Studies of Religion II syllabus notes PDF

Preview

Summary

Syllabus notes...

Description

SOR II syllabus points

 -

Religion as a worldview that: Acknowledges the supernatural dimension. Has a belief in a divine being or powers beyond the human and/or dwelling within the individual?

Define the supernatural dimension:    

Belief in a divine being or power, which is greater than humankind and the natural world. Central to all world religions and most significant element of religious worldview. Provide answers to the questions of existence (purpose and meaning, creation, suffering and afterlife). Deity: refers to a supernatural or divine power

SEMITIC RELIGION (Islam, Christianity, Judaism) Transcendent  Gods/goddesses beyond universe, fundamental for the existence and continuance of universe  Semitic religions = monotheistic (belief in one God)  ‘Semitic’ describes people who came from the middle east – Islam, Jews and Christianity are all evolved and originated in the middle east  Linked by a common belief in God, the afterlife and constant battle between good and evil  There is a divine power/ God that exists beyond humans and the universe and guides humanity throughout its everyday existence

INDUS RELIGION (Buddhism, Hinduism) Immanent  Indus religion = polytheistic (many Gods)  Religions originated in the subcontinent of India  Belief in a divine being/ powers dwelling within the individual  Hinduism and Buddhism emphasise the discovery of spiritual truth from within the human spirit

Discuss a transcendent religious worldview which has a belief in a divine power and/or powers beyond human.   -

Belief in a divine power or powers beyond humankind and/or universe. Judaism, Christianity and Islam – idea that God is being revealed to humankind from beyond the human spirit and divine power transcends. E.g., Muslims believe will of Allah has been shown through the Prophet Mohammed and is contained in the Qur’an. This is a transcendent worldview because divine being is seen separate from the human and revealed through intermediary.

Polytheistic (believing in many Gods)  Multiple gods that control particular happening in nature. (Buddhism & Hinduism).

SOR II syllabus points Monotheism (believing in one God)  only one God which has neither form nor gender and is eternal, all knowing, transcends (Christianity, Islam & Judaism). -

Three Abrahamic religions, Christianity, Islam & Judaism  emphasise the idea of God being revealed to humankind from beyond the human spirit.

Transcendent  world view that recognises belief in a divine being or powers whose existence ‘goes beyond’ human limitations. It is often used in opposition to “immanent”. (Christianity, Islam, Judaism & Hinduism) Discuss an immanent religious worldview which has a belief in a divine being or powers dwelling within the individual. Immanent  world view that recognises a divine being or powers dwelling within the human – as a constant reality – an active or continuing presence amount adherents (someone who holds a particular belief or supports a particular person or group. (Buddhism)      

Hinduism and Buddhism  emphasis is on the finding of truth from within the human spirit. Buddhist  follow the Eightfold Path prescribed by the Buddha in order to reach Enlightenment. This is an immanent worldview because the divine power is believed to be found within the human and awaits discovery through following the prescribed path. Belief that supernatural powers or divine beings’ dwell within the human. Development of actions that evoke unity between human and spiritual dimensions. Pantheism  the universe is god.  No divine power beyond universe  All matter composes universe is God.

SOR II syllabus points

 -

Characteristics of religion: Beliefs and believers Sacred texts and writings Ethics Rituals and ceremonies

Define the characteristics of religion. Characteristic Beliefs and believers

Notes Beliefs  This is the most important characteristics of religion.  Underpinning all religious frameworks are beliefs, which acknowledge the existence of the supernatural dimension.  Synonymous with this is a belief in a reality greater than all the parts of the universe.  It may be a belief in an immanent or tanscendent God or gods.  Most traditions possess a core belief or paradigm which is the basis for all other beliefs. i.e., belief in Jesus' divinity and humanity stems from belief on a trinitarian God.  Adherents subscribe to the beliefs of a religious tradition. Example: Christianity  the belief in praying to Mary. Monotheistic, Transcendent God. Believers  Believers are followers of particular beliefs.  Believers accept the worldview of that religion and make sense of life and values from the teaching of their religion. Example: Disciples

