What This Unit Contains

Hinduism Part 2 Unit 3 Title: Hinduism and the Environment Year:

What this unit contains Hindu beliefs and stories about creation. The symbol, Aum. The roots of Hinduism in rural India. Hindu attitudes towards animals, especially cows / bulls. Hindu attitudes to environmental concerns and ways that Hindus work to support the environment.

Where the unit fits and how This is the third Unit of Hinduism in the Primary phase. It builds on existing knowledge about Hindu beliefs about it builds upon previous God and the respect shown to animal life. learning

Extension activities and  Consider links between Hindu beliefs about creation and belief in reincarnation. further thinking  Reflect on similarities and differences in beliefs about how the world began.  Create a set of individual rules about how to behave towards life on the planet.  Research environmental charities on the Internet and see how many can be found that link to religious beliefs about responsibility for the planet being given to humans by God.

Vocabulary SMSC/Citizenship

Hinduism Shiva serpent Mandir  Animal rights. Hindu Aum cow bull  Human responsibility for the environment. create Brahma protect ox  Concept of a creator. creation Vishnu protection  Environmental education. environment lotus Temple

Southwark Education Agreed Syllabus for Religious Education Non-statutory units Page: 1 Hinduism Part 2 Unit 3 Title: Hinduism and the Environment Year:

Unit 3 Session 1 A A Learning objectives T T Suggested teaching activities Focus for assessment Sensitivities, points to 1 2 note resources

Pupils should:   Put pupils in groups to consider how the world might Resources  consider how the have begun. (If this subject has been addressed in Aum symbol world began; other faiths you can revisit those beliefs that pupils ‘My Hindu Life’ pages 26 already know to directly introduce the topic of Hindu & 27  know the Hindu beliefs about creation. If this is the first time creation My Hindu Life pages 16 & symbol Aum and beliefs have been studied in any religion, then spend 17 that it represents some time exploring pupils’ own beliefs and The Heart of Hinduism

the first sound of suggestions.) Feed back to the class. `primary pack Audio CD creation; Track 3 ‘Aum’  Explain that this unit will find out a Hindu story about  know how to write, creation and look at how Hindus treat the world draw and because of that story. pronounce Aum. NB it may be helpful to Show pupils the Aum symbol and discuss its shape point out that the symbol and where pupils might have seen it (e.g. on Videos looks a bit like the figure 3  showing Hindu homes and Temples). and is made up of 3 sounds. Explain how this symbol is very special to Hindus, the most important symbol they have. Play the audio  track or a video demonstrating the sound that this symbol represents or demonstrate it to the pupils. Explain that Hindus believe it is the sound of the universe being created and is said at the start of prayers and rituals. Practice saying Aum.

 Draw and decorate the Aum symbol and explain what it means to Hindus

Southwark Education Agreed Syllabus for Religious Education Non-statutory units Page: 2 Hinduism Part 2 Unit 3 Title: Hinduism and the Environment Year: Unit 3 Session 2 A A Learning objectives T T Suggested teaching activities Focus for assessment Sensitivities, points to 1 2 note resources

Pupils should:   Recall knowledge from previous lesson about the Resources:  know that Hindus Aum sound. Talk about how there are many different How the World came to have a variety of examples of stories explaining how the world began. be from Hindu Stories by stories about the Anita Ganeri. beginning of the  At a level appropriate to pupils’ age / abilities read Isbn 0 237 52032 X universe; them the story of how Hindus believe Lords Vishnu Video: Creation Stories and Brahma were involved in creation. The Heart of Hinduism  know one of the primary pack Audio CD Hindu creation  Unpick the story into stages and sequence it. Give Track 19 ‘Creation story’ stories; each pupil part of the story to describe in detail. Images of Vishnu and Then, working in groups, pupils can collect a set of Brahma  know the 6 types of sequenced descriptions of part of the story and A Hindu Creation story living being illustrate in some way, capturing the atmosphere of sheet. according to Hindu  the moment. This could be done as collage, ‘Creation from the creation stories. watercolour, pastel or printing. Bhagavad Purana’ by Ananta Shakti Das Display writing and illustrations. Isbn 0 9522 686 7 1

NB. the 6 categories of living things are: 1) The aquatics 2) Plant life 3) Insects & reptiles 4) Birds 5) Mammals 6) Humans

