A LEVEL Specification RELIGIOUS STUDIES. H573 For first assessment in ocr.org.uk/alevelreligiousstudies

A LEVEL Specificatin RELIGIOUS STUDIES H573 Fr first assessment in 018 cr.rg.uk/alevelreligiusstudies

Registered ffice: 1 Hills Rad Cambridge CB1 EU OCR is an exempt charity. We will infrm centres abut any changes t the specificatins. We will als publish changes n ur website. The latest versin f ur specificatins will always be thse n ur website (cr.rg.uk) and these may differ frm printed versins. Cpyright 015 OCR. All rights reserved. Cpyright OCR retains the cpyright n all its publicatins, including the specificatins. Hwever, registered centres fr OCR are permitted t cpy material frm this specificatin bklet fr their wn internal use. Oxfrd Cambridge and RSA is a Cmpany Limited by Guarantee. Registered in England. Registered cmpany number 3484466.

Cntents Supprt and Guidance Assessment Preparatin and Analysis Service ii iii 1 Why chse an OCR? 1 1a. Why chse an OCR qualificatin? 1 1b. Why chse OCR s? 1c. What are the key features f this specificatin? 3 1d. Hw d I find ut mre infrmatin? 3 The specificatin verview 4 a. OCR s (H573) 4 b. Cntent f (H573) 5 c. Cntent f Philsphy f religin (H573/01) 7 c. Cntent f Religin and ethics (H573/0) 17 c. Cntent f Develpments in religius thught (H573/03 07) 8 c. Cntent f Develpments in Christian thught (H573/03) 9 c. Cntent f Develpments in Islamic thught (H573/04) 4 c. Cntent f Develpments in Jewish thught (H573/05) 56 c. Cntent f Develpments in Buddhist thught (H573/06) 71 c. Cntent f Develpments in Hindu thught (H573/07) 84 d. Prir knwledge, learning and prgressin 98 3 Assessment f (H573) 99 3a. Frms f assessment 99 3b. Assessment bjectives (AO) 100 3c. Assessment availability 101 3d. Retaking the qualificatin 101 3e. Assessment f extended respnse 101 3f. Synptic assessment 101 3g. Calculating qualificatin results 101 4 Admin: what yu need t knw 10 4a. Pre-assessment 10 4c. External assessment arrangements 104 4b. Special cnsideratin 104 4d. Results and certificates 105 4e. Pst-results services 105 4f. Malpractice 105 5 Appendices 106 5a. Overlap with ther qualificatins 106 5b. Accessibility 106 5c. Teaching appraches in cntext fr Develpments f Religius Thught (03 07) 107 i

Supprt and Guidance Intrducing a new specificatin brings challenges fr implementatin and teaching, but it als pens up new pprtunities. Our aim is t help yu at every stage. We are wrking hard with teachers and ther experts t bring yu a package f practical supprt, resurces and training. Subject Advisrs OCR Subject Advisrs prvide infrmatin and supprt t centres including specificatin and nnexam assessment advice, updates n resurce develpments and a range f training pprtunities. Our Subject Advisrs wrk with subject cmmunities thrugh a range f netwrks t ensure the sharing f ideas and expertise supprting teachers and students alike. They wrk with develpers t help prduce ur specificatins and the resurces needed t supprt these qualificatins during their develpment. Yu can cntact ur Religius Studies Subject Advisrs fr specialist advice, guidance and supprt: 013 553998 Religius.Studies@cr.rg.uk @OCRexams Teaching and learning resurces Our resurces are designed t prvide yu with a range f teaching activities and suggestins that enable yu t select the best activity, apprach r cntext t supprt yur teaching style and yur particular students. The resurces are a bdy f knwledge that will grw thrughut the lifetime f the specificatin, they include: Delivery Guides Transitin Guides pic Explratin Packs Lessn Elements. We als wrk with a number f leading publishers wh publish textbks and resurces fr ur specificatins. Fr mre infrmatin n ur publishing partners and their resurces visit: cr.rg.uk/qualificatins/gcse-and-a-level-refrm/ publishing-partners Prfessinal develpment Our imprved Prfessinal Develpment Prgramme fulfils a range f needs thrugh curse selectin, preparatin fr teaching, delivery and assessment. Whether yu want t lk at ur new digital training r search fr training materials, yu can find what yu re lking fr all in ne place at the CPD Hub: cpdhub.cr.rg.uk An intrductin t new specificatins We run training events thrughut the academic year that are designed t help prepare yu fr first teaching and supprt every stage f yur delivery f the new qualificatins. T receive the latest infrmatin abut the training we ffer n GCSE and A Level, please register fr email updates at: cr.rg.uk/updates ii

Assessment Preparatin and Analysis Service Alng with subject-specific resurces and tls, yu ll als have access t a selectin f generic resurces that fcus n skills develpment, prfessinal guidance fr teachers and results data analysis. ExamBuilder Enabling yu t build, mark and assess tests frm OCR exam questins and prduce a cmplete mck GCSE r A Level exam. Find ut mre at cr.rg.uk/exambuilder Subject Advisr Supprt Our Subject Advisrs prvide yu with access t specificatins, high-quality teaching resurces and assessment materials. Skills Guides These guides cver tpics that culd be relevant t a range f qualificatins, fr example cmmunicatin, legislatin and research. Dwnlad the guides at cr.rg.uk/skillsguides Practice Papers Assess students prgress under frmal examinatin cnditins with questin papers dwnladed frm a secure lcatin, well-presented, easy-t-interpret mark schemes and cmmentary n marking and sample answers. Active Results Our free nline results analysis service helps yu review the perfrmance f individual students r yur whle chrt. Fr mre details, please refer t cr.rg.uk/activeresults iii

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1 Why chse an OCR? 1a. Why chse an OCR qualificatin? Chse OCR and yu ve gt the reassurance that yu re wrking with ne f the UK s leading exam bards. Our new curse has been develped in cnsultatin with teachers, emplyers and Higher Educatin t prvide learners with a qualificatin that s relevant t them and meets their needs. We re part f the Cambridge Assessment Grup, Eurpe s largest assessment agency and a department f the University f Cambridge. Cambridge Assessment plays a leading rle in develping and delivering assessments thrughut the wrld, perating in ver 150 cuntries. We wrk with a range f educatin prviders, including schls, clleges, wrkplaces and ther institutins in bth the public and private sectrs. Over 13,000 centres chse ur A Levels, GCSEs and vcatinal qualificatins including Cambridge Natinals and Cambridge Technicals. Our Specificatins We believe in develping specificatins that help yu bring the subject t life and inspire yur learners t achieve mre. We ve created teacher-friendly specificatins based n extensive research and engagement with the teaching cmmunity. They re designed t be straightfrward and accessible s that yu can tailr the delivery f the curse t suit yur needs. We aim t encurage learners t becme respnsible fr their wn learning, cnfident in discussing ideas, innvative and engaged. We prvide a range f supprt services designed t help yu at every stage, frm preparatin thrugh t the delivery f ur specificatins. This includes: A wide range f high-quality creative resurces including: Delivery Guides Transitin Guides Tpic Explratin Packs Lessn Elements... and much mre. Access t Subject Advisrs t supprt yu thrugh the transitin and thrughut the lifetime f the specificatin. CPD/Training fr teachers t intrduce the qualificatins and prepare yu fr first teaching. Active Results ur free results analysis service t help yu review the perfrmance f individual learners r whle schls. All A Level qualificatins ffered by OCR are accredited by Ofqual, the Regulatr fr qualificatins ffered in England. The accreditatin number fr OCR s is QN:601/8868/6. 1 1

1b. Why chse OCR s? 1 OCR s has been develped in cnsultatin with teachers and stakehlders frm a variety f institutins. The cntent has been designed t prvide a cherent and thughtprvking prgramme f study fr bth teachers and learners, whilst als acting as a rigrus curse f study which prepares learners fr prgressin t Higher Educatin. This qualificatin is designed t develp a greater understanding and appreciatin f religius beliefs and teachings, as well as the disciplines f ethics and philsphy f religin. Learners will develp their skills f critical analysis in rder t cnstruct balanced, infrmed arguments and respnses t religius, philsphical and ethical ideas. OCR s A Level Religius Studies curse aims t engage learners thrughly and develp an interest in Religius Studies which extends beynd the classrm and can be applied t the wrld arund them. Aims and learning utcmes OCR s will encurage learners t: develp their interest in a rigrus study f religin and belief and relate it t the wider wrld develp knwledge and understanding apprpriate t a specialist study f religin develp an understanding and appreciatin f religius thught and its cntributin t individuals, cmmunities and scieties adpt an enquiring, critical and reflective apprach t the study f religin reflect n and develp their wn values, pinins and attitudes in the light f their study.

1c. What are the key features f this specificatin? The key features f OCR s A Level in Religius Studies are: three cmpnents, each with clear and well-defined cntent and strng supprting materials a chice f five majr wrld religins fr in depth study, allwing yu t chse the mst apprpriate and interesting apprach fr yu and yur learners a c-teachable specificatin allwing fr the AS Level in Religius Studies t be taught alngside the first year f the A Level the encuragement t develp learners understanding f the mdern wrld and establish a deeper knwledge and appreciatin f wrld religins the pprtunity fr learners t apply their knwledge and skills t cntemprary issues, creating an up-t-date and thrughly relevant curse a fcus n inspiring and mtivating learners, while challenging and develping their perceptins f different wrld religins an emphasis n enabling learners t respnd critically and engage with a wealth f philsphical, ethical and religius cncepts, equipping them with analytical skills readily transferable t ther subjects. 1 1d. Hw d I find ut mre infrmatin? If yu are already using OCR specificatins yu can cntact us at: www.cr.rg.uk If yu are nt already a registered OCR centre then yu can find ut mre infrmatin n the benefits f becming ne at: www.cr.rg.uk If yu are nt yet an apprved centre and wuld like t becme ne g t: www.cr.rg.uk Want t find ut mre? Ask a Subject Advisr: Email: religiusstudies@cr.rg.uk Teacher supprt: 013 553998 Jin ur RS cmmunity: http://scial.cr.rg.uk/grups/religius-studies Sign up fr the e-bulletin: www.cr.rg.uk/updates 3

The specificatin verview a. OCR s (H573) Learners take cmpnents 01 and 0 and ne frm 03 t 07, t be awarded the OCR. Cntent Overview Philsphy f religin Learners will study: ancient philsphical influences the nature f the sul, mind and bdy arguments abut the existence r nn-existence f Gd the nature and impact f religius experience the challenge fr religius belief f the prblem f evil ideas abut the nature f Gd issues in religius language. Assessment Overview Philsphy f religin (01) 10 marks hur written paper 33.3% f ttal A Level Religin and ethics Learners will study: nrmative ethical theries the applicatin f ethical thery t tw cntemprary issues f imprtance ethical language and thught debates surrunding the significant idea f cnscience sexual ethics and the influence n ethical thught f develpments in religius beliefs. Religin and ethics (0) 10 marks hur written paper 33.3% f ttal A Level Develpments in religius thught Learners will study: religius beliefs, values and teachings, their intercnnectins and hw they vary histrically and in the cntemprary wrld surces f religius wisdm and authrity practices which shape and express religius identity, and hw these vary within a traditin significant scial and histrical develpments in thelgy and religius thught key themes related t the relatinship between religin and sciety in the cntext f ne religin chsen frm Christianity (03), Islam (04), Judaism (05), Buddhism (06) r Hinduism (07). Develpments in religius thught (03 07) 10 marks hur written paper 33.3% f ttal A Level 4

b. Cntent f (H573) The OCR will build n the knwledge, understanding and skills established at GCSE (9 1). Learners will be intrduced t a mre advanced apprach t Religius Studies, and will develp a deeper understanding f the beliefs, teachings and philsphy they study. All learners will study three cmpnents; Philsphy f religin (01), Religin and ethics (0) and Develpments in religius thught (03 07). Whilst Cmpnents 01 and 0 are mandatry, the third will be chsen frm the five available ptins; Christianity (03), Islam (04), Judaism (05), Buddhism (06) r Hinduism (07). In Philsphy f religin learners will study philsphical issues and questins raised by religin and belief. These include arguments regarding the existence r nn-existence f Gd, the nature and influence f religius experience and the prblems f evil and suffering. They will als explre philsphical language and thught, thrugh significant cncepts and the wrks f key thinkers, illustrated in issues r debates in the philsphy f religin. Religin and ethics is characterised by the study f ethical language and thught, with explratin f key cncepts and the wrks f influential thinkers. Ethical thery will als be applied t issues f imprtance; namely euthanasia, business ethics, and sexual ethics. Develpments in religius thught prvides an pprtunity fr the systematic study f ne religius traditin. This will include the explratin f religius beliefs, values, teachings and practices that shape religius identity, as well as surces f wisdm and authrity. Als central are the ways in which religius traditins have develped ver time, and religius respnses t challenges and significant cntemprary scial issues. 5

Using this specificatin dcument All cmpnents are divided int six sectins, each cntaining ne r tw tpics depending n the breadth f the material. All six sectins cntain equivalent material in terms f scpe, cmplexity and anticipated teaching time. Tpics marked with an asterisk (*) are cmmn t the AS and A Level curses, althugh assessed at different levels. Cntent, Key Knwledge and Discussin Sectins The clumn headed Cntent details the fcus f each tpic and prvides infrmatin n the main areas f study. Key Knwledge prvides details f the knwledge expected f learners. This third clumn is included t prvide supprt and transparency fr bth teachers and students; making it clear what students shuld study and prviding helpful guidance shuld any cncepts be unfamiliar t teachers. Finally, each tpic ends with a sectin detailing discussin pints based n the cntent. While it is anticipated that discussins f these interesting, relevant and engaging tpics will range widely, the listed pints are cnsidered t be central debates and issues apprpriate fr assessment. These three sectins fr each tpic cmbine t give a clear utline t teachers and learners f material that is essential fr study. Where schlars and texts are stated in the Key Knwledge r Cntent sectins it is expected that learners wuld have sufficient knwledge f these t answer a questin directly referencing them. Texts At the bttm f each tpic is a bx cntaining helpful text references. These are intended as guidance nly and detailed knwledge f these texts is nt expected, and questins will nt be set directly referencing them. Cntextual References Where an individual r their views is cited as within the Cntent r Key Knwledge sectins we have given cntext and references fr their ideas under this heading. This is t enable teachers, shuld they wish, t wrk frm the primary surce material f these thinkers r easily lcate the ideas fr their wn reference. Suggested schlarly views, academic appraches and surces f wisdm and authrity helpful guide t the type f material teachers may wish t use. Items n these lists will nt be directly referenced in assessment materials, r specifically expected in respnses, but have been included t exemplify the kind f material learners may use t supprt their answers. This is nt t be taken as a definitive r prescriptive list. The Levels f Respnse grids, used fr the marking f assessments, credit learners fr use f schlarly views, academic appraches and surces f wisdm and authrity t supprt their arguments. Learners will be given credit fr referring t any apprpriate schlarly views, academic appraches and surces f wisdm and authrity, nt nly thse suggested in the specificatin dcument. This list is included in rder t supprt teachers. These shuld be cnsidered a starting pint r 6

c. Cntent f Philsphy f religin (H573/01) This cmpnent explres philsphical issues and questins raised by religin and belief. Ancient philsphical influences prvides imprtant fundatinal knwledge fr the study f philsphy f religin. This and Sul, mind and bdy enable the explratin f philsphical language and thught thrugh significant cncepts and the wrks f key thinkers. Learners will critically analyse three cntrasting arguments regarding the existence f Gd. Such arguments are a fundamental element f philsphy f religin, as well as key t the persnal beliefs f many individuals. Learners will als be intrduced t different types f religius experience, and will be encuraged t discuss and debate the significance and meaning f such experiences, as well as hw they can shape religius belief. The prblem f evil and suffering will als be explred. Debated fr millennia, this issue is still relevant and prblematic fr many tday. Thrugh studying the nature f Gd, learners will explre hw ideas within philsphy f religin have develped ver time, and make cmparisns between the ideas presented in wrks f key schlars. Finally, the tw sectins that fcus n religius language give learners the pprtunity t examine issues such as whether religius teachings shuld be understd symblically r analgically, r whether religius language shuld be regarded cgnitively r nn-cgnitively. Technical Terms While the majrity f nn-english terms (which are nt names f texts, philsphical schls r particular religius appraches) within the specificatin and assessment materials will be accmpanied by a translatin, there are sme which are cnsidered t be key technical terms that learners are expected t recgnise and understand withut a prvided translatin. Fr this cmpnent the fllwing are cnsidered technical terms and will nt necessarily be accmpanied by a translatin: a psteriri a priri via negativa via psitiva. 7

1. Philsphical Language and Thught Learners will study significant cncepts and issues in the philsphy f religin thrugh the wrks f key thinkers Tpic Cntent Key Knwledge Ancient philsphical influences* the philsphical views f Plat, in relatin t: understanding f reality the Frms the analgy f the cave the philsphical views f Aristtle, in relatin t: understanding f reality the fur causes the Prime Mver Plat s reliance n reasn as ppsed t the senses the nature f the Frms; hierarchy f the Frms details f the analgy, its purpse and relatin t the thery f the Frms Aristtle s use f telelgy material, frmal, efficient and final causes the nature f Aristtle s Prime Mver and cnnectins between this and the final cause Learners shuld have the pprtunity t discuss issues related t the ideas f Plat and Aristtle, including: cmparisn and evaluatin f Plat s Frm f the Gd and Aristtle s Prime Mver cmparisn and evaluatin f Plat s reliance n reasn (ratinalism) and Aristtle s use f the senses (empiricism) in their attempts t make sense f reality Cntextual references Fr reference, the ideas f Plat and Aristtle listed abve can be fund in: Plat, Republic Bk 474c 480; 506b 509c; 509d 511e; 514a 517c Aristtle, Physics II.3 and Metaphysics V. Suggested schlarly views, academic appraches and surces f wisdm and authrity Annas, J. (1998) An Intrductin t Plat s Republic, Oxfrd University Press, Chapters 9 and 10 Stanfrd Encyclpedia f Philsphy (004, rev.013), Plat, http://plat. stanfrd.edu/entries/plat/ 8

Tpic Cntent Key Knwledge Sul, mind and bdy* the philsphical language f sul, mind and bdy in the thinking f Plat and Aristtle metaphysics f cnsciusness, including: substance dualism materialism Plat s view f the sul as the essential and immaterial part f a human, temprarily united with the bdy Aristtle s view f the sul as the frm f the bdy; the way the bdy behaves and lives; smething which cannt be separated frm the bdy the idea that mind and bdy are distinct substances Descartes prpsal f material and spiritual substances as a slutin t the mind/sul and bdy prblem the idea that mind and cnsciusness can be fully explained by physical r material interactins the rejectin f a sul as a spiritual substance Learners shuld have the pprtunity t discuss issues related t ideas abut sul, mind and bdy, including: materialist critiques f dualism, and dualist respnses t materialism whether the cncept f sul is best understd metaphrically r as a reality the idea that any discussin abut the mind-bdy distinctin is a categry errr Cntextual references Fr reference, the ideas Descartes listed abve can be fund in: Descartes, Principles f Philsphy, I.60 65 Suggested schlarly views, academic appraches and surces f wisdm and authrity Blackmre, S. (010) Cnsciusness; an intrductin, Rutledge, Chapters 1, and 17 Ryle, G. (1949 many editins available) The Cncept f Mind, Chapter 1 Stanfrd Encyclpedia f Philsphy (003 rev. 009) Ancient Theries f the Sul http://plat.stanfrd.edu/entries/ancient-sul/ 9

. The Existence f Gd Learners will study cntrasting arguments abut the existence r nn-existence f Gd Tpic Cntent Key Knwledge Arguments based n bservatin* the telelgical argument the csmlgical argument details f this argument including reference t: Aquinas Fifth Way Paley details f this argument including reference t: Aquinas first three ways challenges t arguments frm bservatin details f Hume s criticisms f these arguments fr the existence f Gd frm natural religin the challenge f evlutin Learners shuld have the pprtunity t discuss issues related t arguments fr the existence f Gd based n bservatin, including: whether a psteriri r a priri is the mre persuasive style f argument whether r nt telelgical arguments can be defended against the challenge f chance whether csmlgical arguments simply jump t the cnclusin f a transcendent creatr, withut sufficient explanatin whether r nt there are lgical fallacies in these arguments that cannt be vercme Cntextual references Fr reference, the ideas f Aquinas, Paley and Hume listed abve can be fund in: Aquinas, Summa Thelgiae, I..3 Paley, Natural Thelgy Chapters 1 and Hume, Dialgues Cncerning Natural Religin Part II Suggested schlarly views, academic appraches and surces f wisdm and authrity Dawkins, R. (1991) The Blind Watchmaker, Penguin, Chapter 1 Palmer, M. (00) The Questin f Gd, Rutledge, Chapters and 3 10

Tpic Cntent Key Knwledge Arguments based n reasn* the ntlgical argument details f this argument including reference t: Anselm Gaunil s criticisms Kant s criticisms Learners shuld have the pprtunity t discuss issues related t arguments fr the existence f Gd based n reasn, including: whether a psteriri r a priri is the mre persuasive style f argument whether r nt existence can be treated as a predicate whether r nt the ntlgical argument justifies belief whether r nt there are lgical fallacies in this argument that cannt be vercme Cntextual references Fr reference, the ideas f Anselm, Gaunil and Kant listed abve can be fund in: Anselm, Prslgin and 3 Gaunil, In behalf f the fl Kant, A critique f pure reasn, Secnd Divisin III.IV Suggested schlarly views, academic appraches and surces f wisdm and authrity Psalm 14.1 Van Inwagen, P. Necessary Being: the Ontlgical Argument in Stump, E and Murray, M. J. (ed) (1999) Philsphy f Religin: The Big Questins, Blackwell Plantinga, A. (1978) Gd, Freedm and Evil, Grand Rapids, II.c 11

