Chapter 3
Section II, Religious Tradition Depth Study
Tips for answering the three-part questions



Do not waste time writing unnecessary introductions to each part of the question.
Clearly identify the focus of the question.
Do not write responses beyond the number of lines given in the printed answer sheet
for this question as it may have an adverse affect on your response in other sections
on the paper.
2007 Paper
Question 1 — Buddhism (15 marks)
(a) Outline TWO contributions to Buddhism made by ONE significant person or
school of thought, other than Buddha.
4 marks
(b) Describe the effect on Buddhism of ONE person or school of thought, other than
Buddha.
5 marks
(c) Explain how Buddhist ethical teachings influence the lives of adherents.
Choose an aspect from ONE of the following areas:
 bioethics
 environmental ethics
 sexual ethics.
6 marks
Question 1 (a)
Outcomes assessed: H1, H2
MARKING GUIDELINES
Criteria
• Provides the main features of TWO contributions to Buddhism made by
ONE significant person or school of thought, other than Buddha
• Provides main features of ONE contribution to Buddhism made by ONE
significant person or school of thought other than Buddha
OR
• Makes general statements about TWO contributions of this person to
Buddhism
• Names ONE significant person or school of thought other than Buddha OR
recognises a contribution to Buddhism
Marks
4
2–3
1
Chapter 3: Religious Tradition Depth Study 27
Question 1 (b)
Outcomes assessed: H1, H2, H4, H5, H8
MARKING GUIDELINES
Criteria
• Names and provides detailed and accurate characteristics and features
of the impact on Buddhism of ONE person or school of thought other
than Buddha
• Names and provides some characteristics and features of the impact on
Buddhism of ONE person or school of thought other than Buddha
• Names and/or provides general statements about ONE relevant person
or school of thought other than Buddha
Marks
5
3–4
1–2
Question 1 (c)
Outcomes assessed: H1, H2, H5, H8
MARKING GUIDELINES
Criteria
• Accurately and in detail makes evident the influence of Buddhist ethical
teaching on the lives of adherents in relation to the chosen aspect
• Makes evident the influence of Buddhist ethical teaching on the lives of
adherents in relation to the chosen aspect
• Makes a general statement about Buddhist ethical teachings and/or the
chosen aspect
Marks
5–6
3–4
1–2
Question 2 — Christianity (15 marks)
(a) Link ONE significant Christian practice to TWO Christian beliefs.
3 marks
(b) Describe the significance for the individual of ONE of the following Christian
practices:
 baptism
 marriage ceremony
 Saturday/Sunday worship.
6 marks
(c) Explain how Christian ethical teachings influence the lives of adherents.
Choose an aspect from ONE of the following areas:
 bioethics
 environmental ethics
 sexual ethics.
6 marks
28
HSC Checkpoints Studies of Religion
Question 2 (a)
Outcomes assessed: H1, H2
MARKING GUIDELINES
Criteria
• Accurately names ONE significant Christian practice
• Accurately connects this practice to TWO Christian beliefs
• Accurately names ONE significant Christian practice
• Accurately connects this practice to ONE Christian belief
OR
• Makes general statements about this practice and TWO Christian beliefs
• Accurately names ONE significant Christian practice OR ONE Christian
belief
Marks
3
2
1
Question 2 (b)
Outcomes assessed: H1, H2, H4, H5, H8
MARKING GUIDELINES
Criteria
• Names and provides detailed and accurate characteristics and features of
the chosen Christian practice for the individual
• Names and provides some characteristics and features of the chosen
Christian practice for the individual
• Names and/or provides general statements about of the chosen Christian
practice for the individual
Marks
5–6
3–4
1–2
Question 2 (c)
Outcomes assessed: H1, H2, H5, H8
MARKING GUIDELINES
Criteria
• Accurately and in detail makes evident the influence of Christian ethical
teaching on the lives of adherents in relation to the chosen aspect
• Makes evident the influence of Christian ethical teaching on the lives of
adherents in relation to the chosen aspect
• Makes a general statement about ONE Christian ethical teaching and/or
the chosen aspect
Marks
5–6
3–4
1–2
Question 3 — Hinduism (15 marks)
(a) Link ONE significant Hindu practice to TWO Hindu beliefs.
3 marks
(b) Explain how Hindu ethical teachings influence the lives of adherents.
Choose an aspect from ONE of the following areas:
 bioethics
 environmental ethics
 sexual ethics.
6 marks
Chapter 3: Religious Tradition Depth Study 29
(c) Describe the contribution to Hinduism made by ONE significant person or
school of thought, other than the Vedas.
6 marks
Question 3 (a)
Outcomes assessed: H1, H2
MARKING GUIDELINES
Criteria
• Accurately names ONE significant Hindu practice
• Accurately connects this practice to TWO Hindu beliefs
• Accurately names ONE significant Hindu practice
• Accurately connects this practice to ONE Hindu belief
OR
• Makes general statements about this practice and TWO Hindu beliefs
• Accurately names ONE significant Hindu practice OR ONE Hindu belief
Marks
3
2
1
Question 3 (b)
Outcomes assessed: H1, H2, H5, H8
MARKING GUIDELINES
Criteria
• Accurately and in detail makes evident the influence of Hindu ethical
teaching on the lives of adherents in relation to the chosen aspect
• Makes evident the influence of Hindu ethical teaching on the lives of
adherents in relation to the chosen aspect
• Makes a general statement about Hindu ethical teachings and/or the
chosen aspect
Marks
5–6
3–4
1–2
Question 3 (c)
Outcomes assessed: H1, H2, H4, H5, H8, H9
MARKING GUIDELINES
Criteria
• Names and provides detailed and accurate characteristics and features
of the contribution to Hinduism of ONE person or school of thought, other
than the Vedas
• Names and provides some characteristics and features of the
contribution to Hinduism of ONE person or school of thought on, other
than the Vedas
• Provides general statements about the ONE person or school of thought,
other than the Vedas
Marks
5–6
3–4
1–2
Question 4 — Islam (15 marks)
(a) Outline TWO contributions to Islam made by ONE significant person or school
of thought, other than Muhammad and the Four Rightly Guided Caliphs.
4 marks
(b) Describe the effect on Islam of ONE significant person or school of thought,
other than Muhammad and the Four Rightly Guided Caliphs.
5 marks
30
HSC Checkpoints Studies of Religion
(c) Demonstrate how ONE of the following practices expresses the beliefs of Islam:
 Friday prayer at the mosque
 funeral ceremony
 Hajj.
6 marks
Question 4 (a)
Outcomes assessed: H1, H2
MARKING GUIDELINES
Criteria
• Provides the features of TWO contributions to Islam made by ONE
significant person or school or thought other than Muhammad and the Four
Rightly Guided Caliphs
• Provides features of ONE contribution to Islam made by ONE significant
person or school or thought other than Muhammad and the Four Rightly
Guided Caliphs
OR
• Makes general points about TWO contributions to Islam of this person
• Names ONE significant person or school of thought other than Muhammad
and the Four Rightly Guided Caliph
OR
• Recognises a contribution to Islam
Marks
4
2–3
1
Question 4 (b)
Outcomes assessed: H1, H2, H4, H5, H8, H9
MARKING GUIDELINES
Criteria
• Provides detailed information about the effect on Islam of ONE person or
school of thought, other than Muhammad and the Four Rightly Guided
Caliphs
• Provides some information about the effect on Islam of ONE person or
school of thought, other than Muhammad and the Four Rightly Guided
Caliphs
• Provides general statements about ONE relevant person or school of
thought, other than Muhammad and the Four Rightly Guided Caliphs
Marks
5
3–4
1–2
Question 4 (c)
Outcomes assessed: H1, H2, H4, H5, H8, H9
MARKING GUIDELINES
Criteria
• Provides detailed and accurate examples of how the chosen practice
expresses the beliefs of Islam
• Provides some accurate examples of how the chosen practice expresses
the beliefs of Islam
• Provides general statements about the chosen practice
Marks
5–6
3–4
1–2
Chapter 3: Religious Tradition Depth Study 31
Question 5 — Judaism (15 marks)
(a) Link ONE significant Jewish practice to TWO Jewish beliefs.
3 marks
(b) Explain the significance of ONE of the following practices for the Jewish
community:
 death and mourning
 marriage
 synagogue service.
6 marks
(c) Explain the impact on Judaism of ONE significant person or school of thought,
other than Abraham or Moses.
