QUESTION
In the context of religion, state two facts about each of the following:
1, Communal way of life
2, Tao
3, Reincarnation
4, Four Noble Truths
In religion, several concepts play significant roles in different belief systems. Here’s an explanation of each, based on the points above:
1, Communal Way of Life
In certain religions like African Traditional Religion and Judaism, the communal way of life is deeply rooted in the practice and structure of society. This approach emphasizes the importance of the community over individualism, fostering a collective sense of identity and purpose. In such societies, the elders hold a position of great respect and are often responsible for leading and organizing the community. Their guidance shapes the social structure, ensuring that traditions and values are maintained across generations.
2, Tao
Tao, a central concept in Taoism, represents ‘the way’ that humans should follow. It is more than just a path; it symbolizes the underlying principle of the universe, guiding all natural phenomena and human conduct. Tao is seen as the source of all existence, ensuring the stability and regularity of the cosmos. In Taoist belief, aligning oneself with the Tao leads to harmony with the universe and a balanced life.
3, Reincarnation
Reincarnation is a belief widely held in religions such as Hinduism and Buddhism. It refers to the cycle of rebirth, where the soul or spirit is believed to be reborn into a new body after death. This process of reincarnation is seen as a continuous journey of the soul, where each life presents opportunities for growth, learning, and spiritual evolution. The concept underscores the idea that life is a continuous cycle rather than a singular event.
4, Four Noble Truths
The Four Noble Truths are a fundamental doctrine in Buddhism, emphasizing the suppression of the ego as a pathway to enlightenment. This central doctrine, known as anatma, teaches that true understanding and freedom come from realizing the impermanent and non-self nature of existence. According to this teaching, enlightenment is achieved through individual effort, without reliance on gods or external forces. Disciplined meditation plays a crucial role in this process, allowing individuals to cultivate mindfulness, wisdom, and inner peace as they progress towards spiritual liberation.
Religious studies grade 12 Revision 3
QUESTION
State the unique features of each of the following religions:
1 Judaism
2 Christianity
3 Bahá’i Faith
4 Hinduism
Here are the unique features of each of the above religions:
1, Judaism
Judaism is characterized by the central idea of a covenant between God and the Jewish people. This covenant is a unique and sacred agreement, where God promises to protect His chosen people, and in return, they are expected to carry out His commandments and live according to His laws. This special relationship between God and the Jewish people is foundational to Jewish identity and religious practice.
2, Christianity
Christianity is distinguished by the belief in the Holy Trinity, which encompasses God the Father, the Son (Jesus Christ), and the Holy Spirit. Christians believe that Jesus Christ is the fulfillment of Jewish prophecy, serving as the universal Saviour of humanity. This belief underscores the Christian faith that Jesus’ life, death, and resurrection offer salvation to all people, regardless of their background.
3, Bahá’í Faith
The Bahá’í Faith uniquely holds that all religions worship and believe in the same God, despite the differences in their practices and teachings. Bahá’ís believe that all religions share a common truth and that eventually, all religions of the world will unite into one, with the Bahá’í Faith emerging as the universal religion. This inclusive and unifying vision is a core principle of the Bahá’í Faith.
4, Hinduism
Hinduism is based on the belief that there is only one ultimate reality, known as Brahman, but there are many paths to reach it. This diversity of spiritual paths is a unique feature of Hinduism, allowing for a wide range of beliefs and practices. Additionally, Hinduism is underpinned by the belief in reincarnation, where one’s actions (karma) in this life influence their future life. The social structure of Hinduism is traditionally based on a caste system, which categorizes individuals into different social groups based on birth and occupation.
Business Studies Grade 12 Term 1
Religious studies grade 12 Revision 3
QUESTION
Explain the philosophy of Ubuntu.
The philosophy of Ubuntu plays a crucial role in defining the moral order within African Traditional Religion. At its core, Ubuntu is an African philosophy that embodies respect and empathy for all human beings. This philosophy emphasizes the interconnectedness of humanity, where individuals recognize their humanity through their relationships with others. Ubuntu, therefore, teaches that a person becomes truly human through their interactions and relationships with other people. By fostering a sense of community and shared responsibility, Ubuntu guides individuals in maintaining moral values and ethical behavior, reinforcing the idea that one’s humanity is deeply linked to the well-being of others.
