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QCE STUDY OF RELIGION UNITS 3 AND 4

• Howard Clark •

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of Science Press. ABN 98 000 073 861

© Science Press 2019First published 2019

Science PressUnit 7, 23-31 Bowden Street Alexandria NSW 2015 AustraliaTel: +61 2 9020 1840 Fax: +61 2 9020 [email protected] www.sciencepress.com.au

Contents

Words to Watch iv

Introduction v

Dot Points

Unit 3 Religious Ethics vi

Unit 4 Religion, Rights and the Nation State vii

Questions

Unit 3 Religious Ethics 1

Unit 4 Religion, Rights and the Nation State 51

Answers

Unit 3 Religious Ethics 106

Unit 4 Religion, Rights and the Nation State 125

Appendix

Glossary 146

iii Contents

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Dot Point QCE Study Of Religion Units 3 and 4

Words to Watch

account, account for State reasons for, report on,

give an account of, narrate a series of events or

transactions.

analyse Interpret data to reach conclusions.

annotate Add brief notes to a diagram or graph.

apply Put to use in a particular situation.

assess Make a judgement about the value of

something.

calculate Find a numerical answer.

clarify Make clear or plain.

classify Arrange into classes, groups or categories.

comment Give a judgement based on a given

statement or result of a calculation.

compare Estimate, measure or note how things are

similar or different.

construct Represent or develop in graphical form.

contrast Show how things are different or opposite.

create Originate or bring into existence.

deduce Reach a conclusion from given information.

define Give the precise meaning of a word, phrase or

physical quantity.

demonstrate Show by example.

derive Manipulate a mathematical relationship(s) to

give a new equation or relationship.

describe Give a detailed account.

design Produce a plan, simulation or model.

determine Find the only possible answer.

discuss Talk or write about a topic, taking into account

different issues or ideas.

distinguish Give differences between two or more

different items.

draw Represent by means of pencil lines.

estimate Find an approximate value for an unknown

quantity.

evaluate Assess the implications and limitations.

examine Inquire into.

explain Make something clear or easy to understand.

extract Choose relevant and/or appropriate details.

extrapolate Infer from what is known.

hypothesise Suggest an explanation for a group of facts or phenomena.

identify Recognise and name.

interpret Draw meaning from.

investigate Plan, inquire into and draw conclusions about.

justify Support an argument or conclusion.

label Add labels to a diagram.

list Give a sequence of names or other brief answers.

measure Find a value for a quantity.

outline Give a brief account or summary.

plan Use strategies to develop a series of steps or processes.

predict Give an expected result.

propose Put forward a plan or suggestion for consideration or action.

recall Present remembered ideas, facts or experiences.

relate Tell or report about happenings, events or circumstances.

represent Use words, images or symbols to convey meaning.

select Choose in preference to another or others.

sequence Arrange in order.

show Give the steps in a calculation or derivation.

sketch Make a quick, rough drawing of something.

solve Work out the answer to a problem.

state Give a specific name, value or other brief answer.

suggest Put forward an idea for consideration.

summarise Give a brief statement of the main points.

synthesise Combine various elements to make a whole.

ivWords to Watch

Science Press


What the book includes

This book provides questions and answers for each dot point in the Queensland Certificate of Education Syllabus for Study of Religion Year 12:

Unit 3 Religious Ethics

• Topic 1 Social Ethics

• Topic 2 Ethical Relationships

Unit 4 Religion, Rights and the Nation State

• Topic 1 Religion and the Nation State

• Topic 2 Religion and Human Rights

Format of the book

The book has been formatted in the following way:

1.1 Subtopic from syllabus.

1.1.1 Assessment statement from syllabus.

1.1.1.1 First question for this assessment statement.

1.1.1.2 Second question for this assessment statement.

The number of lines provided for each answer gives an indication of how many marks the question might be worth in an examination. As a rough rule, every two lines of answer might be worth 1 mark.

How to use the book

Completing all questions will provide you with a summary of all the work you need to know from the syllabus. You may have done work in addition to this with your teacher as extension work. Obviously this is not covered, but you may need to know this additional work for your school exams.

When working through the questions, write the answers you have to look up in a different colour to those you know without having to research the work. This will provide you with a quick reference for work needing further revision.

Introduction

v Introduction

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Topic 1 Social Ethics

3.1.1 Describe the nature and purpose 5 of religious ethics.

3.1.2 Identify ethical teachings in the 6 sacred texts, religious writings and rituals of Judaism, Christianity, Islam, Hinduism and Buddhism.

3.1.3 Explain ethical terminology used in 12 decision making, including: normative ethics, descriptive ethics, natural law, personal ethics and social ethics.

