Where in the World? Finding the Major World Religions Read Through The

Total Page:16

File Type:pdf, Size:1020Kb

Where in the World? Finding the Major World Religions Read Through The Where in the world? Finding the major world religions Read through the information carefully. Here are some facts about religion in the world today: • 86% of the world’s population are religious. • Nearly a third of people in the world are Christians. • A quarter of people are Muslims. The charts below show details of the religious populations in the world. The table gives information on the major world religions. Religion People World UK Numbers Started in Main Numbers countries today Buddhism Buddhists 500 million 63,000 India Eastern Asia Christianity Christians 2.3 billion 33 million Palestine/Israel Worldwide Hinduism Hindus 1.1 billion 832,000 India India Islam Muslims 1.8 billion 4.1 million Arabia Middle East, Africa, Pakistan Judaism Jews 14.5 million 290,000 Palestine/Israel Worldwide Sikhism Sikhs 27 million 430,000 India India, UK Where did the major religions start? India The Middle East The oldest of the major religions is Hinduism. In a Judaism started in the land that is today called sense, Hinduism is not a single religion but a Israel. About 2000 years ago, some Jewish people mixture of various related traditions. The began to follow the teachings of a Jewish leader youngest religion is Sikhism. Although its founder, named Yeshua ben Yosef, better known as Jesus. Guru Nanak, was born into a Hindu family, the They were the first Christian. religion he started is completely separate. In 610CE, in Arabia, a man called Muhammad Similarly, the founder of Buddhism came from a claimed to have received messages from the God Hindu background, but established a new religion of the Christian and Jewish people. This was the birth of Islam. How did the religions develop? The major religions all changed in the centuries after they started. All the religions began to spread, for example: • 2000 years ago, Jewish people were persecuted by the Romans and forced to move to other parts of the world. • In the 19th and 20th centuries, some Hindus, Muslims and Sikhs settled in the UK as British subjects. The numbers of people practising major religions grew, for example: • Buddhist merchants travelled along international trade routes, and people they did business with became Buddhists. • Christians sent missionaries to different countries to teach their faith. The religions began to split, for example: • There have been disagreements among Christians about teachings and the leadership of the Pope, dividing the religion into different groups. • Some early Buddhists believed their ideas and practices should be more inclusive, so started a new movement. As a result of these changes, the major religions are now practised across the world. What is the future of religion? According to the Pew Research Center, fewer babies are born into non-religious families than into religious ones. As a result, the number of people growing up with no religion is projected to fall. It is therefore predicted that more people will become religious. For example: • Between 2015 and 2060, the population of Christians is likely to rise by 34%. • Over the same period, the Muslim population will increase by 70%. • By 2060, the numbers of Christians and Muslims will be roughly equal and will amount to two- thirds of the world’s population. • Apart from the USA and much of Europe, the proportion of non-religious people is declining compared to the population as a whole. Activities Now you have read through the information, have a go at these activities. The ones in the GREEN box are the easiest ones, then YELLOW, then RED. If you find one set of tasks easy, move up to the next set. If you find you are struggling, do your best to finish that box and then stop. 1. What proportion of the world’s population is Christian? 2. What was Jesus’ Hebrew name? 3. Which three of the world’s major religions started in India? 4. Draw a bar chart to show the numbers of followers for each of the world’s religions. 5. Draw a bar chart to show the numbers of the followers of each of the religions in the UK. 6. Draw a timeline of the founding of the major religions of the world. 7. Explain how the major faiths developed. 8. ‘The major religions have no relevance to people in the 21st century.’ Consider arguments for and against this statement. What do you think? .
Recommended publications
  • Business Ethics – Perspectives from Christianity and Islam
    Business Ethics – Perspectives from Judaism, Christianity and Islam Munir Quddus, Prairie View A&M University Henri Bailey, III, Prairie View A&M University Larry White, Prairie View A&M University INTRODUCTION There is increased emphasis on teaching and writing on ethical issues pertaining to business learning business ethics. A highly pertinent from the various faith perspectives. question is the role of faith and religious beliefs on ethical business practices in a community. Ethical and Moral Issues in Business – The question is important for the teaching and The Common Ground learning of business ethics in colleges. After all it is widely recognized that home is the first 1. Bribery school for most, and many college students already are firmly committed to a particular “Bribery is the practice of offering a faith or church by the time they attend college. professional money or other favours in order to Do religious teachings and upbringing help circumvent ethics in a variety of professions. It produce more ethical business managers? What is a form of corruption and is generally illegal, are the teachings of the major religions or at least cause for penalties from professional regarding ethical practices in wealth creation? organizations.” This paper focuses on the traditional teachings (Wikipedia the Free Encyclopedia) of Christianity, Islam and Judaism on business ethics related issues. The Jewish Perspective LITERATURE REVIEW According to the Jewish perspective, bribery makes sinners: From the Book of Psalms 26:9- There is an extensive literature in every major 11 we have, faith – Christianity, Islam and Judaism- on the values, legal codes of conduct on the managing 9 Gather not my soul with sinners, nor of business, the workplace and the my life with men of blood; accumulation and use of wealth.