Southwark Education Agreed Syllabus for Religious Education Non-statutory units Page: 3 Hinduism Part 2 Unit 3 Title: Hinduism and the Environment Year: Unit 3 Sessions 3 & 4 A A Learning objectives T T Suggested teaching activities Focus for assessment Sensitivities, points to 1 2 note resources

Pupils should:   Recall what pupils know: Resources  know about the  about the soul placed in all aspects of life at Video showing cows in Hindu concept of creation; India ahimsa – respect  that all items in creation have a spark of God Information sheets: for life; in them; Caring for cows  Hindu attitudes to creatures and other human The Ox- Power & Cow-  relate the beliefs of  beings; Protection Hindus about the  Hindus treat animals and especially the cow Project, sanctity of life to with respect. Bhaktiveda real situations. nta Manor Find out about how Hindus treat cows by (temple), investigating the caring for cows project at New Hertfordshi  Vrindavan and / or the Cow protection programme at re, Bhaktivedanta Manor. Read the Caring for cows and England, What is Cow protection? Information sheets. Discuss UK what these mean for the daily life of Hindus and for a Assisi declaration sheet. society run on Hindu lines. Newspapers and news  magazines Show pupils a section of Video showing how cows roam free in India.

Present the group outcomes to the class in lesson 4 The Assisi declaration and then, as a class, make a set of agreed rules for may be a useful additional how the class believe human beings should treat the information text for the planet. most able

(Continued on next page)

Southwark Education Agreed Syllabus for Religious Education Non-statutory units Page: 4 Unit 3 Sessions 3 & 4 continued A A Learning objectives T T Suggested teaching activities Focus for assessment Sensitivities, points to 1 2 note resources (Continued from previous page) Assessment Levels Level 2Attainment target 1   Assessment Task Pupils use religious words and phrases to identify some features of The relationship between humans and the earth is religion and its importance for some very complex. Taking into consideration the views of people. They begin to show Hindus as seen in the information sheets and the awareness of similarities in video footage, working in pairs: religions. Pupils suggest meanings a) Select and collect items from the newspapers for religious actions and symbols. They identify how religion is that would demonstrate or run contrary to expressed in different ways. Hindu views of caring for creation; Attainment target 2 b) Make a presentation incorporating these, Pupils ask, and respond sensitively explaining your choices and how they affirm or to, questions about their own and others’ experiences and feelings. contradict Hindu values about creation; They recognise that some questions c) Link to the Hindu creation story; cause people to wonder and are d) Add a definition of Ahimsa to your display; difficult to answer. e) State your own views about how animals should be treated. Level 3Attainment target 1 Pupils use a developing religious vocabulary to describe some key features of religions. They make links between beliefs and sources, including religious stories and sacred texts. They begin to identify the impact religion has on believers’ lives. They describe some forms of religious expression. Attainment target 2 Pupils ask important questions about religion and beliefs, making links between their own and others’ responses. They make links between values and commitments, and their own attitudes and behaviour. Southwark Education Agreed Syllabus for Religious Education Non-statutory units Page: 5 Hinduism Part 2 Unit 3 Title: Hinduism and the Environment Year:

Unit 3 Sessions 5 & 6 A A Learning objectives T T Suggested teaching activities Focus for assessment Sensitivities, points to 1 2 note resources

Pupils should:   As a class design a ‘Faith Garden’ where people Resources  put knowledge might spend time in tranquillity meditating or Books and website about Hindu beliefs reflecting on the beauty of nature. Your faith garden addresses relating to about creation into should reflect spiritual and community values. It plants. Books about faiths practice. should appeal to the senses. It can incorporate faith and faith symbols. symbols from as many faiths as you like alongside Hinduism and may include plants from different http://www.reep.org/ countries that may be related to the faiths concerned.

Somewhere in the garden should be statements   from the religions featured, relating to the environment and how humanity should treat it.

Pupils could be grouped with each group focusing on a different area or faith. The garden should be  designed as a place of rest, peace and tranquillity.

If possible the final design could be suggested to the school council as potentially providing ideas for an area in the school grounds. Alternatively it could   become a multi-media presentation to explain to another class / classes or local community groups the way that the final design meets the brief given.

