3b: The 19th century Lesson 5 of 5: Moses and the Smitten Rock Aim of the lesson For students to have: Knowledge and understanding of the Religion and Science debate in the 19 th century with a particular focus on Victorian Bible interpretation (a typologicalsymbolic interpretation). Opportunity to evaluate the ideas outlined Differentiation / Extension Extension: Students could carry out further research on the Victorian Web about the interpretations of Biblical narratives. They could evaluate these in terms of how much they distort/enhance the meaning of the text. These ideas could be written up under the title ‘Victorian Typological Symbolism; a hindrance or a help in understanding the Bible in a scientific age?’ Assessment Teacher/peer – spider diagrams of images from Exodus 17 given in the Victorian interpretation. Duration 1 Hour Timings Starter 10 minutes – own case study of ‘Typological Symbolism’ as an introduction to how this technique was used by the Victorians. Main Activity 40 minutes – exploration of Victorian interpretation of Exodus 17 (If internet access not possible, the appropriate page could be printed out). Chart to show different images. Plenary 10 minutes – discussion of problems/advantages of this approach. Brief summary of unit. Intended Age 16-19 Previous Knowledge needed by teacher The teacher must have researched the Victorian Web page http://www.victorianweb.org/religion/type/moses.htmland thought about the issue of reconciling this type of interpretation with possible scientific interpretations of Exodus 17. Previous Knowledge needed by students Creative and Critical thinking skills. Work on the previous lessons would be a help, especially Lesson 1. Science and Religion in Schools Project – Unit 3b: The 19th century Background Reading Student Resource 1: Exodus 17; Moses and the Smitten Rock The smitten rock: http://www.victorianweb.org/religion/type/moses.html A Beginner’s Guide to Ideas, Raeper and Smith, Lion Publisher. Resources Student Resource 1: Exodus 17; Moses and the Smitten Rock The smitten rock:http://www.victorianweb.org/religion/type/moses.html A Beginner’s Guide to Ideas, Raeper and Smith, Lion Publisher. Further Resources Ilumina Gold (an electronic Bible with encyclopaedia which could be useful to extend the work with eg. powerpoint presentations and various images) The Philosophy Files, Stephen Law, Dolphin. The Simpsons and Philosophy; Irwin , Conard, Skoble; Open Court. Pooh and the Philosophers; J Tyerman Williams; Methuen Publisher. Philosophy of Religion for A level, A Jordan et al., Stanley Thornes Philosophy goes to the Movies; Ch. Falzon; Routledge in chapter 1 (pages 33 – 44) discusses the following relevant films: a) Rear Window (A Hitchcock, 1954) b) You Only Live Once (F Lang, 1937) c) Cabaret (Bob Fosse, 1972) d) Citizen Kane (O Welles, 1941) e) He Said, She Said (K Kwapis) f) Hilary and Jackie (A Tucker, 1998) g) Rashomon (A Kurosawa, 1951) h) Twelve Angry Men (S Lumet, 1957) ICT Opportunites http://www.victorianweb.org/science/science&religion.html http://www.victorianweb.org/religion/type/moses.html http://www.victorianweb.org/authors/tennyson/im/vanbrunt12.html Science and Religion in Schools Project – Unit 3b: The 19th century Introduction / Starter activity Take a well known, short fable/story e.g the Hare and the Tortoise, the 3 Little Pigs. Ask the students to do a quick mind map of how the different characters/features in the fable/story could stand for something to bring out meaning for today. Tell them that they are looking at a Bible story which was a key story for the Victorians and see how they interpreted it in light of the scientific discoveries of the time. The kind of Bible interpretation used by Victorians is called ‘Typological Symbolism’. That means that we find in various Bible stories certain types of narratives or images which are not to be taken literally for a ‘proper’ understanding (Friedrich Schleiermacher, Rudolph Bultmann and Teilhard de Chardin are some key names to link with this kind of interpretation and had a major influence on 20 th century Theology – further lessons could be filled with this; see A Beginner’s Guide to Ideas). Main Activities Read Student Resource 1: Exodus 17; Moses and the Smitten Rock and discuss what sort of questions arise from the story. Go through Victorian interpretation ‘The Smitten Rock’ (see http://www.victorianweb.org/religion/type/moses.html) and discuss it. What do you think of such an approach? Make a spider diagram of all the different images found in the story from the Victorian Typological Symbolism found on this web page (omit the last paragraph on secular interpretations if you wish as this is more remote) Alternatively you could read to the students Alfred, Lord Tennyson's epic elegy, In Memoriam (see http://www.victorianweb.org/authors/tennyson/im/vanbrunt12.html) by firstly reading the poem (or parts of it) to them and to explore how Science and Religion could be reconciled. There are plenty of other possibilities when searching through the Victorian Web. Have fun! Plenary Sharing of spider diagrams and brief discussion with problems/advantages of this kind of approach. Summarise main points raised in this unit. Science and Religion in Schools Project – Unit 3b: The 19th century