Ethical Decision-Making assignment

ASSIGNMENT TWO: INTRODUCTION TO THEOLOGICAL STUDY SKILLS: 1
Assignment Two: Introduction to Theological Study Skills.
Student
Institution
Professor

ASSIGNMENT TWO: INTRODUCTION TO THEOLOGICAL STUDY SKILLS: 2
TASK 1
1.0) Three methods of ethical decision making.
a) See-Judge-Act method (p. 4.5)
b) Philip Wogaman’s Method (p. 4.16)
c) Julia Caron’s Method (p. 4.20)
1.1) Models for ethical decision making
1.2) See-Judge-Act Model
Uses three steps to solve ethical dilemmas- see, judge and act, whereby seeing involves an
analysis of the situation and stating the core problem (p. 4.5).
Judging involves assessing the possible options, whereby one may use a teleological or a
deontological approaches (p. 4.8)
Judging entails selecting a decision and action on it. At this stage, a person should also develop a
plan of action (p. 4.12)
Philip Wogaman’s model
It is conducted in five steps- analysis of the situation, formulation of the dilemma,
exploration of possible options, statement of presumptions of what is bad or good and executing
an action and taking responsibility for the decision taken (p. 4.16).
The first three steps of this method are the same to the See-Judge-Act model.
Julia caron’s Model
This model can be executed in five steps, knowledge acquisition, seeking advice and
involving in dialogue with others, conducting a reasoned reflection, making the decision,
implementing the decision (p. 4.20). In acquisition of knowledge, a person should name the

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ethical problem, gather the relevant facts about the problem, determine the motives and align the
values and evaluate the alternative options (p. 4.20)
1.3) Case study
1.3) a) See-Judge-Act Method
b) Summary
This method can be carried out in three primary steps- seeing, judging and acting on a
specific ethical dilemma (Carlson, 2016, p. 21). Seeing the problem entails analyzing the
situation and pinpointing the problem. At this stage, the problem-solver should begin by stating
the ethical problem and any other issues related to the problem, then find all the facts and
feelings relating to the issue and any other ethical norms and values (Mackin, 2012, p. 333). This
leads on to the second step- the Judge step where the problem-solver begins to assess the
different possible alternatives. At the Judge stage, a person should look at the advantages and
disadvantages of the available alternative options. The person should then reflect on the options
in light of the scriptures, church traditions experience and reason. The person may adopt
different ethical approaches like deontological or teleological approaches (West, 2013, p. 43).
The final step is Act. At this stage, the person should take a conscious decision and make a
decision on the course of action to take. Furthermore, the person needs to evaluate whether the
course of action is justified and able to work.
1.4) Solving the Problem Using See-Judge-Act model
Step 1: SEE
The central ethical problem: Should the student copy the information from the webpage
and send it to the marker as his/her own work or avoid copying it?
Other issues

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1) Does the student want to copy the information?
2) Does the student want to avoid copying the information?
If the student sees it fit to copy the information he/she will then have to decide
1) Does she/she want to notify the instructor about the website?
2) Does she want to keep quiet and make the instructor imagine the work is his/her own
original work?
Facts about the problem
How does the student feel towards his/her current status with regards to preparation for
the assignment of the third course?
How will the student’s instructor feel or react when they learn that the student has
copied?
What is the school’s policy with regards to examination integrity, cheating and
plagiarism?
What are the moral standards and religious views about dishonesty and how will the
church view the student’s acts?
Are there other options available for the student apart from copying the material?
My feelings about the student
The student was unable to read the workbooks and prepare for his/her assignment for the
third course because of time.
The student wants to pass the third course assignment.
The student has done some web research and found some relevant information about the
assignment which he/she may copy.

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What I do not know is how the teacher would react on learning that the student copied.
Perhaps, the teacher will be frustrated and take an action to punish the student.
Power dynamics in the situation
The student has power to control the situation by either copying or not copying the
material. The instructor also has power to punish the student upon realizing that he/she copied.
Possible options
To copy the material
To leave the material
If the student decides to copy the material, then:
1) The teacher may discover the activity and punish the student.
2) The teacher may not realize and the student passes the assignment.
If the student decides to leave the material then the student my:
1) Fail the assignment due to lack of preparation
2) Get low marks.
Step 2: JUDGE
The student may adopt one of the options listed above. However, it is good to understand the
advantages and disadvantages of these options as evaluated in the following table. (Ghosn,
Taouk & Butcher, 2016, p. 127) (N- Negative outcomes, P- positive results):
To copy the material P the student will pass the assignment
N the student may be expelled
N the student will go against the moral values of honesty
N the student will breach the originality rights of the author of the
website.

