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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 Blackham: Humanism adherents. Such an aim will demand connection with the title History of Gibson: The Faith of the Atheist much more than a study of the main Religions. A course in world religions points of belief held by members of a should concentrate on the present and onHuxley: Religion without Revelation religion. Just as religions have affected On the Christian-Marxist Dialogue the meaning of the various religions for Aptheker: The Urgency of Marxist-Christian many aspects of human life, so the world today; the primary stress is Dialogue understanding those religions demands not on religious history. The opportunityDoyle: Comrades in Revolution an examination of a wide rangeof humanto study elements of the historical activity. The implications of the position On the search for a definition of religion dimension Already exists within other Eliade: The Sacred and the Profane outlined here for course planning are courses. Most religions, however,have Geertz: "Religion as a Cultural System" explored in a later section of this an important historical elementwithout McGee; Religion and Modern Man guideline. which the present .:;an hardly be Smart: Religious Experience of Mankind At the more personal level, World understood. With each succeeding Smith, W. C.: The Meaning and End of Religions should help a student to clarifygeneration, the tradition develops in a Religion his thinking on some of the fundamentalspecial way. Such historical study as willSpiro: "Religion: Problems of Definition questions about himself and his shed light directly on the present will, and Explanation relationship to his fellow man, to the therefore, be essential, but too great an Tillich: Christianity and the Encounter of the universe, and to the concept of a attention to historical detail could serve World Religions transcendent order. The different ways to obscure rather than enlighten. in which man has examined andansweredAt some stage during a course a student these questions and acted upon the should grapple with the question "What implications of these answers can be of is religion ?" even though it defies assistance to an individual student, but definitive answer. The teacher too will it should in no way be the role of the have to provide practical answers to the school or the teacher to tell the student question in planning the course. The which belief he should hold; such a claims of secular humanism or Marxism, decision is the prerogative of the for example, to be çwanted as religions individual. Designing a Local Course

An understanding of a religious traditionmay impair a student's grasp of the or position requires a study with many fundamentals of a religion. dimensions. A wide range of resources is A decision must be made, for example, necessary, and one of the most valuable how many sub-groups within a single can be the various teachers in the school religious tradition should be studied. whose special interests have brought Most of the major religions are divided them into contact with different aspects into a large number of sects and of world religions. The art department d enominations, some of which must be may well be of value in examining the examined and understood if one is to artistic traditions inspired by religion. understand the religion at all. For The teacher of literature may be of help example, to attempt to understand in exploring both the sacred literature inBuddhism today without distinguishing a religion and the other branches of between the Theravada and Mahayana literature that spring from the religious forms, or to try to understand traditions. Drama had its origins in Christianity without recognizing the religious ritual and the teacher of Orthodox, Catholic, and Protestant Theatre Arts can assist in examining theforms, would be misleading. On the other details of drama in various religious hand, to attempt to understand all of the contexts, should such a study serve the many divisions within a religion such as purposes of a locally planned course. Hinduism, for example, would be beyond Geography, history, music can the scope of a course of this type. contribute also. For the more sociological aspects of an inquiry, the teacher of An important factor to consider in Home Economics may be of assistance. planning is tile extent to which the course will deal with abstract questions. Any teacher co-ordinating such a courseThe study of the philosophical positions must be familiar with a number of held by various religions can produce a religious traditions and must also be abievery abstract course which, while to relate the doctrinal aspects to the appealing to some students, may social dimensions suggested above. A seriously diminish its value for others. climate should be fostered in which a By concentrating on some of the more religion is studied sympathetically; the tangible aspects of religious expression, development of real understanding a teacher can broaden the appeal of the rather than superficial or condescending course and at the same time bring it more tolerance must be a prime objective. Theclosely within the experience of the teacher must chart a course that both students; artefacts may accomplish what listens to the interests of the students the abstract cannot. Such an approach and develops a reasoned and balanced would be particularly suitable as an account of the religion as a whole. introduction to a religious tradition. lt Many teachers have had no opportunitycould then be balanced by more abstract of exploring various religions as a part ofdiscussion that would relate the practical their own programs of study, but it is to the philosophical. imperative that teachers be assigned thisIn broadening the experience of students, responsibility who are qualified to teach one useful medium can be visits to it by virtue of either formal or informal various religious centres by the students study. or to the school by representatives of The most important consideration in religious groups. Such projects are designing a program in World Religions undoubtedly easier to arrange in larger will be the organization of the course andcentres than in areas with less the selection of material. Faced with a heterogeneous communities. Generally large number of religious traditions, eachspeaking, it is usually more valuable to one of which could absorb many lifetimeshave the class make the visit rather than of study, a teacher must avoid both a simply invite a speaker to the school. superficiality that will not provide a A visit to a church, synagogue, or reasonable understanding of a religion and an excessive attention to detail that mosque can reveal a great deal about a Religious Studies. Many offer courses penetrating questions about the criteria religious tradition which a talk from a that are open to teachers who may be that should apply in examining this area. religious I eader cannot. planning to teach World Religions in The role of rational, non-rational, and their schools. In addition, some membersother forms of support for religious A wide range of books and other learningof the university staff may be willing to positions should be borne in mind. The materials is available and care must be discuss aspects of the planning of school examination of the historical reliability taken in selection to ensure that those programs. In some cases, members of of documents, for example, forms a chosen reflect the approach to be departments may be willing to meet legitimate area of inquiry in which both followed within this guideline. students and pursue in greater detail scriptural and non-scriptural contemporaries might be examined. Among the many general accounts of various facets of religious life or world religions, for example, some take aexperience. fairly narrow theological approach whileIn recent years, one of the most On objectivity and t he teaching others place more stress on sociological significant points made in the various viewpoint and anthropological aspects. Many of writings on the subject of religious King: Introduction to Religion these differences depend on the audienceeducation in general, and on world Phenix: "Religion in American Public for whom the books were designed. religions in particular, is the question of Schools" Those written for the general reader or On religions of the worldgeneral objectivity. The debate has centred accounts suitable for students and specifically for the secondary school around two contrasting points of view. teachers student will he of value. Many of those One of these involves an approach to Aletrino: Six VVorld Religions written primarily as university textbooksteaching religion which has had as its Bouquet: Comparative Religion will be valuable for reference. In a courseaim the acceptance by the pupil of a Gaer: What the Great Religions Relies in World Religions there is advantage inspecific point of view together with the Herod: What Men Believe using a variety of books so that studentsvarious forms of behaviour which that Parrinder: The World's Living Religions can have the experience of reading viewpoint demands. Much religious parallel accounts of the same tradition. Smith, H.: The Religions of Man education in the past has had this On religions of the worldmore In addition to the various secondary particular goal_ in one form or another. detailed accounts of special intr.rest to sources for the religions, the student The opposite viewpoint maintains that, teachers should have an opportunity to read somewhile religion is and has been a significantComstock: Religion and Man of the sacred writings that form so aspe -I of the lives of many people, the King ; Introduction to Religion important a part of religious traditions. only areas that can legitimately be Ling: History of Religion East and West This will present a number of problems, examined in the context of non- McGee: Religion and Modern Man for many require considerable denominational schools are those Smart: The Religious Experience of Mankind interpretation. This guideline makes that can be described objectively. Only Anthologies of sacred writings some suggestions under each religion those forms of religious expression or Bouquet: Sacred Books of the World discussed, but it may be best to rely on activity that can be observed form part Browne: The World's Great Scriptures one of several anthologies. of such inquiry. Eliade: From the Primitives to Zen Lanezowski: Sacred Writings The printed page is limited in its Neither of these contrasting viewpoints will enable the achievement of the goal ofWhitney: Religious Literature of the West capacity to interpret the many General reference dimensions of religious life. Every effort sympathetic understanding mentioned Adams: A Reader's Guide to the Urorld should be made to broaden the students'earlier. One characteristic of most major Religions experience beyond this narrow scope. religious traditions is that at some point Zaehner: The Concise Encyclopedia of Living One way of achieving this breadth is in their perception of the world they Faiths through an examination of such aspects transeend-the purely objective. Any of religious tradition as religious objects adequate study must, therefore, take this and art works, rituals, costume, aspect of religion into consideration. architecture, and music. Film is Academic investigation of any sort especially important in illustrating requires objectivity and detachment, aspects of the social, cultural, and but World Religions must include some religious life outside the experience of theattention, from a phenomenological student. It can also stimulate analysis point of view, to those elements of and response that will enable a student religion beyond the normal criteria of to explore a tradition on both an objectivity. intellectual and an emotional plane. In this connection questions of evidence Another resource which should not be are bound to arise. Teachers mustbe rtupelnokpd is a university department ofprenared to accept a wide range of Some possible approaches

An Inquiry Approach A Biographical Approach

Five possible ways of organizing courses One way to make the study more A study might start with an examination in World Religions are suggested here_ concrete is to develop certain specific., of the lives of some leading figures. The Many teachers will not wish to confine questions about the religions under lives ef the Buddha, Jesus, and themselves to a single approach, but willstudy. Such questions could be devised Muhammad, for example, could provide prefer to draw upon several to suit the by the teacher or worked out by teacher an important starting point in a study of design of their locally planned course. and students together. the religions they founded. In religions Some features of these suggestions will such as Hinduism, where there is no Questions should be appropriate to the single founder, the lives of various holy seem familiar: in the interdisciplinary religion under study. The following approach described in this document men and religious leaders can be studied: might prove useful in the early stages of Ramakrishna, Tagore, and Gandhi, for students will examine various topics thatsuch an approach: have been part of the school curriculum example, could provide an introduction What are the objects or things associatedto Hinduism. for many years. Much history, literature,with this religion and what is their art, mythology, music, and so on cannot Even if the entire course is not organized be understood without some attention tosignificance? on this basis, the inclusion of this aspect the religious dimension whic. has long Who are the religious leaders in the in a general study can be of value in been treated in a balanced manner community and what do they do ? seeing how a religious tradition influences consistent with the aim of this guideline.What are the sacred writings of this the actions of its adherents. As religions are the starting point for thisreligion ? What attitude does this religion have to particular study, however, certain On biographies differences will emerge. The student will the concept of an after-life ? Potter: Great Religious Leaders be asked to explore the relationships What are the principal tenets of belief of Sugana: The Life and Times of M uharnmad among various factors in a more unified the religion? _ _ .:.Thajte.and Times of Buddha way than he does in the context of other What forms of worship are used in the Watt,: Muhammad - courses and also to examine the way in religion? which various aspects of religious life From such basic information further affect other aspects of living. questions might emerge: The fact that religions are the focal pointWhat is the nature of thareligious of the study means also that the personal:ommunity ? dimension of the course will relate to religious expression and experience What is the relationship between rather than to the foci provided by otherreligious and secular aspects of life? studies. This dimension should be What is the attitude of this religion examined at. some point during the toward missionary activity ? presentation of the course, preferably Why has this religion increased or through discussion_ Care should be takendecreased in the number of adherents in to chart a path between a vague pooling recent years? of personal opinion and the listing of a formal set of definitive answers to On the inquiry approach questions that would trespass on a Massi alas: ReligiousPhilosophical Systems student's need to develop these answers for himself. Decisions will have to be made on the degree of abstraction that will permeate the course. It will be noted that the suggestions that follow range from the exploration of fairly concrete questions to some highly abstract possibilities which could be handled in a way that would challenge adults. Between these two extremes, teachers should select an approach suited to the students for whom the course is being planned_ 8 A Survey Approach An Approach through the Arts

