Global terms: Religion and Worldviews

Islam as a Worldview – Islam in the World

14-16 year olds

For teachers of Islam at GCSE. This resource takes classic topics, such as the mosque or prayer, and sets them in  wider context, allowing students to engage in the diversity and richness of Islam in the world today.

Created by Lynn Revell and Kate Christopher as part of their Canterbury Christ Church University grant funded project Teaching Islam as a Worldview. Funding provided by  Culham St Gabriel’s Trust. You can find further resources which were created as part of this project in the RE:ONLINE resource Islam as a Worldview

Follow this link to read more about Kate and Lynn’s research and watch a short video

Islam as a Worldview – Kant, Agency and Islam (Philosophy and Ethics)

16-18 year olds

Explore the idea of Kantian agency and autonomy through perspectives on women in Islam, and a decolonial viewpoint. To support a richer and more contextual analysis of Kantian philosophy and ethics at KS5.

Created by Lynn Revell and Kate Christopher as part of their Canterbury Christ Church University grant funded project Teaching Islam as a Worldview. Funding provided by  Culham St Gabriel’s Trust. You can find further resources which were created as part of this project in the RE:ONLINE resource Islam as a Worldview

Follow this link to read more about Kate and Lynn’s research and watch a short video

 

Islam as a Worldview – Malala Yousafzai

14-16 year olds

Consider what inspires Malala to struggle against control and oppression. Explore the historical and cultural contexts of Malala’s life.

Created by Lynn Revell and Kate Christopher as part of their Canterbury Christ Church University grant funded project Teaching Islam as a Worldview. Funding provided by  Culham St Gabriel’s Trust. You can find further resources which were created as part of this project in the RE:ONLINE resource Islam as a Worldview

Follow this link to read more about Kate and Lynn’s research and watch a short video

Islam as a Worldview – Mosques

11-14 year olds

Explore the life of a North London mosque through snapshots reflecting contemporary religious and ethical questions.

Created by Lynn Revell and Kate Christopher as part of their Canterbury Christ Church University grant funded project Teaching Islam as a Worldview. Funding provided by  Culham St Gabriel’s Trust. You can find further resources which were created as part of this project in the RE:ONLINE resource Islam as a Worldview

Follow this link to read more about Kate and Lynn’s research and watch a short video

Humanism, Ultimate Reality, God and Gods

The one thing that most people know about humanists is that we don’t believe in gods or goddesses. In fact, as the most recognisable non-religious worldview, you could say this is one of our defining features. But Humanism is a positive lifestance – It is an approach to life based on reason and our common humanity, recognising that moral values are properly founded on human nature and experience alone.

Most humanists find that the concepts of gods or goddesses simply don’t make sense – the idea isn’t relevant in daily life and the decisions we take.

Humanists come in many forms – some of us are atheists, a term which originated from the Greek atheos, meaning ‘without god(s)’ and some of us are agnostic meaning ‘without knowledge’, but many of us choose to describe ourselves humanist because we want to define ourselves by our positive beliefs (‘I am a humanist’) rather than by a negative term (‘I am not religious/I don’t believe in gods or goddesses’).

While humanists reject the belief in gods or goddesses, many humanists want to understand why some people believe in them and if this should this impact on how we live our lives.

The origin of gods and goddesses

Throughout recorded human history many people have used the idea of the supernatural to explain the workings of the natural world around them.

It’s not surprising that people might explain natural phenomenon using supernatural ideas – without greater knowledge of the natural world it would have been difficult to explain why the sun rose and set, or the tide moved. A lot of these explanations, especially sun-worship, have influenced modern religions such as Christianity (for example, the symbol of Sol Invictus, the Roman Sun-God, becoming the halo over Christian Saints at the order of Constantine, when he moved the holy day from Sabbath to SUNday).

Humanism and ‘Ultimate Reality’

Humanists turn to science when it comes to thinking about whether there is an ultimate reality or truth about existence and whether that might ever be known by human beings. The term ‘ultimate reality’ has religious overtones (some definitions state that it is a supreme or fundamental power reality or else hint that it is something beyond the natural world – that it exists in a supernatural world or there is a second layer to reality). Humanists use evidence and reason to understand the world around them, and there is no evidence to suggest that there is some supernatural ‘second layer’ to reality. We can use science to measure, understand, and explain the world around us in terms of it being a natural place. Some might say this is a materialist view of the world – a view that matter is the fundamental substance in nature, and that all phenomena, including mental phenomena (like our thoughts) and consciousness, are the result of material interactions. However, all the impressive advances in science of the past century have found no evidence whatsoever that there is anything beyond the physical universe. Even the strange theory of quantum mechanics, so often wrongly invoked to explain all manner of pseudoscientific and paranormal nonsense, does not propose any deeper layer of reality beyond the physical, even if that reality at the microscopic level is forever beyond the grasp of our scientific instruments.

