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An examination of the life and work of Daisaku Ikeda, Mahatma Gandhi and Martin Luther King Jr.

For 10-14 year olds. Originally written by Mary Myatt. Updated in April 2019.

Key words and concepts

Justice: the moral principle of fairness for all.

Freedom: the rights of individual to be able to take part in civil and political life without discrimination or repression.

Non-violence: the power of refusing to use violence; the restraint required not to descend to the violence used by oppressors. Gandhi and King used non-violent tactics, inspired by Jesus and other political activities for justice.

Learning activities

Ask your learners to think about ‘the price of justice’. To stimulate discussion show the Muppet Christmas Carol – Marley and Marley (find it on You Tube). Ask them why the characters are in chains. What is holding them captive? What could set them free?

Ask what sort of things people are usually sent to prison for. Write them up on a picture with some prison bars. Show pictures of Gandhi and King in prison and ask your students if they know or can guess what they were supposed to have done that is ‘wrong’. Add these comments to the bars.

Find two or three more examples of contemporary political prisoners or prisoners of conscious. Amnesty International’s website is a good place to look, especially their current letter-writing campaigns. Draw out as a class why these people have been imprisoned. Add the reasons and any quotes that sum up the issue to the bars.

King wrote a famous letter while he was in Birmingham jail, which was written on scraps of newspaper and smuggled out. One of the things he said was that ‘we have a moral responsibility to disobey unjust laws.’ Ask your students to work in pairs to work out what their message from prison would be and what the possible consequences of different messages might be. Encourage them to write it out for display on newspaper inside prison bars.

Ask students to investigate what Paul said about being in chains for the sake of the gospel. Read the whole passage in Philippians 1: 12-26, or cut up key passages and give to groups to explore. Discuss what the chains represent; what freedom has Paul found? What does he feel about the chains? Add these notes to the prison bars.

Search a quote website for Gandhi’s sayings on ‘freedom’, ‘courage’ and ‘strength’. Display 10- 20 or copy and paste onto sheets. Give groups one or two quotes, either of their own choice or randomly distributed, to discuss and explore. Share with the class. Add these thoughts to the prison bars.

Use the Buddhist Wheel of Life below (For an A4 version please see Appendix 1 of the download available at the end of this resource). Around the outer circle are the ’12 chains of causation’; the elements of human life that keep us trapped, such as craving, desire, sensation, and so on. Discuss whether this represents a different type of being ‘trapped’ to Gandhi’s, and Paul’s. What freedoms are being referred to? How do they differ?

Encourage students to make connections between the quotations. They might add some of their own comments about ‘the chains that bind us’ from these sources to the prison display.

“I stood by when ” Tell your students how, in 1961, seven black and six white young people known as the ‘Freedom Riders’, decided to travel by bus from Washington to New Orleans, crossing six southern states of America, to challenge local practices of racial segregation. In Birmingham, Alabama, police stood by when members of the Ku Klux Klan beat the Freedom Riders with lead pipes, baseball bats and bicycle chains. Ask students if they can think of other examples of people ‘standing by’ when wrong- doing was taking place. Explain that in 1945 Daisaku Ikeda was a teenager in Japan when the US dropped two nuclear bombs and that he decided then that he could not ‘stand by’ while the existence and threat of these weapons has remained. Ikeda is well-known today as a Buddhist philosopher and writer, and founder of the Soka Gakkai International (SGI), the world’s largest community of non-ordained Buddhists, or Buddhists who are not monks or nuns. Show students some ideas from the Soka Gakkai International (SGI) website campaigning against nuclear weapons and ask students if they know the reasons people give for keeping nuclear weapons.

Remind your group of the story Jesus told of the ‘Good Samaritan’ (Luke 10.25-37). Explain that Martin Luther King, as a Christian, was influenced by this story, and Gandhi and Ikeda also held Jesus in high regard and followed the teaching of this parable. Ask students to rewrite the story as a poem from the point of view of the priest, the Levite (I stood by when….) and the Samaritan (I didn’t stand by when …..).

Your students could write a similar poem thinking about instances when they might be tempted to just stand by, and instances when they have the courage to not stand by. Alternatively they could write a poem in the style of ‘First they came…’ by Martin Niemoller (find this poem online).

The poems could be written on paper chains. At the end of the poem they could make a record of two or three questions about such dilemmas and suggest how people might go about answering them.

Ask students to consider in pairs whether there are differences in the basic beliefs of Mahatma Gandhi, Martin Luther King Jr and Daisaku Ikeda. Ask them to say what experiences each man had that helped form their views. Issue the pairs or small groups of students with pictures of Gandhi, King and Ikeda. They can stick these in the middle of large sheets of poster paper. Around each picture they should write a number of statements about the beliefs and the experiences of each man so far as they have been able to discover so far. Ask them to link up similar statements and encourage them to explain how some people use religious sources such as the parable of the Good Samaritan to help them understand how to act in difficult circumstances.

Find a clip online of blacksmiths making chains. Accompany this with some music such as Alexander Mosolov’s Zavod (The Iron Foundry) 19. Ask students about their reactions to the short film and the music and the idea of people being in chains. Ask them to reflect, on their own, on what they are making of their lives so far. What might they do in their future life to help ‘set people free’? Gather some views and then offer them Ikeda’s saying that, ‘true and lasting peace will be realised only by forging bonds of trust between people at the deepest level in the depths of their lives’. Ask students to talk to a partner about the difference between chains of despair and chains of strength that bind people together. Can they give examples of each? Gather views from the class.

