Bishop Justus Church of England School
R.S. will help to develop your
interest in and enthusiasm for a
rigorous study of religion and how
it relates to the wider world
GCE Religious Studies
Student Handbook
R.S. is an academic
discipline which will
develop your
knowledge,
understanding and
skills
You will be
encouraged to have an
enquiring, critical and
reflective approach to
your studies
You will be expected to reflect
on and develop your own values,
opinions and attitudes in the
light of your learning
1
Contents
page
Welcome to the Department
3
Course Synopsis
4
Types of Lessons
5
Equipment List
6
How the course is assessed
7
Assessment Trigger Words
11
Year 13
12
Glossary :
Religion in Contemporary Society
13
Philosophy of Religion
16
Sample AS Examination Papers
19
2
Welcome to the Department
You will be taught by staff who are all specialists in this subject and who personally have
high academic qualifications and experience. Their role is to support your learning in a
number of ways. Firstly through your taught lessons where different aspects of the Welsh
Joint Education Committee (WJEC) specification for AS and later for A2, will be covered. Your
teachers will require you to do extended study in school time and in your own time. Staff will
support your learning by giving you clear ideas about expectations and by preparing you for
assessment.
You are expected to apply yourself fully to the course, to work hard and to be committed
to achieving to your best possible level. You are expected to set an exemplary standard with
regard to learning behaviour through application to the tasks set, working to develop your
own capacity for self-directed study and to benefit productively from discussions, debates and
group work so that you practise being reflective and academically critical of your own and
others’ ideas. You will have your work book, folder, note book, memory stick with
presentation, or whatever is appropriate for the learning, with you and you will conduct
yourself in a mature and business like way.
Together we will be able to achieve excellent results and progress; and you will gain a
sense of deepening self-confidence in yourself as an informed young adult who can make and
present arguments, ideas and beliefs to others, who can make connections between religion
and issues of modern life and who can evaluate aspects of contemporary society from
religious, moral and philosophical standpoints.
You can access information about the specification, past papers, examiners’ reports and so on
at www.wjec.co.uk
3
Course Synopsis
Rationale
RS is a subject that by its nature requires students to consider individual, moral, ethical,
social, cultural and contemporary issues in a religious context. The specification provides a
framework for exploration of issues and the units contain specific content. The units selected
are
 Religion in Contemporary Society
 Philosophy of Religion

They will provide you with opportunities to study relationships between religion and culture;
consider moral values and attitudes of individuals, faith communities and contemporary
society; develop your reasoning skills on matters concerning values, attitudes and actions;
develop your ability to make responsible judgements on significant moral teaching and
religious issues.
Overview of the Specification
The specification is divided into 4 units – 2 AS (Y12) units and 2 A2 (Y13) units.
Advanced Subsidiary (AS) is pitched at a slightly less demanding level than Advanced (A2).
AS Year 12
RS1 Introduction to religion in Contemporary Society (RS 1/2 CS)
1 Medical and Environmental Issues – euthanasia and animal rights
2 Religion and TV – How religious themes are portrayed through television
3 Religion and the Community – secularisation and New Religious Movements or
Fundamentalism
4 Religion and the Individual – Freud’s and Jung’s views of religion
RS2 Introduction to Philosophy of Religion (RS 1/2 PHIL)
1 The existence of God Cosmological Arguments
2 The existence of God Teleological Arguments
3 Evil and Suffering
4 An Introduction to Religious Mysticism including the study of one religious mystic
4
Advanced Level Year 13
RS3 CS OR RS3 PHIL PLUS RS4
RS3 Studies in Religion in Contemporary Society (RS3 CS A2)
1 Religion and Contemporary Issues – religion and state, government, freedom, marriage,
Religion & conflict in Middle East & impact on Britain
2 Religion and film – religious identity in film, concepts, re-telling aspects of religious belief
3 Religion and the Community – definitions of religion, Durkheim, Webber, Marx, diversity
4 Religion and the Individual – experience, developmental theories, psychological health,
Maslow, James, Berger
OR
RS3 Studies in Philosophy of Religion (RS3 PHIL A2)
1 Is religious faith rational? – ontological arguments, Anselm, Descartes, Gaunilo, Hume,
Kant, Kierkegaard and modern philosophers
2 Is religious language meaningful?
3 Is religious faith compatible with scientific evidence? – miracles, world views
4 Are we ‘free beings’? – determinism, pre-destination, free will, religious and moral attitudes.
AND
RS4 Studies in Religion and Human Experience (RS4 HE A2) - compulsory
1 Religious Authority
2 Religious Experience
3 Life, Death and Life after Death
For RS4 candidates will write an essay on a specific aspect of one of the above three areas
Types of Lessons
Some lessons will be very structured being designed to develop your knowledge and will use
text books; there will be discussion and debate; some sessions will be student led with peer
presentations on a pre-prepared topic; sometimes you will learn through watching a DVD clip
or interviewing a visitor. You will be expected to write – sometimes taking notes, answering
questions, and practising your essay skills. For A2 work there will be more focus on private
study and individual research especially in preparation for the RS4 examination.
5
Equipment List
You will need to provide yourself with folders for your work. It might be helpful to have your
RS folders all the same colour to distinguish them from your other subject folders. The
department will provide you with paper if you need it. You will need the normal stationery for
study – pens, pencils, notebook etc.
You will benefit from having a memory stick.