Humanism and science

Through scientific enquiry our knowledge and understanding of the natural work and the universe has increased, and with this many people’s view of gods and goddesses has altered. Many religions have changed their explanations of fundamental subjects such as the origin of humans or the movement of the planets, and most people have a natural view of how the universe began and how life on earth evolved.

Of course, some religions and people still firmly adhere to a supernatural explanation of the world – for example, young earth creationism ignores evidence that proves that Earth is over 4.5 billion years old. However, increasingly people are adopting a natural view of the world, and fewer people today believe that religious books are literally true.

What do we mean by gods or goddesses?

The word god means different things to different people. Some may think it means a loving ‘Father’, others a universal spirit, or a force that set things going. Some think gods and goddesses can and will intervene in our lives if we pray, meditate, or sacrifice.

Some say that there is a common denominator: a single god about whom the various religions have different beliefs. But that does not seem to be the case in practice. If people believe different things about god – for some god is male and a person; others say that god is a cosmic force and sexless; some say god is loving and good, some say god is purely celestial, while others think god is human or superhuman…. then the god they believe in is not the same god, and their beliefs contradict each other.

We cannot discuss whether or not gods or goddesses exist until we are all clear about what is meant. Some of the most common arguments for the existence of a god are below, with a humanist perspective on the argument.

Argument 1 – The Argument from Design

“Surely the regular movement of the planets and the arrangement of the cosmos must be the work of an intelligent designer?”

This argument is usually called ‘The Argument from Design’. It comes from ancient Greece, especially Aristotle, but was taken over by Christian thinkers such as St Thomas Aquinas, and Catholics have been taught it ever since.

This argument has big problems. Firstly, there isn’t much order in the universe, but an increasing tendency towards chaos. The universe is also expanding, rather than keeping to a particular design.

Secondly, this argument assumes that order has to be designed, and can’t just occur naturally. But the way things happen to be will give them some characteristic features, which may appear as order.

Very often, patterns follow from the nature of the thing in question. We know that a spider doesn’t have a planning intelligence – the pattern of its web has arisen through millions of years of evolution by natural selection. A shaken jar of soil and water settles to a highly ordered pattern with larger particles at the bottom, then finer particles, then liquid – and no designer is involved at all.

Argument 2 – The Ontological Argument

“If you are able to think of a perfect Being you must believe in his existence, because if he didn’t exist he wouldn’t be perfect.”

This argument is usually called ‘The Ontological Proof’. Ontology is the study of the philosophy of being. This argument is similar to saying: because something is, it is. We have to be on the look-out for arguments that go around in circles and actually prove nothing. Words such as ‘ontological’ can make something sound profound , but beware!

This argument comes from St Anselm in the 11th century. St Thomas Aquinas rejected it… so not even all the Saints were in agreement. Later, Descartes revived it, and it has been taught ever since.

It’s the sort of argument that will convince those who desperately want to be convinced. If we think about UFOs in these terms: if you can think of a perfect UFO, then it must exist, because if it didn’t exist it wouldn’t be perfect.

Another version of the argument says, ‘Because god is perfect he must have all possible attributes.’ Presumably then god is bad as well as good visible and invisible… This idea is full of contradictions.

Argument 3 – The ‘First Cause’ Argument

“Everything that happens has a cause. But something must have happened in the first place to start the chain of causation moving. This ‘First Cause’ is what we call god.”

This argument is usually called ‘The First Cause’. God created everything and started it moving; created the ancestors of all living species…  (In 1996 this was suddenly updated by the Catholic Church to incorporate evolution).

So, do we need a First Cause? And if so, how do we know it was god?

Logically, if you argue that every cause has a cause, you must face the question: what caused the First Cause? In other words, who or what made god? The Christian response is that god created the chain of causation when he created the universe. God did not need a cause, since causes are something he created.