6 marks
Question 5 (a)
Outcomes assessed: H1, H2
MARKING GUIDELINES
Criteria
• Accurately names ONE significant Jewish practice
• Accurately connects this practice to TWO Jewish beliefs
• Accurately names ONE significant Jewish practice
• Accurately connects this practice to ONE Jewish belief
OR
• Makes general statements about this practice and TWO Jewish beliefs
• Accurately names ONE significant Jewish practice OR ONE Jewish belief
Marks
3
2
1
Question 5 (b)
Outcomes assessed: H1, H2, H4, H5, H8, H9
MARKING GUIDELINES
Criteria
• Accurately and in detail provides why and/or how the practice is
significant for the Jewish community
• Accurately provides why and/or how the practice is significant for the
Jewish community
• Makes general statements about the practice
Marks
5–6
3–4
1–2
32
HSC Checkpoints Studies of Religion
Question 5 (c)
Outcomes assessed: H1, H2, H4, H5, H8, H9
MARKING GUIDELINES
Criteria
• Provides detailed and accurate information about how and/or why ONE
significant person or school of thought, other than Abraham or Moses had
an impact on Judaism
• Provides some information about how and/or why ONE significant person
or school of thought, other than Abraham or Moses had an impact on
Judaism
• Provides general statements about ONE relevant significant person or
school of thought, other than Abraham or Moses
Marks
5–6
3–4
1–2
Chapter 3: Religious Tradition Depth Study 33
2008 Paper
Question 1 — Buddhism (15 marks)
(a) Outline ONE significant practice within Buddhism drawn from ONE of the
following:
 pilgrimage
 temple puja
 Wesak.
3 marks
(b) Explain the significance for the individual of the practice outlined in part (a).
6 marks
(c) Explain the contribution to Buddhism made by ONE significant person or
school of thought other than the Buddha.
6 marks
Question 1 (a)
Outcomes assessed: H1, H4
MARKING GUIDELINES
Criteria
• Accurately indicates the main features of ONE significant Buddhist
practice drawn from the list
• Indicates some features of ONE significant Buddhist practice drawn from
the list
• Makes general statements about ONE significant Buddhist practice drawn
from the list
Marks
3
2
1
Question 1(b)
Outcomes assessed: H2, H4, H8
MARKING GUIDELINES
Criteria
• Demonstrates a clear understanding of the implications for the individual of
the Buddhist practice outlined in (a)
• Demonstrates some understanding of the implications for the individual of
the significant Buddhist practice outlined in (a)
• Makes general statements about the significant Buddhist practice and/or
the individual
Marks
5–6
3–4
1–2
Question 1(c)
Outcomes assessed: H1, H2, H8
MARKING GUIDELINES
Criteria
• Accurately provides how and/or why ONE significant person or school of
thought other than the Buddha contributed to Buddhism
• Provides some information about how and/or why ONE significant person
or school of thought other than the Buddha contributed to Buddhism
• Makes general statements about how and/or why ONE significant person
or school of thought other than the Buddha contributed to Buddhism
Marks
5–6
3–4
1–2
34
HSC Checkpoints Studies of Religion
Question 2 — Christianity (15 marks)
(a) Outline ONE significant practice within Christianity drawn from ONE of the
following:
 baptism
 marriage ceremony
 Saturday/Sunday worship.
3 marks
(b) Explain the significance of the practice outlined in part (a) for the Christian
community.
6 marks
(c) Explain the reasons for Christianity’s ethical teachings on ONE of the following
areas:
 bioethics
 environmental ethics
 sexual ethics.
6 marks
Question 2 (a)
Outcomes assessed: H1, H5
MARKING GUIDELINES
Criteria
• Accurately indicates the main features of ONE significant Christian
practice drawn from the list
• Indicates some features of ONE significant Christian practice drawn from
the list
• Makes general statements about ONE significant Christian practice drawn
from the list
Marks
3
2
1
Question 2 (b)
Outcomes assessed: H2, H4, H8
MARKING GUIDELINES
Criteria
• Demonstrates a clear understanding of the implications for the Christian
community for practice outlined in (a)
• Demonstrates some understanding of the implications for the Christian
community for the practice outlined in (a)
• Makes general statements about the significant Christian practice/and or
the community
Marks
5–6
3–4
1–2
Chapter 3: Religious Tradition Depth Study 35
Question 2 (c)
Outcomes assessed: H1, H2, H8
MARKING GUIDELINES
Criteria
• Provides detailed and accurate reasons for Christianity’s ethical teachings
on the chosen area
• Provides some reasons for Christianity’s ethical teachings on the chosen
area
• Makes general statements about Christianity and/or the chosen area
Marks
5–6
3–4
1–2
Question 3 — Hinduism (15 marks)
(a) Describe ONE significant practice within Hinduism drawn from ONE of the
following:
 marriage ceremony
 pilgrimage
 temple worship.
4 marks
(b) Demonstrate how the practice described in part (a) expresses the beliefs of
Hinduism.
5 marks
(c) Explain the reasons for Hinduism’s ethical teachings on ONE of the following
areas:
 bioethics
 environmental ethics
 sexual ethics.
6 marks
Question 3 (a)
Outcomes assessed: H1, H4
MARKING GUIDELINES
Criteria
• Accurately provides characteristics and features of the chosen significant
Hindu practice
• Provides some general characteristics and features of the chosen
significant Hindu practice
Marks
3–4
1–2
Question 3 (b)
Outcomes assessed: H2, H4, H8
MARKING GUIDELINES
Criteria
• Using examples, accurately connects Hindu beliefs with the Hindu practice
chosen in (a)
• Using examples, makes some connection between Hindu beliefs and the
Hindu practice chosen in (a)
• Makes general statements about Hindu beliefs and/or the practice chosen
in (a)
Marks
5
3–4
1–2
36
HSC Checkpoints Studies of Religion
Question 3 (c)
Outcomes assessed: H1, H2, H4, H8
MARKING GUIDELINES
Criteria
• Provides detailed and accurate reasons for Hinduism’s ethical teachings
on the chosen area
• Provides some reasons for Hinduism’s ethical teachings on the chosen
area
• Makes general statements about Hinduism and/or on the chosen area
Marks
5–6
3–4
1–2
Question 4 — Islam (15 marks)
(a) Outline the main sources of Islamic ethical teachings.
3 marks
(b) Explain the reasons for Islam’s ethical teachings on ONE of the following areas:
 bioethics
 environmental ethics
 sexual ethics.
6 marks
(c) Explain the impact on Islam of ONE significant person or school of thought
other than Muhammad and the Four Rightly Guided Caliphs.
6 marks
Question 4 (a)
Outcomes assessed: H1, H4
MARKING GUIDELINES
Criteria
• Accurately indicates the main sources of Islamic ethical teachings
• Indicates some sources of Islamic ethical teachings
• Makes general statements about Islamic ethical teachings
Marks
3
2
1
Question 4 (b)
Outcomes assessed: H1, H2, H8
MARKING GUIDELINES
Criteria
• Provides detailed and accurate reasons for Islam’s ethical teachings on
the chosen area
• Provides some reasons for Islam’s ethical teachings on the chosen area
• Makes general statements about Islam and/or the chosen area
Marks
5–6
3–4
1–2
Chapter 3: Religious Tradition Depth Study 37
Question 4 (c)
Outcomes assessed: H1, H2, H8
MARKING GUIDELINES
Criteria
• Accurately provides how and/or why ONE significant person or school of
thought other than Muhammad and the Four Rightly Guided Caliphs has
had an impact on Islam
• Provides some information about how and/or why ONE significant person
or school of thought other than Muhammad and the Four Rightly Guided
Caliphs has had an impact on Islam
• Makes general statements about ONE significant person or school of
thought associated with Islam, other than Muhammad and the Four Rightly
Guided Caliphs
Marks
5–6
3–4
1–2
Question 5 — Judaism (15 marks)
(a) Outline ONE significant practice within Judaism drawn from ONE of the
following:
 death and mourning
 marriage
 synagogue services.
3 marks
(b) Explain the significance for the individual of the practice outlined in part (a).
6 marks
(c) Explain the reasons for Judaism’s ethical teachings on ONE of the following
areas:
 bioethics
 environmental ethics
 sexual ethics.
6 marks
Question 5 (a)
Outcomes assessed: H1, H4
MARKING GUIDELINES
Criteria
• Accurately indicates the main features of the chosen Jewish practice
• Indicates some features of the chosen Jewish practice
• Makes general statements about the chosen Jewish practice
Marks
3
2
1
Question 5 (b)
Outcomes assessed: H2, H4, H8
MARKING GUIDELINES
Criteria
• Accurately provides why and/or how the chosen Jewish practice is
significant for the individual
• Provides some reasons why and/or how the chosen Jewish practice is
significant for the individual
• Makes general statements about the chosen Jewish practice and/or the
Marks
5–6
3–4
1–2
38
HSC Checkpoints Studies of Religion
individual
Question 5 (c)
Outcomes assessed: H1, H2, H8
MARKING GUIDELINES
Criteria
• Provides detailed and accurate reasons for Judaism’s ethical teachings on
the chosen area
• Provides some reasons for Judaism ethical teachings on the chosen area
• Makes general statements about Judaism and/or the chosen area
Marks
5–6
3–4
1–2
Chapter 3: Religious Tradition Depth Study 39
2009 Paper
Question 1 — Buddhism (15 marks)
(a) Describe ONE Buddhist ethical teaching in ONE of the following areas:
 bioethics
 environmental ethics
 sexual ethics.