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N the student will lose trust from his/her teacher
N The student will lose trust from the parents, the community and
the church when expelled.
Avoid copying the
material
N the student may fail the assignment.
N the student may get low marks in the assignment
P the student may get a second chance to do the assignment and pass
it
P the student will not be expelled because of dishonesty and
cheating
P the student may explain to the instructor that he/she was not ready
for the assignment and given more time.
P the student will have adopted a more ethical and moral decision
Evaluation of the options in the light of faith
Before, making any decision, the student should evaluate such options in light of faith and
ethical theories. These could be:
1) Which option will result in a greater good?
2) Which action will result into a better consequence?
3) What are the biblical teachings about honesty and cheating?
4) What does the student think God is saying to him/her concerning the situation?
The student should evaluate these options. He/she may take a deontological approach by
analyzing the rules and regulations established by the institution to control cheating and
plagiarism. If cheating and plagiarism may lead into expulsion, being awarded zero marks or the

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assignment being cancelled, then she should avoid it in this light. She may also adopt a
teleological approach by looking at the consequences. If the consequences are negative, then
he/she should consider avoiding it.
When the student takes a teleological approach, then plagiarism and cheating in the
assignment may lead to his/her assignment being cancelled, getting zero or being expelled from
the institution. When the student takes a deontological approach, then dishonesty goes against
the requirements of the church and his/her religion. Therefore, the best option for the student is
to avoid copying the material.
Step 3: ACT
From the above step, the student decided to avoid copying from the webpage. He/she has
scored low marks in the assignment three and therefore, has not achieved the cut-off marks to
proceed to the next level. The parents are unhappy and the teacher feels annoyed. The student
feels traumatized as he/she sees his/her fellow students go to the next level.
In order to handle this situation, the student told his/her parents about failing in the
assignment and his/her inability to proceed to the next level. The student then went to school and
told his/her teacher about his/her willingness to repeat the unit. The student’s parents paid the
right fees for the student to repeat the unit. The student then registered for the unit, did all
assignments and qualified to proceed to the next level.
1.5) how the church would be like when the leaders consist of people who plagiarized,
cheated or copied exams.
When pastors and other spiritual leaders cheat in exams to obtain their academic
qualifications, then they may not be able to prepare sermons and conduct an organized worship
process in the church. Ideally, learning is not all about obtaining the certificates, but rather to

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obtain the relevant competence to conduct religious duties. Therefore, the pastors who cheat in
exams will not be able to competently conduct their duties.
Furthermore, the religious leaders are responsible for offering counselling services to the
church members. Sometimes, a church member may experience a traumatizing situation which
may necessitate counselling. When the religious leaders have no genuine qualifications on
counseling’s matters, then they will not be able to offer such services. This may make them offer
inadequate services which may not have positive impacts on the members of the church.
Also, the church members and leaders should be aware of the moral and ethical
requirements regarding spiritual cleanliness. If the church leaders obtain their qualifications
unfairly, then they will have breached the biblical teachings about morality, ethics, and honesty.
Therefore, such pastors will not be able to teach their congregations concerning the moral
principles such as integrity, honesty, justice or fairness.
Last, through training, church leaders obtain primary leadership and church management
skills. If pastors and other church leaders do not focus on these trainings but instead involve in
corrupt means to get certificates, then they will be incompetent an unable guide the church
members, control the finances of the church, coordinate ministries and ensuring that the church
facilities are safe and in proper working conditions. This may lead to church failure, with some
members migrating to other churches. Therefore, it is critical that pastors and other church
leaders learn and fairly obtain their qualifications to properly lead and manage the church.
1.6) situations that may make me to be tempted to copy or plagiarize someone’s
work.