Show images of Martin Luther King’s marches in 1960s America and Gandhi’s march for equal rights for Indians in South Africa. Ask students how different they think these marches were from the riots and protests that sometimes take place in Britain today (e.g., in London in 2011, or more recent example if appropriate). Ask if students can identify current stories in Britain or America that reflect concerns about exclusion, racism and freedom.

Ask students to work in pairs to consider problems in the world today and to draft some ideas on what (a) Martin Luther King; (b) Gandhi and (c) Ikeda might write on a protest placard. What would students write on a placard about injustices in today’s world? Ask them to create placards with a written explanation to display.

Remind students of the posters they produced around the pictures of Mahatma Gandhi, Martin Luther King Jr and Daisaku Ikeda and offer them some further quotes, e.g., Gandhi’s, ‘You must be the change you want to see’; King’s ‘Man must evolve for all human conflict a method which rejects revenge, aggression and retaliation. The foundation of such a method is love’; and Ikeda’s ‘A great revolution of character in just a single individual will help achieve a change in the destiny of a nation and further will cause a change in the destiny of humankind’. Find and display more quotes along these lines, or ask groups to choose quotes online.

Some students might like to go further and make quotes into poems, raps, and songs. Search online for a rap based on Gandhi’s quote, ‘Be the change that you want to see’ and Martin Luther King’s ‘Free at last’ speech set to rhythm / percussion.

To challenge students to demonstrate their level of progress through this investigation, encourage them to refocus on the key question, ‘What price justice?’ Ask them to work in small groups to research and put together a presentation that could be written or filmed that has the following features:

a description of the ‘price paid’ by Gandhi, King and Ikeda in their fights for justice;
an outline of responses to Gandhi, King and Ikeda from different Hindus, Christians and Buddhists;
use of different sources and arguments to explain the reasons for different responses by Hindus, Christians and Buddhists;
students’ own views on how the life and teaching of Gandhi, King and Ikeda inspires people to fight for justice in the world today;
what students find to be the most important features of the life and teaching of Gandhi, King and Ikeda for themselves

An enquiry into an icon of Christ the Teacher.

For 3-5 year olds. Originally written by Emma McVittie. Updated in April 2019.

Key words and concept

Icon: painting or mosaic of Jesus, Mary, a saint, or a Church feast. Used as an aid to devotion, usually in the Christian Orthodox tradition.

Devotion: (in a religious context) an act of worship which usually involves prayer.

Orthodox: (i) the Eastern Orthodox Church consisting of national Churches (mainly Greek or Slav), including the ancient Eastern Patriarchates. They hold the common Orthodox faith, and are in communion with the Patriarchate of Constantinople. (ii) Conforming to the creeds sanctioned by the ecumenical councils, e.g., Nicaea, Chalcedon.

Belonging: can be defined in a variety of ways including a sense of belonging through connections to: people, places, groups and communities. Belonging can enhance our sense of identity and aid the development of relationships within particular groups and communities.

Symbolism: the use of one object / picture to represent another object, idea, action or thought. Widely used in religion and can evoke a sense of emotion and an affinity with an individual’s faith.

Learning activity

Each activity is designed to have 10-15 minutes of teacher led input either as a whole class or in small groups, followed by children engaging in related activities.

Stage 1: Christ the Teacher:

Show the children icon of Christ the Teacher. There are many images online. This icon shows Jesus holding an open book, has hand raised and a halo around his head.

Ask the children some of the questions from the selection below, which can be tailored to specific age groups:

Who is it?
What are the letters for?
What does the book say?
What is the mark on his hand?
What’s the shape on his head for?
What can you see?
What part of the icon do you see first?
Why do you think this is?
What did you notice next?
Where do you think you might find it?
Who is in the painting?
What is the person holding?
What do you think the artist was thinking about when they painted this?
What might a Christian think about the icon?
What do you think about this piece of art?
What do you like?
Is there anything you don’t like?

Would you change anything about it?

Invite and record children’s own questions. Keep them visible and answer them when you can.

Explain to the children that an ‘icon’ is a painting or mosaic of Jesus, Mary, a saint, or a Church feast. It is used as an aid to devotion (prayer and worship), usually in the Christian Orthodox tradition.

Ask if the children have any questions of their own about the icon.

Now ask the children where they think they might see a picture like this? You might want to display a selection of pictures for children to choose from, e.g. a church, a school, a house. Explain that you might see it in all of those places but especially in churches in the Orthodox tradition.

Find images of Orthodox churches and cathedrals online- show children a selection, showing icons and the richly painted walls and woodwork.

Explain to the children that icons are usually found in a Christian Orthodox place of worship but also in other Christian places too.

Give small groups a selection of icon pictures to look at, gathered from the internet. Look for icons of:

Jesus as a baby with Mary
Jesus and his disciples
Jesus and the saints
Scenes form Jesus’ life

Give pupil five minutes to choose the one they like the best and to think of a reason why they like it.

Ask the children to show their picture to the class and take it in turns to share it and say why they like it.

Stage 2: Symbols

Show children some of the images of the stained glass windows, asking the same questions as in stage 1 with the additional ones below, if appropriate:

How do you think these are made?
What do you think the person is doing?
What do you think the person is holding?
What do you think the colours tell you?

