iGCSE RSTopic 4.2 Equal Rights & Equal Opportunities Starter – Watch the following video The video is a satirical take on an article called the Good Wife’s Guide from Good Housekeeping magazine in the 1950s. The traditional view of women is that they are the weaker gender and more suited to the roles of wife and mother than the world of work. Similarly, until relatively recently those with disabilities were unlikely to have equal rights or equal opportunities within society. In this unit we will explore the changing attitudes towards women and disability within our society, as well as a range of Jewish teachings on the matter. By the end of this unit you will be able: ● ● ● ● Understand how the role and status of women has changed in society Know some religious teachings and beliefs, and non-religious attitudes to the roles and status of women in society Consider the attitudes to people with disabilities in society, and how this has changed Assess the importance of equal opportunities in society. Questions to Consider: ● How have attitudes changed towards the role of women in society? ● What are Jewish teachings on disability bias? ● To what extent are equal rights and equal opportunities practised in Jewish communities? 1 iGCSE RSTopic 4.2 Please note that you will find that there is some overlap with the section 3 topics of marriage and divorce and family responsibilities. Furthermore, many of the teachings that you have already used when discussing human rights are also applicable here. Gender Equality in the UK The equal rights movement began in the eighteenth century with people like Mary Wollstonecraft who argued that if women were to be educated like men then they would become just as capable of decision making and she believed that male/female difference was all down to upbringing. Harriet Taylor (partner of the philosopher John Stuart Mill) believed that in addition to education women required job opportunities and the vote. The campaign for female suffrage (the vote) was taken up by the suffragists (campaigners who used non-violent methods) and the suffragettes (who believed that the use of violence was permissible given the urgency of their cause. The suffragettes used public civil disobedience, rallies and acts of vandalism as well as leaflets and campaigning to further their cause. It was not until 1918 that women first gained the vote and even then it was not on the same terms as men, with stipulations such as women needing to be over 30 and married to be able to vote. However, WWI helped to foster changing attitudes towards women. During the war years with the men away fighting in the trenches many women took on traditionally 'male' jobs. This showed that women were capable of more than just being wives and mothers. By 1928, women were given the right to vote in the UK on the same terms as men. Throughout the twentieth century women were increasingly seen as men's equals. During WWII women again took on key roles in the country whilst the men were away. The 1960s saw the introduction of the pill and the Abortion Act both of which helped to ensure that women had more control over their own bodies and made motherhood a choice rather than an 'occupational hazard of being a wife' (as Queen Victoria put it)! In the 1970s legislation promised women equal pay to men and made discrimination at work illegal. In 1979 Margaret Thatcher became the first female Prime Minister of Britain. Legally women in Britain do have equal rights with men and most people would say that they have equal opportunities (although some people believe that the 'glass ceiling' of gender bias makes it hard for women to reach the top jobs). 2 iGCSE RSTopic 4.2 However, women in other parts of the world are not necessarily so lucky. In many areas around the world women face inequality in the work place, unequal access to divorce and education, forced marriage and domestic violence. Tests your knowledge of the history of women’s rights in the UK here Gender Equality in Judaism – Summary from Unit 2 Arguments for there being gender equality in Judaism In traditional Orthodox Judaism, women are for the most part seen as equally important to men, but having a different role. The equality of men and women begins at the highest possible level: G-d. In Judaism, unlike Christianity, G-d has never been viewed as exclusively male or masculine. Judaism has always maintained that G-d has both masculine and feminine qualities. We refer to G-d using masculine terms simply for convenience's sake, because Hebrew has no neutral gender; G-d is no more male than a table is. 3 iGCSE RSTopic 4.2 Both man and woman were created in the image of G-d. According to most Jewish scholars, "man" was created in Gen. 1:27 with dual gender, and was later separated into male and female. Women have held positions of respect in Judaism since biblical times. Miriam is considered one of the liberators of the Children of Israel, along with her brothers Moses and Aaron. One of the Judges (Deborah) was a woman. Seven of the 55 prophets of the Bible were women. This point in particular is important when arguing Judaism’s view on equal opportunities for women in society!!! The Ten Commandments require respect for both mother and father. Note that the father comes first in Ex. 20:12, but the mother comes first in Lev. 19:3, and many traditional sources point out that this reversal is intended to show that both parents are equally entitled to honour and reverence. There were many learned women of note. The Talmud and later rabbinical writings speak of the wisdom of Berurya, the wife of Rabbi Meir. In several instances, her opinions on halakhah (Jewish Law) were accepted over those of her male contemporaries. Arguments against there being gender equality in Judaism There can be no doubt, however, that the Talmud also has many negative things to say about women. Various rabbis at various times describe women as lazy, jealous, vain and gluttonous, prone to gossip and particularly prone to the occult and witchcraft. In the Talmud, as long as women satisfied male expectations in their assigned roles, they were revered and honoured for enhancing the lives of their families and particularly for enabling their male relatives to fulfil their religious obligations. For example, Berakhot 17a relates, women earn merit “by sending their children to learn in the synagogue, and their husbands to study in the schools of the rabbis, and by waiting for their husbands until they return from the schools of the rabbis.” Women are exempt from all positive time-bound Mitzvot. (However, they are allowed/encouraged to perform them, there is just no demand that they do so – as they may be involved with other equally important matters). In Orthodox synagogues, women cannot make up a Minyan, lead services or read from the Torah. In some Ultra-Orthodox Jewish communities, women are discouraged from pursuing higher education or religious pursuits. 