Unit 2 : Religion and Life
Issues
Revision Booklet
2015
RELIGION AND PLANET EARTH
KEYWORDS:
Conservation – to look after the natural environment.
Stewardship - Idea that people are in charge of something for somebody else should care for it.
Land pollution – the land being damaged by such things as litter or disposal of household waste.
Air pollution – the air being polluted by such things as smoke from houses, or more seriously from
industry.
Water pollution – water being polluted by such things as waste disposed of in the sea or by
running off polluted land into rivers and streams.
Noise pollution – repeated loud noises making life unbearable for some.
Global warming - Gases trapped in the Earth’s atmosphere causing climate change. The
Greenhouse effect.
Ozone layer – layer around the earth, which absorbs the suns ultraviolet radiation, protecting the
Earth.
Acid rain – rain containing acid formed from industrial waste.
Ecology – study of relations of organisms to one another and their surroundings.
Rainforest – tropical forest with heavy rainfall.
Biodegradable – able to decompose by bacteria or other living organisms.
Non-biodegradable – unable to decompose by bacteria or other living organisms.
Pesticides – substance for destroying harmful insects.
Natural resources – resources we use to live which come from the Earth.
Non-renewable resources – Things the Earth provides which will run out, e.g. coal, oil and other
minerals.
Habitats – natural home of plant or animal.
Deforestation – destruction of rainforests.
Sanctity of life – Belief that life is precious because it comes from God and therefore should not
be taken away by any person.
MAIN POINTS:
Christian Story of Creation:
1.Day and night 2.Sky and sea 3.Land, plants and trees 4.Sun, moon and stars 5.Sea creatures and
birds 6.Land creatures, men and women 7.Rested. God created the world from nothing at the end
God was ‘pleased’ with it – ‘it was very good’. The earth and God – seeing God in nature : People
see beautiful landscapes, sunsets, sunrises, waterfalls – we can feel privileged to see them – a
special moment – a feeling called ‘awe’ or ‘wonder’ – things that make you feel amazed.
Pollution: In Britain strict laws exist to prevent pollution, especially against pollution caused by
industry. There is a lot of pollution today because of the advances in technology and the disposal
of these items; population increase and some people do not care about pollution. The Greenhouse
Effect: Coal and oil (fossil fuels) are burnt to generate electricity; releasing carbon dioxide
contributes to air pollution. Trees take in carbon dioxide and turn it into oxygen, which we depend
on, but vast areas of tropical rainforests are being destroyed, and fewer trees means more carbon
dioxide and less oxygen. This change in the atmosphere means more heat is being trapped, which
leads to global warming. This will result in droughts and flooding.
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Exploiting natural resources: Natural resources include vegetation, minerals and fossil fuels.
Humans are using these in greater quantities and at a faster rate now than at any other time in
history. More and more people in the world are getting more technology, we are becoming richer
and consume more resources e.g. going on holiday by plane. Some non-renewable resources e.g coal,
is being used to produce electricity, which is often wasted unnecessarily. And coal will run out.
Other sources could be used, such as nuclear power, wind power or wave power; these are called
sustainable sources of energy which we can keep using without doing more harm. However, people
are not happy about using these because they believe nuclear power is unsafe, wind power is an
eyesore and wave power is underdeveloped. Solar power remains costly.
Destruction of natural Habitats: The removal of the rainforest has destroyed the habitat of
many creatures. 99.9 per cent of all species that have ever existed are not extinct. Humans have
made thousands of species extinct. This is important as nature tries to maintain a balance so that
all species have food (food chain). It may also have effected our own survival, as many medicinal
drugs are found in nature. Hunting and putting pesticides and weed killers on land have also
destroyed different species.
Modern Living: It is easy to think that global warming, pollution etc.. is someone else’s fault and
problem. But today we are conscious that in our everyday lives we put huge demands on the planet.
How many cars do you have? Do you waste food? Do you eat only organic or free-range? Do you eat
‘fast foods? What can you do about it? So we are encouraged to lower our ‘carbon footprint’ by
reducing emissions, not wasting food and re-cycling. This will reduce greenhouse gases, reduce the
amount of pesticide going into land-fill and encourage us to think about our responsibility.
Looking after the world: There are now international efforts to reduce climate change, every ten
years, since 1972, there have been Earth Summits. Stockholm was the first and Governments of
the world meet to discuss issues affecting the world. Kyoto agreements (2002 Summit) were signed
by 83 countries setting targets for the future on cleaner fuels and reducing the amount of carbon
dioxide emissions; the USA and Australia withdrew deciding to set their own limits. At the heart of
the agreements is Sustainable Development which is the idea that new technological developments
should be long lasting and within the reach of all nations so that they can keep them going. Many
ordinary people get involved in Conservation where they work or have holidays where they try to
protect an area or species. It might include planting trees or declaring an area a nature reserve –
this happened in Borneo to protect orang-utans.
Religious Views:
In 1986, representatives of conservation agencies and major world religions met at Assisi to
discuss the state of the planet. Each religion produced its own statement of belief in response to
this. Christian view: Although many religious believers are destroying the planet just like anyone
else, it is made clear in their teachings that this unacceptable. The world belongs to God and we
are supposed to be taking care of it for him. Polluting the planet is not taking care of it so it goes
against the idea of Stewardship. It is also going against Jesus’ teaching, “Love thy neighbour”.
Buddhist view: Polluting the environment goes against the first precept “not harming any living
thing”, it goes against Karuna which is ‘Love and compassion’. Buddhists believe there are karmic
consequences attached to all our actions.
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RELIGION AND ANIMAL RIGHTS
KEYWORDS:
Vegetarian – someone who doesn’t eat meat or fish.
Vegan – someone who doesn’t use any animal product.
Factory Farming – food products that are produced on a large and intensive scale.
Blood Sports – any sport which results in the death of an animal.
Vivisection – experimentation on living animals for scientific research.
Culling – to kill.
Reincarnation – the rebirth of a soul into a new body.
Conservation – to look after the natural environment.