3. Gd and the Wrld Learners will study the nature and influence f religius experience, and the challenge psed t religius belief by the prblems f evil and suffering Tpic Cntent Key Knwledge Religius experience* the nature and influence f religius experience, including: mystical experience cnversin experience different ways in which individual religius experiences can be understd examples f mystical and cnversin experiences and views abut these, including: views and main cnclusins f William James as unin with a greater pwer psychlgical effect such as illusin the prduct f a physilgical effect Learners shuld have the pprtunity t discuss issues related t arguments fr the existence f Gd based n reasn, including: whether persnal testimny r witness is enugh t supprt the validity f religius experiences whether r nt crprate religius experiences might be cnsidered mre reliable r valid than individual experiences whether r nt religius experience prvides a basis fr belief in Gd r a greater pwer Cntextual references Fr reference, the ideas f William James listed abve can be fund in: James, W. The Varieties f Religius Experience, lectures 9,10,16,17 and 0 Suggested schlarly views, academic appraches and surces f wisdm and authrity Acts 9.4 8,.6 10, 6 Ott, R. (193/1968) The Idea f the Hly, Oxfrd University Press, Chapters 4 and 5 Saint Teresa f Avila, frm The Autbigraphy f Saint Teresa (1960/010) Allisn Peers, E. (ed. and trans.) Dver Publicatins 1

Tpic Cntent Key Knwledge The prblem f evil* the prblem f evil and suffering: different presentatins thedicies that prpse sme justificatin r reasn fr divine actin r inactin in the face f evil including its lgical (the incnsistency between divine attributes and the presence f evil) and evidential (the evidence f s much terrible evil in the wrld) aspects Augustine s use f riginal perfectin and the Fall Hick s rewrking f the Irenaean thedicy which gives sme purpse t natural evil in enabling human beings t reach divine likeness Learners shuld have the pprtunity t discuss issues related t the prblem f evil, including: whether r nt Augustine s view f the rigins f mral and natural evils is enugh t spare Gd frm blame fr evils in the wrld whether r nt the need t create a vale f sul-making can justify the existence r extent f evils which f the lgical r evidential aspects f the prblem f evil pse the greater challenge t belief whether r nt it is pssible t successfully defend mntheism in the face f evil Cntextual references Fr reference, the ideas f Augustine and Hick listed abve can be fund in: Augustine, The City f Gd Part II Hick, J. Evil and the Gd f Lve, Part IV Suggested schlarly views, academic appraches and surces f wisdm and authrity Genesis :4 5, 3:1 4 Rmans 5:1 13 Augustine, What is evil? in Davies, B. (000) Philsphy f Religin: a guide and anthlgy, Oxfrd University Press 13

4. Thelgical and Philsphical Develpments Learners will examine hw philsphy f religin has, ver time, influenced and been influenced by develpments in religius beliefs abut the nature f Gd Tpic Cntent Key Knwledge The nature r attributes f Gd develpments in the understanding f: mniptence mniscience (mni)benevlence eternity free will divine pwer and self-impsed limitatin divine knwledge and its interactin with tempral existence and free will divine benevlence and just judgement f human actins, including Bethius s argument relating this t divine freknwledge, eternity and free will divine eternity and divine actin in time, including Anselm s fur-dimensinalist apprach as an extensin f Bethius s view the extent t which human free will reasnably cexists with these attributes the abve shuld be studied with reference t alternative pssibilities presented by Bethius, Anselm and Swinburne Learners shuld have the pprtunity t discuss issues related t develpments in the understanding f the nature f Gd and the different pssibilities presented by the key thinkers, including: whether r nt it is pssible, r necessary, t reslve the apparent cnflicts between divine attributes whether Bethius, Anselm r Swinburne prvides the mst useful understanding f the relatinship between divinity and time whether r nt any f these thinkers are successful in reslving the prblems f divine knwledge, benevlence, justice, eternity and human free will whether the attributes shuld be understd as subject t the limits f lgical pssibility r f divine self-limitatin Cntextual references Fr reference, the ideas f Bethius, Anselm and Swinburne listed abve can be fund in: Bethius, Cnslatin f Philsphy, Bk V Anselm, De Cncrdia Swinburne, R. the Cherence f Theism, Part II Suggested schlarly views, academic appraches and surces f wisdm and authrity Matthew 19:3 6 Vardy, P. (1999) The Puzzle f Gd, Harper Cllins, Sectin 4 Macquarrie, J. (1966) Principles f Christian Thelgy, SCM Press, Chapter 11 14

5. Religius Language: Negative, Analgical r Symblic Learners will study different views abut the understanding f religius teachings, and cmpare the significant ideas presented in wrks f tw key schlars Tpic Cntent Key Knwledge Religius language: Negative, Analgical r Symblic the apphatic way the via negativa cataphatic way the via psitiva symbl the argument that thelgical language is best apprached by negatin the understanding f religius language in terms f analgy, with reference t: Aquinas s analgy f attributin and analgy f prper prprtin understanding f the language f religius expressin in terms f symbl, with reference t: Tillich s view f thelgical language as almst entirely symblic Learners shuld have the pprtunity t discuss issues related t different views f religius language, including: cmparisn f the usefulness f the abve appraches t religius language whether r nt the apphatic way enables effective understanding f thelgical discussin whether r nt Aquinas analgical appraches supprt effective expressin f language abut Gd whether r nt religius discurse is cmprehensible if religius language is understd as symblic Cntextual references Fr reference, the ideas f Aquinas and Tillich listed abve can be fund in: Aquinas, Summa Thelgiae I.13 Tillich, Dynamics f Faith, Part 3 Suggested schlarly views, academic appraches and surces f wisdm and authrity Ayer, A. J. (001) Language, Truth and Lgic, Dver Publicatins Swinburne, R. (1997) Gd-talk is nt evidently nnsense in Davies, B. (000) Philsphy f Religin: a guide and anthlgy, Oxfrd University Press Internet Encyclpedia f Philsphy, Religius Language, http://www.iep.utm. edu/rel-lang/ 15

6. Religius Language: Twentieth Century Perspectives Learners will study hw views f religius language have changed ver time, studying a variety f appraches and views Tpic Cntent Key Knwledge Twentiethcentury perspectives and philsphical cmparisns lgical psitivism Wittgenstein s views n language games and frms f life discussin abut the factual quality f religius language in the falsificatin sympsium the impact f the verificatin principle n the use f religius language, with reference t: Ayer s apprach t verificatin hw language games may permit religius language t be deemed meaningful yet nt cgnitive the varying arguments, with their assciated parables, put frward in relatin t thelgical language by: Flew, Hare and Mitchell in their cntributins t the sympsium Learners shuld have the pprtunity t discuss issues related t different views f religius language, including: whether r nt any versin f the verificatin principle successfully renders religius language as meaningless whether r nt any participant in the falsificatin sympsium presented a cnvincing apprach t the understanding f religius language a cmparisn f the ideas f Aquinas and Wittgenstein, including: whether a cgnitive apprach (such as Aquinas s thinking n analgy) r a nn-cgnitive apprach (such as the language games cncept f Wittgenstein) present better ways f making sense f religius language the influence f nn-cgnitive appraches n the interpretatin f religius texts hw far Aquinas analgical view f thelgical language remains valuable in philsphy f religin Cntextual references Fr reference, the ideas f Ayer and Wittgenstein listed abve can be fund in: Ayer, A. J. Gd Talk is Evidently Nnsense Wittgenstein, L. Philsphical Investigatins Suggested schlarly views, academic appraches and surces f wisdm and authrity Swinburne, R. (1993) The Cherence f Theism, Oxfrd University Press, Part I Internet Encyclpedia f Philsphy, Religius Language, http://www.iep.utm. edu/rel-lang/ 16

c. Cntent f Religin and ethics (H573/0) In this cmpnent, learners have the pprtunity t study key cncepts related t religin and ethics. As part f their study, learners will study fur nrmative ethical theries, prviding a range f appraches: dentlgical and telelgical, religius and nn-religius. These theries will then be applied t tw issues f imprtance; euthanasia and business ethics. This allws learners t explre cntemprary issues and deepen their understanding f the ethical theries. Within Ethical Language: Meta-ethics, learners will explre hw ethical language has changed ver time and been interpreted by different individuals. T develp learners awareness f the imprtance f significant cncepts within the study f ethics, they will be required t examine the significant ethical cncept f cnscience, thrugh a cmparisn f the wrks f tw key thinkers; Aquinas and Freud. Finally, in Develpments in Ethical Thught, learners will examine areas f sexual ethics, a highly relevant and interesting area f study. Learners will explre hw attitudes t pre and extra marital sex and hmsexuality have influenced and been influenced by develpments in religius beliefs, and als hw the fur nrmative theries they previusly studied can be applied t these areas. Technical Terms While the majrity f nn-english terms (which are nt names f texts, philsphical schls, r particular religius appraches) given within the specificatin and assessment materials will be accmpanied by a translatin, there are sme that are cnsidered t be key technical terms that learners are expected t recgnise and understand withut a prvided translatin. Fr this cmpnent, the fllwing are cnsidered technical terms and will nt necessarily be accmpanied by a translatin: agape cnscientia rati synderesis tels. 17

1. Nrmative Ethical Theries: Religius Appraches Tw nrmative ethical theries taking a religius apprach t mral decisin-making Tpic Cntent Key Knwledge Natural Law* Aquinas natural law, including: tels the fur tiers f law the precepts rigins f the significant cncept f tels in Aristtle and its religius develpment in the writing f Aquinas what they are and hw they are related: 1. Eternal Law: the principles by which Gd made and cntrls the universe and which are nly fully knwn t Gd. Divine Law: the law f Gd revealed in the Bible, particularly in the Ten Cmmandments and the Sermn n the Munt 3. Natural Law: the mral law f Gd within human nature that is discverable thrugh the use f reasn 4. Human Law: the laws f natins what they are and hw they are related the key precept (d gd, avid evil) five primary precepts (preservatin f life, rdering f sciety, wrship f Gd, educatin f children, reprductin) secndary precepts Learners shuld have the pprtunity t discuss issues raised by Aquinas thery f natural law, including: whether r nt natural law prvides a helpful methd f mral decisin-making whether r nt a judgement abut smething being gd, bad, right r wrng can be based n its success r failure in achieving its tels whether r nt the universe as a whle is designed with a tels, r human nature has an rientatin twards the gd whether r nt the dctrine f duble effect can be used t justify an actin, such as killing smene as an act f self-defence Cntextual references Fr reference, the ideas f Aquinas listed abve can be fund in: Summa Thelgica I-II (93 95) Suggested schlarly views, academic appraches and surces f wisdm and authrity Aristtle Physics II 3 Catechism f the Cathlic Church 1954 1960 Stanfrd Encyclpedia f Philsphy (005 rev.011) Aquinas Mral, Plitical and Legal Philsphy, http://plat.stanfrd.edu/entries/aquinas-mral-plitical/ 18

Tpic Cntent Key Knwledge Situatin Ethics* Fletcher s situatin ethics, including: agape the six prpsitins the fur wrking principles cnscience rigins f agape in the New Testament and its religius develpment in the writing f Fletcher what they are and hw they give rise t the thery f situatin ethics and its apprach t mral decisin-making: 1. Lve is the nly thing that is intrinsically gd. Lve is the ruling nrm in ethical decisinmaking and replaces all laws 3. Lve and justice are the same thing justice is lve that is distributed 4. Lve wills the neighbur s gd regardless f whether the neighbur is liked r nt 5. Lve is the gal r end f the act and that justifies any means t achieve that gal 6. Lve decides n each situatin as it arises withut a set f laws t guide it what they are and hw they are intended t be applied: 1. pragmatism: it is based n experience rather than n thery. relativism: it is based n making the abslute laws f Christian ethics relative 3. psitivism: it begins with belief in the reality and imprtance f lve 4. persnalism: persns, nt laws r anything else, are at the centre f situatin ethics what cnscience is and what it is nt accrding t Fletcher, i.e. a verb nt a nun; a term that describes attempts t make decisins creatively Learners shuld have the pprtunity t discuss issues raised by Fletcher s thery f situatin ethics, including: whether r nt situatin ethics prvides a helpful methd f mral decisin-making whether r nt an ethical judgement abut smething being gd, bad, right r wrng can be based n the extent t which, in any given situatin, agape is best served whether Fletcher s understanding f agape is really religius r whether it means nthing mre than wanting the best fr the persn invlved in a given situatin whether r nt the rejectin f abslute rules by situatin ethics makes mral decisin-making entirely individualistic and subjective 19

Cntextual references Fr reference, the ideas f Fletcher listed abve can be fund in: Situatin Ethics The New Mrality Suggested schlarly views, academic appraches and surces f wisdm and authrity Lewis, C.S. (1960 rev.016) The Fur Lves, William Cllins, Chapter 6 Messer, N. (006) SCM Study guide: Christian Ethics, Lndn: SCM, Chapter 1 0

. Nrmative Ethical Theries Tw nrmative ethical theries: ne dentlgical, ne telelgical Tpic Cntent Key Knwledge Kantian Ethics* Kantian ethics, including: duty the hypthetical imperative the categrical imperative and its three frmulatins the three pstulates rigins f the cncept f duty (acting mrally accrding t the gd regardless f cnsequences) in dentlgical and abslutist appraches t ethics what it is (a cmmand t act t achieve a desired result) and why it is nt the imperative f mrality what it is (a cmmand t act that is gd in itself regardless f cnsequences) and why it is the imperative f mrality based n: 1. Frmula f the law f nature (whereby a maxim can be established as a universal law). Frmula f the end in itself (whereby peple are treated as ends in themselves and nt means t an end) 3. Frmula f the kingdm f ends (whereby a sciety f ratinality is established in which peple treat each ther as ends and nt means) what they are and why in beying a mral cmmand they are being accepted: 1. Freedm. Immrtality 3. Gd Learners shuld have the pprtunity t discuss issues raised by Kant s apprach t ethics, including: whether r nt Kantian ethics prvides a helpful methd f mral decisin-making whether r nt an ethical judgement abut smething being gd, bad, right r wrng can be based n the extent t which duty is best served whether r nt Kantian ethics is t abstract t be applicable t practical mral decisin-making whether r nt Kantian ethics is s reliant n reasn that it unduly rejects the imprtance f ther factrs, such as sympathy, empathy and lve in mral decisin-making 1

Cntextual references Fr reference, the ideas f Kant listed abve can be fund in: Grundwrk f the Metaphysic f Mrals, Chapter Suggested schlarly views, academic appraches and surces f wisdm and authrity Pjman, L. (01) Discvering Right and Wrng, Stamfrd: Wadswrth, Chapter 8 O Neill, O. Kantian Appraches t Sme Famine Prblems in ed. Shafer- Landau, R. (013) Ethical Thery: An Anthlgy, Chichester: Wiley-Blackwell Tpic Cntent Key Knwledge Utilitarianism* Utilitarianism, including: utility the hednic calculus act utilitarianism rule utilitarianism the use f the significant cncept f utility (seeking the greatest balance f gd ver evil, r pleasure ver pain) in telelgical and relativist appraches t ethics what it is (calculating the benefit r harm f an act thrugh its cnsequences) and its use as a measure f individual pleasure what it is (calculating the cnsequences f each situatin n its wn merits) and its use in prmting the greatest amunt f gd ver evil, r pleasure ver pain what it is (fllwing accepted laws that lead t the greatest verall balance f gd ver evil, r pleasure ver pain) and its use in prmting the cmmn gd Learners shuld have the pprtunity t discuss issues raised by utilitarianism, including: whether r nt utilitarianism prvides a helpful methd f mral decisin-making whether r nt an ethical judgement abut smething being gd, bad, right r wrng can be based n the extent t which, in any given situatin, utility is best served whether r nt it is pssible t measure gd r pleasure and then reach a mral decisin Suggested schlarly views, academic appraches and surces f wisdm and authrity Bentham, J. (1789) An Intrductin t the Principles f Mrals and Legislatin Mill, J.S. (1863) Utilitarianism Singer, P. (1993) Practical Ethics, Cambridge: Cambridge University Press Pjman, L. (01) Discvering Right and Wrng, Stamfrd: Wadswrth, Chapter 7

3. Applied Ethics The applicatin f ethical thery, including religius ethical perspectives, t tw issues f imprtance Tpic Cntent Key Knwledge Euthanasia* Key ideas, including: sanctity f life quality f life vluntary euthanasia nn-vluntary euthanasia the religius rigins f this cncept (that human life is made in Gd s image and is therefre sacred in value) the secular rigins f this significant cncept (that human life has t pssess certain attributes in rder t have value) what it is (that a persn s life is ended at their request r with their cnsent) and its use in the case f incurable r terminal illness what it is (that a persn s life is ended withut their cnsent but with the cnsent f smene representing their interests) and its use in the case f a patient wh is in a persistent vegetative state Learners shuld have the pprtunity t discuss issues raised by euthanasia, including: the applicatin f natural law and situatin ethics t euthanasia whether r nt the religius cncept f sanctity f life has any meaning in twentyfirst century medical ethics whether r nt a persn shuld r can have cmplete autnmy ver their wn life and decisins made abut it whether r nt there is a mral difference between medical interventin t end a patient s life and medical nn-interventin t end a patient s life Suggested schlarly views, academic appraches and surces f wisdm and authrity Glver, J. (1977) Causing Death and Saving Life, Lndn: Penguin Bks, Chapters 14 and 15 Sacred Cngregatin fr the Dctrine f the Faith (5th May 1980) Declaratin n Euthanasia Singer, P. (1995) Rethinking Life and Death: The Cllapse f ur Traditinal Ethics, Oxfrd: OUP, Chapter 7 3

Tpic Cntent Key Knwledge Business Ethics* Key ideas, including: crprate scial respnsibility whistle-blwing gd ethics is gd business glbalisatin what it is (that a business has respnsibility twards the cmmunity and envirnment) and its applicatin t stakehlders, such as emplyees, custmers, the lcal cmmunity, the cuntry as whle and gvernments what it is (that an emplyee disclses wrngding t the emplyer r the public) and its applicatin t the cntract between emplyee and emplyer what it is (that gd business decisins are gd ethical decisins) and its applicatin t sharehlders and prfit-making what it is (that arund the wrld ecnmies, industries, markets, cultures and plicy-making is integrated) and its impact n stakehlders Learners shuld have the pprtunity t discuss issues raised by these areas f business ethics, including: the applicatin f Kantian ethics and utilitarianism t business ethics whether r nt the cncept f crprate scial respnsibility is nthing mre than hypcritical windw-dressing cvering the greed f a business intent n making prfits whether r nt human beings can flurish in the cntext f capitalism and cnsumerism whether glbalisatin encurages r discurages the pursuit f gd ethics as the fundatin f gd business Suggested schlarly views, academic appraches and surces f wisdm and authrity Friedmann, M. (September 13, 1970) The Scial Respnsibility f Business is t Increase its Prfits, in The New Yrk Times Magazine, The New Yrk Times Cmpany Crane, A. & Matten, D. (003) Business Ethics, Oxfrd: OUP FTSE4Gd [http://www.ftse.cm/prducts/dwnlads/f4g-index-inclusin- Rules.pdf] 4

4. Ethical Language: Meta-ethics The study f meta-ethical theries and hw ethical language in the mdern era has changed ver time Tpic Cntent Key Knwledge Meta-ethical theries naturalism intuitinism emtivism what it is (the belief that values can be defined in terms f sme natural prperty in the wrld) and its applicatin t abslutism what it is (the belief that basic mral truths are indefinable but self-evident) and its applicatin t the term gd what it is (the belief that ethical terms evince apprval r disapprval) and its applicatin t relativism Learners shuld have the pprtunity t discuss issues related t meta-ethics, including: whether r nt what is meant by the wrd gd is the defining questin in the study f ethics whether r nt ethical terms such as gd, bad, right and wrng: have an bjective factual basis that makes them true r false in describing smething reflect nly what is in the mind f the persn using such terms can be said t be meaningful r meaningless whether r nt, frm a cmmn sense apprach, peple just knw within themselves what is gd, bad, right and wrng Suggested schlarly views, academic appraches and surces f wisdm and authrity Mre, G.E. (1903) Principia Ethica, Chapter II Ayer, A.J. (1936) Language, Truth and Lgic, Lndn: Victr Gllancz, Chapter 6 Mackie, J.L. (1977) Ethics: Inventing Right and Wrng, Lndn: Penguin Bks, Part 1.3 5

