Introduction to World Religions and Belief Systems, Summaries of English

Download Introduction to World Religions and Belief Systems and more Summaries English in PDF only on Docsity! K TO 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – ACADEMIC TRACK K to 12 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems May 2016 Page 1 of 13 Grade: 12 Semester: 1st or 2nd Subject Title: Introduction to World Religions and Belief Systems No. of Hours/ Semester: 80 hours/ semester Pre-requisite: Subject Description: The course explores the main tenets and practices of major world religions: Judaism, Christianity, Islam, Hinduism, Theravada Buddhism, Mahayana Buddhism, Confucianism, Taoism and Shintoism. It aims to help learners understand the historical contexts of nine religions, appreciate their uniqueness and similarities and promote mutual understanding among believers of different faiths. They are expected to demonstrate understanding and appreciation of one’s faith and that of others. CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCY CODE 1. Definition of Terms The learner demonstrates understanding of belief system or worldview*, Religion, Spirituality, Philosophy of Religion, and Theology. ___ *The elements of religion, belief system and spirituality must be discussed here. The learner prepares character sketches of a person who is spiritual but not religious and a person who is religious but not spiritual. 1.1. Give an example of a belief system or a worldview Communicate her* understanding of her religion ___ * Refers to all genders HUMSS_WRB12- I/IIIa-1.1 1.2. Differentiate religion from: a. Spirituality b. Theology c. Philosophy of Religion Differentiate between religion as humans’ way to God, theology as a study of God’s way to humans and philosophy as a reflection of humans’ lived experience of God HUMSS_WRB12- I/IIIa-1.2 1.3. Infer that: a. A belief system or worldview is a particular way of ordering the realities of one’s world. b. Religion is the pursuit of transformation guided by a sacred belief system. c. Spirituality is one’s integrative view of life. It involves a quest for the meaning and ultimate value of life as opposed to an instrumentalist or materialistic attitude to life. The elements of religion are: (a) reflects an effort to elevate their whole self to a higher HUMSS_WRB12- I/IIIa-1.3 K TO 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – ACADEMIC TRACK K to 12 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems May 2016 Page 2 of 13 CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCY CODE dimension of existence, (b) a framework of transcendent beliefs, (c) text or scriptures, (d) rituals, and (e) sacred spaces (e.g., church, temple, mosque, synagogue). Understanding the worldview of each of the world’s major religions is critical in appreciating their rituals and practices. These worldviews are: All is one (Monistic) 1. Many Gods (Polytheistic) 2. One God (Monotheistic) 3. No God (Atheistic) The elements of spirituality are: (a) holistic (fully integrated view to life), (b) quest for meaning (including the purpose of life), (c) quest for the sacred (beliefs about God), and (d) suggests a self-reflective existence. 1.4. Prepare character sketches of a person who is spiritual but not religious and a person who is religious but not spiritual HUMSS_WRB12- I/IIIa-1.4 2. How World Religions Began The learner demonstrates understanding of historical and geographical contexts of the different religions. The learner conducts a group activity that demonstrates the influence of a religion in a certain culture. 2.1. Cite regions or places where specific religions evolved HUMSS_WRB12- I/IIIb-2.1 2.2. Analyze the culture of the region that gave rise to specific religions HUMSS_WRB12- I/IIIb-2.2 2.3. Explain how geography influences religion and religion affects culture HUMSS_WRB12- I/IIIb-2.3 2.4. Conduct a group activity that demonstrates the influence of a religion in a certain culture HUMSS_WRB12- I/IIIb-2.4 3. Positive and Negative Effect of Religions The learner demonstrates understanding of effects of Religions: positive and negative. The learner gathers print or web- based articles, photos, editorial, etc. showing the positive or negative effects of religion. 