4 marks
(b) Explain how ONE of the following practices expresses the beliefs of Buddhism:
 pilgrimage
 temple puja
 Wesak.
5 marks
(c) Analyse the impact on Buddhism of ONE significant person or school of thought
other than the Buddha.
6 marks
Question 1 (a)
Outcomes assessed: H1, H2
MARKING GUIDELINES
Criteria
• Accurately provides key characteristics and features of Buddhist ethical
teaching in the chosen area
• Provides some characteristics and features of Buddhist ethical teaching in
the chosen area
• Makes general statements about Buddhist ethical teaching
Marks
4
3
1–2
Question 1 (b)
Outcomes assessed: H4, H5
MARKING GUIDELINES
Criteria
• Provides accurate and detailed information about how and/or why ONE
significant practice expresses the beliefs of Buddhism
• Provides information about how and/or why ONE significant practice
expresses the beliefs of Buddhism
• Makes general statements about ONE Buddhist practice/belief
Marks
5
3–4
1–2
Question 1 (c)
Outcomes assessed: H8, H9
MARKING GUIDELINES
Criteria
• Accurately identifies key features and relates the main implications of the
contribution to Buddhism made by the chosen significant person or school
of thought
• Provides key features of the contribution to Buddhism made by the chosen
significant person or school of thought and relates some implications for
Marks
6
4–5
40
HSC Checkpoints Studies of Religion
Buddhism
• Makes general statements about one person or school of thought in
Buddhism
1–3
Question 2 — Christianity (15 marks)
(a) Outline ONE significant practice within Christianity drawn from the following:
 baptism
 marriage ceremony
 Saturday/Sunday worship.
4 marks
(b) Explain how Christian ethical teachings, in ONE of the following areas, reflect
Christian beliefs:
 bioethics
 environmental ethics
 sexual ethics.
5 marks
(c) Evaluate the contribution of ONE significant person or school of thought, other
than Jesus, to the development and expression of Christian beliefs.
6 marks
Question 2 (a)
Outcomes assessed: H1, H2
MARKING GUIDELINES
Criteria
• Accurately provides key features of the chosen significant practice within
Christianity
• Sketches in general terms some features of the chosen significant practice
within Christianity
OR
• Provides details about one feature of the chosen practice
• Writes in general terms about the chosen practice within Christianity
Marks
4
2–3
1
Question 2 (b)
Outcomes assessed: H1, H2
MARKING GUIDELINES
Criteria
• Provides accurate and detailed knowledge and understanding of the
relationship between Christian ethical teaching in the chosen area and
Christian beliefs
• Provides some understanding of the relationship between Christian ethical
teaching in the chosen area and Christian beliefs
• Makes general statements about Christian ethical teachings and/or
Christian beliefs and/or the chosen area
Marks
5
3–4
1–2
Chapter 3: Religious Tradition Depth Study 41
Question 2 (c)
Outcomes assessed: H8, H9
MARKING GUIDELINES
Criteria
• Makes an informed and detailed judgement of the value of the
contribution of the chosen significant person or school of thought to the
development and expression of Christian beliefs
• Makes a sound judgement on the value of the contribution of the
chosen significant person or school of thought to the development and/or
expression of Christian beliefs
• Makes general statements or basic judgement about the significant
person or school of thought
Marks
6
4–5
1–3
Question 3 — Hinduism (15 marks)
(a) Describe ONE principal source of Hindu ethical teaching.
4 marks
(b) Explain the impact on Hinduism of ONE significant person or school of thought
other than the Vedas.
5 marks
(c) Analyse the importance for the individual of ONE Hindu practice drawn from
the following:
 marriage ceremony
 pilgrimage
 temple worship
6 marks
Question 3 (a)
Outcomes assessed: H1, H2
MARKING GUIDELINES
Criteria
• Accurately provides the key features of one principal source of Hindu
ethical teaching
• Provides some features of one principal source of Hindu ethical teaching
• Makes a general statement about Hindu ethical teaching
Marks
3
2
1
Question 3 (b)
Outcomes assessed: H4, H5
MARKING GUIDELINES
Criteria
• Provides accurate and detailed information about how and/or why ONE
significant person or school of thought other than the Vedas has had an
impact on Hinduism
• Provides information about how and/or why ONE significant person or
school of thought other than the Vedas has had an impact on Hinduism
• Makes general statements about ONE significant person or school of
thought other than the Vedas
Marks
6
4–5
1–3
42
HSC Checkpoints Studies of Religion
Question 3 (c)
Outcomes assessed: H8, H9
MARKING GUIDELINES
Criteria
• Accurately identifies key features of ONE significant Hindu practice and
clearly relates implications of the practice for the individual
• Identifies some features of ONE significant Hindu practice and relates
implications of the practice for the individual
• Makes general statements about a Hindu practice
Marks
6
4–5
1–3
Question 4 — Islam (15 marks)
(a) Describe ONE significant practice within Islam drawn from the following:
 Friday prayer at the mosque
 funeral ceremony
 Hajj.
4 marks
(b) Explain how the ethical teachings of Islam apply in ONE of the following areas:
 bioethics
 environmental ethics
 sexual ethics.
5 marks
(c) Assess the contribution of ONE school of thought or significant person, other
than Muhammad or the Four Rightly Guided Caliphs, to the development and
expression of Islamic beliefs.
6 marks
Question 4 (a)
Outcomes assessed: H1, H2
MARKING GUIDELINES
Criteria
• Accurately provides the key features of the chosen significant Islamic
practice
• Provides some features of the chosen significant Islamic practice
• Makes a general statement about an Islamic practice
Marks
3
2
1
Question 4 (b)
Outcomes assessed: H4, H5
MARKING GUIDELINES
Criteria
• Demonstrates accurate and detailed knowledge and understanding of how
Islamic ethical teachings apply in the chosen area
• Demonstrates some knowledge and understanding of how Islamic ethical
teachings apply in the chosen area
• Makes general statements about Islamic ethical teachings and/or Islamic
beliefs and/or the chosen area
Marks
6
4–5
1–3
Chapter 3: Religious Tradition Depth Study 43
Question 4 (c)
Outcomes assessed: H8, H9
MARKING GUIDELINES
Criteria
• Makes an informed and detailed judgement of the value of the contribution
of the chosen significant person or school of thought to the development
and expression of Islamic beliefs
• Makes a sound judgement of the value of the contribution of the chosen
significant person or school of thought to the development and/or
expression of Islamic beliefs
• Makes general statements about an Islamic person or school of thought
• May make an unsupported basic judgement
Marks
6
4–5
1–3
Question 5 — Judaism (15 marks)
(a) Describe ONE significant practice within Judaism drawn from the following:
 death and mourning
 marriage
 synagogue services.
4 marks
(b) Explain how the ethical teachings of Judaism apply in ONE of the following
areas:
 bioethics
 environmental ethics
 sexual ethics.
5 marks
(c) Explain the impact on the development and expression of Judaism of ONE
school of thought or significant person, other than Abraham or Moses.
6 marks
Question 5 (a)
Outcomes assessed: H1, H2
MARKING GUIDELINES
Criteria
• Accurately provides the key features of the chosen significant Jewish
practice
• Provides some features of the chosen significant Jewish practice
• Makes a general statement about a Jewish practice
Marks
3
2
1
Question 5 (b)
Outcomes assessed: H4, H5
MARKING GUIDELINES
Criteria
• Demonstrates accurate and detailed knowledge and understanding of how
Jewish ethical teachings apply in the chosen area
• Demonstrates some knowledge and understanding of how Jewish ethical
teachings apply in the chosen area
• Makes general statements about Jewish ethical teachings and/or the
Marks
6
4–5
1–3
44
HSC Checkpoints Studies of Religion
chosen area
Question 5 (c)
Outcomes assessed: H8, H9
MARKING GUIDELINES
Criteria
• Provides accurate and detailed information about how and/or why ONE
significant person or school of thought has had an impact on the
development and expression of Judaism
• Provides information about how and/or why ONE significant person or
school of thought has had an impact on the development and/or expression
of Judaism
• Makes general statements about ONE Jewish person or school of thought
Marks
6
4–5
1–3
Chapter 3: Religious Tradition Depth Study 45
Section II, Religious Tradition Depth Study
Sample Answers
2007 Paper Sample Answers
Question 1 — Buddhism (15 marks)
a) Tenzin Gyatso the 14th Dalia Lama of Tibet has made significant contributions to the
development and expression of Buddhism. His Holiness the XIV Dalai Lama works
continually to promote human values and rights through his global lectures and tours.