MAIN POINTS:
1876 The Cruelty to Animals Act – A licence is needed by research laboratories (obtainable from
the Home Secretary) before they may carry out experiments on animals. 1954 Protection of Birds
Act – This made it illegal to take birds eggs, destroy nest and birds (the exceptions include the
allowance to hunt game birds in the shooting season e.g. pheasants and any birds which are widely
regarded as pests.) 1975 Conservation of Wild Creatures and Wild Plants Act – This was an Act
to protect endangered species and to the destruction of wild plants by digging them up. There are
plans to update animal welfare laws. This will strengthen measures on animal fighting, redefine
the offence of cruelty, ban mutilations like docking the tails of dogs, give welfare inspectors more
power and increase the range of sentences that can be used. Attitudes to animals: Animals help us
(pulling things), give us companionship (pets), entertain us (zoos/circus), parts provide us with
clothing, we experiment on them, overwork them, mistreat and are cruel towards them. Animals
seem to have a purpose to support humans and to be used and cared for by humans, but it appears
that they are incapable of thinking like humans or understanding the consequences of the decisions
they make. They seem only to be motivated by the instinct to survive. So does this mean that
humans can use animals in whatever way we like? Are human beings superior to animals? Humans use
reason and logic to work things out, animals are ‘sentient beings’ – creatures that have senses and
can feel pain. What is the relationship between humans and animals? Eating meat: 90 per cent of
the people in Britain choose to eat meat. Some meat eaters claim that humans’ canine teeth are
designed for eating meat and that we need protein to live. However, there are many healthy
vegetarians who would contest this. Factory farming is increasingly unpopular. Animals are raised
in appalling conditions. Hens are kept in cages with little room, cows and pigs are kept indoors in
small stalls, fed artificial food designed to make them develop more muscle and less fat, which is
more pleasing to the consumer. This is being accepted because it provides cheap meat. Organic
and free-range is available, but it is more expensive. Animal Experimentation: Many medicines,
cosmetics and additives used in processed foods have been tested on animals to ensure they are
safe for humans. It is assumed that their effects on rabbits, chimpanzees and dogs will be the
same as on humans. In the 1970s, there was a huge outcry when pictures of dogs being forced to
breathe in smoke were published. At around the same time pictures of rabbits with inflamed eyes
were also published (they had shampoo dripped in their eyes). Many people protested about this
and such testing was reduced. Now over 85 per cent of animals used in testing are mice or rats
that are specially bred. New technology has reduced the need to test on animals. Cell culture,
computer stimulation and in vitro research can now give scientists results without the need for
extensive testing. However it is still necessary in some cases and we would probably not have got
to this stage without testing on animals. So, is testing on animals right or wrong?
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Hunting:In some parts of the world hunting is still necessary to find food. However, in Britain
most hunting is classed as sport. Supporters of hunting believe it plays a role in conservation.
The foxes and deers killed, they say are the older ones and it controls numbers to make them
more manageable. Foxes are a pest, who attacks livestock and other wildlife. Hunting keeps
them under control. People campaigning against fox hunting say there are better ways to control
them. They say chasing a fox using horses and dogs is cruel and the kill is barbaric. The law has
recently changed to make chasing the fox illegal, but it is still legal to kill the fox. The
alternatives to hunting also seem cruel – shooting, trapping or poisoning. There are tight
restrictions on activities such as shooting and fishing. Game birds like pheasants and grouse are
bred for shooting, which has protected small coppices of trees and other areas of woodland,
which might otherwise have disappeared. Most fish caught in rivers, lakes and pools are
returned. Bullfighting is the national sport of Spain, it is cruel, the bull dies in great pain over a
long time, even if spared it will die of its injuries. Sport: In many sports animals are highly
trained and well looked after. Mistreatment leads to punishments. However, even well-kept
animals are slaughtered when they are no longer ‘good enough’. Many sports involve animals
fighting one another e.g. dog-fighting where the animals get terribly injured. This is considered
cruel in most societies and is certainly illegal in the UK. Zoos: Here animals are kept for people
to look at. Most animals are from other countries and climates, not the country the zoo is in.
Zoos in rich countries try to recreate habitats that suit the animals and where they will be
comfortable. In less-developed countries this is usually not the case. Issues are that the animals
are not in their natural environment, they are caged overnight, the time when most would roam
or hunt and breeding programmes (one argument for having zoos) are very expensive. Genetic
modification and cloning: This is about taking the DNA of an animal, changing it and creating
new forms of species to help medicine e.g. use of pigs hearts in transplants. Cloning is when
scientists make an exact replica of something by inserting its DNA into an embryo, which is
replanted into the womb of an animal to develop. You could use this method to save endangered
species. Most famous example Dolly the sheep. Issues: Dolly took 277 attempts and lived 6
years, should we worry about others? Messing with nature could come back to haunt us, stop
killing endangered species. Fur and Ivory Trades: Fur usually comes from farms that use
battery methods to breed thousands of animals, many farms are in Korea, where it is hot, the
animals from cold climates. Ivory is from elephants which are killed for their tusks. It is an
illegal trade across the world. Issues: We don’t need fur or ivory, fur farms are cruel, the
elephant has become an endangered species. Treatment of animals in the wild: We mainly
ignore animals in the wild, but when they come near we kill them, e.g. foxes and rats. Many
species are endangered and their disappearance affects the eco-system, upsetting the balance
an beauty we enjoy. Issues: Is it our world or theirs or both? Are we endangering too many
species? Should we support wildlife more through feeding? Preventing extinction of animals:
Humans have already made many species extinct. Scientist number 15,000 species as being
endangered. (We don’t know every one that exists. Once a species is gone it is gone forever.
Issues: All species have a role in the eco-system, we could lose one important for medicinal
research, our children will inherit a depleted world, do we have a right to do this? Should we
hunt tigers to extinction? Vegetarianism: There are many reasons why people are vegetarian
and don’t eat meat usually to do with health, upbringing, religion and concerns about farming
methods e.g. 1. Don’t like the taste 2. Allergic 3. All living beings have souls 4. Should respect
life 5. Belief in non-violence 6. Don’t like the thought of how animals are treated.
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Christian view: Animals are part of God’s creation. Humans were put in charge of animals, which
mean we have a duty to care for them (stewardship). St. Francis of Assisi showed great respect for
and protected animals. Animals have more importance than food because God did not need an ark to
save eight people! As the rain ended and flooding began to recede, God established the same
everlasting covenant with animals that he did with humans. His rainbow symbolizes to God that He
will never again destroy all creation by flood. This is told to us in Genesis 9:12-14. Jesus said that
God even cares for the sparrows. Christians will be judged on judgement day. Many Christians today
will eat organic and free range meat, if they are not vegetarian. Many agree only with the use of
animals in medical research and encourage research in methods that don’t use animals. There is a
dilemma as some Christians will find the use of animals acceptable if they have been kept in humane
conditions. Buddhist view: Buddhists believe that animals are part of the cycle of rebirth
(Samsara), although they are on a lower level. They should be treated well and the first precept “I
will not harm any living thing”, applies to them. Most Buddhists are vegetarians because they
believe in ahimsa (non-violence). Right Livelihood includes not having a job that exploits animals. In
some of his many lifetimes Buddha gave up his life to help animals. Buddhist attitudes come down to
right intention (Eightfold Path) that you must do something for a positive reason, for compassion
and if it is good it will outweigh any suffering dukkha. Buddhists try not to harm others and would
show respect to animals in any situation, however they may eat meat if offered as alms. A Buddhist
would accept the killing of an animal in pain or suffering if there is no other option. For sport, it is
always wrong.
