a. According Davies, G. (2004), religious education in school seeks to enable pupils to develop a knowledge and understanding of religious beliefs and practices.
b. With religion education, learners will be able to learn about things that happen in their lives, and when they are unsure about something they will be able to find the answers and make sense of that. This education enables the learners to know if indeed there is life after death, why are they on earth and why do innocent people suffer?.
c. Learner’s beliefs will be developed and they will learn to appreciate other people’s beliefs.
d. It may refer to education provided by a church or religious organization for instruction in doctrine and faith, or for education in various aspects
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• Reflecting on ethical issues in religion, politics, human rights and the environment.
• Knowing about the principles and practices of the main religions of South Africa, the customs, values and beliefs of the main cultures of South Africa, the Constitution and the Bill of Rights.
• Knowing about ethical debates in religion, politics, economics, human rights and the environment.
1.3. What is it that religion education should do when teaching learners about Hinduism?
• It must make sure that students grasp the idea of one God Brahman held by many Hindus.
• It must use the spelling Rama or one of the avatars of the god Vishnu.
• It must help build a school community of respect and understanding.
• It must help the student understand how her/his belief differs from those of other learners.
• It must strengthen the idea of unity in diversity.
1.4. What is it that religion education should not do when teaching leaners about Hinduism? • It shouldn’t suggest that all Hindu people are polytheists (those who believe in many gods)
• It shouldn’t use the term ‘idol’ for the images of the gods and goddesses because by so doing, it suggest that Hindu people worship them rather than what they
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LESSON PLAN
Date: 09/10/2017 Subject: Life skills Topic: Religious Education: Hinduism Grade: 3 Duration: 30 min
Lesson Objective(s):1. Able to know what Hinduism is. 2. Able to know the beliefs of Hinduism.
Prior knowledge: They are aware that there are different religions, therefore the teacher will them question about the religion of Hinduism.
Assessment strategies to be used: Asking questions using Hinduism pictures.
INTRODUCTION: The teacher will firstly ask what Hinduism is and hear different responds, she will then explain what Hinduism is.
DEVELOPMENT: The ability to differentiate between the types of Hindu beliefs and the discussion about them and this topic.
• One impersonal Ultimate Reality – Brahman Manifest as many personal deities
• True essence of life – Atman, the soul, is Brahman trapped in matter (“That art thou”)
• Reincarnation – atman is continually born into this world lifetime after lifetime (Samsara)
• Karma – spiritual impurity due to actions keeps us bound to this world (good and bad)
• Ultimate goal of life – to release Atman and reunite with the divine, becoming as one with Brahman (Moksha)
Who do Hindus worship? – The major gods of the Hindu Pantheon Brahma, the creator
...passion and mission as educators. Therefore, they are likely to not only believe Graff, but even champion his cause.
the reason why they are learning something, then they will get a greater sense of the
...mportant that the students are taught how to deal with situations in a secular setting.
Hinduism and Christianity are two religions that have been around for thousands of years. Both of these religions have developed many philosophies on different aspects that can be compared to show their similarities and differences. The Hindu and Christian religion agree on many things. Based on humanity, our society follows some of the rules also because of the religion and laws. From the holy literature, there have been many different concepts that have been pledged but they all are supposed to lead you to the same effects such as a happy, healthy life, contribution to the world around us humans, and some kind of freedom after death. Some of the main subjects that can be reflected upon after learning of the history and fundamentals of these religions are the paths to enlightenment and/or salvation, the style of treating women through religions aspects, and the afterlife. This paper will give an analytic comparison of these two religions relating to the topics.
Religion has always been a hot topic in today’s world. No matter where a person may go people are talking about it; except in public schools. School has such a big impact on children because they go everyday. In public schools they only talk about one subject regarding religion, one belief -evolution. Schools should have other options for students to learn about the existence of our world and the lives that occupy it. For example, creationism. Creationism is the belief that the universe and all living organisms originated by acts of divine power, as illustrated in the Bible.