    [Show full text]
  • Date: ___Unit 9: Culture Packet: Religion Direc
    Name: ________________________________________ Class Period: _______ Date: _____________ Unit 9: Culture Packet: Religion Directions: Annotate the reading and answer the questions. People love to wonder. Can you remember how many questions you asked your parents when you were small? We wonder about the dark crevasses in the ocean floor, the nature of black holes, and what happens to us when we die. The five billion people of earth lead very different lives, but they are united in their ability to wonder. Everyone has something special that they wonder about because people are naturally curious. Some people concentrate on the mysteries of the physical world. Benjamin Franklin boldly tied a key to a kite to understand lightning-and nearly fried himself in the process. Christopher Columbus bravely sailed to what many believed to be the edge of the flat earth to discover a new world. Other "explorers of the spirit" left kingdoms behind in order to discover more about the heavenly world. Their revelations and experiences became the cornerstones of the major world religions. All religions began with one person wondering about the meaning of life. The word, "religion" comes from the Latin word religare, which means "to tie." People of all faiths believe that their religion ties them to a higher purpose. Some feel that religion ties them to a sense of community through shared values. Religion has also tied art, culture, and societies together for thousands of years. Magnificent buildings, beautiful works of art, and stirring books have been inspired by religious faith. Religion helps people figure out the meaning of life and the mystery of death.
    [Show full text]
  • The Relationships Between Values, Religious Teaching and Development Concepts and Practices: a Preliminary Literature Review
    Religions and Development Research Programme The Relationships between Values, Religious Teaching and Development Concepts and Practices: A Preliminary Literature Review Justina Dugbazah Research Associate Religions and Development Research Programme International Development Department University of Birmingham Working Paper 33 - 2009 Religions and Development Research Programme The Religions and Development Research Programme Consortium is an international research partnership that is exploring the relationships between several major world religions, development in low-income countries and poverty reduction. The programme is comprised of a series of comparative research projects that are addressing the following questions: z How do religious values and beliefs drive the actions and interactions of individuals and faith-based organisations? z How do religious values and beliefs and religious organisations influence the relationships between states and societies? z In what ways do faith communities interact with development actors and what are the outcomes with respect to the achievement of development goals? The research aims to provide knowledge and tools to enable dialogue between development partners and contribute to the achievement of development goals. We believe that our role as researchers is not to make judgements about the truth or desirability of particular values or beliefs, nor is it to urge a greater or lesser role for religion in achieving development objectives. Instead, our aim is to produce systematic and reliable knowledge and better understanding of the social world. The research focuses on four countries (India, Pakistan, Nigeria and Tanzania), enabling the research team to study most of the major world religions: Christianity, Islam, Hinduism, Sikhism, Buddhism and African traditional belief systems.
    [Show full text]
  • University of International Business and Economics International Summer Sessions
    University of International Business and Economics International Summer Sessions REL 110:Meeting People from the World’s Religions Term: July 4- August 4 2016 Instructor: Christian van Gorder Home Institution: Baylor University Email: [email protected] Class Hours: Monday through Thursday, 120 minutes each day Office Hours: TBD Teaching Assistant: TBD Email: TBD Discussion session: TBD Total Contact Hours: 64 contact hours (45 minutes each, 48 hours in total) Credit: 4 units Course Description: This introduction to the World’s Religions course is intended to provide a survey of the major faith traditions lived and practiced by people throughout the world. The major Religions of India, China, Japan, Europe, Africa, and North America including Hinduism, Buddhism, Taoism, Confucianism, Judaism, Christianity, and Islam will be introduced with historical context and reflection about religious beliefs and practices. New religious movements will also be introduced as well as the worldviews of people of non-faith or non-religious traditions. The relationships between religion and society will also be discussed. Students will be introduced to the major writings of the nine larges religious traditions. Adherents of various faith traditions will also visit the classes to share with students what they most cherish about their faiths. Our goal is to encourage students to become good listeners and to gain – as far as it is possible – a participants appreciation of a given faith. Required Text 1. Molloy, Michael. Experiencing the World Religions. 2. Novak, Philip, The World’s Wisdom: Sacred Texts of the World’s Religions, San Francisco: Harper Collins, 1995. 3. The Alchemist, by Paulo Cohelo.
