hij Teacher Resource Bank GCE Religious Studies Unit 4A Topic I Life, Death and Beyond, Frequently Asked s and s Copyright 2009 AQA and its licensors. All rights reserved. The Assessment and Qualifications Alliance (AQA) is a company limited by guarantee registered in England and Wales (company number 3644723) and a registered charity (registered charity number 1073334). Registered address: AQA, Devas Street, Manchester M15 6EX. Dr Michael Cresswell, Director General.
Teacher Resource Bank / AQA GCE Religious Studies Unit 4A / Frequently Asked s and s / Version 1.0 Frequently Asked s and s: A2 Unit 4A Topic I Life, Death and Beyond Topic I Life, Death and Beyond What is meant by secular interests in apocalyptic and eschatology? I know the Specification talks about a general interest in the end times but does this just mean environmental catastrophe or might it also mean the end of the universe? And are these really just secular interests? Yes, environmental catastrophe and the end of the universe are good examples, but not the only ones. For example, ideas which see humans evolving out of existence or nuclear warfare are also possibilities. All of these can be justified as secular in that they are separate from any religious ideas and many are developed from a scientific perspective. What points might be included in the study of the end of time or the end of the world? There are many different ideas about the end of time or the end of the world in a secular context which can be used. The best source is to use the internet, searching terms like end of time, end of the world and even apocalypse might be worth looking at. The rapture too might be searched, although this tends to be more religious. Copyright 2009 AQA and its licensors. All rights reserved. 2
Teacher Resource Bank / AQA GCE Religious Studies Unit 4A / Frequently Asked s and s / Version 1.0 No questions have been received on this topic Copyright 2009 AQA and its licensors. All rights reserved. 3
Teacher Resource Bank / AQA GCE Religious Studies Unit 4A / Frequently Asked s and s / Version 1.0 The Specification states that students should study the influence of religious experience as a source of: (i) religious practice, and (ii) good religious behaviour. Are you intending 'good religious behaviour' to be understood as specifically good moral behaviour? If not, it would be possible for candidates to interpret 'good religious behaviour' in terms of religious practice. In this regard, the legacy Specification stipulated moral behaviour. Good religious behaviour is wider than moral but can certainly embrace moral. There is, of course, a debate about whether some religions allow for moral behaviour as some ethicists argue that unless I have a real choice about my behaviour I am not making a moral / ethical decision. I am a little unsure what to cover for the good religious behaviour element of the unit. If, as you have stated, good religious behaviour is wider than the moral dimension, could you please advise as to what might be included here that is not simply a repeat of what the students may have covered for the religious practice and religious behaviour elements of the unit? In order to support students here, I would suggest: (i) religious practice should be focused upon two elements; practice which might bring about a religious experience, for example Sufis, and then practice which arises directly from a religious experience, for example Peter s vision which leads to Christians not following Jewish dietary law. (ii) religious behaviour should then be more directed to something arising from a religious experience and which links directly to behaviour. The last six of the Ten Commandments is a good example, or sections from the Qur an, but keep the distinction by looking at broader specific instruction about moral behaviour. The Specification requires that students look at religious experience as the foundation for particular religions. However, the legacy Specification gave far greater scope for interesting answers and diverse study by asking students to look at the impact of religious experience as the foundation for religious movements. My own students studied some religious movements within an established religion, e.g. Teresa of Avila's new Discalced Carmelite movement within Christianity as well as the Marian Pilgrimage movement within Roman Catholic Christianity. These two movements are so rooted in religious experiences (and interestingly in the religious experiences of women) that they were extremely fruitful areas of study. By changing the working from 'religious movements' to 'religion' has really narrowed the scope of study? The reference to the foundation of religions is designed to give a clearer focus for teachers and students. I think the examples given could still be used provided they were to demonstrate that Copyright 2009 AQA and its licensors. All rights reserved. 4
Teacher Resource Bank / AQA GCE Religious Studies Unit 4A / Frequently Asked s and s / Version 1.0 beyond early foundation there have been further religious experiences which have led to expansion of the initial foundation. They could not be used as stand alone examples as they are not religions. In the Teacher's Guide, under the section Influence of religious experience as a source for religious practice and good religious behaviour, it says that the students are "expected to comment upon similarities and differences". Can you give some clarification on what you expect the students to be comparing, e.g. the actual practices, an understanding of how they have adapted? The reference to students commenting upon similarities and differences is set within the wider context of students needing to know about eastern and western traditions. The Teacher s Guide says that students may be expected to comment... thus it is about how the two broad traditions regard and see religious experience as a source for religious practice and good religious behaviour. A study of Islam and Buddhism in this area would be valuable. p:\support materials\asa2 religious studies\frequently asked questions and answers\a2 unit 4a faq in template.doc Copyright 2009 AQA and its licensors. All rights reserved. 5