Religion and Philosophy

TQA 3

RLP315110: TQA Level 3, Size Value = 15

The course document

This document contains the following sections:

learning Statement......

Rationale......

PATHWAYS......

course size and complexity......

COURSE DESCRIPTION......

COURSE REQUIRMENTS......

Learning OUtcomes......

COURSE Content and structure......

Assessment......

quality assurance processes

EXTERNAL ASSESSMENT REQUIREMENTS

CRITERIA

STANDARDS

Qualifications available

AWARD REQUIREMENTS

COURSE EVALUATION......

COURSE DEVELOPER......

Accreditation......

Version History......

learning Statement

In this course students are expected to develop an understanding of key ideas and practices and demonstrate skills in research, analysis, critical thinking and synthesis of ideas. In order to assist them to develop these skills, this course will introduce new ideas and concepts and direct students to apply their new knowledge to questions, issues and applications. The Religion and Philosophy TQA level 3 course will lead students through a focused study of information and ideas and help them draw on this knowledge in order to respond to questions and issues.

Rationale

Religion and Philosophy is a course that draws together two significant areas of study and thought. The ways in which different cultures make sense of life and their place in it through religious ideas has an enormous impact on our world. Philosophical ideas reframe many of the same questions asked by religion and draw on logic, argument and reason to explore those questions. This course asks students to engage with the ways in which many thinkers and believers have attempted to explore issues of how to live a good life, what life means and what responsibilities they have to others.

The study of religious traditions gives students the opportunity to develop empathy and understanding of diversity in our community and to develop tolerance and appreciation for people and cultures quite different from their own. The study of philosophy supports this process of building empathy and tolerance as students are exposed to the structure of ideas, beliefs and values and they closely examine how a point of view is logically held and supported.

Religion and Philosophy aims to directly improve students’ thinking, critical reasoning, evaluative skills and use of evidence in argument. It is a central goal of this course to assist students to think about problems deeply, logically and creatively. Through developing both writing and speaking skills, students are more able to express their position on an argument. All of these skills and capacities will assist students to, “become successful learners and confident and creative individuals” (Melbourne Declaration on Educational Goals for Young Australians 2008).

PATHWAYS

The level 3 Religion and Philosophy course prepares students for academic study at university in any areas which rely on critical thought, argument, evaluation and effective use of evidence. Students gain skills in analytical writing as well as argument and debate. Pathways to undergraduate university study might include philosophy, theology, political science, sociology, psychology, law, economics, physical sciences, social work, gender studies, Asian studies, history and languages.

Some vocational links include: social work; journalism; community development; social welfare; chaplaincy; teaching; law; and politics.

course size and complexity

This course has been assessed as having a complexity level of TQA level 3.

At TQA level 3, the student is expected to acquire a combination of theoretical and/or technical and factual knowledge and skills and use judgment when varying procedures to deal with unusual or unexpected aspects that may arise. Some skills in organising self and others are expected. TQA level 3 is a standard suitable to prepare students for further study at the tertiary level. VET competencies at this level are often those characteristic of an AQF Certificate III.

The TQA level 3 course has a size value of 15.

COURSE DESCRIPTION

Students undertaking a course in Religion and Philosophy will have a basic understanding of both of the two areas of study and thought. Thus it is expected that all students will explore material that introduces and underpins the study of Religion and Philosophy. This introduction could be undertaken as a preliminary unit at the beginning of the course, or teachers may interlace these elements throughout the course, as appropriate.

Teachers will construct the body of the course by selecting four focus units from the list of eighteen prescribed topics. All course designs must include at least one unit from Religious Traditions (Study Area 1) and at least one unit from Issues in Philosophy and Religion (Study Area 2). The remaining units can be chosen from anywhere in the course.

Students will gain an understanding of the key ideas, concepts, language and debates central to their focus units. From that study students will explore the application of the unit ideas to related questions and issues. The application of ideas will be an important part of the external assessment as this demonstrates the students’ depth of understanding.

By carefully constructing a course that draws on diverse Religious and Philosophical traditions teachers should also explore a process of dialogue between perspectives and examine differences and connections between these traditions.

COURSE REQUIRMENTS

Students must complete five units of study as follows:

One unit that introduces religious methods of study and philosophical methods of study as distinct and interconnecting approaches (approx 15 hours of study)
One ‘Religious Traditions’ Unit (approx 30 hours of study)
One ‘Issues in Philosophy and Religion’ Unit (approx 30 hours of study)
Two other units from any focus study area (approx 30 hours of study each)

15 hours of class time allocated to making links between focus areas of study (approx 15 hours of study).