3.1.4 Explain ethical theories used in 14 decision making. These theories include: deontological ethics (duty based ethics), teleological ethics (situation ethics), virtue ethics, ethics of care and natural law theory.

3.1.5 Differentiate between the five major 16 world religions and the ways religious beliefs influence decision making processes regarding a social ethical issue.

3.1.6 Analyse and apply, from a religious 22 perspective, two approaches to ethical decision making, for example: a multidimensional approach (Isaacs and Massey) and pastoral spiral approach (Holland and Henriot).

3.1.7 Analyse the influences of religious 24 ethics on people, society and culture in response to at least one of the following social ethical issues: asylum seekers, capital punishment, employment and work, environment, refugees, slavery, war.

3.1.8 Consider and organise information 30 from sources on religious ethics and a social ethical issue.

3.1.9 Evaluate and draw conclusions 31 regarding religious ethical stances held by adherents on social ethical issues.

3.1.10 Create an extended response that 32 communicates ideas or arguments related to religious and social ethics.

Topic 2 Ethical Relationships

3.2.1 Identify the way(s) in which religious 35 traditions inform personal ethics.

3.2.2 Explain a variety of responses from 36 individuals within and across religious traditions to a range of ethical issues in contemporary society.

3.2.3 Investigate at least one contemporary 38 ethical issue selected from: beginning and end of life, e.g. reproductive technologies, palliative care; body image, e.g. cosmetic enhancement; interpersonal conflict, e.g. domestic violence, sexting; medical technologies, e.g. organ farming, genetic engineering; substance abuse, e.g. steroids in sport.

3.2.4 Analyse a selected contemporary 43 ethical issue from: beginning and end of life, e.g. reproductive technologies, palliative care; body image, e.g. cosmetic enhancement; interpersonal conflict, e.g. domestic violence, sexting; medical technologies, e.g. organ farming, genetic engineering; substance abuse, e.g. steroids in sport, from the perspective of one of the five major world religions.

3.2.5 Consider and organise information 46 relating to the influence of religious ethics on people, society and culture.

3.2.6 Evaluate and draw conclusions 49 about the extent to which religious ethics influences: individual decision making processes; responses to ethical issues within a religious tradition.

3.2.7 Create an extended response that 50 communicates ideas or arguments in a research based inquiry essay related to religious ethics.

Answers to Religious Ethics 106


Dot Point Page Dot Point Page

viDot Points

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Topic 1 Religion and the Nation State

4.1.1 Describe and identify different 55 types of religion-state relationships that may exist, including: official separation of religion and the nation state, e.g. United States of America, France; religious state, e.g. Saudi Arabia, Iran; secular state, e.g. Australia; state religion, e.g. Denmark; predominantly religion-less state, e.g. Peoples’ Republic of China.

4.1.2 Identify and explain the variety of 57 relationships that exist between religions and nation states, for example: Judaism: Israel; Christianity: Malta (Roman Catholicism), Greece (Greek Orthodox), England (Church of England), Denmark (Church of Denmark), Norway (Evangelical Lutheran), Tonga (Free Wesleyan Church of Tonga); Islam: Pakistan, Malaysia and Saudi Arabia (Sunni Islam); Iran (Shi’a Islam); Yemen (mixed Sunni and Shi’a Islam); Hinduism: Nepal prior to 2006; Buddhism: Cambodia, Myanmar and Sri Lanka (Theravada Buddhism); Bhutan (Vajrayana Buddhism); Multi-religious: Indonesia (Islam, Protestantism, Catholicism, Buddhism, Hinduism, and Confucianism).

4.1.3 Analyse the ways in which religion 65 has interacted with the nation state through one example selected from: Judaism in Europe up to 1945; Hinduism in India pre- and post-independence (1947); Buddhism in Myanmar (Burma), Thailand, Tibet or Vietnam; Judaism, Christianity and Islam in Israel and Palestine since 1948; Christianity – Roman Catholicism in Poland, especially in the 1980s, or Christianity in a Latin American country; Islam in Egypt, Indonesia, Iran or Turkey; Australian government legislation and the involvement of religious institutions regarding: Australian Aboriginal peoples and spiritualities; Torres Strait Islander people and religion.

4.1.4 Consider and organise information 69 from sources related to the interaction between religion, the nation state and society.

4.1.5 Evaluate and draw conclusions 70 about relationships between religion and the nation state and their impact on individuals, groups and society.