QUESTION
Describe the factors that shape the religious identity of people.
The philosophy of Ubuntu plays a crucial role in defining the moral order within African Traditional Religion. At its core, Ubuntu is an African philosophy that embodies respect and empathy for all human beings. This philosophy emphasizes the interconnectedness of humanity, where individuals recognize their humanity through their relationships with others. Ubuntu, therefore, teaches that a person becomes truly human through their interactions and relationships with other people. By fostering a sense of community and shared responsibility, Ubuntu guides individuals in maintaining moral values and ethical behavior, reinforcing the idea that one’s humanity is deeply linked to the well-being of others.
QUESTION
Describe the factors that shape the religious identity of people.
The factors that shape the religious identity of people are influenced by the following elements:
1, Rituals: The religious identity of a person is shaped through certain rituals, which play a significant role in connecting individuals to their faith and community, reinforcing their spiritual beliefs and practices. For example the Christian practice of baptism, symbolizes the individual’s entry into the faith and their commitment to living according to its teachings.
2, Religious Symbols: The religious identity of an individual is also shaped through religious symbols. These symbols serve as powerful representations of faith, helping individuals to express and solidify their connection to their religion.. For example, the Cross in Christianity or the Star of David in Judaism serve as powerful representations of faith, helping individuals to express and solidify their connection to their religion.
3, Dress Code: The dress code of a particular religion shapes the religious identity of its adherents. By adhering to specific clothing guidelines, individuals visibly demonstrate their commitment and belonging to their religious community. For instance, wearing a hijab in Islam is a visible expression of a Muslim woman’s faith and her adherence to Islamic guidelines on modesty.
4, Teachings and Practices: Teachings and practices are other examples that shape religious identity. These teachings provide moral guidance and a framework for living according to the principles of the religion, further defining an individual’s religious identity. For example, the Five Pillars of Islam guide Muslims in their daily lives, reinforcing their commitment to their faith and shaping their religious identity through acts like prayer, fasting, and charity.
QUESTION
Discuss three similarities between Christianity and African Traditional Religion.
Christianity and African Traditional Religion share the following similarities:
1, Belief in One Deity: Both Christianity and African Traditional Religion believe in the existence of one deity. In Christianity, this deity is known as God, while in African Traditional Religion, the Supreme Being is recognized by different names, such as Modimo, Unkulunkulu or uMvelinqangi
2, Subdivisions: Both religions have subdivisions. In Christianity, these subdivisions include denominations like Catholicism, Protestantism, and Orthodoxy. Similarly, African Traditional Religion is diverse, with various ethnic groups practicing different traditions and rituals within the broader framework of their belief system.
3, Communal Rituals: Both Christianity and African Traditional Religion emphasize communal rituals. In Christianity, rituals such as communal worship, prayer gatherings, and the Eucharist bring believers together. Similarly, in African Traditional Religion, communal rituals, such as ancestral ceremonies and communal offerings, play a central role in strengthening community bonds and spiritual connection.
4, Belief in an Afterlife: Both religions believe in an afterlife. Christianity teaches the existence of heaven and hell, where souls reside after death based on their earthly deeds. Likewise, African Traditional Religion holds a belief in an afterlife, where the spirits of the deceased continue to exist and influence the living.
QUESTION
Explain the philosophy of Ubuntu.
The philosophy of Ubuntu plays a crucial role in defining the moral order within African Traditional Religion. At its core, Ubuntu is an African philosophy that embodies respect and empathy for all human beings. This philosophy emphasizes the interconnectedness of humanity, where individuals recognize their humanity through their relationships with others. Ubuntu, therefore, teaches that a person becomes truly human through their interactions and relationships with other people. By fostering a sense of community and shared responsibility, Ubuntu guides individuals in maintaining moral values and ethical behavior, reinforcing the idea that one’s humanity is deeply linked to the well-being of others.
QUESTION
In the context of Religion Studies, state the facts about each of the following concepts:
1, Comparability
2, Canon
3, Belief
In the context of Religion Studies, here are the facts about each of the following concepts:
1, Comparability
A, Comparability involves looking for similarities and differences in religions.
