lower secondary religious education student's book 1

Lower Secondary Religious Education is a new three-level series covering the six major religions in the Caribbean: Christianity, Judaism, Hinduism, Islam, Rastafarianism and Revivalism.

This book introduces the concept of religion and why Religious Education is important. It also explores religious rites of passage and how people express their religion through food, clothing and art.

Key features:

• Covers every topic from the point of view of the six major religions examined, enabling students to develop a balanced view and range of perspectives

• ‘In the Caribbean’ sections provide real-life examples within the region that students will be able to relate to

• Did you know?, What do you think? and class discussion features give students the opportunity to share their thoughts and knowledge in a structured and safe environment

• End-of-chapter review and assessment questions not only test understanding but also stimulate analysis of topics and critical thinking

STUDENT’S BOOK 1

LOWER SECONDARY

Religious Education

Religious EducationLOWER SECONDARY

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Religious EducationLOW

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This course has been written through a close collaboration between experienced Caribbean teachers and religious education experts:

Tessa Bernard • Liam Gearon • Jill Morris Kenneth Runcie • Colinnet Wiltshire-Brown

I S BN 978-0-230-40647-6

9 7 8 0 2 3 0 4 0 6 4 7 6www.macmillan-caribbean.com

Find us on Facebook/macmillancaribbean

Facebook “f ” Logo CMYK / .eps Facebook “f ” Logo CMYK / .eps

Find us on Twitter@MacCaribbean

STUDENT’S BOOK 2

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Religious Education


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STUDENT’S BOOK 2

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Religious Education

Lower Secondary Religious Education is a new three-level series covering the six major religions in the Caribbean; Christianity, Judaism, Hinduism, Islam, Rastafarianism and Revivalism.

This book introduces the history, core beliefs and symbolism of each religion, and examines religious leadership and places of worship, including pilgrimage sites. It also explores how people worship and key religious festivals.

Key features:

• Introduction and objectives at the start of each chapter

• Review and assessment at the end of each chapter

• Examples and case studies throughout

• Did you know? and What do you think? segments to reinforce each topic and test students’ understanding

• Class discussion tasks to give students the opportunity to share their thoughts and knowledge

• End-of-year test to help students assess progress

• Glossary of key concepts and terms


STUDENT’S BOOK 3

STUD

ENT’S B

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I S B N 978-0-230-42694-8

9 7 8 0 2 3 0 4 2 6 9 4 8


This book examines stewardship – personal, corporate and environmental – and how to be a good steward in these three areas. It also explores the religious response to ethical issues such as capital punishment, scientific developments and war.

Key features:


• Review and assessment at the end of each chapterExamples and case studies throughout

• Did you know? and What do you think? segments to reinforce each topic and test students understanding






STUDENT’S BOOK 3

www.macmillan-caribbean.com

Find us on Facebook/macmillancaribbean Find us on Twitter@MacCaribbean

STUDENT’S BOOK 3

LOWER SECONDARY

Religious Education

STUDENT’S BOOK 3Religious Education

LOWER SECONDARY

Tessa Bernard • Liam Gearon • Jill Morris • Kenneth Runcie • Colinnet Wiltshire-Brown

I S B N 978-0-230-44857-5






This book examines stewardship – personal, corporate and environmental – and how to be a good steward in these three areas. It also explores the religious response to ethical issues such as capital punishment, scientifi c developments and war.

Key features:









STUDENT’S BOOK 3

STUDENT’S BOOK 3

LOWER SECONDARY

Religious Education

STUD

ENT’S B

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I S B N 978-0-230-44858-2





STUDENT’S BOOK 2

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Religious Education



Key features:









STUDENT’S BOOK 3


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I S B N 978-0-230-42694-89 7 8 0 2 3 0 4 2 6 9 4 8

