6.2 religions This component focuses on the different ways in which societies and cultures express religious beliefs. These have evolved into religions that, while distinct and different, share some elements that could enhance sustainable living in the contemporary world. Units of work including this core component should examine a minimum of four religions selected from Hinduism, Judaism, Buddhism, Christianity and Islam. Because religions are dynamic, they should be considered in both historical and contemporary forms. Possible areas of inquiry Aboriginal and Torres Strait Islander and colonial societies Human rights and world religions Engaged Buddhism in the West Gender across world religions World religions and peace Economic attitudes in different religions Christianity: old and new Hinduism today Judaism across time Tolerance and freedom of religion Inquiry process and questions* and concepts to investigate Framing What are the beliefs and origins of this religion? What signs, symbols, sacred texts and rituals are used in this religion? What groups within this religion? What language or terminology do I need to learn to understand this religion? Developing religious literacy: founders, teachers and prophets, beliefs, doctrines, key people and personalities religious and cultural diversity diversity within particular religious traditions sects, factions, orthodoxy, liberalism, reformed and new religious movements cultural contexts and religious practices Investigating What approaches are available to assist in this investigation? What do adherents of this religion consider important or essential? What did the founder teach? Are there any foundational stories underpinning this religion and if so how are these stories recorded? How have the texts/teachings changed over time? Is there anything that Christian denominations have in common? Examining religion: beliefs and history: stories, myths, sacred texts, teachings, rituals, symbols, materials and elements religious structures: institutional, social and organisational structures sacred spaces and sacred religious experience: the divine, the sacred, ultimate reality moral and ethical codes
What is the history of religion–state relationships in ? How does the Australian government relate to religions? World religions Possible case studies: Buddhism in ; Islam and ; France and Catholicism What relationship issues exist around the world? The nature and significance of religion To what extent are adherents of religions able to practice their beliefs in all countries? What are the advantages and disadvantages of the separation of church and state? Inquiry process and questions* Ideas and concepts to investigate Framing What understandings of state and religion exist? What does the concept of separation of religion and state mean? Which countries would you identify as religious or secular states? Where in and the world today do we see religion and state interacting? Why is it important to investigate religion–state relationships? Are models and/or approaches used to investigate religion–state relationships? What is meant by a pluralist society? Different types of religion–state relationships Separation of religion and state in the , , , The influence of religion on the state in , , ; religious states in , Freedom of religion Influence of religion on political aspects of society and vice versa Education, welfare, immigration policies, public/religious holidays as reflections of religion–state relations Secular or religious rule Investigating What approaches/methodologies are available to assist in this investigation? What is the relationship between religion and the state in different countries today? Has the relationship changed over time and if so how? What examples are there of religious groups who have been oppressed by political regimes? How have groups dealt with oppression? What has been the impact of democracy/socialism/ communism on relations between religious groups and states? How has religion influenced the state and vice versa? What has been the impact of religion–state relationships on Aboriginal and Torres Strait Islander spiritualities, religions and peoples? How has religion contributed to colonisation? What interest does the government have in how religious groups interact? relationships in Timor, Israel, the USA, France, Northern Ireland, India, Pakistan, Indonesia, Turkey, Tibet, Poland, Russia Laïcité in France; Catholics in Ireland; Mandaeans in Iraq; Baha'is in the Middle East; Jews in Germany; Buddhists in Tibet Religion has had an influence on capital punishment, abortion, slavery, cloning, conscription Religion has provided support to alleviate suffering and poverty through almsgiving, social justice and welfare agencies Government policies relating to discrimination, religious practice, work practice, immigration and multiculturalism
How do I my potential? Am I totally free? How do I the community? Society Spirituality and belief Conscience Freedom, decision making and identity Volunteers, citizenship and global concerns Meaning and purpose What is the purpose of life? What are some answers people have to this? What have the world religions said about the meaning and purpose of life? How do my actions and decisions my life? Must there be suffering? Why do bad things happen to good people? Meaning and purpose Belief systems offer explanations of the meaning and purpose of life through ideas such as moksha, dharma, karma, existentialism, theodicy, determinism, free will Ideas about suffering, pain, punishment, merit, reward, sin, accident, roles/vocation/meaning, evil, natural order, consequences People seek explanations for life’s contradictory experiences, such as pain and pleasure, ill fortune and good fortune, cruelty and kindness Destiny Is there such a thing as human destiny? Can we control our destiny? What happens when we die? How do the world religions explain what happens after death? can I find answers to these questions? How does religion help people make meaning? Is all thinking equally valid? Destiny Ideas about individual and corporate destiny, common good, destiny myths, death, dying, immortality and infinity, predestination, election, enlightenment, reincarnation, transmigration, oblivion Investigating What approaches/methodologies are available to assist in this investigation? How do religious traditions answer questions meaning and purpose? Are there divergent responses within and between religious traditions to ultimate questions? How have artists, musicians, philosophers, scientists, mystics responded to such questions? What insights can other disciplines such as philosophy, psychology, biological/physical sciences and sociology offer regarding ultimate questions? How do non-religious belief systems such as humanism, Marxism and capitalism respond to ultimate questions? Creation stories and religious myths, legends and texts that give insight to the meaning of life Religious, philosophical, scientific explanations of the meaning and purpose of life Religious explanations offer the prospect of perfect states and resolutions in the afterlife Identity is shaped by religious belief, practice and the sense of belonging to a tradition Theories of personal development in religion (refer to Fowler, Kohlberg, Gilligan) Ultimate questions are considered by disciplines and ideologies other than Christianity Reasoning
become more challenging as the course progresses are accompanied by instrument-specific criteria and standards matrixes. These are developed from the general objectives (see Section 3) and exit criteria (see Section 9.6) are designed to enable students to recognise, analyse, evaluate and synthesise ideas, concepts and hypotheses about religion require appropriate referencing of sources. 9.5.1 Multimodal presentations Multimodal presentations students to demonstrate their ability across the exit criteria. These presentations should include forms such as dramatic presentations, orals, seminars, web pages, debates, computer simulations, tutorials, audiovisual presentations, and presentations that may combine visual and performing arts. Presentations should conform to accepted conventions for the genre selected. The presentations may be the result of an ethnographic investigation, research work or student investigation, and may take a variety of forms, for example: a seminar presentation with accompanying key items of evidence followed by a segment with the audience a debate in which an issue is formally evaluated according to the conventions of debate development of a video, website or computer software program which is interpretive and interactive a folder of photographs that illustrate a legal situation with accompanying visual and performing arts presentations any other suitable form, such as: interview song or poem with relevant comment TV documentary drama radio news report TV news report group discussion cartoon. Assessment of multimodal presentations should be supported by an outline of the presentation and a detailed criteria sheet. Sources and illustrations should be appropriately referenced. All non-written responses must be accompanied by supporting documentary evidence of the inquiry process. The verification folio requires video samples of selected students’ multimodal presentations that demonstrate a standard A and standard C (see Section 9.9). 9.5.2 Extended written responses An extended response is a useful technique for assessing student achievement in using aspects of the inquiry model such as investigating, reasoning and judging. Students should demonstrate the ability to develop logical arguments using evidence to reach a conclusion or conclusions. The extended response should not simply be a description of content. The instrument may take many forms, such as feature article, editorial, or persuasive, analytical or argumentative essay. Other forms may be reports and response to stimulus. This technique may test the full range of exit criteria. Supervised essays (600 to 800 words)