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Plagiarism may be defined as a situation whereby a student deliberately or unwillingly
copies someone’s work and publishes it as his/her own. Some situations that may necessitate
plagiarism may include:
Poor time management and organizational skills: Some students may lack time
management and organizational skills required to complete a research paper that may seem large.
They can therefore become overwhelmed with the task and start procrastinating, which may lead
to panicking and copy-pasting in the last minute.
Student’s ethics and relationship with the learning institution: Some students regard
getting high grades as the ultimate goal of education. Therefore, any behavior which may result
into good grades may be viewed by them as appropriate. Hence, they may resort to cheating in
exams as one of the strategies to get high grades in exams.
Commodification and education and knowledge: The market and business models, as
well as the consumer mentality, may make the students view education as a commodity. Ideally,
there has been a migration from viewing education as a way of learning to view education as a
way of fulfilling career aspirations. Therefore, some student s expect to pay their fees and
navigate through post-secondary learning using unfair means like cheating and copy-pasting in
an attempt to gain professional qualifications in different fields
1.7) whether there will be a situation which will make it ethically acceptable to
cheat.
According to me, there is no single situation whereby it can be ethically acceptable to
cheat. From the case study, it can be derived that the student did not prepare well for the
assignment and that is why he/she searched the internet for information. Also, before any exams
are given, students are usually given enough time to learn and revise. At the beginning of every

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semester, the students are always supplied with course outlines and the course requirements so
that they can prepare well for the assignments.
To evaluate whether it may be acceptable to cheat in exams in some situations, one could
use a deontological or teleological approach (Dierksmeier, 2013, p. 497). Using the
deontological approach, there are always rules and regulations given that control plagiarism and
cheating in exams. Therefore, when a student cheats, then he/she would go against these rules.
Using teleological approach, cheating may make the student incompetent in the job market, get
expelled from school or get low marks due to plagiarism.
According to the study text, a person should also ask what God says about his/her actions
before doing them (p. 4.12). For example before cheating, one should know what the scriptures
says about honesty, integrity and justice. By cheating and passing exams, it would be unjust to
other students who will not have cheated. Cheating is not only immoral, but also unethical and
therefore, should totally be avoided regardless of the circumstances.
TASK 2
2.1) six thinking Hats: Colors
Blue, White, Red, Black, Yellow, and Green
2.2) summary
Blue Hat
This is coordinating hat. Most of the times, it is won by the chairpersons in meetings to
think of a situation, organize it and plan for an appropriate action. (Gregory & Masters, 2012, p.
15). At the end of an analysis, a person also needs to put back a blue hat to reflect whether the
solution was appropriate.

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White Hat
This is an unemotional hat. A person who wears this hat focuses on the facts and
knowledge of a situation only and not any presumptions (Vernon & Hocking, 2014, p. 41). It
enables one to be neutral and objective and analyze a situation based on the historical data and
current information available.
Red Hat
This is the instinctive and emotional hat. A person who wears this hat looks at a problem
with gut reaction, emotion and intuition (Kivunja, 2015, p. 380). A red hat does not look into the
details of a situation, but rather may focus on the key points then evaluate how a situation makes
somebody feel.
Black Hat
This is the hat of caution and judgment. It is usually a logical hat which focuses on
safety. Furthermore, it can spot risks, dangers and difficulties associated with some specific
decisions, policies and objectives and caution the people involved (Dierksmeier, 2013, p. 5).
Therefore, it is regarded as the most precious hat.
Yellow Hat
This hat is usually bright and sunny. It helps people in thinking positively about
situations. A person with a yellow hat concentrates on the positives, rather than the negatives of a
situation, and is able to give logical reasons on why an idea may be considered useful (Smith &
Cook, 2012, p. 8).
Green Hat
This is the creativity hat. It focuses on developing a creative solution to a problem.
Wearing this hat enables a person to avoid questioning the advantages and disadvantages of a

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decision, but develop an innovative and creative solution for that specific problem by evaluating
the alternative possibilities (Serrat, 2017, p. 615). It provides solutions to the Black Hat
problems.
2.3) how the Six Thinking Hats can be used to process new information.
In an organization, leaders are often prompted to make several decisions which may be
operational, competitive or strategic. To make such decisions, the six thinking Hats, created by
Edward de Bono may serve as useful tools (Burciu & Hapenciuc, 2010, p. 152). This essay seeks
to evaluate the role of each of the six thinking hats developed by Bono in information
processing:
In information processing, the blue hat outlines and defines the problem in question. It
works to gather more information about the problem and then guides other five hats throughout
the decision-making process (Cassim, 2013, p. 190). Besides, the white hat gathers all the
statistics and data regarding the problem or information being processed. It then utilizes the
information gathered to derive several logical solutions to the problem in question.
Sheth (2012, p. 449) explains that the red hat then uses intuition to reflect on the
information processed or on the solutions arrived at. After evaluating the solution, it selects the
most appropriate course of action to be adopted. On the other hand, the black hat quickly
identifies the dangers, flaws, limitations or the wholes of a proposed plan.
The yellow hat challenges the pessimism of the black hat by developing logical solutions
and contingency plans to address the dangers pinpointed (Kohls, 2012, p. 3). Lastly, the green
hat takes the developed ideas and improves them using its creative and out-of-the-box thinking
capability. After all the thinking hats have been explored, the blue hat then continues to
transition between the five hats in a formalized order.