EXAM TECHNIQUE
STRUCTURE OF THE EXAM: TIME ALLOWED: 1 hour 30 minutes
Attempt 4 topics out of 6 and answer ALL the questions in each topic.
Religion and Life Issues : The 6 topics are:
Religion and Morality : The 6 topics are:
Religion and Animal Rights Religion and Planet Earth Maters of Life
Matters of Death
Religion and Prejudice
Religion and Early Life
Crime and Punishment
Rich and Poor
Religion and War and Peace Religion and Young People World Poverty
Drug Abuse
Each topic is worth 18 marks in total.
There will be a number of questions within each topic split in various different ways and worth a
number of marks ( e.g. 1/3/3/5/6)
• There will ALWAYS be a 3 mark and a 6 mark evaluation question. ( e.g. “Give your opinion/Explain”
for 3 marks – or “Do you agree”/”Explain” (6 marks); Occasionally there are 4/5 mark questions.
EXAM TIPS
Read the paper before you start and DON’T PANIC. Read through the paper as a calming exercise; use a
highlighter to highlight keywords in the questions. Make sure you READ and INTERPRET the questions
carefully so you KNOW what the questions are asking. Use the full exam time, at the end if you have time
READ THROUGH YOUR ANSWERS you might remember something you forgot!
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REVISION TIPS:
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Start revising early and revise a small section at any one time and often. After 17 minutes you will
have probably stopped concentrating, so doing something different and then comes back to it.
Set yourself targets to work towards.
Revision must be active. Just reading through this booklet will not help. Try practise questions to
apply what you have learnt. Draw pictures and use lots of colour to help you remember. Use post-it
notes and stick them somewhere you will look often. Relate what you are learning to something that is
familiar to you. Make up silly stories to help you remember the keywords.
Don’t be afraid to amend your Revision timetable if it is not working and, if necessary, ALWAYS ASK
FOR HELP.
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RELIGION AND PREJUDICE
KEYWORDS:
Prejudice – to judge someone before you know him or her. Discrimination – to act upon your
prejudice. Stereotype – a person or thing seeming to conform to a widely accepted type.
Scapgoating – blaming people for something, which is not their fault. Ignorance – to be
uninformed. Peer pressure – pressure put on you by the people around you. Equality – being equal.
Segregation – to separate from the rest of the community. Apartheid – racial segregation.
Xenophobia – fear of foreigners. Ethnic cleansing – expulsion or murder of people from a
particular ethnic or religious group in a certain area. Tolerance – to accept that people have
different opinions and beliefs from your own. Justice – that everyone has the same rights and
deserves the same treatment. Community and Harmony – a group of people who live and work
together to help each other so that everyone benefits, accepting each member – including their
differences (living in harmony).
MAIN POINTS:
Reasons for prejudice: They have had a bad experience, the person who is being prejudiced has
also been a victim of prejudice, their parents are prejudice (upbringing), lack of education, seen
something on television, newspaper, other media that is biased, ignorance, scapegoating or
stereotyping,. In World War Two the Nazi government made the Jews a scapegoat for everything
that was wrong in Germany. Prejudice stops people living, working and learning together as a
community. It is very unfair and it only takes someone to be ‘different’ to be singled out for
discrimination. The victims are almost always in the minority and find it hard to deal with. Types of
prejudice: Ageism – this is discrimination against (to judge) someone because of their age and can
apply to any age group. The elderly can be undervalued by society – the young may feel people think
them too young to take on some kind of responsibility. All religions believe in respecting the elderly,
they teach that everyone is equal. Older people are wiser and should be listened to. Sexism – is
prejudice because of someone’s sex/gender. We often see examples against women. Many religions
see women’s and men’s roles as being different but still equal. Today women serve in the army and
there are a growing number of female teams in previously male-dominated sports e.g. rugby. Today
there are women priests. Disability – quite often people with a disability are discriminated against.
Disability can be physical (in a wheelchair) and mental (learning problem). Religion believes all people
are equal and God creates people in many different ways. We are all valued despite our differences.
Eleanor Simmonds won two swimming gold medals at the 2008 Paralympics, she is an inspiration to
all. Looks and Lifestyle – The way people look or the lives they lead is often the first thing that
causes prejudiced thoughts – the clothes people wear, hair style and colour, tall or short, fat or
thin, people who live together, gay couples, travellers. In 2007, Sophie Lancaster in Lancashire was
murdered because she was a Goth. Religion would not agree with any discriminatory actions even if
they did not agree with the choices some people make. Racism – is to judge someone on the basis
of the colour of a person’s skin or their race believing that it affects their ability. The slave trade
was based on the belief that people of colour were worth less in value than white people and so
could be bought and sold and had no rights. In the UK if you are black statistics show you are more
likely to be excluded from school, stopped by the police, to be sent to prison, to be murdered, to do
less well at school. Homophobia – this is prejudice against people who are attracted to those of
the same gender as themselves. Many are discriminated against because people, even their families,
do not agree with their relationships. It can be very difficult especially for young people who think
they may be gay and only have their families to turn to or no one.
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In Britain, things are changing, same sex couples can register legally as couple and can have
pension and inheritance rights. Religions have different views on the subject of homosexuality
but they do agree that discrimination is wrong.Religious Prejudice – many people face prejudice
because of their religion. This has always happened over history because religion marks people
out either because of what they wear/symbols or their culture or religious practises. When in a
minority, they stand out and can be targeted e.g. after the 9/11 attacks. Religious groups can be
guilty of discrimination against minority groups too, e.g. in the Balkans conflict (1990’s) Serb
forces (Roman Catholic) were guilty of the ethnic cleansing of Muslim villages. They simply killed
all the Muslims. Positive Discrimination: In some cases, discrimination can benefit minority
groups to give them greater chances. Over the last ten years the Police and Fire Services have
advertised for people in minority groups (ethnic groups, gay/lesbian) to apply for jobs. It is an
attempt to make these services more representative of society. Positive discrimination can help
in challenging prejudice. Law – In Britain to deal with discrimination, the 1976 Race Relations
Act (RRA) made it illegal to discriminate against anyone because of their race, nationality, ethnic
or national background in four main areas jobs, education, housing and services. It made it illegal
to use threatening or abusive language in regard to race and to publish anything that would stir
up racial hatred. The Commission for Racial Equality monitors the Act. There are organisations
that support victims and try to improve awareness of discrimination – The Fawcett Society
campaigns for women’s rights; FARE Football against racism in Europe; Stonewall who campaign
for equality for lesbians and gays; Age Concern the UK’s largest organisation working for and
with older people.
Christian View: God created everyone equal. Jesus showed no prejudice in healing the servant
of a Roman centurion, and the Parable of the Good Samaritan makes the hated Samaritan a hero.