5. Significant Ideas Significant ideas in religius and mral thught, thrugh cmparisn f the wrks f tw key schlars frm the field f religin and ethics Cnscience Aquinas thelgical apprach Freud s psychlgical apprach details f this apprach, including: rati (reasn placed in every persn as a result f being created in the image f Gd) synderesis (inner principle directing a persn twards gd and away frm evil) cnscientia (a persn s reasn making mral judgements). vincible ignrance (lack f knwledge fr which a persn is respnsible) invincible ignrance (lack f knwledge fr which a persn is nt respnsible) details f this apprach, including: psychsexual develpment (early childhd awareness f libid) id (instinctive impulses that seek satisfactin in pleasure) eg (mediates between the id and the demands f scial interactin) super-eg (cntradicts the id and wrking n internalised ideals frm parents and sciety tries t make the eg behave mrally) Learners shuld have the pprtunity t discuss issues related t ideas abut cnscience, including: cmparisn between Aquinas and Freud: n the cncept f guilt n the presence r absence f Gd within the wrkings f the cnscience and super-eg n the prcess f mral decisin-making whether cnscience is linked t, r separate frm, reasn and the uncnscius mind whether cnscience exists at all r is instead an umbrella term cvering varius factrs invlved in mral decisin-making, such as culture, envirnment, genetic predispsitin and educatin Cntextual references Fr reference, the ideas f Aquinas and Freud listed abve can be fund in: Aquinas, Summa Thelgica I I 79 Freud, S. The Eg and the Id Suggested schlarly views, academic appraches and surces f wisdm and authrity Frmm, E. (1947) Man fr Himself: An Inquiry int the Psychlgy f Ethics Lndn: Rutledge, IV. Internet Encyclpaedia f Philsphy, Sigmund Freud, http://www.iep.utm.edu/ freud/ Strhm, P. (011) Cnscience: A Very Shrt Intrductin, Oxfrd University Press, Chapters 1 and 3 6

Sexual Ethics 6. Develpments in Ethical Thught Hw the study f ethics has, ver time, influenced and been influenced by develpments in religius beliefs and practices, scietal nrms and nrmative theries cnsideratin f the fllwing areas f sexual ethics: premarital and extramarital sex hmsexuality the influence f develpments in religius beliefs and practices n debates abut the mrality, legality and tlerability f these areas f sexual ethics applicatin f the fllwing theries t these areas f sexual ethics: natural law situatin ethics Kantian ethics utilitarianism traditinal religius beliefs and practices (frm any religius perspectives) regarding these areas f sexual ethics hw these beliefs and practices have changed ver time, including: key teachings influencing these beliefs and practices the ideas f religius figures and institutins the impact f secularism n these areas f sexual ethics hw these theries might be used t make mral decisins in these areas f sexual ethics issues raised in the applicatin f these theries Learners shuld have the pprtunity t discuss issues related t ideas abut sexual ethics and changing attitudes twards it, including: whether r nt religius beliefs and practices cncerning sex and relatinships have a cntinuing rle in the area f sexual ethics whether chices in the area f sexual behaviur shuld be entirely private and persnal, r whether they shuld be subject t scietal nrms and legislatin whether nrmative theries are useful in what they might say abut sexual ethics Suggested schlarly views, academic appraches and surces f wisdm and authrity Ppe Paul VI (1968) Humanae Vitae Church f England Huse f Bishps (1991) Issues in Human Sexuality, Lndn: Church Huse Publishing Mill, J.S. (1859) On Liberty, Chapter 1 7

c. Cntent f Develpments in religius thught (H573/03 07) The fllwing five cmpnents prvide learners with the pprtunity t undertake an in-depth and brad study f ne religin chsen frm the fllwing: Christianity Islam Judaism Buddhism Hinduism Fr their chsen religin learners shuld study the fllwing cntent: religius beliefs, values and teachings, in their intercnnectins and as they vary histrically and in the cntemprary wrld, including thse linked t the nature and existence f Gd, gds r ultimate reality, the rle f the cmmunity f believers, key mral principles, beliefs abut the self, death and afterlife, beliefs abut the meaning and purpse f life surces f wisdm and authrity including, where apprpriate, scripture and/r sacred texts and hw they are used and treated, key religius figures and/r teachers and their teachings practices that shape and express religius identity, including the diversity f practice within a traditin significant scial and histrical develpments in thelgy r religius thught including the challenges f secularisatin, science, respnses t pluralism and diversity within traditins, migratin, the changing rles f men and wmen, feminist and liberatinist appraches a cmparisn f the significant ideas presented in wrks f at least tw key schlars selected frm the field f religin and belief tw themes related t the relatinship between religin and sciety, fr example: the relatinship between religius and ther frms f identity; religin, equality and discriminatin; religius freedm; the plitical and scial influence f religius institutins; religius tlerance, respect and recgnitin and the ways that religius traditins view ther religins and nn-religius wrldviews and their truth claims hw develpments in beliefs and practices have, ver time, influenced and been influenced by develpments in philsphical, ethical, studies f religin and/r by textual interpretatin. The fllwing pages utline hw this required cntent has been develped fr each religius traditin. By fllwing the curse f study as it is utlined belw, teachers can be assured that learners will cver all required cntent n matter which religius traditin is chsen as the fcus f study. 8

c. Cntent f Develpments in Christian thught (H573/03) In this cmpnent, learners have the pprtunity t undertake a systematic study f key cncepts within the develpment f Christian thught. Learners will explre religius beliefs, values and teachings, their intercnnectins, hw they have develped histrically and hw they are presently discussed. The first sectin explres human nature in the cntext f the purpse f life, the self and immrtality. Learners will explre Augustine s ideas regarding the human cnditin, as well as different Christian interpretatins f the prmise and nature f the afterlife. In Knwledge f Gd, bth natural and revealed thelgy will be studied, including the relatinship between faith and reasn. This will enable discussin f hw Christians may understand their relatinship with Gd. Learners will als explre histrical and thelgical understandings f the persn f Jesus Christ. They will cnsider Jesus as the Sn f Gd, teacher f wisdm and a liberatr, which will give them an insight int bth traditinal and cntemprary Christian thelgy. In the tpic Christian Mral Principles, learners will cnsider the Bible, Church and reasn as surces f wisdm and authrity. Thrugh cnsidering the use f these in shaping Christian mral values and practice, this tpic will allw learners t investigate the principles that shape and express religius identity, and the diversity f practice within Christianity. In Christian Mral Actin, learners will undertake a detailed study f the ideas and impact f Dietrich Bnheffer. This study f Christian mral principles in actin will place mral principles in a real-wrld cntext, making the study f Christianity mre tangible fr learners. A significant develpment in Christian thught studied is that f pluralism, a vital cncept in this age f migratin and multi-cultural scieties. The tw tpics which explre this cncept enable the cnsideratin f the ways that Christian traditins view ther religius and nn-religius wrldviews. This raises issues f the nature f salvatin, religius tlerance, respect and recgnitin f ppsing views. The changing rles f men and wmen, and feminist appraches t thelgy, frm the basis f the tw further tpics. These tpics encurage learners t reflect n issues f gender identity, equality and discriminatin and the scial influence f religius institutins, and prvide the pprtunity t cmpare the wrks f tw key schlars. Finally, this cmpnent explres the challenges psed by secularism, and a range f respnses t this. These tpics enable the study f hw develpments in beliefs and practices have, ver time, influenced and been influenced by develpments in philsphy, plitics and studies f religin, as well as an investigatin int the diversity within Christian practice. Technical Terms While the majrity f nn-english terms (which are nt names f texts, philsphical schls, r particular religius appraches) within the specificatin and assessment materials will be accmpanied by a translatin, there are sme which are cnsidered t be key technical terms that learners are expected t recgnise and understand withut a prvided translatin. Fr this cmpnent, the fllwing are cnsidered technical terms and will nt necessarily be accmpanied by a translatin: agape. 9

1. Insight Beliefs, teachings and ideas abut human life, the wrld and ultimate reality Tpic Cntent Key Knwledge Augustine s Teaching n Human Nature* Human relatinships pre- and pst-fall Original Sin and its effects n the will and human scieties Gd s grace Augustine s interpretatin f Genesis 3 (the Fall) including: the state f perfectin befre the Fall and Adam and Eve s relatinship as friends lust and selfish desires after the Fall Augustine s teaching that Original Sin is passed n thrugh sexual intercurse and is the cause f: human selfishness and lack f free will lack f stability and crruptin in all human scieties Augustine s teaching that nly Gd s grace, his generus lve, can vercme sin and the rebellius will t achieve the greatest gd (summum bnum) Learners shuld have the pprtunity t discuss issues related t Augustine s ideas n human nature, including: whether r nt Augustine s teaching n a histrical Fall and Original Sin is wrng whether r nt Augustine is right that sin means that humans can never be mrally gd whether r nt Augustine s view f human nature is pessimistic r ptimistic whether r nt there is a distinctive human nature Cntextual references Fr reference, the ideas f Augustine listed abve can be fund in: City f Gd, Bk 14, Chapters 16 6 Cnfessins, Bk 8 Suggested schlarly views, academic appraches and surces f wisdm and authrity Chapman, G. (1994) Catechism f the Cathlic Church paras. 385 409 McGrath, A. (010 5 th Editin) Christian Thelgy, Wiley-Blackwell, pages 348 355, 371 37 Rmans 7:15 0 30

Tpic Cntent Key Knwledge Death and the Afterlife* Christian teaching n: heaven hell purgatry electin different interpretins f heaven, hell and purgatry, including: heaven, hell and purgatry are actual places where a persn may g after death and experience physical and emtinal happiness, punishment r purificatin heaven, hell and purgatry are nt places but spiritual states that a persn experiences as part f their spiritual jurney after death heaven, hell and purgatry are symbls f a persn s spiritual and mral life n Earth and nt places r states after death different Christian views f wh will be saved, including: limited electin (that nly a few Christians will be saved) unlimited electin (that all peple are called t salvatin but nt all are saved) universalist belief (that all peple will be saved) the abve t be studied with reference t the key ideas in Jesus parable n Final Judgement, The Sheep and the Gats (Matthew 5:31 46) Learners shuld have the pprtunity t discuss issues related t Christian ideas n death and the afterlife, including: whether r nt Gd s judgement takes place immediately after death r at the end f time whether r nt hell and heaven are eternal whether r nt heaven is the transfrmatin and perfectin f the whle f creatin whether r nt purgatry is a state thrugh which everyne ges Suggested schlarly views, academic appraches and surces f wisdm and authrity Chapman, G. (1994) Catechism f the Cathlic Church paras. 356 368, 100 1050 Hick, J. (1985) Death and Eternal Life, Palgrave Macmillan, Part III McGrath, A. (011) A Thelgy: the Basics, Blackwell, Chapter 8 Revelatin 0: 6, 7 15 and 1:1 8 31

. Fundatins The rigins and develpment f Christianity, and the surces f wisdm n which it is based Tpic Cntent Key Knwledge Knwledge f Gd s Existence* Natural knwledge f Gd s existence: as an innate human sense f the divine as seen in the rder f creatin Revealed knwledge f Gd s existence: thrugh faith and Gd s grace revealed knwledge f Gd in Jesus Christ as all humans are made in Gd s image they have an inbuilt capacity and desire t knw Gd, including: human penness t beauty and gdness as aspects f Gd human intellectual ability t reflect n and recgnise Gd s existence what can be knwn f Gd can be seen in the apparent design and purpse f nature as humans are sinful and have finite minds, natural knwledge is nt sufficient t gain full knwledge f Gd; knwledge f Gd is pssible thrugh: faith grace as Gd s gift f knwledge f himself thrugh the Hly Spirit full and perfect knwledge f Gd is revealed in the persn f Jesus Christ and thrugh: the life f the Church the Bible Learners shuld have the pprtunity t discuss issues related t Christian ideas n knwledge f Gd, including: whether r nt Gd can be knwn thrugh reasn alne whether r nt faith is sufficient reasn fr belief in Gd s existence whether r nt the Fall has cmpletely remved all natural human knwledge f Gd whether r nt natural knwledge f Gd is the same as revealed knwledge f Gd whether r nt belief in Gd s existence is sufficient t put ne s trust in him Suggested schlarly views, academic appraches and surces f wisdm and authrity Rmans 1:18 1 Calvin, J. Institutes f the Christian Religin I.I and I.II Acts 17:16 34 3

Tpic Cntent Key Knwledge The persn f Jesus Christ* Jesus Christ s authrity as: the Sn f Gd a teacher f wisdm a liberatr Jesus divinity as expressed in his: knwledge f Gd miracles resurrectin With reference t Mark 6:47 5 and Jhn 9:1 41 Jesus mral teaching n: repentance and frgiveness inner purity and mral mtivatin With reference t Matthew 5:17 48 and Luke 15:11 3 Jesus rle as liberatr f the marginalised and the pr, as expressed in his: challenge t plitical authrity challenge t religius authrity With reference t Mark 5:4 34 and Luke 10:5 37 Learners shuld have the pprtunity t discuss issues related t Christian ideas regarding Jesus Christ as a surce f authrity, including: whether r nt Jesus was nly a teacher f wisdm whether r nt Jesus was mre than a plitical liberatr whether r nt Jesus relatinship with Gd was very special r truly unique whether r nt Jesus thught he was divine Suggested schlarly views, academic appraches and surces f wisdm and authrity McGrath, A. (011) Thelgy: the Basics, Blackwell, Chapter 4 Theissen, G. (010) The Shadw f the Galilean, SCM Press Chapman, G. (1994) Catechism f the Cathlic Church paras. 4 478 33

3. Living The diversity f ethics and practice, including thse that shape and express religius identity, the rle f the cmmunity f believers and key mral principles Tpic Cntent Key Knwledge Christian mral principles* The diversity f Christian mral reasning and practices and surces f ethics, including: the Bible as the nly authrity fr Christian ethical practices Bible, Church and reasn as the surces f Christian ethical practices lve (agape) as the nly Christian ethical principle which gverns Christian practices as the Bible reveals Gd s will, then nly biblical ethical cmmands must be fllwed Christian ethics must be a cmbinatin f biblical teaching, Church teaching and human reasn Jesus nly cmmand was t lve and that human reasn must decide hw best t apply this Learners shuld have the pprtunity t discuss issues related t diversity f Christian mral principles, including: whether r nt Christian ethics are distinctive whether r nt Christian ethics are persnal r cmmunal whether r nt the principle f lve is sufficient t live a gd life whether r nt the Bible is a cmprehensive mral guide Suggested schlarly views, academic appraches and surces f wisdm and authrity Exdus 0:1 17 1 Crinthians 13:1 7 Messer, N. (006) SCM Study Guide t Christian Ethics, SCM Press 34

Tpic Cntent Key Knwledge Christian mral actin* The teaching and example f Dietrich Bnheffer n: duty t Gd and duty t the State Church as cmmunity and surce f spiritual discipline the cst f discipleship Bnheffer s teaching n the relatinship f Church and State including: bedience, leadership and ding Gd s will justificatin f civil disbedience Bnheffer s rle in the Cnfessing Church and his wn religius cmmunity at Finkenwalde Bnheffer s teaching n ethics as actin, including: cstly grace sacrifice and suffering slidarity Learners shuld have the pprtunity t discuss issues related t Christian mral actin in the life and teaching f Bnheffer, including: whether r nt Christians shuld practise civil disbedience whether r nt it is pssible always t knw Gd s will whether r nt Bnheffer puts t much emphasis n suffering whether r nt Bnheffer s thelgy has relevance tday Cntextual references Fr reference, the ideas f Bnheffer listed abve can be fund in: Letters and Papers frm Prisn and The Cst f Discipleship, Chapter 1 Suggested schlarly views, academic appraches and surces f wisdm and authrity Rmans 13:1 7 Barmen Declaratin (www.sacred-texts.cm/chr/barmen.htm) Luke 10:38 4 35

4. Develpment Significant scial and histrical develpments in Christian thught, such as thse influenced by ethics, philsphy r studies f religin Tpic Cntent Key Knwledge Religius pluralism and thelgy The teaching f cntemprary Christian thelgy f religin n: exclusivism inclusivism pluralism the view that nly Christianity fully ffers the means f salvatin the view that althugh Christianity is the nrmative means f salvatin, annymus Christians may als receive salvatin the view that there are many ways t salvatin, f which Christianity is ne path Learners shuld have the pprtunity t discuss issues related t religius pluralism and Christian thelgy f religin, including: whether r nt if Christ is the truth there can be any ther means f salvatin whether r nt a lving Gd wuld ultimately deny any human being salvatin whether r nt all gd peple will be saved whether r nt thelgical pluralism undermines central Christian beliefs Suggested schlarly views, academic appraches and surces f wisdm and authrity Hick, J. (1995) Gd and the Universe f Faiths, SCM Press, Chapters 1 and 10 McGrath, A. (010 5 th Editin) A Christian Thelgy, Wiley-Blackwell, Chapter 17 D Csta, G. (009) Christianity and Wrld Religins, Wiley-Blackwell, Chapter 5 36

Tpic Cntent Key Knwledge Religius pluralism and sciety the develpment f cntemprary multi-faith scieties Christian respnses t, including: respnses f Christian cmmunities t inter-faith dialgue the scriptural reasning mvement the reasns fr this develpment, fr example migratin hw Christian cmmunities have respnded t the challenge f encunters with ther faiths, fr example: Cathlic Church: Redemptris Missi 55 57 Church f England: Sharing the Gspel f Salvatin its methds and aims hw the mutual study and interpretatin f different religins sacred literature can help understanding f different and cnflicting religius truth claims Learners shuld have the pprtunity t discuss issues related t Christian respnses t multi-faith scieties and inter-faith dialgue, including: whether r nt inter-faith dialgue has cntributed practically twards scial chesin whether r nt Christian cmmunities shuld seek t cnvert peple frm ther faiths whether r nt scriptural reasning relativises religius beliefs whether r nt Christians shuld have a missin t thse f n faith Suggested schlarly views, academic appraches and surces f wisdm and authrity The Dctrine Cmmissin f the Church f England (1995) The Mystery f Salvatin Church Huse Publishing, Chapter 7 Frd, D. (011) The Future f Christian Thelgy, Wiley-Blackwell, Chapter 7 Ppe Paul VI (1965) Nstra Aetate; Declaratin n the relatin f the Church t nn-christian religins 37

5. Sciety The relatinship between religin and sciety, including issues such as hw religins adapt when encuntering different cultures; religius tlerance, respect and recgnitin and views f ther religins and nn-religius wrldviews; religin, equality and discriminatin; the plitical and scial influence f religius institutins Tpic Cntent Key Knwledge Gender and sciety The effects f changing views f gender and gender rles n Christian thught and practice, including: Christian teaching n the rles f men and wmen in the family and sciety Christian respnses t cntemprary secular views abut the rles f men and wmen in the family and sciety including reference t: Ephesians 5: 33 Mulieris Dignitatem 18 19 the ways in which Christians have adapted and challenged changing attitudes t family and gender, including issues f: mtherhd/parenthd different types f family Learners shuld have the pprtunity t discuss issues related t Christian respnses t changing views f gender and gender rles, including: whether r nt fficial Christian teaching shuld resist current secular views f gender whether r nt secular views f gender equality have undermined Christian gender rles whether r nt mtherhd is liberating r restricting whether r nt the idea f family is entirely culturally determined Suggested schlarly views, academic appraches and surces f wisdm and authrity Tng, R. (013) Feminist Thught, Rutledge, Chapter 1 McGrath, A. (010 5 th Editin) A Christian Thelgy, Wiley-Blackwell, pages 88 89, 336 337 Messer, N. (006) SCM Study Guide t Christian Ethics, SCM Press, Chapter 8. Ephesians 5:1 33 38

Tpic Cntent Key Knwledge Gender and thelgy The reinterpretatin f Gd by feminist thelgians, including: the teaching f Rsemary Radfrd Ruether and Mary Daly n gender and its implicatins fr the Christian idea f Gd Ruether s discussin f the maleness f Christ and its implicatins fr salvatin including: Jesus challenge t the male warrirmessiah expectatin Gd as the female wisdm principle Jesus as the incarnatin f wisdm Daly s claim that if Gd is male then the male is Gd and its implicatins fr Christianity, including: Christianity s Unhly Trinity f rape, gencide and war spirituality experienced thrugh nature Learners shuld have the pprtunity t discuss issues related t Gd, gender and feminist thelgy, including: a cmparisn f Ruether s and Daly s feminist thelgies sexism and patriarchy in Christianity, as it has develped in the mainstream Churches whether Christianity can be changed r shuld be abandned whether r nt Christianity is essentially sexist whether r nt a male saviur can save wmen whether r nt nly wmen can develp a genuine spirituality whether r nt the Christian Gd can be presented in female terms Cntextual references Fr reference, the ideas f Radfrd Ruether and Daly listed abve can be fund in: Radfrd Ruether, R. Sexism and Gd-Talk, Chapter 9 Daly, M. Beynd Gd the Father, Chapter 4 Suggested schlarly views, academic appraches and surces f wisdm and authrity Phyllis Trible, P. (1984) Texts f Terrr, Frtress Press, Intrductin and Chapter Wilccksn, M. (010) Scial Ethics, Hdder Educatin, Chapter Luke 4:9 1 Acts 16:13 15 39

6. Challenges Challenges facing religius thught frm areas such as science, secularisatin, migratin and multi-cultural scieties and changing gender rles Tpic Cntent Key Knwledge The Challenge f Secularism The rise f secularism and secularisatin, and the views that: Gd is an illusin and the result f wish fulfilment Christianity shuld play n part in public life the views f Freud and Dawkins that sciety wuld be happier withut Christianity as it is infantile, repressive and causes cnflict the views f secular humanists that Christian belief is persnal and shuld play n part in public life, including: educatin and schls gvernment and state Learners shuld have the pprtunity t discuss issues related t the challenge f secularism, including: whether r nt spiritual values are just human values whether r nt there is evidence that Christianity is a majr cause f persnal and scial prblems whether secularism and secularisatin are pprtunities fr Christianity t develp new ways f thinking and acting whether Christianity is, r shuld be, a significant cntributr t sciety s culture and values Cntextual references Fr reference, the ideas f Dawkins and Freud listed abve can be fund in: Freud, S. The Future f an Illusin Dawkins, R. The Gd Delusin, Chapter 9 Suggested schlarly views, academic appraches and surces f wisdm and authrity Frd, D. (011) The Future f Christian Thelgy, Wiley-Blackwell, Chapters 3 and 6 British Humanist Sciety, https://humanism.rg.uk/ Dawsn, C. (1956) The Challenge f Secularism in Cathlic Wrld, als nline http://www.cathliceducatin.rg/en/educatin/cathlic-cntributins/ the-challenge-f-secularism.html 40