    [Show full text]
  • Philosophy & Religious Studies
    Religion: Spring Term List of Classes R 201D, INTRO TO WORLD RELIGIONS: EASTERN (3) Philosophy Philosophy Classes: An introduction to the major religions of the Far East: Confucianism, Taoism, Hinduism and the Buddhism of PHL 101, INTRO; KNOWLEDGE & REALITY & India, Tibet and Japan (Zen). This course is compara- PHL 102, INTRO: PERSONAL MORALITY & SOCIAL tive and taught from a broad historical and sociologi- JUSTICE Religious Studies cal perspective, and does not endorse any particular faith tradition. PHL 103, INTRODUCTION TO LOGIC PHL 251, ETHICS CRN 30809, MWF, 1:00-1:50 pm, Dr. Ken Kirby PHL 263, PHILOSOPHY OF MIND PHL 283, PHILOSOPHY OF RELIGION R 202D, INTRODUCTION TO WORLD RELIGIONS (3) An introduction to major world religious traditions PHL 316, CONTEMPORARY PHILOSOPHY (Hinduism, Buddhism, Taoism, Judaism, Christianity, PHL 350, SOCIAL 7 POLITICAL PHILOSOPHY Islam), which examines both basic beliefs and ritual practices of each tradition. Origins and histories of PHL 370, PHILOSOPHY OF SCIENCE these traditions are covered, as well as their contin- PHL 380, PHILOSOPHY OF LAW Spring 2018—2019 ued practice in contemporary society. CRN 30810, TR, 9:30-10:50 am, Dr. Ken Kirby Spring Registration Begins: Religion Classes: Monday, February 25, 2019 R 201D, INTRO TO WORLD RELIGIONS: EASTERN (3) R 202D, INTRODUCTION TO WORLD RELIGIONS (3) Spring Classes Begin: Monday, April 1, 2019 Western Oregon University Bellamy Hall, Humanities Division 345 N. Monmouth Avenue Monmouth, OR 97361 Division Office: HSS 313 Phone: 503-838-8408 Department
    [Show full text]
  • Religion and Geography
    Park, C. (2004) Religion and geography. Chapter 17 in Hinnells, J. (ed) Routledge Companion to the Study of Religion. London: Routledge RELIGION AND GEOGRAPHY Chris Park Lancaster University INTRODUCTION At first sight religion and geography have little in common with one another. Most people interested in the study of religion have little interest in the study of geography, and vice versa. So why include this chapter? The main reason is that some of the many interesting questions about how religion develops, spreads and impacts on people's lives are rooted in geographical factors (what happens where), and they can be studied from a geographical perspective. That few geographers have seized this challenge is puzzling, but it should not detract us from exploring some of the important themes. The central focus of this chapter is on space, place and location - where things happen, and why they happen there. The choice of what material to include and what to leave out, given the space available, is not an easy one. It has been guided mainly by the decision to illustrate the types of studies geographers have engaged in, particularly those which look at spatial patterns and distributions of religion, and at how these change through time. The real value of most geographical studies of religion in is describing spatial patterns, partly because these are often interesting in their own right but also because patterns often suggest processes and causes. Definitions It is important, at the outset, to try and define the two main terms we are using - geography and religion. What do we mean by 'geography'? Many different definitions have been offered in the past, but it will suit our purpose here to simply define geography as "the study of space and place, and of movements between places".
    [Show full text]
  • Confucianism & Taoism
    TEACHER’S GUIDE TEACHER’S GUIDE TEACHER’S GUIDE Follow-up Discussion __________________________ www.religioustolerance.org/ Ontario Consultants on Religious Tolerance — Promotes religious tolerance • Generally speaking, what elements do Western theologians believe must through education; this site has profiles of many religions, points out exam- be present in a religion? Should religions be judged by Western standards? ples of intolerance and addresses “hot”current topics in religion. Links from • How does Taoism resemble Confucianism? Compare and contrast the the home page include information about Confucianism and Taoism. two religious traditions. • Based upon his teachings, do you think Confucius would be a modern- Suggested Print Resources________________________ era advocate of democracy? • Cleary, Thomas. The Essential Tao. Edison, NJ: Castle Books, 1998. • Compare and contrast the role and treatment of the elderly in Chinese society with that of the United States. • Clooney, Francis X. Confucianism. Facts on File, 1993. • Why was Confucius so interested in developing social and interpersonal • Confucius. The Wisdom of Confucius. Secaucus, NJ: Carol Publishing harmony in human relationships? Group, 1996. • How are Confucianism and Taoism relevant to China today? • Hoff, Benjamin. The Tao of Pooh. Penguin, 1987. • Robinet, Isabelle. Taoism: Growth of a Religion. Stanford: Stanford Follow-up Activities ____________________________ University Press, 1997. • Organize a debate among three groups about whether Confucianism is a • Wong, Evan. Teachings of the Tao. Boston: Shambhala, 1997. religion, a philosophy or a mixture of both. • Have each student develop a chart based on the Confucian Five Relationships that clearly graphs the major relationships already formed CONFUCIANISM in their own lives. Have each chart depict the mutual responsibilities and reciprocation inherent in each relationship.