The Kingdom of God is open to everyone. Despite the teachings which show prejudice as wrong,
there are examples of prejudice in the Christian Church, for example the Catholic Church still
does not allow women to be priests. However the Catholic Church would say that men and women’s
roles are different but equal. Some women are happy with this. Christians are against
homosexuality mainly because this kind of sex does not lead to children. They would not
persecute homosexuals but may not welcome them. The Bible contains teachings against
homosexuality. Religions emphasize same sex couples cannot get ‘married’. Buddhist view: The
Buddha taught that all members of the Sangha (Buddhist community), including women, were
equal. In the past there were monks and nuns. At enlightenment there is no division between
male and female. However in Theravada Buddhism women will pray to be reincarnated as a man.
Prejudice creates bad Karma. Practise ‘metta’ loving kindness. Both religions can provide practical
and spiritual support to those discriminated against. They can raise awareness, pray, listen,
comfort and support. School assemblies can be used to promote tolerance and harmony. Martin
Luther King: He was born in Atlanta, Georgia, USA in 1929. His father was a black Christian
minister, a vocation that Martin decided to follow as well. Martin Luther King, along with other
black people, faced awful prejudice and discrimination. This went against his Christian beliefs so
he decided to do something about it. He was determined to fight racism without using violence.
A flashpoint came in the early 1960s in Alabama, when a woman called Rosa Parkes was arrested
for refusing to allow a white man to sit in her seat on a bus. The law said she should have given
up her seat but she refused because she believed the law to be prejudiced. As a protest
thousands of black people refused to travel on buses until the law was changed more than a year
later. This gave Martin Luther King the opportunity to lead a public campaign against prejudice.
He led several protest marches involving hundreds of thousands of people, including some white
people.
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This gave him the opportunity to use his talents at public speaking to address the crowds. One
of his most famous speeches was delivered shortly before his death. It contained these
memorable lines: “I have a dream that one day, all God’s children, blacks, whites, Jews, Gentiles,
Protestants and Catholics, will be able to join hands and sing” He was assassinated in 1968 at
the age of 39. The people of America remember Martin Luther King every January on Martin
Luther King Day. His legacy is a truly multi-racial America. Mohandas Gandhi: He was a Hindu
born in India in 1869. He has been given the title Mahatma (Great Soul) that is sometimes used
as his first name. He trained as a barrister in England and at the age of 24 went to live in South
Africa. It was here that he learnt about racial prejudice from first-hand experience. He vowed
to fight prejudice by non-violent non-cooperation. His ideas about peace came from the Hindu
teaching ahimsa. He returned to India in 1915 and used his peaceful methods to fight against
the British who ruled India and to help the poor people who were treated very badly. He began
to wear a hand-woven dhoti (loincloth) like the poor Indian people wore. This symbolised his
ideas of peace and equality. His work eventually resulted in the poor receiving better
treatment, especially when the British gave India independence (partially as a result of Gandhi’s
influence). He then played the role of peacemaker between Hindus and Muslims over the
position of Pakistan before he was assassinated in 1948. Three million people took part in his
funeral procession. Jawaharlal Nehru, India’s prime minister said of Gandhi: “The light that
shone in this country was no ordinary light. It will light this country for many years and a
thousand years later, it will still be seen.” Note: it is worth researching Archbishop Desmond
Tutu too.
GCSE QUESTION GUIDANCE:
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For (1 mark) questions you need only answer using a single word, phrase or sentence in
response.
For (2 mark) questions you need only give two different reasons, remember reasons not
opinions.
For (3 mark) questions – they are asking for your opinion on an attitude expressed in the
statement. Your opinion must be supported by reasons – to get full marks you need to
write an informed opinion using two or three reasons (which can be religious teachings.)
For (4 mark) questions requiring religious attitudes/arguments, you need to provide a
Christian and Buddhist paragraph which contains two teachings in each which are welldeveloped and explained. For (4 mark) questions that don’t require religious
attitudes/arguments then you need two well-developed reasons, both explained.
For (5 mark) questions, religious attitudes are required so Christian/Buddhist teachings
should be used. Use the same structure for (6 mark) ‘Explain’ questions with religious
teachings below.
For (6 mark) ‘Do you agree’ questions, you should use a structure that allows you to argue
from TWO POINTS OF VIEW e.g. “On the one hand..and give two or three well-argued
opinions and then On the other hand.. again two or three well-argued counter opinions.”
Remember to put religious arguments (ideas/teachings) explained in the above answer.
For (6 mark) ‘Explain’ questions which require religious teachings/arguments, you need to
describe the issue in the question and explain one of the issues caused by it. Then provide
a Christian paragraph and a Buddhist paragraph and include two teachings in each which
are well-developed and explained. For a (6 mark) ‘Explain’ question that does not require
religious attitudes/arguments then again structure your answer in paragraphs and give 3
reasons in each paragraph and ensure that two of the reasons in each paragraph are welldeveloped/explained.
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RELIGION, WAR AND PEACE
KEYWORDS:
Civil War –War between a group of people and the government of their own country.
Crusades - Religious wars in 11th-13th centuries between Muslims and Christians.
Holy War - Fighting for a religious cause controlled by a religious leader.
Just War - Conditions (from Christianity or Islam) some people follow to decide whether or not to
fight.
United Nations - Large group of countries set up after World War Two.Pacifism - The idea that
fighting is wrong Sanctity of Life - Belief that life is precious because it comes from God and
therefore should not be taken away by any person and should be protected. Justice – is fairness,
with equal rights and freedoms Nuclear Weapons – Weapons of mass destruction Conventional
Weapons -Weapons such as guns. Terrorism – A person/groups using organised violence to secure
political ends.
MAIN POINTS:
Reasons for war: Thousands of wars have been fought for many different reasons. Defend your
country, religion or way of life or defend the rights of another country, (World Wars – fight
against invaders, Vietnam/Korea USA fighting against perceived threat of communism,
Iraq/Afghanistan against threat of terrorism, In the modern world, most wars can be categorised
as one of the following types: i) Wars between nations e.g. Israel v Palestine, USA v Iraq, India v
Pakistan, ii) Civil Wars, conflicts between rival groups within a country, e.g. Bosnia, Somalia and
Sudan, iii) Wars against terrorism – post 9/11, USA and allies declared war against Islamic
fundamentalists resulting in war in Afghanistan. Facts: Since the start of the 21C the death toll
from war reads – 42 million military personnel, 19 million civilians, 83 million through
genocide/tyranny, 44 million through famine resulting from war. Fighting a war: Justice is a key
issue in war. War can lead to injustice because people can be treated unfairly. There are rules
about fighting wars called the Geneva Convention and if all sides play by these international rules
then everything should be fairer. The rules covered these areas i) Captured soldiers, how will you
treat them? ii) Hospitals in battle zones – will you attack them? iii) Wounded soldiers, how will you
treat them? iv) Weapons, what types are ok to use? v) Battlefield – what counts as a battle zone?
vi) Enemy civilians – can you target them? How will you treat them? vii) Targets – what is ok to
shoot at and destroy? Thinking about the treatment of prisoners: Civilians and soldiers are
captured in war. How should they be treated? Do you treat civilians differently to soldiers? Why?