We will provide a basic text book for each course which will be issued to you. You will be
expected to have this with you for lessons. The department will not have spare copies for you
to use at school.
Your essays may be submitted in a handwritten form or word processed. The former is the
normal requirement of examinations so even if you prefer to submit word processed work you
must keep your hand-writing skills up to scratch.
You will be given details of extra books we recommend and you will be told from time to time
about certain programmes ( and in Y13 certain films) which you should watch.
You will benefit from having a library membership card.
Most important you need places where you can study –
where is it quiet and you can concentrate and not be distracted.
6
How the course is assessed
The AS is a qualification in its own right and counts for half an A Level in the UCAS points
system. It also forms the first half of a full A Level qualification. For an AS qualification you
will be assessed by
RS1 25%
1 hour 15 min written examination
90 marks (100 UMS)
Discovering Religious Studies (1)
Religion in Contemporary Society
Two structured essay questions out of a choice of 4
RS2 25%
1 hour 15 min written examination
90 marks
Discovering Religious Studies (2)
Philosophy of Religion
Two structured essay questions out of a choice of four
(100 UMS)
For a full A Level you will complete the above plus
RS3 25%
1 hour 45 min written examination
100 marks (100 UMS)
Studies in Religion
One of the option above at a higher level
Two structured essay questions out of a choice of 4
RS4 25%
1 hour 45 min written examination
75 marks (100 UMS)
Religion and Human Experience
Three topics pre-released in January of the year of the examination.
Candidates answer one structured question out of a choice of three
Candidates may re-sit a unit only once; the better grade is the one which is counted.
The AS qualification will be reported on a five-grade scale of A, B, C, D, E.
The A level qualification will be reported on a six-grade scale of A*, A, B, C, D, E.
Assessment Model
Period of time
Year 12
Teaching Course
Sept - Dec
Jan - April
Year 13
May
Sept - Dec
Jan - April
May
AS Unit RS1:1
and 1:2
AS Unit RS2:1
and 2:2
AS Unit RS1:3 &
and 1:4
AS Unit RS2:3
and 2:4
revision
A2 RS3:1 &
RS3:2
A2 RS:4
A2 RS3:3 & 4
A2 RS4
Revision
Examination
2 examinations
( RS1 and RS2)
in June
(AS award)
Retake
opportunity
following
January
for one or both
papers
2 examinations
(RS3 & RS4) in
June
(A Level award)
7
The two levels of examination share common assessment objectives except for the addition
of synoptic knowledge and skills at A2 level. The objectives are broadly divided into
knowledge and understanding ( AO1 – Assessment Objective 1) and critical evaluation (A02).
Assessment includes your quality of written communication (this is not separate as it was for
the WJEC GCSE papers). This means that your ability to select and organise your material
and to express yourself clearly and concisely in writing is part of the assessment. You will
need to pay close attention to level descriptors for AO1 and AO2 in order to do well.
The key differences between AS and A2 are:
AS
Previous study of WJEC GCSE helpful but not
essential
Topics studied at introductory level: basic AS
concepts; overview of key ideas, beliefs,
features & themes
Choice of 2 discrete (separate) modules
(choices which have been made are Religion
in Contemporary Society & Philosophy of
Religion)
Able candidates refer to particular scholars or
schools of thought, rather than generalise
Knowledge & understanding 66%
Evaluation 33%
Examination time : 2 X 1 h 15 m= 2 h 30 m
Choice of 2 structured essay questions out of
four in both papers; no compulsory question.
Marking by the examination board’s sevenKnowledge & understanding 66%
Evaluation 33%level marking scale
A2
Knowledge of AS assumed
Further more complex concepts; study in
greater depth
One option module
+ one compulsory module with synoptic
emphasis
Candidates are expected to refer to particular
scholars & schools of thought
Knowledge & understanding 60%
Evaluation 40%
Examination time : 2 X 1 h 45 m= 3 h 30 m
Choice of 2 structured essay questions out of
four in Unit 3; choice of one out of three
partially pre-release questions in Unit 4
More demanding level descriptors for
assessment
Synoptic knowledge, understanding and skills
required
Departmental Assessment
Essays that you will be required to write as part of your independent study programme will be
in the same format as examination questions so that you will be as well prepared as it is
possible to be. You will be given other own-learning tasks ( research, preparing a
presentation to give to the class, preparing for a group discussion and so on) and these will
be assessed less formally, by yourself through self-assessment, by your group through peerassessment, and by your teachers with a focus on Assessment For Learning.
When you submit essays they will be marked according to WJEC’s 7 level scale and the
feedback and support you receive back will give you Assessment Of Learning information.
You will be given sustained help to develop the skills required for writing WJEC essay-style RS
answers. The five essentials are:
accuracy + brevity + clarity + depth + evaluation
You will need to concentrate on these and develop your style so that your written work has
substance (detail) and it is not cluttered with irrelevancies and red herrings.
1. Essay questions will all be structured to support your answer. This means that questions
will be in two parts. For example:
8
RS1:2
Question
RS1 : 3
Question
RS2:1
Question
RS2: 3
Question
(a) Examine any two religious themes as portrayed in television ‘soaps’.
(30 marks)
(b) How far is the presentation of religious ideas in television ‘soaps’
accurate and positive?
(15 marks)
(a) Outline the evidence which suggests that religion in Britain is in
decline (30 marks)
(b) Discuss how far it is true to say that religion in
Britain is in decline. (15 marks)
(a) Explain how the cosmological argument tries to prove that God
exists. (30 marks)
(b) ‘The cosmological argument for the existence of God is unconvincing.’