4.1.6 Create an extended response that 71 communicates ideas or arguments in a research based inquiry essay related to ways in which religion has interacted with the nation state.



vii Dot Points

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Topic 2 Religion and Human Rights

4.2.1 Describe the concepts of rights, 75 religious rights and human rights.

4.2.2 Identify the ways in which religions 76 describe human life through sacred texts and religious writings of: Judaism (revelation; sin, repentance, free will; divine and human justice; sanctity of life); Christianity (revelation, incarnation, resurrection, salvation, human dignity); Islam (revelation to the prophet, predestination and the greater jihad); Hinduism (karma, samsara, moksha, reincarnation); Buddhism (reincarnation, karma, dharma, samsara and nirvana).

4.2.3 Identify the ways in which religions 86 describe human life through religious rituals of: Judaism (birth and death); Christianity (birth and death); Islam (birth and death); Hinduism (death); Buddhism (death).

4.2.4 Identify the ways in which religions 91 describe human life through religious ethics of: Judaism and Christianity (sacredness of human life); Islam (submission to the will of Allah); Hinduism (karmic consequences); Buddhism (karmic consequences).

4.2.5 Explain the way in which religious 93 traditions inform understandings of human rights.

4.2.6 Differentiate between religious 96 traditions through the ways in which human life is viewed, including cyclical world view (Buddhism and Hinduism); linear world view (Judaism, Christianity and Islam).

4.2.7 Analyse religious perspectives on 97 human rights and distinguish other perspectives on human rights informed by: Universal Declaration of Human Rights (1948); Krishnaswami Study (1960); United Nations resolutions such as the 1966 Covenants on Human Rights and The Declaration on Intolerance and Discrimination based on Religion or Belief 1981; Cairo Declaration on Human Rights (1990).

4.2.8 Consider and organise information 101 from sources regarding the influence of religion in shaping understandings of human life and perspectives on religious rights and human rights.

4.2.9 Evaluate and draw conclusions 102 about the significance of religion and the extent to which it has an influence on society’s responses to religious and human rights issues, e.g. human trafficking, genocide.

4.2.10 Create responses that communicate 103 ideas or arguments within sentences and short paragraphs on religion and human rights.

Answers to Religion, Rights and the 125 Nation State



viiiDot Points

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DOT POINT

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Religious Ethics

1 Unit 3 Religious Ethics

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Unit 3

In Unit 3 you will continue to build on Units 1 and 2 to examine the religious ethical principles that are evident within the traditions of Judaism, Christianity, Islam, Hinduism and Buddhism. You are required to understand the religious foundations that form and inform ethical principles within different religious traditions. You will apply religious ethical principles and theories to real life contexts and evaluate how they influence people, society and culture.

The learning for the unit comprises two topics that are of equal importance in providing you with the knowledge and skills associated with the unit.

The Unit 3 topics are: Social Ethics and Ethical Relationships.

TOPIC 1

Social EthicsIn this topic, you will consider how ethical principles and theories in Judaism, Christianity, Islam, Hinduism and Buddhism are understood and applied to social ethical issues. You will analyse issues from a religious ethical perspective and evaluate the extent to which religious ethics influence decision making.

By the end of this topic, you should be able to:

~ Describe the features and purpose of religious ethics. ~ Identify ethical teachings in the sacred texts, religious writings and rituals of Judaism,

Christianity, Islam, Hinduism and Buddhism. ~ Explain ethical terminology and theories used in decision making. ~ Differentiate between the five major world religions through the ways religious beliefs and

practices influence decision making processes relating to a social ethical issue. ~ Analyse and apply, from a religious perspective, two approaches to ethical decision making. ~ Describe the influences of religious ethics on people, society and culture. ~ Summarise information from sources on religious ethics and a social ethical issue. ~ Evaluate religious ethical stances held by adherents on social ethical issues. ~ Discuss ideas or arguments related to religious and social ethics.

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DOT POINT

Topic 1 Social Ethics.

3.1.1 Describe the nature and purpose of religious ethics.

3.1.1.1 Define religious ethics.

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3.1.2 Identify ethical teachings in the sacred texts, religious writings and rituals of Judaism, Christianity, Islam, Hinduism and Buddhism.

3.1.2.1 Identify the principal ethical teachings in Buddhism.

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3.1.2.2 Identify the Five Precepts.

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6Unit 3 Religious Ethics

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3.1.2.5 Identify the principal ethical teachings in the Beatitudes.

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3.1.2.6 Outline the importance of ethical teachings in the Beatitudes for the life of Christian adherents.

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3.1.2.7 Explain Jesus’ commandment to love.

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3.1.2.8 Describe the importance of Jesus’ commandment to love for the life of Christian adherents.

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3.1.2.9 Outline the ethical teachings in the sacred texts, religious writings and rituals of Christianity.

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3.1.2.10 Identify the principal ethical teachings in Hinduism.