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In conclusion, the six thinking hats provides us with a multi-dimensional model that can
be utilized in information processing to improve the effectiveness and efficiency of information
and decisions.
2.4) which color “hat” I always wear
When making decisions, I usually put on a Yellow Hat. This is an optimistic hat which
enables me to realistically evaluate problems and bring to light positive and promising ideas that
can inspire effective solutions (Rizvi et al., 2011, p. 775). Some of the effects of wearing the
yellow hat are that, it enables me to explore the benefits of each scenario presented before me, it
enables me to reach out to any potential opportunities that may exist, it enables me to make a
positive risk evaluation, it enables me to conduct the feasibility of ideas generated and that it
enables me to infuse the decision-making process with a positive energy (Kalelioglu & Gülbahar,
2014, p. 248).
2.5) The Red Hat Emotions I felt when reading the Section
While reading the part “the term homosexuality reflects the psychological and physical
condition of a person…..” in the study text (P, 5.17) I felt that homosexuality is highly connected
to the psychological conditions of a person therefore, homosexuals may be given counselling to
change their thinking and turn to heterosexuals.
When I read the part, “… in the sense that our bodies are about the whole of us- physical,
spiritual, emotional and intellectual orientation” in the study text (p. 5.17), I felt that
homosexuals have a strong emotional attractions towards people of the same sex and therefore,
one should avoid such attractions so as not to involve in homosexuality.
Furthermore, when I read the part “the difficulty here is on whether to use the holiness
ethic. What tends to happen is that certain stipulations of the Holiness Code are used while

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others are disregarded” in the study text (p. 5.23), I felt that, if we are to reject homosexuals,
then we should condemn homosexuality, then we should also condemn other practices like
wearing clothes made of different materials.
2.6) The New White Hat information that I did not know
Upon reading the text, I have learned that the Story of Sodom and Gomorrah did not
relate to homosexual relations between adults who have consented to it but rather relates to
homosexual rape and violence as explained in the study text (p. 5.22). My interpretation of this
information is that Sodom and Gomorrah were not destroyed as a result of homosexuality, but
because of violence to foreigners and homosexual rape. Furthermore, after reading the holiness
code explained in chapter 5, which has reiterated Leviticus 18:22; 20:13, I have realized that the
holiness code can be used in three ways: taken literally as morally binding, questioning its use or
questioning the significance of the word abomination (p. 5.23). I have also learned that holiness
laws dealt with purity, therefore, as per the purity laws, “what was hybrid and confused was
abominated” this phrase makes homosexuality abominable as it involves confused acts whereby
a man mixes being a female and a male (Koren, 2015, p. 101). When questioning the use of the
holiness code, I have learned that if people are to condemn homosexuality, then they should also
condemn other practices that go against the holiness code in the same way as explained in the
reading text (p. 523). Lastly, I have learned that originally abomination was a word associated
with fertility issues. Homosexuality is not associated with fertility hence some people argue that
it is not abominable (p. 5.23)
2.7) Black Hat Problems that may arise if the Church continues to exclude
homosexual people.

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There are a number of problems that may arise when the homosexuals are excluded from
the Church. First, excluding homosexuals from the Church goes against the theology of inclusion
that was practiced by Jesus and Peter. According to Chapter 5 of the study text, some people
have views that it is Jesus who redeems us and not the Bible and Jesus came to the world for
everyone and not heterosexuals alone (p. 5.28). Also, medical evidence classifies homosexuals
into three groups- those who were born homosexuals, those who are made to be homosexuals
and those who willingly choose to be homosexuals. Excluding homosexuals from the Church
will mean that those who are born homosexuals will not find an opportunity to worship and this
seems unfair (Van den Berg et al., 2014, p. 116). Another problem is that would arise especially
in South Africa is that excluding homosexuals from the Church would mean discrimination on
the basis of sexual preference which is wrong according to South Africa’s constitution (p. 5.32).
2.8) Black hat problems if the church announces that homosexuality is not a sin
A primary problem that may arise when churches announce that homosexuality is not a
sin is that there will be a rise of more homosexuals in the church, especially those that choose
willingly to be homosexuals (Ensted, 2015, p. 565). The church is usually tasked with giving
spiritual and moral guidance to its members. When they preach that homosexuality is not sinful,
then more members of the church may jump into the practice. Ideally, there are there are people
who are born homosexuals and those who are heterosexuals but choose to be homosexual
(Pynes, 2016, p. 52). If the church allows homosexuality, then this group of people may become
highly promiscuous and involve in casual sex, which may be immoral.
2.9) Yellow Hat opportunities from the chapter
By reading this Chapter, I have realized that using the yellow hat, Homosexuals have an
opportunity to be treated just as other members of the society. This is especially when the