But if god didn’t need a cause, perhaps the universe didn’t need one either. If god had pre-existed for an infinite time before he created the universe, what was it that caused him to change his mind and create it? If the pre-existing god was perfect without being a creator, why did he decide to become a creator?

Even if we did decide to say there was a First Cause, what reason would there be for thinking that this was some kind of god, rather than a great explosion, or cosmic matter or energy? What evidence is there that such a First Cause would have carried on eternally and still be in existence today? The fact that science hasn’t explained everything about the origin of the universe is not a reason for assuming a First Cause and calling it god.

Argument 4 – The Moral Argument

“Because morality exists, there must be god.”

This argument is usually called ‘The Moral Argument’. The philosopher Kant demonstrated that the previous three arguments weren’t valid, but cautiously supported this one. He said that our moral nature makes it necessary for us to believe in god – he carefully avoided saying that morality means that god exists.

Modern research looks at ‘evolutionary psychology’ and is getting closer to a full account of how our values and moral systems arose from the evolution of human nature.

Argument 5 – Argument from Belief

“God exists because people believe in him.”

By the same token, god doesn’t exist because people don’t believe in him. Everyone has their own ‘reality’, and where groups of people share their belief about what is real, then it gathers more force. From a theological viewpoint, however, it makes little sense to look at the existence of god merely as a matter of opinion, as this argument does.

Sometimes the argument stresses the number of people who believe in god or goddesses (whatever the sort they believe in). It’s about consensus of opinion, and it’s a weak argument.

Enough people have believed in Santa Claus during their childhood, but it didn’t have any bearing on his existence. Years ago, almost everyone believed the earth was flat and at the centre of the universe… but this didn’t make it true!

If there is evidence, we can say it is a widely-held rational belief – such as believing in icebergs… I’ve never seen one, but I’ve read reports of them from people I trust, seen them on television, know what they are made of, and have seen similar lumps of ice in drinks.

Argument 6 – The Personal Argument

“But I’ve had a religious experience.”

This argument is usually called ‘The Personal Argument’. Many research projects have examined religious experiences. So far there is no scientifically verifiable evidence that such experiences reveal consistent evidence about gods or goddesses.

These revelations about gods or goddesses are often mutually exclusive – they cannot all be right, though each person is convinced that their personal experience has shown them the true path.

Argument 7 – The ‘purpose’ Argument

“Without god there’s no purpose to life.”

As it stands, saying that without gods or goddesses there’s no purpose or meaning to life is neither evidence nor proof. There is also plenty of evidence of intelligent beings (people) giving meaning and purpose to their lives without help from the supernatural.

Argument 8 – God’s Test Argument

“God won’t let us discover proof of his existence, because he wants us to have faith.”

Based on an argument from the philosopher Kant, this seems to be only an opinion or a clever way with words. Like many other arguments, it isn’t evidence and it isn’t proof. You could also say that faith would be even more important if we proved that gods or goddesses didn’t exist.

Argument 9 – God as ‘force’

“God is a force beyond time and space, creating the underlying rationality of the universe.”

You will find that many scientists who study the universe are agnostic or atheist, and humanist. But there are some who believe in gods or goddesses. Their view is very different from the gods of religions’ scriptures, and is often abstract. Again, I would not see this as any sort of proof. Of course there are many things that we don’t yet know. But where the religious physicists put the word ‘god’, humanists are happy to leave a question mark. The more abstract the concept of god – ‘beyond time and space’, ‘cannot be described in terms that humans would understand’ –  the less it can be said to be a proof of god’s existence.

STOP! Just look at the suffering in the world…

Apart from the lack of evidence for gods or goddesses, the strongest arguments against their existence is the whole question of evil and suffering. Many religious people have times when they seriously doubt their faith in gods or goddesses.

When they consider horrific events like the Indian Ocean earthquake and tsunami in 2004, they find it difficult to believe in a god who is all-loving and all-powerful.

Perhaps god is either not good, or not powerful? But that would go against the teaching of most religions. And if god is cruel, why should people worship? Do they want a cruel god to bring about more cruelty? Perhaps god simply doesn’t intervene in human lives? This is like the belief of ‘Deists’, who think that god never reveals himself to us, and so won’t intervene to stop bad events. In this case, there is little point in prayer or worship.