Southwark Education Agreed Syllabus for Religious Education Non-statutory units Page: 6 Hinduism Part 2 Unit 3 Title: Hinduism and the Environment

Unit 3 Session 1

Southwark Education Agreed Syllabus for Religious Education Information sheet Hinduism Part 2 Unit 3 Title: Hinduism and the Environment

Unit 3 Session 2 A Hindu Creation Story

There was no heaven, no earth and no space between. A dark ocean lapped against the shores of emptiness and floating on the waters was a giant cobra, Ananta the king of serpents. Resting on his endless coils lay God, Lord Vishnu, protected by the mighty serpent. Everything was peaceful, still and silent. Nothing moved.

Then, from the depths of the sea a humming sound began, ‘Aum’.

The sound grew and spread, filling the emptiness and throbbing with energy. ‘Aum’

Vishnu awoke. It was time. The long night had ended and as the dawn began to break, from Vishnu's navel grew a magnificent white lotus flower. In the middle of the lotus blossom asleep lay Lord Brahma, the Creator. While Brahma slept nothing existed.

Vishnu spoke, 'Awake! It is time to begin.'

As Lord Vishnu spoke a mighty wind swept up the waters and Lord Vishnu and the serpent king vanished.

Brahma awoke and began to create the world. He remained in the lotus flower boat, floating and tossing on the great ocean. Then he stood, raised his arms and calmed the winds. He split the lotus flower into three, making one part into the heavens, another part into the earth and the third part into the sky. In that moment the world had begun.

Brahma created grass, flowers, trees and plants of all kinds to cover the new earth. To these he gave the sense of touch. Next he created the animals and the insects, large and small, to live on the land. Some had fur, some had skin, some had scales, some were armoured, some were tiny and some huge, some timid and some fierce. He made birds fly in the air and fish swim in the sea. To all these creatures, he gave the senses of touch and smell. He gave them the power to see, hear and move.

Now Brahma made someone to care for the world, someone to enjoy it and take care of it Brahma created a new and different creature made as male and female. The man was called Manu, wise and the woman was called Shatarupa, mysterious.

Manu and Shatarupa had been created out of Lord Brahma himself. They walked off into the world Brahma had given them to take over their new responsibilities.

Hindus believe that a part of God’s spirit can be found in all creation. It gives creation life. Hindus also believe that the world will continue to exist until Brahma falls asleep again. At that point it will cease to exist and all will return to God again until Brahma awakes once again.

Unit 3 Sessions 3 & 4

Caring for Cows

An ancient prayer states:

O’ Lord of Lords, You are the well-wisher of the cows and brahmanas, and You are the well-wisher of the entire human society and the world. (Visnu Purana 1.19.65)

The protection of the cows and the bulls is very important in Hinduism. The cow is though of as a “mother” because she provides milk for human society and the bull is a “father” because the bull helps plough the land to produce crops.

Cows’ milk is an important form of nutrition, especially for children. A wide variety of sweets and other foods are produced from milk. Ghee, or butter oil, is used in cooking and frying vegetables and grains.

Ghee is also used for worship in the temples and is poured on the sacred fire during special ceremonies. Ghee is very special because it remains fresh indefinitely without refrigeration.

In ancient times, when Lord Krishna resided in Vrindavan, He personally tended to and protected the cows, as well as maintained the peacefulness and the natural beauty of this rural village where he grew up.

These days in New Vrindavan, the residents try to apply this same principle of cow protection and even have an “Adopt A Cow” program. Their cows are never to be sold and shipped off to slaughterhouses.

The cow protection program at New Vrindavan started with one cow in 1969 and had risen to 400 by 1989. For the first ten years of the project the cows were milked by hand. The cow barn was in the middle of the community at Bahulaban and the cows were a very important part of community life. Every day all the residents knew how much milk the cows had produced.

In the early 1980’s, the community built a new worship and residential complex 3 miles up the road. A large dairy facility was also built near the new complex. At this time they started to increase the herd’s size and set

Southwark Education Agreed Syllabus for Religious Education Information sheet Hinduism Part 2 Unit 3 Title: Hinduism and the Environment up an automated milking parlour that processed the milk of the 80 or so milking cows (out of a total herd of 400). Most of the milk was sold to a local dairy company, as the community needed only a fraction of the milk. However this new project did not survive and the team have reduced their project and brought it back to the heart of the community.