He is also proactive in fostering interfaith dialogue and harmony amongst many of
the world religions. He is also concerned about the fate and welfare of the Tibetan
people and saving their religious and cultural identity.
b) Tenzin Gyatso the 14th Dalai Lama of Tibet has had a deep effect on contemporary
Buddhist beliefs and practices. This effect has had far-reaching consequences in
both the Buddhist faith in Tibet and in the world today. Perhaps the most important of
these is the work that the Dalai Lama has done to help the people of his native
country Tibet. By approaching a politically tense and complicated situation and by
using the Buddhist approach of ‘the middle way’ the Dalai Lama has brought about a
peaceful resolution to the difficulties and issues that have existed between the people
of Tibet and the Chinese Government. This work awarded him the Nobel Peace Prize
in 1989. Furthermore because of this work the Dalai Lama has become recognised in
the Western world as a force for peace, reconciliation and interfaith dialogue.
c) Buddhism is a faith that has always had strong links to the environment and to live in
total harmony with nature is a concept that is integral to Buddhism. Buddhists strive
to follow directly the teachings of the Buddha through following the Eightfold Path –
right thought, speech, effort, actions, livelihood, mindfulness, concentration and
understanding. Achieving a balance between these aspects of the Eightfold path
allows a Buddhist to choose ‘the middle way’.
Furthermore Buddhist ethical teachings and moral principals imply that people should
live in tune with nature and respect all life. Buddhist ethical teachings fundamentally
apply compassion towards all conscious/sentient beings. Essentially Buddhist
principals are concerned with doing no injury to any living beings and to continually
strive for the welfare of all things. In this respect Buddhist values in relation to
environmental ethics are clearly articulated through the Five Precepts – which can be
best described as rules of conduct. Two of these precepts apply directly to ethical
issues associated with the environment such as to abstain from killing – ‘I undertake
the training rule to abstain from taking life and to refrain from stealing’ and ‘I
undertake the training rule to abstain from taking what is not given’.
Question 2 — Christianity (15 marks)
a. Baptism is a Christian ritual of purification that involves either the full submergence of
a person into water or the symbolic sprinkling of a person with water can be linked to
Christian beliefs about Salvation, i.e. that the death of Jesus Christ was a sacrifice
whereby Christians are delivered from sin and the belief in the death and resurrection
of Jesus Christ.
b. Baptism is a rite of Christian initiation and one that is practised by all denominations
of Christianity except for the Quakers. Baptism is significant for Christians as it
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welcomes a person into the Christian community. Churches such as the Catholic,
Orthodox and Anglican Church mainly baptise infants. While protestant groups such
as the Baptist, Seventh Day Adventists and Pentecostals carry out adult baptism
called ‘believer’s baptism’. All Christians believe that baptism is a significant practice
for the individual. Baptism offers salvation for the individual and through baptism,
Christians seek to follow the example of the baptism of Jesus and to follow his
instructions as outlined in Matthew 28: 19, ‘Therefore go and make disciples of all
nations, baptising them in the name of the Father and of the Son and of the Holy
Spirit.’ Baptism thus invites a person into becoming a full member of the church and
that through Baptism an individual is welcomed into the life of Christ. Baptism
therefore is a public message of faith to the community but it allows individuals to
involve themselves in the rites and sacraments that allow them to grow in their
spiritual life. Through baptism Christians are no longer isolated individuals.
c. Ethical teachings provide the theoretical basis for Christians who wish to make moral
sense of the world around them. Christian ethical teachings are based on the
scriptures, mainly the New Testament, tradition and various sources of authority. It is
generally agreed that the Ten Commandments, the Beatitudes, and the ‘Golden
Rule’ – Matthew 22:39, ‘Love one another’ – form the framework for Christian ethical
behaviour. In regards to the Christian views about the environment two of these
sources serve to provide further clarification. For example in the Old Testament, the
commandment ‘Thou shalt not kill’ includes the protection of all living things. Similarly
the New Testament teachings held in the Beatitudes persuades Christians to live
lives that allow them to become stewards of the environment. By modelling the
teachings of Jesus, Christians are encouraged to model their lives on the life of
Jesus and to live harmoniously with one another and the environment.
Question 3 — Hinduism (15 marks)
a. Hindus are expected to undertake a pilgrimage at least once a year, however many
are involved in life-long daily pilgrimage (sannyasi). A pilgrimage is understood to be
a religious holiday from routine life and the devotee hopes that the physical
challenges they experience on pilgrimage will lead to spiritual benefits. For Hindus,
the physical world is an expression of the divine and self-sacrifice and physical
hardship endured will help them to focus on the purpose of their pilgrimage.
Pilgrimage also offers the possibility of worshipping the most prominent Hindu gods,
normally Vishnu and Shiva, in a much more concentrated manner than would be
available in the normal ritual calendar of the village or town.
b. A major Hindu ethical teaching is the sacredness of life and the inter-connectedness
of all living things. Hinduism speaks of harmony with nature and with the whole
creation. In relation to environmental ethics, many Hindus believe that bad Karma
produced by people in the past is the cause of many environmental problems today.
Each person, by virtue of the fact that they are intelligent and linked to the whole of
creation, is responsible in finding ways of improving the environment rather than
destroying it. Because much of India’s Hindu population are farmers, it is
acknowledged that cultivating the land will result in the killing of some creatures, so
they are encouraged, as specified in the ‘Laws of Manu’, to seek forgiveness for the
harm caused to these creatures. ‘A householder should regard deer, camels,
donkeys, mice, snakes, birds and bees as his sons: for what difference is there
between his sons and them?’ (Bhagavata Purana 7,14,9)
c. Shankara, a pre-eminent Indian philosopher, composer, writer and theologian, who
lived in the 8th–9th century made very important contributions to Hinduism. He was a
prolific writer and composer of many texts which have contributed to the development
Chapter 3: Religious Tradition Depth Study 47
of Hinduism. His works primarily deal with establishing a firm doctrine of ‘adviata
vedanta’ as he interpreted them from the ‘Upanishads’. This doctrine was founded
upon an unwavering belief in the authority of sacred scripture. He tried to integrate
his philosophy into a more comprehensive system that would accommodate existing
Hindu theological positions and lay Hindu practices—including rites and forms of
worship that would come to be called smarta Hinduism, which are widespread
particularly throughout South India. In this sense he offers a vision of a unified
Hinduism that integrates philosophy, devotion and lifestyle rules, including adherence
to dharmic prescriptions and engagement in ritual performance. He was influential in
drawing together the different schools and expressions of Hinduism that were
developing in India and in combination with other influential figures (Madhva and
Ramanuja), Shankara was responsible for the revival of Hinduism in India.
Question 4 — Islam (15 marks)
a. Rabi’a al-Adawiyya lived in present day Iraq, around 715ce – 801ce. She lived a
simple life devoted entirely to God and entreated her followers to do the same and
abandon their trust in material goods and comforts. She shunned the traditional
trappings of religion. She was one of the first of the Sufis and taught that ‘Love alone
was the guide on the mystic path’. She wrote poetry which expresses not only her
mystical communion with Allah but also allows the reader to experience Allah in a
different way to the norm especially at that time.
b. It is in living her life according to Shari’a (divine law) that has earned Rabi’a much
respect. She is remembered for her teaching on mystic love and intimacy with God.
Mysticism was not an accepted practice in Islam. The fact that Rabi’a became a
spiritual guide for others, especially men, is also an important indication of her effect
on Islam. She encouraged others to seek uns (or intimate union with Allah) which
was understood as radical by many Muslims at this time. They believed that such
union with Allah was impossible. So her interpretation of Tawhid presented a model
to others for developing this relationship with Allah. She referred to Allah in personal
terms, ‘I worship you for your own sake, not from fear of hell or hope of heaven’. Also
the fact that her poetry has been passed down is a testament to the importance of
her life and place in the history of Islam and its spirituality. She is one of the few
women in Islam considered to be equal with men and is considered a wali (a Sufi
saint).
c. The essence of Islam is surrender to Allah. This surrender is epitomised in
undertaking the Hajj. Within the pilgrimage Muslims relate to the six Articles of Faith,
for example Muslims commemorate a number of events in the life of Abraham (i.e.
belief in the Prophets). In particular, on the Hajj a Muslim traces Mohammad’s
footsteps when he did the pilgrimage, further emphasising the incorporation of the
Articles of Faith and hence the Islamic community’s beliefs. For Muslims this
pilgrimage captures their desire and their commitment to surrender themselves fully
to Allah. It is believed by Muslims that the rites of the Hajj were laid down by Allah to
mark historic events in the life of Prophet Ibrahim, which show his absolute and total
submission to the will of Allah. The Hajj is designed to develop a highly tuned
consciousness of Allah for the pilgrim and a sense of spiritual uplifting. The Hajj
requires considerable sacrifice and commitment on the part of the pilgrim and this
assists them to attain the appropriate inner disposition of surrender and forgiveness
of sin. These encounters are foundational in understanding the relationship between
Allah and humanity and Muslims undertaking the Hajj are seeking to emulate the
extent of submission displayed by their ancestors in these ancient times. These
encounters include the restoration of Adam and Eve and Allah's forgiveness after
their disobedience, the submission of Ibrahim in being willing to sacrifice Isma'il and
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the provision of the Zamzam spring for Hajar and Isma'il in the desert. The ritual
actions of the Hajj are based on these significant moments of encounter with Allah
and the core beliefs of Islam are expressed and affirmed in undertaking these rituals.