B, It allows for two or more religions to be compared.
C, Comparability can be implicit or explicit, depending on the approach taken.
2, Canon
A, The canon refers to the determination of books that have authority in a religion.
B, These books are considered authoritative because they are believed to be inspired, revealed, or officially designated as sacred.
C, The term originally referred to Christian and Jewish scriptures.
D, The concept of canon now applies to collections of holy or sacred texts in other religions as well.
3, Belief
A, The word ‘belief’ is sometimes used as a synonym for the word ‘religion.’
B, Belief may refer to a firm opinion held by an individual.
C, In a religious context, belief also refers to the acceptance of the teachings of a particular faith.
D, Belief may include the normative (prescribed) acceptance of teachings within a religion.
QUESTION
Name the four castes in Hinduism.
The four castes in Hinduism are:
1, Brahmanas: This caste is traditionally made up of priests and scholars who are responsible for religious rituals and the preservation of sacred knowledge.
2, Kshatriyas: The Kshatriyas are the warrior and ruler caste, tasked with protecting and governing the land and its people.
3, Vaishyas: The Vaishyas are the merchant and trader caste, responsible for agriculture, commerce, and economic activities.
4, Sudras: The Sudras are the laborer caste, serving the other three castes and performing various forms of manual labor and service.
QUESTION
What is the difference between each of the following:
1, The Quran and the Hadith
2, Incarnation and resurrection
3, Oludumare in Yoruba and Dzengi in the Aka religion
Here are the differences between each of the following concepts:
1, The Quran and the Hadith
The Quran is the text containing the revelations from God, regarded as the supreme scripture of Islam. It is considered the word of God and is so sacred that it cannot be separated from the Arabic language in which it was revealed. To preserve its correct meaning, the Quran should be studied in its original Arabic text.
On the other hand, the Hadith is the second most important text in Islam after the Quran. It contains the sayings of the Prophet Muhammad and illustrates the examples set by him. While the Quran is seen as the divine word of God, the Hadith serves as a guide for Muslims by detailing the Prophet’s actions and teachings.
2, Incarnation and Resurrection
Incarnation refers to the concept where God becomes human. For example, in Christianity, Jesus is believed to be both God and human simultaneously. This belief highlights the divine nature of Jesus, emphasizing that God took on human form.
on the oher hand , resurrection refers to the belief that a person has risen from the dead. In Christian belief, Jesus’ resurrection is a central event, signifying his victory over death and his divine nature. While incarnation focuses on the union of divinity with humanity, resurrection emphasizes life after death.
3, Oludumare in Yoruba and Dzengi in the Aka Religion
Oludumare is the Supreme God in the Yoruba religion, revered as the ultimate creator and the source of all life and existence. Oludumare’s role is universal and encompasses the entire cosmos, making him the central deity in the Yoruba spiritual framework.
On the other hand, Dzengi is the forest spirit in the Aka religion, specifically associated with hunting. Dzengi’s role is more localized, focusing on aiding the Aka people in their daily survival through hunting. While Oludumare represents a supreme and overarching divine presence, Dzengi is a more specialized spirit with a direct impact on the Aka people’s way of life.
Study the sources below and answer the questions that follow.
Source A.
BIAS AGAINST RELIGION?
In a research study at US universities, it was found that Christian students made up a very small minority in their science faculties. One potential explanation is that science departments/faculties have a bias against Christian students, which can discourage and actively prevent Christian students from becoming scientists.
This study, conducted at science faculties at two university campuses, found that a biology professor rated a Christian student who went on a mission trip with his church group, as ‘less employable, less competent, and less likeable’than students who did not reveal their Christian identity. Bias against Christians in the field of science may be restricted to a specific type of Christianity that scientists called fundamentalist and/or evangelic.
Source B.
RELIGION IN THE MEDIA
If you’ve felt that there’s been increased discussion of religion in the British media in recent years, a ten-year study of various media shows that you’re right. Coverage of popular religion, Christianity and public life, Islam and other
religions, and atheism and secularism has all gone up since the attacks on the US Twin Towers on 9/11.