The commonest approach to World Regardless of the way a courae is various religious symbols and objects. Religions both in schools and universities,organized, it should include attention toThe account of a religion given in many especially in an introductory program, the artistic tradition and to some of the of the surveys is usually very different is through a general survey. A selection works that have sprung from it. Such a from the way in which an adherent of perhaps four to six religions could be study could also provide the starting perceives his own religious tradition. By explored in a year, one of these being thepoint for inquiry into the religious stud!, ing the various objects that form tradition. a familiar part of the religious lifeand by religion to which the majority of the class coming to understand their significance, belongs. The starting point of such a While reflective and discursive literaturea student can perhaps develop aview study could be one of the general portray much of a religious tradition, thethat, to some extent, approaches the accounts of religions of the world of great variety of art forms provides religion from within the tradition rather which so many are available. Additionalfurther insights. fiefigion has-been a resources should be available to proviths, major inspiration for artistic expression than from a position of complete a differing viewpoint where this is through the years. Painting and detachment. necessary and to supplement the basic sculpture, for example, have long playedA visit to a place of religious significance, text in such areas as art, ritual, and a role in story telling, in interpretation, either in person or through the medium sacred writing. in symbolic communication, in recording,of film, would have special value in such In such an approach there is no single and in exploring various emotional an approach. The Royal Ontario right order in which the various religionsplanes. The abmidance of temples, Museum and other museums would also must be presented, but there are several churches, and synagogues testify to the serve as a rich resource in examining the considerations that should guide one's power of architecture as a medium for art works associated with a tradition. choice. In view of the fact that religious expression. Music has The significance of many religious objectivity is necessary to this study, contributed many different dimensions objects, mezzuzahs, chalices, fonts, and there is some merit in not starting with to religious expression and is an so on, can reveal a great deal aboutthe the religion to which the majority of the inseparable part of worship in many contemporary application of one class belongs. It may be easier to achievereligions. Verbal art forms should not be particular aspect of ritual; costume for a small measure of detachment once overlooked: drama, poetry, and the example, can be the source of much methodologies have been explored in lessnovel present great opportunities to understanding about a number of familiar areas. There is merit, however, explore a religious tradition and can religions. in starting with a religion that is often provide an insight into a mode of religious thought that may not emerge On the Arts reasonably close to the student's own This is so laxge a field that selection is experience. It may be unwise also to from other approaches. especially difficult. The sections on the conclude with the religion of the majorityAn approach through the arts may individual religions, pages 11 to 16, contain of students as this may indicate by permit students to identify more closely some suggestions. implication a hierarchy of development with the response of the adherent of a On some general aspects inconsistent with the aims of the course. religious tradition through contact with Bolam: Art and Belief Another approach is to study the religions in the order in which they started in time. Thus Hinduism would precede Buddhism, and Judaism would precede Cluistianity. An advantage of this approach is that, where some of the presuppositions of two religions are similar, the relationship between them may be more clearly understood. The periods of development are long, however, and it would be easy for such an approach to become preoccupied with the historical aspect to the neglect of the contemporary; in this sense it would defeat the purpose sought by the present guideline.

For books containing surveys of world religions see p. 7. 9 Thematic Approaches

The development of certain themes The Nature of Religion theoretical level in a discussion of the within the religious tradition may solve This topic could be explored kinds of evidence relevant to each field: some problems while posing others. By progressively through an examination ofthe contrast between revelation and concentrating on one particular aspect of me of the religions in less complex empiricism. At a more practical level, the thought or life in the study of several societies, through Islam to Theravada student could study ways in which religions the student may find it easier toBuddhism. In addition, some attention conflicts in this area have or have not come to grips with the vast amount of could be given to more general writing onbeen resolved. material before him. Care should be the nature of religion. taken, however, that such a study does Religious Literature in History On various themes not degenerate into a point-form Sacred scriptures could be examined Worship comparative approach at a superficial through reading of appropriate Hedges: W ith One Voice leveL Hilliard: How Men Worship selections. The role that these scriptures Martin: Must Men Worship? One of the problems in this approach is play and have played in the life of each Parrinder: Worship in the World's Religions that to be carried on at any depth, the religion caudd then form a topic for moreFestival study demands considerable familiarity detailed study. Cox: The Feast of Fools with the tradition as a whole. There may, Suffering therefore, be advantages in using this Religion and Culture Bowker: Problems of Suffering in Religions technique towards the end of a couise asThis theme could initiate exploration of of the World a unifying feature or in the second year the cultural and social setting of religion.Life The force of religion and religious Chalmers: Meaning of Life in Five Great of a two-year program where the studentinstitutions in moulding social mores Religions can start to apply new organizing can give students insights into the valuesReligion and Culture principles to what he has learned that govern societies in different parts ofBellah: Beyond Belief previously. the world. The relationship between Bliss: The Future of Religion A thematic approach can be used with religion and politics could be a useful Cogley: Religion in a Secular Age varying degrees of sophistication, from area of concentration. The problems Cox: The Secular City the simple and concrete to the highly religion faces today in different parts of Denney: World Faiths and Modern Problems abstract. There are many themes that the world could form a useful context forLuckmann: The Invisible Religion could be examined in such a study: the discussion of various social issues. Niebuhr: Christ and Culture worship, festival, or ritual would be In particular the study of the role of Slater: World Religions and World possible starting points. At another levelreligion in the life of Canada could make Community Wood: The Magnificent Frolic one might explore such topica as a significant contribution to the Transcendence: suffering, revelation, or obligation. student's understanding of our society. Richardson & Cutler: Transcendence An advanced form of organization that As religions face social and technologicalSee also might have considerable appeal for a change in the twentieth century, many The Nature of religion: p. 5. class with a high capacity for abstract points of emphasis are being altered in Religious literature: pp. 11-16. thought would consist of several themes the search for new solutions_ Some of explored by reference to different these changes present great challenges to religious traditions. There would be no the traditional forms of religion. A study need to explore the same theme in each of how different religions meet this religion_ challenge can be most relevant in the A class with a great diversity of interest study of World Religions. may prefer to explore some of these Religion and Science questions independently, with At different periods in history, and to individuals or small groups of students some extent today, the claims and examining different aspects of a religion interests of religion and science have and then bringing the results of their come into conflict. An examinationof research to the entire group so that each this topic could be pursued at the student can relate the experience of others to the results of his own inquiry. Five Religions

The pages that follow offer general On early religions comments and suggestions on five Evans-Pritchard: Theories of Primitive different religions. The choice made here Religion is not intended to restrict the range of Hayes: From Ape to Angel the course planned by the teacher but toLong; Alpha: The Myths of Crc tion On Eastern religions give a general idea of the type of Creel: Chinese Thought from Confucius to consideration that should govern the Mao Tse-Tung planning and development of a course- Earhart: Japanese Religion Similar considerations for other religionsSmith, D. H.: Chinese Religions may emerge by analogy from those Welch: Taoism offered here. In particular, some teachers may wish to include other Eastern religions if student interest warrants it. An examination of early religion or religion in less fully developed societies may also add an important dimension to some studies. Some general suggestions on books in these two areas are made below.

11

11 Hinduism

A striking feature of Hinduism is its In approaching sacred writing, most On Hindui complexity and diversity. Within this Western readers start with the BhagavadGeneral accounts vast religion there are so many different Gita. This will probably have the most Bouquet: Hinduism philosophical and theological positions immediate appeal to students. It might Hopkins: Hindu Religious Tradd ion that it is difficult for an outsider to graspbe followed, should time permit, by someZaehner: Hinduism a feeling of unity in the tradition. Vedic hymns and some Upanishads. TheZimmer: Philosophies of I ndia context of these readings in the epic Art and Mythology Many different approaches might help atradition should be examined, although Edwardes: Indian Temples and Palaces student to understand this diversity. it win only be at a superficial level. Ions: Indian Mythology An examination of the concept of Kramnisch: Art of India transcendence and the transcendent The diversity of Hinduism can be Narayan: Gods, Demons and Others order with which the believer identifies illuminated through historical study andScriptures himself, for example, can lead to the ideathrough an examination of the various Bhagavad Cita: Trans. Edgerton of a non-personal vision of ultimate art forms that spring from the religious Bliagavad Gita: Trans. Zaehner reality. The concept of Brahman and thetradition. History various personal manifestations can be Basham: The Wonder That Was India It is particularly important to encourageChristian-Hindu relations approached either through the some awareness of India as the home of Klostermaier: Hindu and Christian in philosophical position or through the Hinduism. Film is perhaps the most Vrindaban many stories of the various gods. The Hindu view Students should become aware of at leasteffective medium short of an actual visit.Isherwood: Vedanta for the Western World Brahma, Vishnu, and Shiva, and Indian cultural centres, if they exist in Morgan: The Religion of the Hindus perhaps some of the others more closely the community, might also provide a Radhakrishnan: The Hindu View of Life associated with them. substitute for travel. Such aspects of Films Indian life as incense, music, and food Hinduism Hindu life will only be comprehensible tomay add an experiential dimension thatHindu Family students if they understand the reading alone cannot provide. India: People in Transition difference between the basic premises of Kaleidoscope Orissa living in both cultures. Such fundamental The Hindu World assumptions would include the analysis Great Religions: Hinduism of human wants and the way to reach the Filmstrips highest point in human achievement Hinduism through the paths of knowledge, work, love and the disciplines of the classical yoga. Students will extend their understanding of the first three of these concepts through examining their special meanings within Hinduism. The recent interest in transcendental meditation, for example, can provide a useful introduction to the reflective forms of spiritual discipline. An anthropological approach might aart with the Eastern perception of time which is so different from the Western view and which affects many facets of life in religious and other contexts. The law of karma, with its ethical and social implications, the special meaning of festivals, and the role that sacred literature plays, all relate to this different perception of time. 12 Buddhism

