Nature of Religion and Beliefs
Principal Focus: The focus of this study is the nature of religion and beliefs, including Australian Aboriginal beliefs and spiritualities, as a
distinctive response to the human search for meaning in life.
This study introduces students to the essential concepts of Studies of Religion. It provides an understanding of the nature of religion and the
expression of religious thought and practice in various belief systems. In this part of the course, the religious traditions illustrate the variety of
beliefs about the relationship between the supernatural and the human, the search for meaning and the ultimate goal of human life. Students also
investigate the unique expression of spirituality by Aboriginal peoples. These responses all demonstrate a relationship between beliefs and their
adherents
Protocols when working with Aboriginal communities:
In the topic Nature of Religion and Beliefs a significant area of study is Aboriginal beliefs and spiritualities. Where possible, schools are
encouraged to work with local/regional Aboriginal communities for this section of the course. See page 12 for information about protocols when
working with Aboriginal communities.
Outcomes
A student will:
P1
describes the characteristics of religion and belief systems
P2
identifies the influence of religion and belief systems on individuals and society
P6
selects and uses relevant information about religion from a variety of sources
P8
uses appropriate terminology related to religion and belief systems
Objectives
Through the study of studies of Religion Stage 6 students will develop:
knowledge and understanding about:
•
•
•
the nature of religion and belief systems in local and global contexts
the influence and expression of religion and belief systems in Australia
religious traditions and their adherents
and skills relating to:
•
•
•
effective gathering, analysing and synthesising of information about religion
effective evaluation and application of findings from research about religion
communication of complex information, ideas and issues in appropriate forms to different audiences and in different contexts.
Values and attitudes
Students will value and appreciate:
•
•
ethical and socially responsible behaviours which are brought about through empathy for, and acceptance of, religious diversity
fundamental rights of religious believers, rules and laws that promote fairness, justice and equality in society.
Key Competencies:
Studies of Religion provides a context within which to develop competencies essential for the acquisition of effective, higher order thinking skills
necessary for further education, work and everyday life. Key competencies are embedded in the Studies of Religion syllabus to enhance student
learning. During the course, students:
•
•
•
•
•
•
•
locate, select and appropriately present their research work, developing competence in collecting, analysing and organising information
debate, describe, discuss and explain issues in written and oral forms, developing competence in communicating ideas and information
plan, prepare and present a range of tasks, developing competency in planning and organising activities
cooperate with individuals and groups, developing competence in working with others and in a team
develop, implement and evaluate solutions to problems, developing competence in solving problems
construct timelines and analyse statistical evidence using mathematical ideas and techniques
draw on a range of appropriate applications for the purposes of research, developing competence in using technology.
Incorporating a Catholic Emphasis
In approaching the teaching of this unit within the context of a Catholic Religious Education program it is expected that:
1. Each lesson would begin with prayer that is meaningful for students and pertinent to current local and global occurrences. Where possible prayer
should incorporate references to Church teachings and lived experience that relates to the content of the unit.
2. At some stage in this unit Catholic teaching regarding the innate human response to the transcendent will be incorporated.
Catechism of the Catholic Church:
27
The desire for God is written in the human heart, because man is created by God and for God; and God never ceases to draw man to himself.
Only in God will he find the truth and happiness he never stops searching for.
28
In many ways, throughout history down to the present day, men have given the expression to their quest for God in their religious beliefs and
behaviours: in their prayers, sacrifices, rituals, meditations and so forth. These forms of religious expression, despite the ambiguities they often
bring with them, are so universal that one may well call man a religious being.
33
With his openness to truth and beauty, his sense of moral goodness, his freedom and the voice of his conscience, with his longings for The
infinite and for happiness, man questions himself about God’s existence. In all this he discerns signs of his spiritual soul. The soul, the ‘seed of
eternity we bear in ourselves, irreducible to the merely material’ can have its origin only in God.
34
The Church teaches that the one true God, our Creator and Lord, can be known with certainity from his works, by the natural light of human
reason.
3.
