Answers
Chapter 1
The nature of religion and beliefs
Activity (p. 5)
Divide into groups. Discuss the following question. ‘What would be lost if all religions and
spiritualities were to disappear from the world?
Student should discuss the following points:
The richness that comes with the variety of religious beliefs
The fact that the variety promotes questioning of teachings
Establishes a system of values
Answers to the questions that people seek to find
Balance and stability, structure to individuals and society
Activities (p. 8)
1
Define the concept ‘transcendent religious worldview’.
A worldview where powers/god/gods are beyond the known universe and hence beyond
the laws of nature.
2
Explain the differences between polytheism and monotheism.
Polytheism is the belief in many transcendent gods and monotheism is the belief in one
transcendent god.
3
Which religious traditions would be classified as polytheistic and which as monotheistic?
Polytheistic religions were common in many ancient religions, such as Egyptian religions.
Some people would classify Hinduism as a polytheistic religion, but this is debatable.
Judaism, Christianity and Islam are monotheistic.
4
Why do the Islamic and Jewish religious traditions oppose images of God?
To guard against people worshipping the statue as the god itself and so fall into the trap of
committing idolatry.
5
Define the immanent religious world view.
When gods/goddesses/spirit inhabit the natural world. These have created the world and
they maintain the world.
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6
Create a five-column table and list the principal teaching of each group of religions and
give examples
Principal
teachings
Examples
Transcendent
These are beings
/gods beyond the
known universe in a
supernatural
dimension who are not
subject to the laws of
nature
Judaism, Christianity,
Islam
Immanent
Gods or goddesses who
dwell within nature
No divine power outside
the universe
Polytheism
Transcendent religion
and many gods, each
ruling over different
parts of the universe
Monotheism
Transcendent
religion and one
god, ruling over the
entire universe and
all that is in it.
Shinto and the kami
T’ai chi
Gods of the sky, sun,
moon, earth, oceans
etc
Judaism,
Christianity, Islam
Activity (p. 8)
Divide into groups and discuss what would be the key features of a hypothetical religious
tradition based on the following circumstances:
a world inhabited only by women
a world where children had all the power
a world covered in water with intelligent marine life forms
a world beneath a planet whose surface temperature was 200 degrees Celsius.
All of these questions require creative thinking. There is no right or wrong answer.
Activities (p. 10, top of page)
1
What is the central belief of the five major world religious traditions?
There is a reality greater than all parts of the universe. Most believe this power exists
outside the universe. It can encompass either transcendent or immanent gods.
2
Explain the different sets of beliefs of the major religious traditions.
Each religion has its own paradigm or core belief, held by all believers of that faith
tradition. Judaism, Christianity and Islam are all monotheistic religions, hence their core
belief concerns belief in one almighty, all powerful god. Hinduism sees many gods/deities
as providing the path to one ultimate and Supreme Being, whilst Buddhists see the power
as dwelling within people themselves.
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3
List the reasons why beliefs are different both within a religious tradition and between
religious traditions. Give examples.
The differences lie in the core belief or paradigm of each religion. Other beliefs come from
this paradigm. For example, in Buddhism the paradigm belief is the Three Refuges, in
Christianity it is the death and resurrection of Jesus Christ. The belief in Buddhism would
be that concerning impermanence.
Activities (p. 10, bottom of page)
1
Why are sacred texts important to a religious tradition?
They contain the sacred beliefs of their religion, some are regarded as revelation from God.
2
What function do sacred texts perform?
Some are believed to contain the life and words of the founder, presenting a model on
which believers can frame their life.
They contain rules and regulation on how people should live their lives.
They contain prayers and rituals important to the tradition.
3
Describe some of the common features of sacred texts.
May be considered revelation from the divine being
May be written down
May be spread by oral tradition
May be visually represented by images
Activities (p. 11)
1
What is ethics?
The practical application of beliefs
2
Where do these religious ethics come from?
From the beliefs found in sacred texts and writings
3
Give some examples of religious ethics that tell a person how to live their life.
The Torah in Judaism sets out what a Jew must do.
The Buddhist Tripitaka presents the five precepts that all Buddhist must live by.
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4
How has technology influenced religious ethics?
It has made more information more accessible to more people. This has presented new
problems for ethicists, as things that can be done today were not even thought of in the
foundational years of the tradition.
Activities (p. 13)
1
Why are rituals and celebrations important to religious traditions?
Rituals and celebration reinforce beliefs.
2
Give examples of private and public rituals in one religious tradition.
Student answers will vary. Example: In Christianity, a public ritual is communion, while a
private ritual may be individual prayer.
3
What is an initiation rite?
An initiation rite is a ritual that brings a person into the community of believers.
4
Give examples of initiation rites within the five religious traditions.
Judaism: Brit Milah for boys
Christianity: Baptism
Islam: no parallel in Islam A child is considered to be born a Muslim
Hinduism: sacred thread for boys
Buddhism: ordination to become a monk
5
Create a mind map showing the interconnection of beliefs to sacred text, ethics and
rituals.
Student mind maps will differ. Teacher to assess individually.
Oxford Studies of Religion ISBN 9780195568011 © Oxford University Press Australia
Activity (p. 14)
Create two columns headed ‘Contribution to individual’ and ‘Examples’. In the first column, list
in dot point form the contribution made by religions to the individual, and in the second column
give examples.
Student work will differ. Example:
Contribution to individual
 an answer to life’s questions
 gives the individual identity which gives belonging;
belonging provides a sense of relationship to others
 outlines expectations
 provides an ethical system
 marks important times
 offers a way to perfection
 provides ways to achieve inner peace
 part of a long tradition
 places the person in a cultural context within that
religion
Examples
 What happens when we die?
 ‘I am Catholic’