Learning Outcomes

Through the study of Religion and Philosophy students will:

gain knowledge of major ideas and debates in religion and philosophy
apply knowledge to the study of religious traditions and philosophical debates
gain understanding of the implications of ideas, beliefs, arguments and positions held
demonstrate skills of organising ideas, critical thinking, building and evaluating arguments and comparing different ideas to each other
extend their understanding of religion and philosophy through the processes of analysis and argument
communicate effectively about religion and philosophy
use effective research skills in the study of religion and philosophy
explain and evaluate ideas and debates in the study of religion and philosophy
use evidence to support the presentation of ideas and religious and philosophical positions
collaborate with others to explore ideas in the study of religion and philosophy
develop a rich and more complex understanding of some of the traditions, ideas, and perspectives that form the cultural landscape of the world today.

COURSE Content and structure

Introductory Core Unit

The introductory overviews should be broad enough to give students an insight into the general fields of philosophy and religion, but the specific material covered can also be adapted depending on the particular areas the course goes on to explore in depth. This introductory unit may be taught as a separate lead-in for students to become familiar with language, terminology, structure of learning and philosophical skills of thinking and debate. They may also connect naturally within the study of the option units and be covered in parallel rather than separately.

Introduction to Religion

What is Religion? – Exploring a definition of religion

How have people attempted to make meaning from their lives through time?

The nature of religion and beliefs as a distinctive response to the human search for meaning in life

How is religion experienced in Australia? – Students should think about their own experiences of religion and also learn about the diversity of religious communities in Australia

How are different religions similar and different from each other? Methods of approach (e.g. Smart, Moore, Habel, Paden etc)

Overview of the characteristics of religion: Beliefs and Values, Sacred Stories (myths, legends, parables), Sacred Structures (sacred persons, animals, places, objects and times), Ritual and Worship.

Introduction to Philosophy

What is Philosophy? – Exploring a definition of philosophy

What is the good life? – Exploring ethics in the context of philosophy.

How does philosophy contribute to the human search for meaning in life?

Philosophy as a practice (not just a theory): argument, rhetoric, debate, dialogue, metaphor and imagery, new ways of seeing and describing the world.

Logic problems, fallacies and paradoxes, thought experiments and playing with ideas

Some major thinkers (e.g. Socrates, Plato, Aristotle, Descartes, Hume, Kant, Sartre, Beauvoir etc)

Some major debates/areas introduced – metaphysics, epistemology, ethics, existentialism, Eastern Philosophies, feminism, etc.

Study Areas

The target of the study areas is to examine implications and applications and to exercise critical thought in the context of a philosophical or religious tradition. Many questions and issues arise from the study of Religion and Philosophy and addressing these questions allows students to reflect and analyse, using the body of knowledge they have developed through a detailed study.

By exploring a range of different study areas the course should fulfil three main objectives: to ground students in the central ideas and practices of particular philosophical and religious movements, to help students bring pertinent questions and issues to this knowledge, and to encourage students to explore connections between the different perspectives explored in the course.

In the case of the religious traditions, addressing the first objective would include a good knowledge of beliefs, values, devotional expression, notions of the sacred and profane, scriptures and stories and sacred structures. Students will know about the range of different expressions of the tradition and the history that led to its current formations and expressions. For the philosophical traditions students will cover a range of key thinkers, issues, and philosophical methods, some history of ideas and their effect on the major debates.

Throughout the course the second objective will be addressed by raising important issues and questions as targets for reflection and debate. These issues and questions will build on and extend students’ thinking and knowledge in religion and philosophy.

The third objective will be addressed by encouraging students to explore the relationships between different perspectives and traditions in the course. In the case of the religious studies approach this would involve a non-judgemental comparative account of the affinities and differences between different religious traditions. In the case of a philosophical approach, this would involve a critical engagement with different philosophical and religious traditions in so far as they contribute to important philosophical questions and debates.

Study Area 1. Religious Traditions / Study Area 2. Issues in Philosophy and Religion
Judaism / Metaphysics
Islam / Epistemology
Christianity / Ethics
Hinduism / Political Philosophy
Buddhism / Existentialism
Aboriginal Indigenous Cultural and Spiritual Traditions / Responses to Suffering
Philosophy, Science and Religion
Interpretation and cultural analysis of sacred texts / Humanism or Marxism
Environmentalism
Eastern Philosophy
Gender

Study Area 1: Religious Traditions

The religious traditions section of the course requires students to describe and demonstrate understanding of important beliefs, values, devotional expression, scriptures, stories and sacred structures. Students will know about the range of different expressions of the tradition and the history that led to its current formations and expressions. Building on this knowledge, students will be asked to consider the religious tradition/s that they are studying through the lens of three areas that are of importance to an understanding of the practice of Religion today.

Unit: Judaism

Demonstrate an understanding of Judaism as a living practice.