In all of the modern day conflicts, soldiers and civilians have been tortured, held hostage, used as
human shields, objects of mass destruction, raped. Can you see the reasons for rules about how
they should be treated? Holy war: The Crusades of the 11th – 13th centuries are a good example of
this. Also, the conflict in Northern Ireland. On the surface the hostilities seem to be based
entirely on religion: Protestant v Roman Catholic. This is too simple, however, because it ignores
the politics, history, prejudice and social conditions that are all major contributors to the problem.
A Holy War will usually have three elements: 1. The war must achieve a religious goal. 2. A
religious leader must authorise the war. 3. There must be a spiritual reward for those who take
part. Fighters who die should be promised a reward for dying for their faith. But for what
reasons might people declare a Holy War? Five ideas have been given: 1.To spread their faith. 2.To
recover countries that used to follow their religion. 3.To rescue religious people in countries
hostile to their religion. 4.To recapture sacred places that are in enemy hands.5.To take revenge
for acts against their faith.
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Just War theory: Put forward by St. Thomas Aquinas 1. A just war can only be waged as a
last resort. All non-violent options must be exhausted before the use of force can be justified.
2. A war is just only if it is waged by a legitimate authority. Even just causes cannot be served
by actions taken by individuals or groups who do not constitute an authority sanctioned by
whatever the society and outsiders to the society deem legitimate. 3. A just war can only be
fought to redress a wrong suffered. For example, self-defence against an armed attack is
always considered to be a just cause (although the justice of the cause is not sufficient--see
point #4). Further, a just war can only be fought with "right" intentions: the only permissible
objective of a just war is to redress the injury. 4. A war can only be just if it is fought with a
reasonable chance of success. Deaths and injury incurred in a hopeless cause are not morally
justifiable. 5. The ultimate goal of a just war is to re-establish peace. More specifically, the
peace established after the war must be preferable to the peace that would have prevailed if
the war had not been fought. 6. The violence used in the war must be proportional to the injury
suffered. States are prohibited from using force not necessary to attain the limited objective
of addressing the injury suffered. 7. The weapons used in war must discriminate between
combatants and non-combatants. Civilians are never permissible targets of war, and every
effort must be taken to avoid killing civilians. The deaths of civilians are justified only if they
are unavoidable victims of a deliberate attack on a military target. War in the modern world:
Weapons of mass destruction (WMD) are a phenomenon of modern warfare capable of killing
and maiming large numbers of people. They are often controlled from far away and those who
use them do not experience or see their effects. Types: i) Nuclear Weapons (atomic bombs),
huge destructive power with radioactive fall out that last for years ii) Biological Warfare (germ
warfare) using diseases like anthrax to cause death or illness iii) Chemical warfare, such as
nerve agents or mustard gas to cause death, incapacity or illness iv) Radiological weapons (dirty
bomb) using conventional explosives to create bombs that disperse radioactive material.
Nuclear War: a nuclear weapon has huge destructive force, on 6 August 1945 the Japanese
city of Hiroshima was devastated by an American bomb 140,000 died; 3 days later another
bomb was dropped on Nagasaki. Thousands of people suffered illness and death from the after
affects of radiation. Today, many countries have nuclear weapons, Russia, UK, China, France,
Pakistan, and India. An increase in nuclear weapons is called nuclear proliferation. Nuclear
disarmament: means to get countries to give up nuclear weapons and is universally recognised
as necessary for world peace. Unilateral disarmament means one country giving up its weapons
in the hope that others will follow. To date no one has done it, but Japan has decided not to
make any more nuclear weapons. Multilateral disarmament means asking all nuclear nations to
give up their weapons at the same time. HAVING nuclear weapons (a nuclear deterrent) means
other countries will not attack you, the use of WMD is unlikely, every nation is equal. NOT
HAVING nuclear weapons (no nuclear deterrent) the world would save billions in money, other
countries may attack you, nuclear weapons cannot be morally justified. Terrorism: Are acts of
violence that are intended to create fear, they are directed at civilians and because of this are
considered unlawful acts or war and violence. Examples are World Trade Center attacks (9/11)
by Al Qaeda, London underground (7 July 2005). Victims of War: Throughout the world there
are 12 million refugees, having lost belongings, livelihood, homes; many live in refugee camps
where there is overcrowding, with basic food, shelter, heath care. This leads to illnesses such
as dysentery and cholera.
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The Red Cross and Red Crescent: In 1859 a swiss business man called Henry Dunant was so
horrified by the slaughter he witnessed at the Battle of Solferino that he went to help care
for the wounded on both sides. His actions led to the setting up the International Federation
of the Red Cross and Red Crescent Societies. Today they are the largest humanitarian
organisations in the world present in almost every country. The principles of the movement
are to relieve pain and suffering for all people affected by conflict. It provides immediate
short term aid and lasting long term aid. It helps by providing the setting up of hospitals,
establishing refugee camps, providing food, shelter and protection from attack. Their
founding principles are to respect humanity, impartiality (not to discriminate, will help all)
neutrality (will not take sides) independence, voluntary, unity (only one Red Cross/Red
Crescent in each country), universality (all societies have equal status. The United Nations:
After 2nd World War devastation countries came together on 24th October 1945 to form the
UN. Its principles are i) To maintain international peace and security ii) to develop friendly
relations between nations iii) to co-operate in solving international economic, social, cultural
and humanitarian problems iv) to promote human rights v) to be a centre for helping nations
to achieve these aims. Since 1981, 21 September has been marked out as an international day
of peace throughout the world. In the UN headquarters, in New York a peace bell is rung and
nations should respect this day stopping conflict for 24 hours. The United Nations Security
Council (UNSC): This is part of the UN and is responsible for maintaining international
peace and security. In its UN Charter it works to i) establish peacekeeping operations ii)
establish and impose international sanctions (penalties) iii) to authorise the us of military
action to protect civilians (UN soldiers wear blue berets). UN peacekeeper soldiers have
served in Afghanistan, Darfur, Iraq, Haiti, the Middle East, the Congo. They are professional
soldiers from around the world dedicated to the UN cause. Peacekeepers will i) monitor
peace agreements ii) maintain ceasefires iii) help create democratic government iv) monitor
human rights v) carry out disarmament of warring soldiers. The North Atlantic Treaty
Organisation (NATO): Formed in 1949, 26 countries from North America and Europe. Each
country in NATO is committed to protecting one another and will work together to promote
democracy, individual liberty, the rule of law and peace. NATO has helped to end conflicts in
Bosnia and Kosovo. Peace and Pacificism: Some people, pacifists, believe killing is morally
wrong. Many of these people, conscientious objectors, as a matter or conscience, were
prepared to help the war effort in roles that did not involve killing. Some became stretcherbearers whilst others became ambulance drivers, labourers or cooks. The Quakers are a
pacifist Christian group. Their peace testimony, following the true teachings of Jesus, makes
clear they will not use violence in any circumstances. Mohandas Gandhi, for over 30 years,
the Hindu leader of India, used a policy of non-violence and civil disobedience (marches,
speeches, sit-ins, hunger strikes) to oppose British rule in India. His belief in ahimsa (nonviolence) underpinned his leadership. The Dalia Lama, is the spiritual leader of Tibetan
Buddhism. He is recognised around the world as a symbol of peace. When China invaded his
country he had to go into exile, but despite this injustice, he will not agree to physical
fighting against the Chinese. He says hatred and violence will only lead to more hatred and
violence. He believes peace will only exist when everyone respects each other. He received
the Nobel Peace Prize in 1992.