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holiness code is not literally translated by the Church whereby the homosexuals are condemned
and other people who involve in unclean practices like wearing clothes made from different
materials are not condemned as explained in the study text (p. 5.23). Furthermore, I have
realized that Homosexuals have an opportunity to be included in the church. This is because it
has been supported by theology of inclusion. According to Chapter 5 (p. 5.28), of the study text,
there are some views that it is Jesus who redeems us and not the Bible. Furthermore, the
theology of inclusion was supported by Peter as explained in this section- in a vision, in Acts
10:11-15, Peter is commanded to eat of unclean food (p. 5.29).
2.10) How Christians can find better ways to talk about homosexuality
Ideally, preaching about homosexuality may make the church members to develop
different and divided views (Jordan, 2011, p. 30). This article proposes that to better address
homosexuality in the church, leaders should exhibit inclusion, love and avoid applying purity
laws impartially.
The Christian homosexuals desire to be loved just like the heterosexuals (Barton, 2010, p.
465). According to Chapter 5 of the workbook, the question concerning homosexuality needs to
be viewed in a wider biblical perspective. For instance, one must strike a balance between the
injunctions against it and what some people would view as the stronger biblical commands like
the command to love one's neighbor as explained in the study text (p. 5.26). Therefore, hate for
homosexuals should not prevail in the church.
When addressing issues to do with homosexuality in the church, preachers and church
leaders should exhibit inclusion (Perry, 2013, p. 259). People should not be discriminated against
because of their sexual orientations. Furthermore, as explained in the reading material, Jesus

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preached inclusion and challenged the laws of purity which promoted exclusion, such as
excluding women from the inner temple courts.
The purity laws should also not be applied impartially in the Church. For example, some
members of the church may involve in unclean practices like putting on clothes made from
different materials and eating meat with blood (Barnes, 2013, p. 1409). A church should not
form a tendency of rebuking homosexuals and leaving such people.
In conclusion, while addressing homosexuality, preachers and church leaders should love
everyone in the church regardless of their sexual orientation, promote inclusion and avoid
impartial application of purity laws. Homosexual Christians should actually feel free as members
of the Church.
2.11) How to deal with uncomfortable situations using Blue Hat.
Whenever I feel uncomfortable with whatever I am studying, I can use the blue hat to
outline and define whatever I am studying and then lead other thinking hats through the studying
process.
Before reading a script, I will put on my red hat to evoke my emotions about the
information. By doing this, I will be able to develop independent views concerning the script
which will make me to analyses it (Taie, 2013, p. 187). I will the remove my red hat and put on a
white hat, so that I analyze the facts and data presented in the script.
After analyzing the facts, I will put on a black hat to analyze the dangers and limitations
of the script, and then challenge it by a yellow hat by coming up with logical ideas that may
solve such limitations (Kalelioglu & Gülbahar, 2014, p. 248). From this point, I will remove the
yellow hat and put on a green hat to enable me to device creative ideas concerning the script by
thinking outside the box.

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After all the thinking hats have expressed their decisions, I will use the blue hats to
transition between the hats in a logical manner. For example, when I am in disagreement with the
script the blue hat, will enable me to ask the red hat about its intuitive views about the script
(Hmelo-Silver, 2012, p. 3) Also, the blue hat may enable me to ask the white hat to collect more
data and facts about the idea, and about the dangers that have been presented by the black hat,
after which it may enable me to ask the yellow hat to bring forward some logical solutions for
the problem at hand.
TASK 3
3.1) a) the sample question has five parts
3.1) b) the five parts are as follows:
1. The author of Mark’ Gospel
2. Date of writing of Mark’s Gospel
3. Important themes in Mark’s Gospel
4. The purpose of Mark’s Gospel
5. The Context of first readers of Mark’s Gospel
3.2) a) list of headings
Introduction
The author and Date of writing of Mark’ Gospel
Important themes in Mark’s Gospel
The purpose of Mark’s Gospel
The Context of first readers of Mark’s Gospel
Conclusion
3.2) b) why I have chosen the above headings

