Teaching Material
STUDY UNIT Initiation Rites
AT2b
Learning
Objective 1
AT1
Learning
Objective 2
AT2a
Learning
Objective 3
Upper Key Stage 2
Reflection on responsibilities.
By this age, pupils will be able to relate to age-specific responsibilities in relation to their own lives. In this study unit, they will have the opportunity to look at responsibilities and commitments, some of which are age-related, in the lives of religious people.
Understanding of ‘responsibility’ is a key concept in this study unit and will need full discussion before work can begin on ceremonies and religious commitments, many of which will be far removed from children’s own lives. Details of possible learning strategies are set out in the Agreed Syllabus.
Knowledge and understanding of initiation ceremonies.
Commitment to three jewels or refuges (Buddha, Dhamma, Sangha) is the basic commitment in following the Buddha’s path. Buddhists recite these quite often, at ceremonies, festivals etc. as an affirmation of their commitment. There are three forms of initiation in most traditions: 'initiation' as a lay person which involves taking the refuges, usually in front of the sangha (monastic community); lower ordination as a novice monk/nun (often before the age of 20); and higher ordination as a full monk/nun. In most traditions, this means the head is shaved, possessions are abandoned and a celibate life within the monastic community is adopted (all symbols of renunciation).
Higher ordination is only for people over 20, with their parents' permission and if they are free from responsibilities. They agree to live by the Vinaya (part of the scriptures) which sets out the rules for the sangha. Ordination must take place in the presence of at least
10 members of the sangha, who have to agree that the ordination will take place. Two teachers are appointed to guide the ordinand, and robes and almsbowls are given by family or supporters. A new name is given, a symbol of a new life and identity. The distinction between the laity and the sangha has been abandoned by the FWBO, whose members can marry and work. Ordination is known as ‘Going Forth’ – the term given to the Buddha-to-be setting out from his home to search for enlightenment. So today,
Buddhists abandon the world and set out on a spiritual search for enlightenment and to develop their practice as fully as they can.
The Buddha ordained men and women as members of the sangha, including members of his family.
Exploration of religious commitment.
Commitment should be explored in its many manifestations – in pupils’ own lives – what they are committed to and what they most care about. In religion, commitment means that certain religious activities – such as devotions and study - will be undertaken
(publicly and privately); that values and attitudes will be lived out according to the authoritative teachings; that food, clothing and lifestyle choices may be determined; that sometimes religious people will be at odds with what i s accepted as ‘normal’ in society - this could include the use of alcohol, setting out to acquire wealth, status or power etc.
‘Commitment’ then will include the courage to stand up for what one believes.
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Teaching Material
STUDY UNIT Initiation Rites
AT2b
Learning
Objective 1
AT1
Learning
Objective 2
AT2a
Learning
Objective 3
Upper Key Stage 2
Reflection on responsibilities.
By this age, pupils will be able to relate to age-specific responsibilities in relation to their own lives. In this study unit, they will have the opportunity to look at responsibilities and commitments, some of which are age-related, in the lives of religious people.
Understanding of ‘responsibility’ is a key concept in this study unit and will need full discussion before work can begin on ceremonies and religious commitments, many of which will be far removed from children’s own lives. Details of possible learning strategies are set out in the Agreed Syllabus.
Knowledge and understanding of initiation ceremonies.
Commitment to Christianity will be expressed through the practice of prayer, study of the Bible and other religious books, worship, and living a life guided by Christian values and teachings.
There are two main forms of initiatio n: believers’ or adult baptism and confirmation.
Believers ’ Baptism, practised primarily in the Baptist and Pentecostal churches, involves full immersion under the water (as a symbol of cleansing sin and passing through darkness/death to light/life.) Pupils could be taken to a church to see the Baptistry and to hear from those who have been baptised in this way. There are obvious links here with
Jesus’ baptism by John at the beginning of his ministry (Mark, chapter 1, verses 9-11).
Confirmation is the term used in a number of churches including the Methodist, Anglican and Roman Catholic. The age at which this happens varies. Confirmation in the
Anglican and Roman traditions is always by a bishop. It is seen as personal commitment to the vows made at the time of Baptism or Christening. From then on, there can be full participation in the Eucharist/Mass and there is full commitment to the Christian life, expressed through the creeds and membership of the Christian family that is the church.
Exploration of religious commitment.