Assess this view. (15 marks)
(a) Explain what is meant by the term ‘mysticism’, giving appropriate
examples to illustrate your answer. (30 marks)
(b) ‘It is impossible to accept mystical experiences because of the lack of
evidence.’ Evaluate this view. (15 marks)
For each of these ‘structured’ essays part is assessed according to AO1 criteria and part (b)
according to AO2 criteria.
2. Essay Feedback
Sometimes you may be given a photocopy of the 7 scale level grid for AO1 and AO2 which
has been highlighted to show where your work best fits:
AO1
Marks
Below Basic
Level
Level 1
0
Level 2
Level 3
Level 4
5-9
10-14
15-19
Level 5
20-24
Level 6
25-27
Level 7
28-39
1-4
WJEC 7 scale Assessment Level Descriptors
SUMMARY OF FULL LEVEL DESCRIPTORS
No accurate information, relevant knowledge or understanding demonstrated.
The answer contains isolated points but lacks coherence, may be adrift, inaccurate or contain
irrelevant material, little correct use of specialist vocabulary; may be poor legibility/ spelling/
grammar/ punctuation
A bare outline with some accurate information, little specialist vocabulary, quality
The answer is an outline which lacks detail
The answer contains largely relevant information; basic / patchy understanding; some
accurate use of specialist vocabulary; satisfactory QWC*
Addresses the question – mainly accurate & relevant knowledge; demonstrates understanding
of main ideas; some examples & evidence; organised & coherent answer; good QWC
A Fairly full answer; facts & ideas presented with relevance and accuracy; evidence of
understanding; apt use of examples /evidence; specialist vocabulary; high level of QWC
Not needing to be perfect, but thorough accurate and comprehensive answer and as much as
can be expected in the time. Shows knowledge and understanding; effective use of examples
and evidence, excellent coherence and style.
AO2
Level 1
and 2
Level 3
and 4
Level 5
Level 6
Level 7
The answer contains information rather than reasoned argument; they make assertions which
are unsupported with evidence and / or reasoning
The answer tries to address the question and present an orderly argument with justification. It
may be superficial and / or contain only one viewpoint
Answers are informed and reasoned and refer to more than one point of view
Answers are well-informed and well-reasoned and show the ability to think critically about
more than one point of view
The answer forms a sensible judgement as can be expected in the time being well-informed
and well-reasoned with a highly developed evaluative critical approach to the question.
Specific
Comments
* QWC – Quality of Written Communication ( legibility, spelling, punctuation and grammar)
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Sometimes you may receive more detailed feedback based on the type of format below:
Student name
Martha Mayhew
Course detail RS
RS1:2 Religion & TV
October 2009
Essay title
(a) Examine the presentation of ONE religious theme through recent broadcasts of a ‘soap’. You may refer
to religious issues of belief or practice. ( AO1 – 30 marks)
(b)To what extent is this theme presented as a true reflection of British society? (AO2 – 15 marks)
AO1 feedback
Martha - your choice of theme was well made – references to religious ceremonies in the soap
Eastenders fitted the bill. You made some good general comments which I have starred in your
essay and you referred to 2 episodes for evidence. You needed to make more specific comments
and bring them together to make your answer an ‘examination’ rather than a list of isolated
points. Instead of referring to the recent wedding and funeral in the square you needed to
discuss points that were common and show how religious practice through ceremonies is
presented in the programme. You do need to give a very brief outline of the story but giving me
the whole plot is not appropriate. Remember one of the 5 magic words – BREVITY. Don’t waffle!
AO2 feedback
This section was well done and much more to the point. I liked your use of phrases like ‘ this
might be a true reflection of parts of British society but it could never be an image of our
diverse cultural society as a whole’. This shows that you are addressing the question and trying
to make a judgement.
Next :
before your next essay go over the 5 magic words and look at the 7 level scale. After you have
written your answer pretend to mark it yourself. Where does it fit? Then look at the higher levels
and see what you can do to improve it.
Student comment ( self-assessment and target)
Mark:
(a) 16/30 + (b) 9/15 = 25/40
Staff:
JBloggs
3. Departmental Tests
At the end of each completed unit you will be required to write an essay under test conditions
and as the year progresses there will be longer tests where you will be asked to write two full
essay answers, so that you gain experience of the final examination ‘feel’. Individual unit
tests will be 40 minutes and you will have an (unseen) choice of questions.
By the time
of:(a)
(b)
(c)
you sit the External Examinations in June you will have had a substantial amount
essay preparation in class and through independent learning
essay style homework tasks with helpful feedback
end of Unit tests which build up from 40 minutes to 75 minutes to simulate the
real thing.
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Trigger Words
These are command words which are used to measure your achievement. You need to get to
grips with these commands so that you are not describing when the question asked you to
explain, or that you are not evaluating having been required to consider critically.
Note the trigger words in bold in the sample questions below on page 6.
AO1 Triggers
ANALYSE
DEFINE
DESCRIBE/GIVE/
WRITE AN
ACCOUNT OF
EXAMINE
EXPLAIN
IDENTIFY
ILLUSTRATE
OUTLINE/
SUMMARISE
Explain, compare and point out the complexity…. Consider to what degree
…. Supported by evidence…can be logically tested
Write down the precise meaning and all the term implies, give appropriate
examples
If the trigger command is Describe briefly – give a few factual sentences;
if the trigger is describe in detail –write as much factual information as
possible
Write out with examples the essential aspects of the concept, belief,
theory, reason, establish links. If the trigger is critically examine – refer to
analyse above
Show understanding by giving reasons with examples
Write a little about each relevant aspect
Provide examples
Write s concise account of the main features, incidents or principles.