Lower Secondary Religious Education is a new three-level series covering the six major religions in the Caribbean; Christianity, Judaism, Hinduism, Islam, Rastafarianism and Revivalism. This book examines stewardship – personal, corporate and environmental – and how to be a good steward in these three areas. It also explores the religious response to ethical issues such as capital punishment, scientific developments and war. Key features:• Introduction and objectives at the start of each chapter• Review and assessment at the end of each chapterExamples and case studies throughout• Did you know? and What do you think? segments to reinforce each topic and test students understanding • Class discussion tasks to give students the opportunity to share their thoughts and knowledge • End-of-year test to help students assess progress • Glossary of key concepts and termsThis course has been written through a close collaboration between experienced Caribbean teachers and religious education experts:

Religious EducationLOWER SECONDARY STUDENT’S BOOK 3

www.macmillan-caribbean.comFind us on Facebook/macmillancaribbean Find us on Twitter@MacCaribbean

STUDENT’S BOOK 3

LOWER SECONDARY Religious EducationSTUDENT’S BOOK 3Religious Education

LOWER SECONDARY


I S B N 978-0-230-44857-5



I S B N 978-0-230-42694-8

9 7 8 0 2 3 0 4 2 6 9 4 8



Key features:









STUDENT’S BOOK 3



STUDENT’S BOOK 3

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Religious Education


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Key features:










I S B N 978-0-230-44857-5





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This book introduces the concept of religion and why Religious Education is important. It also explores religious rites of passage and how people express their religion through food, clothing and art.

Key features:








STUDENT’S BOOK 1

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Religious Education


STUDENT’S BOOK 1

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ENT’S B

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I S B N 978-0-230-40647-6






STUDENT’S BOOK 3

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Religious Education


STUDENT’S BOOK 3

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STUDENT’S BOOK 2

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Religious Education



Key features:









STUDENT’S BOOK 3

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I S B N 978-0-230-42694-8

9 7 8 0 2 3 0 4 2 6 9 4 8



Key features:









STUDENT’S BOOK 3



STUDENT’S BOOK 3

LOWER SECONDARY

Religious Education


LOWER SECONDARY


I S B N 978-0-230-44857-5







Key features:









STUDENT’S BOOK 3

STUDENT’S BOOK 3

LOWER SECONDARY

Religious Education

STUD

ENT’S B

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I S B N 978-0-230-44858-2





STUDENT’S BOOK 2

LOWER SECONDARY

Religious Education



Key features:









STUDENT’S BOOK 3


LOWER SECONDARY



I S B N 978-0-230-42694-89 7 8 0 2 3 0 4 2 6 9 4 8

Lower Secondary Religious Education is a new three-level series covering the six major religions in the Caribbean; Christianity, Judaism, Hinduism, Islam, Rastafarianism and Revivalism. This book examines stewardship – personal, corporate and environmental – and how to be a good steward in these three areas. It also explores the religious response to ethical issues such as capital punishment, scientific developments and war. Key features:• Introduction and objectives at the start of each chapter• Review and assessment at the end of each chapterExamples and case studies throughout• Did you know? and What do you think? segments to reinforce each topic and test students understanding • Class discussion tasks to give students the opportunity to share their thoughts and knowledge • End-of-year test to help students assess progress • Glossary of key concepts and termsThis course has been written through a close collaboration between experienced Caribbean teachers and religious education experts:

Religious EducationLOWER SECONDARY STUDENT’S BOOK 3

www.macmillan-caribbean.comFind us on Facebook/macmillancaribbean Find us on Twitter@MacCaribbean

STUDENT’S BOOK 3

LOWER SECONDARY Religious EducationSTUDENT’S BOOK 3Religious Education

LOWER SECONDARY


I S B N 978-0-230-44857-5



I S B N 978-0-230-42694-8

9 7 8 0 2 3 0 4 2 6 9 4 8



Key features:









STUDENT’S BOOK 3



STUDENT’S BOOK 3

LOWER SECONDARY

Religious Education


LOWER SECONDARY


I S B N 978-0-230-40647-6







Key features:









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STUDENT’S BOOK 1

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Religious EducationTessa Bernard • Liam Gearon •

Jill Morris • Kenneth Runcie •

Colinnet Wiltshire-Brown •

Macmillan Education 4 Crinan Street, London, N1 9XW A division of Macmillan Publishers Limited

Companies and representatives throughout the world.