    [Show full text]
  • The Footprints of the World's Major Religions
    The Footprints of the World’s Major Religions by W B (Ben) Vosloo January 2016 The Footprints of the World’s Major Religions CONTENTS Page The World’s Religious Make-up 1 The Roles of Religions 1 Religiosity and Cultural Diversity 2 Religion as Source of Cleavage 3 Religiosity and Modernisation 4 Judaism and Jewry 5 The Core of Judaism 6 The Birth of Judaism 6 Doctrinal Foundations 7 The Jewish Diaspora and the Growth of Anti-Semitism 15 Judaism and the Jews Today 26 International Jewry and Modern Capitalism 31 Judaism in Retrospect 33 Bibliography 34 The Rise and Decline of Christianity 35 Christianity and the Bible 35 The Apostolic Preaching 36 The Canon of Scripture and the Christian Creed 36 Christianity and Western Civilisation 37 The Birth of Christianity 37 The Spread of Christianity Across the Roman Empire 40 Christianity in the Middle Ages 42 The Renaissance (13th and 14th Centuries) 43 The Reformation and the Rise of Religious Cleavages 46 The Spread of Christianity in the New World 49 Religious Refugees, Sects and Doubters 51 Impact of the French and the Industrial Revolutions 53 Church/State Separation and Religious Tolerance in the West 54 The Spread of Christianity (1780-1914) 56 Anti Christian Ideologies 56 Christianity and Science 58 God’s Wrath and Blessings 59 Christian Ethics and Political/Economic Life 59 The Emergence of European Social-Democratic Economies 60 Doctrinal Foundations of Socialist Welfarism 60 Mixed Economies 61 Comprehensive Social Security Schemes 62 Taxation Rather Than Nationalisation 63 Industrial
    [Show full text]
  • Religion and Nationalism in Chinese Societies
    RELIGION AND SOCIETY IN ASIA Kuo (ed.) Kuo Religion and Nationalism in Chinese Societies Edited by Cheng-tian Kuo Religion and Nationalism in Chinese Societies Religion and Nationalism in Chinese Societies Religion and Society in Asia The Religion and Society in Asia series presents state-of-the-art cross-disciplinary academic research on colonial, postcolonial and contemporary entanglements between the socio-political and the religious, including the politics of religion, throughout Asian societies. It thus explores how tenets of faith, ritual practices and religious authorities directly and indirectly impact on local moral geographies, identity politics, political parties, civil society organizations, economic interests, and the law. It brings into view how tenets of faith, ritual practices and religious authorities are in turn configured according to socio-political, economic as well as security interests. The series provides brand new comparative material on how notions of self and other as well as justice and the commonweal have been predicated upon ‘the religious’ in Asia since the colonial/imperialist period until today. Series Editors Martin Ramstedt, Max Planck Institute for Social Anthropology, Halle Stefania Travagnin, University of Groningen Religion and Nationalism in Chinese Societies Edited by Cheng-tian Kuo Amsterdam University Press This book is sponsored by the 2017 Chiang Ching-kuo Foundation for International Scholarly Exchange (Taiwan; SP002-D-16) and co-sponsored by the International Institute of Asian Studies (the Netherlands). Cover illustration: Chairman Mao Memorial Hall in Beijing © Cheng-tian Kuo Cover design: Coördesign, Leiden Typesetting: Crius Group, Hulshout Amsterdam University Press English-language titles are distributed in the US and Canada by the University of Chicago Press.