The life of Buddha as preserved in the several prominent spokesmen and many On Buddhism mythology is both so dominant and so students may be interested in this branchGeneral accounts of special value tothe of Buddhism more than in others. For teacher appealing that an examination of his life Conze: Buddhism: Its Essence and and career can be a useful starting point.the teacher this presents some problems Development A considerable amount of the Buddha's because Zen yields less to description Glassenap: Buddhism, a Non-TI istic teaching has been recorded, and the through the printed word than other Religion students should have an opportunity to religions. A useful approach might be Robinson: Buddhist Religion read some of this. The student should through film, which, taken in conjunctionSangharakshita: The Three Jewels become familiar with the two major with some of the available accounts, mayZureher: Buddhism branches of Buddhism and have some be able to convey something of the spiritGeneral accounts of special value tothe idea of the distinctive characteristics of and flavour of this particular religion andstudent each. In particular the question of the philosophy of life. It will be found that itLing: Buddhism relationship of man to society should be is almost impossible to understand Zen An inside view without some experiential element; for Thera: The Buddha's Ancient Path examined in considering the two On the Buddha himself branches, for from the positions on this example, such an element is essential for Sugana: The Life and Times of Buddha matter many different views result. Also an understanding of the role of On devotion of prime importance is the position takenmeditation in the religion as a whole. Pe Maung Tim: Buddhist Devotion by the different schools of Buddhism on The roots of Buddhism in Hinduism On Scripture the question of transcendence. Burtt: Teachings of the Compassionate should be understood, and for this reasonBuddha This latter point leads naturally into an there is much to be said for examining Conze: Buddhist Scriptures examination of the nature and definitionHinduism prior to Buddhism. Also, in Warren: Buddhism in Translations of religion. In particular, the question ofthe historical dimension, it may be On Zen whether a body of belief or response musthelpful to pay some attention to the Leggett: A First Zen Reader include a belief in God, or a number of difference between the teachings Merton and Suzuki: Zen and theBirds of gods, to be considered a religion can leadattributed to the Buddha himself and Appetite to some important discussions of the those which have grown up since. Suzuki: Studies in Zen topic. Watts: The Way of Zen If the course as a whole has stressed the On the contemporary scene As with most religions, the doctrines andcontemporary scene, there might be Brannen: SokaGahhai systems of belief in Buddhism are value in considering such recent Schechter: The New Face of Buddha complex. Some points, however, are developments as the Soka Gakkai Films relatively straightforward and should bemovement and the political role which Awareness examined by the students in some detail.Buddhism has played in recent years. Buddhism, Man and Nature They should, for example, become Great Religions: Buddhism familiar with the Four Noble Truths and Requiem for a Faith with the Noble Eightfold Path. In The Buddhist World particular, it will be appropriate to The Flow of Zen examine the Buddhist attitudes toward suffering, which is so characteristic a part of Buddhist thought. Also of prime importance is the Sangha, which can be considered in both historical and contemporary settings. These aspects of Buddhism may be understood at many different levels: at the simplest level, students may explore their own reactions to the principles on which Buddhism is founded and see how their own experience coincides with these attitudes to life and living; at a more sophisticatod level, the views of Buddhism invite mature and penetrating philosophical examination. Of the various Mahayana forms of 1 3 Buddhism, the one which is best known in the West is Zen. It has attracted n Judaism

One possible entry point into the study such prophets as Amos, Elijah, and thoseOn Judaism of Judaism might be through an parts of Isaiah that concentrate on socialGeneral accounts examination of the fundamental role of themes. Baeck: The Essence c/Judaism the family in the religion as a whole. In In the historico-political dimension, the Belford: Introduction to Judo ism this context might emerge such matters developments related in the Bible could Domnitz: Judaism as worship and observances. The study Neusner: The Way of Torah be read, although in a general The historical dimenSion could then be expanded to include the introductory course care must he taken Dimont: Jews, God, and History larger community, with the added that too much attention to details in this dimensions that these topics have in the Graysel: History of the Contemporary Jews area does not detract from more Sadist.: Course of Modern Jewish History broader context. At this point also mightimportant considerations. The post- Scriptures be included an exploration of the role of Biblical period should not be neglected, Bible: Holy Scriptures the Rabbi and Cantor, the place of the especially because it is generally much ---: Pentateuch and Haftorahs Synagogue, and the historical and less familiar. Students might read some About scripture contemporary importance of the part of the rabbinic writings which form Adler: The World of the Tabnud Sabbath, the Festivals, and the High so important a part of the tradition. The Blank: Understanding the Prophets Holy Days. great mediaeval period of Judaism is a Goldin: The Living Talmud closed book to many students and could Sandmel: Old Testament Issues A visit to a synagogue, with an Philosophical aspects opportunity to meet the Rabbi if this is well be examined. Fackenheim: Paths to Jewish Belief possible, could contribute greatly to a In this context and in many more recent Heschel: God in Search of Ma n study of Judaism. An opportunity to seeones, the question of anti-Semitism couldSteinberg: Basic Judaism the various religious symbols and objectsbe discussed. It must, of course, be Prayer at first hand and to discuss questions discussed with care and with an Garfiel: Service of the Heart with a representative of the religious appreciation of the many facets of the Simpson: Jewish Prayer and Worship community should allow students to gainproblem. An attempt should be made te a dimension of understandingthat books 'ivies: Anti-Semitism and the Christian examine this question from both Jewish .) _Ind alone cannot provide. and Gentile points of view. Study of life Herzberg: French Enlightenment and the At the level of doctrine, it will become in the ghettoes of Europe and elsewhere,Jews important for the student to understandand of the many pogroms conducted in The Arts the Jewish idea of God, of meaning in various periods of history, can help a Gutmann: Beauty in Holiness life, and of the covenant. student to understand the relationship Namenyi: Essence of Jewish Art between the Jewish community and the Films The importance and position of larger society. BarMitzvah scriptures in life, education, and worship Let My People Go should also emerge. Students should Students should come to realize that, as have an opportunity to read at least in most religions, there are different some of the scriptures for themselves, branches of Judaism. For the purposes of using, if possible, a Hebrew Bible. this study, some understanding of the Readings might start with parts of the positions of the Orthodox, Conservative, Torah, although some might prefer to and Reform groups will probably be start with the Psalms which perhaps sufficient convey a more general flavour against The position of Judaism in the world which the Torah could be exami,ned later.today cannot be understood without an In this context, the students should alsoawareness of the role of both Zionism and become aware of the importance of the the state of Israel. Examination of these Talmud. Some of the prophets should beand related questions should not be read, with the selection depending on theneglected, although care should be taken perspective being taken in the course as that the discussion does not become a whole. Emphasis on the social aspect, largely political at the expense of the for example, might invite the reading of more specifically religious dimension.

14 Christianity

in Roman Catholicism should be Texts of scripture Christianity may well be the religious or Bibles: cultural heritage of the majority of understood in conjunction with the A Bible Reader students. This poses problems of implications of these functions as they Jerusalem Bible approach. The observations made earlierrelate to such matters as the authority ofNew American Bible the Papacy, the importance of the New English Bible about objectivity and about personal About scripture response have special relevance here. liturgy, and the resolution of ethical Da 'les: Introduction la the New Testament Those parts of a course dealing with problems. The position of the ProtestantDead: The Meaning of Paul for Today Christianity must be of such a nature churches in relation to these beliefs Goppelt: Jesus, Paul and Judaism that the course is acceptable to those should also be explored together with theLater documents who are Christians and to those who are teaching on such matters as the responseBettenson: Documents of the Christian not, whether by virtue of their of the individual and the role of the Church con-mlitment to another faith or their priest or minister. Livingstone: Modern Christian Thought commitment to none. Philosophy and doctrine The strictly doctrinal aspects of Robinson: But That I Can't Believe The contrasts of both experience and Christianity should not be stressed to theTeilhard de Cliardin: The Divine Milieu expression in the Christian tradition poseneglect of the many diverse ways in Whale: Christian Doctrine a challenge to the teacher of World which Christianity has moulded the On the Denominations Religions as he tries to balance the shape of cultural and artistic life in the Stuber: Denominations and How We Got claims of both unity and diversity. The West. The arts have long found a major Them wide range of beliefs and practices amongsource of inspiration in Christianityand Orthodox churches adherents of Christianity in our society have influenced cultural and artistic life Benz: The Eastern Orthodox Church means that much compromise will have to the extent where it la almost Constantelos: The Greek Orthodox Church to be exercised to present an overView Schmemann: The Historical Road of Eastern impossible to understs. _id the religious Orthodoxy that is as representative as possible. dimension of life in Western society Ware: The Orthodox Church The actions, words, and person of Jesus without some attention to this element. Roman Catholicism form a central theme in Christianity andVarious aspects of ecumenism, which areBrantl: Catholicism the historical aspect of Christianity affecting Christians in many parts of the McKenzie: The Roman Catholic Church might start from a consideration of the world, should not be neglected. Protestantism life of Christ. Several other historical Brown: The Spirit of Protestantism dimensions will also be essential to an Chxistianity, in common with other Dunstan: Protestantism understanding of Christianity today. religions, is changing today as it respondsWard: Protestant Christian Churches changes ofRelationship with other religions Among these are the relationship of Jesusto the technological and other Toynbee: Christianity among the Religions of to the Jewish tradition in which he was the twentieth century. the World raised and the evolution and division of The response to change can be a useful Tillich: Christianity and the Encounter of the Christianity over the years. Some World Religions students may be interested in examiningstarting point both for an examination ofFestival within the global context the role that the relationship between Christianity Weiser: Handbook of Christian Feasts and and contemporary culture, and for Customs Christianity has played in the history consideration of some of the more Mythology and Art of Canada. personal aspects of the religion for many Every: Christian Mythology In exploring the various doctrinal of its adherents. Gilbert: Michelangelo aspects of Christianity, students should Hofethtter: The Art of the Middle Ages examine theological and especially On Chr stianity Oldenbourg: Horizon Book of Great ethical positions. Among the former, , the Cathedrals Historical perspective Films doctrines of God, Creation, Incarnation,Bainton: Horizon History of Christianity Art of the Middle Ages and Salvation are fundamental. Marty: Short History of Christianity Christ and Disorder Problems of moral behaviour might be Van Lecuwan: Christianity in World History explored, not only in Christian Christianity in World History Civilization scriptures, but also in the context of Llutterites contemporary ethical-social concerns. If you're not there you're Missed Various Christian communities might be Mediaeval Times: The Crusades approached through the historical Mediaeval Times: The Role of the Church dimension mentioned above, but the Parable distinctive features of belief should also Pictures at an Exhibition be examined. The function of tradition, 5 Readsigns on a Merry-go-round teaching authority, and sacramental life in Islam

