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IB World Religions

Mr. Clossick
2009-2010

(Excerpted from the IB World Religions curriculum guide third edition , June 2009):

“Throughout recorded history humankind has been concerned with religious questions, such as the existence of God, the meaning and purpose of life and death and the sense we make of our lives. In the contemporary world, religion has a significant influence on individuals and societies across the globe. The power of religion to both unite and divide affects believers and unbelievers alike. Therefore, religion in its varied forms is a distinctive realm of human experience, which demands academic inquiry."

The IB Diploma Programme World Religions course is a systematic, analytical yet empathetic study of the variety of beliefs and practices encountered in the main religions of the world. The course seeks to promote an awareness of religious issues in the contemporary world by requiring the study of a diverse range of religions. The religions will be studied in such a way that students acquire a sense of what it is like to belong to a particular religion and how that influences the way in which the followers of that religion understand the world, act in it, and relate and respond to others.

The Diploma Programme world religions course seeks to promote respect for the diversity of religious beliefs, both locally and globally, with the aim of enhancing international and inter-religious understanding. The course provides a very different perspective in this area. Students should be encouraged to look at contemporary national and international issues regarding religion and how these may impact on ethical and legal issues.

In the study of world religions, the experiential dimension to learning is of great importance and it is hoped that the course will be a catalyst for visits to and from members of different faith communities. Where this is not possible, imaginative teaching, combined with the use of a range of resources, should enable the students to come to know what it means to be a follower of a particular religion.

The course consists of an introductory unit (part 1) during which we will be exploring at least 5 of the living world religions that form the basis of the syllabus. This is complemented in the second year by an in-depth study of two religions chosen from those introduced in part 1. This second unit (part 2) of the syllabus is guided by themes, key concepts and key questions. The final component is the investigative study which provides opportunities for individual research of an aspect of the religious experience, practice or belief of a group and/or individual adherents

As with other areas of knowledge, there is a variety of ways of gaining knowledge within the study of religion. Archival evidence, data collection, experimentation and observation, inductive and deductive reasoning, for example, can all be used to help explain patterns of behavior and lead to knowledge claims. Students should be able to critically reflect on the various ways of knowing and on the methods used in human sciences, and in so doing become “inquiring, knowledgeable and caring young people” (IB mission statement). In the teaching of IB world religions, a number of issues will arise that highlight the relationship between theory of knowledge and world religions.

Some of the questions that could be considered during the course are identified below:

What is a religion? To what extent is religion distinguishable from culture or ideology?
Are religions created, discovered or revealed? What are the implications for religious knowledge?
To what extent is religious belief rational? Are reason and emotion necessarily opposed in religious belief?
Do people of differing religious convictions necessarily have different worldviews?
Does the concept of religion exist in every society? If so, what are the implications of this knowledge?
Who claims to possess religious knowledge and on what basis?
What implications do religious beliefs have for other areas of knowledge? How does this vary from religion to religion?
What implications does Nietzsche’s statement pose for morality when he says “God is dead”?
What might Einstein have meant when he said: “Religion without science is blind. Science without religion is lame.”?
In what ways does religious language differ from everyday language, and what does this tell us about religious knowledge?
What is the role of intuition as a source of religious belief?
What is the role of empirical evidence as a source of religious belief?

World Religions Aims
In addition to the general aims of the Diploma Programme the world religions course is to enable students to:

promote an enquiring, analytical and empathetic approach to the study of religion
develop an informed understanding of the diversity of world religions
foster a respectful awareness of the significance of the beliefs and practices for the faith member
develop an understanding of how religion affects peoples' lives
encourage a global appreciation of the issues surrounding religious and spiritual beliefs, controversies and movements in the world today
promote responsible and informed international citizenship.

Assessment Objectives
There are four assessment objectives for the Diploma Programme world religions course. Having followed the course, students will be expected to do the following:

1. Demonstrate knowledge and understanding of specified content

Demonstrate knowledge and understanding of five world religions chosen for the introductory unit
Define, understand and use concepts associated with particular world religions
Demonstrate in-depth knowledge and understanding of two religions reflecting different traditions
In internal assessment, demonstrate knowledge and understanding of a specific world religions investigative study.

2. Demonstrate application and analysis of knowledge and understanding

Demonstrate how the key concepts of a religion are expressed in the behavior of believers
Demonstrate application and analysis of concepts
Research, select and analyze material from both primary and secondary sources

3. Demonstrate synthesis and evaluation

Evaluate concepts associated with world religions
Synthesize by integrating evidence and critical commentary

4. Select, use and apply a variety of appropriate skills and techniques

Select, use and apply the prescribed world religions skills in appropriate contexts
Demonstrate the ability to organize ideas into a clear, logical coherent and balanced account
Evaluate the reliability of evidence and the chosen method of research for the internal assessment

Part 1: Introduction to world religions
The teacher should begin with the students’ prior understanding of the nature of religion and the context in which religions exist. Some time should be taken to explore religious terminology (for example, terminology associated with God: omnipotent, transcendent) and forms of language used in the study of religion and by religions (for example, the sacred, myth, ritual, symbolism, use of metaphor). Five (+) world religions must be selected for study. The intention is to provide students with an understanding of the religions through the exploration of the three fundamental questions, in order to understand different ways the religions view the world. Resources for this section of the course might include introductory textbooks, short extracts from religious texts (to prepare students for the paper 1 examination), and a variety of other resources for example, artifacts, films, visual and audio materials. This section of the syllabus would normally be taught first but, if the two in-depth religions are also to be covered as introductory religions, they could be taught at the beginning of each in-depth religion.