Tpic Cntent Key Knwledge Liberatin Thelgy and Marx The relatinship f liberatin thelgy and Marx, including: Marx s teaching n alienatin and explitatin liberatin thelgy s use f Marx t analyse scial sin liberatin thelgy s teaching n the preferential ptin fr the pr alienatin ccurs when humans are dehumanised and unable t live fulfilling lives explitatin ccurs when humans are treated as bjects and used as a means t an end liberatin thelgy s use f Marxist analysis t analyse the deeper r structural causes f scial sin that have resulted in pverty, vilence and injustice, including: capitalism institutins (fr example schls, churches, the state) the view that the Gspel demands that Christians must give pririty t the pr and act in slidarity with them, including implicatins f this: placing right actin (rthpraxis) befre fficial Church teaching (rthdxy) Learners shuld have the pprtunity t discuss issues related t liberatin thelgy and Marx, including: whether r nt Christian thelgy shuld engage with atheist secular idelgies whether r nt Christianity tackles scial issues mre effectively than than Marxism whether r nt liberatin thelgy has engaged with Marxism fully enugh whether r nt it is right fr Christians t priritise ne grup ver anther Suggested schlarly views, academic appraches and surces f wisdm and authrity Bff, L. and Bff, C. (1987) Intrducing Liberatin Thelgy, Burns and Oates Gutierrez, G. (1974/000) A Thelgy f Liberatin, SCM Press, Chapter 4 Cngregatin f the Dctrine f the Faith (1984) Instructin n Certain Aspects f the Thelgy f Liberatin Wilccksn, M. (011) Christian Thelgy, Hdder Educatin, Chapter 7 41

c. Cntent f Develpments in Islamic thught (H573/04) In this cmpnent, learners have the pprtunity t undertake a systematic study f key cncepts within the develpment f Islamic thught. Learners will explre religius beliefs, values and teachings, their intercnnectins, hw they have develped histrically and hw they are presently discussed. By studying the rle f prphecy, revelatin and traditin learners will develp an understanding f Islamic surces f wisdm and authrity, including scripture and key religius figures, and hw these influence the beliefs and practices that shape and express Islamic religius identity. In explring Islamic ideas abut the nature and existence f Gd, learners will be intrduced t different thelgical and philsphical views, enabling them t cnsider the diversity within the Islamic traditin. The tpic Human Destiny explres Islamic ideas regarding the self and the meaning and purpse f life, as well as the afterlife. This study will give learners an insight int the mtivatins and spiritual gals f Muslims. The Shari a is an imprtant area f study which will deepen learners understanding f the Islamic cmmunity; their religius leaders and the interpretatin and applicatin f scripture and traditin in everyday life. In studying Sufism, learners will explre a mystical dimensin f Islam and the way in which this is practised. This tpic enables discussin f a distinct and interesting apprach t Islam, highlighting its diversity. By lking at the transmissin f scientific and philsphical knwledge, learners will be able t reflect upn the cultural interactin between Islam and the West ver the curse f histry. Science and Philsphy enables discussin f Muslim cntributins t areas f scientific learning and als a cmparisn f the ideas frm tw key schlars: Abu Hamid al-ghazali and Ibn Rushd (Averres). The next tpic fcuses n the changing cultural nrms in relatin t gender. An area f debate which will be familiar t learners, this tpic enables the study f Islam t be made especially relevant t issues central t mdern sciety, as well as the lives f Muslim men and wmen arund the wrld. In Tlerance, learners will be able t explre hw Muslims relate t members f ther faiths and belief systems. This tpic will als lk at imprtant issues and challenges related t religius freedm in Muslim sciety. In the tpic Justice and Liberatin, learners will explre issues related t scial liberatin and prtectin f rights, including the study f tw key schlars; Ali Shari ati and Abdal Hakim Murad. In Islam and the State, learners will undertake the imprtant explratin f changing ideas abut the relatinship between Islam and plitical systems, in particular the challenge f secularisatin and mdernity. Finally in Islam in Eurpe, learners will discuss the issues and challenges raised by migratin and multiculturalism, related t Muslims living as minrities in mdern, Western, secular scieties. 4

Technical Terms While the majrity f nn-english terms (which are nt names f texts, philsphical schls, r particular religius appraches) given within the specificatin and assessment materials will be accmpanied by a translatin, there are sme that are cnsidered t be key technical terms that learners are expected t recgnise and understand withut a prvided translatin. Fr this cmpnent, the fllwing are cnsidered technical terms and will nt necessarily be accmpanied by a translatin: Barzakh Hadith Hijab Ijtihad Sira. The spelling f wrds which have been transliterated frm nn-rman alphabets will be used cnsistently thrugh the assessment materials. Learners will nt be penalised fr the use f ther cmmn spellings. 43

1. Fundatins The rigins and develpment f Islam, including the surces f wisdm n which it is based Tpic Cntent Key Knwledge Prphecy and Revelatin* The Muslim view f prphecy (nubuwwa) and revelatin (wahy) Key prphets f the Abrahamic traditin: Ibrahim (Abraham) Musa (Mses) Isa (Jesus) The Prphet Muhammad (pbuh) the angel Jibril (Gabriel) as the medium f revelatin the difference between a prphet (nabi) and a messenger (rasul) the study f these three prphets t include their significance in Muslim belief and practice as: carriers f revelatin funding figures f Abrahamic religius traditins surces f mral example and inspiratin fr Muslims the significance f the Qur an as the final revelatin t humanity the status f the prphet Muhammad as the seal f the prphets (khatam al-nabiyyin) in Qur an 33:40 the cmmemratin f the revelatin f the Qur an and the prphet Muhammad in everyday ritual and religius festivals Learners shuld have the pprtunity t discuss issues related t prphecy and revelatin, including: the centrality and imprtance f belief in revelatin and prphecy fr Islam the relatinship between the Islamic religius traditin and earlier Abrahamic faiths the rles f Muhammad as the final messenger t humanity, and the Qur an as the fundatinal scripture f the Muslim cmmunity Suggested schlarly views, academic appraches and surces f wisdm and authrity Lings, M. (1988) Muhammad: His life based n the earliest surces, Unwin, Chapters 6 and 15 Wheeler, B. (00) Prphets in the Quran: An Intrductin t the Quran and Muslim Exegesis, Cntinuum, pages 83 109, 173 198, 97 319, 31 335 Al-Azami, M. M. The Islamic view f the Quran in Nasr, S.H. (ed) (015) The Study Quran: A New Translatin and Cmmentary, HarperCllins 44

Tpic Cntent Key Knwledge Traditin* Hadith and Sira as surces fr the life f the Prphet Muhammad The frmatin f the Sunni and Shi a traditins, and their differing views n leadership and religius authrity fllwing the death f the prphet Muhammad differences between Hadith and Sira in terms f cmpsitin and their apprach t the transmissin f prphetic reprts the rle f Hadith and Sira as surces f histrical knwledge and religius wisdm Sahih al-bukhari (Chapter 1) and Sira Ibn Hisham n the event f the first revelatin t the Prphet Muhammad Shi a traditin Shi a accunts f the prphet s designatin f Ali as leader the infallible Imams as surces f wisdm and divine guidance the significance f revering the prphet s family (ahl al-bayt) Sunni traditin Sunni accunts f Abu Bakr s appintment thrugh cmmunity cnsensus the early Muslim cmmunity (salaf) as surces f wisdm and transmissin f prphetic guidance the significance f cmmunity cnsensus Learners shuld have the pprtunity t discuss issues related t cmmunity and traditin, including: the significance f the prphet Muhammad s life and death in the frmatin f the early Muslim cmmunity and different traditins within Islam hw the different narratives f successin relate t and explain the the majr differences between Sunnism and Shi asm Suggested schlarly views, academic appraches and surces f wisdm and authrity Brwn, J.A.C. (009) Hadith: Muhammad s Legacy in the Medieval and Mdern Wrld, Onewrld, Chapters, 3 and 9 Selectins frm Asad, M. (1935 plus several later reprints) Sahih al-bukhari: Being the true accunt f the sayings and dings f the Prphet Muhammad, Arafat Publicatins Selectins frm Tabataba i, S.M.H. al-tabataba I & Chittick, W. (trans), (1981) A Shi ite Anthlgy, State University f New Yrk Press Madelung, W. (1997) The Successin t Muhammad: A Study f the Early Caliphate, Cambridge University Press, Chapter 1 45

. Insight Beliefs, teachings and ideas abut human life, the wrld and ultimate reality Tpic Cntent Key Knwledge Gd is One* The existence and neness f Gd, including: thelgical arguments in the Qur an interpretatin f the anthrpmrphic descriptins f Gd as in the Qur an study t include: Qur an 4:11 and 11:1 4 n divine transcendence the Kalam csmlgical argument (3:190) and telelgical argument (3:1 13) the argument that there cannt be tw equally mniptent pwers (1:) the appraches f: Mu tazilism Ash arism Hanbalism Learners shuld have the pprtunity t discuss issues related t the existence and nature f Gd, including: the significance f the belief in ne Gd fr Islam evaluatin f the arguments fr the existence and neness f Gd and the interpretatins f descriptins f Gd in the Qur an a cmparisn and evaluatin f the different interpretatins f the anthrpmrphic descriptins f Gd in the Qur an Suggested schlarly views, academic appraches and surces f wisdm and authrity Shihadeh, A. The existence f Gd in Winter, T.J. (008) Cambridge Cmpanin t Classical Islamic Thelgy, Cambridge University Press Al-Ghazali, A.H.M. & Yaqub A.M. (013) al-ghazali s Mderatin in Belief, University f Chicag Press, selectins frm first and secnd treatise Chwdury, S.Z. (009) Early Kalam Cntrversies, Ad-Duha, Part 3 46

Tpic Cntent Key Knwledge Human Destiny* Qur anic teachings n the meaning f human existence The afterlife Divine will and human actin the three main reasns fr human existence given by the Qur an: Adam s creatin and the knwledge f Gd wrship f Gd mral tribulatin the reflectin f divine justice and mercy in different phases f the afterlife: the Barzakh as the intermediary phase between death and resurrectin the Day f Resurrectin (yawm al-qiyama) heaven and hell as final destinatins tw majr thelgical appraches t the questin f divine will and human actin: Mu tazilism Ash arism Ghazali, discussin f divine will and human actin in The Jerusalem Epistle, III (The Third Pillar f Faith) n human free will, divine justice and divine mniptence Learners shuld have the pprtunity t discuss issues related t the nature f human existence, including: the significance f the belief in the afterlife in the Islamic traditin the rle f divine justice and mercy in Islamic eschatlgical teachings the strenths and weaknesses f different thelgical appraches t the idea f human free will and divine mniptence in Islam Suggested schlarly views, academic appraches and surces f wisdm and authrity Winter, T.J. (1989) The Remembrance f Death and the Afterlife: Bk XL f the Revival f the Religius Sciences, Islamic Texts Sciety Tibawi, A.L. (1965) Al-Ghazali s Tract n Dgmatic Thelgy, Islamic Quarterly, Vl.9, pp.65 1. Smith,J.I & Haddad, Y. (1981) The Islamic Understanding f Death and Resurrectin, State University f New Yrk Press, Chapters and 4 47

3. Living The diversity f ethics and practice, including thse that shape and express religius identity, the rle f the cmmunity f believers and key mral principles Tpic Cntent Key Knwledge The Shari a* The Shari a as an ideal The Shari a in practice, including: Islamic law (fiqh) as an interpretive effrt (ijtihad) Ijtihad in practice the meaning f Shari a surces f Islamic law, including: scriptural (Qur an, Sunna) nn-scriptural (cnsensus f the cmmunity, analgical reasning, custm) the cncept f ijtihad (human interpretative effrt) the cncepts f taqlid (fllwing past schlarly authrity) and ijtihad within the framewrk f the schl f law (madhhab) the extensin f the Qur anic prhibitin n alchl t ther drugs by means f analgical reasning (qiyas) the Qur anic prhibitin n usury and banking institutins the rle f scientific findings in the grwing cnsensus n the prhibitin n tbacc Learners shuld have the pprtunity t discuss issues related t the Shari a, including: the centrality f the Shari a and Islamic law in the daily practice f Muslims the difference between the Shari a as an ideal and Islamic law in practice hw the limits f human interpretatin f the Shari a may lead t tlerance f diversity within Muslim practice Islamic law as an nging interpretive effrt and its applicatin t new prblems in Muslim living Suggested schlarly views, academic appraches and surces f wisdm and authrity Hallaq, W. (009) An Intrductin t Islamic Law, Cambridge University Press, Part 1 Selectins frm Kamali, M.H. (005) Principles f Islamic Jurisprudence, Islamic Texts Sciety Batran, A. (003) Tbacc Smking under Islamic Law: Cntrversy ver its intrductin, Amana, Chapters,3 and 4 48

Tpic Cntent Key Knwledge Sufism* Islamic spirituality Sufism thery practice the cncept f ihsan (spiritual perfectin) in the Gabriel hadith remembrance f Gd (dhikr) self-purificatin (tazkiyat al-nafs) drunken Sufism: the cncept f annihilatin f the self (fana ) ecstatic utterances (shatahat) sber Sufism: the cncept f persistence f self (baqa ) the descriptin f spiritual states and statins the cncept f friendship f Gd (wilaya) the Sufi master-disciple relatinship the Sufi path (tariqa) the spiritual jurney accrding t Jalal al-din al-rumi s Mathnavi/Masnavi, Sng f the Reed Learners shuld have the pprtunity t discuss issues related t Sufism, including: the significance f spiritual perfectin in the Islamic traditin the relatinship between Sufism and the wider Islamic traditin the centrality f the idea f spiritual training in the Sufi traditin and the imprtance f the Sufi master Suggested schlarly views, academic appraches and surces f wisdm and authrity Ernst, C. (1997) The Shambala Guide t Sufism, Shambala, Chapters 1, 4 and 5 Sells, M. (1997) Early Islamic Mysticism: Sufi, Qur an, Mi raj, Petic and Thelgical Writings, Paulist Press, Intrductin and Chapter 1 Chittick, W. (1984) The Sufi Path f Lve: The Spiritual Teachings f Rumi, State University f New Yrk Press, Part III, C and E 49

4. Develpment Significant scial and histrical develpments in Islamic thught, such as thse influenced by ethics, philsphy r studies f religin Tpic Cntent Key Knwledge Science and Philsphy the Islamic cntributin t science a cmparisn f the views f al-ghazali and Ibn Rushd (Averres) n the adptin f science and philsphy the Qur an s encuragement f scientific enquiry instances f cntributin t science in the medieval perid, fr example in the areas f medicine, mathematics and astrnmy study f Ghazali t include: Ghazali s tw crises and salvatin thrugh Sufism and religius experience assessment f the philsphers in al-munqidh min al-dalal (Deliverance frm Errr), III. study f Ibn Rushd s defence f Philsphy: argument fr the necessity f philsphy accrding t the Shari a refutatin f Ghazali s attack n philsphers three levels f religius knwledge (rhetrical, dialectical, demnstrative) Learners shuld have the pprtunity t discuss issues related t the Islamic cntributin t science and philsphy, including: the rle f scientific learning in the medieval perid and its cntributins t mdern science religius arguments encuraging the study f science and philsphy the impact f science and philsphy n religius thught in Islam Suggested schlarly views, academic appraches and surces f wisdm and authrity Ghazali, A.H.M. & Watt. M. (1995) The Faith and Practice f al-ghazali: al-munqidh min al-dalal, Onewrld, Bk 1 Selectins frm Hurani, G. (1961) Averres n the Harmny f Religin and Philsphy, Gidd Memrial Trust, Dallal, A. (01) Islam, Science and the Challenge f Histry, Yale University Press, Chapters and 3 50

Tpic Cntent Key Knwledge Gender Equality spiritual equality f the genders accrding t the Shari a and early Muslim traditin Islamic law and cultural nrms in relatin t gender, including: traditinal views mdern feminism the Qur anic view that men and wmen are spiritually equal the imprtance f wmen in early Islam the impact f different traditinal cultural nrms n religius practice, with respect t: family law the laws f mdesty (awra) study t include the impact f feminism n: new feminist readings f the Qur an different attitudes twards the hijab Learners shuld have the pprtunity t discuss issues related Islam and gender, including: whether r nt there is gender equality in the Islamic traditin the degree t which Islamic practice is influenced by lcal cultural nrms evaluatin f the new feminist interpretatins f the Qur an whether the Muslim veil is a symbl f ppressin r resistance Suggested schlarly views, academic appraches and surces f wisdm and authrity Tucker, J.E. (008) Wmen, Family and Gender in Islamic Law, Cambridge University Press, Chapters and 3 Barlas, A. (003) Believing Wmen in Islam: Unreading Patriarchal Interpretatins f the Qur an, University f Texas Press, Part II Rded, R.(ed) (008) Wmen in Islam and the Middle East, Lndn: I.B. Tauris, Chapters 1 3 51

5. Sciety The relatinship between religin and sciety, including issues such as hw religins adapt when encuntering different cultures; religius tlerance, respect and recgnitin and views f ther religins and nn-religius wrldviews; religin, equality and discriminatin; the plitical and scial influence f religius institutins Tpic Cntent Key Knwledge Tlerance tlerance f nn- Muslims accrding t the Qur an religius freedm in Muslim sciety: nn-muslim minrities apstasy the idea f Islam as the final religin in Qur an 3:19 Qur an :56 n religius freedm the cncept f peple f the Bk (ahl al-kitab) the cntract f dhimma in classical Islamic law the treatment f religius minrities in medieval Muslim sciety nn-muslim minrities and the cncept f citizenship in mdern Muslim states Ghazali s Faysal al-tafriqa n the definitin f apstasy accrding t Islamic law anti-apstasy laws in Islam and their cntemprary interpretatin Learners shuld have the pprtunity t discuss issues related t Islam and tlerance, including: the Islamic view f ther religius traditins Muslim tlerance twards nn-muslims in thery and in practice the impact f mdernisatin n traditinal Muslim appraches t interreligius tlerance cmparisn f traditinal and cntemprary Muslim views n apstasy Suggested schlarly views, academic appraches and surces f wisdm and authrity Selectins frm Jacksn, S. (00) On the bundaries f religius tlerance in Islam: Abu Hamid al-ghazali s Faysal al-tafriqa bayn al-islam wa l-zandaqa, Oxfrd University Press Friedmann, Y. (010) Tlerance and Cercin in Islam: Interfaith relatins in the Muslim traditin, Cambridge University Press, Chapters 1 and 4 Abu El Fadl, K. (ed) (00) The Place f Tlerance in Islam, Beacn Press, pages 3 6 5

Tpic Cntent Key Knwledge Justice and Liberatin justice and liberatin in the Qur an and Sunna: justice in Islamic law and ethics: cntemprary appraches t scial liberatin in Islam: Ali Shari ati Abdal Hakim Murad the cmmandment t uphld justice and perfrm al-amr bil-ma ruf wal-nahy an al-munkar (enjining gd and frbidding wrng) the cmmandment t perfrm lesser and greater Jihad the imprtance f mercy in the cnduct f the Prphet Muhammad and early Muslims qisas (retributin) and diya (restitutin) in Islamic criminal law the cncept f public interest (maslaha) in Islamic legal thery enjining gd and frbidding wrng as a cmmunal respnsibility (fard kifaya); the prtectin f individual rights in its enfrcement influence f Marxist ideas; criticism f Sunnism and aplitical Shi asm; invlvement in the Iranian Revlitin traditinalist Sufi apprach; criticism f Islamist revivalism; call fr return t activism within Learners shuld have the pprtunity t discuss issues related t Islam, justice and liberatin, including: the rle f justice, liberatin and mercy in fundatinal Islamic teachings the ways in which individual rights and public interest are balanced in Islamic law and ethics different cntemprary Muslim views n the struggle fr justice and liberatin Suggested schlarly views, academic appraches and surces f wisdm and authrity Ck, M. (03) Frbidding Wrng in Islam: an intrductin, Cambridge University Press, Chapters, 3 and 8 Selectins frm Rahnama, A. (1998) An Islamic Utpian: a plitical bigraphy f Ali Shariati, I.B. Tauris Murad, A.H. Islamic spirituality: the frgtten revlutin frm http://masud. c.uk/islam/ahm/fgtnrev.htm 53

6. Challenges Challenges facing religius thught frm areas such as science, secularisatin, migratin and multi-cultural scieties and changing gender rles Tpic Cntent Key Knwledge Islam and the State religin and the state in pre-mdern Islam secularisatin and the state in mdern Islam Sunnism: the cntractual nature f the state, the cmplimentary rles f the ruler and the Ulama Shi asm: the Shi a Imam as supreme authrity, the rle f the Ulama in the absence f the Imam the identificatin f secularism with mdernisatin and scial prgress the adptin f Western legal cdes in mdern Muslim states ppsitin t secularisatin in the Muslim wrld the identificatin f secularism with Western imperialism and mral decline the status f the Shari a in mdern Muslim states Learners shuld have the pprtunity t discuss issues related t Islam and the state, including: the degree t which state and religin are united accrding t the views f pre-mdern Sunnism and Shi asm different reactins t secularism in the Muslim wrld the status f religin in the mdern Muslim natin-state Suggested schlarly views, academic appraches and surces f wisdm and authrity Black, A. (011) The Histry f Islamic Plitical Thught: Frm the Prphet t the Present, Edinburgh University Press, Part Enayat, H. (198) Mdern Islamic Plitical Thught, University f Texas Press, Chapters 1 and 3 Hashemi, N. (009) Islam, Secularism and Liberal Demcracy: Tward a Demcratic Thery fr Muslim Scieties, Oxfrd University Press, Chapter 4 54