Perhaps god doesn’t care about us? Once again, why worship? Why pray? This is a debate that could go on for pages.

Resource Spotlight: Abrahamic Commentary to support the teaching of RSE

To continue our theme of ‘ways of knowing’ we bring you something new this month- an Abrahamic Commentary to support the teaching of RSE (Relationships and Sex Education). Aliya Azam has kindly shared this commentary for RSE teachers, or anyone who would find it useful in the classroom.

Aliya was interested to explore how teachers in faith schools could address some of the issues raised in the RSE curriculum. She found a great many people also considering this question, and this commentary is the end result. Although RSE is not part of the Religion and Worldviews curriculum, Aliya’s research speaks to a wider context of health, society, community and identity. Read more about Aliya’s findings in this field in her blog.

Resource Spotlight: Watch and Learn: BBC and the Educational Recording Agency

December 2024

Where do you go to find programmes suitable for showing lived religion and belief to your pupils?

As you sample the programmes below you might like to consider

  • Who might these programmes be useful to support teacher subject knowledge?
  • Where might snippets of these programmes exemplify the concepts and understanding we are teaching?

BBC

There is some interesting programming coming up on BBC radio and TV next year, but what did you miss in 2024? Look on iPlayer- lifestyle and page down to Faith and Hope to find Sacred wonders, Big Zuu goes to Mecca and much more. For those of you teaching younger pupils also look at Treasure Champs which has stories you may share in lessons.

If you would like to read a little more from Daisy Scalchi, Head of Religion and Ethics at the BBC, read this professional reflection piece, Religion, the most important subject on the curriculum?

The Educational Recording Agency (ERA)

The Educational Recording Agency (ERA) offers you free access to a wide range of high-quality, ad-free video content to support your lessons on religion, faith, and ethics. Their curated resources align with the RE curriculum and are available for instant streaming in your classroom, including:

These programmes provide engaging, real-life examples of how religion shapes individual lives and societies, making them excellent tools to bring classroom discussions to life. Search Religious Education and the age group you teach to see all the programmes available. Alternatively click on the links below for some curated resources.

Primary religious education

Secondary religious education

Concepts of God and the Ultimate

In 2015 we commissioned a group of writers to produce articles on the concept of God and the Ultimate from a variety of different belief traditions: Buddhist, Christian, Hindu, Humanist, Muslim, Jewish and Sikhi. You can find links to each of them below.

Ultimate reality, God and gods in Buddhism – Denise Cush

Summary explaining that Buddhism does not centre on a creator God but on awakening to ultimate reality through the Dharma; seen as truth, nirvana, emptiness, mind‑only or Buddha‑nature depending on the tradition.

Christianity and God – Jane Brooke

Christian concepts of God and ultimate reality, providing insights and teaching ideas for Religious Education lessons.

The Hindu Concept of God – Jim Robinson

Summary explaining how Hindu traditions understand the divine as both one ultimate reality (Brahman) and many deities who express its different qualities, allowing diverse ways of relating to and realising the sacred.

Humanism, Ultimate Reality, God and Gods – Sara Passmore

How humanists understand ultimate reality—rejecting supernatural gods, grounding meaning and morality in human experience, and turning to science and reason to explain the natural world.

Islam and God – Aliya Azam

Summary explaining Islamic beliefs about God as absolutely one, unique and indivisible, transcendent and beyond human comprehension, with any association of partners rejected as shirk.

Judaism and G-d – David Hampshire

Summary explaining how Jewish thought focuses less on defining God’s essence and more on covenant, scripture and lived responsibility.

The nature of God in Sikhi – Ranvir Singh

Summary of Sikh belief in one formless, timeless and all‑pervading God, known through the Guru and realised by remembering the divine Name.

Resource Spotlight: Discovering Muslims in Britain

October 2023

We present a resource for teaching about Muslims created by a team at the University of Cardiff: Discovering Muslims. It is designed for Key stage 3 but Primary teachers and GCSE teachers will find a wealth of information and ideas, so don’t overlook this resource! The resource consists of a series of fully-resourced scheme of work taking a sociological perspective. Great for those of you interested in developing a multidisciplinary approach in your curricula.