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3.1.2.11 Identify the four varnas.

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8Unit 3 Religious Ethics

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DOT POINT

Answers

105 Answers

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106Answers

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3.1.1.1 Define religious ethics.

Ethics is the study of the determination process of individual decision making about what is a morally correct or a worthy action. Religious ethics is based on some religious philosophy or belief. People make and justify their decisions or judgements based on this belief or to follow specific religious commandments or guiding principles.

3.1.1.2 Describe the nature of religious ethics.

Religious ethics is based on religious philosophy or belief. People make and justify their decisions or judgements based on this belief or to follow specific religious guiding principles or commandments. Ethical determinations or decisions are therefore made in the understanding that they have the authority of God or are supported by the spiritual leaders of the religious tradition. Religious ethical statements take on the status of belief statements and become expected behaviour for followers of particular traditions. Often there are social punishments for non-ethical behaviour or indulging in taboo behaviour.

3.1.1.3 Describe the purpose of religious ethics.

Religious ethical statements take on the status of belief statements and become expected behaviour for followers of particular traditions. Therefore, they have the authority of God or the spiritual leaders of the religious tradition. They often extend from the religious community and are used as social rules and determine whole of society expectations and so maintain accepted behaviours within the general community. In some societies, there are social punishments for non-ethical behaviour and in some countries, there are laws set up to mirror religious ethical behaviour. In modern Australia, the fundamental rules against killing and stealing are based on the Judeo-Christian rules set down in the Torah thousands of years ago.

3.1.2.1 Identify the principal ethical teachings in Buddhism.

The principal ethical teachings in Buddhism are based on the example and teachings of Buddha as described in the dharma. Buddhists also understand that every action creates consequences. This means that inappropriate behaviour results in uncomfortable or bad consequences. The Five Precepts or basic moral values for human beings are part of the belief structure of Buddhism. They follow directly from the Eightfold Path as the way to enlightenment. The Five Precepts are a subset of the more specific rules for monks which define living in the monastery community.

3.1.2.2 Identify the Five Precepts.

The Five Precepts are to undertake the training to refrain from: destroying living creatures, taking that which is not given, sensual misconduct, incorrect speech and the taking of intoxicating drinks and drugs which lead to carelessness.

3.1.2.3 Outline the importance of ethical teachings in the life of Buddhist adherents.

The ethical teachings are important in the life of adherents because they guide behaviour and encourage Buddhists to make decisions about their behaviour. The implication is that the precepts are not commandments or rules but statements of guidance. Buddhists train to reach the level where they can fulfil the intent of the rule rather than accepting them as a restriction on life. They cover all aspects of living. Respect for life relates to compassion towards others and protection of the life of oneself and others. Respect for property supports empathy, generosity, sharing, honesty and acceptance of one’s place in the Universe. Respect for personal relationships in abstaining from sensual misconduct shows contentment, respect, integrity and focus. Respect for truth is the result of the training to abstain from false speech and it supports truthfulness, integrity and confidence. The last is respect for oneself in undertaking the training to abstain from intoxicants that cloud the mind. It presents the important attitudes of health, mindfulness, clarity and love.

3.1.2.4 Outline the ethical teachings in the sacred texts, religious writings and rituals of Buddhism.

The Five Precepts are the basic principles of ethics within Buddhism. They are not instructions but a set of guidelines to direct learning and behaviour. The precepts are prefaced by the words: ‘To undertake the training in:’. This presumes that a Buddhist will want to improve their own ability to follow the precept and develop knowledge, understanding and skills to respond to the concept expressed in the precept. Originally the precepts were statements of advice given by Buddha in response to followers who had caused some unhappiness or suffering to themselves and others by their actions. When someone does not follow the precept then people suffer the results of that errant action. This is not punishment but a direct consequence of the actions.

3.1.2.5 Identify the principal ethical teachings in the Beatitudes.

The Beatitudes or blessings were taught by Jesus and are used as a basic list of positive character traits or behaviours. ‘He began to teach them. He said: Blessed are the poor in spirit, for theirs is the kingdom of heaven. Blessed are those who mourn, for they will be comforted. Blessed are the meek, for they will inherit the earth. Blessed are those who hunger and thirst for righteousness, for they will be filled. Blessed are the merciful, for they will be shown mercy. Blessed are the pure in heart, for they will see God. Blessed are the peace makers, they will be called children of God. Blessed are those who are persecuted because of righteousness, for theirs is the kingdom of heaven. Blessed are you when people insult you, persecute you and falsely say all kinds of evil against you because of me. Rejoice, and be glad, because great is your reward in heaven, for in the same way they persecuted the prophets who were before you.’ Matthew 5:2-12.

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