Tpic Cntent Key Knwledge Islam in Eurpe Islamic teachings n life as a religius minrity integratin migratin: the cncept f hijra (migratin fr religius freedm) religius cnversin: the cncept f da wa (missin) in Islam cnsequences f practicing the Shari a: respecting the law f the land and the cncept f minrity jurisprudence multiculturalism and Muslim effrts t frm a Eurpean Muslim identity Eurpean Islam Mustafa Ceric s Islam: A Declaratin f Eurpean Muslims ppnents t multiculturalism; the pst- 9/11 era and the spread f Islamphbia in Eurpe Learners shuld have the pprtunity t discuss issues related t Islam in Eurpe, including: the degree t which Islam sanctins life as a religius minrity in nn-muslim lands the challenges t tlerance and peaceful cexistence between Muslim minrities and the majrity nn-muslim ppulatin different views n the integratin f Muslim cmmunities in Eurpean sciety the impact f 9/11 and its aftermath n perceptins f Islam in Eurpe Suggested schlarly views, academic appraches and surces f wisdm and authrity Gdy, J. (001) Islam in Eurpe, Plity Press, Chapters 3 and 4 Green, T. (015) The Fear f Islam: an intrductin t Islamphbia in the West, Frtress Press, Chapter 4 Gilliat-Ray, S. (010) Muslims in Britain: an intrductin, Cambridge University Press, Chapters and 10 55

c. Cntent f Develpments in Jewish thught (H573/05) In this cmpnent, learners have the pprtunity t undertake a systematic study f key cncepts within the develpment f Jewish thught. Learners will explre religius beliefs, values and teachings, their intercnnectins, hw they have develped histrically and hw they are presently discussed. In Jewish Oral and Written Law learners will examine the Babylnian Talmud and Perkei Avt as surces f wisdm and authrity. This tpic will enable learners t cnsider the authrity f scripture as the wrd f G-d and investigate the develpment f rabbinic law. The idea f cvenant is central t Judaism, and thrugh studying the Abrahamic and Msaic cvenants learners will develp their understanding f the rle these texts and ideas play in the Jewish cnceptin f G-d and Jewish identity. Learners will als explre the writings f Maimnides as a surce f authrity and wisdm within Judaism. This study f a key figure is designed t give learners an insight int the develpment f medieval Judaism and demnstrate the impact f Maimnides thinking. T explre Jewish ideas abut Suffering and Hpe learners will study key texts and the cncept f messianic hpe, in rder t develp their understanding f cre thelgical thinking within Judaism, including ideas abut the nature f human life and death. Halakhah explres practices that shape and express religius identity, and the diversity f practice within Judaism. Further, in Cnversin, learners will study respnses t cnversin frm biblical times thrugh t the mdern day. The histrical change and develpment brught abut by the challenge f secularisatin frms a key area f study. In studying The Jewish Haskalah and Jewish Emancipatin, learners will lk at Mendelsshn and the develpment f Jewish self-cnsciusness. Learners will investigate the idea f cultural assimilatin and the birth f the refrm mvement. Learners will als explre the mre cntemprary issues f the develpment f Zinism and The State f Israel and will cnsider the relatinship between these areas and biblical ideals. Further, these tpics highlight recent, key plitical thinking within Judaism. Gender and Relatinships will cntinue the study f Jewish emancipatin, with a detailed investigatin int feminist thelgy. Pst-Hlcaust Thelgy and Chagall: Art as Spiritual Resistance will encurage learners t reflect n the questin f the existence f G-d pst-hlcaust. Issues f religius tlerance, respect, equality and discriminatin will be studied in this sectin alngside scial and histrical develpments in thught. 56

Technical Terms While the majrity f nn-english terms (which are nt names f texts, philsphical schls, r particular religius appraches) within the specificatin and assessment materials will be accmpanied by a translatin, there are sme that are cnsidered t be key technical terms that learners are expected t recgnise and understand withut a prvided translatin. Fr this cmpnent, the fllwing are cnsidered technical terms and will nt necessarily be accmpanied by a translatin: Agunah Halakhah Kibbutzim Mitzvth Mikveh Niddah Parve Shehitah Shemittah Shhet Trefah. The spelling f wrds which have been transliterated frm nn-rman alphabets will be used cnsistently thrugh the assessment materials. Learners will nt be penalised fr the use f ther cmmn spellings. 57

1. Fundatins The rigins and develpment f Judaism, and the surces f wisdm n which it is based Tpic Cntent Key Knwledge Jewish Oral and Written Law* Intrductin t Jewish ral and written surces The Babylnian Talmud Perkei Avt chapter 1 Trah/Tenakh Talmud (mishnah and gemara) rder f transmissin f the ral traditin rigins and transmissin f the Babylnian Talmud the develpment f halakhah, including Shulkhan Arukh; the imprtance f the ral and written Trah fr Jewish belief and life tday rder and authrity f ral transmissin law and ethical principles within the text the nature and interpretatin f Trah as shwn thrugh Perkei Avt chapter 1 Learners shuld have the pprtunity t discuss issues related t Jewish ral and written law, including: the authrity f written texts as the wrd f G-d and challenges t this claim the ral Trah as divine revelatin and challenges t this claim diversity f apprach in Orthdx and Prgressive cmmunities t ral and written law Suggested schlarly views, academic appraches and surces f wisdm and authrity Chn-Sherbk, D. (003) Judaism. Histry, Belief and Practice, Rutledge, Chapters 1 4 Bartn, J. and Bwden, J. (004) The Original Stry. Gd, Israel and the Wrld, Dartn, Lngman & Tdd Ltd, Chapter 5 Hffman, C.M. (010) Teach Yurself: Judaism, Hdder Educatin, Chapter 3 58

Tpic Cntent Key Knwledge Cvenant in the Trah* The Abrahamic Cvenant (Genesis 1:1 3, 7; 15:1 1; 17:1 1) The Msaic Cvenant (Exdus 19:1 0:0) the theme f land the theme f the Jews as a chsen peple the frm f cvenants, fr example cmparisn t Ancient Near Eastern parity and suzerainty treaties, speakers, requirements, witnesses, curses and blessings the sign f cvenants, fr example circumcisin, cutting f the cvenant exegesis; cntemprary views as t the date, authrship and thelgical purpse f the text the theme f land the theme f the Jews as a chsen peple the theme f the law the frm f cvenants, fr example cmparisn t Ancient Near Eastern parity and suzerainty treaties, speakers, requirements, witnesses, curses and blessings the sign f cvenants, fr example sprinkling f bld, Law exegesis; cntemprary views as t the date, authrship and thelgical purpse f the text Learners shuld have the pprtunity t discuss issues related t cvenant in the Trah, including: hw the idea f cvenant: is a particularly Jewish cncept that has develped ver the studied texts shws a develping relatinship between G-d and the Jews hw key themes within cvenant are central t Jewish thught hw cntemprary schlarship views and understands the narrative text Suggested schlarly views, academic appraches and surces f wisdm and authrity Chn-Sherbk, D. (003) Judaism. Histry, Belief and Practice, Rutledge, Chapters 66 67 Andersn, B. (1998: 4 th Editin) The Living wrld f the Old Testament, Lngman, Chapter 3 Davies, P.R. (015: nd Editin) In Search f Ancient Israel : A Study in Biblical Origins, Blmsbury, T&T Clark, Chapters, 4 and 7 59

. Insight Beliefs, teachings and ideas abut human life, the wrld and ultimate reality Tpic Cntent Key Knwledge Maimnides: Jewish Thelgian and Philspher* Maimnides 13 Principles f Faith (Cmmentary n the Mishnah, Sanhedrin 10): Principles 1 5 (Cnceptin f G-d) Principles 6 9 (Revelatin) Principles 10 13 (G-d s relatinship with man) existence f G-d, G-d s unity, incrpreality, eternity and the wrship alne f G-d prphecy, Mses, Trah, immutability f Trah G-d s knwledge f man, reward and punishment, messiah and resurrectin f the dead fr each f the 13 Principles f Faith learners shuld study: hw these are rted in the histry f Biblical Judaism hw they are develped in the thinking f Maimnides hw they are develped by living Judaism Learners shuld have the pprtunity t discuss issues related t Maimnides as a thelgian and philspher, including: hw the beliefs, teachings and ideas abut the nature and existence f Gd are shwn within the teachings f Maimnides hw beliefs, teachings and ideas abut the self, death and afterlife are shwn within the teachings f Maimnides hw the 13 Principles were viewed by the cntempraries f Maimnides hw the 13 Principles are viewed tday by Orthdx and Prgressive cmmunities Suggested schlarly views, academic appraches and surces f wisdm and authrity Chn-Sherbk, D. (003) Judaism. Histry, Belief and Practice, Rutledge, Chapters 3 33 and 89 Selectins frm Twersky, I. (ed.), (1976) Maimnides Reader, Behrman Huse Publishing Weiss, R. (1991) Maimnides Ethics: The Encunter f Philsphical and Religius Mrality, University f Chicag Press, Part I 60

Tpic Cntent Key Knwledge Suffering and hpe* Suffering (a study f Jb 1 4, 38 and 4) Messianic Hpe apparent hiddenness f G-d, nature f evil and suffering and cncepts f mrality presented within the bk suffering as punishment undeserved suffering individual suffering: prpensity f wickedness and suffering f the righteus the nature and rle f messiah and messianic hpe the messiah in the Hebrew Bible (fr example Micah 4) messiah in the teachings f Maimnides present-day Jewish psitins n the messiah Learners shuld have the pprtunity t discuss issues related t suffering and hpe, including: hw faith and trust in G-d is required t deal with the presence f suffering in the wrld the messianic hpe and hw this answers, r nt, the questin f suffering the cntrast between the way in which Messianic hpe is understd and interpreted by Orthdx and Prgressive Jewish grups tday Suggested schlarly views, academic appraches and surces f wisdm and authrity Bartn, J. and Bwden, J. (004) The Original Stry. Gd, Israel and the Wrld, Dartn, Lngman & Tdd Ltd, Chapter Chn-Sherbk, D. (1997) The Jewish Messiah, T and T Clark Sggin, A. (1999) An Intrductin t the Histry f Israel and Judah, SCM, Chapters 1 and 10 61

3. Living The diversity f ethics and practice, including thse that shape and express religius identity, the rle f the cmmunity f believers and key mral principles Tpic Cntent Key Knwledge Halakhah* Halakhah in relatin t fd, including: kashrut (general) meat, dairy, parve shehitah Halakhah in relatin t business ethics, including: lans deceptin Halakhah in relatin t sex, including: sex as mitzvth niddah prhibited sexual acts r relatins scriptural rigins and ratinales fr bservance, fr example hliness and self-discipline rigins and develpment f practice, the ksher kitchen rigins and develpment f practice, shhet and prhibitin f trefah rigins and develpment f thught, charging f interest and usury verbal deceptin, mnetary deceptin, accuracy in weights/measures, cntemprary applicatins sex within marriage, sex fr prcreatin, sex as an act f pleasure rigins and bservance f practice including use f mikveh acts and relatins that culd be cnsidered cntrversial r prhibited, including same-sex relatinships Learners shuld have the pprtunity t discuss issues related t halakhah, including: hw halakhah has shaped the expressin f Jewish religius identity the diversity f ethics and practice in the living cmmunity thrugh a study f rthdx and prgressive appraches t halakhah in relatin t fd, business ethics and sex the relevance f halakhah fr the twenty-first century Suggested schlarly views, academic appraches and surces f wisdm and authrity Chn-Sherbk, D. (003) Judaism. Histry, Belief and Practice, Rutledge, Chapter 5, Chapters 63 64 and 84 87 Hffman, C.M. (010), Teach Yurself: Judaism, Hdder Educatin, Chapters 6 and 9 6

Tpic Cntent Key Knwledge Cnversin* The prcess f cnversin t Judaism as utlined within the Shulkhan Arukh Respnses within mdern Judaism t cnversin circumcisin questins t prselyte mikveh the differences and similarities between the male and female cnversin prcesses patrilineal descent and Jewishness cnversin and halakhah rthdx and prgressive appraches t cnversin Learners shuld have the pprtunity t discuss issues related t cnversin, including: hw Judaism can be seen as a nn-missinising religin the diversity f practice in the living cmmunity thrugh a study f rthdx and prgressive appraches t cnversin hw cnversin fr a prselyte will shape and express religius identity the rle f the cmmunity f believers in the cnversin prcess Suggested schlarly views, academic appraches and surces f wisdm and authrity Epstein, L. (1994) Cnversin t Judaism: A Guidebk, Jasn Arnsn, Chapters 4, 5 and 7 Chn-Sherbk, D. (003) Judaism. Histry, Belief and Practice, Rutledge, Chapter 90 Hffman, C.M. (010) Teach Yurself: Judaism, Hdder Educatin, Chapter 17 63

4. Develpment Significant scial and histrical develpments in Jewish thught, such as thse influenced by ethics, philsphy r studies f religin Tpic Cntent Key Knwledge The Jewish Haskalah and Jewish Emancipatin the Eurpean enlightenment and the Jewish Haskalah, including: the rigins f Haskalah: Mses Mendelsshn the develpment f Haskalah emancipatin (Jews as citizens) existence f G-d, truth and reasn, defence f the Jewish religin, revealed Law, mdernisatin f Jewish life (i.e. translatin, the Biur) Maskilim the creatin f secular Jewish culture, emphasis n Jewish histry and Jewish identity rather than religin the civil liberties and develpment f Eurpean Jewish-Christian relatins that came with emancipatin the impact f emancipatin n Jewish cmmunities the develpment f Jewish self-cnsciusness the develpment f Refrm and Prgressive Judaism Learners shuld have the pprtunity t discuss issues related t the Jewish Haskalah and Jewish emancipatin, including: the extent t which Mendelsshn and the Haskalah transfrmed Jewish life and thught the challenge psed by the develpment f science and ratinal thught fr the existence f G-d and the Jewish way f life Jewish Haskalah in the cntext f Eurpean Christian enlightenment the develpment f pluralism and diversity within Judaism Suggested schlarly views, academic appraches and surces f wisdm and authrity Vital, D. (001) A Peple Apart: A Plitical Histry f the Jews in Eurpe 1789 1939 (Oxfrd Histry f Mdern Eurpe), Oxfrd University Press, Chapters 1.I,.I V and 3.I IV Srkin, D. (004) Mses Mendelshn and the Religius Enlightenment, Halban Publishers, Part One Kessler, E. (010) An Intrductin t Jewish-Christian Relatins (Intrductin t Religin), Cambridge University Press, Chapter 6 64

Tpic Cntent Key Knwledge Zinism Plitical Zinism (Thedr Herzl) Cultural Zinism (Asher Ginzberg/Ahad Ha am) Mdern Zinism key mments in the life and wrk f Herzl: Wrld Zinist rganisatin, philsphy fr a hmeland, diplmatic negtiatins, visit t the Hly land, Uganda prgramme key mments in the life and wrk f Ginzberg: visits t the Hly Land, the call fr the establishment f a permanent and authritative centre fr Jewish value, spirit and ethics, reviving Hebrew and Jewish culture develpment f different Zinistic mvements and schls f thught; Revisinist, Labur, Liberal Orthdx and Prgressive Jewish respnses t Zinism Jewish ppsitin t Zinism, fr example Haredi, Neturei Karta nn-jewish supprt fr, and ppsitin t, Zinism Learners shuld have the pprtunity t discuss issues related t Zinism, including: hw the cntinuing cnflicts within, and twards, the Zinist mvements have impacted upn Jewish identity and scietal relatins if Zinism has dne mre damage than gd if Zinism is a slutin t anti-semitism, and whether r nt anti-zinism is merely anti-semitism Cntextual references Fr reference, the ideas f Herzl listed abve can be fund in: The Jewish State Suggested schlarly views, academic appraches and surces f wisdm and authrity Chn-Sherbk, D. (003), Judaism. Histry, Belief and Practice, Rutledge, Chapters 47 48 Kessler, E. (010) An Intrductin t Jewish-Christian Relatins (Intrductin t Religin), Cambridge University Press, Chapter 8 C.M. Hffman (010), Teach Yurself: Judaism, Hdder Educatin, chapter 17 65

5. Sciety The relatinship between religin and sciety, including issues such as hw religins adapt n encuntering different cultures; religius tlerance, respect and recgnitin and views f ther religins and nn-religius wrldviews; religin, equality and discriminatin; the plitical and scial influence f religius institutins Tpic Cntent Key Knwledge State f Israel and the Biblical Prmised Land the significance f the cncept f the Land f Israel fr Judaism the State f Israel differences between the Prmised Land and the State f Israel the histrical and cvenantal cntext as the Prmised Land the histrical exile f Israel t Babyln in the sixth century BCE and the return t the Prmised Land the dispersin f the Jewish peple between 70 CE and 1948 Zinism and the Land cncepts related t the Land; stewardship, shemittah, the Year f Jubilees, the establishment f kibbutzim details f the creatin and develpment f mdern Israel, including the significance f: 1945 1948: Jewish-British cnflict in Palestine, UN plan fr partitin 1948: Declaratin f the State f Israel Ben- Gurin, Scrll f Independence, the fllwing migratin f Jews int the State, Zinism cnflict Six Day War, Ym Kippur War, Palestinian intifada, recent cnflict and plitical tensins religius and plitical respnses t the present day State f Israel e.g Neturei Karta and Gush Emunim, Orthdx and Prgressive views differences in the bundaries f the land Learners shuld have the pprtunity t discuss issues related t the State f Israel and the Biblical Prmised Land, including: the Land as a central tenant f Jewish thught frm Biblical times nwards tensins surrunding the establishment f a Jewish hmeland different viewpints within Judaism, and within wider sciety, twards the imprtance and significance f the Land the claims f Israelis and Palestinians regarding bth the Land and the creatin f a Jewish State Suggested schlarly views, academic appraches and surces f wisdm and authrity Bartn J., and Bwden J. (004), The Original Stry. Gd, Israel and the Wrld, Dartn,Lngman & Tdd Ltd, Chapter 5 Gilbert, M. (1999) Israel: A Histry, Black Swan, Chapters 7 15 Hffman, C.M. (010) Teach Yurself: Judaism, Hdder Educatin, Chapter 17 66

Tpic Cntent Key Knwledge Rethinking Wmen: Jewish Feminism an intrductin t Jewish Feminism rethinking wmen within Trah rethinking wmen in marriage the ratinale behind the develpment f Jewish feminism and Jewish feminist thelgy Orthdx and Prgressive respnses t feminism and wmen in leading rles in Judaism t be studied with reference t Judith Plaskw, including: reshaping Jewish memry (Trah) t reclaim the Trah fr wmen the discussin surrunding Sinai and the cvenant t be studied with reference t Rachel Adler, including: the nature f traditinal Jewish marriage; agunah, ntin f acquisitin Adler s Lvers Cvenant r Brit Ahuvim; rethinking marriage as partnership, disslving the Brit Ahuvim, the recnstructin and recnfiguratin f the marriage traditin Learners shuld have the pprtunity t discuss issues related t the changing rles and ideas abut wmen, including: the respnses, and tensins, within Judaism t changing views f gender the respnses, and tensins, within Judaism t Jewish and secular frms f feminism the impact f Jewish feminism n Jewish and secular sciety rthdx and Prgressive respnses t rethinking wmen in Trah rthdx and Prgressive respnses t rethinking wmen in marriage Cntextual references Fr reference, the ideas f Plaskw and Adler listed abve can be fund in: Plaskw, J. Standing Again at Sinai. Judaism frm a Feminist Perspective, Chapter Adler, R. Engendering Judaism. An Inclusive Thelgy and Ethics, Chapter 5 Suggested schlarly views, academic appraches and surces f wisdm and authrity Jewish Wmen s Archive (www.jwa.rg) Hffman, C.M. (010) Teach Yurself: Judaism, Hdder Educatin, Chapters 5 and 9 Chn-Sherbk, D. (003), Judaism. Histry, Belief and Practice, Rutledge, Chapters 53 and 84 67

6. Challenges Challenges facing religius thught frm areas such as science, secularisatin, migratin and multi-cultural scieties and changing gender rles Tpic Cntent Key Knwledge Pst- Hlcaust thelgy the respnses f thelgians and thinkers t the Hlcaust, including: the Refutatin r Death f G-d (Richard Rubenstein) the 614 th Cmmandment (Emile Fackenheim) Churban (Ignaz Maybaum) Hidden G-d (Hester Panim) (Eliezer Berkvitz) G-d and the death camps dubt f G-d G-d as the Ultimate Nthing/Nthingness and G-d religius duty Jews frbidden t hand Hitler a psthumus victry rle f Hitler Hlcaust and Sacrifice G-d s prvidential plan remnant free will Hidden G-d (Hester Panim) Hlcaust as a human and histrical event Jb and the mdern Jew Learners shuld have the pprtunity t discuss issues related t challenge that the Hlcaust has psed t Judaism, including: a cmparisn f the ways in which the listed schlars addressed the issues raised by the Hlcaust the challenges psed by the Hlcaust fr the traditinal view f the G-d f classical theism the philsphical and ethical cnsequences f the Hlcaust fr understanding the rle f G-d and man in the wrld the physical cnsequences n wrld Jewry f the Hlcaust and the increase f anti-semitism pst-hlcaust Orthdx and Prgressive respnses t the Hlcaust Cntextual references Fr reference, the ideas f Rubenstein, Fackenheim, MAybaum and Berkvitz listed abve can be fund in: Rubenstein, R. After Auschwitz: Histry, Thelgy, and Cntemprary Judaism Fackenheim, E. The Jewish return int histry Maybaum, I. The Face f Gd after Auschwitz Berkvitz, E. Faith after the Hlcaust 68

