Religion and Society Years 3 - 4

This element of GNFL looks at the phenomenon of religion and society, as well as specific religions and societies, from a Christian theological perspective. This is not a secular sociological study of religion: it is an attempt to understand religion and society from the point of view of faith in God revealed in Jesus—it is part of religious education, which means it is done from a religious point of view. It therefore asks questions like: What does Jesus reveal about the nature of religion and society? What does faith in God as love mean in and for a world divided by social, religious, ideological and philosophical differences?

Part of the Christian, and more specifically Catholic, view of humanity (its “anthropology”) is that human beings are profoundly social beings. We need each other in order to exist and we need a shared method of holding together (which is what makes us religious, since that is what religion is there to do for us).

The word “religion” comes from the Latin re ligare, to bind up again, or to re-unify. Given that not all religions believe in God (as understood in classical theism), this “binding back” or “re-unifying” is not necessarily about connecting us with God, but with each other. It is about society.

Christianity both is and isn’t a religion; and this is true in different ways. According to some influential Christian thinkers, Christianity is more a revelation than a “religion”. In fact, it did not refer to itself as a religion for at least the first three hundred years of its existence. But it also is and is not a religion in the sense that it is not one homogenous phenomenon, “a” religion, since it is many, often incompatible religions (churches, communions and sects): Anglican, Baptist, Catholic, Evangelical, Fundamentalist, Methodist, Orthodox, Protestant, Quaker … and the list goes on.

The social role of religion in human violence is a hotly contested issue. Does religion cause violence, or does it overcome it? Is religion about peace and justice, or about power and privilege (or neither set of alternatives)? Would the world be better off if there were no religion? Is/was society better off where religion is/was banned? Can society function without religion?—for how long?

And how does Christianity respond to the growing cultural relativism of secular (post)modernity? Are all religions equally true/false, good/bad and/or admirable/deplorable?

In GNFL this understanding of the role that religion plays in society is developed in the following ways:

  • The Christian Revelation, building on the Hebrew Revelation (principally the Old Testament), uncovers the deep structures of human social and religious ways of being.
  • Social cohesion is one of humanity’s deepest needs; and social disintegration, one of our worst fears. The universal role of archaic/traditional religion was to manage social cohesion by managing social disintegration and its causes.
  • The unveiling of the violent foundations of society, and the role of religion in its maintenance, began with the Hebrew Revelation and came to a head in Christ, namely that society is built on violence, using violence to contain violence; and religion is the mechanism by which it achieves this end.
  • All religions have three things in common: ritual, myth and law. Each of these is to some extent a violent way of dealing with violence: ritual sacrifice of victims to angry gods; mythological stories that cover up human violence by projecting it onto the gods; using the threat of legal violence (law) against those who do things that cause violence (crime).
  • Religion is the ancient, indeed primal, means by which violence was managed, contained, channelled and “sacralised”.
  • The real cause of violence was and remains wanting what others have—envy, or what the Bible calls “coveting”.
  • At the heart of Christianity is the image of a crucified outlaw revealing the truth about God and about humanity: that there is no violence in God; that the human condition is riddled with violence; and that its roots are in distorted desire.
  • This creates a complex and often fraught relationship between Christianity and the world religions.
  • Christianity has a unique relationship with Judaism, ancient and modern. Ancient Judaism is absolutely vital to a proper understanding of Christianity, since both Jesus and the early Church were Jewish, and belonged to the now extinct form of Judaism known as “Temple Judaism” or “Second Temple Judaism”. Christianity is, in some ways, as much a descendant of Second Temple Judaism as is modern Judaism, or “Rabbinic Judaism”. Christianity’s relationship with modern Judaism is the most important interreligious relationship for Christianity.
  • Christianity also has an important relationship with Islam, or the various forms of Islam (many of which have complex and fraught relationships with each other). Historically the relationship was at least as strained and difficult as that with Judaism; and though the relationship is somewhat better, there is still much work to do (especially between Christians and Muslims in the Middle East).
  • Christianity has been undergoing a massive change in its attitude to and relationship with the other world religions, especially Hinduism and the other religions of Asia, as well as the indigenous religions of Africa, Australia and elsewhere.
  • There is a growing and widespread rise in anti-religious sentiment and policy throughout the (post)modern world; and Christianity is by far the most oppressed religious group in the world: it is oppressed by both other religions and the increasingly secularist ideologies, including in Australia, where religion is increasingly marginalised and excluded from the public forum, whether social, political, cultural, philosophical, or even spiritual or moral.

URL link to Theological Conversation chapter (PDF).

Romans 8:15 "Abba, Father"  

Scripture Reference

Matthew 6:5-15 The Lord's Prayer  

Scripture Reference

BCE Scripture Commentary

Luke 11:1-13 The Lord's Prayer  

Scripture Reference

NCEC Scripture Commentary

Religion and Society: Reiligious traditions in australian society
  • Because Jesus was born into and lived within Jewish society, our Christian faith has close links  with  Judaism. 
  • Jesus lived and learned in his Jewish family and culture. 
  • In his teachings & way of life he challenged the society in which he lived. 
  • His words and actions showed & taught us to live in relationship with God as loving Father. 
Religion and Society

Christianity is essentially linked to Judaism through history and tradition. (TCREK024)

LiteracyInformation and Communication Technology (ICT) CapabilityPersonal and Social CapabilityEthical Understanding

Students will explore aspects of the Jewish society in which Jesus grew, learned and lived. They will identify and reflect on ways in which Christian faith and practice reflect its Jewish roots. They will examine some ways in which Jesus challenged aspects of his society and consider their own outlook in today’s society. They will engage prayerfully with Jesus’ teaching about God as loving Father.