Explain the meaning of some of the windows and introduce the idea of symbolism being a way to say something but without words.

Can they think of ways to say things without using words? Ask children to mime: Hello, goodbye, I’m tired, I’m grumpy, thank you.

In small groups with an adult, can they think of a picture or a symbol to ‘say’ these things, e.g. draw round their hand to say hello or goodbye.

You can also use road signs, commercial symbols, charity symbols and mascots.

Work with the class to think about a picture for class stained glass window and the colours and symbols you might use and why. [The outline can be drawn for the children and then completed using a variety of media.] Throughout the activity, ask the children about what symbolism they want to use and why.

Stage 3: Symbolism from world religions

This can be split into 3 short sessions

Session A

Remind children about the icons and the stained-glass windows they have looked at and tell them that as well as symbols being used in religious worship and celebrations that actions and music are also used. All these things help people to feel part of their religious group/community.

Ask children to sit in a circle quietly and explain that they are going to close their eyes and listen to some special music.

Play The ‘Hallelujah Chorus’ from Handel’s Messiah and ask the children to think of one word to describe how it made them feel.

Explain that the words were taken from the Christian Bible by a composer named George Frideric Handel over 300 years ago.

Session B

Now ask the children to watch some dancing from the Hindu tradition. There are many clips online.

Ask the children to think about a question they would like to ask about what they have seen, share the questions with the class and display.

Session C

Explain to the children that Islamic art patterns have no beginning and no end – ask children to create their own using a variety of media such as pastels, paints, chalk, water and food colouring, drawing in sand. Along the lines of ‘taking a pencil for a walk’ rather than creating geometric patterns at this stage.

Bringing it all together

Ask the children to report back on what have seen and heard: what was their favourite and why?

Explain that these different ways of showing belonging are also about a person’s thoughts, feelings and ideas (their identity). Work with small groups to either compose some music, make up a special dance or design a pattern based on Islamic art. Ask them to relate their ideas to themselves and what kind of person they think they are.

Stage 4: Personal signs and symbols

Ask children if they belong to any groups e.g. football, dance, rainbows etc. Do they have to wear anything special when they go to the group? Do they follow special routines there?

Explain that sometimes people who belong to / follow a religious faith wear special symbols to show belonging. You could use pictures of such items as: a cross, a hijab, a kippah, a tilak mark, a turban.

It is useful to be able to have the objects available for the children to handle at this stage.

Encourage children to ask questions about the objects:

What is it used for?
When is it used / worn?
Who wears it?
Why do they wear it?

Ask the children to give their views on each item.

In small groups support children to think of a special symbol for themselves. This can then be made using a variety of media. When all the children have made their own identity symbol, they can be put together to create a symbol of the whole class.

A consideration of the meaning, purpose and gender of Power, looking at Hinduism

For 8-12 year olds. Originally written by Sushma Sahajpal. Updated in April 2019.

Learning outcomes

Emerging

Explain why female deities are revered in Hinduism as well as male
Offer a response in discussions of gender and power

Expected

Explain, using at least two pieces of information, what is celebrated at the festival of Navratri
Explain the nature and role of Durga in Hindu belief
Offer a view as to whether power can or should be linked to gender

Exceeding

Explain the meaning of the three archetypes
Offer your response to the idea of balance in the universe

Key words and concepts

Divine: In the Hindu context this refers to the Benevolence that transcends normal human comprehension.

Shakti: Raw Energy that moves through all matter in every existing world (denoted as feminine comparable to the Yin/Yang concept in Chinese Philosophy).

Devi: Divine Force or Power at work in the world – feminine aspect (note: depicted as female), often translated as ‘Goddess’ but this is a confusion with popular perception of Greek/Roman Mythology.

Deva: Divine Will at work in the world – masculine aspect (note: depicted as male), often translated as ‘God’ but this is a confusion with either the Abrahamic entitlement in the singular or in the plural with popular perception of Greek/Roman Mythology.

Divine Consort: Each named Devi is depicted as the Consort (Marriage Partner) of a corresponding Deva. This teaches that Divine Intervention or Agency is the co- operative union of benevolent, transcending Will/Intention (masculine) and Power (feminine).

Trimurti: The collective reference for the three main Divine Forces at work in the world (i.e. Brahma, Vishnu and Shiva).

Tridevi: Tridevi is a collective reference for their three Consorts (Saraswati, Lakshmi and Durga).

Saraswati: The Devi who embodies the Power of Pure Knowledge, the ability to understand it (learning), explore it (science) and express it, both creatively (Arts and Music) and verbally (True Speech). Consort of Brahma (Divine Creative Intention).

Durga: The Devi who embodies the Power of Explosive Transformation. Her stories tell of fierce battles killing demons and protecting the righteous. She can manifest when needed with the supreme power of the entire universe. She is the Consort of Shiva (Divine Transformative Intention).

Lakshmi: The Devi who embodies the Power of Material Resource, such as Wealth, Health, Beauty and Good Fortune. She is the Consort of Vishnu (Divine Sustaining Intention).

Navaratri or Navratri: Name of the Hindu Festival celebrated twice a year (March and October) at two points of transition between Seasons. Sanskrit meaning literally ‘Nine Nights’ which are dedicated to Durga in some states and to the Tridevi in others.

Raas Garba and Dandiya: Two folk dances originating in the Indian state of Gujarat which are specifically danced during Navratri and are linked to the themes of the festival. (Worth a go!)