ISBN 978-0-230-48337-8 AER

Text, design and illustration © Macmillan Publishers Limited 2016 Written by Tessa Bernard, Liam Gearon, Jill Morris, Kenneth Runcie and Colinnet Wiltshire-Brown

The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Design and Patents Act 1988.

First published 2016

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electron-ic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers.

Designed by Jen Glover Illustrated by Peter Bull Art Studios Cover design by Clare Webber Cover photographs by Alamy Janine Wiedel Photolibrary; Corbis/Godong/Robert Harding World Imagery, Corbis/Don Hammond/Design Pics; Getty/Xavier Arnau, Getty/Holger Leue, Getty/Kenneth C. Zirkel Picture research by Catherine Dunn Typeset by Orchard Publishing, Cape Town

The publishers would like to thank Sze Kiu Yeung, Julia Sander, Maria Grech and Jalin Healey for their valuable contributions.

The author and publishers would like to thank the following for permis-sion to reproduce their photographs: Alamy/AA World Travel Library p137, Alamy/Rubens Abboud p127, Alamy/Ira Berger p68, Alamy/Dinodia Photos p86, Alamy/Art Directors & TRIP p41(c), Alamy/Distinctive Images p75, Alamy/epa european

pressphoto agency b.v. p156, Alamy/Nick Hanna p95, Alamy/Gavin Hellier p190(c), Alamy/Heritage Image Partnership Ltd p167, Alamy/Tim Hill p19, Alamy/Image Bank p126(br), Alamy/Brian Jannsen p110(cr), Alamy/MJ Photography p190(cl), Alamy/Andrew Morse p190(cr), Alamy/Paul Piebinga p172, Alamy/PhotoStock-Israel p64, Alamy/© SIBSA Digital Pvt. Ltd p160, Alamy/Andrew Whitehead p178, Alamy/Zamzam Images p164; Bridgeman Images/French Set-Girls, plate 7 from ‘Sketches of Character...’, 1838 (colour litho), Belisario, Isaac Mendes (1795-1849)/Yale Center for British Art, Paul Mellon Collection, USA p125(tr),Bridgeman Images/Icon of the Blessed Virgin with Three Hands, Novgorod School, (16th century)/Private Collection p106, Bridge-man Images/HistoryMiami, Florida, USA/Miami News Collection p182; Corbis/ERproductions Ltd/Blend Imagesp52, Corbis/Maskot p73; Getty/altrendo travel p159, Getty/Bachrach p44, Getty/Judy Bellah p107, Getty/Buccina Studios p67, Getty/ChinaFotoPress p27(cr), Getty/Alison Conklin p77, Getty/David Cooper p142(br), Getty/David Corio p175, Getty/DEA/C. BEVILACQUA p35, Getty/ George Doyle p117, Getty/Com-stock p65, Getty/Carlos Davila p28, Getty/ Stefan Dahle p6, Getty/Scott Gries p108, Getty/Bruno De Hogues p110 (tl), Getty/Inti St. Clair p59, Getty/Juanmonino p73, Getty/Frans Lemmens p157, Getty/Ron Levine p8, Getty/Philippe Lissac p41(r), Getty/BEHROUZ MEHRI p79, Getty/kit-tikorn nimitpara p144(tl), Getty/Bashir Osman’s Photography p26, Getty/RBB p42, Getty/Andrei Spirache p109, Getty/Tetra Images p50, Getty/Peeter Viisimaa p91, Getty/Rob Whitrow p110(br), Getty/yellowdog p13; The Gleaner Co. Ltd p174(tl), The Gleaner Co. Ltd/Norman Grindley p96, ©2013 The Gleaner Co. Ltd p27(tl), The Gleaner Co. Ltd/Anthony Minott p174(br), The Gleaner Co. Ltd/Mark Titus p180, The Gleaner Co. Ltd/Paul Williams p184; © Imperial War Museums (Art.IWM ART 17130 1) p125(br); John Cater Brown Library/Image courtesy of John Cater Brown Library at Brown University p120; Macmillan Publish-ers Ltd pp69, 152; PA Images/Gregory Bull p183; Photodisc p119; Shutterstock/Ezz Mika Elya p76; Thinkstock/Darioracane p142(br), Thinkstock/GÜNEL GÜLDAGI p36, Thinkstock/Hill Street Studios p51, Thinkstock/Iremtastan p145, Thinkstock/MarcPo p144(tr), Thinkstock/prognone p88, Thinkstock/Sedmak p105, THINKSTOCK/Studio-Annika p131, Thinkstock/valeri_shanin p143, Thinkstock/venemama p111.