3.1. Identify the positive and negative effects of religions HUMSS_WRB12- I/IIIc-3.1 3.2. Provide evidence that religion brought about an event in history HUMSS_WRB12- I/IIIc-3.2 3.3. Justify that religion can have positive or negative effects on society HUMSS_WRB12- I/IIIc-3.3 K TO 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – ACADEMIC TRACK K to 12 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems May 2016 Page 5 of 13 CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCY CODE a. Founders: Aryans (1500 B.C.) b. Sacred texts: Vedas, Upanishads and Bhagavad-Gita c. Doctrines: Dharma-duty, Kama- pleasure, Artha-wealth, Moksha- liberation, Brahman, Atman, the Identification of Brahman and Atman, the Four Yogas (Yoga of Knowledge, Yoga of Work, Yoga of Devotion or Love, and Yoga of Psychological Exercises) d. Gods: 33 million gods and goddesses e. Issues: Gender Inequality, Caste System, Poverty on Hinduism. 8.2. Identify the names of the major Hindu deities as well as their corresponding functions or powers HUMSS_WRB12- I/IIIj-II/IVa- 8.2 8.3. Explain: The core teaching of Hinduism is the attainment of liberation in the identification of Atman and Brahman through the Four Yogas. HUMSS_WRB12- I/IIIj-II/IVa- 8.3 8.4. Simulate a particular yoga and write a reflection paper on your insights on Hinduism HUMSS_WRB12- I/IIIj-II/IVa- 8.4 9. Theravada Buddhism The learner demonstrates understanding of the elements of Theravada Buddhism: a. Founder: Siddhartha Gautama (563-483 B.C.) b. Sacred texts: Tripitaka c. Doctrines: Four Noble Truths, Eight-fold Path, Law of Dependent Origination and The Impermanence of Things d. God: non-theistic e. Issue: Territory conflict in Mainland Southeast Asia The learner evaluates the Eight- fold Path in terms of how it achieves the Middle Way. 9.1. State the Four Noble Truths and the Eight-fold path HUMSS_WRB12- II/IVb-9.1 9.2. Give examples of situations that demonstrate cravings which may lead to suffering according to Theravada Buddhism HUMSS_WRB12- II/IVb-9.2 9.3. Explain: The core teaching of Theravada Buddhism is that life is suffering; suffering is due to craving; there is a way to overcome craving; and the way to overcome craving is the Eight-fold Path, the Middle Way (between pleasure and mortification). HUMSS_WRB12- II/IVb-9.3 9.4. Evaluate the Eight-fold Path in terms of how it achieves the Middle Way HUMSS_WRB12- II/IVb-9.4 10. Mahayana Buddhism The learner demonstrates understanding of the elements of Mahayana Buddhism: The learner draws the insight from the acts of generosity of Tzu Chi Foundation that reflect the core teaching of Mahayana 10.1. State the three levels of perfection of Mahayana Buddhism (moral discipline, cultivation of virtue, and altruistic conduct) HUMSS_WRB12- II/IVc-10.1 K TO 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – ACADEMIC TRACK K to 12 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems May 2016 Page 6 of 13 CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCY CODE a. Founder: Siddhartha Gautama (563-483 B.C.) b. Sacred texts: Sutras c. Doctrines: Four Noble Truths, Eight-fold Path, The Six Perfections to become a Bodhisattva (generosity, morality, patience, perseverance, meditation, and insight) d. God: non-theistic e. Issues: Tibet invasion, Engaged activism f. Universality and growth of sects: Development of Buddhism to Zen (Chan) Buddhism as the fruit of its encounter with Taoism. Buddhism. 10.2. Give examples of acts of generosity of Mahayana Buddhists HUMSS_WRB12- II/IVc-10.2 10.3. Explain: The core teaching of Mahayana Buddhism is to seek complete enlightenment for the benefit of all living beings through insight and compassion. HUMSS_WRB12- II/IVc-10.3 10.4. Draw the insight from the acts of generosity of Tzu Chi Foundation that reflect the core teaching of Mahayana Buddhism HUMSS_WRB12- II/IVc-10.4 11. Comparative Analysis The learner demonstrates understanding of the three religions/philosophies in the aspects of origin, morality, purpose, destiny, and views on women. The learner conducts an interview on the doctrines of each of the three religions/philosophies and compares them in the aspects of origin, morality, purpose, destiny, and views on women. 