In approaching Aboriginal spiritualities reference to Ecclesia in Oceania especially n28 which is reproduced in the resources
4.
Catholic teaching on the dignity of all people should be a foundational principal in approaching this unit.
Students Learn About
The Nature of Religion
•
religion as a world
view that:
Students Learn To
Teaching/Learning Strategies, Resources and References
The Nature of Religion
1. Understanding what is a world view:
•
Class discussion to determine what aspects of human life enable one to make
sense of the world.
•
In groups, decide what aspects of a society or culture help the human create
order and sense.
•
Define religion.
•
Discuss the place of religion in bringing about an understanding of who is the
human.
•
Discussion: What do we mean when we talk about a world view? Define for
the students the concept of world view as that system of understanding that
gives a human a sense of order and meaning.
•
Use of comic strips, as a stimulus for discussion, on the meaning of life. For
example King Features provides links to many cartoons. Try Hagar the
Horrible at: http://www.kingfeatures.com/features/comics/hagar/about.htm
•
Students commence a glossary of key terms for this topic.
•
Use of artwork from a range of different religious perspectives including
primitive art, goddess worship, Aboriginal spirituality and established
religious traditions to discuss religion as a way of looking at reality.
Registration
•
•
acknowledges the
supernatural
dimension
has a belief in a
divine being or
powers beyond the
human and/or
dwelling within the
•
•
define the
supernatural
dimension
discuss a
transcendent
religious world view
which has a belief
in a divine power
and/or powers
2. Acknowledging the Supernatural Dimension:
•
Students brainstorm the elements of the natural world: For example,
environment, societies, space and time, sub-atomic world, inter-stellar space.
•
Students research and present definitions of the supernatural. Teacher
provides the class with definitions from various sources. A range of
definitions are available at: http://www.answers.com/topic/supernatural
•
Discuss how the supernatural explains the elements of existence that occur
beyond the natural world.
•
Provide extracts from literature e.g. poetry of Gerard Manley Hopkins:
http://www.theotherpages.org/poems/hopkins1.html or the art of William
Blake http://www.tate.org.uk/britain/exhibitions/blakeinteractive/
•
Students create, in groups, arguments for and against the concept of the
supernatural in preparation for a debate.
•
Students are invited to discuss their own responses to the supernatural
dimension and why it is an important aspect of the way humans understand
the universe.
•
Incorporate prayer/meditation on the supernatural dimension of life, the
universe and creation e.g. Psalm 104 or the miracles of Jesus.
3. Believing in a divine being or powers beyond the human and/or
dwelling within the human:
•
•
Students are given a definition of ‘transcendence’ such as that at: http://mbsoft.com/belief/txc/transcend.htm
Choose ONE world Religious Tradition and list beliefs on:
beyond the human
individual
- creation of the universe
- life after death
- pain and suffering
•
discuss an
immanent religious
world view which
has a belief in a
divine being or
powers dwelling
within the
individual
- what does it mean to be human?
•
Writing Task: Does this chosen religion compliment/contradict secular
understanding of these issues? OR What role and significance does religious
belief in the supernatural have for people?
•
Examine one transcendent religious world view familiar to the students, e.g.
Christianity. In pairs, students outline the various aspects of that religion as
known to them which illustrate transcendence, e.g. divinity, angels, salvation,
hell, etc. In groups, students describe what a religion would be like if its
believers understood that the divine dwelt within each of them. Aspects such
as prophecy, healing and spiritual gifts can be discussed.
•
Students view extracts from the DVD Chasing God which illustrate the search
for the supernatural. Accompanying worksheets are available at
http://www.roninfilms.com.au (See resources)
•
View stimulus material of miraculous occurrences. For example, deeds of the
Buddha, apparitions of Mary, miracles of the Surfis and discuss elements of
the transcendent and immanent world views.
Extension:
•
Research question and response: How does modern science or the secular
world explain these ideas?
•
Video Analysis: choose a video on an Immanent World Religion (animist or
preliterate society). Accompany with a student handout to help explore the
significant beliefs and practices.