Learning activities

The learning is based around the Navratri festival. Find images or videos of Navratri being celebrated such as on the BBC schools service, You Tube or True Tube.

You will also want to find images of three female deities: Durga, Lakshmi and Saraswati for later in the activities.

Basic information about this festival:

Navratri is celebrated twice a year.
Navratri celebrated at harvest (October) is dedicated to the goddess Durga
Durga represents the power of the mother or the female
Navratri lasts for 9 days
Hindus ask for a good harvest, for peace and prosperity and celebrate the fertility and bounty of feminine power

Lakshmi and Saraswati are also honoured; together Durga, Lakshmi and Saraswati are three different representations of cosmic power.

Explain that pupils are going to learn about the Festival of Navratri when Hindus celebrate the Divine Power they believe is available to all of us (not just Hindus) in whichever form is best for us, in the way a loving mother helps her children. This will help them explore what people think about types of power in themselves and the world and question what role gender plays and what power as a force for good might look like.

Remind them that Hindus believe that God is neither male nor female but is everywhere in everything and everyone. Thus they believe God can intervene to support righteous living (meaning for universal good) at anytime in any form including as a man, woman, child, animal, river, etc. Explain the forms that are celebrated at Navratri are three Mothers.

Ask the pupils to think of words they may use to describe a mother. List these up on a Now ask them to think of activities/actions that they think mothers do. Again capture these on the board. Now consider mothers from the animal kingdom (hunting, fighting off predators, etc.), does this bring forth any more adjectives or verbs?

[N.B. The three archetypes are:

Provider – supplying material well-being and nourishment: Lakshmi;
Protector/Powerhouse – fighting off predators / pure strength: Durga;
Teacher – teaching / explaining / advising: ]

Deepen and widen the discussion to get a good spread of words through as many different ‘forms’ of mothering as possible. Some words like ‘helper’ can be unpacked into types of help.

Ask pupils to work in groups with three very large pieces of paper per group. Ask the groups to write ‘Provider’ in large letters in the middle of the first sheet, ‘Protector’ in the middle of the 2nd and ‘Teacher’ in the middle of the 3rd. Their task then is to write or draw around the key aspects the ideas, actions, tools and questions they associate with those roles. Encourage the pupils to consider the differences between the three aspects.

You may need a fourth sheet (Other) for characteristics that are either more human than divine such as ‘Cranky’ or ‘Bad-tempered’ or don’t fit into the archetypes.

Reviewing the fourth sheets may offer up a potentially very useful broader discussion.

Introduce the images of the three female deities (or ‘Devis’); either handing them out or showing them on the whiteboard, one at a time. Explain that each picture represents a different form of Divine Mother. Explain that Hindus believe that all the power needed to succeed comes to human beings through Divine Mothers providing the three lists of things already discussed, that is, Knowledge (Power of Understanding), Personal Strength (Raw Transformation Power) or Material Abundance (Power of Physical Well- Being). Before exploring the images in detail, give the pupils a chance to examine carefully for themselves the symbols and colours of each picture and see if they can suggest which image goes with which of the archetypes they have defined.

Now go through each deity engaging the pupils’ questions and ideas in considering what each deity is sitting on, holding and wearing. Explain that it is possible to take these definitions literally, i.e., as supernatural beings that may manifest in the world, but that it may also apply to our lives here and now in terms of wanting more of the resources the Mothers offer to be in our lives. Clarify, that just like a human mother, the Divine Mothers do not ‘take over’ and do things ‘for us’. Hindus believe that they assist us in finding the skills and strengths we need inside ourselves.

Put the Lists of words about mothers that the pupils have already compiled on the board below each Deity and ask pupils to add some more words to their sheets that they think Hindus would associate with each of the key aspects.

Ask pupils what sorts of situations might people feel the need for wealth, wisdom or strength. Aim for concrete examples of each of these in their own lives and list them on the board. Who would many Hindus pray to for help with each of these? Go through each ‘need’ and ask How might a Hindu feel those prayers might be answered. Does strength have to be physical? Does physical well-being have to mean money?

Explain that, in the Christian Bible, God is often presented as a ‘Father’ figure (although there are some female metaphors) but that, for many Christians, prayer for help in times of trouble is often directed to holy people called ‘saints’ and there are many male and female saints. This is not because they think the saints are divine or equal to God, but because the saints lived such good lives that they are very close to God and thus have power to ask God to help those who pray to them. Many Christians in the Orthodox, Catholic and Anglican traditions pray to Mary, who, as the mother of Jesus (who is believed to be ‘God and man’), is in the best position to intercede with God to request his help. Can they see this is different from how Hindus relate to the Devis? [Highlight how the female figures in Christian traditions are loving intercessors with God rather than God themselves.]

Ask pupils to list some words that a Christian might use to describe God as Father. What words might they use to describe Mary? Ask pupils to compare her qualities to the three Hindu Deities we have looked at [Highlight similarities, e.g., loved as a mother, as well as differences, e.g. ‘holy not divine’] and to say how they are each thought to make a difference to believers’ lives.

Invite pupils to link things that are important to them, e.g. who helps them, with the way we might offer to help other people, and different kinds of help; physical and mental / spiritual. Encourage them to think about who they might turn to in their own lives. What sort of skills would the person they turn to, need to help them and what form would that help take? How might they help someone who was confused, for example unable to do their homework? or had less money or was physically weaker and being bullied? [This could be a very worthwhile drama lesson with some interesting role-play activities about what they feel is appropriate assistance/relationship with someone with less power / advantages than themselves.]