11.1. Identify the uniqueness and similarities of Hinduism, Theravada Buddhism and Mahayana Buddhism HUMSS_WRB12- II/IVd-11.1 11.2. Provide evidence that Hinduism, Theravada Buddhism and Mahayana Buddhism share common roots from India HUMSS_WRB12- II/IVd-11.2 11.3. Justify that Hinduism, Theravada Buddhism and Mahayana Buddhism, as Vedic religions, have largely influenced the world today. HUMSS_WRB12- II/IVd-11.3 11.4. Conduct an interview on the doctrines of each of the three religions and compare them in the aspects of origin, morality, purpose, destiny, and views on women HUMSS_WRB12- II/IVd-11.4 12. Confucianism The learner demonstrates understanding of the elements of Confucianism: a. Founder: Confucius (551-479 B.C.) The learner presents a character sketch of a person who personifies the Confucian virtues. 12.1. Describe the five basic relationships (king to subject, father to son, husband to wife, elder brother to younger brother and friend to friend) HUMSS_WRB12- II/IVe-12.1 12.2. Give examples of acts showing filial piety in the family, community and society HUMSS_WRB12- II/IVe-12.2 K TO 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – ACADEMIC TRACK K to 12 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems May 2016 Page 7 of 13 CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCY CODE b. Sacred texts: Confucian Classics c. Doctrines: Mandate of Heaven, T”ien, Human nature as originally good (Mencius) or evil (Hsun Tze), Rectification of Names, The Moral Way consisting of five cardinal virtues, Filial Piety, and Ancestor Worship d. God: Heaven e. Issues: Gender inequality, Authoritarianism 12.3. Explain: The core teaching of Confucianism is to be a “gentleman” by following the moral way consisting of the virtues of love, righteousness, wisdom, propriety and loyalty in order to promote harmony in society. HUMSS_WRB12- II/IVe-12.3 12.4. Present a character sketch of a person who personifies the Confucian virtues HUMSS_WRB12- II/IVe-12.4 13. Taoism The learner demonstrates understanding of the elements of Taoism: a. Founder: Lao Tzu (604 B.C. - ?) b. Sacred texts: Tao Te Ching, Book of Chuang Tze c. Doctrines: Wu-Wei, Law of Reversion, Following nature d. Tao as the Origin of all Beings, unnameable and eternal e. Issues: Inaction, Superstitious practices, Environmentalism The learner identifies the things she can do without by making an inventory of personal belongings (e.g. things in the bedroom) and writes a reflection on Taoism based on the result of the inventory. 13.1. State that “Tao is the origin of all beings whose essence is nothing” HUMSS_WRB12- II/IVf-g-13.1 13.2. Give examples of acts showing love and respect of nature and the environment HUMSS_WRB12- II/IVf-g-13.2 13.3. Explain: The core teaching of Taoism is becoming one with ‘Tao.’ HUMSS_WRB12- II/IVf-g-13.3 13.4. Identify the things she can do without by making an inventory of personal belongings (e.g. things in the bedroom) and write a reflection on Taoism based on the result of the inventory HUMSS_WRB12- II/IVf-g-13.4 14. Shintoism The learner demonstrates understanding of the elements of Shintoism: a. Founders: Prehistoric Animists of Japan b. Sacred texts: Kojiki and Nihongi c. Doctrines: belief in kami, divinity of emperors d. Gods: kami (animist and nature spirits) e. Issues: Shrine visits of Japanese prime ministers The learner interprets the Kojiki creation story creatively. 