Prophet Muhammad had said that a person who performs Hajj properly ‘will return as
a newly born baby [free of all sins].’
Question 5 — Judaism (15 marks)
a. In Judaism, a wedding is a significant event for both the betrothed couple and their
families; the marriage ceremony and associated rituals and customs are considered
an expression of the beliefs of Judaism. In particular, marriage is seen as an
experience in life which fulfils the mitzvah, or commandment, to ‘leave his father and
mother and be united to his wife, and they will become one flesh’ (Gen 2:24).
Marriage partnerships are believed to be decided by God and subsequently every
aspect of a Jewish wedding ceremony reaffirms the understanding that God has
control over the lives of the couple. Furthermore, the Ketubah or marriage contract
reaffirms the belief in the covenantal relationship made between God and his people.
b. A Jewish wedding is a lifecycle event of significant importance for Judaism. For the
Jewish people, family is the basic unit of the community. Adherents of Judaism are
encouraged to get married in accordance with words from the Torah: ‘It is not good
for man to be alone’ Genesis 2:18. Marriage reinforces the importance of family and
community for all Jewish people. A married couple expresses love for one another
and through their love they will bear children and in doing so maintain the traditions,
customs and rituals which are the essence of the faith. Together and with the support
of the community the married couple can confront the challenges of the real world.
For the wider community the marriage ceremony is a time for celebration and
community building. It is a reminder of the covenantal relationship between God and
the Jewish people thereby strengthening the link with Jewish history, tradition and the
future.
c. Hassidic Judaism is a Jewish religious movement that was founded in the eighteenth
century – the word Hassidism coming from the Hebrew word for piety. This branch of
Judaism developed as a response to both the cultural and economic situation in
Eastern Europe by the poor and isolated Jewish communities who were isolated from
the mainstream and who had become dissatisfied with traditional Judaism and
wanted a spiritual rather than intellectual approach to the faith. The growth of this
faith is linked to Ben Eliezar known as Ba’al Shem Tov whose approach to Judaism
was influenced by the mysticism of Kabbalah. This movement spread throughout
Europe and the United States its impact has been reasonably significant. It is
considered that this movement has had long lasting effects on modern Judaism. This
group is orthodox in nature and is considered ‘evangelical’ in its approach to the faith.
Hassidic Jews are conservative in dress and zealous about the spread of faith using
the internet as a tool to spread their message, aiming to aid Jews to reconnect with
their faith. Hassidic Jews highlight physical and spiritual growth through prayer and
spiritual revitalization. Interestingly this form of Judaism is gathering adherents in a
secular world and is a considered an attractive option for modern Jewish men and
women. Easily recognisable by their conservative dress – men wear black hats, black
coats, do not shave and have their sideburns hanging in ringlets or payoth. Some of
the ultra conservative members of this group are Zionists and strongly support the
institution of the State of Israel. This movement has had significant impact across the
Western world. Today, Hasidim are distinguished from other Orthodox Jews by their
devotion to the central facets of the Torah.
Chapter 3: Religious Tradition Depth Study 49
There are probably around twelve main Hasidic movements in the world. At the
moment the largest is in New York with an estimated 100,000 followers. This group is
known as the Lubavitch group. There are Hassidic groups Australia particularly
prevalent in Melbourne and in the Eastern suburbs of Sydney.
2008 Paper Sample Answers
Question 1 — Buddhism (15 marks)
a. Wesak or Vesak is a Buddhist significant practice that celebrates the Buddha’s birth,
enlightenment and death known as parinivana. Traditionally Wesak is celebrated on
the full moon day of the month of Visakha (April–May) each year. The ceremony is a
joyous occasion but it is also tinged with sadness for Buddhists. The ritual is marked
by strong symbolism, for example candles are lit celebrating Buddha’s
enlightenment, as well, statues of the Buddha are ritually washed by monks this is
symbolic of the compassion of the Buddha and of cleansing and some Buddhists will
also visit temples and pray. There are many variations in the way that Wesak is
celebrated. It is practised by both Theravada and Mahayana Buddhists.
b. Wesak Is a significant practice for Buddhists from all communities that make up the
Buddhist sangha, though the nature and intensity of the ritualistic components of this
practice vary greatly and depend on culture, the variant of Buddhism and the
geographical location. As well there are differences in responses to this ritual
between monks and the laity. Wesak celebrates the birth, enlightenment and death
(parinivana) of the Buddha. Adherents to Buddhism seek to become more fully aware
of life and all the good things that it has to offer. They acknowledge that there is an
end to suffering (Dukkha) and that through the Buddha’s enlightenment they too may
become enlightened. Finally though it is tinged with sadness at the passing of the
Buddha. Individuals accept that in dying Buddha finally achieved Nirvana and in
doing so he was freed from the cycle of reincarnation. The Buddha’s final words: ’All
composite things pass away. Strive for your own liberation with diligence,’ are also
kept in mind as this time, as Buddhists remember Buddha’s teachings that serve as a
model for their own lives
c. The emperor Asoka 304–232 BC, also known as Asoka the Great, was an Indian
emperor of the Maurya Dynasty. Asoka, was responsible at first for killing thousands
as he sought to increase the size of his empire. He soon became concerned about
the slaughter and destruction and as a result Asoka converted to Buddhism. In 260
BCE he began to adopt peaceful doctrines based on the teachings of the Buddha,
spreading the principles of tolerance, equality, and public service. His subsequent
actions allowed Buddhism to spread extensively outside the Indian subcontinent.
Asoka is perhaps best known for his widespread travels, where he spread Buddhist
ethical teachings which he called the Dharma. Asoka had his edicts carved into stone
pillars and cliff faces to remember these visits and in essence these pillars have
carved into them Asoka’s philosophy expressing that the only form of conquest
should be through peaceful means. These pillars served as a reminder of Buddhist
philosophy, teachings, beliefs and practices. Additionally Asoka established good
works such as the digging of wells and the planting of shade trees. Asoka also
promoted religious tolerance and equality and showed genuine care and concern for
the lives of others. Asoka is important to Buddhists as he showed that a person could
change for the better in life, and become a person of peace and love. Additionally
Asoka lived out the central tenets (Five Precepts) of Buddhism by practical deeds
and good works. Finally Asoka used his own life as a model for others.
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Question 2 — Christianity (15 marks)
a. For Christians of all denominations, marriage is the public commitment of their
relationship and love for one another. As well as being a legal practice in the secular
sense, marriage forms the basic social unit for Christians of family. In the wedding
ceremony itself; there are special words spoken called vows that outline the
obligations of the couple to one another. This union is reflected in the Christian
scriptures and is believed to be an expression of the relationship between Christ and
his church.
b. Marriage is considered an important rite within Christianity as it marks the loving
commitment that a man and a woman have for one another. The wedding ceremony
is a significant ritual for both the individual and the community. A marriage permits a
loving couple to join together in union before their family and friends, in doing so, the
community become involved as witnesses to the commitment between the couple
and to the church. By attending the wedding ceremony, family and friends observe
the change in the status of the couple as they proclaim their love and obligations to
one another. Members of their immediate and extended community bear witness in
the wedding ceremony through prayer and celebration in what should be one of the
most significant days of the lives of the couple. A marriage ceremony makes links to
Christian beliefs, as the marriage is reflective of the love of Christ. and his key
teaching – ‘A new command I give you: Love one another. As I have loved you, so
you must love one another. By this all men will know that you are my disciples’ John
13:34.
c. By developing an understanding of ethical teachings Christians seek answers to
issues concerning sexual ethics, which are connected to human sexuality and its
expression. Such issues may include questions about premarital sex, extramarital
sex, homosexuality, pornography and sexual violence. Teachings for the
denominations of Christianity can be drawn from authority or Natural Law.
Authoritative sources are outlined in the Bible, the sacred text for Christians.
Christians may refer to the Old Testament for guidance, most prominently the Ten
Commandments (Decalogue), where quite explicit instructions are given in regards to
adultery in the seventh commandment (Exodus 20:14). However for Christians of all
denominations much more emphasis is placed on the New Testament and the
teachings of Jesus Christ, in particular the Beatitudes and ‘The Golden Rule’ or the
Jesus’ Commandment of love, where Jesus instructs his disciples to ‘love one
another’ Matthew 7:12. ’So in everything, do to others what you would have them do
to you, for this sums up the Law and the Prophets.’ In addition some Christian
denominations such as Catholic, Anglican and Orthodox draw their ethical teachings
from authoritative sources, tradition and conscience. These denominations of
Christianity are more likely to be conservative in their approach. In fact sexual ethics
is possibly the area of Christian ethics that allows for most diversity between different
denominations. In addition Christians may draw from tradition, reason, the mores or
customs of the culture in which they live and at times circumstances that may differ
from one individual to another. For all Christians sex believed to be a gift from God
that allows for the procreation of children within a loving relationship and within the
bounds of a loving marriage.