Leave out extra detail.
AO2 Triggers
ASSESS
DETERMINE
EVALUATE
CONSIDER
CRITICALLY / HOW
FAR / TO WHAT
EXTENT/ THE
VALIDITY/ DISCUSS
HOW FAR/ TO
WHAT EXTENT
Appraise the statement by weighing up two or more opinions /
beliefs; review the strengths and weaknesses and conclude with a
reasoned judgement
Elucidate (make clear) the pros and cons of a view or issue by stating
and considering the evidence, reach a reasoned judgement about the
accuracy, validity or truth of the view or issue. Engage with the
controversial aspect.
…. requires a little planning, a
lot of hard work and application and support. Make the most of this handbook
and the support Bishop Justus offers you.
11
Year 13
More specific information will be given to you during the latter part of Year 12
but the information below is a taster to whet your appetite for more intensive
studyies.
The topics studied for RS3 in Year 13 will be decided during Y12 as there is some small
element of choice. RS4 is a compulsory unit called Religion and Human Experience which has
three themes – Authority; Religious Experience and Life, Death, and Life after Death. You will
study one or more of these themes, which will be investigated with reference to one or more
religions and may draw from the other units already studied. There is some flexibility with
how this can be studied and procedures will be agreed during the latter part of Y12 for those
students who are studying the full A Level course.
Assessment in Y13 puts more emphasis on what is called synopticity which means tracing
connections and seeing links in your learning. The best way to grasp this concept is to see
the RS course (AS & A2) as a seamless, holistic whole where everything relates to everything
else in different ways. Synopticity is not tested in AS papers and this element provides one of
the measures of progression into A2 work. Synopticity is tested in RS3 and RS4. It is
expected that candidates will be able to draw together knowledge, understanding and skills
learned. You will be expected to relate elements of your studies to the broader context and
to aspects of human experience, aiming to show an awareness that goes beyond the
immediate issue and unit of study, to demonstrate your appreciation of the nature and
diversity of religion and its value and importance in interpreting human experience. A2 study
introduces a level of greater academic discipline. You will be guided to demonstrate your
abilities to tackle the complexities of a religious issue with reference to scholarship and to
form judgements based on understanding and reasoning.
Synopticity is not separately assessed but forms part of the External Examination Assessment
for RS3 and RS4. When essays are being marked and assessed internally and externally
teachers look for many elements including: focus, thoroughness, accuracy, diversity, use of
evidence, quality of written communication as well as the ability to make links, see
connections and present reasoned judgements.
Maximising marks for synopticity in A2 Units
Weaker candidates
Have a clear overview of the topic/issue;
Constant cross-reference their knowledge
and understanding by linking all new learning
to previous units;
Revision of past units;
Using some formulaic answers to build
confidence;
Occasional risk taking with answers to
develop originality;
Learn for debate how others structure
arguments and apply evidence.
Stronger candidates
Independent study which allows for original,
flexible and even quirky approaches to
questions;
Being confident and comfortable working
within a situation which allows freedom to
explore ideas and beliefs, where there is a
readiness to apply academic challenge with
inspiration and rigour;
Readiness to take part in debate to challenge
and refine arguments and promote the use of
relevant evidence.
12
Really Important and Useful Pages
Glossary : Introduction to Religion in Contemporary Society (AS)
ahimsa The principle of non-violence
animal rights The belief that animals are entitled to certain protections from unnecessarily
cruel of inhumane treatments
archetype A typical example of something; the original from which others are copied
authoritarian Demanding total obedience and restricting freedom of choice believing
community A group of people who share a common set of beliefs and ideas; an alternative
way of referring to a faith community blood sports Any sport that allows animals to be hurt or
killed, often in order for the participants or audience to gain enjoyment
charismatic Literally mean ‘gifted’; this term is often used to refer to groups within
Christianity who believe that God has given them certain gifts (cf Romans 12) or powers,
such as speaking in tongues or healing, etc. Worship within these groups is very often
characterised by displays of these gifts from within the congregation.
collective unconscious The Collective Unconscious is universal. It cannot be built up like
one's personal unconscious is; rather, it predates the individual. It is the repository of all the
religious, spiritual, and mythological symbols and experiences. Its primary structures— the
deep structures of the psyche, in other words—Jung called archetypes, a later-Hellenistic
Platonic and Augustinian Christian term that referred to the spiritual forms which are the preexistent prototypes of the things of the material world. Interpreting this idea psychologically,
Jung stated that these archetypes were the conceptual matrices or patterns behind all our
religious and mythological concepts, and indeed, our thinking processes in general.
