TeachingRE Issue 4.pdf - the Second Level Support Service

Recommendations

Info

Questions for the teacher:1. In what parts of the Junior / Leaving Certificate course might youconsider using this kind of resource?2. How might you use a resource such as this? Stimulus material tointroduce a topic such as images of God? A focus for class discussion?An exercise in interpretation of data?3. How might you draw out key syllabus elements such as the religiousand non-religious interpretation of life, from this kind of resource?4. Would you consider using this type of resource as a means of allowingstudents to construct possible questions and discussion points to thecharacter in the story?5. What kind of follow-on activity might suit your students after hearing thisstory read aloud?Questions / discussion points for the student:1. Describe the child’s image / understanding of God, as outlined in thefirst paragraph.2. Was there anything particularly surprising about the child’s image ofGod? Why do you think you may have found it surprising?3. How was your image of God as a child similar to / different from thechild in this story?4. In what ways did adults make the child change her image of God?5. Do you think the changes in her image of God were good changes ornot? Give reasons for your answer.13. The woman plays the tuba, which sounded inviting, sensuous andethereal. What is meant by ‘ethereal?’ Can you recall / describe anyexperience you may have had that you would describe as ‘ethereal?’Why do you think humans occasionally have such experiences? Whatmight be the significance of such experiences? What questions arise fromsuch experiences?14. ‘All the notes became as one, sound merged with sound and made asingle beauty.’ What do you think the author means by this sentence?What might it suggest about the connection between human beingsand God?15. At the end of the story we are treated to another surprise – God listensto the people’s music and then begins to dance! What image /understanding of God do you think is conveyed through this sentence?How do you feel about this understanding of God?16. Reflect on understandings / images of God which you may know aboutfrom parents / friends / school / religious traditions / media. Try toexpress which understanding of God may be true for you, if you haveone.17. Explore images of God in two religious traditions, including Christianity.Find out where these images of God came from.18. Imagine you had an opportunity to meet with the woman in this story.Outline the discussion you would like to have with her aboutunderstandings of God.19. Having read and explored the story ‘God’s Music’, what do you think isthe real meaning of the quote from Matthew’s gospel above?20. Conclusion: Identify one thing that you have considered more deeply asa result of reading / hearing this story, and identify one question whichyou are left with in relation to the theme of the story.6. In your own words describe how she felt about God just before she setout on her journey as an adult.7. Have you ever felt anything like this?Try to recall what your thoughts andfeelings were.8. As an adult the woman ‘packed her spiritual bags and left.’What do youthink the author really means by this phrase?9. The woman seems to have abandoned all that she had been certain ofabout God, but she also felt a new sense of fear as an adult. Describewhat you think this fear was like for her.10. Can you relate to anything that the woman felt as she left behind hercertainties?11. On her journey she encounters a number of people who are also on ajourney, and are singing or playing instruments.The woman is encouragedto play the tuba.What do you think this possible sense of community /belonging might have done for the woman? What lesson might we learnfrom this?12. The woman re-discovers the God of her childhood playing thesaxophone. Describe how she might have felt? Use the evidence in theextract to support your answer.Astrophotograph of the Helix Nebula, closest of the planetarynebula to Earth and commonly known as the Eye of God.Photo credit: NASA, ESA, C.R. O'Dell (Vanderbilt University), M.Meixner and P. McCullough (STScI)62 TEACHING RELIGIOUS EDUCATION ISSUE FOUR SEPTEMBER 2009
