Year Levels Focus: | All people belong to one community. (TCREK008) |
Aims: |
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Content Statement: |
Students will explore and celebrate the richness of our one human family, united in God’s love. They will consider groups within the human family, investigate some factors that unite them and explore how they express their connections. Students will explore Jesus’ way of welcoming all and consider some of his images of unity (eg The Vine and the Branches). They will identify groups of people who follow Jesus and celebrate connections within the big Christian family. |
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).
- All human beings are united in God’s love.
- Jesus reveals God's love.
- Christians are people who believe in Jesus and live as his friends.
All people belong to one community. (TCREK008)
ElaborationsStudents will explore and celebrate the richness of our one human family, united in God’s love. They will consider groups within the human family, investigate some factors that unite them and explore how they express their connections. Students will explore Jesus’ way of welcoming all and consider some of his images of unity (eg The Vine and the Branches). They will identify groups of people who follow Jesus and celebrate connections within the big Christian family.
TCREI001
Responding to questions with thoughts, and naming feelings, ideas and decisions (TCREI001)
Elaborations- responding to open questions about where God is present in the world
- expressing feelings and thoughts about God
- making choices about how to act towards others and ourselves
- cultivating self-respect by showing mutual respect
TCREI002
Listening to stories to learn about characters, words, concepts and values relating to love (TCREI002)
Elaborations- listening to biblical stories and wondering about their deeper meanings
- role-playing biblical and other stories (e.g., stories from the lives of the saints)
- using Godly play dolls to play creatively with biblical stories
- learning about things that were different about the world Jesus lived in as a child from the way things are now
TCREI003
Sharing observations, thoughts, feelings and ideas (TCREI003)
Elaborations- taking turns to let others speak in prayer time
- taking turns and listening to others’ thoughts and ideas about how God is love in us, our families and the world
- visualising and imagining stories about Jesus that show us God’s love for us and acting them out
- naming the ways that Jesus shows us how to love one another because God loves us first, and making models, drawings or installations to express this to others
- taking turns to share thoughts and reflections about how God loves us
- taking turns to share thoughts and feelings about how we experience God’s love in others and in the world
TCRED001
Using senses to name important words and feelings (TCRED001)
Elaborations- using senses to name feelings
- using sight, smell, hearing, taste and touch to provoke responses that identify and reflect on big ideas and significant feelings
TCRED002
Listening and responding to others’ ideas and thoughts. Pondering, and wondering and asking questions about our world (TCRED002)
Elaborations- listening and responding to others’ ideas and thoughts about God’s love
- pondering, wondering and asking questions about how we experience God’s love in our lives
- drawing some conclusions about how Jesus teaches us to be open to God’s love
TCRED003
Applying ideas about what could be done to model for others some loving choices (TCRED003)
Elaborations- naming behaviours that reflect being loved by God
- implementing plans and processes that promote self-respect and mutual respect
- sharing with others what being loved by God feels like and how it changes us
By the end of Foundation Year, students bring their sense of wonder to God as Mystery, as giver of all life and as love, revealed in Jesus, friend and brother. Celebrating God’s love and mystery in the church community, they describe the sacraments as celebrations of God’s presence. Students value both the uniqueness of the human person and the oneness of the human family. They engage with the Word of God through Scripture stories that tell of his love; they identify ways of both experiencing that love in people and in their world and, in turn, sharing it through their own loving actions. They experience prayer as talking to, listening to, and growing in loving relationship with God.
Students will be encouraged to use their imaginations when engaging with Sacramental signs and the Parables of Jesus.
Students listen, engage with and respond to sacred texts and stories, reflect on characters and concepts and share observations, thoughts, feelings and ideas. In diverse ways they express their emerging understanding of and engagement with the teachings of the Catholic Church, with Sacramental signs and with religious events and rituals. Through reflective practices, they develop ways of making loving choices that express care for self, for others and for their world.