concept An idea or principle conscious/unconscious The concept that the unconscious mind
is responsible for heavily influencing conscious thought and behaviour, to the degree that
Freud claimed that human beings effectively had no free will because of this culling The act
of killing animals to reduce their numbers, usually when there is weakness or illness amongst
the animal population
environmental Relating to the environment, ie people are asked to care for the
environment ethical Observing or practising certain accepted standards or codes of moral
behaviour
euthanasia Literally meaning ‘easy death’, the termination of life usually to relieve the
suffering of an individual who is in tremendous pain because of serious illness
- active When a person deliberately does something which causes the death of the patient
- passive Occurs when the patient dies because something is not done that is necessary to
keep the patient alive, e.g. switching off life-support machinery, disconnecting a feeding tube,
not administering life-extending drugs or not carrying out a lifeextending operation
- voluntary When the person requests to die, maybe asking for help in assisting them to
die; refusing to eat; refusing medical care that will extend their life, or similar actions
- non-voluntary When the person is unable to make their wishes known regarding
euthanasia, e.g. they are in a coma; too young; senile; severe mental illness; or similar
conditions Free to Air Description of any television channel that does not require its viewers
to pay to watch its programmes
Freud Sigmund Freud. Widely considered to be the father of modern psychology; born in
Austria in 1865 and died in London in 1939. He is best known for his theories of the
unconscious mind and the defence mechanism of repression. His theories, which resulted in
him redefining sexual desire as the primary motivational energy of human life which is
directed toward a wide variety of objects, as well as his therapeutic techniques, including his
theory of transference in the therapeutic relationship and the presumed value of dreams as
sources of insight into unconscious desires, are still regarded as important in the
understanding and development of modern psychology.
fundamentalism The term emerged in the 1920s to describe American Protestant Christians
who affirmed certain beliefs as the ‘fundamentals’ of faith. In 1910 a series of religious
pamphlets began to be published by a group of American and British theologians called The
Fundamentals: A Testimony of Truth. They were aimed at promoting what the writers
regarded as the essential basic beliefs of Christianity, ie the inerrancy (freedom from error) of
the Bible; the creation of the universe by God; the reality of miracles, including Jesus’ virgin
birth and resurrection; the substitutionary atonement of Christ (that Jesus’ death paid
13
for the sins of humanity); the Second Coming of Christ. Fundamentalists were those who
accepted The Fundamentals. More recently the term has been applied to other religions as
well, to encompass any person who displays any or all of the following nine behavioural
characteristics: reactivity to the marginalisation of religion; selectivity; moral dualism;
absolutism and inerrancy; millennialism and messianism; elect membership; sharp oundaries;
authoritarian leadership; behavioural requirements.
hospice movement Originating after the founding of St Christopher’s Hospice in 1967, by
Dame Cicely Saunders, the movement has expanded throughout the UK. The aim is to
support patients with terminal illnesses, and to optimise the patient’s comfort. Hospice teams
consist of a number of health and care professionals, each dedicated to particular aspects of
the process of alleviating the suffering being faced by the patient. A key aspect of the hospice
movement is that the care is always free to the patient.
illusion An idea or belief which is not true
individuated Formed into a separate, distinct entity
individuation In Jungian psychology, the gradual integration and unification of the self
through the resolution of successive layers of psychological conflict
inerrancy The belief that something or someone is completely free of error
Jung Carl Jung was born in Kessewill, Switzerland, in 1875. He studied medicine at the
University of Basle and psychology in Paris. He became a physician in Zurich and a lecturer in
psychiatry and he travelled around the world. In 1912 he founded his own school of
psychology in Zurich. He then became Professor of Psychology at the Federal Polytechnical
University of Zurich. Jung proposed and developed the concepts of the extraverted and the
introverted personality, archetypes, and the collective unconscious
mass media A term used to denote a section of the media specifically envisioned and
designed to reach a very large audience such as the population of a country
materialism The belief that having money and possessions is the most important thing in
life
medical Related to the treatment of illness and injuries; in ethical terms relating to matters
of these treatments.
moral Relating to the standards of good or bad behaviour, fairness, honesty, etc. which each
person believes in, rather than to laws
- absolutes The concept that there are absolute standards against which moral questions
can be judged, and that certain actions are right or wrong, no matter what the context of the
act.
- compromises Settling moral differences by mutual concession
mystery Something that is strange or unknown and which has not yet been explained or
understood mystical experience This can be described as a transient, extraordinary
experience marked by feelings of unity, harmonious relationship to the divine and everything
in existence, as well as euphoria, sense of noesis (access to the hidden spiritual dimension),
loss of ego functioning, alterations in time and space perception, and the sense of lacking
control over the event natural habitats The natural environment where an organism lives
negation To cause something to have no effect and therefore to be useless
neurosis A mental illness which results in high levels of anxiety, unreasonable fears and
behaviour and, often, a need to repeat actions unnecessarily
New Religious
Movements (NRMs) A religious faith, or an ethical, philosophical or spiritual movement of
recent (or relatively recent) origin that is not part of an established denomination, church, or
religious body
oedipus complex The boy's tendency, around the age of five, to experience his freshly
awakened sexual strivings toward his mother while wanting to replace his father in her
affections. Mostly unconscious. When successfully resolved, these feelings are fully repressed,
and the boy, afraid of castration, learns to identify with his father. As a result of all this, he
internalizes his parents and acquires a superego whose ego ideal replaces some of his early
narcissism. The name comes from King Oedipus, who killed his father, married his mother
unknowingly, and put his own eyes out (which Freud interprets as symbolic castration) when
he discovered the truth of his origins.
orthodox Beliefs or ideas considered traditional, normal and acceptable by most people
phenomena Things that exists and can be experienced empirically, especially those which is
unusual or interesting philosophical relating to the study or writing of philosophy populated
by symbolism Jungian concept that the religious worldview in one which is immersed in
symbols primal horde Freud's idea was that both totemism and primitive taboo have their
origin in Darwin's 'primal horde'. In this hominid group, the strongest tyrannical male
dominated the females, and as his young approached maturity they were driven off by him.