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Christian view: Christians believe in the Sanctity of Life (all life is God-given and therefore
precious and should be protected.) Many Christians believe that it is acceptable to fight in a Just
War or a Holy War. Jesus’ teaching, however, is against war, as a way of resolving conflict and
some Christians will look to the commandment “Do not kill”. The Kingdom of Heaven is a place of
peace and love. Many Christians disagreed with the Iraq war because they felt the reasons were
wrong and many innocent people died. Christians accept war as a last resort. Religious believers
believe nuclear weapons are unacceptable but may accept the existence of nuclear weapons as a
deterrent. Buddhist view: Non-violence (ahimsa) is one of Buddhism’s main teachings. The first
precept is to “not harm any living thing”. This rules out fighting in war although on occasions,
Buddhists have fought. The Noble Eightfold Path makes you consider others as well as the
consequences of actions for their future rebirths. War is often the result of 3 Poisons (ignorance,
hatred and desire) and causes suffering (dukkha) and Buddhism seeks to get rid of them. Page 12
RELIGION AND EARLY LIFE
KEYWORDS:
Abortion – The removal from the womb of a growing foetus, whether it is tiny or well developed
and recognisable as a growing human being.
Embryo – Fertilized ovum at 12-14 days when implanted into the wall of the womb.
Sanctity of life – belief that life is precious because it comes from God and therefore should not
be taken away by any person.
Quality of Life – belief that our life should be without excessive suffering.
Foetus – Fertilized ovum over 11 weeks once organs have developed.
Pro-choice – linked to abortion, the belief that the mother has the right to choose whether or not
to abort her child.
Pro-life – linked to abortion, the belief that the unborn child has the right to live.
MAIN POINTS:
Reasons for children and abortion: Why do couples have children? i) to show their love for one
another, ii) to continue the family, iii) to fulfil a religious duty. Women who opt for abortion could
be seen as rejecting God’s gift (if that is how they see it) or destroying a symbol of their love and
relationship. Therefore, why would a woman have an abortion i) she is a carrier of a genetic disease,
ii) teenage pregnancy iii) rape iv) the woman has cancer v) she is too old and the baby has downs
syndrome vi) she is single and her contraception method failed. When does life begin: Day 1:
Sperm joins with ovum and forms a single cell with 46 chromosomes – 23 inherited from each
parent. This one cell contains the genetic blueprint for the future physical development of the
child. Day 5 to 9: The egg implants itself and begins to draw nourishment from the right lining of
the uterus. Day 20: The foundations of the brain, nervous system and spinal chord are already
established. Day 21: The heart begins to beat. Day 28: The backbone and muscles are forming.
Features such as eyes, ears arms and legs are beginning to show. Day 40: Brain waves can be
detected and recorded. Week 6: The brain begins to control movement of the muscles and organs.
Week 7: Spontaneous movement of the embryo begins. The jaw (including teeth buds and gums)
forms. Week 8: The embryo becomes known as a foetus. Everything that will be found in a fully
developed adult is now present, the foetus’ body now responds to touch. Week 9: The skin has
fingerprints. The foetus will curve its fingers around an object placed in the palm of its hand.
Week 16 to 20: Traditionally this is the point at which the Church taught the soul entered the
body, as at this point movement from the baby is felt. Month 4: By the end of the month the
foetus is eight to ten inches long. The ears are functioning and evidence suggests that the foetus
hears the mother’s voice and heartbeat, as well as external noise. Month 5: The mother now
experiences movement of the foetus, who may jump in reaction to particularly loud or startling
noises. Month 6: Oil and sweat glands are functioning. If the baby were born in this month, he or
she could survive. Month 7: The foetus uses the senses of vision, hearing, taste and touch, and
can recognize the mother’s voice. Month 8: The foetus absorbs a gallon of amniotic fluid every
day, and the skin thickens, as a layer of fat is stored for insulation and nourishment. Month 9:
The baby is ready for birth towards the end of this month. The baby normally weighs between six
and nine pounds, and the heart pumps 300 gallons of blood per day. He or she is fully capable of
life outside the womb. By Law life begins when the baby is born. We can say that at every stage
the foetus is a potential life.
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Pro-life: Many people argue that the unborn child has rights and as it cannot speak for itself
it needs someone to speak for it. Pro-life pressure groups include ProLife - started in 1996 an
organisation set up to secure the right to life for all human beings. It covers all aspects
including embryo research, euthanasia and abortion. It lobbys government and parliament and
focus on the media and public education. They argue the right to life is the most important and
basic of all human life. Another organisation is SPUC (Society for the Protection of the Unborn
Child). Pro-Life reasoning What if Beethoven’s mother had an abortion? Or Einstein’s? Any
potential life could grow up to make the same or greater contribution to the world as any of
those. We should not deny life its chance. Pro-choice: Many people argue women should have
a choice because, the foetus is part of the woman’s body, the woman will have to carry the baby
and give birth to it nine months later, she will be expected to feed and nurture the baby as
soon as it is born and there is a natural, emotional attachment between a mother and her child.
The woman has the right to decide what happens to her body. Abortion Rights – is the national
Pro-Choice campaign working to protect and extend women’s right to choose abortion.
Campaigns against restrictions in the law, and argues for easily accessible, women-friendly and
NHS-funded abortion services. Pro-Choice reasoning Is it fair to be made to feel guilty
because it is only you who can help the unborn baby to live and it relies upon you for all its
nourishment and blood? Women should be able to have abortions if they want them. The
Quality of Life argument: quality of life means what someone’s life is like. We try to judge
whether a life is worth living because of its quality e.g. if a person is quadriplegic and in
constant pain – is their life worth living? Disability In 2002, only 1900 abortions out of 180,000
performed were for reasons of disability - the quality of life argument, therefore it is not a
common reason for abortion but it can be used. Does it make sense? Whose right is it anyway?