I should look after everything in God’s world.
I should not commit murder.
marriage, communion, death
provides role models and direction
prayer, meditation
Traditions give reassurance, a sense of belonging.
‘I am a Russian Orthodox’
Activities (p. 16)
1
Give examples of how religion has played an important role in:

architecture

law

art

meaning and order in human life.
Architecture: In a Christian cathedral, the spires that reach up to heaven, and stained glass
windows tell the important Biblical stories.
Law: Religious ethics provide the basis for a society’s law (for example, the laws of
Christianity and the Australian legal system).
Art: In Christianity, many significant events have been depicted in paintings and in
statuary. In Islam there are no images of living things, to avoid the sin of idolatry, but there
is beautiful and intricate design in painting and architecture.
Meaning and order in human life: These are dictated by rites of passage of the various
religious traditions.
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2
Debate: ‘Human society is possible only with the contribution from religion.’
The teacher will assess the debate. Some examples of pro and con are given below. It might
be a good idea to create a table such as this and have the moderator of the debate fill in
more information.

Pro
gives a sense of right and wrong

Con
don’t need religion to do that; comes from being a good
person
Activities (p. 18)
1
Define ‘the Dreaming’.
Students should define ‘the Dreaming’ in their own words to show they understand what it
means. Basically, the Dreaming is the essence of Aboriginal spiritual beliefs about creation
and the order of all things.
2
What role do ‘Spirit Beings’ play in the Dreaming?
By interaction with the Creator they shaped the land, making its mountains, valleys, hills,
gullies, rivers, streams, flora and fauna.
Activities (p. 20)
1
Why is the Dreaming so important for Aboriginal people?
It explains Creation which Aboriginal people see themselves as a part of, something they
are bound to. See quote from Galarrwuy Yunupingu, 1992 on page 18.
2
Describe the relationship between Aboriginals and their environment. Why is this
relationship very important to Aboriginals?
They see themselves as spiritually interconnected to the natural world. Their very survival
is a direct result of this close relationship with their natural environment. Their sacred
sites are natural land formations, places where Ancestral Spirits interacted with creation –
gave spiritual identification and association with their land.
3
Discuss as a group how Aboriginal life has developed in order to keep this
interrelationship with the natural environment.
Teacher to monitor and assess the group discussion.
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4
Discuss why you think that it was important for different groups to know sections of a
ritual and not the whole ritual.
Teacher to assess
Activities (p. 21)
1
Research the areas where the two Dreaming stories are set. Create a visual presentation
of the area.
Student work will vary.
2
Use the web to find other Dreaming stories being told my Aboriginal people. Try to find
one from your local region.
Student work will vary.
Activities (p. 23)
1
What is meant by ‘oral tradition’?
In an oral tradition, stories, teachings, beliefs, etc., are passed on by word of mouth rather
that through written texts.
2
Why is art so important to an oral tradition?
Art gives visual representations of important messages to the people in place of written
texts. They tell the stories and preserve the sacred laws.
3
What is the link between art and Aboriginal spirituality? Give examples.
Reminds them of the activities and events of their Ancestor Spirits – gives visual expression
to spiritual reality. Eg the painting of the human body for ceremonies, engravings and
paintings on rocks and rock walls.
4
Prepare a visual presentation of different types of Aboriginal art and describe what the
artwork symbolises.
Student work will vary.
Oxford Studies of Religion ISBN 9780195568011 © Oxford University Press Australia