Question 3 — Hinduism (15 marks)
a. Worship or ‘puja’ conducted in Hindu temples is similar to home puja, though more
elaborate. The deity is believed to be present in the consecrated temple image,
having put himself or herself under the care of the devotees as an act of grace
Chapter 3: Religious Tradition Depth Study 51
towards them. That is why in Hindu temples the image is worshipped, receives
offerings of food, and is bathed and rested at regular hours throughout the day.
Hindus come to a temple in order to offer their devotions and experience darshana—
the sight of the Lord present in the image within the inner sanctuary of the temple. In
most temples the Brahmin priests conduct the worship on behalf of the worshipper.
The Hindu temple is modelled on the court of a king and is a place of activity, with
worshippers constantly coming and going, priests chanting and the sound of musical
instruments ringing out at regular hours. Hindu temples have a lively atmosphere.
They are links between religion and culture. Australian temples are cultural
community centres. Quiet meditation is done elsewhere.
b. The temple is a place where God may be approached and where divine knowledge
can be discovered. All aspects of the Hindu temple focus on the goal of
enlightenment and liberation – the principles of design and construction, the forms of
its architecture and decoration, and the rituals performed. And all of these are
determined by ancient texts called shastras compiled by the priests, the brahmins.
The vastushastras were theoretical and idealised descriptions of the architectural
traditions and conventions to be followed. The engagement in temple worship by an
individual is a vital ritual in opening dialogue and communication with their gods. Not
merely their abode, the temple ‘is’ God. God and therefore by implication the whole
universe is identified with the temple’s design and actual fabric. The ground plan is
perhaps the best example. The vastushastras describe it as a symbolic, miniature
representation of the cosmos. It is based on a strict grid made up of squares and
equilateral triangles, which are imbued with deep religious significance. To the Indian
priest-architect the square was an absolute and mystical form. The grid, usually of 64
or 81 squares, is in fact a mandala, a model of the cosmos, with each square
belonging to a deity. Another important aspect of the design of the ground plan is that
it is intended to lead from the temporal world to the eternal. The principal shrine
should face the rising sun and so should have its entrance to the east. As a god can
be malevolent as well as benevolent it is important that the temple site is one that will
please them. Temple worship is also viewed as a form of collective worship for
Hindus to engage in which allows for the opportunity to communicate with Hindu
deities communally.
c. Hindu ethical teachings all start from the same point, the sacredness of life. Hindu
sexual ethics is based firmly on this premise. Hindus believe that ‘brahmacharya’,
which means celibacy or not having sex, is spiritual and holy. In ancient India, men
who studied the ancient texts were encouraged to be celibate. Controlling sexual
desire was considered important if one wished to achieve self-realisation. Orthodox
Hindus believe that not having sex is essential for changing sexual energy into
spiritual energy. In regards to marriage, Hindus consider marriage as the norm of
their society because most of the Hindu deities are married (for example, Shiva and
Parvati, Vishnu and Lakshmi, Brahma and Saraswati). Marriage is considered the
best way of expressing oneself sexually and therefore having sex before marriage or
adultery is considered very wrong. Other beliefs of the Hindu adherent include:
polygamy and prostitution as being wrong, abortion as nearly always wrong, the
belief that infidelity causes social disharmony and divorce is not a good thing. They
also believe that homosexuality is able to be ‘fixed’ through marriage.
Question 4 — Islam (15 marks)
a. The ethical principles of Islam are based on obedience to God’s law – all actions are
governed by tawhid, the belief in the oneness and unity of God. Basically this entails
the formation of conscience in a way that stresses human recognition of the
sovereignty of God, human responsibility to obey God’s law, respect for others, and
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the recognition that property, even of the most wealthy, is held in trust. All so-called
secular activities become acts of worship, provided they are performed with pure and
righteous intention, seeking God's pleasure. Muslims name four ethical sources to
which they turn in order to justify their human behaviour:
 the Qur'an – reading and recitation
 the Sunnah or custom of Muhammad
 ijma – the consensus
 giya – analogy.
These four ethical sources of Islamic teaching establish for the Muslim the shari'ah,
the pathway to Allah.
b. According to Islam, life is the most important aim in the universe and its greatest
result. This belief underpins Islamic teachings about bioethics. Although Islam treats
the life of all creatures as valuable, it gives a greater honour to human life. Humanity
and therefore human life is distinguished from the rest of the creation in three distinct
ways; that is, humanity is created in the best composition. This teaching is specified
in the Qur’an in Surah al-Isra, v 70 where it states, ’And verily we have honoured the
children of Adam‘ and in Chapter 95, v 4, ‘We have certainly created man in the best
of stature’. The second distinct way is about how humanity has been given the
capacity to learn through reflecting on the universe and thus gains knowledge of
God. This teaching is expounded in v 31–33 of Chapter 2 of the Quran; and finally,
the teaching about humanity’s acceptance of God’s trust. This trust is said to be the
self-awareness and freedom of choice enabling humans to develop spiritually,
leading to belief in and submission to God willingly and consciously. This is explained
more fully in Chapter 33 v 72 where it is stated, ‘Indeed, we offered the Trust to the
heavens and the earth and the mountains, and they declined to bear it and feared it;
but man [undertook to] bear it. Indeed, he was unjust and ignorant.’ It is important to
bear in mind that bioethics is complex and that not all scholars agree on all issues of
bioethics. For example regarding the issue of organ donation, some scholars disallow
it because they believe it violates the sacredness of the human body, however other
scholars will allow it if it means that a human life will be saved.
c. A’isha bint Abu Bakr, said to be Muhammad’s favourite wife had a huge impact on
Islam. She studied and was taught by Muhummad, going on to teach and become a
theologian herself. She is highly significant in her contribution to the Hadith. In writing
1/6 of the sayings, Aisha not only shaped attitudes and approaches to Islam in the
founding period, she is also extremely significant today as an authority on Islamic law
for contemporary society, as her contributions in the Hadith are still in use. ‘Aisha in
particular was an important traditionist... soon after Muhummad’s death the
community began to consult her on Muhummad’s practice and her accounts served
to settle points of conduct and occasionally points of law (Ahmed). Through her
teaching, political actions, and challenges to the social structure, Aisha helped to
form the history of Islam and its understanding of the law, and she also is partly
responsible for the form Islam takes today because of her active involvement in the
Sunni/Shi’ite split. Through her interactions with the prophet and her active
participation in Islam, Aisha challenges and contradicts the restrictions placed on
women today, and provides present day feminist theologians with the evidence to
support their arguments.
Question 5 — Judaism (15 marks)
a. Jewish people believe that death is a natural process and part of the cycle of life it is
seen as a time to reiterate faith in God and to question life itself. The emphasis on
Jewish death and mourning is primarily to show respect for the deceased person who
Chapter 3: Religious Tradition Depth Study 53
now has entered a spiritual life and for the good life that they have lead. There is also
recognised the fact that there needs to be a level of support provided for the
members of the family who are left to mourn.
b. A Jewish death is accompanied by a significant mourning process which has a strong
impact on the lives of the immediate family of the deceased. While there are
significant differences between variants of Judaism, the process of mourning allows
each individual to have a significant role to play emphasising the need care for each
other and for the dead person. There are four stages to Jewish mourning, each stage
marked by ritualistic practices that provide deep meaning for the people who are left
to grieve. The first period called aninut. Here the family is left alone to grieve, the
dead person is washed and clothed in a plain white garment by the Jewish burial
society called the Chevra Kaddisha. Orthodox Jews will tear the clothes as a sign of
mourning and in order to express grief at their loss. The family remain together,
removed from society in their homes where they recite from the Torah – Isaiah 25:8
’he will swallow up death forever. The Sovereign LORD will wipe away the tears from
all faces.’ At this time the individual will remember the virtues of the person being
buried. During the second stage which commences with the reciting of the Kaddish or
mourners prayer most often by the children of the deceased – ’…may there be
abundant peace from Heaven and life upon us and upon all Israel...’ – the person is
buried and this marks the official commencement of the period of mourning. Family
and friends will now visit, prepare meals and support the family through the initial
stages of grieving. The next period of mourning is called Shivah and lasts for seven
days. By tradition more orthodox Jews mourn by sitting on low stools, they do not
shave or wear perfume as a sign of deep grief. The individual is allowed to grieve
while being supported by others as they slowly return to normal life. Sheloshim lasts
for thirty days after burial at this time the mourner will return to normal life and
observe religious festivals and practices, however they avoid any social occasions.
Finally one year after the death of the person Yahrzeit is observed at this time a
Yanrzeit candle is lit and it will remain burning for twenty four hours at this time the
kaddish is once again recited and the individual once again remembers the person
that they have lost. Yahrzeit is a day of reflection and sorrow.
c. Adherents of Judaism believe that everything belongs to God and that humans are
created as stewards of the earth. The principal teachings in relation to Jewish
environmental ethics are drawn mainly from the Hebrew Scriptures – such as the
Torah, the Talmud, the Midrash and the Respona. Jewish people also rely on the
halachah – Jewish law and aggadah – the non-legal tradition in Jewish writing.