Broaden the discussion into thinking about how wealthy or powerful countries treat those with less. Ask pupils to say when they think aid or trade are most appropriate. What about Fairtrade? If powerful nations used the qualities of the Tridevi how might that affect their foreign policy?

By now the children would have a good understanding of the three Devis. Hindus remind themselves of this relationship with female divinity twice a year during Navratri. What does this festival look like?

Play the video clips you have found as well as any images you would like to display.

Explain that during Navratri many Hindus fast during the day and then feast and dance in the evening time on traditional festival food. During the fast Hindus only eat foods that can be eaten very simply and with minimal process such as fruit, nuts etc. This is to encourage them to take time out from focussing on their material appetites and wishes but instead to focus on their spiritual goals of personal discipline and following divine guidance rather than personal desires. Ask pupils to identify what it might be good for them to give up for a week even though they might find it difficult to (such as a television program or chocolate) and give reasons. Consider asking them to actually try doing this for parts of the day (or a week!) and perhaps be sponsored for each day they succeed in doing so as a charity fundraiser. Journal their thoughts and feelings if they do it or make up an imaginary journal of someone their age trying to do so.

Explain that once the fasting days and dancing nights are completed (this varies across regions and families, but typically on the 8^th or 9^th day), a special feast is prepared and offered to young girls. This is to celebrate and reflect on the Divine Contribution of females in families as Mothers, Sisters and Daughters, Creators of Life, Bringers of Love and Good fortune into men’s lives. The nine nights are dedicated as three nights for each of the three divine forms. Thus femaleness has a very special place in Hindu Spiritual life. Can the pupils think of other religions that have special female images [e.g., Christian Saints, Mary, Mother of Jesus, etc]; Are there any powerful females that you look up to or turn to in times of trouble? Why might it be important for some people to turn to women for help?

Ask pupils whether Hindus would traditionally think men or women are more powerful in the family? [No right or wrong answer to this – just a discussion point about who if anyone, might be ‘in charge’?] Who has most ‘say’ in the home? What do the pupils think themselves? Does it matter if it’s Father or Mother? Ask pupils to give reasons for their answers and compare across the class.

Provide pupils with a printed version of the Deities; Lakshmi, Durga and Saraswati. Ask them to work in pairs/small groups to recall aspects of each Deity, labelling the different items with key points about what Hindus believe is being illustrated/symbolised.

Encourage pupils to discuss the details of the pictures in their pairs/groups and then to share ideas on the most important aspects for them. Prompt their thinking by asking whether they can tell which figure represents what sort of Divine Maternal help and whether they can work out why each Hindu Deity is sitting on such a different symbol?

Ask pupils to then add their own labels saying what they think is good about each of the Female Deities symbolic gifts, e.g. ‘The lute plays music’, ‘The sword is powerful’, ‘The book is for wisdom’. Provide pupils with some of these words to help them. [Of course the symbolism goes deeper than this; the idea is to start pupils thinking about how worshipping the different Female Deities helps believers in a variety of ways.]

Now divide the class into three groups. Assign a deity to each group. Ask each group to note what form of ‘Blessing’ their Female Deity represents (Protection/Strength, Provider/Well-being, Wisdom/Understanding). Ask pupils to imagine three (or more) situations that a child or adult might find themselves in when being blessed by their Deity would help. Have one example prepared for each Deity in case they get stuck! Pupils can work out their ideas in smaller groups, type them up on a computer as three separate sheets, then compare across the group. Ensure that the deity’s name is NOT on any of the papers! Collect in all nine situation sheets, shuffle them up and number them 1 to 9. Hang onto these for the next activity (below).

Explain that you would now like them to work out the role and meaning of the Female Deities in a range of situations. Divide the class into nine groups. Provide each group with one situation sheet made earlier. Ask each group to read the situation and to record their answer of which Deity’s power would be most helpful on a piece of paper next to each Situation number – give each group just 3 or 4 minutes for each situation. They then pass their situation on to the next group and so on till all groups have considered all the situations. This might be easier to share electronically so pupils can all consider all the situations at their own pace in pairs on computers. Share and discuss the answers across the class. What advice might pupils give if they were being appealed to for advice about these situations?

Tell pupils the story of how Durga vanquished the Demon.

The gods (Devas) are always in conflict with the demons (Asuras). The army of the buffalo demon, Mahishasura, defeats the gods. The gods are cast out of heaven. They appeal to Vishnu and Shiva for help. These two produce a light from which Durga is born.

She enters into battle with the demon army, slaying every last one. Durga has rescued the gods and achieved victory over evil.

This is the central story of Navratri.

Ask pupils to write their own ‘metaphorical’ story with a character needing to call upon each of the three Deities turn by turn to help him or her through the challenges within the story. The challenges need to be such that each needs the particular blessing of each Deity to overcome the problem. The story should include questions that the main character asks about their dilemmas and how what the consequences might be of following or ignoring the help of the Deities.

The role of the Hindu Deity Shiva investigated through an audio-visual exploration of his iconic symbols and a meditational Mantra.

An investigation into how reflection on the image of Shiva and the Mahamrityunjaya mantra might help cope with different life-changes.

KS2 & 3. Originally written by Sushma Sahajpal, updated in April 2019.