http://www.macmillan-caribbean.com

iii

Contents

Section 1 Introducing religion 1

1 An introduction to religious education 2 • What is religion? 2 • What is religious education? 6 • The nature of religion 8

2 Exploring who you are 12 • Finding out who you are 12 • Your physical self 14 • Your spiritual self 15 • Your moral self 16 • Your emotional and sexual self 17 • Your social and cultural self 18

The purpose of life 22 • Why are we here? 22 • Religion and purpose of life 24 • Living with purpose 25

4 The story of creation 33 • The Christian story of creation 33 • The Jewish story of creation 37 • The Islamic story of creation 39 • The Hindu story of creation 41 • The Rastafari story of creation 43 • The Revivalist story of creation 44Section 1 Review 48

Section 2 Religious rites of passage 49

1 Christian rites of passage 50 • Early life 50 • Adulthood 55 • End of life 58

2 Jewish rites of passage 63 • Early life 63 • Adulthood 67 • End of life 69

Islamic rites of passage 73 • Early life 73 • Adulthood 77 • End of life 79

4 Hindu rites of passage 81 • Samskaras 81 • Early life 83 • Adulthood 86 • End of life 87

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4 Rastafari and Revivalist rites of passage 91 • Rastafari early life 91 • Rastafari adulthood 92 • Rastafari end of life 94 • Revivalist early life 95 • Revivalist adulthood 97 • Revivalist end of life 97Section 2 Review 101

Section 3 Religious expression 103

1 Religious expression in Christianity 104 • Christian expression through art 104 • Clothing as an expression of Christianity 117 • Christianity and food 119 • Christianity in the Caribbean 120

2 Religious expression in Judaism 124 • Jewish expression through art 124 • Clothing as an expression of Judaism 131 • Judaism and food 133 • Judaism in the Caribbean 136

Religious expression in Islam 141 • Islamic expression through art 141 • Clothing as an expression of Islam 148 • Islam and food 150 • Islam in the Caribbean 151

4 Religious expression in Hinduism 155 • Hindu expression through art 155 • Clothing as an expression of Hinduism 163 • Hinduism and food 164 • Hinduism in the Caribbean 166

4 Religious expression in the Rastafari Movement and Revivalism 170 • Rastafari expression through art 170 • Clothing as an expression of Rastafari 177 • Rastafari and food 178 • Rastafari in the Caribbean 179 • Revivalist expression through art 182 • Clothing as an expression of Revivalism 184 • Revivalism in the Caribbean 184Section 3 Review 189

End-of-year test 191

Glossary 196

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At one time or another, each one of us will have asked – or been asked – the following questions: ‘What are the origins of the world?’ ‘Are humans alone in the universe?’ ‘What is the meaning of human life?’ ‘Why is there suffering in the world?’ ‘What happens to us after we die?’ ‘How can we live a happy, fulfilling life?’

Across the world, billions of people believe that religion provides adequate answers to these questions. This chapter explores this by introducing you to the key characteristics of religion and the importance of religious education.

In this chapter, you will learn about: what religion is and why it is

an important part of many

people’s lives

why people of faith need to

worship

what religious education is

why religious education is

important

why it is important to learn about

other people’s religious beliefs

the nature of religion.

What is religion?For thousands of years, people all over the world have been looking for answers to the questions mentioned above. These are known as ultimate questions. We ask these questions for many reasons: we feel a deep sense that there is more to life than our own physical selves we feel that there may be an all-powerful, supernatural force watching over us we feel part of a ‘bigger picture’ beyond the physical world we have had a personal, spiritual experience that makes us believe there is

something ‘out there’ in the universe.

An introduction to religious education1

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C H A P T E R 1 : A n i n t r o d u c t i o n t o r e l i g i o u s e d u c A t i o n

For many people, religion offers an explanation for our existence and the purpose of life, and helps us make sense of our spirituality (Figure 1.1).