    [Show full text]
  • Religious Studies (RES) 1
    Religious Studies (RES) 1 RELIGIOUS STUDIES (RES) RES 101 Introduction to the Study of Religion (3 credits) This course is an introduction to the central themes of both Eastern and Western religious thought. The course presentation emerges from the comparative study of religions, their sources, traditions, and multiple manifestations. Course Rotation: NYC: Fall, Spring, and Summer. PLV: Fall and Spring. RES 106 Religions of the Globe (3 credits) The course is a study of the major religious systems of the globe and the formative influences they have on human culture. Consideration will be given to Hinduism, Buddhism, Confucianism, Taoism, Judaism, Christianity, and Islam. Course Rotation: NYC: Fall, Spring, and Summer. PLV: Fall and Spring. RES 106C Religions of the Globe (CAP) (3 credits) The course is a study of the major religious systems of the globe and the formative influences they have on human culture. Consideration will be given to Hinduism, Buddhism, Confucianism, Taoism, Judaism, Christianity, and Islam. Course Rotation: NYC: Fall, Spring, and Summer. PLV: Fall and Spring. RES 106CA Religions of the Globe(CAP) - LC (3 credits) The course is a study of the major religious systems of the globe and the formative influences they have on human culture. Consideration will be given to Hinduism, Buddhism, Confucianism, Taoism, Judaism, Christianity, and Islam. Course Rotation: NYC: Fall, Spring, and Summer. PLV: Fall and Spring. RES 200A Topic: Women and World Religions (3 credits) RES 200B Topic: The Bible Reading - A Textual, Historical and Literary Context (4 credits) RES 200M Topic: Women in Western Religious Traditions (3 credits) RES 200N Ancient and Medieval Philosophy and Religion (3 credits) RES 200S Topic: Religion of Islam and the Relation to Other Religious Traditions of the Middle East (3 credits) RES 200T Topic: The Gospel According to St.
    [Show full text]
  • Assessment Plan
    ASSESSMENT PLAN Assessing Effectiveness in Meeting Learning Objectives – General Strategies – AIM: To assess effectiveness of individual courses and to determine whether individual courses are meeting stated course objectives. (Learning Objectives #1 – #6) METHOD: Student Course evaluations WHEN: End of each semester AIM: To assess progress in enabling majors in our courses to meet the Religious Studies Learning Objectives (Learning objectives #1 - #5). METHOD: Thorough review of the Religious Studies curriculum and major requirements. Regular meetings of the curriculum committee. WHEN: The curriculum review was completed during Fall 2014 - Spring 2015. The curriculum committee meets every semester to monitor and reassess our success in meeting learning objectives. AIM: To determine students’ self-assessment of their mastery of the Religious Studies Learning Objectives. (Learning Objectives #1 - #5) METHOD: Exit survey of religious studies majors WHEN: For all majors, just before graduation AIM: To assess the effectiveness of our introductory course (RELS 1010) in fostering student literacy in the major world religions (Learning Objectives #1 and #3). METHOD: Student survey at the beginning and conclusion of RELS 1010 to measure improvement in religious literacy. WHEN: Fall Semester. AIM: To determine program effectiveness among recent graduates, particularly with respect to placement and performance in graduate schools. (Learning Objective #6) METHOD: Alumni Survey WHEN: To all alumni, in 3 year intervals (first conducted in 2014 using a national survey from the American Academy of Religion.) AIM: To assess the Religious Studies Program in comparison with Religious Studies programs nationwide to determine whether we follow best practices. (All Learning Objectives). METHOD: Commission a qualitative study of our program in comparison with representative programs in other public and private universities.
    [Show full text]
  • Religion (Rel) Rel 1099
    RELIGION (REL) REL 1099. Variable Topics. 1-36 Credits. REL 2165. The Gospels. 3 Credits. Explanation of Course Numbers Study of the four canonical gospels (traditionally those of Matthew, Mark, Luke, and John) in terms of each presenting • Courses in the 1000s are primarily introductory a distinct literary portrait of Jesus of Nazareth and each being undergraduate courses the product of a religious community that shared at least some • Those in the 2000s to 4000s are upper-division beliefs and practices with surrounding “pagan” and Jewish undergraduate courses that also may be taken for graduate communities. credit with permission and additional work assigned REL 2169. Lost Gospels. 3 Credits. • Those in the 6000s and 8000s are for master’s, doctoral, Examination of some of the gospels not included in the and professional-level students Christian canon. These include, among others, Q, the Gospel • The 6000s are open to advanced undergraduate students of Thomas, the Gospel of Mary, and the Gospel of Judas. These with approval of the instructor and the dean or advising lost gospels provide a fresh perspective on the development office and diversity of early Christianity. REL 1000. Dean's Seminar. 3 Credits. REL 2201. Judaism. 3 Credits. The Dean’s Seminars provide Columbian College first- A survey of Jewish thought and practice from the biblical year students focused scholarship on specific intellectual to the modern period; introduction to the Hebrew Bible, challenges. Topics vary by semester; see department for more rabbinic Judaism, Jewish philosophy and mysticism, Judaism details. in the modern period; an examination of the central rituals in REL 1003.
    [Show full text]