SOR II syllabus points Sacred texts and writings

  

The most important beliefs of a religion are contained in its sacred texts. Usually, beliefs were passed down orally before they were written down in the sacred texts. Contains sacred stories, which explain through historical or nonhistorical means, how people are connected to this supernatural dimension. RELIGIOUS TRADITION JUDAISM CHRISTIANITY ISLAM BUDDHISM HINDUISM

SACRED TEXTS Tanakh, Talmud Bible Qur’an, Hadith Tripitaka Holy Vedas

Examples: Christianity  the sacred text is a bible but writing from the pope are also held in high regard. Jews  their sacred text is the Tanakh which holds the books; Torah, Nevi’im and Ketuvim. Ethics

Rituals and ceremonies

 

Ethics is the reasoning behind moral decision making. The ethics and precepts of a religion are the laws which embody the key doctrinal tenets of a religion and allow for the practical application of that religion.  In other words, ethics offers a system of standards which regulate decision making.  Ideas about worthy human conduct  Spell the consequences of beliefs.  Guidance on how we should live.  Set standards.  Directions for behaviour Examples: Torah or Law  central guide to life for Orthodox Jews  Rituals and ceremonies are practical expressions of aspects of a religion.  Rituals and ceremonies involve prescribed words and actions along with the use of symbols.  Together these reflect an understanding of the sacred dimension.  Rituals and ceremonies help to lead to a greater understanding of the ultimate reality.  Provide opportunities for member of a tradition to enact their beliefs.  The repetition of repetition of rituals instils religious values an attitude in lives of the worshippers.  Give shape to emotions and helps humans come to terms with major events of life. Examples:  Christianity  Taking part in the Eucharist is a ceremony of letting Jesus be a part of us  Judaism  Fast from sundown on the evening before “Yom Kippur” and nightfall the next day. This is because the Torah commands it and it is believed that fasting cleanses the body and spirit

*ALL CHARACTERISTICS INTERACT AND ARE ALL INTERCONNECTED

SOR II syllabus points

Explore the way in which these characteristics interact to create dynamic, living religion: Characteristic s of Religion Beliefs and Believers

Dynamic/Living Religion    



The Sacred Texts and Writings



Ethics



   



Rituals and Ceremonies

      

Determine what was originally written in the sacred texts and over time the writings determine the beliefs of later generations. Belief that writings were directly revealed to the writer: God has instructed them on what to write. Beliefs determine ethical instructions for life and the rituals appropriate for interaction with the transcendent realm. Beliefs determine all religious behaviour or attitudes, and this reinforces the knowledge and understanding of new generations of believers. Maintains continuity within the religious community.

Give historical and instructional or exemplary behaviour (model on how to live) Written records of previous oral traditions The style and purpose of the writer are important. Inform and develop the beliefs and believers. Provide information about rituals and rites and help teach personal and community ethics

Often found in sacred texts and develop from the fundamental beliefs of the religion. Explain how humans interact with other humans, the living world and the rest of creation is part of the main belief structure adhered to by believers. Some ethics are associated with rites and rituals. Practical application of the belief Have importance beyond the actual physical activities. They allow members to transcend from normal life into the spiritual therefore it is important that the correct process is carried out. The process documented in scared texts is often developed over time through historical traditions. At times they develop the rituals as a way to make the action more meaningful to a new generation of believers. R+C interact with other characteristics of religion to create a dynamic, living religion by allowing the transcendent relationship ( between God and the individual)

EXAMPLES Divinity and Humanity of Jesus, Death and Resurrection of Jesus, The Trinity, Revelation and Salvation. Trinity example: The belief in God the father, Jesus the Son and the Holy spirit as one being. Jesus is fully human and fully divine (suffered) God offered his son as a saviour for humanity to save from their sins and to proclaim the Good News. That all people will receive eternal life and be accepted into the Kingdom of God Provides guidance on how to live. INSTRUCTIONS History Strong connection to God The Nicene Creed (Profession of Faith) 10 Commandments (Old Testament) Bible: Gospels (Mt, Mk, LK, Jn) Beatitudes (Jesus New Testament) Way to live out the Christian teaching in a more modern way to suit the followers of that time Jesus’ Love Commandment: Love your neighbour as you would yourself. Golden Rule Marriage (how to live out this sacrament) Eucharist The Mass Sacraments Prayer