Questioning and Theorising

TCREI007

Developing questions for investigating religious ideas, events and rituals (TCREI007)

Information and Communication Technology (ICT) CapabilityCritical and Creative ThinkingPersonal and Social Capability
  • developing and posing questions about the Trinity as a community of loving Persons
  • generating questions about the Mass and why Catholics say “it is what God does for us”
  • asking “why are there different forms of writing in the Bible and why is it not all narrative?”
  • questioning and reflecting on how Pope Francis is pope, just as St Peter was the first pope
  • formulating questions about, and writing examples of, ways that the Spirit of Jesus lives in others and the church community
Interpreting Terms and Texts

TCREI008

Being familiar with some of the most significant stories of the Old and New Testaments and discussing characters and meanings (TCREI008)

LiteracyInformation and Communication Technology (ICT) CapabilityCritical and Creative ThinkingPersonal and Social CapabilityEthical UnderstandingWisdom Aboriginal and Torres Strait Islander Histories and Cultures
  • learning words from glossaries of significant words from the Old Testament and the sacraments, e.g., covenant, initiation, sin, reconciliation
  • using a range of methods including digital technologies to plan and conduct an information search about the different genres in the Bible, including parables, proverbs, narratives, psalms, miracle stories, etc.
  • defining and explaining the different genres of writing found in the Bible
Communicating

TCREI009

Representing and communicating religious or spiritual ideas and information using diagrams, models and simple reports (TCREI009)

LiteracyNumeracyInformation and Communication Technology (ICT) CapabilityEthical Understanding
  • researching biblical lands and creating three-dimensional maps of geographical areas that relate to important Old Testament stories
  • gathering Scripture quotations around a series of themes and making a class mural, story maps or a class big book
  • writing student-derived examples of Scripture genres based on biblical texts (e.g., writing a letter to a friend who is far away, encouraging her or him to stay strong and keep going even though she or he is alone)
  • retelling Scripture passages illustrating different genres and making shadow puppet plays
See: Identifying and Reflecting

TCRED007

With guidance, identifying questions about religious ideas, events or rituals and recording ideas, thoughts and feelings (TCRED007)

LiteracyNumeracyCritical and Creative ThinkingPersonal and Social CapabilityEthical Understanding Sustainability
  • developing searching questions about how the mystery of God helps us grow in wisdom and understanding
  • reflecting individually or collectively using imaginative prayer and meditation, journalling, reflective writing
  • inviting a guest speaker (e.g., the parish priest) to class to ask him questions, using a Q and A style format, about the Mass, God, the Church, or his vocation
  • designing simple surveys to find out what students understand about questions such as “How is the Church animated by the Spirit?”
  • using a range of methods including digital technologies to plan and conduct an information search about the teachings of Pope Francis and what he says about the Church today
Judge: Evaluating and Integrating

TCRED008

Weighing up values and ideas to make connections. Sharing thoughts and suggestions with others. Reflecting, contributing to group dialogue, generating questions and drawing conclusions regarding principles for living responsibly, personally and in society (TCRED008)

LiteracyNumeracyInformation and Communication Technology (ICT) CapabilityCritical and Creative ThinkingPersonal and Social CapabilityEthical Understanding
  • examining individually and collectively the idea of covenant
  • listening to the stories of the Old Testament prophets
  • examining our own actions and decisions in the light of their example
  • weighing up choices
  • sharing thoughts and suggestions about how families can live more like a loving community
Act: Responding and Participating

TCRED009

Responding at the personal level or, with others, designing, sharing and, where possible enacting, a simple action plan towards improving specific situations at school or beyond (TCRED009)

LiteracyEthical UnderstandingWisdom
  • organising and leading an assembly prayer using Scripture, calling us to trust in God to find peace
  • constructing visual representations or mosaics highlighting how the sacraments are celebrations of the presence of God in our lives
  • journalling during Lent or Advent to invite Jesus into our choices, and living love by practising gratitude and acts of kindness
  • creating a class or school prayer calendar using appropriate Scripture passages
Achievement Standards

By the end of Year 4, students can acknowledge that they and all human persons are created in the image of God, and that Jesus (God-with-us) reveals for us that God—Father, Son and Holy Spirit—calls each one of us into a loving relationship with him and each other. They can recognise that Jesus’ loving example, as witnessed in the Gospels, informs the choices and guides the actions of those who follow him. They can recognise that, in the community of the Church, followers of Jesus celebrate God’s loving presence through the liturgy, and are nourished by the sacraments and by his Word in Scripture to live like Jesus. They can identify the Eucharist and describe its ritual elements as the celebration at the heart of Christian prayer and life. They can recognise that Jesus through his sharing of his Holy Spirit is present in the Church and its sacraments, and they can describe how the Spirit enlivens and guides us to be healing, forgiving and reconciling people. They can identify the way we celebrate God’s healing and forgiveness, and describe their ritual elements through the sacraments of Penance and of the Anointing of the Sick.

Students can explore, pose questions about and respond in a variety of ways to religious experiences, texts and stories. They can reflect on living responsibly and can develop, share and enact a response at the personal level and/or a simple plan of action at the school or local level.

Threads:

Pre-unit assessment

Learning Hook

Surface

Deep

Transfer

Resources