The community maintains a herd of about 160 cows, including 10 who are milked. The milking cows are housed in a new and smaller dairy facility right by the temple and living complex. The devotees again milk the cows by hand and their milk is used in the community.

In Hinduism killing cows is banned and those that no longer produce milk are not slaughtered, they are retired.

Unit 3 Sessions 3 & 4 What is Cow Protection? (Adapted from: http://www.iscowp.com/cowprotection/protect.html)

Hearing the term "Cow Protection," people typically have one of two reactions. Some think protection is for endangered species, and since there are lots of cows, it's better to concentrate on whales. Others think it may be some pagan worship of animals.

THE ACTUAL PHILOSOPHICAL REASON FOR COW PROTECTION IS VERY SIMPLE:

Hindus believe that all living entities should be protected from slaughter and other violence at the hands of humans. Not only cows, but also animals have souls the same as we do. All are children of God, all are dear to Him.

With this view in mind, it can be seen that slaughter is a form of MURDER.

The cow is our MOTHER. Hindu philosophy teaches there are 7 mothers: 1) the birth mother; 2) the nurse; 3) the wife of the priest; 4) the wife of the king; 5) the wife of the guru (teacher or spiritual teacher); 6) the earth; 7) the cow.

The cow is considered one of our 7 mothers because she gives her milk to nourish us.

Hindus believe that all mothers hold a position of respect, and since one does not kill and eat one's mother, the cow should not be killed and eaten. Likewise, the bull is our father because he can plough the earth to produce food grains. One does not kill and eat one's father and mother - not even when they are old and less economically useful.

Unit 3 Sessions 3 & 4

The Hindu section of the Assisi Declaration

Humans are not separate from nature. All objects in the universe, beings and non-beings are pervaded by the same spiritual power.

The human race is not seen as something apart from the earth… Nature is sacred and God is expressed through all its forms. Reverence for life is an essential principle as is ahimsa (non-violence).

Nature cannot be destroyed without humanity destroying itself.

God is not outside creation.

Unit 3 Sessions 3 & 4 Please note that the project is open to school groups, as one feature of the temple community.

The Ox-Power & Cow-Protection Project Bhaktivedanta Manor (temple), Hertfordshire, England, UK

The following is an interview with the manager of this project, Shyamasundara Das.

Shyamasundara was in the Royal Marines before joining the Bhaktivedanta community in 1982. He is now married with three children and lives in Hertfordshire.

1. Q: When did the programme begin and how?

A: The Cow Protection project at Bhaktivedanta Manor has been running since1973. It was started under the direction of the Hindu saint who started ISKCON (A.C. Bhaktivedanta Swami). He requested his disciples to increase the herd until we have 150 cows and bulls. He also asked us to buy the land needed for that size of herd.

Bhaktivedanta Manor is Europe’s first Cow-protection Project.

2. Q: How long have you been involved, and what is your role?

A: I have been the Cow-protection Project Manager since 1993

3. Q: What changes have you seen over the years?

A: One big difference between 2003 and 1973 is the amount of land for the cows. In 1973, we owned 17 acres. The cows and oxen used 7 acres. Now, in 2003, the temple has 77 acres of land, and 60 acres are used for the cattle.

The number of farm buildings also increased. We now have one large cowshed, a hay barn and one shed for the equipment, such as the

ploughs. We are now planning some wonderful new buildings. Guests will be able to watch the animals

(for example when they are being milked) without disturbing them. The new buildings will be for 60 animals and all their food and equipment.

Since 1973, we have acquired much ox-powered farm machinery. This includes ploughs, tilling equipment, seed drills, hay mowers, hay tenders, and a number of carts and wagons. At the centre of this equipment is an ox-powered treadmill. As the oxen move round in circles, they drive equipment, such as for milling flour.

4. Q: How many cows and oxen do you now have?

A: 15 cows and 14 oxen

5. Q: What do you use the bulls for?

A: Pulling a wagon for tours of the project. This includes school groups. Ploughing and cultivating the land Hay making Transporting and spreading manure as fertiliser General farm transport

6. Q: What do you use the cows for (e.g. where does the milk go)?

A: The milk goes to the temple kitchens. One of the main uses is to prepare milk-sweets (such as barfi). These are used in the worship, and are offered to the deities (murtis) every day.