Learning Outcomes

Emerging

Talk about endings that are good and bad, and explain why they are good or bad
Explain the meaning of two aspects of Shiva

Expected

Explain what Shiva does for humanity in Hindu belief
Describe and explain two aspects of Shiva worship; music, words, images, etc
Describe two things that Hindus do on the festival of Shivrata

Exceeding

Offer a view as to why we find endings hard
Create an argument for why Shiva is an important deity in Hindu culture

Key words and concepts

Divine: In the Hindu context this refers to the Benevolent agency that transcends normal human comprehension.

Iccha: Will (or Desire) the motivating engine for all directed processes in the world.

Shakti: Raw Energy inherent in all matter in every existing world (denoted as feminine comparable to the Yin / Yang concept in Chinese Philosophy).

Deva: Divine Iccha (Will) at work in the world – masculine aspect (note: depicted as male), often translated as ‘God’ but this is a confusion with either the Abrahamic entitlement in the singular or in the plural with popular perception of Greek / Roman Mythology.

Devi: Divine Shakti (Force or Power) at work in the world – feminine aspect (note: depicted as female), often translated as ‘Goddess’ but this is a confusion with popular perception of Greek / Roman Mythology.

Murti: Form. The image or deity used as a focus of worship. ‘Idol’ should definitely not be used, and ‘statue’ may also cause offence.

TriDev / Trimurti: The collective reference for the three main Divine Agencies at work in the world (i.e. Brahma, Vishnu and Shiva).

Brahma: The Deva who embodies Divine Creative Intention (Conceives blueprints).

Vishnu: The Deva who embodies Divine Sustaining Intention (Supports development).

Shiva: The Deva who embodies Divine Transformative Intention (The All-knowing / witnessing Consciousness that facilitates timely completion / transition).

Divine Consort: Each of the TriDev is depicted with a corresponding Devi as a Consort (Marriage Partner). This teaches that Divine Intervention or Agency is the co-operative union of benevolent, transcending Will / Intention (masculine) and Power (feminine).

Tridevi: Tridevi is a collective reference for the three Consorts (Saraswati, Lakshmi and Parvati / Durga – more about them in the Navratri resource).

Parvati: The peaceful form of the consort of Shiva. Representing divine energy in benevolent balance and universal flourishing.

Durga: The fierce aspect of Devi Parvati who embodies the Power of Explosive Destruction / Transformation. Her stories tell of fierce battles killing demons and protecting the righteous. She can manifest when needed with the supreme power of the entire universe (Adi-Shakti). She is the Consort of Shiva (Divine Transformative Intention).

Vedas: The ancient Sanskrit Scriptures, some of which are used in Hindu Worship.

Mantra: This Sanskrit word has passed into English to mean any phrase that takes on an affirmational significance but for many Hindus it is used with its original meaning of a precisely composed combination of Vedic syllables with a powerful, beneficial impact on the listener in terms of both meaning and sound.

Devotee: A person who strongly believes in a religion or god and loyally puts their beliefs into practice.

Learning activities

WARNING: the subject of this resource, ‘change’ or ‘endings’, is one that needs treating with great sensitivity. Although subjects like death and suicide are not specifically raised in these activities, some pupils may experience such thoughts. It is a good idea to ensure that parents are aware that this sequence of lessons is included in the RE programme and that there are opportunities to raise any concerns with the school. If you are aware that individual pupils have been bereaved, or are particularly worried about being so, it will be important to make a careful judgement, with pupils and parents, about the timing of these learning activities.

This teaching and learning is based on the singing of the Mahamrityunjaya Mantra (from the Rig Veda). First find a clip of this on YouTube, such as the mantra being sung by Shankar Sahney (108 times!).

The learning will be further supported if the class can look at images of Shiva, as well as Shiva worship on Google images or videos of Shiva worship on Youtube.

Here is a transcript of the mantra with its translation:

OM Triyambakam Yajāmahe Sugandhim Pushti-Vardhanam, Urvārukamiva Bandhanān Mrityor Mukshiya Māmritāt.

We pray to All-seeing Lord Shiva who nourishes all beings, as the ripened fruit releases from its stem in perfect, timely separation, so may our endings be, freeing our energy to move endlessly on.

Explain that pupils are going to learn about how many Hindus deal with situations when it is time for something to end or irreversibly change. Explain that Hindus believe that there is Divine help available to all of us, not just Hindus, in the way a loving parent might want to help all his or her children. This help would be in whichever form is best for us and the situation we are dealing with. This will help them explore how Hindus and others react when things end and question whether endings are good or bad and what using powerfully destructive ability as a force for good might look like.

Remind them that Hindus believe that God is neither male nor female but is everywhere in everything and everyone. Thus they believe God can intervene to support righteous living, meaning ‘for universal good’, at anytime in any form including as a man, woman, child, animal, river, etc. Sometimes the intervention might be to facilitate new beginnings. [Can they think of examples? e.g. bringing forth 10 Commandments to Moses, or similar faith-founder stories.] Hindus believe that divine intervention can be just as crucial to bring things to an end, to make way for what needs to come next.

Explain that the class is going to look at Endings and that these can sometimes be very painful times, particularly if it’s the end of a life or of something special to us. Explain that when people are upset by change and endings they can get support to help them through difficult times.