Islam might make a useful starting pointquestions about which a statement of a On Islam in examining various religions of the fair and balanced position is difficult. General accounts world. In many ways it shares An element of this consideration might Cragg: House of Islam understandings and beginnings with be the global dimension of Islam. El Droubie: Islam Judaism and Christianity and yet it is Muslim art and architecture also offer a Gibb: Muhammadanism sufficiently different to need careful possible starting point. The position on Guillaume: Islam examination. Many of the concepts may Williams: Islam representational art, for example, can Art be familiar to students and therefore carereveal much about the way a Muslim Grey: Near Eastern Mythology must be taken that too close an thinks about both man and God- The Grube: The World of Islam identification is not made between a architecture of a mosque can tell much The Qur'an more familiar tradition and one with about prayer ceremonies. Arberry: The Koran Interpreted many similarities. Noticing subtle Koran. The Meaning of the Glorious I oran. differences between things that appear As in the case with all religions today, Tr. by Pickthall similar can add to an understanding of Islam is undergoing changes as the Literature Islam. traditional way of life is affected by the Jeffery: A Reader on Islam technological developments of the Kritzeck: Anthology of Islam Literature Among the many themes to emerge fromtwentieth century. The study of how Christian-Muslim relations a study of Islam might be the unity of Islam and perhaps other religions are Cragg: The Call of the Minaret God, the role of ritual prayer, the meeting the challenge of this change can Encyclopedia metaphysical status of the Qur'an, and reveal a great deal about the resilience Gibb & Krarners: The Shorter Eneye opedia the obligation to make the Hajj. The keyand adaptability of a religion and its of Islam role of form in prayer, in ethics, in law, adherents. A personal view and in art should be studied. The lack of Jamali: Letters on Islam a division between the sacred and the Modern scene secular is also an important aspect of Smith: Islam in Modern History Watt: What is Islam? Islam. Muhammad The coherence of the religion as a whole Sugana: Life and Times of Muhammad should be brought out through the Watt: Muhammad development of an understanding of the Films relatively straightforward basic tenets of The Moslem World (Coronet) belief_ The Five Pillars and the Six Filmstrips Beliefs represent points of belief that the Islam (Life) students can both comprehend and eirplore for further implications. The important mystical element might be studied through an examination of Sufism. The theme of the relation of man to man and man to God can be explored best through the Qur'an; from this study might emerge also an awareness a the importance of the Book in the life of the Muslim. This theme might afford a useful context for examining some of the ethical positions of Islam. The life of Muhammad can be a useful starting point although care should be taken not to exaggerate his role in Islam as a whole. The political life of Islam is an important factor, both in the past and today. This element should not be overlooked, although considerable care should always be exercised in examining contemporary Resources

Bibliography

Adams, Charles J. A Reader's Guide to the Those looking for primary sources in the Great Religions. New York: Free Press, 1965.early period of the development of This book contains bibliographic essays Christianity will find this a good anthology. and, although it does not. contain recent Bettis, Joseph D., ed. Phenomenology of publications, it might be a good starting Religion: Eight Modern Descriptions of the point for further reading. Essence of Religion. New York: Harper & Adler, Morris. The World of the Talmud. Row, 1969. New York: Schocken Books Inc., 1970. Bhagavad-Gita. Translated by Franklin Aletrino, L. Six World Religions. London: Edgerton. New York: Harper& Row Student Chris.ian Movement Press, 1968. Publishers, Inc., 1968. This account would be suitable for students Translated by R. C. Zaehner. and could present a good basis for further, London: Oxford University Press, 1969. more detailed reading. This edition, with text, translation and Aptheker, Herbert. The Urgency of commentary, should be a first step for Marxist-Christian Dialogue: A Pragmatic serious study. The translation is readable, Argument for Reconciliation. New York: but the book as a whole is beyond the level Harper & Row, 1970. of the secondary school student. Philosophical and theological aspects of the Bible. The Complete Bible, an American subject are examined in some detail. Translation. Prepared by J. M. Smith and Arberry, A. J. The Koran Interpreted. E. J. Goodspeed. Chicago: University of London: Oxford University Press, 1964. Chicago Press, 1963. One of the most attractive introductions to . The JerusalemBible. General editor the Qur'an, this book is readable and well Alexander Jones. Garden City, N.Y.: indexed. Doubleday & Co., 1966. Baeck, Leo. The Essence of Judaism. Rev. This translation was developed first in ed. New York: Schocken Books Inc., 1961. France: the present version represents a new American, English language edition_ Bainton, R. H., et al. Horizon History of Christianity. New York: Harper & Row, . The NewEnglish Bible with the Apocrypha. London: Oxford University 1964. Press, 1970. Banton, Michael P., ed. Anthropological Approaches to the Study of Religion. London: . A NewTranslation according to the Tavistock Publications, 1968. Masoretic text. Ed. H.M. Orlinsky. This collection of papers contains several Philadelphia, Pa.: Jewish Publication that should be helpful to the teacher. Society of Ame:eica, 1962. Basham, Arthur L. The Wonder That Was Holy Scriptures. According to the India: A Survey of the History and Culture Masoretic text. Philadelphia, Pa.: Jewish of the Indian Sub-continent Before the ComingPublication Society of America, 1917. of the Muslims. 3rd ed. New York: Taplinger . Pentateuch.The Pentateuch and the Publishing Co., 1968. Haftorahs. 2nd ed. Ed. J. H. Hertz. Hebrew This superbly illustrated book deals with and English. London: Soncino Press, 1970. more than just religion: it is invaluable for . Selections.The Bible Reader; An an understanding of Indian history and Interfaith Interpretation. Prepared by culture. Walter M. Abbott and others. New York: Belford, Lee. Introduction to Judaism. New Bruce Publishing Co., 1969. York: Association Press, 1970. Representatives of various different faiths assisted in the development of this Bellab, Robert N. Beyond Belief: Essays on translation. A valuable feature is its use of Religion in a Post-traditional World. New parallel translation when points of York: Harper & Row, 1970_ interpretation differ. This study includes discussions of historical development, methodology, the .Selections. Pathways Through the contemporary scene in different parts or theBible, by Mortimer J. Cohen. Philadelphia, world, and the situation in North America. Pa.: Jewish Publication Society of It would be especially valuable for the America, 1962. teacher, although beyond the level of most students. Benz, Ernst. The Eastern Orthodox Church: Its Thought and Life.Garden City, N.Y.: Doubleday & Company; 1963. Bettenson, Henry, ed. Documents of the The maple leaf indicates a Christian Church. 2nd ed. London: Oxford rendien nroduetion University Press, 1967. continued Bibliography continued