14
His offspring, dispossessed, one day united, killed and ate the father, and liberated the
women whom they took for themselves
prophetic meaning of dreams/visions Jungian concept that dreams may occasionally
offer, through our unconscious, glimpses of the future
projection Freud considered this a defence mechanism in which an individual attributes
his/her own unacceptable or unwanted thoughts and/or emotions to others. Projection
reduces anxiety by allowing the expression of the unwanted subconscious impulses/desires
without letting the conscious mind recognize them.
psychic That which is related to the mind as opposed to the body
- health The state of mind an individual possesses; this can be both positive and negative
- reality Concept developed by Freud to denote the level of reality specific to unconscious
processes
psychological Mental or emotional as opposed to physical in nature
- explanations Those that appeal to what the person believes, desires, fears, expects
- health In a positive sense it is a state of being in which an individual is stable and
balanced; however, in a negative sense it refers to the presence of mental or psychological
problems
- weakness Where an individual’s behaviour is undermined by some perceived flaw in their
psychological make-up. In Freud’s view, religion was a form of neurosis (a psychological flaw)
and was therefore indicative of an individual’s psychological weakness
quality of life Where certain conditions are present that determine how well an individual
can live their life
rational thought The application of reason or logic within a given situation.
regress To return to a previous and less advanced or worse state, condition or way of
behaving
religion The belief in and worship of a god or gods, or any such system of belief and
worship
- organised religion An institution to express belief in a divine power
religion-specific Television programming that is centred on a religious theme,
such as worship, witness or moral debat
religious That which relates to religion
- concepts Abstract ideas that are entirely within the realm of the metaphysical or spiritual
- diversity Where significant differences of opinion among individuals who seem to be
equally knowledgeable and sincere, who apparently have access to the same information and
are equally interested in the truth, affirm incompatible perspectives on religion
- institutions Established organisations that are primarily religious in character
- narrative Concept that religion is initially met through stories. This means that the religion is
accessed at an emotional, rather than intellectual, level and therefore embeds itself more
deeply into the psyche
- pluralism A term that can interpreted a number of different ways, e.g. referring to
religious diversity; accepting other religions' validity as well as inter-religious dialogue. The
term has different meanings according to religious, cultural and social context.
- principles Basic ideas or rules that explain or control religious behaviour, belief and
practice ritual A set of fixed actions and, often, words, performed regularly,
especially as part of a ceremony repression The process and effect of keeping particular
thoughts and desires out of one’s conscious mind in order to defend or protect it
sacred writings Scriptures from a religious tradition, usually held to be authoritative within
that tradition
sanctity of life The belief that all life is sacred or God-given
scientific thought System based on observation and experiment
secular That which has no connection with religion
- authority Authority which is derived from a basis other than religion, e.g. political
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Glossary : Introduction to Philosophy of Religion (AS)
a posteriori On the basis of experience; used of an argument, such as the cosmological
argument, which is based on experience or empirical evidence
a priori Without or prior to experience; used of an argument, such as the ontological
argument, which is based on acquired knowledge independent of or prior to experience
aesthetic An appreciation of beauty
aesthetic principle The belief that humans have an inherent appreciation for things
such as art, music, literature and nature, which aids nothing to our survival as a species but
is purely for our own pleasure and enjoyment agnosticism The state of not knowing or
asserting the impossibility of knowing if God exists
anthropic principle The concept that all fundamental features of the universe are
necessary as they are for the origin, development and maintenance of human life; term used
in the teleological argument atheism The view that there is no God
Aquinas 13th Century Dominican priest, commonly regarded as the most influential
philosopher and theologian of the Roman Catholic Church. Famous works include Summa
Theologica and Summa Contra Gentiles.
Aristotle Greek philosopher, originally student of Plato, but later developed his own distinct
systems of philosophy, ethics and metaphysics. Also tutored Alexander the Great. Favoured
deductive and inductive reasoning and laid the foundations for much of modern scientific
forms for classification and investigation. One of the most important figures in the founding
of ideas that have influenced the development of Western civilisation Augustine Early Church
Father, Augustine of Hippo, converted to Christianity relatively late on in his life. Great
intellectual force responsible for the formalisation of what is now accepted as Christian
orthodoxy in terms of belief and ethics. Famous works include his Confessions and The City of
God.