Ask the pupils to think of endings that they they’ve been glad to have happen. [These might be unpleasant like uncomfortable journeys or activities / films they didn’t enjoy, an illness they recovered from or horrible neighbours that moved away, etc.] Notice whether this was hard or easy for them to come up with, and capture these in a list. Can they explain why they were glad for these to end?

Explain that we are next thinking about endings that we are not so pleased about.

First ask them to think of activities / events that they expect to end at set times but wish they didn’t. [e.g parties, day trips, the holidays, a favourite lesson or school year]. Again capture these in a separate list.

Ask the pupils to now think of endings that they can think of that might be difficult and unexpected. List these on a board. [These are typically loss of pets, occasionally grandparents, moving house, friends moving away, loss of favourite clothes, toys, books.]

Thirdly ask them to think of situations where they have had to be the ones to end / stop something or cause a big change. [e.g. decide to give away outgrown possessions, change a habit, rearrange their furniture, report something bad to a teacher / parent, stand up to defend someone from bullying, ]

Explain that the three types of challenging ‘endings’ listed here can be linked with aspects of the symbolism in a Hindu murti that they are going to see later [Shiva]:

Involuntary and predictable: time related (symbolised by the moon; accepting seasons)
Involuntary and unpredictable: event related (symbolised by the snake; we react)
Voluntary and self-determined: situation related (symbolised by trident; we act)

Encourage the pupils to add as many examples of these three challenging types of ending as possible.

Ask pupils to work in groups with three very large pieces of paper per group. Ask the groups to write ‘Seasonal Endings’ in large letters in the middle of the first sheet, ‘Unexpected Endings’ in the middle of the 2^nd and ‘Chosen Endings’ in the middle of the 3^rd. Their task then is to write or draw around the key aspects in a circle, the ideas, actions, tools and questions they associate with those scenarios. Encourage the pupils to consider the differences between the three.

[You may need a fourth sheet (Other) for endings that are neither Seasonal nor unexpected and don’t fit into the archetypes. Reviewing the fourth sheets may offer up a potentially very useful broader discussion around other ending experiences.]

For each piece of paper, outside the circle of actions and ideas, encourage pupils in their groups to consider and capture the consequences if these endings did not occur. [If no-one died, just aged, if we did not outgrow our favourite toys, were permanently stuck in summer or Year 3, ]

Explain that part of flourishing and well-being – which is the stated purpose of divinity in Hinduism – is ensuring that things that are stuck, stagnant or not serving growth, do come to an end to make way for fresh new growth and opportunities.

Introduce the image of Shiva; either handing it out or showing them on the whiteboard. Explain that whilst he has many aspects, the picture represents in a human-like form one of the three main roles (Trimurti) of Divine Intelligence according to Hindus. Explain that many Hindus believe that meditating on this form offers support for people when they are challenged by endings, including death. Indicate that many of the artefacts in the picture all relate to the themes we have discussed. Before exploring the image in detail, give the pupils a chance to examine carefully for themselves the symbols and colours of the picture and see if they can suggest which symbols might go with which type of endings we have defined. [Note Shiva iconography has many complex metaphysical meanings, this banquet focuses on some specific, age-appropriate, theme-supporting aspects]

Next go through the picture engaging the pupils’ questions and ideas in considering what the deity is sitting on, holding and wearing. Explain that it is possible to take these definitions literally, i.e., as supernatural beings that may manifest in the world, but that it may also apply to our lives here and now in terms of wanting more of the skills and strengths he represents (such as wisdom and insight as symbolised by the open third eye) to be in our lives. Clarify, that just like a human ‘parent’, the Hindu Deities do not ‘take over’ and do things ‘for us’. Hindus believe that they assist and inspire us in finding the skills and strengths we need inside ourselves.

Now introduce the Mahamrityunjaya Mantra. Explain that this is the primary prayer for Shiva and that it is therefore important to show respect for people’s deeply held beliefs and practices. Show them the translation of the mantra and emphasise that many Hindus use it especially at times of change, to ask for divine help in moving on to a new phase of life.

Play the clip you have identified of the mantra being sung and ask pupils to say what images they noticed in the film and what they think Hindus might think was most important about the mantra, the music and the images.

Put the lists of ideas about the mantra and the images of Shiva that the pupils have suggested on the board below his image and ask them to add some more words to their sheets that they think describe what the different parts of the picture might mean to Hindus. What is special about Shiva that might help people at times of big change (what qualities does he have?)

Point out that two of Shiva’s qualities that might help people cope with big changes, when something ends and a new phase of life begins, are wisdom and inner strength. Ask pupils to think of examples of change and to identify which quality is most needed in each situation: wisdom or strength? Aim for concrete examples of each of these and list them on the board.

Go through each situation and ask what might lead a Hindu to believe that a prayer for wisdom and / or strength had been answered. Do they think that every ending / change simply has to be accepted? Bring out different points of view.

Invite pupils to link things that are important to them, e.g., who helps them to let go of things that need to end such as ending a play-date or sleep at the end of the day at bed- time, and ask them for examples of help can we give others with ending things -physical and mental / spiritual. What sort of skills would the person they turn to, need to help them and what form would that help take? For example, how might they persuade someone to donate unused favourite old toys to charity? [This could be a very worthwhile drama lesson with some interesting role-play activities about what they feel is appropriate assistance / relationship with persuading someone to give up a bad habit.]