Blackham, H. J. Humanism. Browne, Lewis. The World's Great Scriptures:Cragg, Kenneth. The Call of the Minaret. Harmondsworth, Eng.: Penguin Books, An Anthology of the Ten Principal Religions.New York: Oxford University Press, 1964, 1968. New York: Macmillan Co., 1946. An experienced scholar presents a Christian One of the leading spokesmen for the This collection contains introductions, interpretation of Islam. The historical humanist viewpoint presents a useful interpretations, and maps in addition perspective is well presented and the book account which explores, among other to texts. should be especially valuablz in studying themes, the relation between humanism Huber, Martin. Israel and the World: Essaysthe question of Christian-Muslim relations. and the traditional religions. in a Time of Crisis. 2nd ed. New York: The House of Islam. Blank, Sheldon H. Understanding the Schocken Books, 1965. Belmont, Calif.: Dickenson Publishing Co., Prophets. New York: Union of American Originally published in 1948, these essays 1969. Hebrew Congregations, 1969. could provide an introduction to the Like others in the series, this introduction writings of Buber. provides an overview of individual and Bliss, Kathleen. The Future of Religion. community aspects. It is probably more London: C.A. Watts Co., 1969. Burtt, E. A. Ed. Teachings of the suitable for the teacher than the student. If the topic of this book forms part of the Compassionate Buddha. New York; New course, the wide ranging discussion American Library, 1955. Creel, H. G. Chinese Thought from Confucius presented here could be most helpful for This anthology is one of the more readable to Mao Tse-Tung. New York; New the student and teacher alike. collections of Buddhist scriptures. American Library, 1953. Bolam, David W., and Henderson, James l* Chalmers, R. C and John A. Irving. [10.1Crysdale, Stewart. The Changing Church L. Art and Belief. London: Hamilton, The Meaning of Life in Five Great Religions. in Canada: Beliefs and Social Attitudes of Hamish, 1968. Toronto: Ryerson Press, 1965. United Church 1:`ople. Toronto: United As the title suggests, this book is relevant Church Publishing House, 1965. to an approach to world religions through Cogley, John. Religion in a Secular Age: This very brief account could form a useful The Search for Final Meaning. New York: introduction. the arts. Although of special value to the New American Library, 1968. teacher, parts should be of great interest to Davies, Alan T. Anti-Semitism and the students as well. Cohen, Abraham. Eueryman's Talmud. NewChristian Mind: The Crisis of Conscience Bouquet, Alan C. Comparative Religion: York: Dutton, E.P., 1949. After Auschwitz. New York: Herder and A Short Outline. Harmondsworth, Eng.: Cohen M. J. Pathways Through the Bible. Herder, 1969. Penguin Books, 1969. Philadelphia, Pa: Jewish Publication If this topic is included in the study of Originally published in 1941, this book is Society of America, Inc. Judaism or Judaeo-Christian relations, this somewhat dated, although its orderly The Jewish approach to Bible study is well book would form a resource of special value presentation, readable style, and anecdotal illustrated in this introduction for the to the teacher. touches still commend it. younger reader_ Davies, W. C. Invitation to the New Hinduism. 2nd ed. New York: Comstock, W. Richard. Religion and Man: Testament. Garden City, N.Y.: Doubleday Hutchinson University Library, 1966. An Introduction. New York: Harper & Row,& Co., 1969. Published originally in 1949, this 1971. Denney, Anthony. World Faiths and introduction remains popular. This book is the most recent of the general Modern Problems. London: Hamilton, . Sacred Books ofthe World: introductions to the subject. It could be Hamish, 1969. A Companion Source Book to Comparative used by the teacher as a general work and Students would find this publication a Religion. Harrnondsworth, Eng.: Penguin by the student as a reference book. useful reference in the study of contemporary Books, 1967. Constantelos, Demetrios J. Greek Orthodox problems. Written for use in secondary This wide-ranging survey is intended to Church: Faith, History, and Practice. New schools, it explores many aspects of the accompany Comparative Religion by the York: Seabury Press, 1967. topic. same author. A commentary accompanies Conze, Edward. Buddhism: Its Essence and De Vries, Jan. The Study of Religion: A the extracts. Development. New York: Harper & Row, Historical Approach. New York: Harcourt Bowker, John. Problems of Suffering in 1959. Brace Jovanovich, 1967. Religions of the World. London: Cambridge Buddhist Scriptures. Dimont, Max. Jews, God, and History. New University Press, 1970. Harmondsworth, Eng.: Penguin Books, York: New American Library, 1964. This thematic treatment could be used as a This attractive, readable book should make resource book either for the teacher or for 1959. a good introduction, especially for students, class study. No extensive knowledge of the Cox, Harvey. The Feast oi Fools: A even though it is somewhat tendentious religions is expected, although some Theological Essay on Festivity and Fantasy, in places. introduction to the various religions would Cambridge, Mass.: Harvard University Press, 1959. Dodd, Charles H. The Meaning of Paul for make the book more rewarding. Today. New York: World Publishing Co., Brannen, Noah S. Soka Gakkai: Japan's This imaginative approach to festivity is Militant Buddhists. Richmond, Va.: John both scholarly and readable and could be 1959. Know Press, 1970. used by both teacher and student. Dornnitz, Myer. Judaism. London: Ward, . The Secular City:Secularization Lock & Co., 1970. Brantl, George, ed. Catholicism. New York:and Urbanization in Theological Perspective. This brief introduction by a distinguished Washington Square Press, Inc_, 1967. Harmondsworth, Eng.: Penguin Books, Jewish leader is designed for students. Brown, R. McAfee. The Spirit of 1968. Protestantism. New York : Oxford No serious study of the contemporary University Press, 1966. relationship between religion and culture should exc ude an examination of this book. 18 1 Doyle, T. P. Comrades in Revolution. Every, George. Christian Mythology. I 416 Grant, John W. The Churches and the Dayton, Ohio: Pflaum Press, 1969. Feltham, Eng.: Hamlyn Publishing Group, Canadian Experience: A Faith and Order The value of this book will depend on the 1970. Study of the Christian Tradition. Toronto: extent to which Marxism and the relationshipThis book will be especially useful for the Ryerson Press, 1963. between Marxism and various religious beginner. It has attractive colour plates andGraysel, Solomon. History of the traditions is studied. This book discusses a readable text. Contemporary Jews from 1900 to the Present. various aspects of the Christian-Marxist New York: Atheneum Publishers, 1969_ dialogue and should be suitable for use by Fackenheim, Emil L. Paths to Jewish Belief. students. New York: Behrman House. . History of the Jews. Philadelphia, Finkelstein, Louis, ed. The Jews: Their Pa.: Jewish Publication Society of Dunstan, T. Leslie, ed. Protestantism. New History, Culture, and Religion. 3rd ed. 2 vol. America, 1949. York: Washington Square Press, 1967. New York: Harper & Row Publishers, Inc. This volume in the Washington Square Grey, John. Near Eastern Mythology. series should provide a good introduction Fishman, Isidore. Introduction to Judaism. Feltham,Eng.: Hamlyn Publishing Group, for students. London: Vallentine, Mitchell & Co., 1964. 1969. The student making his first acquaintance Like others in the series, this volume is Earhart, H. Byron. Japanese Religion: with Judaism will find this publication a attractive and well illustrated. Unity and Diversity_ Belmont, Calif.: good starting point. It is readable and Grube, Ernst J . The World of Islam. Dickenson Publishing Co., Inc., 1970. balanced. Feltham, Eng.: Hamlyn Publishing Group, Edwardes, M. Indian Temples and Palaces. Geer, Joseph. What the Great Religions 1967. Feltharn, Eng.: Hamlyn Publishing Group, Believe. New York: New American Library, Islamic art and architecture are illustrated 1969_ 1963. in reproductions and photographs, many of This attractive introduction to the topic A sympathetic blend of comment and which are in colour. has many colour plates and a helpful text. extracts from sacred scriptures, this Guillaume, Alfred. Islam. Harmondsworth, El Droubie, R. Islam. London: Ward Lock publication is useful for both teacher and Eng.: Penguin Books, 1969. Educational Co., 1970. student. This well-known survey is particularly This book presents a short introduction to Garfiel, Evaly. Service of the Heart: Guide to valuable for its account of the beginnings of the subject and is designed for students_ the Jewish Prayer Book. Cranbury, N.J.: Islam. It looks at Islam from a Western Barnes, A.S., & Co., Inc., 1957. Christian rather than a Muslim point of Eliade, Mircea. From. the Primitives to Zen: view. A Thematic Source Book on the History of Geertz, C. "Religion as a Cultural System". Religions. New York: Harper & Row, 1967. In Banton, Michael P., ed. Anthropological Gutmann, Joseph. Beauty in Holiness: This full, comprehensive sourcebook will be Approaches to the Study of Religion. London: Studies in Jewish Ceremonial Art and of more value to the teacher than the Tavistock Publications Ltd., 1968. Customs. New York: KTAV Publishing beginner. It should be particularly useful House, 1990. in course planning for pursuing various Gibb, H.A.R. Muhammadanism. London: themes. Oxford University Press, 1969. Hartsock, Donald E., ed. Contemporary Originally published in 1949, this book is Religious Issues. Belmont, Calif.: . Patterns in Comparative one of the best historical introductions to Wadsworth Publishing Co., 1968. Religion. New York: World Publishing Co.,the subject. It is particularly valuable for itsThis collection of essays by eminent 1963. avoidance of irrelevant value judgements. authorities on a wide variety of topics could Teachers will find this book a most valuable well serve as the basis for a large unit. It is resource, although it is probably beyond theGibb, H.A.R_, and Kramers, J. H. The suitable for both teacher and student, level of most students. It should be Shorter Encyclopedia of Islam. Ithaca, N.Y.:especially if thematic or fairly abstract particularly useful for exploring the nature Cornell University Press, 1953. approaches are being taken. of religion. Gilbert, Creighton. Michelangelo. New Hays, H. R. From Ape to Angel: An Informal _ The Sacred andthe Profane: York: McGraw Hill. 1967. History of Social Anthropology. New York: The Nature of Religion. New York: HarcourtWhile many books have been written on G.P. Putnam's Sons, 1964. Brace Jovanovich, 1968. Michelangelo, the inclusion of a series of Hedges, S. G. With One Voice: Prayers and Teachers will find this book useful, but it is slides with this volume makes classroom use Thoughts from World Religions. London: beyond the level of most students at the particularly easy. Oxford University Press, 1970. high school level. As a resource for course Glassenap, H. von. Buddhism: A Designed for use in school assemblies, this planning, it would help a teacher make Non-Theistic Religion. London: Allen, anthology should have great appeal for decisions about the relative emphasis a George & Unwin, 1970_ those exploring prayer and worehip in course might take. This book is valuable both as an different religions. Epstein, Isidore. Judaism: An Historical introduction to Buddhism and as a Herberg, Will. Judaism and Modern Man: Presentation. Harmondsworth Eng contribution to the inquiry into the nature An Interpretation of Jewish Religion. New Penguin Books, 1968_ of religion. It includes a considerable York: Atheneum Publishers, 1970. This readable publication presents an amount of Buddhist scriptures. historical account of the major social, Goldin, Judah. The Living Talmud. New Herod, F . G. What Men Believe. London: religious, economic, and political factors in York: New American Library, Inc. Methuen Educational, 1969. the development of the Jewish people from This account for senior secondary school the days of Abraham to the modern state ofGoppelt, Leonhard. Jesus, Paul, and students presents a straightforward Israel. Judaism: An Introduction to New Testament balanced view. Theology. Camden, N.J.: Thomas Nelson, Evans-Pritchard, Edward E. Theories 1964. Primitive Religion. London: Oxford University Press, 1967. continued i 19 Bibliography continued