ASSIGNMENT TWO: INTRODUCTION TO THEOLOGICAL STUDY SKILLS: 19
I will write the introduction to give the reader a brief overview of what to expect in the
entire assignment. I will then combine the author and date of writing if Mark’s Gospel so that I
fully describe the Author’s name and any information available about the author and the date or
the period when it was written. While writing the themes, I will use subheadings for each theme.
I will then write the purpose and the context of the first readers in separate headings. The last
heading will be a comprehensive conclusion to summarize everything discussed in the
assignment.
3.3) a) how I will divide the word-count between the sections
Introduction 30 words
The author, date of writing and the context of first readers of Mark’s Gospel 40
Important themes in Mark’s Gospel-38 words
The purpose of Mark’s Gospel- 50 words
Conclusion 42 words
3.3) b) Reasons
I will write a brief introduction containing an overview of what to expect in the
assignment in 30 words. This should be brief and precise. The author context of first readers and
date of writing Mark’s Gospel should be direct, taking a maximum of 40 words to explain other
information available about the author. Besides, there are three important themes in Mark’s
gospel which can be briefly explained in 38 words. As explained in the reading text, Mark’s
gospel serves six purposes which can be adequately explained in 50 words. At the end, a
conclusion of 42 words is adequate to summarize the discussions in the whole assignment.
3.4) Notes
Introduction 20 words

ASSIGNMENT TWO: INTRODUCTION TO THEOLOGICAL STUDY SKILLS: 20
This assignment aims to examine the author, date of writing, major themes, purpose and
the first readers’ context of Mark’s Gospel.
The author, date of writing and the context of first readers of Mark’ Gospel 50
Author was John Mark as told by Papias, Bishop of Hierapolis (p. 6.8)
Context: The book was written in a context of war- during the Roman Jewish war and
political turmoil in the lives of Christians and Jewish people living in Palestine as explained in
the study text (p. 6.6).
The date of writing is believed to be between 65 and 70 AD (p. 6.6)
Important themes in Mark’s Gospel-60 words
Messianic secret (p. 6.14)
Kingdom of God (p. 6.15)
The women who understand and the struggling disciples (p. 6.6)
The purpose of Mark’s Gospel- 50 words
Presenting Jesus as servant Messiah (p. 6.9)
Presenting Jesus as God’s son (p. 6.10)
To present Jesus as the fully human one (p. 6.10)
To present Jesus as the savior of the poor (p. 6.11)
Invite readers to Radical non-violent discipleship (p. 6.13)
To critique both Rome and 1st Century Judaism (p. 6.12)
Conclusion 20
Summary of the major discussions in the assignment.
3.5) Essay

ASSIGNMENT TWO: INTRODUCTION TO THEOLOGICAL STUDY SKILLS: 21
This essay seeks to discuss the Gospel of Mark with regards to its writer, the year it was
authored, purpose, important themes and the context of its first time readers.
It is believed that the Gospel of Mark was written in the period between 65 and 70 AD by
John Mark. The first readers of this book are, drawn into a context of was in the life of Christians
and the Jewish people in Palestine.
The book presents three primary themes- the Messianic secret, the Kingdom of God, and
the women who understand and the struggling disciples. In the book, Jesus tries to keep secret
his identity, and seeks to proclaim God’s kingdom (Oakeshott, 2010, p. 105).
Besides, Mark’s gospel seeks to serve different purposes which entail presenting Jesus as
servant Messiah, presenting Jesus as God’s son, presenting Jesus as the fully human one,
presenting Jesus as the savior of the poor, Inviting readers to radical non-violent discipleship and
to critique both Rome and 1st Century Judaism.
In a nutshell, the Gospel of Mark was written between 65 and 70 AD by John Mark. It
drives its first time readers to a context of war in Palestine, and was written to present important
themes and serve critical purposes in the lives of Christians.

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References
Barnes, S.L., 2013. To Welcome or Affirm: Black Clergy Views about Homosexuality,
Inclusivity, and Church Leadership. Journal of Homosexuality, 60(10), Pp.1409-1433.
Barton, B., 2010. “Abomination”—Life as A Bible belt Gay. Journal of Homosexuality, 57(4),
Pp.465-484.
Burciu, A. & Hapenciuc, C.V., 2010, March. Non-Rational Thinking in the Decision Making
Process. In Proceedings of the European Conference on Intellectual Capital Vol. 2. Pp. 152-160.
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