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Studies of Religion

TQA Level 3

Studies of Religion REL315111: TQA Level 3, Size Value = 15

The course document

This document contains the following sections:

RATIONALE...... 1

course size and complexity...... 2

COURSE DESCRIPTION...... 2

Learning OUtcomes...... 3

COURSE requirements...... 3

COURSE CONTENT AND structure...... 4

Assessment...... 19

Internal Assessment Suggestions...... 19

Quality Assurance Processes...... 20

External Assessment Requirements...... 20

Criteria...... 20

Standards ...... 21

Qualifications Available...... 27

Award Requirements...... 27

COURSE EVALUATion...... 27

Course DEVELOPER ...... 27

Accreditation...... 28

Version History...... 28

RATIONALE

Australia is a multicultural, multi-faith liberal democracy where many religious and secular traditions co-exist harmoniously. This course can contribute to a deeper appreciation for, and reinforcement of, that sense of harmony. Though Australia’s foundations are secular in nature, the majority of its population claim some religious affiliation, and that affiliation has a strong influence on identity, values and behaviour. Religions and the spiritualities that grow from them are important drivers and dynamic shapers of the social and moral debates at a local, national and global level.

This course of study aims to develop an understanding of the unique ways that particular belief systems and cultural contexts can shape and influence the formation of an individual’s worldview. Such understandings can make valuable contributions to cross-cultural harmony and mutual enrichment. Through study and dialogue students can become more aware of the conditioning they have been subject to in construction of their own individual worldview. By studying a number of religious traditions students may be able to come to greater appreciation and respect for ‘the other’ in their midst. Studying a range of religions can also help students become conscious of particular ways they can make sense of the world, and become more skilled in identifying a number of ways of describing and responding to their own experience.

The Studies of Religion course recognises that there are many ways of approaching this area of academic study; consequently, it will attempt to adopt an inclusive and nuanced approach to ways of perceiving and interpreting religious issues. The Studies of Religion course does not promote any particular religious tradition or viewpoint; it is designed to be available to all students, irrespective of the existence, or nature, of any individual religious beliefs. However, it will allow for a depth-study of a particular religion so that students can understand and appreciate the richness and complexity of that chosen tradition.

Students and teachers need to note that the course is based on the following pre-suppositions:

  • that in an academic settings religions have to be subjected to rigorous analysis and critique
  • that even within religions there often exists a plurality of interpretations of particular beliefs and perspectives. This diversity will be studied and analysed
  • that student achievement is based entirely on the ability to understand, analyse and evaluate the religious traditions under study, not on their adherence to the beliefs and values of any particular tradition.

course size and complexity

This course has been assessed as having a complexity level of TQA level 3.

At TQA level 3, the student is expected to acquire a combination of theoretical and/or technical and factual knowledge and skills and use judgment when varying procedures to deal with unusual or unexpected aspects that may arise. Some skills in organising self and others are expected. TQA level 3 is a standard suitable to prepare students for further study at the tertiary level. VET competencies at this level are often those characteristic of an AQF Certificate III.

This TQA level 3 course has a size value of 15.

course description

Studies of Religion is designed to enable students to engage seriously and authentically with a number of religious traditions, and with the worldviews they represent. Studentswill develop a sound knowledge of the beliefs of at least two religious traditions and will then be given the opportunity to explore a selected aspect of one tradition some depth. They will also have the opportunity to engage with some of the significant challenges and ‘big questions’ that religious traditions have faced in the past and are still contending with in the contemporary world. Students will be given the opportunity to view these contentious challenges and questions from theist and other perspectives.

Learning OUtcomes

On successful completion of this course, learners will have knowledge and skills to:

  • understand that religious belief and worldviews can provide a strong sense of identity, meaning and purpose to the lives of individuals and communities;
  • understand, appreciate and respect the beliefs, attitudes and values of others;
  • investigate patterns of belief, religious traditions and the ways in which these contribute to shaping and interpreting people’s lives and experiences;
  • understand the ways in which religious traditions can provide credible ways of interpreting significant life experiences for individuals and groups;
  • understand and assess the ways religious beliefs contribute to public conversation concerning important religious, ethical, cultural, social and political questions;
  • analyse the ways in which wider secular society interacts with religious traditions in an Australian and global context;
  • understand that religious belief systems are dynamic and living, not static or moribund, and can possess transformative power for their adherents;
  • understand and analyse some of the profound challenges faced by religious traditions and associatedresponses;
  • structure and express relevant ideas and arguments with clarity;
  • use credible evidence and reasoned arguments;
  • use resources and strategies to solve problems and complete tasks;
  • use research skills effectively.

course requirements

Students will study at least four units throughout the course of the year. The order in which Areas/Units are studied is NOT prescribed.

In Area of Study One, Unit 1 and Unit 2 are compulsory. Students are be required to choose one other unit (Units 3 – 6) for Depth Study from the options available in Area of Study One. Students will also be required to choose oneunit for the Depth Study in Area of Study Two.