4 iGCSE RSTopic 4.2 Changing Attitudes towards Disabilities Starter – Watch the following video 5 iGCSE RSTopic 4.2 Look at this video made for the Paralympics in 2016 in Rio. How have attitudes changed to the way people with disabilities are treated in society? How important is it to treat all people equally in society? Why? Until relatively recently those with disabilities were unlikely to have equal rights or equal opportunities within society. Throughout much of history there was no social welfare for those unable to work. In the medieval period it was down to monasteries and convents to look after the sick and disabled as best they could in their hospitals. This ended with the dissolution of the monasteries. Over a century later the Elizabethan Poor law of 1601 specified that the 'deserving poor' (i.e. those who could not work) should be provided for by the local parish in poorhouses. By the nineteenth century charities and organisations had been founded to help support those with various disabilities but equal rights and equal opportunities were still a long way off. Even throughout much of the twentieth century disabled children would not have had the opportunity to go to a mainstream school or gain a mainstream education. Mothers giving birth to disabled children were sometimes encouraged to put them in institutional homes. Public places like shops, theatres and places of work rarely had any special provision made to ensure that they were accessible and many people with disabilities faced regular discrimination and prejudice. pension at 50 rather than 70. Attitudes began to change after WWI and WWII with the return of many thousands of injured servicemen. These men disabled in the line of duty had an obvious right to be afforded some level of protection by the country for whom they had made sacrifices. Many were fit and capable despite their injuries and did not fit with the stereotypes people had about what it meant to be disabled. The Blind Person's Act allowed blind people to claim a As the twentieth century progressed attitudes continued to evolve and there was a gradual move away from just 'looking after' the disabled towards ensuring that people with disabilities could live as independently as possible and participate fully in society. However, it was not until 1970 that the Chronically Sick and Disabled Persons Act was passed. This act was proposed by MP Alf Morris whose parents and parents in law were disabled. The Act stated that local authorities had a responsibility to provide for the needs of the disabled and stated that the disabled had equal rights to education and recreation. It also stated that 6 iGCSE RSTopic 4.2 public buildings should be as accessible as possible and provide disabled parking and disabled toilets. It was the first disability rights legislation in the world. In 1995 the Disability Discrimination Act was passed which prohibited discrimination against those with disabilities in employment, education or in the provision of goods and services. In 2010 the Equality Act unified all previous discrimination legislation. Whilst the law now reflects the principles of equal rights and equal opportunities many disability campaigners believe that in practice there is still a lot to do. People with disabilities still face prejudice and discrimination and still have difficulties accessing goods and services. Judaism and Equal Opportunities Jewish teachings have plenty to say on the issue of equality, especially when it comes to opportunities and treatment of those with disabilities. Read the following sources and answer the questions that follow. 7 iGCSE RSTopic 4.2 Source 1 - Bereishit 1:27 “God created mankind in His own image” What do you understand this source to mean and how could it relate to the topic of equal opportunities? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Source 2 “The quest for equality is the principal (major) social and religious dynamic of our time…” (Former Chief Rabbi, Lord Immanuel Jakobovits) Why do you think Judaism has an obligation to give everyone equal opportunities? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Source 3 - Mishna Tractate Sanhedrin 4:5 If a human being stamps several coins with the same die, they all resemble one another. But the King of kings, the Holy One, praised be He, stamps all human beings with the same die of the first man; and yet not one of them is identical with another. Therefore every individual is obligated to say, “For my sake was the world created!” What could this indicate to us about Judaism’s view on the way people who have disabilities should be treated and why? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ However, during the time of the Beit Hamikdash there are examples of individuals with disabilities who do not have the same opportunities as their peers. The following is instructed regarding the Kohanim (priests) who serve in the Mishkan: Source 4 – Vayikra 21:21 8 iGCSE RSTopic 4.2 “Any man among Aaron the kohen's offspring who has a defect shall not draw near to offer up the Lord's fire offerings. There is a defect in him; he shall not draw near to offer up his God's food. Explain this source in your own words? __________________________________________________________________________________ __________________________________________________________________________________ What can it teach us about equal opportunities in Jewish practice? __________________________________________________________________________________ __________________________________________________________________________________ In the Talmud (Brakhot 32b) Rabbi Eleazar states that since the destruction of the Temple every single Jew has been able to serve God through prayer. Concluding Thoughts When the prophet Samuel is searching for a new King of Israel, Hashem says the following to him: Source 5 – Shmuel Aleph 16:7 “And the Lord said to Samuel, "Look not upon his appearance, or the height of his stature, for I have rejected him, for it is not as man sees, (what is visible) to the eyes, while the Lord sees into the heart."” Explain this source in your own words __________________________________________________________________________________ __________________________________________________________________________________ What do you think it teaches us about Judaism’s view on equal rights and opportunities? __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 9 iGCSE RSTopic 4.2 Exam Practice Questions: (a) Identify three ways women are given equal opportunities in Judaism. (3) 1)________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 2)________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 3)________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ (b) Outline two ways people with disabilities are supported in society. (4) __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 10 iGCSE RSTopic 4.2 __________________________________________________________________________________ (c) Explain the way opportunities for women has changed in society. (6) __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ (d) There should be no discrimination in religious communities against those with a disability. Do you agree? Give reasons for your answer, showing you have considered another point of view. In your answer you should refer to at least one religion. (12) __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 11 iGCSE RSTopic 4.2 __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ 12 iGCSE RSTopic 4.2 __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Extra Information 13 iGCSE RSTopic 4.2 14 iGCSE RSTopic 4.2 15 iGCSE RSTopic 4.2 16