Religionshinduism, Buddhism, 7Udai5m, Christianity, and Islam
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DOCUMENT RESUME ED 056 967 SO 002 257 TITLE World Religions. Senior Division. INSTITUTION Ontario Dept. of Education, Tcronto. PUB DATE 71 NOTE 28p. AVAILABLE FROMOntario Department of Education,Publications Office, Mowat Block, Queens Park,Toronto 182 Canada EDRS PRICE 4F-$0.65 Hc-T3.29 DEsCRIPTORS Biographies; ChristiFnity; CurriculumGuides; Fine Arts; *Humanities; InquiryTraining; Interdisciplinary Approach; Islamic Culture;Judaism; *Religion; Religious cultural Groups;*Religious Education; Resource Guides; SecondaryGrades; Seniors; *Social Studies Units;Surveys; Teaching Guides; Thematic Approach IDENTIFIERS Canada; Hinduism ABSTRACT This curriculum guide provides ageneral view of the various_considerations governing a senior year orhigh school course in world religions. An earlysection on objectives sets out someof the aims of a course in worldreligions. It states that the particular aim should be the developmentof a sympathetic understanding of the meaning of differentreligions and their effect on the life and thoughtof their adherents. At a morepersonal level, such a course should help a studentto clarity his thinking on some of the fundamental questionsabout himself-and his relationship to his fellow man, to the'universe,and to the concept of a transcendent order. In the next section,Designing a Local Course, some of'the implications of these aims are exploredin a general discussion of teaching strategies, materials,learning activities, and points of view. Five possible ways of organizing a.courseare suggested;\ inquiry, biographical, survey, the arts,and a thematic approach. Teachers will probably prefer todraw from several of these in constructing a course. Alsoincluded are general comments and suggestions on five differentreligionsHinduism, Buddhism, 7udai5m, Christianity, and Islam. The choice ofthese religions is not intended to be restrictive but to give ageneral idea of the type of considerations that should govern theplanning and development of A course. (Author/n.8) World Religions fricAn) Ontario Department Senior Division of Education 1971 1 World LLS: DEPARTMENT OE HEALTH. EDUCATION & WELFARE Religions OFFICE OP EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECES- SARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR FOLIC), Ontario Department 1971 of Education Senior Division This curriculum guideline presents a exchange of knowledge gained from rationale within which teachers may experience in the variety of communities plan courses in World Religions in the in Ontario. Senior Division. It is a preliminary Within the framework stated here statement and it is intended that it courses may be designed for credit shoulci be replaced in due course by a leading to a Secondary School revision based upon experience with the Graduation Diploma. At this present document and reaction to it. experimental stage, courses in World For this reason, all courses designed Religions may form no more than two within the rationale of this guideline willcrenits in a student's program; these be considered experimental. The local should be taken in different years. The board of education must endorse any details of planning within these limits are courses to be offered and, in applying to the responsibility of the school. Some the Department for approval of such teachers may choose a relatively short courses, the director of education shouldcourse of a single semester, while others indicate that the board has in fact given may prefer longer courses. Courses may this support to any course proposed. not be offered toward the Secondary During the implementation of these School Honour Graduation Diploma at courses, the Department of Education, this time. through the Regional Offices, will Despite the fact that this guideline maintain liaison with the schools applies only to the Senior Division, it is involved so that subsequent guidelines felt that the perspective suggested in this may be based on experience and guideline will be of value in other knowledge derived from as many sourcesdivisions. Students come into contact as possible. Program consultantsfrom with their own and with other religious the Regional Offices of the Department traditions in many contexts. The of Education will visit courses viewpoint of this document can be established under this guideline for the applied when religious matters arise in purpose of giving advice, gathering the course of other studies by pupils of information, and assisting with the any age. Contents Introduction Aims and Objective Designing a Local Course Some Possible Approaches Inquiry Approach Biographical Approach Survey Approach An Approach Through the Arts Thematic Approaches Five Religions Hinduism Buddhism Judaism Christianity Islam Resources Bibliography Fihnstrips Reprints Films Recordings of Music Replicas Introduction One of the consistent threads that runs education. A study of the religlons of through man's history from the earliest man is one of a number of ways to move days is some form of religious life and toward this goal. expression. Much of this expression This guideline gives only a general view derives from questions about the of the various considerations governing a meaning of life and the mysteries of school course in World Religions. The nature and from the search for answers religions themselves and many of the to such questions. Religion and religiousissues related to teaching about them are expression are one way of interpreting complex and, therefore, suggestions are and responding to human experience andmade for further reading. References in of attempting to find answers to these the text are in short form; details of fundamental questions. publication and descriptive annotations The study of the religious experience of are given in the bibliography. Writing in others can be absorbing. Today, with thethis field is extensive and the fact that increase in the speed of travel and many books are available in paperback communication and our consequent form will, therefore, be convenient and greater interdependence, we have even economical. In addition to the references more need to become aware of the given here, many of the books mentioned traditions, responses, and aspirations ofcontain bibliographies of their own. The other men. To understand the worla importance of non-print resources should through an understanding of our fellow not be overlooked; a few suggestions are men must be one of the aims of found at the end of the document. Aims and 3bjectives The title of this document, World will depend on the answer given to this All programs offered in an educational question. Some practical ways in which context share at root a similar goal: the Religions, has been chosen deliberately. development of skill and understanding There is at present no general agreementthis matter might be explored are in worthwhile areas which are of value about the name by which the academic described in the section, Some Possible and interest to the student. An individualstudy of religions should be known. Approaches. Among other terms, Comparative course in this context may haveaims at On the approach to religions several levels, some more personal than Religion asrl History of Religions have Banton: Anthropological Approaches to the others. At one level it should develop thebeen used, but neither conveys Study of Religion skills of learning and communication adequately the spirit that should Bettis: Phenomenology of Religion and also understanding of a given body dominate a course planned within this De Vries: The Study of Religion: A Historical of subject matter A course in any guideline. Approach subject should a".so help the student find One problem in comparative study is Hinnels: Comparative Religion in Schools ways in which lie may relatehis own the lack of fundamental criteria for King: Introduction to Religion: experience to what he learns in his comparison. Comparative religion easily A Phenomenological Appro.)ch studies. The role of the school in becomes competitive religion and thus Lewis: The Study of Religions connection with the former aim is to undermines the basic aims of the course. O'Dea: Sociology of Religion provide the resources and other assistanceYet, despite the fact that comparison Smart: Religious Experience of Mankind that lead to understanding, while in Streng: Understanding Reltgious Man should not provide the starting point, Toynbee: An Historian's Approach to relation to the latter it should assist the it is almost impossible to explore several Religion student to clarify his own position religions without an element of Waeh: The Comparative Study of Religions without telling him what specific comparative study asserting itself. It is Yinger: Sociology Looks at Religion viewpoh It he should adopt. best to confine comparisons.in school On the study of religions and the Apart from the general aim stated above,classes to very specific aspects of religionindividual student the particular aim of a course in Woild and religious practice and tc ensure Smart: Secular Education and the Logic of Religions should be the development of that they remain incidental to the Religion a sympathetic understandingof the organfzation and presentation of the Wilson: Education in Religion and the meaning of different religions and their course as a whole. Emotions effect on the life and thought of their On Humanism There is a somewhat similar problem in