One way of looking at religion, therefore, is to see it as a system of belief and worship of one or more divine beings. It can also describe any system that fills people’s lives with purpose and to which people devote themselves.

Figure 1.1 So many questions. Can religion help

provide the answers?

Figure 1.2 Religions in the Caribbean.

World religionsThere are many religions in the world. Some centre on the belief in and worship of one, unique God; they are called monotheistic faiths and include Christianity, Judaism and Islam. Other religions believe in the existence of more than one deity; they are called polytheistic faiths, for example Hinduism.

Not all religions involve a God or gods. Buddhism follows the teachings of a spiritual leader, rather than belief in or worship of a deity.

Today, more than 80 per cent of the world’s population – that’s nearly 6 billion people – identify themselves with a religious group or faith. The three religions with the most followers across the world are Christianity, Islam and Hinduism.

Religions in the Caribbean

In the Caribbean, Christianity is the dominant religion, with 83 per cent of the total population calling themselves Christians. Other major religious groups across the region include Hinduism, Islam, Judaism, the Rastafari Movement and Revivalism (Figure 1.2). Throughout this course, you will discover much more about these six religions.

There are at least 250 Christian denominations in Jamaica today – and over 40 000 across the world!

DID YOU KNOW?

N

0 150

Scale 1:18 000 000

300 kilometres

Caribbean Sea

MONTSERRAT

GUADELOUPE

DOMINICA

Information is not available for theCayman Islands

Muslim

Pentecostal

Other Protestant

Roman Catholic

Seventh Day Adventist

Anglican

Baptist

Hindu

Jehovah Witness

Anglican 1.9% Roman Catholic 63.3%Church of God 1.5%

Seventh Day Adventist 0.9%Other religions, atheists and non-religious people 22.9%

Hindu 1.4%

Baptist 3.1% Other Protestant 3.5% Pentecostal 1.6%

Other

Percentage of the Caribbean’s population that follows each religion

US VIRGINISLANDS

PUERTORICO

BRITISHVIRGINISLANDS

DOMINICANREPUBLIC

TURKS ANDCAICOS IS

HAITI

BAHAMAS

CUBA

JAMAICA

CAYMANISLANDS

BELIZE

ARUBA BONAIRECURAÇAO

ANTIGUA ANDBARBUDA

ST VINCENT ANDTHE GRENADINES

TRINIDADANDTOBAGO

ANGUILLA

MARTINIQUE

ST LUCIA

BARBADOS

GRENADA

ST KITTSAND

NEVIS

Church of God Methodist

GUYANA

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s e c t i o n 1: i n t r o d u c i n g r e l i g i o n

Why religion is important

Even though we do not all share the same beliefs, thoughts and actions, religion is important in our lives as individuals and in society. It affects the ways in which we think and act.

Answering the ultimate questions in lifeMany people see religion as a form of security because it provides answers to the big questions in life (can you remember some from the beginning of this chapter?). Each religion has its own beliefs about those questions – usually based on the teachings from sacred writings or holy books that followers accept as true. In this way, all religions have a philosophical dimension. As you continue with this course, you will learn more about what each of the major world religions believes about these issues.

shaping our identity and way of livingReligion affects the way we live and gives us a sense of identity. For many people, religious belief starts with the way they were brought up. For example, children born into Christian families will be raised according to the teachings and values of the Bible. They will attend Sunday school from a young age, and learn to pray, read the Bible and sing hymns. They will make friends with others from the same church community. Their Christian upbringing will influence their behaviour, the decisions they make and the events they celebrate in their lives.

A moral compass to guide our conscienceEvery human being, whether they follow a religion or not, has a conscience – a sense of what is right and wrong. A person’s conscience influences their dealings with other people as well as their interaction with the world around them. Most religions have rules or guidelines on how their followers should live. For example, Christians follow the Ten Commandments, which include rules such as ‘honour your father and your mother’ and ‘you shall not steal’ (see Exodus 20:1-17). For Muslims, Shari’a law governs both their public and private lives. Religious rules or laws encourage us to treat each other well and to care for our surroundings, and they protect us from harm and wrongdoing.