Commitment should be explored in its many manifestations – in pupils’ own lives – what they are committed to and what they most care about. In religion, commitment means that certain religious activities – such as devotions and study - will be undertaken
(publicly and privately); that values and attitudes will be lived out according to the authoritative teachings; that food, clothing and lifestyle choices may be determined; that sometimes religious pe ople will be at odds with what is accepted as ‘normal’ in society - this could include observing Sunday as a holy day - e.g. Chariots of Fire. ‘Commitment’ then will include the courage to stand up for what one believes.
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Teaching Material
STUDY UNIT Initiation Rites
AT2b
Learning
Objective 1
AT1
Learning
Objective 2
AT2a
Learning
Objective 3
Upper Key Stage 2
Reflection on responsibilities.
By this age, pupils will be able to relate to age-specific responsibilities in relation to their own lives. In this study unit, they will have the opportunity to look at responsibilities and commitments, some of which are age-related, in the lives of religious people.
Understanding of ‘responsibility’ is a key concept in this study unit and will need full discussion before work can begin on ceremonies and religious commitments, many of which will be far removed from children’s own lives. Details of possible learning strategies are set out in the Agreed Syllabus.
Knowledge and understanding of initiation ceremonies.
In Hinduism, traditionally there are four main stages, known as ashramas: student, householder, recluse and renunciant – though in practice the last two are often combined. This dividing of life into different stages when one has different duties
(dharma) and different roles to fulfil could be discussed with pupils and could be compared, for example, with Shakespeare’s seven ages of man.
Additionally, there are 16 samskaras – sometimes translated as sacraments, special rituals and ceremonies to mark important points in life, including the first time a baby moves, birth, the shaving of the baby’s head etc. One of these is the sacred thread ceremony which is only rarely conducted in Britain, though some British Hindu boys would return to India for it to take place.
Only members of the three highest classes (Brahmin, Kshatriya and Vaishya – priest, warriors and merchants) are initiated as students of a guru for religious training. The main symbol is the sacred thread, made of natural materials and which is placed from right to left across the body. The head is shaved for the ceremony.
Exploration of religious commitment.
Commitment should be explored in its many manifestations – in pupils’ own lives – what they are committed to and what they most care about. In religion, commitment means that certain religious activities – such as devotions and study - will be undertaken
(publicly and privately); that values and attitudes will be lived out according to the authoritative teachings; that food, clothing and lifestyle choices may be determined; that sometimes religious people will be at odds with what is accepted as ‘normal’ in society - this could include the use of alcohol, or fasting on certain days. ‘Commitment’ then will include the courage to stand up for what one believes.
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Teaching Material
STUDY UNIT Initiation Rites
Learning
Objective 1
AT1
Learning
Objective 2
AT2a
Learning
Objective 3
Upper Key Stage 2
By this age, pupils will be able to relate to age-specific responsibilities in relation to their own lives. In this study unit, they will have the opportunity to look at responsibilities and commitments, some of which are age-related, in the lives of religious people.
U nderstanding of ‘responsibility’ is a key concept in this study unit and will need full discussion before work can begin on ceremonies and religious commitments, many of which will be far removed from children’s own lives. Details of possible learning strategies are set out in the Agreed Syllabus.
Knowledge and understanding of initiation ceremonies.
There is no ‘initiation ceremony’ as such in Islam because it is believed that from birth the child is initiated into the religion. Islam cannot be separated from any aspect of life and therefore there is no point at which formal entry into the religion can begin, other than at birth. Religious duties become obligatory when the child reaches the age of puberty.
Children are tau ght to read the Qur’an in Arabic and how to perform prayer (Salah) – usually at a madrassah (mosque school). Most children attend after day school, having been home to wash and change.
It might be appropriate to explore with pupils the difference in approach to initiation expressed here.
Exploration of religious commitment.
Commitment should be explored in its many manifestations
– in pupils’ own lives – what they are committed to and what they most care about. In religion, commitment means that certain religious activities
– such as devotions and study - will be undertaken
(publicly and privately); that values and attitudes will be lived out according to the authoritative teachings; that food, clothing and lifestyle choices may be determined; that sometimes religious people will be at odds with what is accepted as ‘normal’ in society - this could include abstinence from alcohol, or fasting during Ramadan, seen as a time of religious inspiration, not a difficult period to be endured. ‘Commitment’ then will include the courage to stand up for what one believes.
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Teaching Material
STUDY UNIT Initiation Rites
AT2b
Learning
Objective 1
AT1
Learning
Objective 2
AT2a
Learning
Objective 3
Upper Key Stage 2
Reflection on responsibilities.
By this age, pupils will be able to relate to age-specific responsibilities in relation to their own lives. In this study unit, they will have the opportunity to look at responsibilities and commitments, some of which are age-related, in the lives of religious people.