Suggested schlarly views, academic appraches and surces f wisdm and authrity Chn-Sherbk, D. (199) Hlcaust Thelgy: A Reader, NYU Press, Parts I and III Chn-Sherbk, D. (003), Judaism. Histry, Belief and Practice, Rutledge, Chapters 49 50 Hffman, C.M. (010), Teach Yurself: Judaism, Hdder Educatin, Chapter 16 Tpic Cntent Key Knwledge Chagall: art as resistance life f Chagall the art f Chagall as a depictin f Jewish life, Jewish persecutin and Jewish resistance, as depicted in: The Fiddler (1913) The Praying Jew (The Rabbi f Vitebsk) (1914) Slitude (1933) White Crucifixin (1938) the Nazi campaign against art classificatin f degenerate art and fate f thse classed as degenerate artists Chagall as a degenerate artist the Entartete Kunst exhibit (1937) the escape f Chagall frm the Nazi regime symbl and metaphr alluding t the Jewish wrld f thse living within the Pale f Settlement, including: Jewish Christian relatins Shtetl life Hasidic Judaism rle f music the ritual f prayer within Judaism and hw this is shwn thrugh the use f the Tallit and Tefillin symbl and metaphr alluding t destructin and sacrifice in Jewish histry, including: sacrifice (white heifer) Shtetl life (vilin) eternal hpe (angel) destructin (smke) symbl and metaphr alluding t Jewish persecutin, including: Jewish identity f Jesus (fr example linclth as tallit) devastatin f pgrms anti-jewish vilence and persecutin f Jews 69

Learners shuld have the pprtunity t discuss issues related t the art f Chagall as a respnse t the Nazi regime and Hlcaust, including: the rle f art as a frm f Jewish resistance during the Nazi regime and in the pst-war perid the art f Chagall as an act f resistance t: Jewish life in the Pale f Settlement destructin and persecutin f Jews under the Nazi regime classificatin as a degenerate artist Suggested schlarly views, academic appraches and surces f wisdm and authrity Cmmentaries n the prescribed wrks frm Plnsky, G. (001) Chagall, Phaidn Press Wilsn, J. (009) Marc Chagall (Jewish Encunters Series), Schcken Peters, O. (014) Degenerate Art: The Attack n Mdern Art in Nazi Germany 1937 Prestel Publishing, Pages 16 35 and 106 135 70

c. Cntent f Develpments in Buddhist thught (H573/06) In this cmpnent, learners have the pprtunity t undertake a systematic study f key cncepts within the develpment f Buddhist thught. Learners will explre religius beliefs, values and teachings, their intercnnectins, hw they have develped histrically and hw they are presently discussed. This cmpnent examines the fundatins f Buddhism, investigating bth the significance and cntext f the Buddha as a surce f wisdm and authrity, as well as the imprtance f the Three Refuges in expressing Buddhist identity and acting as the underlying principles f Buddhist teachings. The key teachings f Buddhism and their intercnnectins frm the basis f the tpics Samsara, The Three Marks and the Fur Nble Truths. Explratin f these will prvide students with insight int Buddhist beliefs abut ultimate reality, the self, the meaning f life and death. These teachings als frm the fundatins f Buddhist practice and key mral principles. The practice f meditatin is studied in detail, with an emphasis n the persnal nature f meditative practice and the diversity f methds used by Buddhists. The develpment f Mahayana Buddhism was pivtal in the histrical develpment f Buddhism, and the distinctive ideas and philsphy f these schls, including the Madhyamaka, will stretch and challenge learners, intrducing them t the truly diverse range f ideas and traditins within Buddhism. Learners will further develp their understanding f the variety within Buddhist traditin by examining Buddhist practices and ideas in tw very different cultural cntexts: the Far East and the West. This will enable them t investigate different interpretatins f Buddhist teachings and examine the relatinship between religin and sciety. This investigatin cntinues in the tpic cnsidering Engaged Buddhism and Activism, which enables students t fcus n hw this interesting and mdern apprach t Buddhism respnds t issues and ideas highly relevant t learners and the wrld arund them. The final tpic explres the changing rles f men and wmen acrss histry, scieties and Buddhist traditins. These issues will be familiar and relevant t learners, and enable discussin f identity, equality, discriminatin, religius freedm and the relatinship between religin and sciety. Technical Terms While the majrity f nn-english terms (which are nt names f texts, philsphical schls, r particular religius appraches) within the specificatin and assessment materials will be accmpanied by a translatin, there are sme that are cnsidered t be key technical terms that learners are expected t recgnise and understand withut a prvided translatin. Fr this cmpnent, the fllwing are cnsidered technical terms and will nt necessarily be accmpanied by a translatin: Bdhisattva Buddha Dhamma/Dharma Jhana Kamma/Karma Nibbana/Nirvana Samatha Samsara Sangha/Samgha Skandhas Vipassana. The spelling f wrds which have been transliterated frm nn-rman alphabets will be used cnsistently thrugh the assessment materials. Learners will nt be penalised fr the use f ther cmmn spellings. 71

1. Fundatins The rigins and develpment f Buddhism, and the surces f wisdm n which it is based Tpic Cntent Key Knwledge The Buddha* Siddhartha s life the Buddha s intellectual cntext Key details f Siddhartha s life stry and their significance t Buddhists and Buddhism: birth and hednistic upbringing the fur passing sights renunciatin asceticism enlightenment teaching career the influence f Brahmanism and Sramana mvements, including Jainism: the imprtance f Brahmanism in the Buddha s cntemprary culture; his criticisms f the Brahmins and their ideas; his use and adaptatin f Brahmin ideas the Buddha s experience f Sramana mvements and teachers; his use and adaptatin f their ideas Learners shuld have the pprtunity t discuss issues related t the Buddha and his rle as a surce f wisdm and authrity, including: hw the example f Siddhartha might be used in teaching and practice, including illustratin f the Middle Way the limitatins f the Buddha as an example t Buddhists; the imprtance f self-reliance and the idea f ehipassik/ehipaśyika ( cme and try ), nt blind faith and devtin the ways in which the cultural cntext affects the develpment f ideas Suggested schlarly views, academic appraches and surces f wisdm and authrity Learners will be given credit fr referring t any apprpriate schlarly views, academic appraches and surces f wisdm and authrity, hwever the fllwing examples may Dhammapada 153 4 Erricker, C. (001 nd editin) Teach Yurself Buddhism, Teach Yurself Chapter Della Santina, P. (1970) The Fundamentals f Buddhism, Buddha Dharma Educatin Assciatin ltd, Chapter 1 (available nline) Cush, D. (1994), Buddhism, Hdder Educatin, Chapter 7

Tpic Cntent Key Knwledge Taking Refuge* the Three Refuges/ Jewels: Buddha Dhamma/Dharma Sangha/Samgha the significance f the Refuges fr Buddhists and hw Buddhists take refuge the different understandings f Buddha, including bth as the histrical persn f Siddhartha and as an ideal the meanings f the term dhamma/dharma, including as unmediated Truth r ultimate reality, and as the teachings f the Buddha the varius meanings and significance f sangha/samgha, including as ne s spiritual cmmunity r clse assciates, the mnastic Sangha and its relatinship with the laity, and als all Buddhists past, present and future Learners shuld have the pprtunity t discuss issues related t the Refuges, including: their rle in expressing Buddhist identity different interpretatins f what each means and hw ne takes refuge in them in practice why these ideals are seen as the heart f Buddhism Suggested schlarly views, academic appraches and surces f wisdm and authrity Learners will be given credit fr referring t any apprpriate schlarly views, academic appraches and surces f wisdm and authrity, hwever the fllwing examples may The Pali frmula fr Taking Refuge (The Khuddakapatha (Khp) 1) Saddhatissa, H. (1997) Buddhist Ethics, Wisdm Publicatins, Chapter 3 Anguttara Nikaya (AN) 11.1 73

. Insight Beliefs, teachings and ideas abut human life, the wrld and ultimate reality Tpic Cntent Key Knwledge Samsara* samsara and the six realms f existence hw these relate t: punabbhava/punarbhava (rebirth) the three fires/pisns kamma/karma paticcasamuppada/ pratityasamutpada (dependent riginatin) details f each f the six realms, including the nature f the realms and the beings within them, related karmic causes and significance f the human realm fr liberatin the nature f each f these teachings and their relatinship t the wheel f samsara and the beings within it Learners shuld have the pprtunity t discuss issues related t the idea f Samsara, including: whether samsara shuld be understd metaphrically, psychlgically r literally hw imprtant samsara and the assciated ideas are in Buddhist everyday practice which actins cause kamma/karma and which d nt; karmic seeds and fruits Suggested schlarly views, academic appraches and surces f wisdm and authrity Harvey, P. (000) An Intrductin t Buddhist Ethics; Fundatins, Values and Issues, Cambridge University Press, Chapter 1 The Tibetan Wheel f Life The Questins f King Milinda Bk II Chapter 74

Tpic Cntent Key Knwledge The Three Marks f Existence* anicca/anitya (impermanence) dukkha/duhkha (suffering) anatta/anatman (n self) the nature f anicca/anitya, including: bth the grss and subtle/ mmentary level hw it links t bth dukkha and anatta/anatman the nature f dukkha/duhkha, including: different translatins and understandings f the term the three categries f dukkha: rdinary suffering, suffering arising frm change and the suffering f cnditined experience the types f unavidable suffering the nature f anatta/anatman, including: the rejectin f bth eternalism and annihilatinism the explanatin ffered by charit analgy in The Questins f King Milinda (Bk II, Chapter 1.1) the understanding f the five khandhas/skandhas Learners shuld have the pprtunity t discuss issues relating t the three marks, including: whether r nt all f cnditined experience truly is subject t these marks whether Buddhism is inherently pessimistic, ptimistic r realistic abut the human cnditin whether r nt any f the marks are mre r less imprtant than the thers Suggested schlarly views, academic appraches and surces f wisdm and authrity Cush, D. (1994) Buddhism, Hdder Educatin, Chapter, pages 35 38 Gethin, R. (1998) The Fundatins f Buddhism, Oxfrd University Press, Chapter 6 Harvey, P. (000) An Intrductin t Buddhist Ethics; Fundatins, Values and Issues, Cambridge University Press, Chapter 1 pages 33 36 75

3. Living The diversity f ethics and practice, including thse that shape and express religius identity, the rle f the cmmunity f believers and key mral principles Tpic Cntent Key Knwledge Fur Nble Truths* the Fur Nble Truths: dukkha/duhkha (suffering) tanha/trishna (craving) nibbana/nirvana magga/marga (path) the Fur Nble Truths as the fundatin f Buddhist teaching, including: the dctr analgy: the illness, the cause f the illness, the truth that there is an end t the illness, and the prescriptin the utline given in the Deer Park Sermn (as recrded in Samyutta Nikaya 56.11) the path f disciples and arhats/arahants wh fllw the teachings dukkha/duhkha as it relates t the ther three Truths and its rle as the sickness t be cured the different types f craving (craving fr material pleasures, craving fr existence, craving fr nn-existence) and hw they lead t suffering tanha as ne f the 1 nidanas (causes) nirvana as the gal f Buddhism, including: nirdha as the cutting ff f craving thrugh detachment nibbana/nirvana-with-remainder and parinibbana/parinirvana nibbana/nirvana as un-cnditined existence which cannt be explained the issues raised by the 79 th and 80 th dilemmas f The Questins f King Milinda the (Nble) Eightfld Path and its gal, including: the eight stages and three sectins (wisdm, ethics, meditatin) the stages as inter-reliant, nt linear the ninth and tenth acquired stages f wisdm Learners shuld have the pprtunity t discuss issues relating t the Fur Nble Truths, including: whether r nt the gal f Buddhism can be understd whether the Buddhist idea f detachment is psitive r negative whether any f the Truths, r stages f the eightfld path, are mre r less imprtant than the thers 76

Suggested schlarly views, academic appraches and surces f wisdm and authrity Gethin, R. (1998) The Fundatins f Buddhism, Oxfrd University Press, Chapter 3 Harvey, P. (01 nd editin) An Intrductin t Buddhism: Teachings, Histry and Practices (Intrductin t Religin) Chapter 3 Kewn, D. (000) Buddhism: A Very Shrt Intrductin, Oxfrd University Press, Chapter 4 Tpic Cntent Key Knwledge Meditatin* methds f meditatin the aims and results f meditatin the nature f samatha and vipassana/ vipaśyanā meditatin their gals hw they cmplement each ther examples f practice the rle f mindfulness in Buddhist practice the imprtance f persnalised practice meditatin as a stage f the Eightfld Path the benefits and effects f meditatin, including its use in secular, therapeutic cntexts experiences f jhanas/dhyanas Learners shuld have the pprtunity t discuss issues relating t meditatin, including: whether r nt meditatin has t be a religius practice whether r nt meditatin is the mst imprtant element f Buddhist practice whether r nt meditatin encurages an unhealthily inward lking apprach t life Suggested schlarly views, academic appraches and surces f wisdm and authrity Gethin, R. (1998) The Fundatins f Buddhism, Oxfrd University Press, Chapter 7 Vipassana Meditatin: As taught by S.N. Genka in the traditin f Sayagyi U Ba Khin (https://www.dhamma.rg/en/index) Bhikkhu Bdhi, (005) Tw Styles f Insight Meditatin, Access t Insight (Legacy Editin), [http://www.accesstinsight.rg/lib/authrs/bdhi/bpsessay_45.html] Thanissar Bhikkhu (1997) The Path f Cncentratin & Mindfulness, Access t Insight (Legacy Editin), [http://www.accesstinsight.rg/lib/authrs/ thanissar/cncmind.html] 77

4. Develpment Significant scial and histrical develpments in Buddhist thught, such as thse influenced by ethics, philsphy r studies f religin Tpic Cntent Key Knwledge The Develpment f Mahayana Buddhism the develpment f Mahayana Buddhism the bdhisattva ideal and its significance the trikaya (three bdies f the Buddha) a general intrductin, including: pssible reasns fr its emergence the cntext f its emergence the idea f upaya (skilful means) and hw this is applied t the riginal teachings f Siddhartha including: details f the bdhisattva vw and way the six paramitas (perfectins) and their significance cmparisn with the Theravada arhat key bdhisattvas and what they represent, including: Avalkiteśvara Manjusri Maitreya the abve t be studied with reference t the fllwing parables frm the Ltus Sutra: the burning huse (chapter 3) the magic city (chapter 7) the hidden gem (chapter 8) understanding f the nature and significance f: the truth bdy the heavenly bdy the earthly bdy Learners shuld have the pprtunity t discuss issues relating t key Mahayana ideas, including: the differences and similarities between the bdhisattva and the arhat/arahant and their paths hw the nature f the bdhisattva can be explained the implicatins, in terms f respnses t ther religius truth claims and diversity within Buddhism, f the idea f upaya (skilful means) the develpment in the understanding f Buddha illustrated by the trikaya dctrine Suggested schlarly views, academic appraches and surces f wisdm and authrity Ltus Sutra, Chapter Ven. Bhikkhu Bdhi, (013) Arahants, Bdhisattvas, and Buddhas, Access t Insight (Legacy Editin) [nline] Gethin, R. (1998) The Fundatins f Buddhism, Oxfrd University Press, Chapter 9 78

Tpic Cntent Key Knwledge Madhyamaka and Prajnaparamita Madhyamaka philsphy and prajnaparamita (perfectin f wisdm) the fllwing with reference t the ideas f Nagarjuna: sunyata/sunnata (emptiness) tw truths samsara and nirvana/nibbana the rle f Nagarjuna in the develpment f these ideas the imprtance f the Prajnaparamita Sutras, including the cntent and interpretatin f the Heart Sutra different interpretatins f sunyata/sunnata and what it means fr all things t be empty f svabhava/sabhava (wn being) the distinctin between relative and ultimate truths and why recgnitin f this distinctin is imprtant fr liberatin the claim that samsara and nirvana/nibbana shuld nt be understd as different things Learners shuld have the pprtunity t discuss issues relating t Madhyamaka philsphy and the Prajnaparamita sutras and their significance in Mahayana Buddhism, including: the practical implicatins f these cncepts fr Buddhist life hw far these teachings are separate frm, and discntinuus with, the teachings f the histrical Buddha if wrds and teachings are merely cnventins, whether r nt they still have value Cntextual references Fr reference, the ideas f Nagarjuna listed abve can be fund in: Fundamental Verses n the Middle Way Suggested schlarly views, academic appraches and surces f wisdm and authrity Harvey, P. (01 nd editin) An Intrductin t Buddhism: Teachings, Histry and Practices (Intrductin t Religin), Cambridge University Press Chapter 5 Della Santina, P. (00) Causality and Emptiness: The Wisdm f Nagarjuna, Buddha Dharma Educatin Assciatin ltd (available nline) 79

5. Sciety The relatinship between religin and sciety, including issues such as hw religins adapt when encuntering different cultures; religius tlerance, respect and recgnitin and views f ther religins and nn-religius wrldviews; religin, equality and discriminatin; the plitical and scial influence f religius institutins Tpic Cntent Guidance Buddhism in the Far East Zen Buddhism Pure Land Buddhism the distinctive features f Zen Buddhism, including: zazen meditatin, its imprtance and the attainment f satri (awakening) Zen attitudes t scripture and transmissin f wisdm key features f and differences between the Rinzai and St schls the distinctive features f Pure Land Buddhism, including: the persn and imprtance f Amitabha rebirth in a Pure Land the practice f chanting, its imprtance and purpse key features f and differences between Jōd-shū and Jōd Shinshū Learners shuld have the pprtunity t discuss issues relating t Zen and Pure Land ideas, including: whether Pure Land Buddhism is an easy path hw and if Siddhartha s riginal teachings can be seen in these tw schls the implicatins f Zen s rejectin f thery, ritual and the use f language t express truth Suggested schlarly views, academic appraches and surces f wisdm and authrity The Flwer Sermn (varius traditins and versins exist) Cush, D. (1994) Buddhism, Hdder Educatin, Chapter 4, pages 13 150 Suzuki, D. T. (Authr) and Dbbins, J. C. (Editr) (015) Selected Wrks f D.T. Suzuki, Vlume II: Pure Land, University f Califrnia Press, Chapters 1, and 4 80

Tpic Cntent Guidance Buddhism in the West the spread f Buddhism t the West Buddhism in ppular culture Western inculturatin the main reasns fr the spread f Buddhism, such as migratin and the ppularity f Buddhist ideas in mdern western scieties explratin f hw Buddhism is prtrayed in the West, including: media steretypes and depictin f Buddhist rle mdels, including prtrayals f figures such as the Dalai Lama the ways in which Buddhism has changed and adapted n encuntering Western science, ideas and culture, including: the ideas f Secular Buddhism, with reference t Stephen Batchelr the interplay f Christianity and Buddhism, the idea f dual-belnging, with reference t Paul Knitter Learners shuld have the pprtunity t discuss issues relating t Buddhism in the West, including: a cmparisn f the appraches and ideas f Stephen Batchelr and Paul Knitter, and the ways in which they have adpted and Westernised Buddhist ideas hw the depictin f Buddhism in the Western media, including the fame f figures such as the Dalai Lama, shape (and pssibly distrt) Western understandings f Buddhism cmparisn f hw figures such as the Dalai Lama are viewed by Buddhists and nn-buddhists, and their significance t each grup Cntextual references Fr reference, the ideas f Batchelr and Knitter listed abve can be fund in: Batchelr, S. Buddhism Withut Beliefs Knitter, P. Withut Buddha I culd nt be a Christian Suggested schlarly views, academic appraches and surces f wisdm and authrity Thich Nhat Hanh, (1996) Living Buddha, Living Christ, Rider Garfield, J. L. (010) Buddhism in the West, Tibetan Buddhism in the West, nline [http://inf-buddhism.cm/buddhism_in_the_west_jay_garfield.html] Dreyfus, G. B., Frm Prtective Deities t Internatinal Stardm: An Analysis f the Furteenth Dalai Lama s Stance twards Mdernity and Buddhism, Tibetan Buddhism in the West, nline [http://inf-buddhism.cm/dalai_lama_between_ Mdernity_and_Buddhism_by_Gerges_Dreyfus.html] 81

6. Challenges Challenges facing religius thught frm areas such as science, secularisatin, migratin and multi-cultural scieties and changing gender rles Tpic Cntent Guidance Engaged Buddhism and Activism Engaged Buddhism Buddhism and scial activism the distinctive features f Engaged Buddhism, including: the meaning f the term Engaged Buddhism, and the rigins and aims f this frm f practice the significance and ideas f Thich Nhat Hanh, including the Furteen Precepts why a Buddhist may feel scial activism is an imprtant part f Buddhist practice examples f Buddhist activism in the fllwing areas: envirnmental awareness and actin ppsitin t ppressin and injustice war and peace Learners shuld have the pprtunity t discuss issues relating t Engaged Buddhism and scial activism, including: the rle and fcus f Buddhists in different scieties and cntexts whether r nt engaged practice shuld be central t the Buddhist path, and hw this affects the steretypical view f Buddhism as inward-lking whether r nt a Buddhist culd ever accept the need fr war Cntextual references Fr reference, the ideas f Thich Nhat Hanh listed abve can be fund in: Interbeing Suggested schlarly views, academic appraches and surces f wisdm and authrity Tetsuun Ly, D. Ven. Bhikkhu Bdhi and Stanley, J. A Buddhist Declaratin n Climate Change, http://www.ecbuddhism.rg/ Plum Village, http://plumvillage.rg/ Thich Nhat Hanh (1991) Peace is Every Step, Rider, Part 3 Harvey, P. (000) An Intrductin t Buddhist Ethics; Fundatins, Values and Issues, Cambridge University Press, particularly Chapters 4 and 6 8