WHAT DO YOU THINK?

■ Do you believe in life after death? Do you share the same views as your family and friends? Why or why not?

religion in your school1 Find out what religious beliefs are held in your class. 2 Which is the dominant religion? Does this compare to the breakdown of

religious groups across the Caribbean region? Is there a similar pattern?

AC T I V I T Y

In many countries, religion has affected the ways in which governments are set up and run. For example, in Trinidad and Tobago, where there is a large population of Hindus and Muslims, the state legally recognises Hindu and Muslim religious marriage ceremonies and rites alongside Christian ones.

DID YOU KNOW?

5

C H A P T E R 1 : A n i n t r o d u c t i o n t o r e l i g i o u s e d u c A t i o n

The importance of worship

Have you ever looked at something beautiful, like a garden full of exotic flowers in bloom, or experienced something powerful like a thunderstorm, and felt a sense of wonder and awe?

Throughout history, people have been amazed by these, and many other, wonders of nature. They are convinced that the universe – and everything in it – is something that could only have been designed and made by a divine Creator. This belief generates a feeling of awe and humility within some people, who then feel an overwhelming need to acknowledge God’s creation by worshipping him.

Worship is therefore an essential part of religion because it allows believers to express their love of, respect for and devotion to one or more deities. It also allows them to recognise that there is a bigger power than them at work in the world. However, it is also a time for believers to ask favours from their God or gods. For example, some people ask God to help them get through a personal challenge in their lives, such as overcoming an illness or a difficult situation at school or work; others may ask for good weather or peace for the world (Figure 1.3). Through worship, believers show gratitude to their gods for the good and bad things that have happened in their lives.

Figure 1.3 Worship includes praying.

The word ‘worship’ has the same root as the word ‘worth’ – God is ‘worthy’ of praise.

DID YOU KNOW? Religion and the ancient Romans

Throughout history, people have felt the need to worship. The word ‘religion’ comes from the Latin word religio, which is to do with a sense of obligation and reverence to the gods. For the ancient Romans, religion was about developing trust between the gods and humans. Through rituals and acts of worship, they hoped to please their gods, so that the gods would help in overcoming unknown forces that were beyond human control.

Different ways of worship

There are many ways in which people worship God. Typically, worship includes: praying reading of sacred texts or holy books paying homage through making an offering (money or other material

goods) and physical acts of praise and adoration (bowing, clapping hands, singing)

exhortation (where religious leaders preach important religious principles to their congregation).

6

s e c t i o n 1: i n t r o d u c i n g r e l i g i o n

Worship can take place any time and anywhere, though every religion has its own set of special times and places dedicated for worship. For example: Christians attend church every Sunday (Sabbath) Jews observe Shabbat (Jewish holy day) in a synagogue and at home

from sunset on Friday to Saturday evening Muslims pray five times a day in a mosque or at home.

Inside many holy places you will usually see visual images and symbols, or religious iconography, which help people focus during worship. Incense and music also help to add meaning to people’s worship, as well as creating an aura (Figure 1.4).

People who lead religious services often wear some kind of ceremonial dress as a symbolic reminder of their devotion to their God and responsibility towards their fellow believers. It is not always necessary to worship in public; people can also worship alone or in their home with their family. Figure 1.4 Incense is used to help add

atmosphere to worship.

1 What is does ‘spirituality’ mean?2 Name three reasons why religion is important.3 Why do people worship?4 What does ‘paying homage’ mean?5 As well as our our personal lives, what else does religion influence?

C H E C K YO U R L E A R N I N G

What is religious education?Even though not everyone shares the same religious beliefs, we all try to make sense of life and its ups and downs. Religious education (RE) is part of the school curriculum because it is a subject designed to help us better understand ourselves and the world we live in through learning about religion and its relevance in our own lives.

learning about religionIn RE, you will discover why and how people past and present have searched for the meaning and purpose of life, and the role religion plays in fulfilling this search. You will find out about some of the major world religions: what they are, their histories, beliefs, values and practices.

lower secondary religious education student's book 1

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