SOR II syllabus points

Appreciate the contribution of Religion to: -

Individuals Society & culture

The Contribution of Religion Religion has contributed to individuals and society throughout human history through attempting to answer the fundamental questions of human existence, such as:  Purpose and meaning  Creation  Suffering  Afterlife Religion helps to constrict meaning, provides ethical guidance and provides a sese of belonging. Individuals  Religion gives individuals guidance in life through complex ethical systems and sacred texts which they can draw on for wisdom.  Religious beliefs contribute to an individual sense of self, understanding and belonging. Example: Answers to the questions of existence through the interaction of the religion's beliefs, ethics, sacred texts & rituals. e.g., Creation god created heavens and earthChristians are to be stewardsrevealed by bible. e.g., Purpose  loving relationship with god, neighbor, creation  believe this is god’s will  reveled in the bible  prayer of the faithful. Society and Culture  Religion changes, shapes, and develops human culture to sustain a diverse society.  Furthermore, religion creates social cohesion by establishing rites of passage within a culture through rituals and ceremonies.  Religion contributes to society and culture as it helps individuals to understand the meaning of existence, and help to sustain the knowledge of a deeper meaning of life.  Throughout human history, religion has led to violence when adherents of a particular tradition or worldview was being challenged. Example: Social cohesion brings about social control. Social control results in ethical and moral living. E.g. Ten Commandments - Respect for parents, adultery are moral issues - Murder, stealing, lying are legal issues The Quakers advocated for the abolition of slavery and the promotion of woman's rights. Art through painting and sculpture. E.g. Da Vinci's Last Supper, Michelangelo's Creation of Adam, were ways that illiterate Christians learned the beliefs and ethics of the tradition. These works are still revered for their brilliance today.

SOR II syllabus points



Nature of the Dreaming

Outline the nature of the Dreaming in relation to: -

Origins of the universe Sacred sites Stories of the Dreaming Symbolism and art

The Nature of the Dreaming The dreaming is a term to describe a central concept, which underpins all beliefs and practices in Aboriginal communities. It represents all knowledge and understanding in all in Aboriginal societies and determines all relationships and responsibilities for Aboriginal people. However, it is difficult to accurately describe this concept because there are over nine hundred language groups across Australia and no two-language groups are entirely identical in belief. However, significant commonalities exist between groups especially those, which are geographically close to each other. The Dreaming is a complex network of knowledge, faith and practices which dominates all spiritual and physical aspects of Aboriginal life. It is the most fundamental idea in Aboriginal religion.  The Dreaming is the central and deepest reality of the Aboriginal world; it is the spiritual dimension of reality which existed from the beginning and continues to be present in all aspect of life.  Dreaming establishes the rules linking the relationship Aboriginal people, the land and all things associated with Aboriginal life.  Dreaming is experienced through songs, stories, rituals and symbols. The dreaming is infinite, and it links the past and the present with the future.

SOR II syllabus points

     

Origins of the Universe The origins of the universe answer question about creation. Belief that Ancestors and Creator Beings still dwell in the land, which provides Aboriginal People with a sense of responsibility and desire to sustain the land for future generations. The Dreaming for Aboriginal people represents the time when the Ancestral Spirits progressed over the land and created life and important physical geographical formations and sites. Aboriginal philosophy is known as the Dreaming and is based on the inter-relation of all people and all things. The Dreaming explains the origin of the universe and workings of nature and humanity. It shapes and structures life through the regulation and understanding of family life, the relations between the sexes and obligations to people, land and spirits.

Example: Warradjun people: "All things in the landscape were left by the creation ancestors. They taught AP how to be one with the land. From then on Aboriginal People became keepers of their country."  