Throughout these documents the concerns for the humane and ethical treatment of
plants and animals are significantly voiced. Issues that are mentioned include the
sustainable treatment of both the physical – soil, water, air and biological
environments – such as the protection of plants and animals. The Talmudic principle
of bal tashchit, ‘Do not destroy,’ serves as a steering principle for humans and the
relationship that they should have with all facets of life on the planet. In Psalm 24:1
one of the primary principals in relation to Jewish ethics is articulated: ‘The earth is
the Lord’s and the fullness thereof.’ The Jewish people place their trust in God and
God alone and as an act of covenant God has trust in humans. As a significant part
of this trusting relationship God has passed on the land to humans to care for.
Additionally God gives many instructions in these texts in relation to environmental
concerns one good example of this is the Sabbatical year where every seventh year
a field is required to lay fallow this year is called Shmita: ‘You may plant your land for
six years and gather its crops. But during the seventh year, you must leave it alone
and withdraw from it’ (Exodus 23:10). In contemporary Judaism these teachings form
the basis for new responses to modern environmental concerns such as pollution,
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climate change and deforestation. Environmental lobby groups such as COEJL –
Coalition on the Environment and Jewish Life – aims to broaden the understanding of
Jewish values in relation to environmental ethics and to promote the world and
tzedek (justice) to include the protection of both people and other species from
environmental degradation.
2009 Paper Sample Answers
Question 1 — Buddhism (15 marks)
a. The core ethical teachings of Buddhism are based on the Eightfold Path and on the
Five Precepts. The third precept ‘to abstain from sexual misconduct’, sometimes
interpreted as ‘never to harm anyone through sensual pleasures’ that most aptly
applies to Buddhist ethical teachings on sexual ethics. Buddhists believe that sex
should be a gratifying and enjoyable part of life. In Buddhism any sexual or sensual
act that is performed without the consent of both parties is forbidden. Thus any nonconsenting acts such as rape or child abuse are considered wrong and
unacceptable. If sex becomes related to selfish behaviour or is used to harm another
person and as a result there is a negative impact on the relationship then this sexual
activity is considered of the mark.
b. In Buddhism, pilgrimage can be defined as a physical journey that is undertaken by
an individual or group to a sacred place such as a shrine. The aim of the pilgrimage
is to bring about a change in the spiritual status of the individual. In Buddhism
pilgrimage sites are held to be sacred places related to the life of the Buddha such as
Lumbini which was the place of the Buddha’s birth, Bodhi Gaya the place of his
enlightenment and Sarnath where he gave his first sermon. Each of these
pilgrimages has direct links to the beliefs of Buddhism as they allow the adherent a
venue for expressing their beliefs. Through pilgrimage Buddhists express primarily
their belief in Buddha as they emulate his life and the steps that he took towards
enlightenment. Once at a pilgrimage site they will visit statues of the Lord Buddha
and place votive offerings such as lotus flowers, candles and incense before these
statues. Significantly they will make three prostrations before the statue of the Lord
Buddha to venerate him and to acknowledge the Three Jewels or Refuges – Buddha,
Dharma and Sangha: ‘I go to the Buddha for refuge, I go to the Dhamma for refuge.
I go to the Sangha for refuge.’ For Buddhists pilgrimage reaffirms their faith and
allows them to refocus on their beliefs.
c. Born in the United States and spending much of her early life as a forest monk in Sri
Lanka sister Dhammadinna first visited Australia in 1952 and then again in 1957.
Sister Dhammaddina was sponsored by Sri Lankan Buddhist scholar Gunapala
Piyasena Malalasekera and she exercised considerable influence on the practice of
Australian Buddhism at a time. These visits came at time when Australia was
predominantly Christian with very little influence from faiths that are now well
established. Sister Dhammadinna managed to influence the small group of western
Buddhists living in Sydney at that time. Through the encouragement and support
from Sister Dhammadinna the Buddhist society of NSW was formed and it is now
Australia’s oldest Buddhist organisation and the first society of Western Buddhists in
Australia. On the 29th May 1953 she gave the Three Refuges or the Three Jewels –
Dhamma, Buddha and Sangha – to a small group of eight followers, as well as the
Five Precepts in a formal ceremony that acknowledged their commitment to
Buddhism. At this time she conducted what is believed to be the first Vesak
ceremony in the country. Returning again in 1957 Sister Dhammadinna gave classes
to the Buddhist society that by this time had undergone a schism and had split into
two separate factional groups. Sister Dhammadinna exercised influence in Australia
Chapter 3: Religious Tradition Depth Study 55
in the immediate post-war period as she was able to blend her own personal
knowledge of Western culture with Eastern philosophy and practices at a time when
Eastern schools of thought were beginning to attract considerable attention. By
working with the formative group of the Buddhist Society through mediation and her
first hand experiences of Buddhism, Sister Dhammadinna was able to bring the
experiences of Buddhist culture and faith to a group of people who had no first hand
experiences of the faith. In addition it was unusual in post-war Australia for a woman
to provide leadership within any faith let alone on that was not ‘mainstream’ in
Australia. Through her pious devotion to Buddhism, Sister Dhammadinna was able to
encourage women to take roles of leadership within the faith. Through her influence
Sister Dhammadinna managed to become a significant personage in the lives of the
formative group of Australian Buddhists.
Question 2 — Christianity (15 marks)
a. One significant practice performed by most Christians is Saturday/Sunday worship.
However this is where the commonality ceases to exist as there are quite important
differences in the style of worship performed between and within the denominations
of Christianity. These differences can depend on the social and ethnic background of
the congregation, the level of orthodoxy practiced and the age of the worshippers.
Generally speaking in Saturday/Sunday worship, the mood is commemorative and
the ritual is accompanied by formal readings from the bible, a homily or reflection, an
acknowledgment of Jesus Christ as the son of God, prayer and music. The service is
the most significant ritual of the week for Christians and considered to be both a
communal and individual expression of faith.
b. Christian ethical teachings exist as a practical expression of Christian beliefs. The
most important authority for Christian ethics is found in the life, teachings, ministry
and death of Jesus. Christian beliefs regarding the divinity and humanity of Jesus, his
death and resurrection, the trinity, revelation and salvation are clearly demonstrated
through their ethical teachings. Ethical teachings provide the theoretical basis for
Christians, who wish to make moral sense of the strongly emotive issues that arise
from a study of the life and death issues associated with bioethics. In determining
answers to the problems posed by bioethical issues such as euthanasia, stem cell
research or organ donation, Christians believe in the sanctity of human life. As a
result Christians follow teachings from the Old Testament (‘Thou shalt not kill’) and of
Jesus to ‘Love thy Neighbour as thyself’. There are differences in response to these
issues amongst the variants of Christianity in dealing with ethical responses to
issues. Stem Cell research is a case in point – broadly speaking Catholics are more
conservative than protestant groups as they believe that it is wrong to use the stem
cells of an embryo at any stage of its development. However it must be said that it is
very difficult to generalise and that there is a broad variety of opinions within and
between denominations.
c. Hildegard Von Bingen made a significant impact on the development and expression
of beliefs within the Christian church of the 12th Century and this impact on the
development of Christian thought has, through her spiritual, environmental and
secular teachings continued to this day. Hildegard contributed to dialogue with
Bishops and Popes, this was, to say the least, unusual for any person let alone a
woman. What is most significant is that these men were noteworthy members of a
patriarchal church yet they sought her counsel and admired and respected what she
had to say. Her book Scivias (Know the ways of the Lord) was accepted and valued,
and has been significant in the development and understanding of spirituality within
Christianity. Hildegard sought to draw both laity and clergy alike towards the central
message of the Gospels and the key teachings of Jesus that centred following the
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peaceful, loving messages of the Bible. In her correspondence Hildegard wrote to the
laity as well as to religious. Concerned that the church was drifting away from the
teachings of Jesus and the teachings of the New Testament she wrote to a member
of the aristocracy saying that she must not only think about doing good but live in the
image of Jesus and do good for others. ‘The person who does good works sees
God… So rise up and begin good works and bring them to perfection, and God will
receive you.’ Hildegard has also had impact environmental teachings of stewardship
and caring for the environment so important today. Her ideas of caring for and
preserving the natural landscape are recognised as a convincing source in the
informing of modern Church values. Hildegard’s teachings and life’s work have made
a significant impact on the Christian Church’s good judgements.