The resource is an attempt to move beyond misrepresentations and stereotypes of Islam and Muslims often found in teaching materials, combined with a desire to explore the lived experiences of individual Muslims and communities in the UK. You will note the title of the resource; ‘discovering Muslims’ as opposed to ‘discovering Islam’. This reflects the rooted, contextual nature of the learning- you will find out about Muslims communities in Britain and their stories, rather than take a more abstracted view. You will find historical information, hear Muslim voices and be able to offer your pupils a richer, more authentic understanding of Muslims and Islam in the UK.

The team behind this resource are Professor Sophie Gilliat-Ray, Mark Bryant and Dr Matt Vince.

Wider information about the resource can be found on the Cardiff University website

To access the FREE scheme of work you need to complete a short survey, then you will receive the materials.

Read Matt Vince’s blog where he explains in more details the thinking behind the project.

Christianity and God – Jane Brooke

For both Judaism and Christianity the basis for the concept of God is monotheism (one God). Abraham, one of the patriarchs, questioned the existence of many gods such as a moon or sun god and determined that there was only one. One of the meanings behind the creation accounts in Genesis is that there is only one creator God to be worshipped.

The God of the Old Testament is a God who is spoken of as the creator, the sustainer and the redeemer of the world. God permits all things and is revealed through people such as Moses and the prophets. God wants to form a covenant (two-way promise) with humanity and is seen as active and present in the world as demonstrated when Moses speaks to a voice from the burning bush (Exodus Chapter 3). The voice gives the name ‘I am..’ , an active verb rather than a noun.

God in the New Testament relates more intimately to people in the form of Jesus. God is incarnate in the world, revealed in the world and redeems humanity through the man Jesus. The old covenants are replaced by the new covenant which Jesus makes at the last supper.

The Council of Chalcedon was a turning point in stating explicitly the church’s understanding of the nature of God and of Jesus Christ. It was held from October 8 to November 1, AD 451, at Chalcedon in Asia Minor. It marked the separation of the Eastern and Western Church with the western church accepting the ‘Chalcedonian Definition’ which stated that Christ has two natures: both divine and human.

Some of the characteristics of the Christian God may be seen as:

  1. God as creator. God’s word brings order out of chaos into the world. God is living and working in and through every aspect of the world as well as continually creating (immanent).
  2. God as an omniscient (all knowing) being. Some Christians consider God knows everything whilst others would say that although God works in and through the world, God does not know the future.
  3. God as love. God’s love is demonstrated in the crucifixion of Jesus which embodies a self giving, sacrificial love. This love is not just passion but includes ethical commitment and justice.
  4. God as holy. The Lord’s prayer speaks of the intimacy of a father (Abba) and the holiness of God: ‘Our father which art in heaven, hallowed be thy name’.

The Council of Nicea in 325 (from which came the Nicene Creed), based around the Trinity, helped Christians to understand the nature of God in three parts: the Trinity. God is understood as God the Father, God the Son and God the Holy Spirit. St Patrick famously used a shamrock as a visual aid to explain how uniting all three aspects constitute the one God.

Christians understand God relationally and communication through prayer centres around the living presence of God.

God is understood as:

  1. a creator God with the closeness of a father.
  2. a son where Jesus’ love is shown in his living and dying upon the cross.
  3. the holy spirit which is an unseen but strongly felt presence within people directing and challenging decisions and actions.

Rublev’s icon of the three visitors to Abraham, painted in the fifteenth century shows a graceful representation of the Trinity where all three elements incline to each other whilst keeping their own identity. God the Father on the left leans towards God the Son in the centre and God the Holy Spirit leans towards them both. They are seated around a table holding a wafer and a chalice representing the death of Jesus and holy communion. The icon leaves a space for the onlooker inviting them to be seated and to eat the meal. Christians understand themselves as entering into a relationship with the Trinity through worship and prayer.

Christians pray daily in a personal and intimate way to God as Abba: the conversation is two way as they wait on God to reply. Christians seek the love that has been revealed in the death of Jesus knowing that regardless of their mistakes, God’s love is sufficiently gracious and great to forgive them. Rublev’s icon shows how Christians understand, relate and love the triune God in a personal way.

St Augustine speaks of an innate longing to eat at the table and to be in the presence of God: it is only when Christians have searched and found such presence, that they find peace.

You have made us for yourself, O Lord, and our heart is restless until it rests in you’ (Augustine).

Main source: Mills, Watson E. (General Editor) 1998. The Lutterworth Dictionary of the Bible. Lutterworth Press, especially the William Hendricks article on God.