Milk is also used in cooking for the people in the community (the priests, the students, and others who live in the temple or nearby).

7. Q: Some people say that milk is bad for us. How do you respond to this?

A: It depends whom you listen to! I recently heard a radio programme where it said that milk products can help us to lose weight. Many doctors say it provides calcium and is good for teeth and bones. Our holy books say that milk contains all the vitamins needed for a balanced diet.

We are all strictly vegetarian. Meat is very high in fat. So, drinking milk and eating milk products is not unhealthy for vegetarians. In fact, drinking milk is a non-violent way of getting the useful fats that most people get in their diet by eating meat.

We believe that it is by God’s arrangement that so many products can be made from milk. These include cream, cheese, yoghurt, butter, buttermilk and ghee (butter-oil).

8. Q: Some also say that milking cows is a form of exploitation. Do you think they are correct?

A: God has created a balanced world where there are connections between all living beings. We say that God has made a relationship between cows and humans. Cows and bulls are protected by man (or at least they should be) and in return the cows give milk and bulls give their power.

Those who care for cows know that the cow gives more milk than her calf needs. This is nature’s arrangement - cows’ milk is not just for the calf but also for humans.

When a person takes all the milk from the cow and doesn't give any to the calf, that is exploitation. Cows, like all of us, want to be loved. Those who work here with cows enjoy looking after them. There are benefits for both cows and humans in this relationship.

If a cow has stopped giving milk and is sent to the slaughterhouse, then that is exploitation. Here at Bhaktivedanta Manor, we care for the cows and bulls even after they have stopped giving milk or they are too old to work. This is a sign of care and consideration. It is wrong to

see animals simply in terms of profit, and to slaughter them in their old age or when it no longer suits us to keep them alive.

9. Q: Many textbooks write "Hindu people worship cows". Is this true?

A: When we offer respects to someone, especially someone we love, that’s what we in our tradition mean by ‘worship’. God is there in everyone. He is not separate from our lives, demanding that we only worship Him and that we neglect to worship what is dear to him. If you say you love me but don’t show love to my children or my dog, then do you really love me? We must worship God, but also those things that God likes.

Krishna likes the cows. They are gentle creatures. They are like our mother because they give milk. It is very important to respect your mother. Hindus also believe that Nature and the earth are mothers – they nourish and look after us.

Hindus also believe that harming animals, especially cows, brings us bad luck (bad karma) and if we treat them well, then our lives will become happy and prosperous. If we want a peaceful world, then we must give up all types of violence.

10. Q: What equipment do you have at your farm (e.g. is it old or modern)?

A: Most equipment is modern because we have found that the older, antique tools are not easy to repair or replace. There are still many companies that manufacture the machines we need; they usually supply farmers in Africa and other countries where animals are still used instead of tractors. In the USA, there are some Christian farm communities that use horses and we have bought some of their equipment.

11. Q: What is the philosophy behind your project?

A: We want to produce all our own milk and food, for the pleasure of the temple deities as well as for the residents and for visitors.

We also practice the idea of ahimsa (non-violence). The soul is present in all living beings. Animals feel pleasure and pain just as we do. If we really understand this, then we cannot do harm to anyone.

The cows will be cared for throughout their whole lives. We will never sell or give away a cow or bull unless they will be treated properly

Calves are allowed to drink milk directly from their mothers until their weaning age of around 5 to 7 months. Cows are hand milked. We want to grow as much of our own food as possible

12. Q: How is your project connected with education?

A: On average 4 or 5 schools per week visit Bhaktivedanta Manor to learn about Hinduism. Part of the experience is to tour the farm by ox- cart. The schools are taught about the importance of the cow to

Hindus and can meet them face-to-face. Our cows are much more peaceful that those who know they are going to be killed.

There is a college at Bhaktivedanta Manor and many students get trained to work with the cows and oxen. There is also a nursery and a primary school at Bhaktivedanta Manor. The farm makes it a more interesting school and helps pupils see the hand of God in our everyday lives. Having cows and oxen around creates a very pleasant atmosphere.

Southwark Education Agreed Syllabus for Religious Education Information sheet