Augustinian theodicy Argument based on ideas that evil is caused by created beings, not
God, and that God is justified in permitting evil to occur
authenticity When something is genuine, real or true. beneficent Performing good acts;
helping people
classical theism The generally accepted ideas, prevalent in the main Western religions
(Christianity, Islam, Judaism) relating to God and his characteristics, i.e. that God is
omnibenevolent, omnipotent and omniscient
contingency Something which may or may not be—the opposite of necessity; term used in
the cosmological argument
cosmological argument Argument for the existence of God based on the existence of the
universe; commonly associated with Aquinas’ concepts of motion, causality and contingency
Craig William Lane Craig, one of the proponents of the modern day Kalam aspect of the
Cosmological Argument for the existence of God critique An examination or report on
another’s ideas, usually in terms of a negative response deductive proof Argument
constructed on factually true premises reaching a valid, inevitable and certain conclusion
design Relating to the teleological argument, the suggestion that the world in which we live
demonstrates both order and purpose, leading to a conclusion that this could not have
happened by random chance but demonstrates evidence of design and therefore is the result
of a designer efficient cause That which is capable of bringing about a desired result
emotional A feeling, usually intense or strong in nature, such as love or fear
empirical Based on what is experienced or seen
empiricism The view that knowledge is best gained through experience, observation and/or
experiment epistemic distance A distance of knowledge. A phrase used by John Hick in his
development of Irenaeus’s theodicy to refer to the distance of knowledge between God and
humankind eschatological verification Meaning that all things will be made clear or ‘verified’ in
the end times or ‘eschaton’. Can also mean that a person will find out the truth of the matter
after death
evil That which produces suffering; the moral opposite of good
existence of God The belief that ‘God exists’ in a state that can be experienced, felt, proved
or quantified
first cause The concept of the necessary existence of an original Being to cause the
existence of the universe; term used in the cosmological argument
five ways Thomas Aquinas’ five-fold basis of proof for the existence of God arguing for a
Prime Mover, First Cause, Necessary Being, Absolute Value and Divine Designer free will The
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concept that a rational being is able to completely freely determine their own futures or
destinies through true freedom in making decisions, both ordinary and moral Free Will
Defence Attempt to reconcile the reality of evil with the existence of God by arguing for the
necessity of evil in order to enable full and genuine human freedom Hick John Hick, modern
day philosopher of religion. Champion of religious pluralism; also developed Irenaeus’
Theodicy
Hume David Hume, 18th Century philosopher, whose work relating to empiricism was hugely
influential on the twentieth century logical positivists. His Dialogues Concerning Natural
Religion (published after his death) are particularly influential on the development of the
philosophy of religion.
illusion An idea or belief which is not true
inconsistent triad This idea proposes that God cannot be both omnibenevolent and
omniscient and allow evil to exist
inductive proof Argument constructed on possibly true premises reaching a
logically possible and persuasive conclusion
Irenaean theodicy Argument based on ideas that human beings were not created perfect
and remain imperfect and that evil is necessary to permit human freedom of choice
Irenaeus Early Church Father (2nd Century). Developed a theodicy which put part of the
blame on the existence of evil and suffering onto God. Irenaeus saw evil and suffering as
necessary in the development of humans towards moral perfection.
James, William 19th/20th Century psychologist renowned for investigations into
religious experience and mysticism
kalam argument Argument for the existence of a personal Creator based on the
idea of the universe being finite and having a beginning; a teleological argument
Kant 18th century philosopher, critic of rational arguments for the existence of God,
preferring the moral argument to contend for God’s existence and life after death
Kenny In his work The Five Ways (1965) Kenny refuted Aquinas’s arguments by making
reference to scientific advances in understanding how the universe works. He showed how
Newton’s Law of Motion disproved Aquinas’ First Way.
Leibnitz 17th/18th century philosopher and mathematician, whose principle of sufficient
reason supports the cosmological arguments for the existence of God
Luria, Isaac 16th century Jewish mystic who was influential in the development of the
Kabbalist tradition within the Western world
Meister Eckhart Circa 13th century Christian mystic
Miller Ed Miller, one of the proponents of the modern day Kalam aspect of the Cosmological
Argument for the existence of God
moral evil Suffering caused by human actions
mystic One who practises mysticism
mysticism Experiences or systematic meditation which cause a heightened awareness of the
divine
motion The concept that, within the universe, all things are moving from states of
potentiality to actuality
natural evil Suffering caused by natural environmental phenomena
natural selection The process whereby favourable traits within a species are bred into the
genetic make-up of each generation and the less favourable are bred out. Sometimes
referred to as ‘survival of the fittest’ Natural Theology Philosophical system based on the
natural world and reason, such as Aquinas’ Five Ways
objectivity The ability to make judgements based upon facts and not influenced by personal
beliefs or feelings
omnipotent All-powerful; one of the traditional attributes of the God of Classical Theism
omniscient All-knowing/seeing; one of the traditional attributes of the God of Classical Theism
order and regularity A key feature upon which the teleological argument for the existence of
God rests – that both order and regularity are observable phenomena within the experiential
universe, leading to inference that this is a deliberate feature of some intelligent being,
responsible for the workings of the universe
Paley 18th century Archdeacon of Carlisle, famed for his Watchmaker analogy, which forms
part of the teleological argument for the existence of God Phillips 20th century philosopher
who articulated (contra Irenaeus) that it could never be morally justifiable to hurt someone in
order to help them
physical evil Suffering which is brought about via the physical world
Plato Greek philosopher, considered one of the fathers of Western thought, he was the tutor
to Aristotle. Originally a pupil of Socrates (all that we know of Socrates is preserved within
the writings of Plato, and others, as Socrates himself did not write philosophical texts). Plato’s
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theory of the Forms or Ideas has been hugely influential in the development of philosophy.
His analogy of the cave is a useful illustration of how he viewed the relationship of the
material world to this realm of the Forms privation Deprivation or absence of something; term
used in Augustinian theodicy
probability The likelihood of something happening or being true
problem of evil The philosophical notion that evil should not exist if God possesses the
characteristics traditionally ascribed to him Process Theology Philosophical system based on
emphasis of God’s immanence and denial of God’s omnipotence; associated with A.N.
Whitehead and David Griffiths’ process theodicy
purpose The reason why something is in existence or being done
rationalism View that true knowledge is gained only through reason
religious experience An experience which is denominated by certain characteristics, as
identified by the scholars such as James, Swinburne, Moonan, et al.