There are several indigenous Australian myths about the origins of the universe. Many Aboriginal people believe the earth was ultimately made by the sun mother upon the urging of the father of all spirits. Stories of the dreaming  Aboriginal nations employ a range of narratives as a means of sustain relationships between the spiritual, human and physical worlds.  Stories are used as a means of responding to the great questions of existence (purpose and meaning, creation, suffering and death).  The content of creation stories reinforces the inextricable bond an adherent share with the land.  Stories of the Dreaming have always been transmitted verbally between generations.  Outside of creation stories, many individuals bear the responsibility of passing on the myths attached to their specific totem.  The private nature of totems stories facilitates the maintenance of balance across the three worlds.  Other myths conveyed community laws and ethical teachings which were designed for consumption by the entire community. Examples: Story taught by the Kamilaroi people of northern NSW: Biame & Death WHAT QUESTIONS ARE BEING ANSWERED BY THE STORY? PURPOSE AND MEANING:  Ethics and morals for example: responsibility to be stewards of creation, take care of totems.  Failing to be stewards brings about negative consequences for man and all species. CREATION:  Baiame created the universe, including man and women. SUFFERING:  Humans using their free will for personal gain is responsible bringing suffering into the world. DEATH:  A result of humans using their free will for personal gain.  Evil now exists in the world.

SOR II syllabus points

      

Sacred sites Sacred sites are synonymous with the expression of belief endemic to Aboriginal spirituality. Adherents believe that sacred sites were created during the Dreaming by Ancestral beings. These continued dwelling of these beings at said sites signifies them as sacred. Specific rituals and ceremonies take place at these sacred sites, reinforcing individual and communal responsibilities to the land. Many of these practices have been carries out for generations, again explicating the link between past, present and future. Sacred sites facilitate the connection between the physical and spiritual worlds. It allows the human world to sustain its relationships between these dimensions, thus responding to questions about purpose.

Examples: The Three Sisters:  The Three Sisters, Meehni, Wimlah and Gunnedoo, are large rock formations found at Katoomba in the Blue Mountains of New South Wales.  According to mythology, the three sisters were ancestral beings who fell in love with three brothers from a neighboring tribe.  A major tribal war ensured when the three brothers were prohibited from marrying them, endangering the lives of the three sisters.  To protect them, the witchdoctor turned Meehni, Wimlah and Gunnedoo into three rocks.  He had every intension to reverse the spell once the sisters were safe but died in fierce battle leaving behind the three rocks formations, we call the Three Sister. Art and symbolism Symbolism in art, for example, explains the creation of the natural world and the laws, which stem from this. This is an important way of teaching Aboriginal children about right and wrong behavior in society. However, symbolism in are cannot be taken at face value for Aboriginal are is esoteric and has multiple layers of meaning. Aboriginal stories can be part of body painting, drawn on the sand, or painted on various surfaces. More specifically, Aboriginal art is an essential part of Aboriginal life. As such, the artist is the one with the creative spirit.  All elements of the Dreaming are incorporating in traditional Aboriginal Art. This can include law, values, customs, ceremonies and obligations of Aboriginal people.  Art can be used for rituals or to identity the ownership of Dreaming and t strengthen kinship ties.  In ritual ceremonies, sacred designs are reproduced as ground sculptures or sand paintings, and in concert with song and dance. Humans become temporarily filled with the creative power of the Dreaming. “The thing that sets Aboriginal art apart is the story,” Gurindji artist – Sarrita King.

SOR II syllabus points

Discuss the diversity of the Dreaming for Aboriginal peoples. 



Each Aboriginal nation has its own dialect, and since language is esoteric, each nation’s understanding of Aboriginal spirituality will vary. In other words, language is critical for the Dreaming to be learnt and understood authentically. Another significant reason for the diverse expression of Aboriginal spirituality is that each Aboriginal nation has its own boundaries and subsequently different Dreaming stories, which are applicable to those boundaries. This also means that groups, which are geographically close to each other, will share common elements. Overall, however, the belief in the notion of the Dreaming is the overriding commonality, which binds different Aboriginal nations together.

There is diversity of cultures, lang...