Question 3 — Hinduism (15 marks)
a) Hindu ethics can only be understood with reference to Dharma. Dharma is about the
individual’s true place in the cosmic process: in time, in space, in awareness, in
thought, deed and desire. The eternal principle of Dharma determines the
harmonious functions of the cosmos or universe. In order that Hindus fulfil their role
in the divine play they must behave within their Dharma. That is, they ought to do the
right thing, at the right time, in the right way, and for the right reason. By this they
attain balance. To establish balance within oneself ensures personal welfare and the
welfare of society. It opens the path prepared for each person by the divine.
b) Mohandas (or Mahatma, meaning ‘Great Soul’) Gandhi, born in Porbanda, Gujarat in
1869 had a huge impact on Hinduism. He was well-educated in England and became
a lawyer. As a result of this he practised law in South Africa before returning to India
in 1915. His personal experience of discrimination and search for truth drew him into
the political world and India’s struggle for independence and his fight against
discrimination in both India and South Africa led to changes in legislation and a
renewed optimism for many people. His fight for justice ultimately led to the
independence of India from Britain. He practised ‘active non-violence or passive
resistance’ and his promotion of satyagraha and opposition to violence gave internal
strength to both Shaiva and Vaishnava Hindus. Overall he lived his life as an
example to other Hindus and went out of his way to spread the news of peace and
compassion.
c) Hindu philosophers have traditionally understood marriage to be a sacred religious
rite and it is accepted by all members of the community to be everlasting. Because
marriage is more than just personal involvement of the couple, the community is
involved and supported by a successful marriage carried out according to the
spiritual requirements. It is expected that the couple grow together in learning and
experience through the practice of their religious beliefs. The male and the female
each have their own unique and complementing role to play as equals within the
marriage.
Question 4 — Islam (15 marks)
a. The fifth pillar of Islam is the pilgrimage or Hajj. Every devout Muslim male and
female will desire to make the pilgrimage to Mecca at least once in their lifetime, as
the Qur’an states, ‘those who can make their way there’. For most Muslims it is a
once in a lifetime experience and some need to save for most of their lives in order to
perform the Hajj. The word Hajj means to embark on a journey with a purpose. The
purpose is essentially to visit the Ka'ba (the house of the Lord) in Mecca and worship
on Mount Arafat. The pilgrimage takes place during the twelfth month of the Muslim
calendar. The Hajj is a demanding exercise and the rites are elaborate, numerous
Chapter 3: Religious Tradition Depth Study 57
and varied. These rites symbolise the important concepts of Islam and commemorate
the trials of the Prophet Ibrahim and his family. Before beginning their pilgrimage, it is
recommended that the pilgrim redress all wrongs, pay all debts, plan to have enough
funds for their own journey and for the maintenance of their family while they are
away, and prepare themselves for good conduct throughout the Hajj.
b. The Islamic faith focuses on their intrinsic belief of improving the condition of the
Earth at the hands of humans; as Muslims are described as the ‘Caliphs’ of Allah on
Earth. ‘It is Allah who has made you khalifas of the Earth’ (Surah 6:165). Muslims
believe that everything in existence was created by Allah for the benefit and use of
humans and so humans have the responsibility of adopting a stewardship role over
the land and to prevent its destruction. Islamic ethical teachings on the environment
are largely drawn from the Qur’an and Hadith; guiding Muslims to make ethical
decisions in relation to the preservation and the maintenance of the environment. ‘He
it is who created for you all that is on earth’ (Surah 2:29); expresses the belief in
Allah as the creator of all things and that Islamic ethical teachings are grounded in
these sacred texts and demonstrated by the guidance of the Prophet Muhammad.
Muslims are commanded to make careful use of resources like water, respect
animals and replace natural resources used wherever possible. Today, there are
many environmental issues that are growing concerns and Muslims need to
recognise their obligations towards their faith by protecting the environment. Islam
recognises its responsibility in preserving natural resources. ‘There is not an animal
that lives on Earth, nor a being that flies on its wings, which isn’t living in communities
like you’ (Surah 6:38). Islamic adherents must follow Allah’s will and take
responsibility in order to protect all living creatures.
c. Al-Ghazali (1058–1111 CE) is one of the great examples of Islamic thought and
spirituality whose work is central to the theological history of Islam. He was a very
versatile man like many Muslims of this age; a lawyer, a scientist, a jurist, a judge
and Sufi poet. His impact on the intellectual development of Islam is his most lasting
achievement. His tireless efforts to show the similarity between reason and revelation
are still considered in Islamic scholarship to this day. In his time he was greatly
supported by the local rulers, given their blessings and granted a prestigious
teaching position. His discovery of the mystical path was born out of a personal crisis
of faith where he grappled with a sense that the traditional intellectual proofs for the
existence of God were inadequate. Like many others, he was puzzled at the variety
of religions in the world, and understood it to be because of the ‘accident of birth’, i.e.
Jewish children grew up to be Jews, Christian children as adult Christians and
Muslim children as adult Muslims. This crisis of faith caused him to give up teaching
for a time, and undergo the Hajj before returning to teaching. He became critical of
Islamic philosophy, but mastered it in order to both critique and then develop its
application to Shari’a (Islamic law). His great work, The Revival of the Religious
Sciences, made Sufism (Islamic mysticism) an acceptable part of orthodox Islam. His
ultimate interpretation of revelation was that it is only through authentic mystical
experience married with informed reason or philosophy that a Muslim can know the
fullness of revelation and live a genuine life of ‘submission to the will of Allah’. AlGhazali is also respected for living an authentic expression of the five pillars in his
life, while incorporating the practices of Sufism through fasting, living a simple life
and rigorous prayer.
Question 5 — Judaism (15 marks)
a. The word synagogue means ‘House of assembly’ – be’it k’nesset – and it is here that
Jewish people gather in community to pray, study scriptures attend Shul and
celebrate Shabbat. In addition significant practices in the life of adherents such as
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Bar/bat Mitzvahs and weddings are celebrated in a synagogue. The synagogue is
important as it is the central meeting place for members of the Jewish community.
For a synagogue service to occur there must be a minyan (minimum of ten people),
Shabbat begins on Friday evening and is a very significant aspect Jewish tradition.
Shabbat services are lead by a rabbi though this is not mandatory. In orthodox
congregations men and women worship separately while in more liberal variants men
and women may worship together. Finally Jewish festivals are often celebrated in the
synagogue Rosh ha-Shanah, Yom Kippur and Sukkot are some examples.
b. Responses to bioethical issues that affect adherents to Judaism are a reflection to
Jewish ethical teachings. These teachings are based on the Torah specifically the
halachah or Jewish law, The Decalogue, 613 Mitzvot, The Prophetic Vision, Tikkun
Olam and Gemilut Chasidism. The link between Jewish law and Jewish ethical
teachings on Bioethics differs between variants but generally speaking the principle
that applies to all ethical teachings is that the sanctity of human life is paramount and
that it is always the duty of a person to save life whenever possible. From both the
written and oral laws, Jewish people follow certain bioethical principals such as: do
not kill; a belief that each individual life is of infinite value and no one person's life is
more valuable than another; that one's life belongs to God and that there is a duty on
all to save life and heal the sick. Adherents to the Jewish faith believe that because
human life is created by God that this life has worth, and that while illness and death
are a natural part of life, the improvement in the quality of this life must be an ongoing
commitment. Therefore in relation to issues such as organ donation, the Jewish
obligation to save lives is paramount. In addition there is a belief that a person must
be dead before he/she can donate organs and because of this clear understandings
about the exact moment of death must be made with most Jewish rabbinic authorities
accepting brain stem death as opposed to heartbeat death. Responses to Jewish
bioethical issues are constantly guided by the ethical teachings of Judaism, the
morality of the laws of the Torah and Oral Law, because these issues did not exist at
the time of writing these principles are continually being redeveloped in the spirit of
the teachings of the prophet Micah – ‘What does God require of you but to do justice,
to love kindness and to walk humbly with your God?" Micah 6:8.
c. Jewish Feminism originated in the United States of America in the early 1970s
primarily as a response to the burgeoning feminist movement at that time. The aim
was to partner these new cultural insights with issues that had become increasingly
important to both Orthodox and Conservative Jewish women at that time. Based on
the concept of tikkun olan – repair the world – these women sought to move towards
gender equality in the Jewish community. As early as 1972 a small group of women
calling themselves Ezrat Nashim issued a Call for Change and stressed that women
and men should have the same right of entry to roles within the Jewish community
and faith. Some of the issues that these women wanted modify included – change in
marriage and divorce laws, the interpretation of Jewish texts, counting women in the
minyan and enabling them to assume positions of leadership in the synagogue as
rabbis and cantors. They acknowledged that the less important status of women in
Jewish law rested on their exclusion from certain mitzvot thus they called for women
to be obliged to perform all mitzvot. Feminist speakers presented their arguments in
synagogues and participated in discussions in Jewish community centres and local
and national meetings of Jewish women's groups. As well they published Lilith, a
Jewish feminist magazine. In progressive Judaism the impact of this movement has
been far-reaching and has led to women taking roles in leadership in synagogues so
women are now rabbis and cantors, and there has been an equalising between men
and women in divorce laws. Within Orthodox Judaism girls are now able to access a
more liberal education and for some girls can now partake in bat mitzvah.