Rumi 13th Century Persian Sufi mystic produced many influential works of both prose and
poetry
Russell Bertrand Russell; 20th century philosopher who introduced the expression
‘philosophical logic’. Rejected the cosmological argument on the grounds that there was no
need to ask where the universe came from but that we should just accept its existence as a
‘brute fact’. Schleiermacher Prominent German theologian and philosopher of the 18th and
19th Centuries. Responsible for producing an effective critique against the Augustinian
Theodicy seminal presence An Augustinian reference to the idea that, biologically, the whole
human race was present ‘within Adam’s loins’
Shankara Circa 8th Century Indian philosopher, was the first philosopher to consolidate the
doctrine of Advaita Vedanta. His teachings are based on the unity of the soul and Brahman,
in which Brahman is seen as without attributes.
soul-making A concept within the traditions of the Irenaean theodicy that describes how
suffering helps humans develop morally (from God’s ‘image’ into his ‘likeness’ – cf Genesis
1:26)
St Teresa of Avila 16th century Spanish mystic and Carmelite nun. Her writings were
produced primarily for teaching purposes although they are now regarded as some of the
most influential mystical texts within the Catholic tradition
suffering The experience, or showing the effects, of something which is evil or bad
- animal Part of natural world, lives and moves but, in this context, refers to non-human
- immense Huge magnitude of scale; can also refer to intensity
- innocent Pure and guilt free
sufficent reason The principle suggested by Gottfreid Leibniz that all things need a full and
proper explanation or ‘sufficient reason’ in order to explain why they exist supernatural Those
forces which cannot be rationally explained by science Swinburne Modern day philosopher
Richard Swinburne, influential in his work on the existence of God, religious experience and
miracles
teleological argument Argument for the existence of God based on observation of design
and purpose in the world Tennant 19th/20th century philosopher who developed forms of
aesthetic arguments to infer the existence of an intelligent designer behind the Universe.
Within his book, Philosophical Theology, he also advocated a form of the anthropic principle
(although he did not use the term itself) to support his arguments for God’s existence
theodicy Argument justifying or exonerating God; term used in relation to the existence of
evil and suffering
watchmaker analogy Famous analogy of William Paley, relating the intricacies and design
of a watch (which therefore implies an intelligent watchmaker) to the similarly observed
intricacies of the phenomenal universe, therefore implying an intelligent ‘universe-maker’, i.e.
God
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Sample Examination Paper AS
GCE RELIGIOUS STUDIES Specimen Assessment WELSH JOINT EDUCATION COMMITTEE
General Certificate of Education Advanced Subsidiary
RELIGIOUS STUDIES
RS1/2 CS Introduction to Religion in Contemporary Society
SPECIMEN PAPER (1¼ hours)
INSTRUCTIONS TO CANDIDATES
Answer two questions.
Each question carries 45 marks.
The number of marks is given in brackets at the end of each part-question.
Part (a) of each question tests your knowledge and understanding.
Part (b) of each question tests your skills of reasoning and evaluation.
You are reminded of the need for good English and orderly, clear presentation in your
answers. All questions should be answered in continuous prose. Assessment will take into
account the quality of written communication in all your answers.
Answer two questions
Q.1 (a) Explain the argument for legalising euthanasia. [30]
(b) 'Religious believers should strongly support the legalising of euthanasia.'
Assess this statement. [15]
Q.2 (a) Examine any two religious themes as portrayed in television 'soaps'. [30]
(b) How far is the presentation of religious ideas in television 'soaps' accurate and positive?
[15]
Q.3 (a) Outline the evidence which suggests that religion in Britain is in decline. [30]
(b) Discuss how far it is true to say that religion in Britain is in decline. [15]
Q.4 (a) Explain Freud's understanding of religious belief. [30]
(b) To what extent is Freud's view convincing? [ 15]
19
Sample Examination Paper AS
GCE RELIGIOUS STUDIES Specimen Assessment WELSH JOINT EDUCATION COMMITTEE
General Certificate of Education Advanced Subsidiary
RELIGIOUS STUDIES
RS1/2 PHIL - Introduction to Philosophy of Religion
SPECIMEN PAPER (1¼ hours)
INSTRUCTIONS TO CANDIDATES
Answer two questions.
Each question carries 45 marks.
The number of marks is given in brackets at the end of each part-question.
Part (a) of each question tests your knowledge and understanding.
Part (b) of each question tests your skills of reasoning and evaluation.
You are reminded of the need for good English and orderly, clear presentation in your
answers. All questions should be answered in continuous prose. Assessment will take into
account the quality of written communication in all your answers.
Answer two questions
Q.1 (a) Explain how the cosmological argument tries to prove that God exists. [30]
(b) 'The cosmological argument for the existence of God is unconvincing.'
Assess this view. [15]
Q.2 (a) Explain how the teleological (design) argument tries to prove that God exists. [30]
(b) Consider how convincing is the teleological argument for the existence of God. [15]
Q.3 (a) Explain why the existence of evil and suffering in the world causes some
people to question the existence and nature of God. [30]
(b) Assess the claim that the Augustinian theodicy is not relevant for a religious
believer today. [15]
Q.4 (a) Explain what is meant by the term 'mysticism', giving appropriate examples to
illustrate your answer. [30]
(b) 'It is impossible to accept mystical experiences because of the lack of
evidence'. Evaluate this view. [15]
20