OR
•
Use artworks on religious themes to explore the depiction of the
supernatural dwelling within the individual.
OR
•
Present extracts from poetry/sacred texts/other literary works to explore the
activity of the divine within the human individual.
OR
•
•
characteristics of
religion:
•
– beliefs and believers
– sacred texts and
writings
– ethics
– rituals and ceremonies
•
define the
characteristics of
religion
explore the ways in
which these
characteristics
interact to create a
dynamic, living
religion
Explore how sacred music and prayer reflect an immanent religious world
view.
4. Defining the Characteristics of Religion:
•
Students view a DVD that presents the religious life of peoples from a range
of religious expressions or from an expression outside of the major religious
traditions. For example, Baraka or The Taradja of the Central Celebes.
Students outline and explain the characteristics of religion portrayed.
•
Students read and pp 6-8 text Living Religion; pp18-19 text Cambridge
Studies of Religion; pp 1-3 Thomson Studies of Religion. Students make brief
notes on the principal characteristics of religion: beliefs, sacred texts and
writings, ethics, rituals and ceremonies. Students discuss how these help us
understand religion.
•
Explore ONE Religious Tradition using beliefs and believers as the basis to
explore the other characteristics.
•
Writing Task: Describe the relationship among the characteristics of religion
with reference to one religious tradition.
•
Where possible, excursion (or virtual excursion via web sites) to a sacred
place (temple, mosque, synagogue and/or church).
Mosque:
http://www.360tr.net/kudus/mescidiaksa_eng/index.html
Catholic Church:
http://www.holyname.co.uk/high-altar.html
•
the contribution of
religion
•
appreciate the
contribution of
religion to:
•
Excursion activity: Students explore the interrelationship of the
characteristics, for example in architecture, use of space, art.
•
Class discussion: What makes religion attractive to people? Must the
characteristics of religion be relevant to a person’s life? What makes a
religion dynamic and living?
5. Appreciating the Contribution of Religion:
•
Explore the needs which religion meets for an individual: for example,
direction in life, security, a sense of belonging, counselling, contribution to
the welfare of humanity, sense of personhood, sense of community and
identity.
•
Writing Task: ‘Religion contributes to the life of the individual’. Discuss.
•
Research Task: Students choose one religious tradition and find examples of
its contribution to the following areas:
– individuals
– society and culture
–
history,
–
literature,
Australian Aboriginal
Beliefs and
Spiritualities – The
Dreaming
–
music,
–
art,
–
architecture,
–
costume,
–
dietary laws.
•
Survey people from a variety of ages about the significance of religion in their
lives and the contribution of religion to society. Present findings to the class.
•
See Living Religion pp 8-10
Australian Aboriginal Beliefs and Spiritualities – The Dreaming
Note: Please refer to Protocols, page 12 of syllabus. Where possible schools
are encouraged to work with local/regional Aboriginal communities. It is
important that teachers and students develop knowledge and understanding
about appropriate protocols and ethical research so that they are able to work
effectively with Aboriginal communities.
Representatives of the class contact local or regional Aboriginal communities
seeking information about Aboriginal spirituality and the needs of that local
community.
•
nature of the
Dreaming
•
outline the nature
of the Dreaming in
relation to:
– origins of the
universe
6. Outline the Nature of the Dreaming:
•
Brainstorm students’ understanding of the Dreaming. The Australian National
Museum site is a good starting point.
http://australianmuseum.net.au/Stories-of-the-Dreaming
•
Web Search – the nature of the Dreaming
http://www.indigenousaustralia.frogandtoad.com.au/story.html
– sacred sites
– stories of the
Dreaming
•
Invite an Aboriginal elder as a guest speaker to address each aspect of the
Dreaming and other aspects of Aboriginal beliefs and spiritualities.
•
In groups students research the origins of the universe, sacred sites and
stories of the Dreaming. Feedback and discussion to follow.
•
Video analysis: Teachers select a suitable video eg. Painting Country
(available from Ronin Films) depicting Aboriginal Art. Students discuss
symbolism and art in the Dreaming.