Herzberg, Arthur. French Enlightenment Jamali, M. F. Letters on Islam: Written by a Lewis, H. D., and Slater, R. L. The Study of and the Jews: The Origins of Modern Father in Prison to His Son. London: Religions: Meeting Points and Major Issues. Anti-Semitism. New York: Schocken Books,Oxford University Press, 1965. Harmondsworth, Eng. Penguin Books, 1969. 1970. A personal view of Islam emerges from thoseIn addition to the accounts of various letters which reveal an approach to the religions, this book is useful for its discussion Hilliard, F. H. How Men Worship. London: Qur'an that is more popular than scholarly.of methodology and approach. It is valuable Rout ledge & Kegan Paul, 1969. for both the teacher and the perceptive Useful for pursuing the theme of worship, Jeffery, Arthur, ed. A Reader on Islam: student. this book will be valuable for both students Passages from Standard Arabic Writings. and teachers. The topic is covered from an New York: Humanities Press, 1962. Lewy, Hans and others. Three Jewish historical perspective, but with much Philosophers. New York: Atheneum reference to the contemporary scene. LélKilbourn, William, ed. Religion in Publishers, 1969. Canada: The Spiritual Development of a The writings of Philo, Saadia, and Judah Hi lake, Vlasta. Great Architecture of Japan. Nation. Toronto: McClelland & Stewart, Halevi are presented in this anthology Feltham, Eng.: Hamlyn Publishing Group. 1969. which would be a good starting point for This valuable background to the study of Both the beautiful illustrations and approaching the development of Jewish Shintoism and Buddhism in Japan is well entertaining cartoons make this a thought. illustrated with many colour plates. stimulating account of churches and their influence in Canada in the past, the present,Ling, Trevor 0. Buddhism. London: Ward Hinnels, John. Comparative Religion in and the future. Lock Educational Co., 1970. Schools. London: Oriel Press, 1970. This brief view of Buddhism was written for The first publication of a study group in King, Winston L. Introduction to Religion: students by a distinguished scholar in the England, this book explores many aspects ofA Phenomenological Approach 2nd ed. Newfield. the topic. It should be a useful book for a York: Harper & Row, 1968. teacher or committee starting to examine This account should be of great value to the . A History ofReligion: East and further the whole area described in this teacher, although probably too difficult for West; an Introduction and Interpretation. guideline. many secondary school students. It exploresLondon: Macmillan & Co., 1969. various aspects of religious phenomena on a This survey adopts a thematic approach Hofstatter, Hans H. Art of the Late Middle topical basis, drawing examples from many and could provide a good starting point for Ages. New York: Harry N. Abrams, 1968. different religions. The first chapter examining various religious traditions. It Painting, sculpture and architecture are examines aspects of the approaChes to would be suitable for teachers and more represented in this admirable survey of the religion. able students. topic. Fine illustration and helpful text make this a good reference book. Kitagawa, Joseph M. Religions of the East. Livingstone, James C. Modern Christian 2nd ed. Philadelphia, Pa.: Westminster Thought: From the Enlightenment to Vatican Holbrook, Clyde A. Religion, A Humanistic Press, 1968. II. New York: Macmillan Co., 1971. Field. Englewood Cliffs, N.J. Klostermaier, K. Hindu and Christian in Those wanting to consult primary sources Prentice-Hall, 1963. will find in this book a wide range of The author examines the development of Vrindaban. London: Student Christian documents. religious studies as an academic discipline Movement Press, 1970. in the university. Although highly This book, written from a Christian point ofLong, Charles H. Alpha: the Myths of i specialized, it would he relevant to a view, is particularly effective in conveying Creation. New York: Macmillan Co., 1963. comideration of sorr e of the issues at the the atmosphere of Hindu life and worship. Luckrnann, Thomas. The Invisible Religion: secondary school level. Koran. The Meaning of the Glorious Koran. The Problem of Religion in Modern Society. Hopkins, Thomas J. The Hindu Religious Translated by Marmaduke W. Picktball, New York: Macmillan Co., 1967. Tradition. Belmont, Calif.: Dickenson New York: New American Library, 1953. Magee, John B. Religion and Modern Man: Publii3hing Co., 1971. This book is one of the most readable and A Study of the Religious Meaning of Being Teachers would find this book a good attractive of the inexpensive editions of the Human. New York: Harper & Row, 1967. introduction to Hinduism. It should also be Qur'an. a good reference book for students. Kramrisch, Stella. The Art of India ThroughMartin, C. G. Must Men Worship? London: the Ages. 3rd ed. New York: Praeger Longmans Green & Co., 1968. Huxley, Julian. Religion Without Revelation. Publishers, 1965. This introduction to the study of religion is New York: New American Library, 1959. aimed at the senior secondary school The conflict between religion and science Kritzeck, James, ed. Anthology of Islamic student. Phenomenological, psychological, is explored from a philosophical position. Literature. Harmondsworth, Eng.: Penguin linguistic, and other approaches are The account would contribute to the Books, 1964. examined in a way that invites further discussion about the nature of religion and This attractive anthology places greater thought. The suggestions for further reading would be useful to the teacher or able emphasis on the literary than the are particularly helpful. student. theological aspect. Introductory comments Marty, Martin E. Short History of Ions, Veronica. Indian Mythology. Feltharn,are quite brief. Christianity. New York: World Publishing Eng.: Hamlyn Publishing Group, 1967. Lanczkowski, Gunter. Sacred Writings: A Co. This book provides a valuable, Guide to the Literature of Religions. London: well-illustrated background, particularly . Varieties ofUnbelief. New York: Wm. Collins, 1961. Doubleday & Co., 1964. to the study of Hinduism. Legett, Trevor P. comp. A First Zen Isherwood, Christopher, ed. Vedanta for the Reader. Rutland <11.: Charles E. Tuttle Co., Western World: A Symposium on Vedanta. 1960. New York: Viking Press, 1960, The texts represented here ive a useful overview of Zen. 20 Massialas, Byron G., and Zevin, Jack. Oldenbourg, Zoe, and Horizon Magazine Richardson, Herbert VV. 4i1 d raol'ald R. Religious Philosophical Systems. Chicago, Editors. The Horizon Book of Great Cutler, eds, Trsecodeitec..om lvtass.; Ill.: Rand McNally and Co., 1970. Cathedrals. Boston, Mass.: Houghton Beacon Press, 1969- This book from the "World History Mifflin Co., 1968. Robinson, J.A.T. 134-t T4atcafit lAqievet Through Inquiry" series could form a Much understanding of the dev2loprnent of London: Wm. Coilfila, 1967. useful unit. There is a somewhat greater Christianity during the mediaeval period stress on comparative study than in most can be gleaned from a study of the great Robinson, Richsrd books, but the approach generally is cathedrals. Attractive illustrations, a few of helpful. A useful teacher's manual is which are in colour, and the brief text make DAI HkeingstoonrieaPu l available. this an attractive book. A relatively short, CAoTrPrehensi'le,..,, Parrinder, Edward G. A Book of World introduction to 13,1P-idr11%. this 19-ok is McKenzie, John L. The Roman Catholic more valuable to tJteha,- thgri t° the Church. New York: Holt, Rinehart, & Religions. London: Hutton Educational student. Winston, 1969. Publications, 1965. Probably the most valuable textbook-style Sachar, Howard 0- COLO-se1004?-ti One of the most recent general accounts, account of the subject, this volume is well Jewish FEStory. 1\ le" i 15,11 ru.blishing this book is suitable for both teacher and illustrated and readable, although it is Co. student. perhaps most appropriate for students Merton, Thomas, and Suzuki, Daisetz T. slightly younger than those involved in Sandmel, Samuel, "I. °lc? Testagteizt Issves- Zen and the Birds of Appetite. New York: course: in Ontario. It could serve as a New York: Flarh,g" & 1968. New Directions, 1968. useful springboard to further study. Sangharakshita,j'The bow An Miller, Randolph C. The Language Gap and ---. The World's Living Religions. Hfautrtnedhuinestioorl ptoutlfAigsZrLouopridll God: Religious Language and Christian London: Pan Books, 1969. Education. Philadelphia, Pa.: United ChurchSimilar in approach to the previous book, Written by en EnOlishrn41 Who 019atne a Press, 1971. this is written at a more adult level. No Buddhist monk ar.,d sehuk, in 101a, this The language of religion is a relatively illustrations are included. Recount presentshalah,ed intfo.-tuetion. unexplored field, and this book could Schector, Jerrold. The New Face,0f Buddha provide a starting point for the teacher and . What WorldReligions Teach. 2nd The Fusion of ReajorP ctrLd politt°9 in also for the brighter student. ed. London: George G. Fiarrap & Co., 1968. Contemporary Baditisik. New A concise, well-informel, and reliable surveyCoward-McCann, 1967- Moir, John S. The Cross in Canada: of the doctrines and practices of the world's Vignettes of the Churches Across Four Written by a jotnalaLlistOvhc. is e.,3tpert in Centuries. Toronto: Ryerson Press, 1966. religions. foreign affairs, thi0 uooit would Ate a Worship in the World's Religions. valuable supplesnet to some of j.h e more Morgan, Kenneth W. The Religion of the London: Faber & Faber, 1961, philosophical stwiles. Hindus: Interpreted by Hindus. New York: Ronald Press Co., 1953. Pe Maung Tin. Buddhist Devotion and Schmemano, AleOuidele. This view of Hinduism from the inside Meditation. London: Society for Promoting of Eastern Orthot10X31.Ch17e'41;610:'.1-Tic eanr1 RYoad provides much useful information and Christian Knowledge, 1964. Regnery Co., 190- atmosphere. It includes a selection or HinduBurma is the source for mosL of the material Simpson, Williaro W. Jesh pri33'Pr and scriptures. included here. Worship. 2tuckw. flshan, Namenyi, A. Essence of Jewish Art. Phenix, Philip H. "Religion in American Movement Pres8, )-966. Cranbury, N.J.: Barnes, A.S. Public Schools". In Gianelli, Donald A. ed. Prayers and comipe Religion and the Public Order. Chicago, Ill.: presented in 11P07411be Narayan R. K. Gods, Demons and Others. University of Chicago Press, 1965. exploresdifferentliY15 London: Wm. Heinemann, 1965. One of the most valuable statements about This introduction to Indian mythology the teaching of religion in public schools. Slater, Robert L.rorid 4ge crild World could be most valuable as a student Although written about the American ratherComm-Inity. New Y (=irk: Oolnhla University reference. The book is attractive and than Canadian scene, the perceptive Press, 1963. readable. Students and tesclierS.roa 8.1ean new analysis of the situation gives it ideas for use in dienssiotiiYol= nalce aryl Neusner, Jacob. The Way of Torah: An international stature. the relationships ttlilong teligioo0 groups in Introduction to Judai.sm. 13elmont, Calif.: Plaut, W. Gunther. Judaism and the the world today. Dickenson Publishing Co.,..1970. Scientific Spirit. New York: Union of This important new study is one of the American Hebrew Congregations, 1961. Dickenson series. It would be a most valuable starting point for the teacher. Potter, Charles F. Great Religious Leaders. New York: Simon & Schuster, 1958. New Catechism: Catholic Faith for Adults; This book is invaluable for the suggestions with supplement. London: Burns & Oates, it offers for a "biographical approach" to the Ltd., 1967. study of religions. It is probably most Niebuhr, H. Richard. Christ and Culture. suitable for library and reference use. New York: Harper & Row, 1956. Radhakrishnan, Sarvepalli. The Hindu View O'Dea, Thomas F. Sociology of Religion. of Life. London: Allen, George & Unwin, Englewood Cliffs, N.J.: Prentice Hall, 1966.1960. First published in 1927, this collection of four lectures interprets a philosopher's view of the essence of Hinduism. continued 2.1 21 Bibliography continued

Smart, Ninian. Philosophers and Religious Sugana, G. M. The Life and Times of Wach, Joachim. The Comparative Study of Truth. New York: Macmillan Co., 1970. Buddha. Feltham, Eng.: Hatnlyn Religions. New Yor : Columbia University Publishing Group, 1969. Press, 1961. . The Religious Experienceof Mankind. New York: Charles Scribner's This well-illustrated biography could be 1* Walsh, H. H. The Christian Church in Sons, 1969. used by both students and teachers. Canada. Toronto: Ryerson Press, 1968. In this attractive, general account of the --. The Life and Tinws ofMuhammad. Ward, M. Protestant Christian Churches. religions of the world, the first chapter, Feltham, Eng.: Hamlyn Publishing Group,London: Ward Lock Educational Co., Ltd., which deals specifically with religion and 1969. 1970. human experience, and the last chapter, Written for the generat reader, this One of a new series designed for students, which deals with the contemporary scene, biography would be of great value to this brief introduction could serve as a are particularly valuable. students. starting point for more detailed study. . SecularEducation and the Logic of Suzuki, Daisetz T. Studies in Zen. New Ware, Timothy. The Orthodox CI, ,rch. Religion. New York: Humanities Press, York: Dell Publishing Co., 1955. Harmondsworth, Eng.: Penguin Books, 1966. One of the leading spokesmen of Zen 1967. . WorldReligions: A Dialogue, describes some of the philosophy behind theWarren, Henry C. Buddhism in Translations. Harmondsworth, Eng.: Penguin Books, movement. The account should prove especially valuable for the teacher. New York: Atheneum Publishers, 1963. 1966. This anthology is one of several that could This lively and imaginative discussion Teilhard de Chardin, Pierre. The Divine be used in approaching Buddhist writings_ provides many insights into the six Milieu: An EsSay on the Interior Life. Both Theravada and Mahayana schools viewpoints represented. As a general New York: Harper & Row, 1960_ introduction to the subject it could be used are represented. by both teachers and students. Of the many books by Chardin, this is Watt, W. M. Muhammad, Prophet & probably the most appropriate introductionStatesman. London: Oxford University Smith, David Howard. Chinese Religions: for the student. Press, 1961. From One Thousand to the Present Day, Thera, Piyadassi. The Buddha's Ancient This modern balanced biography would be New York: Holt, Rinehart & Winston, Path. London: Hutchinson Publishing valuable in any biographical approach. It 1968. Group, 1964. would probably serve students as a reference Smith, Huston. The Religions of Man. New Theravada Buddhism is presented through book rather than as a work for constant York: Harper & Row, Inc., 1958. the eyes of a Ceylonese monk. It is readily study. This readable and authoritative account of comprehensible to a newcomer to the subject. WhatIslam? London: different religions is one of the better knownTillich, Paul J. Christianity and the Longmans Gr & Co., 1968. books of its kind. It would be particularly Encounter of the World Religions. New York:A newcomer t the study of Islam would appropriate for use by students. Columbia University Press, 1963. find the approach used here a good starting Smith, Wilfred C. Islam in Modern History. The writings of Paul Tillich shed light on a point. The section on Islam in the modern New York: New American Library, 1959. great range of religious thought. One of the world is particularly helpful. Wide-ranging and provocative, this accountleading thinkers in the field, he has Watts, Alan W. The Way of Zen. by a distinguished Canadian scholar deals contributed greatly to contemporary Harmondsworth, Eng.: Penguin Books, with many aspects of the response of Islam understanding of the nature of religion. This particular book would make a good 1968. to modernity. starting point for further study of his work.The author, who is one of the leading . The Meaningand End of Religion: spokesmen of Zen Buddhism in the West, A New Approach to the Religious Traditions Torah: A New Translation. Philadelphia, has written a number of books on the Pa.: Jewish Publication Society of America.subject. This one is particularly suitable for to Mankind. New York; New American the beginner. It could be used in conjunction Library, 1963. Toynbee, Arnold J. Christianity Among the with the films made by the author. Spiro, M. E. "Religion: Problems of Religions of the World. New York: Charles Definition and Exploration". In Banton, Scribner's Sons, 1957. Weiser, F. X. Handbook of Christian Feasts Michael p., ed. Anthropological Approaches This book should be particularly valuable inand Customs. Paramus, N.J.: Paulist Press, to the Study of Religion. London: Tavistock conjunction with the National Film Board 1958. Publications Ltd., 1968. film Four Religions. Welch, Harnes. Taoism: The Parting of the Steinberg, Milton_ Basic Judaism. New . An Historian'sApproach to Religion.Way. Boston, Mass.: Beacon Press, 1966. York: Harcourt Brace Jovanovich, Inc. London: Oxford University Press, 1956. Whale, John S. Christian Doctrine. New This book presents an introduction to This series of lectures examines the York: Cambridge University Press, 1941. Jewish philosophy. development of religious thought and man's Streng, Frederick. Understanding Religious search for a higher order. Man. Belmont, Calif.: Dickenson Van Leeuwen, Arendt. Christianity in Publishing Co., 1969. World History: The Meeting of the Faiths This first volume in the new Dickenson of East and West. New York: Charles series should make an admirable Scribner's Sons, 1964. introduction to modern thought on the subject. It may be particularly helpful for the teacher_ 2 Stuber, Stanley I. Denominations: How We Got Them. Abr. ed. New York: Association Press, 1958. 22 Filmstrips Reprints