Broaden the discussion into thinking about how people hoard things in attics and homes. Why do they do that? Why do people resist change? How could praying to Shiva help? How could their well-being improve by deciding to give some things away? What questions would they like to ask a person who prays to Shiva and recites the Mahamrityunjaya Mantra about the benefits of their beliefs and practice? What do they think such a person would say in reply? [By now the children would have a good understanding of the themes of Shiva. Hindus remind themselves of these ideas during Shivratri. What does this festival look like?]

Explain that during the festival of Shivratri many Hindus fast during the day and then feast and dance in the evening time on traditional festival food. During the fast Hindus only eat foods that can be eaten very simply and with minimal process such as fruit, nuts etc. This is to encourage them to take time out from focussing on their material appetites and wishes but instead to focus on their spiritual goals of personal discipline and following divine guidance rather than personal desires.

Ask pupils to identify what it might be good for them to give up for a day even though they might find it difficult to (such as a television program or chocolate) and give reasons. Consider asking them to actually try doing this for parts of the day and perhaps be sponsored if they succeed in doing so as a charity fundraiser. Journal their thoughts and feelings if they do it or make up an imaginary journal of someone their age trying to do so.

Encourage pupils to work in pairs or small groups and to use their imagination and what they have learnt about devotees of Shiva to make a list of different ways in which they show their beliefs.

Ask pupils whether Hindus would traditionally think endings are a good or bad thing? [No right or wrong answer to this] Is it better to resist change to preserve traditions for example, or to let old-fashioned things go and bring in new ways? What do the pupils think? Ask pupils to give reasons for their answers and compare across the class.

Provide pupils with a printed version of Shiva [See web links above for images of Shiva]. Ask them to work in pairs / small groups to recall aspects of the Deity, labelling the different items with key points about what Hindus believe is being illustrated / symbolised.

Encourage pupils to discuss the details of the pictures in their pairs / groups and then to share ideas on the most important aspects for them. Prompt their thinking by asking whether they can tell which aspect of change and endings is being represented by different symbols.

Ask pupils to then add their own labels saying what they think is good about each of the symbolic gifts, e.g. ‘The drum plays music’, ‘The trident is powerful’, etc. Provide pupils with some of these words to help them. [Of course the symbolism goes deeper than this; the idea is to start pupils thinking about how worshipping the different Deities helps believers in a variety of ways.]

Working in pairs or small groups again, remind pupils of the translation of the Mahamrityunjaya Mantra and ask them to work on a short mantra that might be used by Hindus to pray to Shiva at a time of great change and hardship. Ask them to write down their ideas and add some appropriate symbols from the film of the Mantra. Encourage them to add brief explanations of the symbols they have used.

Tell pupils the story of how Shiva drank the poison that is the central story of Shivratri:

The demi-gods (Devas) and demons (Asuras) fought and churned the oceans. A dark mass was created that was poisonous. A nectar of immortality was also created. To protect the universe from the dark mass Shiva swallowed it and held it in his throat. It burned and bruised his throat which turned blue. In holding the poison he saved all living things.

Deepen their understanding with questions such as: Where did the Poison come from? [Created by the same process that produced Divine Nectar] Why did Shiva offer to drink it? [It would have killed all living things otherwise.] What does this story explain about Shiva? [His Divine will contains and keeps the balance (neither swallowing nor spitting out) that prevents destruction.]

Ask pupils to write their own ‘metaphorical’ story with a character needing to call upon divine will to end something to meet a challenge for the benefit of our world. The challenges need to be such that each ending makes way for the particular blessing of something new beginning to overcome the problem. The story should include questions that the main character asks about their dilemmas and what the consequences might be of following or ignoring the help of a Deity.

Culham St Gabriel’s has teamed up with award-winning film-makers, TrueTube, to produce seven exciting new films to support Key Stage 1 RE. These excellent five minute films are already rating as the most popular on TrueTube. Together with the well-worked out lesson plans that accompany each film they make a substantial resource for introducing key ideas in six major religions.

Each film revolves around a little girl called Charlie and her loveably inquisitive soft toy, Blue. Together, Charlie and Blue investigate an RE-inspired question and they meet people from different religions and beliefs who can help them find the answers they are looking for, enabling Key Stage 1 children to learn alongside them.

Script-writer: Kath Yelland

Lesson Plans: Emma McVittie, Linda Whitworth, Dave Francis and Bob Ayres

Zippity-zip, let’s go on a trip! Charlie takes her favourite soft toy (and best friend) Blue back to school to see the display her class has made to show different beliefs about the soul. Does believing in a soul make someone behave differently?

Download the teacher notes

Charlie and Blue in the Classroom (About the Films)

Find out more about how the Charlie and Blue films and teacher notes can be used in primary classrooms.

Script-writer: Kath Yelland

Lesson Plans: Emma McVittie, Linda Whitworth, Dave Francis and Bob Ayres

Zippity-zip, let’s go on a trip! Charlie and her favourite soft toy (and best friend) Blue visit a Hindu Mandir where Geetha shows them how Hindus use their senses of sight, hearing, taste, touch and smell in worship.

Download the teacher notes

Charlie and Blue in the Classroom (About the Films)

Find out more about how the Charlie and Blue films and teacher notes can be used in primary classrooms.

This presentation aims to help students investigate the sources of wisdom for Hindus through study of shruti, smriti and the gayatri mantra.

This presentation aims to help students understand why there are different forms of God in Hinduism.

This presentation aims to help students understand the concept of dharma (in the sense of ‘duty’) in Hinduism.