I believe that teaching and learning is both a science and an art, which requires the implementation of already determined rules. I see learning as the result of internal forces within the person student. I know that children differ in the way they learn and grow but I also know that all children can learn. Students’ increased understanding of their own experience is a legitimate form of knowledge. I will present my students with opportunities to develop the ability to meet personal knowledge.
Teaching the kids about their religion at such a young age is important because it helps the children have a strong foundation, which is built upon principles of love, respect, trustworthiness, correct morals and values. The main goal of Iron Faith is to teach the children proper and valid information about their religion so they what is right and wrong where that might really difficult for them to distinguish in a world where wrong may be portrayed as right and right as wrong. The Iron Faith mentors aspire for the kids to be future leaders in their secular and non-secular fields. The children must overcome the religious and worldly ignorance and become leaders of
As they learn the traditions of Hinduism they pass it on to the next generation. Students of Hinduism cleanse their minds and
Most people in the world derive their religious beliefs and traditions from their parents and peer influences. From a religious point of view, “There are many definitions for the term ‘religion’ in common usage. [Broadly defined], in order to include the greatest number of belief systems: ‘Religion is any specific system of belief about deity, often involving rituals, a code of ethics, and a philosophy of life’” (Robinson, 1996). However, in examining Hinduism, it is difficult to label the practices as a religion. This paper will expound upon the Hindu traditions, taking into account the characteristics of sacred elements, their meaning, and significance.
Now that we have covered the social classes what are the main point of the belief system, well they have several principals that almost all Hindus believe in The three-in-one god known as "Brahman," which is composed of: Brahma (the creator), Vishnu (the Preserver), and Shiva (the Destroyer). The Caste System. Karma. The law that good begets good, and bad begets bad. Every action, thought, or decision one makes has consequences good or bad that will return to each person in the present life, or in one yet to come. Reincarnation. ls also known as "transmigration of souls," or "samsara." This is a journey on the "circle of life," where each person experiences as series of physical births, deaths, and rebirths. With good karma, a person can be reborn into a higher caste, or even to godhood. Bad karma can relegate one to a lower caste, or even to life as an animal in their next life. Nirvana. This is the goal of the Hindu. Nirvana is the release of the soul from the seemingly endless cycle of rebirths (Beliefs). These five central beliefs are what makes up the Hindu religion.
Teachers must create lessons to inspire their students to think and make decisions based on God 's principles. The school should foster an environment where the students realize what Christ has done for them and give them the desire to see others come to know Christ as their Savior. A good way to make this happen is to create diverse learning opportunities where students can learn about other cultures and environments where missionaries are working to reach people for the Lord. Basically, the purpose of Christian education is directing the process of human development toward godliness of character and action.
Religion plays an enormous role in the history of mankind. Wars have been fought over it, lives have been surrounded by it, and it has directly or indirectly shaped the lives of many individuals. Culture and religion play a large role in developing each other. People’s religion is decided by their culture. The prominence or the lack of religion will develop someone’s religious identity have play a core role in determining what that person believes.
son, named Ganesha. In Hinduism, the basic goals of life called purushartha or "The Four Ends of Man," include dharma (acting righteously and fulfilling one's duties), artha (money, prosperity, or wealth...
Classical Hindu Mythology. Cornelia Dimmitt and J. A. B. van Buitenen. Philadelphia: Temple University Press, 1978. 38-40. Print.
Today, Hinduism stands as India’s primary religion. In fact, India houses 90% of the world’s Hindi population and 79.8% of India’s population follows the Hindu religion, according to the 2011 census. It is thought by some to be the oldest religion in the world and the “eternal law” (Fowler). This culture is truly one as defined by Edward Taylor: “A complex whole which includes knowledge, belief, art, law, morals, customs, and any other capability and habit acquired by man as a member of society.” In order to have somewhat of an understanding about what the Hindu religion entails, one must study the Hindu conception of God, its basic concepts and key beliefs, as well as symbolism.