Nature of Religion and Beliefs |
GLOSSARY OF TERMS
TERM |
DEFINITION |
Religion |
A worldview that acknowledges the supernatural dimension and has a belief in a divine being or powers beyond the human and/or dwelling within the individual |
Supernatural Dimension |
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Immanent |
A reality or level of being that is within and among ordinary human experience |
Transcendent |
A reality or level of being deeper than or beyond ordinary human experience |
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RELIGION AS A WORLDVIEW
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Students learn about:
Religion as a worldview that:
- acknowledges the supernatural dimension
- has a belief in a divine being or powers beyond the human and/or dwelling within the individual
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Students learn to:
- define the supernatural dimension
- discuss a transcendent religious worldview which has a belief in a divine power and/or powers beyond the human
- discuss an immanent religious worldview which has a belief in a divine being or powers dwelling within the individual
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CHARACTERISTICS OF RELIGION
Syllabus Outcome |
Students learn about:
Characteristics of religion:
- beliefs and believers
- sacred texts and writings
- ethics
- rituals and ceremonies
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Students learn to:
- define the characteristics of religion
- explore the ways in which these characteristics interact to create a dynamic, living religion
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Most religions consist of the following, although not all traditions possess each of these characteristics.
| Characteristic |
Explanation |
* Beliefs and Believers |
Ideas that are considered true and express the self-understanding of the tradition |
* Sacred Texts and Writings |
Recorded teachings and beliefs of the religious tradition, both written and non-written, which may include books, oral stories, paintings, etc |
* Ethics |
Ideas about worthy human conduct, i.e. guidelines on acceptable behaviour |
* Rituals and Ceremonies |
Established ceremonies and customary acts that involve special, deliberate and repeatable patterns of behaviour |
Myths and Stories |
Stories and historical narratives of a tradition as well as its symbolic and instructive myths |
Symbols |
May include material objects and artistic creations, e.g. temples, icons. |
Religious Experience |
Often of central importance in religious history and contemporary practice. Includes associated emotional reactions to the world and to ritual |
Social Structures |
Social structures of religious traditions often take the form of separate institutions within society and communicate established beliefs and traditional practices. |
* these are the characteristics mentioned in the syllabus, so you should focus more heavily on these |
CONTRIBUTION OF RELIGION
Syllabus Outcome |
Students learn about:
The contribution of religion
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Students learn to:
Appreciate the contribution of religion to:
- individuals
- society and culture
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Individual |
Society and Culture |
Religion has helped provide answers to the big questions in life:
- Why am I here?
- Where did I come from?
- What happens when I die? etc
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Religion has inspired art, literature, architecture throughout the ages, helping to shape history |
| Heavy influence on the life of the individual |
Theology, philosophy are a result of religion |
| Reminds the individual of the spiritual, supernatural and transcendent aspects of life |
In some countries, religious leaders are political leaders also |
| Provides guidelines and rules by which to live one's life to better oneself spiritually |
Historically, many people have defended their faith, showing qualities of loyalty |
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NATURE OF THE DREAMING
Syllabus Outcome |
Students learn about:
The nature of the Dreaming
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Students learn to:
Outline the nature of the Dreaming in relation to:
- origins of the universe
- sacred sites
- stories of the Dreaming
- symbolism and art
Discuss the diversity of the Dreaming for Aboriginal peoples
Recognise the importance of the Dreaming for the life of Aboriginal peoples |
Aspect of the Nature |
Outline |
| Origins of the Universe |
- Different Aboriginal groups have varying creation stories with some general, common features
- Ancestors emerged from land features (e.g. rock formations) which are considered Sacred sites
- These supernatural beings created the natural world
- Each group has an ancestor and a natural species or totem (e.g. emu)
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| Sacred Sites |
- May be land, rock formations, parts of rivers or seas that are linked to Dreaming stories
- Also may be burial grounds, ceremonial meeting places and other significant places such as birthing caves
- Some sites are women's Sacred sites, some are men's, and some are for the entire group
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| Stories of the Dreaming |
- Stories of the Dreaming help to explain the origins of things, but also to pass on knowledge among members of the social group
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| Symbolism and Art |
- Art was connected to the artist's country
- Different areas produced different forms of art
- Many symbols used in Aboriginal art
- Many forms, including body art, painting, carved trees, rock art, bark painting and funerary poles
- Art was used in the teaching of others - knowledge of food types, sites, water, etc
- They "painted their Dreaming"
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Inextricable connection of the
DREAMING, LAND and IDENTITY
Syllabus Outcome |
Students learn about:
The inextricable connection of the Dreaming, the land and identity |
Students learn to:
Investigate the inextricable connection of the Dreaming, the land and identity |
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