An equal time allocation may be allotted to each unit of study. However, since Unit 1 of Area of Study One is compulsory and requires students to study two religious traditions, it may be appropriate to increase the amount of time devoted to this unit by one or two teaching weeks, and proportionally reduce the time allotted to the other three units of study.

number of Religious Traditions Studied

In this study, the term ‘traditions’ is understood to refer to continuing social organisations that play an important part in maintaining and shaping culture. Traditions contain beliefs, values and ideas about existence and human experience which are expressed in a variety of ways.

The only part of the course where it is specifically required to study more than one religious tradition is in Area of Study One, Unit 1. However, even if students elect to study one tradition in other units of study, they can refer to other traditions when it is relevant to the focus of their study.

choice of traditions

A minimum of two of the following religious traditions is to be studied over the course of the year:

Aboriginal Spirituality, Hinduism, Judaism, Buddhism, Christianity and Islam.

Students may opt to study a major variant of one of those traditions from the list below:

Judaism: Orthodox Judaism, Reform Judaism

Buddhism: Theravada, Mahayana, Tibetan

Christianity: Eastern Orthodox, Roman Catholic, Anglican, Lutheran, Uniting Church

Islam: Sunni, Shi‘a.

COURSE CONTENT and structure

The order in which Areas/Units are studied is NOT prescribed.

Overview:

Course Section

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Compulsory Units

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Options

(Compulsory to study one from each Area)

Introduction to Religion

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Nil

/ Nil

Area One

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Unit 1: Beliefs

Unit 2:How do we Know what is Right?

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Unit 3: Sacred Texts

Unit 4: Ritual
Unit 5: Structures, Practices & Festivals
Unit 6: Lived Traditions

Area Two

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Nil

/

Unit 1: Significant Historical Challenge

Unit 2: Significant Contemporary Challenge
Unit 3: Founders, Fictions andFacts
Unit 4: How did the Universe come into Being?
Unit 5: Why do Humans Suffer?
Unit 6: Do Human Beings have a Soul?

Introduction to Religion (recommended,not coMpulsory)

It may be helpful to begin the studies of Religion with an overview of religious traditions. Over a few introductory lessons students could engage in a general exploration of such questions and issues as:

  • What is Religion? A search for the best definition;
  • The nature of religion as a distinctive response to the human search for meaning in life;
  • How are religions similar to and different from each other? Are there some consistent themes/issues/practices that are apparent between religions?
  • What is the relationship between religion and society?

Area of Study One: The Search for Meaning

in Religious Traditions

This Area of Study is broken into sixunits: Units 1 – 6.

Unit 1 and Unit 2 are compulsory units and students are required to choose to study ONE other unit from Units 3– 6.

Unit 1 will examine the way core beliefs help adherents of a tradition to interpret their belief in a transcendent reality. In this compulsory unit students must study at least two religious traditions. For each religious tradition, students will study the ways in which those core beliefs provide guidelines about: how one ought to live as a human being; how humans may relate to the world around them; and, how human beings may view suffering, death and the afterlife.

It will explore the ways in which those core beliefs find concrete expression in each tradition through formal statements of belief, sacred texts, sacred rituals, social structures, ethical teachings, symbols and the religious experience of groups and individuals.

Unit 2 will examine ethics as a discipline that articulates the thinking that goes into developing a moral stance.

Choice of Units for Depth Study (Units 3-6)

Students have the option of engaging in a depth-study of one aspect of one tradition. They may choose to study Sacred Texts and Stories, or Rituals, or Structures, Practices and Festivals or Lived Tradition: Personal Experience.

AREA ONE - Unit 1: Beliefs (Compulsory)

This part of the study will examine core beliefs of at least two religious traditions.

Outcome 1: On completion of this unit, the student will be able to explain and evaluate the significance of the core beliefs of at least two religious traditions.

The focus in this study is on learning what the traditions actually believe. Students will need to describe and explore the core beliefs and values that underpin the religious belief systems.

Each tradition interprets reality in particular ways, and each conceives its own unique responses to the most significant questions that can be contemplated about human existence. The focus in this unit is not so much critique of the core beliefs of a particular tradition, but is concerned rather with the development of a responsible, informed and nuanced understanding of those beliefs. The emphasis should be on comprehension, empathy and insight, not on rote learning or recall of facts. A contextual approach should be adopted and beliefs of a tradition should be viewed through a sympathetic historical and cultural lens.

The emphasis is on the way core religious beliefs create meaning for adherents of a religious tradition. These beliefs refer to views about a transcendent presence (or equivalent) that are held by individuals and groups.

Religious beliefs are generally expressed through the following aspects: formal statements of belief, sacred texts, sacred rituals, social structures, ethical teachings, symbols and the religious experience of groups and individuals.

Specifically, this unit of study will focus on beliefs about:

  • the nature of the Transcendent (or equivalent)
  • the meaning and purpose of human existence
  • morality: teachings about how humans ought to live
  • suffering, death and the afterlife.