CLOZE TESTKey concepts in JCRE Section D:The Question of FaithFill in the missing words:1. Activities in which God is honoured arereferred to as _________________.2. ____________________ is a humancharacteristic that involves a person thinking andbecoming aware of his or her own feelings andactions.3. The origins of life are referred to as_________________.4. An ________________________ holdsthe view that we know nothing of things beyondmaterial, observable fact and therefore is unsure aboutthe existence of God.5. ________________ refers to the idea thatwhen people look for meaning in life they should notturn to the supernatural or belief in God.6. When we say that something has______________ it implies that it has importance orsignificance.15. Belief in many gods is called_______________________.16. A state of mind produced by somethingnew, unexpected or extraordinary / to be amazed / tospeculate, could be referred to as ____________.17. Respectful fear of wonder is called_________.18. If something is without meaning we refer tothis as _____________________.19. A world-view that includes only physicaland measurable things and rules out the possibility ofanything spiritual or invisible is called___________________________.20. ___________________________ is theidea that whatever a sacred text or religious teachingstates is always literally and factually true.Which key concepts from the list have not beenincluded in this cloze test? List them and explain whatthey mean.Suggestion: Go towww.wordle.net andenter these keyconcepts in a WordCloud. Print thecollage, laminate itand display it on theclassroom wall.Thenrefer to it andinclude it in studentactivities whenteaching Section DThe Question ofFaith.7. An _________________________ is aperson who believes that there is no God.8. Belief in one God is called______________________.9. ___________________ means to lookthrough or explore thoroughly in order to findanswers.10. The development of belief from simplehuman trust to religious commitment is known as_______________ ____ ______________.11. A set of assumptions which a person holdsabout the basic make-up of the world is called a________________________.12. ___________________ meanscommunication with God/gods.13. The decline in the influence of religion, orthe reduction in active membership of a religion couldbe called _________________________.14. To __________________ is to haveconfidence in the truth of something.Key concepts:Religious beliefReligious practiceQuestionQuestionerSearchMeaningMeaninglessnessReflectionAwe and wonderHumanismTrustFaithPersonal faithChildhood faithMature faithStages of faithPrayerWorshipMonotheismPolytheismReflectionWorldviewExperiencing GodAtheismAgnosticismSecularismMaterialismFundamentalismCreationAnswers:1 = Worship 11 = Worldview2 = Reflection 12 - Prayer3 = Creation 13 = Secularism4 = Agnostic 14 = Trust5 = Humanism 15 = Polytheism6 = Meaning 16 = Wonder7 = Atheist 17 = Awe8 = Monotheism 18 = Meaninglessness9 = Search 19 = Materialism10 = Stages of faith 20 = FundamentalismTEACHING RELIGIOUS EDUCATION ISSUE FOUR SEPTEMBER 200963
Page 2 and 3:
Welcome TO ISSUE FOUR OFIN THIS ISS
Page 7 and 8:
ownership of the Truth and acts as
Page 9 and 10:
End NotesiWhile I will use the term
Page 11 and 12: of those who had becomeimportant to
Page 13 and 14: Tony Kenny teaches REat Coláiste C
Page 15 and 16: The Hindu Religionand WomenBy Sudha
Page 17 and 18: In the name of Allah Most Gracious
Page 19 and 20: spreads out his hands to the heaven
Page 21 and 22: WHY CARE? NewStudent-Friendly Jesui
Page 23 and 24: GLOBALISATION:Between Religion and
Page 25 and 26: peculiar way it reminds me of a rep
Page 27 and 28: RELIGION AND THEe n v i r o n m e n
Page 29 and 30: In conclusion, we hope that this in
Page 31 and 32: The Bible:THE MUSIC OF GODBy Louise
Page 33 and 34: U S I N G V I D E OI NR E L I G I O
Page 35 and 36: Religious Eductaion at KINSALECommu
Page 37 and 38: subject together with education.The
Page 39 and 40: students, supplemented with handout
Page 41 and 42: RELIGIOUS EDUCATION INOur Lady’s
Page 43 and 44: • To explore how this search for
Page 45 and 46: This year for open night, we turned
Page 47 and 48: What is spirituality? If anything i
Page 49 and 50: Are We Missing Something Here?1000
Page 51 and 52: Q2: On a scale of 1 to 5 please rat
Page 53 and 54: for devout followers as ‘belief w
Page 55 and 56: BUILDING CAPACITYBy Lorraine Gilles
Page 57 and 58: RELIGIOUS EDUCTAION SUPPORTS e c o
Page 59 and 60: Students and teachers alike reflect
Page 61: God’s Music‘Truly I tell you, u
show all

TeachingRE Issue 4.pdf - the Second Level Support Service

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?