The reprints of Life magazine's series of Whitney, John R., and Howe, Susan W. Hinduism articles on the religions of the world, which Religious Literature of the West. Minneapolis,Buddhism appeared some years ago, could be a useful Minn.: Augsburg Publishing House, 1971. Judaism resource. These reprints cowar the five This book, designed as a school text, covers Islam religions discussed in this document as well literature in the Jewish, Christian, and as the religions of China. They are available Muslim traditions. It is particularly valuableTime-Life Books. from School Book Fairs Ltd., 145 Front St. as a resource book, both on thepost-biblicalAvailable from School .Book Fairs Ltd., E., Toronto 2, Ont. Jewish tradition and on the Qur'an from 145 Front St. E., Toronto 2, Ont. which there are some abstracts. Comments These filmstrips could provide a valuable on the passages are full and helpfuL resource for the student working alone,and Williams, John A. Islam. New York: they could also he used in general classroom Washington Square Press, 1961. teaching. Much useful comment is contained in the teacher's guide, but the comments on Wilson, John. Education in Religion and the the filmstrips themselves are too short and Emotions. London: Heinemann Educationaltoo supercial to be of much value in the Books, 1971. Senior Division except at the early stages This book is particularly useful in exploring of a course. the relationship between religious and moral education. Wood, Barry. The Magnificent Frolic. Philadelphia, Pa.: The Westminster Press, 1970. Yinger, J. Milton. Sociology Looks at Religion. New York: Macmillan 1966. Zaehner, Robert C., ed. The Col.se Encyclopedia of Living Faiths, Boston, Mass.: Beacon Press, 1959. This comprehensive collection of articles should have a place in the library for both teacher and student reference. = . Hinduism. London: Oxford University Press, 1966. Teachers will find this one of the best handbooks but the heavy use of technical terminology would make it difficult reading for most students. An extensive bibliography and full index add to its value. Zimmer, Heinrich. Philosophies of India. Princeton, N.J.: Princeton University Press, 1969.

2a

23 Films

Christianity in. World History (to 1000 A.D.) The Flow of Zen (colour). Hartley, 28 mins. Art of the Middle Ages (colour). (colour). Coronet, 14 mins. Available from: Marlin Motion Pictures, Encyclopaedia Britannica, 30 mins. Medieval Times: The Crusades (colour). 47 Lakeshore Rd. East, Port Credit, Ont. Available from: Encyclopaedia Britannica, Coronet, 14 mins. This film would be most suitable towards 151 Bloor St. W., Toronto, Ont. Medieval Times: Role of the Church (colour). the end of a course in Buddhism, when the The znediaeval cathedrals of France form theCoronet, 14 mins. students have had the opportunity to gain focal point of this film, which could serve to Available from: Coronet Educational Films,some basic understanding of the religion as introduce a study of the cathedral and of theUnit 6, 2 Thorncliffe Park Drive, Toronto a whole. The film is largely abstract with a mystical approach to Christianity which 17, Ont. talk on Zen by Alan Watts. It is slower made the cathedral the central feature of Although these films use conventional paced than some, but with careful religious life in much of Europe. voice-over techniques, they provide some preparation the film could prove useful, Awareness (colour). Ralph Forsberg, 22 mins.Maight into the visual element of especially as it introduces elements of Available from: Marlin Motion Pictures, Christianity during the mediaeval period. repetition and chant which, while foreign to 47 Lakeshore Rd. East, Port Credit, Ont. They could introduce several aspects of our idiom, may help students to understand Alan Watts, one of the foremost exponents belief and development in the Christian the role of these elements in Eastern music of Zen in the West, describes some of the Church. and religious tradition. aspects of awareness that are such an Civilization (colour)', B.B.C., 50 mins, each. Nird Four Religions, Parts 1 and 2 (b /w). intrinsic part of Zen and invites his audience N.F,B., 59 mins. to meditate and reflect on their attitudes Available from: British Broadcasting Corp.,Available from: National Film Board, 1 towards certain aspects of life. Par from a 135 1Vlaitland St., Toronto, Ont. Lombard St., Toronto, Ont. conventional documentary, this film could The host of this film series, Sir Kenneth Clark, leads viewers on a visual and aural This is a long film that would best be contribute greatly to an understanding of path through Western civilization from used in sections. It examines Hinduism, Zen and of Buddhism in general. It would early mediaeval days to our own time. ManyBuddhism, Christianity, and Islam both in add an important experiential element to of these films would serve to illustrate the film and in discussion with Arnold Toy nbee. the course. developments of art forms throughout the The film would be particularly useful in Bar-Mitzvah (li l'w). N. F.B., 14 mins. years, and also to underline the close conjunction with the historian's books on Available from: National Film Board, 1 relationship between religion and culture in religions. Care should be taken in using this Lombard St., Toronto, Ont. different ages. While all thirteen films in thefilm in conjunction with the three films an This film presents a careful portrayal of the series could be used in th,s context, the Hinduism. Buddhism, and Islam also ceremony and conveys something of the following would have special importance: produced by the National Film Board: study by a boy preparing himself for it. The Great Thaw, The Hero and Artist, much of the footage ig the same. Buddhism, Man and Nature (colour). Protest and Communication, and Grandeur 141Great ReligionsBuddhism Hartley, 14 mins. and Obedience. Great ReligionsHinduism Available from: Marlin Motion Pictures, Contact (colour). Teleketics, 10 Mins. 14IGreat ReligionsIslam (I) /w). N.F.B., 47 Lakeshore Rd. East, Port Credit, Ont. Available from: Broughton & Simpson Co. 16-113 mins. As in Awareness, Alan Watts invites Ltd., 51A Front St. E., Toronto 1, Ont. Available from: National Film Board, 1 reflection upon some aspects of Buddhist This film could be useful in exploring the Lombard St., Toronto, Ont. thought and perception. The relationship role of the Roman Catholic Church in the These films are somewhat similar in approach between man and nature is examined in the social context. to that taken in Four Religions. They development of an attitude to life. The film present useful over-views of the three faiths would provide a valuable experiential Evolution of a Yogi (colour). Hartley, 28 mins. and could form appropriate introductions. element in the study of Zen. Available from: Marlin Motion Pictures, Some preparation would be necessary, as The Buddhist World (colour). Coronet, 11 47 Lakeshore Rd. East, Port Credit. Ont. certain important points of doctrine and mins. Robert Adler describes his experience in terminology are presented in passing and Available from: Coronet Educational Films,India in seeking higher levels of might be missed. Unit 6, 2 Thorncliffe Park Drive, Toronto nsciousness, and his work with groups The Hindu World (colour). Coronet, 11 mins. 17, Ont. since his return to North America. The film Available from: Coronet Instructional Films, This voice-over documentary is informativepresents a highly articulate descriptionof Unit 6, 2 Thorncliffe Park Drive, Toronto and well balanced and would be useful at thethe role of yoga in meditation. 17, Ont. beginning of a unit on Buddhism. This conventional voice-over documentary Christ and Disorder (b/w). B.B.C., 40 mins. might be useful early in a unit on Hinduism. Available from: British 13roadcasting Corp., It is quite elementary in scope, but would 135 Maitland St., Toronto, Ont. ovide auseful introduction to further Thia is a controversial film that could only be used with a mature class. It presents 14* Hutterites (b /w). N.F.B., 28 mins. some of the challenges facing Christianity Available from: National Film Board, 1 today and through the ages. It explores in Lombard St., Toronto, Ont. stark terms some of the great paradoxes of Christianity today and presents criticisms A detailed view of a Hutterite community in that are both pungent and challenging. If a Alberta is portrayed in this sensitive and class is discussing the role of the Christian moving film, Church today, this film could contribute many dimensions. o4