Part 2: In-depth studies
Two (+) religions will be chosen for in-depth study. These two religions are also studied in Part 1. It is expected that students will take the time to explore in-depth the two religions chosen, through the key concepts and themes. In order to do this they will be expected to consult a wide range of primary (including the sacred texts) and secondary sources. This should include, where possible, contact with faith representatives and visits to religious communities. It is essential to cover all the themes as examination questions could be set on any of them. Students should practice writing extended response questions both in their own time and under time constraints.

Part 3: Internal assessment
The internal assessment requires students to undertake an investigative study of an aspect of the religious experience, practice or belief of a group and/or individual adherents. Teachers are encouraged to plan visits to sacred places/buildings and set up meetings with religious adherents to stimulate an interest in the practice of a range of religions. These might well lead on to the selection of an individual study. Time should be spent with the whole class reviewing the nature of the internal assessment task, advising on the importance of a key research question, working on research methodology and explaining how the assessment criteria are applied to the task. Teachers should also give some individual time to students to supervise the progress of their written analysis.

Fundamental questions
The following three questions underpin the study of all world religions:

What is the human condition?
Where are we going?
How do we get there?

The syllabus specifications focus on core beliefs but these should not be seen to exclude or restrict the diversity of beliefs and practices that are present within religions. When applicable, at least two different interpretations from different denominations and schools of thought should be applied to the questions in order for students to investigate the diversity of thought and practice that exists within a particular religion.”

GOALS OF COURSE BEYOND IB GOALS:

To lead the student to the realization that throughout the history of humankind, "even to the present day, there is found among different peoples a certain awareness of a hidden power, which lies behind the course of nature and the events of human life [and that] this awareness results in a way of life that is imbued with a deep religious sense."
To give the student a respectful appreciation for the fact that this deep religious sense derives from a sincere search by humans "for an answer to the unsolved riddles of human existence,"
To have the student "reflect from the outset on what men have in common and what tends to promote fellowship among them," towards a true awareness that "in this age of ours... it is the duty of the Church to foster unity and charity among individuals, and even among nations."
To get the student to see clearly through our examination that "although differing in many ways from the teachings of the Church, the manner of life and conduct, the precepts and doctrines [of the world's religions] nevertheless often reflect a ray of truth which enlightens all men."
To foster an understanding that, in keeping with the tradition of the Catholic Church expressed by Vatican II, the student should "reject nothing of what is true and holy in these religions."
To familiarize the student with the basic elements of the world's religions through value-free descriptions whereby is explained the truth-about rather than the truth-of a religion.
To have the student consider in each tradition the answers it provides for the questions that plague us all, specifically: "What is man?, What is the meaning and purpose of life?, What is moral behavior and what is sinful?, Where does suffering originate and what end does it serve?, What is the path to true happiness?, What happens at death, judgement, and what follows?, What is the ultimate mystery, beyond human explanation, which embraces our entire existence, from which we take our origin and towards which we tend?"(all quotes from "Declaration on the Relation of the Church to non-Christian Religions" - Vatican II) xxx

Students will be expected to have a working knowledge of the following six basic elements of each religion covered:

the RELIGIOUS EXPERIENCE – both the foundational and that which a faithful adherent might reasonably expect.
The RELIGIOUS BELIEFS and teachings – Doctrines, Creeds, etc
The SACRED STORIES – myth and Scripture
The associated RITUALS and WORSHIP (cult)
The RELIGIOUS SOCIETY and COMMUNITY
SACRED ENTITIES – natural or man-made (including art forms)

ASSESSMENT BEYOND IB:

Students will be expected to have completed a thorough reading of SIDDHARTHA by Herman Hesse to coincide with the completion of our study of Hinduism and Buddhism. More on this as we progress. I will provide excerpts from other works for further reading assignments.
Students will be expected to attend 5 of the series of 12 Honors Colloquium lectures entitled, “Demystifying India” presented at URI Chafee Auditorium on Tuesday evenings from Sept 15-thru Dec 8. A list of the topics will be made available soon. (Hardship? See me.) A summary of the night’s lecture should be prepared for an in-class discussion by the following Friday.
Additional tests, papers, and minor projects to be determined by progress of class.

PROUT COURSE GRADE (BEYOND IB ASSESSMENTS) then will be determined as follows:

Tests ( upon completion of each religion)
Written work and responses to readings (when and as assigned)
Lecture attendance and summaries.
Participation, Preparedness and Citizenship

This course should be a very interesting one. We can have, and will have, a lot of fun with this ( though it may not seem like it now what with this extensive syllabus). I think you will find, as I do, that the exposure to new ideas and perspectives is exciting and maybe even mind-expanding. Aside from all of these rather mundane issues, I trust you already know that any hope for peace in the world can only begin with the tolerance that comes from a growing knowledge and understanding of the “other” as human. And from this study of these differing answers to the questions that plague us all – answers felt by their adherents to be of equal validity and worth to their own human perspective - maybe we will find that we really have more in common than we think.