Students need to be able to describe how different elements of Judaism come together to create a living religious tradition. Building on this, students will also consider why Judaism matters to the people who practice it. Students will be encouraged to imaginatively engage with Judaism as a living practice.

According to Judaism, what is it to be a human being? How does Judaism give its practitioners a rich understanding of their place in the world?

Students need to think about how Judaism diagnoses the weaknesses and strengths of the human condition. How do practitioners of Judaism see themselves, their place in the world and their responsibilities to others?

How does Judaism negotiate diversity and generate a sense of community?

Students will have an understanding of some of the diverse practices and perspectives that have contributed to the evolution of Judaism. They will consider how this history shapes Judaism today. They will consider the role of beliefs, values, devotional expression, scriptures, stories and sacred structures in generating a sense of community. They will also consider how Judaism deals with difference, both within and outside the tradition.

Unit: Islam

Demonstrate an understanding of Islam as a living practice.

Students need to be able to describe how different elements of Islam come together to create a living religious tradition. Building on this, students will also consider why Islam matters to the people who practice it. Students will be encouraged to imaginatively engage with Islam as a living practice.

According to Islam, what is it to be a human being? How does Islam give its practitioners a rich understanding of their place in the world?

Students need to think about how Islam diagnoses the weaknesses and strengths of the human condition. How do practitioners of Islam see themselves, their place in the world and their responsibilities to others?

How does Islam negotiate diversity and generate a sense of community?

Students will have an understanding of some of the diverse practices and perspectives that have contributed to the evolution of Islam. They will consider how this history shapes Islam today. They will consider the role of beliefs, values, devotional expression, scriptures, stories and sacred structures in generating a sense of community. They will also consider how Islam deals with difference, both within and outside the tradition.

Unit: Christianity

Demonstrate an understanding of Christianity as a living practice.

Students need to be able to describe how different elements of Christianity come together to create a living religious tradition. Building on this, students will also consider why Christianity matters to the people who practice it. Students will be encouraged to imaginatively engage with Christianity as a living practice.

According to Christianity, what is it to be a human being? How does Christianity give its practitioners a rich understanding of their place in the world?

Students need to think about how Christianity diagnoses the weaknesses and strengths of the human condition. How do practitioners of Christianity see themselves, their place in the world and their responsibilities to others?

How does Christianity negotiate diversity and generate a sense of community?

Students will have an understanding of some of the diverse practices and perspectives that have contributed to the evolution of Christianity. They will consider how this history shapes Christianity today. They will consider the role of beliefs, values, devotional expression, scriptures, stories and sacred structures in generating a sense of community. They will also consider how Christianity deals with difference, both within and outside the tradition.

Unit: Hinduism

Demonstrate an understanding of Hinduism as a living practice.

Students need to be able to describe how different elements of Hinduism come together to create a living religious tradition. Building on this, students will also consider why Hinduism matters to the people who practice it. Students will be encouraged to imaginatively engage with Hinduism as a living practice.

According to Hinduism, what is it to be a human being? How does Hinduism give its practitioners a rich understanding of themselves and their relation with the world?

Students need to think about how Hinduism understands human life in the context of the broader web of existence. How do practitioners of Hinduism understand themselves, their relation with the world and their responsibilities to others?

How does Hinduism negotiate diversity and generate a sense of community?

Students will have an understanding of some of the diverse practices and perspectives that have contributed to the evolution of Hinduism. They will consider how this history shapes Hinduism today. They will consider the role of beliefs, values, devotional expression, scriptures, stories and sacred structures in generating a sense of community. They will also consider how Hinduism deals with difference, both within and outside the tradition.

Unit: Buddhism

Demonstrate an understanding of Buddhism as a living practice.

Students need to be able to describe how different elements of Buddhism come together to create a living religious tradition. Building on this, students will also consider why Buddhism matters to the people who practice it. Students will be encouraged to imaginatively engage with Buddhism as a living practice.

According to Buddhism, what is it to be a human being? How does Buddhism give its practitioners a rich understanding of themselves and their relation with the world?

Students need to think about how Buddhism understands human life in the context of the broader web of existence. How do practitioners of Buddhism understand themselves, their relation with the world and their responsibilities to others?

How does Buddhism negotiate diversity and generate a sense of community?

Students will have an understanding of some of the diverse practices and perspectives that have contributed to the evolution of Buddhism. They will consider how this history shapes Buddhism today. They will consider the role of beliefs, values, devotional expression, scriptures, stories and sacred structures in generating a sense of community. They will also consider how Buddhism deals with difference, both within and outside the tradition.

Unit: Australian Indigenous Cultural and Spiritual Traditions

Engage with and respect the knowledge and rituals of Australian Indigenous Cultures