racism

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18
Q

Harry Flynn’s pastoral letter on racism “in God’s image”

Practical suggestions for church life?

A

Get church to be more inviting
let diff. races be comfortable with sharing
A spot at the table for everyone
Appreciate others differences and gifts

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19
Q

Harry Flynn’s pastoral letter on racism “in God’s image”

Practical suggestions for public life?

A

-Just b/c your a bystander doesn’t mean your not responsible for racism
-Advocate
elect people who will protect all people
-get involved

20
Q

Dowsett’s article about riding a bike: What is the analogy he draws and how does he develop it?

A

analogy- cars are whites and bikers are blacks

Whites (cars) are oblivious to blacks (bikers). Making world dangerous to bikers. Bikers live in a world made for cars. Yelled at for being on road and sidewalk. cars see world from a privileged perspective. Colored people can be unintentionally hurt by whites. Even if all jerky/rude people left the roads, it would still be at disadvantage for coloreds because biking would still be dangerous and difficult.

21
Q

Poverty and Racism: Overlapping Threats to the Common good. (Massinggale)

How does this document define racism and white privilege?

A

Racism: is racial privilege/advantage or disadvantage. Its a social construction and environment is unaware of it. White priviledge is the other side of the coin (racism, white priviledge)

** Some people undeservingly get privileges while some undeservingly get racism.

22
Q

Poverty and Racism: Overlapping Threats to the Common good

What evidence does it provide for the existence of racism and white privilege?

A

Indian Removal act: Native americans forcibly removed from their land

Exclusion of Asian indians for US citizenship: they were cauccasion but not “white”

Failure of Federal housing Administration: refusal to grant loans to those with integrated neighborhoods.

23
Q

Poverty and Racism: Overlapping Threats to the Common good

How do poverty and racism overlap in the US?

A

Racism causes poverty and barriers for people.

People of color are likely to be poor and its created by all the thins like the indian removal act, etc.

24
Q

Poverty and Racism: Overlapping Threats to the Common good

What should be done to end racism?

A
  • improve fair housing laws
  • punish predatory loan/lenders: taking advantage of the vulnerable
  • quality education for the poor
  • technology inclusion-Allow access to everyone
  • increase Federal funding for affordable housing: if you have to pay more than 1/3 your income its not affordable
25
Q

Poverty and Racism: Overlapping Threats to the Common good

What are the resources the Christian church can offer to combat racism?

A

Church must strive to be a sacrament: demonstrate appreciation of diversity, church must be seen as a place to hear concerns and partner in struggle for racial justice.

-Welcome contribution of all races and cultures- extend church staff with people of color, offer a seat at the table for everyone, appreciate diversity and gifts and integrate them into church.

Christian church is multiracial church and grow in harmony, educated people about predatory loans and try to get ride of them, criminal justice system is not being fair and work as community to make those fair and just..

26
Q

Street of Dreams about History of racism in Omaha

Where is the area described as “North Omaha?”

A

The working class area

-All different ethnic groups lived here

27
Q

Street of Dreams about History of racism in Omaha

Which groups immigrated to North Omaha? Why? How would you characterize relations b/w various immigrant groups?

A
  • Jews and African Americans (blacks)
  • They wanted to pursue their dreams, were in search of better lives, more rights/freedom, there were 4 meat packing plant companies and they were in need of workers during war time.
  • lived on 24th street north Omaha
28
Q

Street of Dreams about History of racism in Omaha

What was the reaction of white Omahans who returned from WWI? Identify Will Brown and the 1919 riot.

A
  • the whites came home to no jobs b/c their jobs were taken over by blacks. They had to compete for jobs, angry and frustrated.
  • Will Brown: black man accused of raping white woman. He was arrested, mob set jail on fire, mob drug him through street, shot him, hung him, burned him. (THis created huge fear in black community)
29
Q

Street of Dreams about History of racism in Omaha

Define gentlemen’s agreement, redlining, dreamland ballroom. What legal policies and practices brought about racially segregated neighborhoods in Omaha?

A
  • gentlemen’s agreement: kept blacks restricted to certain area (on N. 24th side) It was a form of racial segregation when buy a home/apartment race restriction was on them. ex: whites only on certain apartments etc
  • Redlining: With insurance. Making sure certain areas didn’t improve. Insurance companies would indicate whether the would want to invest in certain area.
  • Dreamland ballroom: ballroom where every major black attraction played and blacks would gather.
30
Q

Street of Dreams about History of racism in Omaha

Indentify Omaha street Railway company, De Porres Club, defense industry.

A
  • De porres: club that talked about racism. They performed in protest, boycotts, sit-ins etc. Helped blacks find new jobs. (Creighton and UNO students)
  • Defense Industry: As WW2 was gearing up lots more jobs were opening up so created more jobs for both races. More economic opportunity.
31
Q

Street of Dreams about History of racism in Omaha

What was the significance of the return of Black Omahans from WWII regarding civil rights? What are the similarities and differences regarding race relations b/w the periods following WWI and WWII?