14.1. Narrate the Kojiki creation story HUMSS_WRB12- II/IVh-14.1 14.2. Explain why is it important for Japanese people to worship gods HUMSS_WRB12- II/IVh-14.2 14.3. Evaluate: The core teaching of Shintoism is to worship the ancestors and forces of nature to achieve harmony in all dimensions. HUMSS_WRB12- II/IVh-14.3 14.4. Interpret the Kojiki creation story creatively HUMSS_WRB12- II/IVh-14.4 15. Comparative Analysis The learner compares the three religions in the aspects of origin, morality, purpose, destiny, and The learner prepares a multimedia presentation on the perceptions of people from all 15.1. Identify the uniqueness and similarities of Confucianism, Taoism and Shintoism HUMSS_WRB12- II/IVi-15.1 K TO 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – ACADEMIC TRACK K to 12 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems May 2016 Page 10 of 13 GLOSSARY Belief system or worldview A particular way of ordering the realities of one’s world. Religion The pursuit of transformation guided by a sacred belief system. Spirituality One’s integrative view of life; involves a quest for the meaning and ultimate value of life as opposed to an instrumentalist or materialistic attitude to life. Judaism The core teaching of Judaism is the covenant of one God with a chosen people vs. other people with many gods. Christianity The core teaching of Christianity is the message that a loving God sent His begotten Son in order to redeem humankind from eternal damnation. Islam The core teaching of Islam is there is only one God and Muhammad is His final and greatest messenger. Hinduism The core teaching of Hinduism is the attainment of liberation in the identification of Atman and Brahman through the Four Yogas. Theravada Buddhism The core teaching of Theravada Buddhism is that life is suffering; suffering is due to craving; there is a way to overcome craving; and the way to overcome craving is the Eight-fold Path, the Middle Way (between pleasure and mortification). Mahayana Buddhism The core teaching of Mahayana Buddhism is to seek complete enlightenment for the benefit of all living beings through insight and compassion. Confucianism The core teaching of Confucianism is to be a “gentleman” by following the moral way consisting of the virtues of love, righteousness, wisdom, propriety and loyalty in order to promote harmony in society. Taoism The core teaching of Taoism is becoming one with ‘Tao.’ Shintoism The core teaching of Shintoism is to worship the ancestors and forces of nature to achieve harmony in all dimensions. K TO 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – ACADEMIC TRACK K to 12 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems May 2016 Page 11 of 13 References Catoir, John T. (1993). World Religions: Beliefs Behind Today’s Headlines. Makati: St. Paul Publications. Gaer, Joseph. (1956). How the Great Religions Began. New York: The New American Library, Inc. Keown, Damien. (2005). Buddhist Ethics: A Very Short Introduction. New York: Oxford University Press, Inc. Lewis, John. (1968). The Religions of the World Made Simple. New York: Doubleday & Company, Inc. Markham, Ian S. & Christy Lohr. (eds.). (2009). A World Religions Reader. West Sussex: Wiley-Blackwell. Partridge Christopher (3rd ed.) (2005). The World’s Religions (The New Lion Handbook). Oxford: Lion Hudson. Saint-Laurent, George E. (2000). Spirituality and World Religions. California: Mayfield Publishing Company. Sheldrake, Philip. (2012). Spirituality: A Very Short Introduction. Oxford: University Press. Smith, Huston. (1958). The Religions of Man. New York: Harper & Row, Publishers. K TO 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – ACADEMIC TRACK K to 12 Senior High School Humanities and Social Sciences Strand – Introduction to World Religions and Belief Systems May 2016 Page 12 of 13 CODE BOOK LEGEND SAMPLE CODE: HUMSS_WRB12-I/IIIa-1.1 LEGEND SAMPLE First Entry Track/ Strand Humanities and Social Sciences Strand HUMSS_WRB12 underscore_ Track/ Strand Subject Introduction to World Religions and Belief Systems Grade Level 12 - Roman Numeral *Zero if no specific quarter Quarter First Quarter/Third Quarter I/III Lowercase Letter *Put a hyphen (-) in between letters to indicate more than a specific week Week Week 1 a - Arabic Number Competency Give an example of a belief system or a worldview Communicate her understanding of her religion 1.1