This is not restricted to news coverage, but is also evident in sports, entertainment and advertising. The single largest growth has been in the coverage of Islam and it is overwhelmingly negative: Islam is presented as ‘a problem’. But coverage of Christianity is also high. Why should this be, when over this same period church attendance and orthodox Christian belief have declined?
Religion is still reflected in the language of popular culture and Christianity continues to be represented as part of national heritage and the British landscape. In a nation which is increasingly religiously illiterate as a result of declining participation, the media are more important than ever for informing the public about religious matters.
QUESTION
According to source A, why are Christian students underrepresented in science faculties?
According to source A, Christian students are underrepresented in science faculties because science faculties or professors are biased against Christian students, which is discouraging them from studying science.
QUESTION
With reference to source A, what are the effects of bias against religion at universities?
With reference to SOURCE A, the effects of bias against religion at universities can be significant as explained below
1, Students may conceal their religious identity to avoid victimization: Due to the bias in science faculties, students might feel pressured to hide their Christian identity to prevent being judged as less employable, less competent, or less likable. This concealment can lead to a lack of authenticity and self-expression among students, affecting their overall university experience.
2, It can cause students to denounce their religions: The bias and negative perceptions towards Christian students might push some individuals to distance themselves from their religious beliefs. In an effort to fit in or advance in their academic careers, students may feel compelled to abandon their faith, leading to a loss of personal and cultural identity.
3, The community might lose capable scientists: When Christian students are discouraged from pursuing careers in science due to bias, the scientific community may miss out on talented individuals. This loss of potential scientists could negatively impact innovation and the diversity of perspectives in scientific research and development.
QUESTION
Evaluate the reliability of the research done in both sources A and B above
The evaluation of the reliability of the research presented in Sources A and B , based on the scope and methodology of each study highlights the following
1, Source A is not reliable because the research was done at two universities only. It is a very small sample: The limited scope of the study, conducted at only two university campuses, makes it difficult to generalize the findings to other institutions or regions. The small sample size raises concerns about the representativeness of the results, reducing the overall reliability of the research.
2, The research was restricted only to Christianity: Source A’s focus on Christian students exclusively limits its applicability. By not including students of other religions or belief systems, the study does not provide a comprehensive understanding of religious bias in science faculties. This narrow scope further diminishes the reliability of the research findings.
3, Source B is reliable because the research study was done over ten years in various media: The extensive timeframe of ten years adds to the reliability of Source B, as it indicates a long-term and thorough investigation. By examining a wide range of media over an extended period, the research is likely to have captured significant trends and changes, making the findings more dependable.
4, Research was done in different religions and on secular worldviews: Source B’s inclusion of various religions and secular perspectives enhances its reliability. By comparing and analyzing multiple belief systems, the research offers a more balanced and comprehensive view of how religion is represented in the media, thus making its conclusions more credible.
3, Source B is reliable because the research study was done over ten years in various media: The extensive timeframe of ten years adds to the reliability of Source B, as it indicates a long-term and thorough investigation. By examining a wide range of media over an extended period, the research is likely to have captured significant trends and changes, making the findings more dependable.
4, Research was done in different religions and on secular worldviews: Source B’s inclusion of various religions and secular perspectives enhances its reliability. By comparing and analyzing multiple belief systems, the research offers a more balanced and comprehensive view of how religion is represented in the media, thus making its conclusions more credible.
QUESTION
Source B states that despite a decline in church attendance, media coverage of religion is high. Give reasons why this is so.
Here are the reasons why media coverage of religion remains high despite a decline in church attendance, as stated in Source B:
QUESTION
Why is there extra coverage of Islam (Source B)?
QUESTION
Do you think the media can help a ‘nation which is increasingly religiously illiterate’? (Source B) Give reasons for your answer.
The question of whether the media can help a “nation which is increasingly religiously illiterate” as referenced in Source B is complex and can be answered from both supportive and critical perspectives. The media’s influence on religious literacy is viewed as a crucial educational tool, while others criticize it for bias and negative portrayals that may misinform the public.
Firstly the Media Can Help a nation fight religious illiteracy in the following ways
1, Provision of Religious Information:
The media plays a crucial role in providing religious information to society. As traditional participation in religious institutions declines, the media becomes an essential source for people to learn about various religions.