Activities (p. 24)
1
What was the role of women in creating Aboriginal laws, sacred rituals and objects?
The role of women is considered to be critical to maintenance, continuity and survival of
the entire social structure. Society depends on the equal participation of women.
In some societies creation came from a matriarchal beginning. The laws, sacred rituals and
objects were owned by women until stolen by the men who perceived these as holding the
‘power’.
2
Research the role of women in traditional Aboriginal societies today.
Student work will vary.
Activities (p. 25)
1
What is totemism?
Totemism is a plant, animal or natural object that has become the token or emblem of an
individual or a language group. The entity cannot be gathered, hunted or even painted by
those who have it as their totem since it is believed to link them to the spiritual force
responsible for their existence.
2
Why is totemism important to Aboriginal people?
It gives the special link for people to their relationship with the ancestor beings
3
Aboriginal ceremonies allow communication with Ancestral Beings. Why is this
important to the people?
Ceremonies provide the opportunity to form a link with Ancestor Spirits, enabling
rejuvenation of the life force and ensuring the stability of human experience.
4
Do you see any similarities between these ceremonies and elements of other religions?
Explain.
Students will have different answers. Example: There are similarities in the rites of
passage, which mark the journey through the life cycle. The ceremonies can also be seen to
be similar to sacraments in Christianity and Hinduism.
Oxford Studies of Religion ISBN 9780195568011 © Oxford University Press Australia
Activities (p. 26)
1
How is the tribal land linked to the Dreaming?
The tribal land is determined by the movement of Spirit Beings across the land.
2
What is the importance of this link to Aboriginal people and how does it influence their
behaviour?
It provides them with names to be used in ritual singing and sacred ceremonies. The name
is usually given to them by a relative. It signifies their relationship to the land as well as
their ownership of land.
3
Explain the link between Spirit Beings and the land.
The boundaries are established by ‘Spirit Beings’ who have travelled through one territory
to another and by the transformation of the Spirit Beings. The boundary is where the
transformation of the Spirit Being takes place. The Spirit Beings continue to make and
name sacred areas as it travels through the land.
Activities (p. 27, left column)
1
How are Aboriginal land areas defined by Aboriginal people and how were they
developed?
The boundaries are established by the Spirit Beings who travel through one territory to
another, and by the transformations of the Spirit Beings, which are marked by the
distribution of languages or dialects. The place where such a transformation takes place
marks the boundary of a related, yet separate, land-owning group.
2
Why are names very important to Aboriginal people?
A person may have more than one name.
Names operate on several levels
Names identify a person’s relationship to the land.
Names identify a person’s position and status within a community.
Names identify a person’s social roles within a community.
Names identify a person’s obligations concerning ceremony, land and community.
Oxford Studies of Religion ISBN 9780195568011 © Oxford University Press Australia
Activities (p. 27, right column)
1
Describe the connection between the Dreaming, the land and Aboriginal people’s
identity
Aboriginal people’s relationship to the land is both spiritual and economic. The land
bestowed on them by ancestor spirits gave them ownership, which meant control over the
lands resources in order maintain the integrity of the land. The land gave them their
identity through their community.
2
Discuss the implications that you think this might have on issues such as Aboriginal land
rights.
Student answers will vary.
Oxford Studies of Religion ISBN 9780195568011 © Oxford University Press Australia