Tpic Cntent Guidance Buddhism and Gender Buddhist respnses t the issue f gender equality, including: female attainment f awakening the issue f female mnasticism whether r nt this is pssible, bth theretically and realistically, including: the differing pinins f Theravada and Mahayana schls f Buddhism, with reference t The Dragn King s/sagara s Daughter (Ltus Sutra, Chapter 11) the reasns fr these differing ideas, including: their philsphical r idelgical basis the impact bth f scietal changes ver time and the differing cultural cntexts Buddhism encuntered during its spread acrss the wrld the cntrversy surrunding female rdinatin, including: the rle, rigins and cntrversies surrunding the gurudharma (specific mnastic rules fr wmen) the difficulty f rdaining wmen in the Theravadin traditin and the rle f eight precept wmen Mahayana female mnastic traditins and lineage the differing status f female mnastics (and eight precept wmen ) in different scieties, fr example Thailand and Myanmar/Burma Learners shuld have the pprtunity t discuss issues relating t Buddhism and gender, including: the rle and aims f rganisatins such as the Sakyadhita (Daughters f the Buddha) Internatinal Assciatin f Buddhist Wmen why it is that the cnditin and treatment f wmen in Buddhism differs s widely acrss the wrld the significance f cntrasting traditinal and mdern views n the capacity f wmen t achieve enlightenment Suggested schlarly views, academic appraches and surces f wisdm and authrity Yung, S. (ed) (1994) An Anthlgy f Sacred Texts By and Abut Wmen, The Crssrad Publishing Cmpany; sectin n Buddhism cntains texts including The Ordinatin f the First Nuns (taken frm Culla-Vagga, X1, pp34 330) and Vimalakirti Sutra Chapter 7 (dialgue between Manjushri and Vimalakirti) Schuster Barnes, N. (1987) Buddhism in Sharma, A. (ed) Wmen in Wrld Religins, University f New Yrk Press Sakyadhita Internatinal Assciatin f Buddhist Wmen [http://www.sakyadhita. rg] 83

c. Cntent f Develpments in Hindu thught (H573/07) In this cmpnent, learners have the pprtunity t undertake a systematic study f key cncepts within the develpment f Hindu thught. Learners will explre religius beliefs, values and teachings, their intercnnectins, hw they have develped histrically and hw they are presently discussed. The fundatins f Hinduism are studied within Develpment and Diversity and Wisdm and Authrity. Learners will explre the histrical develpment f Hinduism, and als the rle f a variety f scriptures and hly persns as surces f wisdm. Thrugh this, they will gain an understanding f the shared rts f mdern Hinduism as well as the diversity f mdern Hindu practice. Learners will als cnsider key cncepts within Hinduism, including Brahman and the Self, Samsara and Karma. Thrugh these tpics learners will gain insight int religius beliefs, values and teachings. Ideas which will be explred will include beliefs abut the self and the relatinship between self and Brahma, tgether with ideas abut the meaning and purpse f human life. In The Cncept f Dharma learners will discuss key mral principles and their fundatins, whilst in Living in Accrdance with Dharma the ways in which these principles influence Hindu life and practice are examined. Learners will undertake an in-depth study f Vedanta and its apprach t Hindu ideas. They will explre its rigins, develpment and a variety f frms f Vedanta, and undertake a cmparisn f key thinkers. This study f ne f the rthdx schls f Hindu philsphy will allw learners t engage in detailed critical analysis, and appreciate the philsphical nature f Hinduism. In Hinduism as Religin learners will engage with the cmplex status f Hinduism as a single religin, engaging with what this term means, its rigins and criticisms f it. They will als explre the different gals f Hindu paths and critically discuss whether r nt they can be viewed as ne religin. The final tpics f this cmpnent place Hinduism within its scial cntext, bth in India and in the West. In the tpic fcusing n India learners will study the relatinship between religin and sciety, including the influence f Hinduism n Indian identity, and ideas f religius freedm and pluralism. In Hinduism and the West learners will explre the ways in which the spread f Hinduism thrugh migratin has influenced its develpment. They will cnsider the rle f ppular culture and famus figures such as Gandhi, demnstrating the relevance f Hinduism as an area f study and engaging students thrugh familiar ideas. Finally, learners will analyse Hindu respnses t cntemprary scial issues, fcusing n ideas f equality and discriminatin. By examining these ideas learners will develp an insight int the ways in which cultural cntext impacts n religius belief and vice versa. Issues f gender and discriminatin are key t tday s sciety and s learners will again be able t appreciate the relevance f their studies t the wrld in which they live. 84

Technical Terms While the majrity f nn-english terms (which are nt names f texts, philsphical schls, r particular religius appraches) within the specificatin and assessment materials will be accmpanied by a translatin, there are sme which are cnsidered t be key technical terms that learners are expected t recgnise and understand withut a prvided translatin. Fr this cmpnent the fllwing are cnsidered technical terms and will nt necessarily be accmpanied by a translatin: Adharma Brahman Dalit Devi/Shakti Dharma Karma Samsara Varna Varnasharamadharma. The spelling f wrds which have been transliterated frm nn-rman alphabets will be used cnsistently thrugh the assessment materials. Learners will nt be penalised fr the use f ther cmmn spellings. 85

1. Fundatins The rigins and develpment f Hinduism, and the surces f wisdm n which it is based Tpic Cntent Key Knwledge Develpment and Diversity* the Indus Valley civilisatin and its cnnectin with the rigins f Hinduism the significance f the Vedic perid the develpment f theistic traditins, including: Vaishnaivism Shaivism Shaktism the lack f a clear starting pint f Hinduism evidence f religin/religius practice in the Indus Valley the develpment f written texts: the Vedas the relatinship f Vedic and mdern deities Vishnu as the supreme deity, bhakti (devtin) and ritual wrship, mral/ ethical values Shiva as the supreme deity, bhakti (devtin) and ritual wrship, asceticism Devi/Shakti as the supreme principle, bhakti (devtin) and ritual wrship (right-hand Shaktism), mral values and transgressin (left-hand Shaktism/Tantra) Learners shuld have the pprtunity t discuss issues related t the develpment f Hinduism and its resulting diversity, including: the ways in which the Vedas influenced the develpment f Hinduism the imprtance f the Vedas fr Hindus tday the diversity f the different tradtitins and practices fund within Hinduism: the fcus n different deities, different wrld views and different paths t liberatin. Suggested schlarly views, academic appraches and surces f wisdm and authrity Klstermaier, K. K. (003) A Shrt Histry f Hinduism, Onewrld, Chapters 3 7 Whaling, F. (010) Understanding Hinduism, Dunedin Academic Press, Chapter Dniger, W. (010) The Hindus, an Alternative Histry, Oxfrd University Press, Chapters 3 and 4 86

Tpic Cntent Key Knwledge Wisdm and authrity* the mutliplicity f Hindu Scriptures the imprtance and rle f hly persns, including: ascetics r mendicants (Sadhus/Sadhvi) practitiners f Yga (Ygis/Yginis) teachers (Gurus r Swamis) renunciates (Sannyasi) the different status f shruti (heard) and smriti (remembered) texts the rle and imprtance f smriti and shruti texts in Hindu life, including: the Vedas the Bhagavad Gita the Ramayana the Manusmriti dedicatin t religius aims, distinctive appearance practitiner f physical, mental and/r spiritual disciplines; practices with the ultimate aim f achieving mksha (liberatin) spiritual teachers, transmissin f spiritual traditins, diksa (initiatin) and sharing mantras; cnnectin with ashramas (stages f life) renuncing the wrld, fcus n liberatin, cnnectin with ashrama the fact that these are nt mutually exclusive terms Learners shuld have the pprtunity t discuss issues related t the surces f wisdm and authrity in Hinduism, including: the imprtance f the Vedas and ther written surces f wisdm and authrity fr Hindus the diversity f pinin n which texts are Shruti, including where there is general agreement (the Vedas, the Upanishads) and where there is difference (Vaishnava Samhitas, Saiva Agamas) the imprtance f hly peple in Hindu sciety, the diversity f their practice and the rle as surces f wisdm and authrity Suggested schlarly views, academic appraches and surces f wisdm and authrity Klstermaier, K. K. (000) Hindu Writings A Shrt Intrductin t the Majr Surces, Onewrld, Chapters 4 The Bhagavad Gita II Fld, G.(1996) An Intrductin t Hinduism, Cambridge University Press, Chapter 4 87

. Insight Beliefs, teachings and ideas abut human life, the wrld and ultimate reality Tpic Cntent Key Knwledge Brahman and the Self* ways f cnceptualising Brahman and the existence f Brahman the relatinship f Brahman, atman (self) and samsara (cycle f birth, death and rebirth) t include: being-cnsciusness-bliss (sat-chit-ananda) nt this, nt this (neti neti) that thu art (tat tvam asi) Gd-cnsciusness-n cnsciusness (sat-chit-achit) hw these cntribute t understanding the nature f Brahman and the relatinship f Brahman and the self the meaning f these terms the cncept f mksha the abve t be taught with reference t: the Shandilya Vidya, Chandgya Upanishad VI.11 14, Katha Upanishad II Bhagavad Gita II.13 8 Learners shuld have the pprtunity t discuss issues related t Brahman and the self, including: Brahman and the cncept f Gd; cnsidering Hinduism as mntheist, plytheist, hentheist, mnist mksha as the ultimate aim, in relatin t samsara and karma; the diversity f paths t achieving mksha. Suggested schlarly views, academic appraches and surces f wisdm and authrity Briharanyaka Upanishad IV.4 Ram-Prasad, C. (005) Eastern Philsphy, Weidenfeld and Nichlsn, Chapter 1 88

Tpic Cntent Key Knwledge Samsara and Karma* the cycle f birth and death (samsara), including: liberatin frm samsara thrugh surrender and grace karma, samsara and liberatin, including: aspects f karma karma in relatin t samsara anugraha (grace) and prapatti (taking refuge) bhakti and liberatin; mnkey and cat analgies accumulated karma fruit-bearing karma karma in the making achieving freedm frm karma as the means t liberatin, sakam karma and nikam karma the significance f human rebirth the abve t be taught with reference t: Bhagavad Gita II.47 51 and IV.14 3 Chandgya Upanishad VII.4 Brihadaranyaka Upanishad IV.4.5 6 Learners shuld have the pprtunity t discuss issues related t samsara and karma, including: the ways in which karma is played ut ver multiple lives the questin f psitive/gd karma and its effect n rebirth karma and questins f justice, free will and ethical behaviur Suggested schlarly views, academic appraches and surces f wisdm and authrity Bhagavad Gita IV VI The Katha Upanishad II III Lipner, J. (010) Hindus Their Religius Beliefs and Practices, Rutledge, Chapter 1 89

3. Living The diversity f ethics and practice, including thse that shape and express religius identity, the rle f the cmmunity f believers and key mral principles Tpic Cntent Key Knwledge The Cncept f Dharma* dharma and adharma dharma in the cntext f righteus living different translatins/interpretatins f the term dharma the cncept f dharma and its imprtance fr the wrld, human life and sciety the cncept f adharma and the decay and restratin f dharma thrugh the mhahyuga the purusharthas (aims f life) including: their relatinship t ne anther their relatinship t varnasharamadharma virtue/merit (punya) the abve t be taught with reference t: Bhagavad Gita IV 5 8 Mahabharata Shanti Parva 109.9.11 Karna Parva 69.58 Learners shuld have the pprtunity t discuss issues related t dharma, including: dharma as a fundatinal principle f civilsatin/culture (sanatana dharma) the rle f the Hindu cmmunity in shaping interpretatins f dharma the diversity f cntexts in which the cncept f dharma is applied, fr example persnal, scietal and prfessinal the relatinship f dharma t ethical living Suggested schlarly views, academic appraches and surces f wisdm and authrity Whaling, F. (010) Understanding Hinduism, Dunedin Academic Publishing, Chapter 7 Fld, G. (1996) An Intrductin t Hinduism, Cambridge University Press, Chapter 3 90

Tpic Cntent Key Knwledge Living in Accrdance with Dharma* varnashramadharma and righteus living accrding t traditinal Hindu virtues the virtues f: nn-vilence detachment self-restraint the meaning f the term and the different cncepts that make it up: varna (class), ashrama (stage f life) and dharma the relatinship between varnashramadharma and ther cncepts relating t hw t live: the purusharthas, karma and samsara details f these and their relatinship with dharma and the ther purusharthas. the abve t be taught with reference t: Brihadaranyaka Upanishad, IV.4.5 6 the Purusha Sukta Learners shuld have the pprtunity t discuss issues related t living in accrdance with dharma, including: the difference between varna and jati and the impact f this n Hindu life and sciety different Hindu virtues and their relatinship with varna, ashrama and dharma the relatinship between living virtuusly and achieving liberatin Suggested schlarly views, academic appraches and surces f wisdm and authrity Jacbs, S. (010) Hinduism Tday, Cntinuum, Chapter 3 Ram-Prasad, Chakravathi (005) Eastern Philsphy, Weidenfeld and Nichlsn, Chapter 3 91

4. Develpment Significant scial and histrical develpments in Hindu thught, such as thse influenced by ethics, philsphy r studies f religin Tpic Cntent Key Knwledge Vedanta the rigins and fcus f Vedanta the significance f Vedanta fr Hinduism different schls f Vedanta: the Advaita Vedanta f Sankara the Vishistadvaita Vedanta f Ramanuja the Dvaita Vedanta f Madhva Vedanta as a schl f philsphy; cnnectin with the upanishads Vedanta as a schl f philsphy cncerned with the nature f Brahman t include Vedanta s status as the bestknwn frm f Hindu philsphy utside India, including: Ne-Vedanta; the imprtance and teachings f Vivekananda a cmparisn f the different schls and thinkers f Vedanta, their similarities and differences, including appraches t and understanding f: the relatinship f Brahman and atman, and Brahman and the wrld bndage and liberatin, ways in which liberatin can be achieved Learners shuld have the pprtunity t discuss issues related t Vedanta, including: the relatinship between Vedantic philsphy and ther paths t liberatin, such as bhakti yga the diversity f Hindu schls f philsphy and the reasns why Vedanta is the best knwn the rle f mral actin in Vedanta Suggested schlarly views, academic appraches and surces f wisdm and authrity Fld, G. (1996) An Intrductin t Hinduism, Cambridge University Press, Chapter 10 King, R. (1999) Indian Philsphy, Edinburgh University Press, Chapters 3 and 9 Barnard, T. (005 reprint) Hindu Philsphy, Mtilal Banarsidass Publishers Private Ltd, Pages 116 18 9

Tpic Cntent Key Knwledge Hinduism as Religin rigins f the term Hinduism criticisms f the cncept f religin in relatin t Hinduism t include: Ne-Hinduism Sadharana (universal) dharma and Sanatana (eternal) dharma whether Hinduism exists as a single religin r a cllectin f different religins the different pssible gals and practices f Hinduism, including: Hinduism as a path t liberatin Hinduism as vercming maya (delusin) Hinduism as uniting with Brahman Hinduism as a way f life/wrld view Learners shuld have the pprtunity t discuss issues related t Hinduism as religin, including: the diversity f practices, beliefs and traditins that cme under the title Hinduism the Jude-Christian histry f the term religin and limitatins f this Western cncept as it is applied t Hinduism the academic divisins f religin, philsphy and ethics and their relevance in the cntext f Hinduism Suggested schlarly views, academic appraches and surces f wisdm and authrity Dniger, W. (010) The Hindus,An Alternative Histry, Oxfrd University Press, Intrductin Lipner, J. (010) Hindus, their Religius Beliefs and Practices, Rutledge, Intrductin, Chapter 1 Nye, M. (004) Religin: The Basics, Rutledge, Chapters 1 and 8 93

5. Sciety The relatinship between religin and sciety, including issues such as hw religins adapt when encuntering different cultures; religius tlerance, respect and recgnitin and views f ther religins and nn-religius wrldviews; religin, equality and discriminatin; the plitical and scial influence f religius institutins Tpic Cntent Key Knwledge Hinduism and India Hinduism and India, including: India as a hly land fr Hindu traditins Hindutva diversity f religins in India and attitudes f Hindus twards these religin and the law the relatinship between Hinduism and Indian gegraphy and histry Hindu-ness as a cultural and plitical identity; the caste system (jati) and nn-hindus; secularism and secularisatin in India India as a secular state, religius equality laws, the reality f religius diversity scheduled castes and family law Learners shuld have the pprtunity t discuss issues related t Hinduism and India, including: the histric prhibitin n travel utside f India fr Brahmins, and the implicatins f this fr Western understanding pssible tensins between religins that riginated in India (and share the Hindu wrld view) and thse that did nt Hindu attempts t refrm Hinduism Suggested schlarly views, academic appraches and surces f wisdm and authrity Jacbs, S. (010) Hinduism Tday, Cntinuum, Chapter 3 Smith, D. (003) Hinduism and Mdernity, Blackwell Publishing, Chapter 1 Klstermaier, K. K. (003) A Shrt Histry f Hinduism, OneWrld, Chapter 10 94

Tpic Cntent Key Knwledge Hinduism and the West Western understandings f Hinduism and being a Hindu in the West, including; Hinduism utside India practising traditinal Hinduism utside India and in a nn-hindu sciety influence f Vivekananda, Ramakrishna and Gandhi Hindu cmmunities utside India and hw these develp, fr example due t migratin nn-hindu perceptins f Hinduism and the impact f the prtrayal f Hinduism in ppular culture practising Hindu religin within different cultures, including: interreligius relatinships respnses t Western philsphy and science varna and ashrama in relatin t sciety and scial values (varnashramadharma) traditins affected by legal/cultural cncerns, fr example funeral traditins, festivals and pilgrimage scial and plitical imprtance, wrk n Hindu refrm, spiritual teachings Learners shuld have the pprtunity t discuss issues related t Hinduism in the West, including: issues arising frm steretyping and verly simplistic understandings f Hinduism the impact f Gandhi n the nn-hindu wrld, and Hindu attitudes t him as the best knwn representative f Hinduism changes and refrms within Hinduism as a result f Western influences and cntact with ther religins Suggested schlarly views, academic appraches and surces f wisdm and authrity Fld, G. (1996) An Intrductin t Hinduism, Cambridge University Press, Chapter 11 Smith, D. (003) Hinduism and Mdernity, Blackwell Publishing, Chapter 11 Jacbs, S. (010) Hinduism Tday, Cntinuum, Chapter 5 95

6. Challenges Challenges facing religius thught frm areas such as science, secularisatin, migratin and multi-cultural scieties and changing gender rles Tpic Cntent Key Knwledge Hinduism, Equality and Discriminatin Hindu understandings f issues relating t equality and discriminatin, including: dalits and the issue f untuchabilty the traditinal rles f men and wmen in Hinduism t include: Brahminism and Hindu sciety, the difference between varna and jati (caste) the issue f dalit vices; whether they can speak fr themselves r must rely n thers t speak fr them scial issues arising frm the cncept f untuchability t include: stridharma and the imprtance f marriage and children sns and daughters; duties, dwries, traditinal value placed n sns scial issues arising frm these views Learners shuld have the pprtunity t discuss issues related t Hinduism, equality and discriminatin, including: the relatinships and intercnnectins between religius teaching and practice and scial/cultural traditin the ways in which scial issues arise frm religius and cultural traditins and the change in attitudes ver time the influence f cultural cntexts, including Western culture, n Hinduism and Hindu beliefs abut equality and discriminatin. Suggested schlarly views, academic appraches and surces f wisdm and authrity Fld, G. (1996) An Intrductin t Hinduism, Cambridge University Press, Chapter 11 Klstermaier, K. K. (000) Hinduism A Shrt Intrductin, OneWrld, Chapters 15 16 Jacbs, S. (010) Hinduism Tday, Cntinuum, Chapter 3 96

Tpic Cntent Key Knwledge Hinduism and Scial Refrm attempts at refrm, including: feminism and wmens mvements dalit mvements and netwrks culture-specific cncerns, including sati and the rights f widws and daughters the educatin f wmen caste and the feminist mvement religius and cultural attitudes twards the cncept f untuchability dalit educatin Dalit Slidarity Netwrks Learners shuld have the pprtunity t discuss issues related t Hinduism and scial issues, including: the issue f wh speaks n behalf f discriminated minrities and hw best t create change questins abut whether r nt entrenched scial issues can be tackled thrugh religius and ther means, and what these means might be questins abut what is part f religius teaching and what is a matter f interpretatin, custm r wider culture Suggested schlarly views, academic appraches and surces f wisdm and authrity Fld, G. (1996) An Intrductin t Hinduism, Cambridge University Press, Chapter 11 Sharma, A. and Yung, K. K. (eds) (1999) Feminism and Wrld Religins, State University f New Yrk Press, Chapter 1 Smith, D. (003) Hinduism and Mdernity, Blackwell Publishing, Chapter 1 97

d. Prir knwledge, learning and prgressin Learners undertaking this A Level curse are likely t have fllwed a Key Stage 4 prgramme f study in Religius Studies, and this specificatin builds n the knwledge, understanding and skills specified fr GCSE (9 1) Religius Studies. Hwever, prir knwledge f the subject is nt a requirement. OCR s prvides a suitable fundatin fr the study f Religius Studies, related curses r thse using the same skills f analysis, evaluatin and extended written argument in Further and Higher Educatin. In additin, due t its highly relevant, engaging material, study f cntemprary issues, and emphasis n critical analysis it als ffers a wrthwhile curse f study fr learners wh d nt wish t prgress nt a higher level f educatin. The varius skills required, and the range f knwledge which will be develped, als prvide a strng fundatin fr prgressin directly in t emplyment. Find ut mre at www.cr.rg.uk 98