2, Understanding Religious Dynamics:
Through documentaries, news reports, and discussions, the media helps people understand the dynamics and politics of religion, offering a broader perspective on how religions interact with society.
3, Reporting on Religious Events:
The media ensures that the public remains informed about significant religious occurrences by reporting on religious events as they happen, helping to keep society aware of important religious developments.
On the other hand the Media May fall short of helping a nation to overcome religious illiteracy due to the following reasons:
1, Bias in Religious Coverage:
There are concerns that religious coverage in the media can be biased, leading to a misinformed society. Media outlets often report from a liberal perspective, which might not accurately represent all religious groups.
2, Exaggeration of Information:
The media tends to exaggerate information, particularly regarding controversial or sensational aspects of religion. This can skew public perception and contribute to misunderstandings rather than fostering genuine knowledge.
3, Negative Focus on Religion:
The media predominantly provides negative coverage of religions, especially those that are less understood or viewed with suspicion. This focus on negativity can reinforce stereotypes and deepen religious illiteracy rather than alleviating it.
QUESTION
What can religious organisations do to prevent negative media coverage?
Religious organizations can take several steps to prevent negative media coverage. These steps may include
1, Ensure Members Follow Protocol
Religious organizations must ensure that their members strictly follow established protocols. This adherence helps maintain a positive and consistent public image, reducing the risk of actions that could lead to negative media coverage.
2, Appoint a Spokesperson
Having a designated spokesperson to handle media interactions is crucial. This spokesperson can effectively manage media relations and address any issues that arise, helping to control the narrative and prevent misunderstandings.
3, Promote Discipline and Accountability
Members of religious organizations need to display a high level of discipline and accountability. Their responsible conduct is essential in shaping a positive perception and minimizing opportunities for negative media portrayals.
3, Utilize Media Positively
Religious organizations should actively use media to share positive messages and showcase their contributions to society. This proactive approach can counteract potential negative reporting by highlighting the organization’s positive impact.
5, Correct Negative Reporting
If negative reporting occurs, religious organizations should use the media to set the record straight. By providing accurate information and clarifying any misconceptions, they can influence public perception and correct the narrative.
QUESTION
During the Covid-19 pandemic, the media played a major role in religion. Elaborate on this statement.
The media played a significant role in maintaining religious activities and communication, during the Covid-19 pandemic, despite physical restrictions. These roles included
1, Religious Conferences Held Through Social Media
Religious conferences, which are typically large gatherings, were conducted online through social media platforms. This allowed religious leaders and followers to continue engaging with each other without violating Covid-19 restrictions.
2, Religious Services Conducted via Social Media
Similarly, religious services were also held through social media. This ensured that congregations could participate in worship from their homes, maintaining a sense of community and spiritual connection. However, the effectiveness of this shift to digital platforms was limited, as many people could not afford access to social media. This digital divide created a barrier for some individuals, preventing them from fully participating in religious activities during the pandemic.
3, Counseling Through Media Platforms
Bereaved families, who were unable to receive in-person support, were counseled by their religious leaders through media platforms. This provided much-needed comfort and guidance during a time of crisis.
4, Religious Virtual Meetings Held
Virtual meetings became a common way for religious groups to convene. Despite the absence of physical gatherings, these meetings allowed for ongoing interaction and community building.However, even after restrictions were lifted, attendance at religious gatherings remained low. This decline is considered a negative effect of the pandemic on religion, as the transition to virtual spaces may have altered people’s engagement with religious practices.
5, Religious Schools Conducted Classes Through Media
Religious schools adapted by conducting their classes through media platforms. This ensured that religious education could continue despite the closure of physical schools.
6, Religious Leaders Reinforced Government’s Covid Protocols
Religious leaders generally supported and reinforced the government’s Covid-19 protocols, which were highlighted in media reports. This alignment with public health measures was crucial in promoting community safety.
7, Encouragement of Vaccination Through Media
Finally, through media channels, religious leaders encouraged their members to get vaccinated, helping to combat the pandemic and protect their communities.
You cannot copy content of this page