A

Similarity: After WW2 there was tension but it was overt violence like WW1

Difference: after WW2 African Americans had ‘victory abroad campaign’ and wanted to be apart of ‘victory at home’ after seeing what racism was like around the world after fighting in war.

32
Q

Distinguish between Conscientious Objecotr (CO) and Selective Conscientious Objector (SCO)

A

CO- Is NEVER going to say that violence is justified

SCO: is okay with violence/war as long as its justified. Very rare situations they can/will participate in violence.

33
Q

Pacifism in the Catholic tradition: know why earliest Christians were pacifist, why many Christians turned to the Just War Theory, some ex’s of contemporary pacifist and why they think pacifism is more consistent with Christianity than Just War Theory.

A

Pacifism: Does’t want violence. Pax=peace
-Early Christians knew that Jesus was NEVER violent throughout life. Even when being hurt. And they didn’t want to help the enemies (Rome)

34
Q

Organizations supporting nonviolence and pacifism

A
  • Pax Christi
  • Parenting for Peace and Justice
  • Boys town
  • Nebraska for peace
35
Q

Just War Theory Criteria and Definitions

A

Just War Theory: Used to slow down the rush to war

  • Jus Ad Bellum: before war (All must be met)
  • Legal ability to declare war- congress
  • Right intention-must be for peace, Peace must be *goal NOT revenge
  • Last Resort- All alternatives must be used before war is considered just ex:treaties, stop trade etc
  • Probability of success- Make sure there is chance to positive influence.
  • Macro-proportionality: weight the costs. is cost worth outcome
  • Just in bello: in war (All must be met)
  • Discrimination-can’t target noncombatans only military people
  • No use of means- no weapons of mass destruction ex:r rape nuclear, chemical etc
  • surrender and prisoners of war- When surrender give up right to kill and treat humanly
  • Micro-proportionality- look at every aspect, good has to out weight the bad
36
Q

Main points of “The Harvest of Justice is Sown in Peace”

Why did bishops write letter?

A

Wanted to update their teaching
build on foundation of challenge of peace
reflect on lessons learned from past
Inspire peacemaking.

37
Q

Main points of “The Harvest of Justice is Sown in Peace”

What are the new challenges they address?

A

-Human toll of violence: we’ve created more destructive ways to hurt people and need to look at it. Protect lives of vulnerable

-Illusion of isolation
-Structures of solidarity: gap b/w rich and poor is getting bigger
peace making institutions: need to be more engaged in seeking peace

38
Q

Main points of “The Harvest of Justice is Sown in Peace”

What is their view on the relationship between pacifism and Just War Theory?

A

(1993) Says they are at tension with each other. Both are legitament but pacifism is growing and can save more damage. You can’t be a just war theorist and a pacifist at the same time.
(1983) The Challenge of Peace says: they are complementary to each other and work together.

39
Q

Main points of “The Harvest of Justice is Sown in Peace”

What are major suggestions for peacemaking?

A

strengthen global institutions
strengthen human rights
restraining national and religious violence

40
Q

Difference between general principles and applications of principles on issues of how to respond to conflict?

A

Everyone agrees with principles but there are usually different ways for applying the violence or how you go about conflict.

41
Q

Information about the war in Iraq?

A

The bishops wrote a letter before the Afghanistan war saying it was a Just war however Iraq is not.

  • no evidence they are connected with 9/11
  • no evidence of mass destruction weapons
  • wasn’t necessarily the country it was a group of people who attacked us.
42
Q

Who was the first one to bring up Just War Theory?

A

St. Agustine

43
Q

For a war to be just, what does it mean?

A

Have to be a defense against our country and imminent and a grave attack (or severe attack) for us to be able to go to war with them.

44
Q

US Catholic bishops’ stance on Iraq war and why?

A

They believe it was not a just war.

  • Just cause: no evidence, can’t use preventive or pre-emptive ways— “they might attack us, so lets attack them to prevent it”
  • Legitament authority: congress gave power to Pres. Bush to decided to go to war
  • Probability of success- goal was to bring down Suddam Usain and control Iraqi oil. There was not a good shot that war was going to meet your goals.
  • Proportionality: Gregory stated there was unpredictable consequences by weighing the good and costs of war.
  • Principle of discrimination: Greg is worried lots more people will get hurt.
45
Q

Cost of war vs. Cost of other National Priorities?

A

…

46
Q

“Nashville: We Were Warriors”

goals, tactics, theology of nonviolence

A

Goals: wanted to de-segregate downtown Nashville and eliminate segregation throughout with nonviolence.

tactics: Did on Saturdays to be noticed and have finacial impact on buisnesses, Had waves of people, choose battles, boycotted, disaplined training (role playing), dress nice, etc.

Theology of nonviolence: nonviolence requires a lot of planning and disapline and strategy.

47
Q

“Nashville: We Were Warriors”

Role of women, why nonviolent

A

Why nonviolent: didn’t want to harm enemy physically, nonviolence is a stronger force than violence

Role of women: Diane Nash: she was the one who asked mayor if segregation was correct or okay. She had a lot of planning and strategy.

THL 320 (3 decks)

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