3 Assessment f (H573) 3a. Frms f assessment Fr OCR s learners will study three cmpnents that are externally assessed, these are: Philsphy f religin (01) Religin and ethics (0) Develpments in religius thught (03 07) Cmpnents 01 and 0 are mandatry. In additin, learners will study ne frm the Develpments in religius thught ptins: Christianity (03), Islam (04), Judaism (05), Buddhism (06) r Hinduism (07). The exam fr each cmpnent will be wrth 10 marks and represents 33.3% f the ttal marks fr A Level. These exams will take the frm f an externally assessed written papers lasting hurs each and testing bth AO1 and AO. Each paper will cntain fur essay questins, with the learner chsing three ut f the fur t answer. Questins can target material frm any area f the specificatin. Tw questins might be set frm ne specificatin sectin, r all questins might be frm different sectins. In rder t guarantee access t the full range f marks fr the assessment all specificatin cntent shuld be cvered. Each essay will be wrth 40 marks and will test bth AO1 and AO. Respnses will be assessed via a level f respnse mark scheme. On each paper, beneath the essay questins, are instructins t learners reminding them f the knwledge and skills expected in their respnses as per the Assessment Objectives. In these instructins, where reference is made t religin and belief it shuld be nted that belief des nt just mean the beliefs f a particular religin, but can encmpass views and pinins frm a variety f perspectives, religius r nt. 3 99

3b. Assessment bjectives (AO) There are tw Assessment Objectives in OCR. These are detailed in the table belw. Learners are expected t demnstrate their ability t: Assessment Objective 3 AO1 Demnstrate knwledge and understanding f religin and belief, including: religius, philsphical and/r ethical thught and teaching influence f beliefs, teachings and practices n individuals, cmmunities and scieties cause and significance f similarities and differences in belief, teaching and practice appraches t the study f religin and belief. 40% AO Analyse and evaluate aspects f, and appraches t, religin and belief, including their significance, influence and study. 60% AO weightings in The relatinship between the assessment bjectives and the cmpnents are shwn in the fllwing table: Cmpnent % f verall A level in Religius Studies (H573) AO1 AO Philsphy f religin (H573/01) 13.3 0 Religin and ethics (H573/0) 13.3 0 Develpments in religius thught (H573/03 07) 13.3 0 Ttal 40 60 100

3c. Assessment availability There will be ne examinatin series available each year in May/June t all learners. All examined cmpnents must be taken in the same examinatin series at the end f the curse. This specificatin will be certificated frm the June 018 examinatin series nwards. 3d. Retaking the qualificatin Learners can retake the qualificatin as many times as they wish. 3e. Assessment f extended respnse They must retake cmpnents 01 and 0, plus ne frm 03 07 in the same examinatin series. 3 The assessment materials fr this qualificatin prvide learners with the pprtunity t demnstrate their ability t cnstruct and develp a sustained and cherent line f reasning. Marks fr extended respnses are integrated int the marking criteria. 3f. Synptic assessment Synptic assessment targets learners understanding f the cnnectins between different elements f the subject. Synptic assessment is present in all A Level cmpnents, as they draw tgether bth f the distinct assessment bjectives in OCR s A Level in Religius Studies. It is als present due t the nature f the cntent and questins fr all cmpnents. Learners can respnd t questins in a variety f ways, using a wide range f pssible material frm acrss tpics and cmpnents. All legitimate appraches and interpretatins will be credited. 3g. Calculating qualificatin results A learner s verall qualificatin grade fr A Level in Religius Studies will be calculated by adding tgether their marks frm the three cmpnents taken t give their ttal weighted mark. This mark will then be cmpared t the qualificatin level grade bundaries fr the entry ptin taken by the learner and fr the relevant exam series t determine the learner s verall qualificatin grade. 101

4 Admin: what yu need t knw The infrmatin in this sectin is designed t give an verview f the prcesses invlved in administering this qualificatin s that yu can speak t yur exams fficer. All f the fllwing prcesses require yu t submit smething t OCR by a specific deadline. Mre infrmatin abut the prcesses and deadlines invlved at each stage f the assessment cycle can be fund in the Administratin area f the OCR website. OCR s Admin verview is available n the OCR website at http://www.cr.rg.uk/administratin. 4 4a. Pre-assessment Estimated entries Estimated entries are yur best prjectin f the number f learners wh will be entered fr a qualificatin in a particular series. Estimated entries Final entries Final entries prvide OCR with detailed data fr each learner, shwing each assessment t be taken. It is essential that yu use the crrect entry cde, cnsidering the relevant entry rules. shuld be submitted t OCR by the specified deadline. They are free and d nt cmmit yur centre in any way. Final entries must be submitted t OCR by the published deadlines r late entry fees will apply. All learners taking an must be entered fr ne f the fllwing entry ptins: Entry cde Title Cmpnent cde Cmpnent title Assessment type H573 A Religius Studies Optin A 01 Philsphy f religin External Assessment 0 Religin and ethics External Assessment 03 Develpments in Christian thught External Assessment H573 B Religius Studies Optin B 01 Philsphy f religin External Assessment 0 Religin and ethics External Assessment 04 Develpments in Islamic thught External Assessment H573 C Religius Studies Optin C 01 Philsphy f religin External Assessment 0 Religin and ethics External Assessment 05 Develpments in Jewish thught External Assessment 10

Entry cde Title Cmpnent cde Cmpnent title Assessment type H573 D Religius Studies Optin D 01 Philsphy f religin External Assessment 0 Religin and ethics External Assessment 06 Develpments in Buddhist thught External Assessment H573 E Religius Studies Optin E 01 Philsphy f religin External Assessment 0 Religin and ethics External Assessment 07 Develpments in Hindu thught External Assessment 4 103

4b. Special cnsideratin Special cnsideratin is a pst assessment adjustment t marks r grades t reflect temprary injury, illness r ther indispsitin at the time the assessment was taken. Detailed infrmatin abut eligibility fr special cnsideratin can be fund in the JCQ publicatin A guide t the special cnsideratin prcess. 4c. External assessment arrangements Regulatins gverning examinatin arrangements are cntained in the JCQ Instructins fr cnducting examinatins. 4 Head f Centre annual declaratin The Head f Centre is required t prvide a declaratin t the JCQ as part f the annual NCN update, cnducted in the autumn term, t cnfirm that the centre is meeting all f the requirements detailed in the specificatin. Any failure by a centre t prvide the Head f Centre Annual Declaratin will result in yur centre status being suspended and culd lead t the withdrawal f ur apprval fr yu t perate as a centre. Private candidates Private candidates may enter fr OCR assessments. A private candidate is smene wh pursues a curse f study independently but takes an examinatin r assessment at an apprved examinatin centre. A private candidate may be a part-time student, smene taking a distance learning curse, r smene being tutred privately. They must be based in the UK. Private candidates need t cntact OCR apprved centres t establish whether they are prepared t hst them as a private candidate. The centre may charge fr this facility and OCR recmmends that the arrangement is made early in the curse. Further guidance fr private candidates may be fund n the OCR website: http://www.cr.rg.uk 104

4d. Results and certificates Grade Scale A level qualificatins are graded n the scale: A*, A, B, C, D, E, where A* is the highest. Learners wh fail t reach the minimum standard fr E will be Unclassified (U). Only subjects in which grades A* t E are attained will be recrded n certificates. Results Results are released t centres and learners fr infrmatin and t allw any queries t be reslved befre certificates are issued. Centres will have access t the fllwing results infrmatin fr each learner: the grade fr the qualificatin the raw mark fr each cmpnent the ttal weighted mark fr the qualificatin. The fllwing supprting infrmatin will be available: raw mark grade bundaries fr each cmpnent weighted mark grade bundaries fr the qualificatin. Until certificates are issued, results are deemed t be prvisinal and may be subject t amendment. A learner s final results will be recrded n an OCR certificate. The qualificatin title will be shwn n the certificate as OCR Level 3 Advanced GCE in Religius Studies. 4 4e. Pst-results services A number f pst-results services are available: Enquiries abut results If yu are nt happy with the utcme f a learner s results, centres may submit an enquiry abut results. Missing and incmplete results This service shuld be used if an individual subject result fr a learner is missing, r the learner has been mitted entirely frm the results supplied. Access t scripts Centres can request access t marked scripts. 4f. Malpractice Any breach f the regulatins fr the cnduct f examinatins and nn-exam assessment wrk may cnstitute malpractice (which includes maladministratin) and must be reprted t OCR as sn as it is detected. Detailed infrmatin n malpractice can be fund in the JCQ publicatin Suspected Malpractice in Examinatins and Assessments: Plicies and Prcedures. 105

5 Appendices 5a. Overlap with ther qualificatins There is n verlap with any ther existing qualificatins. 5b. Accessibility Reasnable adjustments and access arrangements allw learners with special educatinal needs, disabilities r temprary injuries t access the assessment and shw what they knw and can d, withut changing the demands f the assessment. Applicatins fr these shuld be made befre the examinatin series. Detailed infrmatin abut eligibility fr access arrangements can be fund in the JCQ Access Arrangements and Reasnable Adjustments. The A level qualificatin and subject criteria have been reviewed in rder t identify any feature which culd disadvantage learners wh share a prtected Characteristic as defined by the Equality Act 010. All reasnable steps have been taken t minimise any such disadvantage. 5 106

5c. Teaching appraches in cntext fr Develpments f Religius Thught (03 07) Where bxes are blacked ut this is t indicate that an area is nt cvered by the specificatin. This nly ccurs when an area is ptinal. N cmpulsry area f study has been mitted. Cntent Christianity Islam Judaism Buddhism Hinduism 1. Religius beliefs, values and teachings in their intercnnectins and as they vary histrically and in the cntemprary wrld, including all the fllwing: a) the nature and existence f Gd, gds r ultimate reality b) the rle f the cmmunity f believers Fundatins, Insight and Living sectins f specificatin Fundatins: Knwledge f Gd s Existence Living: Christian Mral Principles, Christian Mral Actin c) key mral principles Living: Christian Mral Principles, Christian Mral Actin d) beliefs abut the self Insight: Augustine n Human Nature e) beliefs abut death and afterlife f) beliefs abut meaning and purpse f life Insight: Death and the Afterlife Insight: Augustine n Human Nature, Death and the Afterlife Fundatins, Insight and Living sectins f specificatin Insight and Living sectins f specificatin Fundatins and Insight sectins f specificatin Insight: Gd is One Insight: Maimnides Fundatins: Refuges: Dharma Living: Fur Nble Truths; Nibbana/Nirvana Living: The Shari a, Living: The Shari a Insight: Human Destiny; Living: Sufism Insight: Human Destiny Insight: Human Destiny Living: Cnversin Fundatins: Cvenant Living: Halakah; Insight: Maimnides Fundatins: Three Refuges: Sangha Insight: Fur Nble Truths 1 Insight and Living sectins f specificatin Insight: Brahman and the Self Living: The Cncept f Dharma Living: Living in Accrdance with Dharma Insight: Maimnides Insight: three marks Insight: Brahman and the Self Insight: Maimnides Insight: Samsara 3 Insight: Samsara and Karma, Brahman and the Self Insight: Maimnides, Suffering and Hpe Insight: full sectin fcuses n this in varius ways Insight: Samsara and Karma, Brahman and the Self 107 1 The Eight Fld Path is included here which has an ethics sectin Includes Anatta n self 3 Includes rebirth 5

5 108 Cntent Christianity Islam Judaism Buddhism Hinduism. Surces f wisdm and authrity including, as apprpriate: (at least ne f the fllwing) a) scripture and/r sacred texts and hw they are used and treated b) key religius figures and/r teachers and their teachings 3. Practices that shape and express religius identity, including the diversity f practice within a traditin 4. Significant scial and histrical develpments in thelgy r religius thught including all the fllwing: Fundatins sectin f specificatin Living: Christian Mral Principles Fundatins: The Persn f Jesus Christ Living: Christian Mral Principles Spread thrughut A Level material; as detailed belw a) secularisatin Challenges: The Challenge f Secularism b) science Challenges: The challenge f secularism 5 Fundatins sectin f specificatin Fundatins: Prphecy and Revelatin, Traditin Fundatins: Prphecy and Revelatin Living: The Shari a, Sufism Spread thrughut A Level material; as detailed belw Challenges: Islam and the State Develpment: Science and Philsphy Fundatins, Insight and Living sectins f specificatin Fundatins: Jewish ral and written law Insight: Maimnides Living: Halakah, Cnversin Spread thrughut A Level material; as detailed belw Develpment: Zinism, The Jewish Haskalah and Jewish Emancipatin, Sciety: State f Israel, Gender and Relatinships Develpment: The Jewish Haskalah and Jewish Emancipatin Fundatins sectin f specificatin Fundatins: Three Refuges 4 Fundatins: The Buddha and Three Refuges: Buddha as refuge Fundatins: Three Refuges Spread thrughut A Level material; as detailed belw Sciety: Buddhism in the West Sciety: Buddhism in the West Fundatins sectin f specificatin Fundatins: Wisdm and Authrity Fundatins: Wisdm and Authrity Fundatins: Develpment and Diversity, Wisdm and Authrity Spread thrughut A Level material; as detailed belw Sciety: Hinduism in India Sciety: Hinduism and the West 4 Text will frm part f the discussin f understanding f dhamma (truth r teachings) as the teachings f the Buddha 5 Dawkins frms part f the key knwledge fr this tpic, his criticisms f Christianity have their fundatin in mdern science; Dawkins himself is nt a thelgian but a bilgist, and s study f him inherently invlves the study f science. All f Dawkins arguments regarding the infantile nature f religius belief have their fundatins in his belief that the crrect way t apprach knwledge in the mdern age is thrugh scientific means.

Cntent Christianity Islam Judaism Buddhism Hinduism c) respnses t pluralism and diversity within traditins Develpment: Pluralism in Thelgy, Pluralism and Sciety d) migratin Develpment: Religius Pluralism and Sciety e) the changing rles f men and wmen Sciety: Gender and Sciety f) feminist appraches Sciety: Gender and Thelgy g) Liberatinist appraches 7 Challenges: Liberatin Thelgy and Marx 5. Cmparisn f the significant ideas presented in wrks f at least tw key schlars Sciety: Gender and Thelgy: Rsemary Radfrd Ruether and Mary Daly Sciety: Tlerance; Challenges: Islam in Eurpe Challenges: Islam in Eurpe Develpment: Gender Equality Develpment: Gender Equality Develpment: Gender Equality Sciety: Justice and Liberatin 8 Develpment: Science and Philsphy; Sciety: Justice and Liberatin Develpment: The Jewish Haskalah and Jewish Emancipatin Sciety: State f Israel Sciety: Gender and Relatinships Sciety: Gender and Relatinships Develpment: Haskalah; Sciety: Gender and relatinships, Challenges: Pst Hlcaust Thelgy 9 Challenges: Pst Hlcaust Thelgy: Fackenheim, Maybaum, Berkvitz Develpment: The Develpment f Mahayana Buddhism 6 Sciety: Buddhism in the West Challenges: Buddhism and Gender Challenges: Buddhism and Gender Challenges: Engaged Buddhism and Activism Challenges: Gender 10 Sciety: Buddhism in the West: Stephen Batchelr and Paul Knitter All tpics in Develpment and Sciety sectins Sciety: Hinduism and the West All tpics in Sciety and Challenges sectins Challenges: Hinduism and Scial Refrm Challenges: Hinduism, equality and discriminatin, Hinduism and Scial Refrm 11 Develpment: Vedanta 6 Upaya (skilful means) is a teaching regarding the multiplicity f ways in which ne can achieve wisdm and enlightenment and it is specified fr study in this tpic. This teaching is ne reasn why Buddhism has little prblem acknwledging the truth claims f ther faiths and therefre pluralism is nt a relevant term t use. 7 Liberatin Thelgy is a Christian develpment, specifically develping in the Cathlic traditin. The Encyclpaedia Britannica begins its definitin with the fllwing paragraph: Liberatin thelgy, religius mvement arising in late 0th-century Rman Cathlicism and centred in Latin America. It sught t apply religius faith by aiding the pr and ppressed thrugh invlvement in plitical and civic affairs. It stressed bth heightened awareness f the sinful sciecnmic structures that caused scial inequities and active participatin in changing thse structures. 109 In rder t capture the Liberatinist apprach in the faiths ther than Christianity, these have tpics r issues which fcus n the liberatin f ppressed grups, such as wmen, and the effrts f mdern thelgy t engage these grups mre in bth religius and civic life. 8 The study f the rle f Islam in affecting the liberatin f ppressed grups, and als discussin f the liberatin f wmen, here captures the Liberatinist apprach 9 Haskalah and Pst Hlcaust Thelgy deal with ideas surrunding the emancipatin f the Jewish peple, whilst Gender discusses the liberatin f wmen. 10 Buddhism and Activism invlves discussin f Buddhist ppsitin t ppressin and injustice (including ideas f emancipatin); als Gender discusses ideas abut the liberatin f wmen 11 These tpics discuss the liberatin and emancipatin f dalits and wmen, therefre capturing the liberatinist apprach 5

5 110 Cntent Christianity Islam Judaism Buddhism Hinduism 6. Tw themes related t the relatinship between religin and sciety, these may include: a) the relatinship between religius and ther frms f identity b) religin, equality and discriminatin Cvered in Sciety r Challenges specificatin sectin Sciety: Gender and Sciety c) religius freedm Challenges: The Challenge f Secularisatin d) the plitical and scial influence f religius institutins e) religius tlerance, respect and recgnitin and the ways that religius traditins view ther religins and nn-religius wrldviews and their truth claims Develpment: Pluralism and Thelgy, Pluralism and Sciety Cvered in Sciety r Challenges specificatin sectin Sciety: Tlerance; Challenges: Islam in Eurpe Sciety: Tlerance; Challenges: Islam in Eurpe Sciety: Tlerance; Challenges: Islam in Eurpe Challenges: Secularism and the State Sciety: Tlerance Cvered in Sciety r Challenges specificatin sectin Sciety: State f Israel, Gender and relatinships Sciety: State f Israel, Gender and relatinships, Challenges: Pst Hlcaust Thelgy, Chagall: art as resistance Sciety: State f Israel, Gender and relatinships, Challenges: Pst Hlcaust Thelgy (als in Develpments: Zinism, Haskalah) Sciety: State f Israel, Gender and relatinships (als in Develpments: Zinism, Haskalah) Challenges: Pst Hlcaust Thelgy Cvered in Sciety r Challenges specificatin sectin Challenges: Engaged Buddhism and Activism: Buddhism and scial activism Cvered in Sciety r Challenges specificatin sectin Sciety: Hinduism in India, Hinduism and the West (als tuched upn in Develpment: Hinduism as Religin ) Challenges: Hinduism, equality and discriminatin, Hinduism and scial refrm

Cntent Christianity Islam Judaism Buddhism Hinduism f) Any ther theme(s) selected Western inculturatin f Buddhism: Sciety: Buddhism in the West 7. hw develpments in beliefs and practices have, ver time, influenced and been influenced by develpments in at least ne f: Cvered in develpments sectin f specificatin a) philsphical Develpment: Pluralism and thelgy, Pluralism and Sciety b) ethical Sciety: Gender and Sciety Cvered in develpments sectin f specificatin Develpment: Science and Philsphy Cvered in develpments and sciety sectins f specificatin Develpments: Zinism; Sciety: State f Israel, Gender and relatinships, Challenges: Pst Hlcaust Thelgy Sciety: Gender and relatinships, Challenges: Pst Hlcaust Thelgy Cvered in develpments sectin f specificatin Develpment: Madhyamaka and Prajnaparamita Cvered in develpments sectin f specificatin Vedanta, Develpment and Diversity c) studies f religin Develpment: Hinduism as Religin d) textual interpretatin Sciety: Gender and Thelgy Sciety: Gender and relatinships 111 5

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Dwnlad high-quality, exciting and innvative A Level Religius Studies resurces frm cr.rg.uk/alevelreligiusstudies Resurces and supprt fr ur A Level Religius Studies qualificatin, develped thrugh cllabratin between ur Religius Studies Specialist, teachers and ther subject experts, are available frm ur website. Yu can als cntact ur Religius Studies Specialist wh can give yu specialist advice, guidance and supprt. Meet the team at cr.rg.uk/religiusstudiesteam and cntact them at: 013 553998 cr.religiusstudies@cr.rg.uk @OCRexams T stay up t date with all the relevant news abut ur qualificatins, register fr email updates at cr.rg.uk/updates Religius Studies Cmmunity The scial netwrk is a free platfrm where teachers can engage with each ther and with us t find and ffer guidance, discver and share ideas, best practice and a range f Religius Studies supprt materials. T sign up, g t scial.cr.rg.uk facebk.cm/ crexams linkedin.cm/ cmpany/cr @OCRexams yutube.cm/ crexams OCR is part f Cambridge Assessment, a department f the University f Cambridge. Fr staff training purpses and as part f ur quality assurance prgramme yur call may be recrded r mnitred. OCR 015 Oxfrd Cambridge and RSA Examinatins is a Cmpany Limited by Guarantee. Registered in England. Registered ffice 1 Hills Rad, Cambridge CB1 EU. Registered cmpany number 3484466. OCR is an exempt charity. cr.rg.uk/alevelreligiusstudies 6199077900