Who has a say? The mother – its her body, she has to carry the baby, she has to suffer the
pain of childbirth and will be expected to care for the child, etc. The father – his sperm helped
to create the child and he may desperately wish to have a child, but he has few rights in law.
The grandparents – the wish to have grandchildren. The doctor and nurses that may be asked
to carry out abortions. How will it affect their conscience / religious beliefs? The rights of the
unborn child – the right to live and enjoy life. God (vicar) – who (God has) blessed the couple
with the pregnancy. After al Christians will speak to their vicars about other things in life, so
why not abortion? The rights of existing children – poverty, over-crowding, less parental time.
Society as a whole has rights, e.g. Government debate and religious groups.
ABORTION LAWS AND HISTORY: Abortions have been carried out for thousands of years;
even in ancient civilisations. Chemicals use to be used to carry out abortions. Abortions were
only made illegal in the early 1800s in the UK. After 1861 if you performed or received an
abortion your sentence would be life imprisonment, as a result of the 1861 The Offences
Against the Person Act. Women have tried to perform their own abortions using pills, potions,
crochet hooks, knitting needles, soap, lead solutions through syringes, hot baths, blows to the
back and kicks or heavy pressure on the abdomen. Before abortion was made legal only rich
women who were able to pay for an illegal, discreet, private abortion by a medical practitioner.
In 1938 a legal abortion took place in the UK when a leading gynaecologist called Dr Aleck
Bourne openly invited the police to prosecute him for performing an abortion on a 14-year-old
rape victim. He was found not guilty, as the girl’s health had been at risk. Abortion was made
legal in this country in 1967. Abortion was reviewed in the 1960s as a result of the thalidomide
tragedy (when doctors prescribed a drug to pregnant women who caused serious malformations
in their unborn babies).
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This led to the 1967 Abortion Act. The period of time you can get an abortion now is less than
in 1967 when it was up until the 28th week of pregnancy. However advances in medicine have
meant that it is now possible to keep a baby alive born after 24 weeks of pregnancy, (less than
5 per cent of babies born in weeks 22 and 23 survive, even with the help of intensive care, and
many go on to have health problems at least in later life) so the law was amended in 1990 (The
Human Fertilisation and Embryology Act) to reflect this. It is the responsibility of two
doctors to decide whether or not a woman should receive an abortion. The NHS can choose to
provide abortion care, but abortion care is not statutory (enforced by law). Therefore it
depends upon where you live and what priorities your health authority has set. Although part of
the UK Northern Ireland does not afford women the rights given to them by the 1967 Abortion
Act, Women in Northern Ireland can only get an abortion if their life is in danger, they have
severe learning difficulties or an abnormality in the foetus is detected. Whether you get an
abortion in Northern Ireland depends on the opinion of the doctor. The following conditions
have to apply to have an abortion:1. Continuing with the pregnancy could cause a risk to the
mother’s life. 2. There is a risk to the mother’s physical or mental health if the pregnancy
continues. 3. An additional child may cause a risk to the physical or mental health of any existing
children in the family. 4. There is a great risk of the child being born seriously physically or
mentally handicapped. Alternatives to abortion: keep it/choose to risk own health or life by
having the baby /fostering/adoption – what would the pros and cons be?
Christian view: Most Christians believe that abortion is morally wrong, especially Roman
Catholics. They believe that life begins at conception. But would accept it if the mother’s life
was at risk, they would consider it abortion. Some Protestants, whilst believing the principle is
wrong, will look at the consequences and accept it as a necessary evil. Christians believe that
life is special and God given, for this reason, only God has the right to take life. This is called
the sanctity of life. All humans made in the image of God. It is wrong to kill. God has planned for
the life of every single one of us. Life is sacred. Only God can take life. Buddhist view:
Buddhists believe that life begins before conception because all living things are caught up in
the cycle of samsara (birth, death and rebirth) so abortion is wrong. However, the intention is
important. If the intention is selfish, abortion is wrong, it causes bad karma. If not, it is
acceptable. Buddhists should show ‘metta’ love and compassion. Since a person’s life is decided
by their karma from past lives, it may be that the suffering a life endures is necessary for
their future. Abortion takes away a foetus’ chance of paying back bad karma.
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Religion and Young People
Initiation - formal admission or acceptance into an organization or club.
Confirmation - Christian rite in which the initiation into the church that takes place by baptism
is confirmed.
Baptism - ceremonial immersion in water, or application of water, as an initiatory rite or
sacrament of the Christian church.
Generation gap - A generation gap is a popular term used to describe big differences between
people of a younger generation and their elders.
Marginalisation – the social process of pushing a group of people to the edge of society.
Peer pressure - social pressure by members of one's peer group to take a certain action, adopt
certain values, or otherwise conform in order to be accepted.
Secular society – a society without religion.
Empowerment – to give power or authority to a person.
Brotherhood - the belief that all people should act with warmth and equality toward one
another, regardless of differences in race, creed, nationality, etc.
How do religious people bring up their children? Most people want the same or better for
their children as they themselves had. If they are religious they believe n he truths of their
religion which will lead to heaven, paradise, enlightenment or nirvana. For religious people this is
the best possible way to live because it will bring happiness and contentment. So they want their
children to follow their religion too. This way they teach their children i) to live their faith ii)
how to behave iii) how to become members of that religion through special ceremonies iv) how to
worship and v) about their faith. Secular Society: Today’s society does not openly focus on
religion and would question why we should behave in a religious way. Many children experience
religion on rare occasions e.g. at festivals, marriages and funerals. Many religious people see
their home as a spiritual place, and they go to a religious building to worship. This means they
have two different worlds to live in, which can make life difficult. Special Ceremonies : Birth –
Buddhism – Birth ceremonies are cultural and follow the practises of the country. For some
Buddhist families, especially in Theravada Buddhist cultures, they want a monk to come and
bless the child. The monk will visit the home and may chant some religious texts as a blessing. In
thanks the family will give gifts of food, money or other things to the monk or his monastery.
Many Buddhists take their child to the temple soon after it is born and they will give thanks to
Buddha, pray and make offerings of food, incense, flowers and money. They may want the child
to receive its name at the temple and during the ceremony water is sprinkled over the child
symbolising cleanliness and protection from evil. Again, the parents will make offerings as gifts
to Buddha and the temple. Christian – Christians have an initiation ceremony called Infant
baptism. The parents bring their child to church to have it baptised. This means it is welcomed
into the faith and made a member through its parent’s faith. For Catholics, it also means having
its sins washed away i.e. those inherited from its ancestors. The baby is dressed in white,
everyone gathers around the font, parents and godparents answer the questions of faith on
behalf of the child. The vicar makes the sign of the cross, the symbol of Christianity, using
water, on the baby’s forehead. The water is poured over 3 times one each for God the Father,
God the Son and God the Holy Spirit. The family is usually given a lighted candle representing
Jesus as the light of the world and as a reminder of their promises to bring up the child in the
faith.