24 Major Religions of the World (colour). Requiem for a Faith (colour). Hartley, 27 41°1 f You're Not There You're Missed (b,,w). R.T.A., 28 mins. Encyclopaedia Britannica, 20 mins. mins. Available from: Religious Television Available from: Encyclopaedia Britannica, Available from: Marlin Motion Pictures, Associates, 315 Queen St. E., Toronto 227, 151 Bloor St. W., TorOnto, Ont. 47 Lakeshore Rd. E., Port Credit, Ont. Dnt. This film presents a very brief introduction Tibetan Buddhism and its fate since the Phis tiim deals with a social dimension of to some of the aspects of origin, ritual, and Chinese inva-Jion are well related in this film Christianity, the work of Jean Vanier at hissymbol in the five religions discussed at the by Huston Smith. It could be a useful end of this document. It could add a visual introduction to the teachings of Buddhism :entre for the handicapped near Paris. It dimension at the early stages of a course andthrough the Tibetan tradition. The relation would be particularly useful in exploring provide the springboard to further study. between religion and life are particularly the sole of the Church today. well discussed. Moslem World, The: Beginnings and Growth Jerusalem (colour). Encyclopaedia (colour). Coronet, 11 mins. Roadsigns on a Meru-go-round (colour). Britannica, 10 mins. Carousel, 27 mins. Available from: Encyclopaedia Britannica, Available from: Coronet Instructional Available from: Marlin Motion Pictures. l51 moor St., W., Toronto 5, Ont. Films, Unit 6, 2 Thorncliffe Park Drive, 47 Lakeshore Rd. K. Port Credit, Ont. This film gives a brief portrait of the city Toronto 17, Ont. This conventional introduction to the This film presents an imaginative with which three major religions are subject could be useful in the early stages introduction to the philosophies of Buber, associated. While conventional in approach, Bonhoeffer, and de Chardin. It would be of the film could be of value in showing of a course. most value toward the end of the part of the something of the spirit of the city and its Parable (colour). Ralph Forsberg, 22 mins. course dealing with Christianity or meaning for so many people. Available from: Marlin Motion Pictures, Judaism, where personal response and Kaleidoscope Orissa (colour). I.F.B., 37 mins.47 Lakeshore Rd. E., Port Credit, Ont. discussion are being explored in relation to Available from: Educational Film This thought-provoking film tells a parable the meaning of life. There is less stress on Distributors, 191 Eglinton Ave. E., through a highly stylized series of events in the transcendental than is found in more Toronto, Ont. a circus setting and could lead toadiscussionconventional approaches to Christian and This film would have its greatest value in a of many aspects of Christianity. The Jewish thought. :!ontext where the social aspects of religion Crucifixion and Resurrection are among Swami Karunananda: Austrclian Yogi from are being examined in some depth; it the aspects touched on and the film could Walaroo (colour). I.T.F_, 15 mins. provides a vivid picture of life and culture also be useful in starting discussion on such Available from: I nterna tional Tele-Film in one of the poorest states in India. There istopics as vicarious suffering and liberation. Enterprises, 221 Victoria St., Toronto, Ont. relatively little material that deals apecifically with religion, but the relation 141Picturcs at an Exhibition (colour). R.T.A.,This sympathetic introduction to the way 30 mins. of life of a Swami who has specialized in between life and religion emerges simply Available from: Religious Television Hatha yoga can reveal much about the and sympathetically. Associates, 315 Queen St. E., Toronto 227, approach to life of the Hindu. It can Land of Enlightenment (b/w). I.S.I., 11 mins.Ont. contribute greatly to an understanding of Available from: Information Service of The viewer is taken on a visit to an the relationship between the disciplines of India, 200 MacLaren St., Ottawa 4, Ont. exhibition of contemporary religious art mind and body. This voice-over documentary would require held in Toronto a few years ago. The film some preparation as some knowledge of could form the basis for a study that Buddhism on the part of the viewer is contrasts artistic expression today with that pre-supposed. Some doctrinal points and of various ages in the past. names mentioned in passing could cause difficulty. It would be most valuable part way through a course. Let My People Go (b/w). Xerox, 54 mins. Available from; Visual Education Centre, 29 Berkeley St., Toronto, Ont. Traces the history of the Jews from the time they were forced into exile in the First Century A.D. to the creation of the government of Israel in 1948. The history of the last thirty years is stressed. Maharishi Maresh (Jet Age Yogi) (colour). Columbia University, 20 mins. Available from: International Tele-Film enterprises, 221 Victoria St., Toronto, Ont. Maharishi Maresh has become well-known in the West because of the many prominent people who have visited him. This film presents a colourful, somewhat superficial view of the Maharishi, but could be useful in exploring contemporary phenomena within Hinduism. It should be balanced with more conventional approaches.

25 Recordings of Sacred Music Replicas

Reproductions of various religious artefacts Much recorded music reflects religious Evensong. Argo 5365 are available from a number of sources. themes: the suggestions given here are only Sung by the King's College Chapel Choir, Some museums, for example, have intended to be an introduction to the field. Cambridge. reproductions of various items from their Hinduism Glagolitic Mass by L. Janacek. Deutsche collections for sale that may be of value. A Musical Anthology of the Orient(India). Grammophon 138954 The following kit gathers together a number Musicophon BM 30 L 2006 Immortal Sacred Music. Inspfration Recordsof such reproductions. Classical Music of India. Folkways F1 8366 1909 Religions. A kit of 25 pieces, including coins, Nazli Jairazbhoy explains the theory of Featuring tenor Carl Olsen, this recording seals, oil lamps, religious symbols and classical Hindustani instrumental music includes selections from the Messiah other items. with sitar and recorded illustrations from (Handel), Elijah (Mendelssohn), Requiem Prepared by Dr. Fritz Albrecht for the archives of the Ethnic FolkwaysLibrary.(Verdi). Ara-Kunst, Bavaria. Available from Visual Musique Traditionnelle de l'Inde. BAM Mass in B M inor by J. S. Bach. Angel Education Centre, 95 Berkeley Street, LD 014 S-3720 Toronto 2A. A collection of classical Hindu selections Musicfrom "Christ is Born and "Christ is performed on different Indian musical Risen' . Everest CPST 5600 instruspents. The music was collected and Selections sung by the Sistene Choir of recorded at Benares by Deben Rome include samples of Gregorian and Bhattacharyan. Ancient Chants. Buddhis Priests' and People's Mass Chants in Enalish. Drums, Bells and Chants. LyrichordLLST Tribute TR 102 7200 The selections represented here include Orations, Prefaces, the Setting of the Lord's Buddhist Chant. Lyrichord LLST 7118 Prayer, Versicles, Responses, and Holy A recorded survey of actual Temple Ritual Week Chants. Tibetan Ritual Music. Ethnic Folkways FE Passion According to St. Luke by 4481 K. Pendereckl. Victor VICS-6015 The selections are chanted and playedby Lamas and Monks Requiem by M. Dural& Epic BC-1256 Religious Music of Asia (Near East/India/ Russian Eastern Liturgy. Monitor MFC 441 East Asia). Lyrichord LLST 7181 This recording features the Russian Orthodox Cathedral Choir of Paris, Judaism conducted by Peter Spassky. Hebraic Chants for the Holy Days. Parliament PLP (5) 133-2 Russian Hymns and Chants. Monitor WC Sung by the Marcel Lorand Trio 366 Music conducted by Peter Spassky. Passover Seder. Columbia MS 6336 Thirteen Centuries of Christian Choral Art, Sung by Richard Tucker Gregorian Institute of America EL 18 Sacred Service. Columbia M 56221 Conducted by Leonard Bernstein, this Islam recording of Ernest Block's masterpiece Feast of Achoura. Request SRLP 8162 features Robert Merrill and the choruses of Music of the Feast of the 10th Day of the the Metropolitan Synagogue and Muslim month of Moharram. Community Church of New York City. The Oud. Lyrichord LLST 7160 Christianity Music of the Near and Middle East by H. Amen. Light Label LS 605 Aram Gulezyan and his instrumental group. Common hymns of the Baptist Church by the 130-voice Choir and Chorale of the The Road to Istanbul. Mace SM 10031 First Baptist Church of Van Nuys, Authentic songs of the Middle East by the California, are directed by John Gustafson. Ethnic Turkish Orchestra. The Catholic Mass in English. Mace M 10019The Music Anthology of the Orient. A recording of a Catholic Mass sung by the Barenreiter-Musicaphonedited by the Scholastics, a group of Basilian seminarians International Music Council for the from the University of St. Thomas, Texas. International Institute for Comparative The celebrant is the Rev. James Jordan, Music Studies and Documentation. C.S.B. Recordings of classical and religious music Kb, The Choral Music of Dr. Healey Willan. from Afghanistan, India, Ttakey, and Capitol ST 6248 Tunisia are included. Sung by the Festival Singers of Canada. 213 Publishers and Canadian Agents

Abrams, Harry: Prentice-Hall Harper and Row: Fitzhenry and Whiteside Rout ledge & Kegan Paul: General Allen: Thomas Allen & Son Ltd., Harrap, George: Clarke, Irwin Publishing 50 Prince Andrew Place, Don Mills, Ont. Ryerson Press: McGraw-Hill Harvard University Press: Saunders of Saunders of Toronto, 1885 Leslie St., Allen, George & Unwin: Methuen Toronto Don Mills, Ont. Association Press: G. R. Welch Heinemann: Collins, William Schocken Books: Book Center Inc. Atheneum Press: McClelland and Stewart Herder & Herder: Methuen Scribner's: Saunders of Toronto Augsburg Publishing House, 426 South 5th Holt Rinehart & Winston of Canada Ltd., St, Minneapolis. Minn., 55415 55 Horner Ave., Toronto 18, Ont. Seabury Press: G. R. Welch Simon and Schuster of Canada Ltd., Barnes, A. S.: Smithers and Bonellie Houghton-Mifflin: Allen, Thomas 225 Yonge St. N., Richmond Beacon Press: Saunders of Toronto Hu Iton: Bellhaven House Hill, Ont. 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New Directions: McClelland and Stewart Watts, C. A.: Smithers and Bonellie Dickenson Publishing Co.: Wadsworth Oriel Press, Ltd., 32 Ridley Place, Welch, G. H. Co_ Ltd., 222 Evans Ave., Publishing Co, Newcastle-upon-Tyne, England, NEI 8LH Toronto 18, Ont. Doubleday Publishers, 105 Bond St., Oxford University Press, 70 Wynford Drive,Westminster Press: McGraw-Hill Toronto 200, Ont. Don Mille, Ont. World Publfishing: Nelson, Foster and Scott Dutton: Clarke, Irwin Palm Publishers Ltd., 601 Yonge St., Faber & Faber: Oxford University Press Toronto, Ont. Fitzhenry and Whiteside Ltd., 150 Lesmill Pan Books: Collins Rd., Don Mills, Ont. Pau list Press: Griffin House Free Press: Collier-Macmillan Penguin Books: Longman Gage Educational Publishing Ltd., 1500 Pfiaum Press: Canterbury House Birchmount Rd., Scarborough, Ont, Praeger Publishers: Burns & MacEachern General Publishing Co. Ltd., 30 Lesmill Rd,Prentice-Hall of Canada Ltd., 1870 Don Mills, Ont. Birchmount Rd., Scarborough, Ont. Griffin House, 455 King St. W., Toronto, Princeton University Press: Saunders of Ont. Toronto Hamilton, Hamish: Nelson, Thomas Putnam's, G. P.: Longman Canada Hamlyn Publishing Group (Canada) Ltd., Rand McNally: Gage 50 Prince Andrew Place, Don Mills, Ont_ Regnery: Copp Clark Harcourt Brace Jovanovich: Longman Canada Ronald Press: Smithers & Bonellie 27 Credit Photographs of religious symbols from Religions, a learning aid desigoed by Dr. FritzAlbrecht for Ara-Kunst, Bavaria. Distributed in C anada by Harry Smith & Sons, 1150 Homer Street, Identification No. 1003 Vancouver 3, B.C. 28