Key Knowledge

For at least two religious traditions students should be able to:

  • describe accurately what the traditions believe about the nature of the Transcendent (or equivalent);
  • explain what the traditions understand to be the purpose and meaning of human existence. Students will need to consider how these traditions view the nature of the human condition;
  • interpret how the traditions view the relationship between human beings and the world and evaluate the implications of these beliefs for the way adherents ought to view and ‘live’ that relationship;
  • evaluate how believers in the traditions explain the existence of suffering;
  • describe and explain how death and the afterlife are understood in the traditions studied.

Key skills

These skills include the ability to:

  • gather, collate and describe a range of core beliefs within at least two religious traditions;
  • describe and explore the ways core beliefs are expressed, understood and communicated within the traditions;
  • analyse and evaluate the role of religious beliefs in shaping the way members of the traditions lead their lives;
  • describe and evaluate the ways the traditions explain suffering and death.

AND

AREA ONE - Unit 2: how do we know what is right? (Compulsory)

Everything a human being does is determined by ethical decision-making processes. Ethical choices form the core of every level of human existence – personal, social, political, national and global. Everybody has an ethical code or structure, and ethics and morals are embedded in all personal and social relations. Religious belief systems can be a powerful means of communicating and reinforcing particular ethical and moral beliefs and practices. An ethical standpoint is often adopted uncritically and unconsciously as it is imbibed or absorbed from family, religious tradition and culture, often without intentional reflection.

Ethics is a discipline that articulates the thinking that goes into developing a moral stance. It constitutes the difficult thinking process that must be entered into in order to develop a view of what ‘right’ and ‘wrong’, ‘desirable’ and ‘undesirable’; it is the method by which human beings discern the thoughts, behaviours and actions that are deemed worthy of choice as well as those which are not.

The academic study of ethics is an analysis of what constitutes sound ethical thinking. However, due to the influence of historical forces and processes, there exists a plurality of views as to how this academic study ought to be approached. Frequently, there are differences (sometimes conflict and tension) between a religious approach and a secular approach to ethics; a consequence of their differing premises and presuppositions.

In this study, different ethical and moral approaches are accepted, so long as they are responsible and well supported by legitimate evidence. The focus is on the ways students can acquire the skills to engage with some of the most important ethical and moral questions of our time.

Key Knowledge

Students who study this unit will be able to:

  • research and formulate a responsible working definition of ethics;
  • understand and appreciate that historical, cultural and religious contexts have influenced the development of ethical codes and frameworks;
  • understand and appreciate that religions provide systematic approaches to addressing ethical and moral issues;
  • identify and describe a variety of ethical codes of world religious traditionsand other ethical frameworks (such as Natural Law Ethics, Virtue Ethics, Situation Ethics, Kantian Ethics, Utilitarian Ethics);
  • understand and appreciate that there can be different interpretations of ethical codes and approaches, not only between different secular and religious traditions, but within these traditions as well;
  • identify and explain ways in which ethical codes influence people’s lives;
  • identify ethical issues that are of vital importance to human life and be able to articulate some of the key questions that need to be raised in relation to those issues;

Choose ONE ethical issue for in depth study. Identify different standpoints on this issue and describe the religious and/or philosophical basis for the various stances. Explore tensions and conflicts and suggest possible resolutions to those conflicts.

Key Skills

These skills include the ability to:

  • research the meaning of ethics and describe different ethical approaches;
  • identify ways in which world religious traditions promote and transmit ethics and values;
  • formulate a number of the key questions that need to be raised in relation to important ethical issues;
  • independently research an important ethical issue and present the issue in a way that demonstrates an intelligent and sophisticated grasp of its complexities, and that considers the issue in light of one or more ethical codes;
  • research and develop a view on one of the most pressing ethical issues in the contemporary world, analysing the view in light of relevant ethical code/s of one or more world religious traditions (analysis may also include relevant secular ethical code/s).

AND

AREA ONE Units 3– 6: Depth-Study

Sacred Texts or Ritual or Structures, Practices and Festivals or Lived Tradition: personal experience.

The following Units (3– 6), will involve a more detailed study of particular aspects of a religious belief system. There is an opportunity in this section to enter into a deep study of your chosen aspect of a tradition; for this reason students may choose to engage in a deeper study of one tradition and one aspect. However, while the focus may be on one tradition, it may be instructive and beneficial to refer to similar aspects in other traditions in order to highlight significant comparisons or contrasts.

Outcome Two: On completion of a study of Unit 3, 4, 5 or 6students will be able to offer a detailed explanation and evaluation of the role of Sacred Texts and Stories or Rituals or Structures, Practices and Festivals, or Personal Experience in providing meaning for members of one or more religious tradition/s.

AREA ONE - Unit 3: Sacred Texts

The term ‘texts’ refers to a body of writings held to be the authoritative core for a particular tradition.