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Special Ceremonies : Commitment – Buddhism – There is no specific ceremony to become a
Buddhist. Some will repeat the Three Refuges (see Quotes) in front of others to show their
acceptance of the Buddhist way of life. In Theravada Buddhism the young man must be free
from debt and know phrases from the Pali Canon. He visits the monastery several times and
takes gifts of incense, flowers and light, and rings a gong to show he is preparing to join the
monastery. The day before his initiation he walks in a procession in a white robe and has his
head shaved. On the day of his initiation, he walks around he monastery 4 times wearing rich
clothing, carrying a candle, incense and flowers. He takes off his rich clothes, throws coins on
the floor, to symbolise he actions of Prince Siddhartha when he left the palace. He enters the
ordination hall and asks the Bhikkus (monks) to ordain him. He puts on simple yellow robes to
show that he has left his worldly life behind. The abbot asks him questions which he must
answer in Pali, he is accepted into the monastery and his religious instruction begins. Christian
– Around the age of 12 young people undergo a confirmation ceremony, confirming the promises
made at their baptism. Beforehand they will attend preparation classes learning how to live and
commit to a Christian life. The ceremony takes place in a special Sunday service, led by a
Bishop. The Bishop asks 3 questions, ‘Do you turn to Christ? Do you repent of your sins? Do you
renounce evil?’ Each time the young person answers ‘Yes’. The Bishop places his hands on the
person, called the ‘laying on of hands’, and says ‘Confirm, O Lord, your servant with your Holy
Spirit’, at this point the young person receives the blessing of God’s Holy Spirit to guide them
through the Christian life. The service continues with Holy Communion (Bread and Wine) which
the newly confirmed receives for the first time. Believer’s Baptism: in the Baptist Church, hey
do not baptise children. Commitments are made when the young person feels ready. This is done
publicly in Church, they announce they are sorry for their sins and accept, now, Christ as their
personal saviour. The minister leads them to the baptistery and dips tem completely under the
water. This symbolises the washing away of sins and rising to new life in Christ. Young people
and Society – There is often a conflict between older and younger people in any society. This
failure to understand one another is called the generation gap and some of the biggest
differences are about music, fashion, culture and politics. Young people can feel marginalised
from the rest of society. Their behaviour is controlled at home, by local authorities, the law,
school and other institutions. This can lead to young people believing that their voice is not
being heard, or that they are being criticised unfairly simply because they behave differently
from the older generation. Additionally, young people have to cope with peer pressure
(influence of people in the same age group) which can also be difficult to deal with. It can be
very challenging for young religious believers. In secular society today believing in and living by
a faith can seem outdated and believers may even find that their friends do not understand
why they commit to a lifestyle that prevents them from taking part in some aspects of popular
culture. Reasons why young people commit to faith i) family upbringing and tradition ii)
personal religious experience iii) enjoy the lifestyle and believe in the religious teachings iv)
gives their life meaning and purpose v) allows them to express their spirituality. Young people
and Rights – “I can’t wait till I’m 18; I’ll do exactly what I like”, “I’m old enough to make my
own decisions about my life.” Rights of young people in the UK : What can you legally do? 13 :
Part-time job with restrictions; 14 : Enter a pub, but no alcohol. Boys can be convicted of rape;
16 : (amongst many) marry with parents’ consent, consent to sex, drink alcohol with a meal,
apply for a passport, have an abortion without parents’ consent; 17 : Hold a driving license for
most vehicles, emigrate; 18 : (amongst many) Adult rights in law, vote, get married, have a
tattoo, serve on a jury, change your name, open a bank account, be sent to adult prison.
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UN Declaration of the Rights of the Child (UNDRC) : (some points) 1. All children are
entitled to these rights regardless of race, colour, sex, language, religion, national or social
origin, birth or status, 2. Children are entitled to special protection to enable them to develop
physically, mentally, morally, spiritually and socially, 3. A child is entitled from birth to a name
and nationality. Questions to consider : Why do you think the law has decided you have to be a
certain age to do some things? What things do you agree/disagree with? Do you agree/disagree
with the UNDRC? Is there anything missing? Should all countries have these rights? In what
situations might it be difficult to ensure all children have these rights? Always be able to
explain your opinions too? Young people and School – The Church was the only provider of
education in Britain until Victorian times and their influence led to the Government beginning to
set up schools in Britain. Until then children were expected to work, treated like small adults,
therefore The Elementary Education Act of 1880 was the first step in making education
compulsory for all children. Religion and schools – by 1944 (through the The Education Act),
education was compulsory for all children and the government passed an act that made the
study of religion in school part of the curriculum for all. Today, although education in Britain
has changed greatly, Religious Studies has always been part of the curriculum. Why Religious
Studies (RS)? In the past RS concentrated on Christian teachings and beliefs assuming all
students were believers and often reflected teaching that happened in Sunday Schools. Today,
RS recognises and celebrates that students come from a wide variety or religious and secular
backgrounds. It focuses on key skills and concepts that enable students to learn, understand
and question some of the most profound issues facing humankind. “What happens when I die?”,
“Is there a God?”, “Why is their suffering?”, “How should I treat others?”. By studying the
different beliefs and values of others we can i) understand and empathise with others ii)
decide what is meaningful and important, iii) gain an insight into the world we live in and our
place within it. Today there are Faith Schools e.g. Roman Catholic, where students are able to
follow, study and practise their Roman Catholic faith in school. They would also celebrate
Christian festivals like Easter. In non-faith schools the teaching of RS would be broad,
encompass the study of many of the world’s religions and schools, by law, would provide
opportunities for Collective Worship (assemblies) which would be educational, intended to give
pupils the opportunity to worship, or an experience of worship to evaluate. Young People and
Religion : Many young people commit to faith because they are i) brought up in a religious
family ii) had a personal religious experience iii) are searching for answers about life iv)
influenced by others, friends, inspirational people – whatever the reasons, religion can be a big
part of their lives. For young people religion can offer many opportunities that help young
people to mature as adults and to mature in their faith. Worship young people can participate in
worship reading the bible/prayers, through dance, music and drama Festivals young people can
learn more about their religion through the celebration of important festivals e.g. Holy
Week/Easter Youth Organisations young people can join the Worldwide Scout Movement, they
can travel, learn new skills, get involved in Church parades Religious Holidays Young people can
travel to religious centres e.g. Taize in France to develop and reflect on their spirituality or go
on pilgrimage to Holy places such as Mecca. Social Activities All religious traditions have social
activities for all ages e.g. youth clubs which allows young people to join together in fellowship.
Voluntary Work Many young people undertake this in their communities overseas, teaching the
importance of caring for others. It provides opportunities for gap years and travel to lessdeveloped countries.
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