Understanding of ‘responsibility’ is a key concept in this study unit and will need full discussion before work can begin on ceremonies and religious commitments, many of which will be far removed from children’s own lives. Details of possible learning strategies are set out in the Agreed Syllabus.
Knowledge and understanding of initiation ceremonies.
The initiation ceremonies in Judaism are known by their Hebrew names, Bar Mitzvah
(literally, son of the law) at 13; Bat Mitzvah (for girls) at 12. In preparation for this event, which is highly significant event in Jewish family life, the young people attend classes at the synagogue where they learn Hebrew and become fully aware of their religious and moral responsibilities, as set out in the Torah. (Show pupils the Hebrew alphabet and consider the difficulty of learning a language where there are no vowels and the script goes from right to left.) This in itself is a mark of their commitment to the Jewish faith.
The ceremony itself would involve the young person being called up to read from the
Torah in Hebrew from the Bimah (reading desk) during a service in the synagogue – wearing the tallit and a Kippah. The ceremony is often followed by a party to celebrate and cards and gifts will be presented. For those who can afford to do so, it might be conducted at the Western Wall in Jerusalem. If the Bar Mitzvah is not held on Shabbat, then tefillin (boxes worn by Orthodox Jews contained the Shema – part of Deuteronomy) will be worn. Study the Shema (chapter 6, verses 4-9) and discuss what it means in relation to the way someone lives and behaves.
From now on the young people are considered old enough to observe the Jewish Law and to be responsible for their own religious and moral lives.
Exploration of religious commitment.
Commitment should be explored in its many manifestations
– in pupils’ own lives – what they are committed to and what they most care about. In religion, commitment means that certain religious activities – such as devotions and study - will be undertaken
(publicly and privately); that values and attitudes will be lived out according to the authoritative teachings; that food, clothing and lifestyle choices may be determined; that sometimes religious people will be at odds with what is accepted as ‘normal’ in society - this could include eating kosher food and observing Shabbat as a day of rest.
‘Commitment’ then will include the courage to stand up for what one believes.
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Teaching Material
STUDY UNIT Initiation Rites
AT2b
Learning
Objective 1
AT1
Learning
Objective 2
AT2a
Learning
Objective 3
Upper Key Stage 2
Reflection on responsibilities.
By this age, pupils will be able to relate to age-specific responsibilities in relation to their own lives. In this study unit, they will have the opportunity to look at responsibilities and commitments, some of which are age-related, in the lives of religious people.
Understanding of ‘responsibility’ is a key concept in this study unit and will need full discussion before work can begin on ceremonies and religious commitments, many of which will be far removed from children’s own lives. Details of possible learning strategies are set out in the Agreed Syllabus.
Knowledge and understanding of initiation ceremonies.
The initiation ceremony into full membership of Sikhism is known as the amrit ceremony and, unlike some religions, amrit can be taken at any age. Amrit is a mixture of sugar and water (nectar), prepared in a steel bowl and stirred with a Khanda, a two-edged sword, and the name of the main symbol of Sikhism. The symbolism of sweetness, life, strength and a willingness to defend truth and justice can be seen here. The amrit is placed on the tongue and sprinkled on the eyes and hair. Often, amrit takes place at
Vaisakhi, when the Khalsa (the brotherhood of soldier-saints) was founded by Guru
Gobind Singh in 1699. About a third of all Sikhs go through the amrit ceremony after which time they have to observe the Sikh code of conduct which emphasises religious duty and earning an honest living. They will learn Gurmukhi, the script in which the Adi
Granth is written, in order to read the scriptures, sometimes as part of public worship.
Both men and women can read the Granth and lead the congregation.
From this point initiated Sikhs must wear the 5Ks (kara, bangle; kirpan, sword; kes, uncut hair; kanga, comb; kachh, shorts) and adhere to the four don’ts (do not commit adultery, do not cut the hair, do not use intoxicants, do not eat ritually prepared meat – i.e. halal/kosher).
Exploration of religious commitment.
Commitment should be explored in its many manifestations – in pupils’ own lives – what they are committed to and what they most care about. In religion, commitment means that certain religious activities – such as devotions and study - will be undertaken
(publicly and privately); that values and attitudes will be lived out according to the authoritative teachings; that food, clothing and lifestyle choices may be determined; that sometimes religious people will be at odds with what is accepted as ‘normal’ in society - this could include abstinence from alcohol or wearing the 5Ks publicly. ‘Commitment’ then will include the courage to stand up for what one believes.
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