•
Examine the different media by which the Dreaming is handed on within
Aboriginal culture: for example, bark painting, sculpture, dance, music, oral
storytelling.
•
Students read pp11-17 text Living Religion; pp 24-27 text Cambridge Studies
of Religion; pp 17-23 Oxford Studies of Religion; pp 7-11 Thomson Studies
of Religion. After reading and discussion of aspects of the Dreaming,
students design an artwork.
– symbolism and art
•
discuss the diversity
of the Dreaming for
Aboriginal peoples
7. Discussing the Diversity of the Dreaming for Aboriginal Peoples:
•
Present a map indicating the distribution of language group and country for
Aboriginal peoples across Australia. Discuss what this map tells about the
diversity of the Dreaming for Aboriginal peoples. Discuss isolation, effect of
colonisation, urban versus rural, coastal versus desert situations.
•
Students reflect on the impact and implications of this diversity.
•
•
the inextricable
connection of the
Dreaming, the land
and identity
•
recognise the
importance of the
Dreaming for the
life of Aboriginal
peoples
investigate the
inextricable
connection of the
Dreaming, the land
8. Recognising the Importance of the Dreaming for the Life of
Aboriginal People:
•
Discuss the effects of loss of identity on humans and apply such to the
importance of the Dreaming for Aboriginal people.
•
Define refugee, asylum seekers, migrants. Refer to the United nations
Declaration of Human Rights at http://www.un.org/Overview/rights.html
•
Empathy task on the concept of dispossession, e.g. migrants, refugees,
tsunami victims. Link with the importance of the Dreaming.
www.acc.asn.au/stories
•
Video in which Aboriginal people speak about the importance of the
Dreaming to themselves.
•
Use of newspaper articles, visuals, songs or poetry on Aboriginal
dispossession, followed by a diary entry.
•
Activity based on visual stimulus p 17 Living Religion.
9. Investigate the Inextricable Connection of the Dreaming, the land and
identity:
•
Invite an Aboriginal elder as guest speaker to talk on the importance of the
Dreaming to them.
•
Read and discuss the implications of Ecclesia in Oceania n28 on Indigenous
peoples.
•
Writing Task: Discuss how spirituality provides identity for individuals and
social groups. Students use personal reflections from Aboriginal peoples to
illustrate the connection of the Dreaming, land and identity. For example
extracts from Bringing Them Home at
http://www.hreoc.gov.au/socialA_justice ; the music of Yothu Yindi; extracts
from the literature of Sally Morgan’s My Place or Aboriginal poets; extracts
from films such as Lousy Little Sixpence and Rabbit-Proof Fence.
10. Review
•
End of chapter questions pp 29-30 Cambridge Studies of Religion; pp 28-29
Oxford Studies of Religion
•
Review Quiz: Living Religion
http://wps.pearsoned.com.au/lr/37/9671/2475984.cw/index.html
Review glossary.
•
Resources
Books
Hartney C and Noble J: Cambridge Studies of Religion, 2008, Cambridge
Beck Margie et. al. Exploring Religion 1999, Oxford University Press
Lovat Terrance and McGrath John: New Studies in Religion, 1999, Social Science Press
Morrissey Janet et al. Living Religion, 2005, Pearson
DVD/Videos:
•
•
•
•
•
•
Land, kinship, culture: VEA
Missions, settlements and reserves: VEA
From Wave-Hill to Wik and Beyond: VEA
Sacred Sites: Marcom Prejects
Lousy Little Sixpence
Rabbit-Proof Fence
Websites:
•
•
•
•
Australian National Museum: Stories of the Dreaming http://australianmuseum.net.au/Stories-of-the-Dreaming
Virtual museum: http://www.austmus.gov.au/virtual_tour/index.htm
Writing essays: Writing essays and research papers, on the Pearson Education: infoplease homework centre site:
http://www.infoplease.com/homework/writingskills1.html
James cook University Study Skills Online (teacher reference rather than for students) http://www.jcu.edu.au/studying/services/studyskills/essay/