Unit A Religion and Life

This unit is divided into four sections, examined by external assessment only, and a fifth section examined by course work.

Section 1 is based on the study of one religion. Sections 2-4 require students to study

Christianity and Islam.

How religious upbringing in a family or community of Christians can lead to or support

belief in God. The nature of religious experience as seen in the numinous, conversion,

miracles, prayer, and how these may lead to or support belief in God.

How the appearance of the world (design and causation) may lead to or support belief in God.

How the search for meaning and purpose in life may lead to or support belief in God. How the presence of religion in the world may lead to or support belief in God.

How non-religious explanations of the world and of miracles may lead to or support

agnosticism or atheism.

How unanswered prayers and the existence of evil and suffering

(including moral evil and natural evil) may lead people to question or reject belief in God.

Why the existence of evil and suffering raises problems for people who believe in God as

omnipotent, benevolent and omniscient. How the followers of Christianity respond to this problem.

Christian teachings on life after death, including resurrection and immortality of the soul. The teachings of Islam on life after death.

Why Christians, and the followers of Islam, believe in life after death. Reasons for belief in life after death not specific to any religion, including near-death experiences and the paranormal.

Why some people do not believe in life after death.

The nature of abortion, including current British legislation and non-religious arguments

concerning abortion.

Christian and Muslim teachings on sanctity of life and abortion.

The nature of euthanasia (assisted suicide, voluntary and non-voluntary euthanasia),

including current British legislation and non-religious arguments concerning euthanasia.

Christian and Muslim teaching, on sanctity of life and euthanasia.

Changing attitudes in the United Kingdom to cohabitation and marriage.

The purposes of marriage, as expressed in a marriage ceremony, in Christianity and Islam.(faithfulness). The attitudes of Christianity and Islam, to sex outside marriage

(pre-marital sex, promiscuity and adultery), including the reasons for the attitudes.

Changing attitudes to divorce in the United Kingdom.

The attitudes to divorce (including re-marriage), and the reasons for the attitudes.

The changing nature of family life (nuclear family, extended family, re-constituted family) in the United Kingdom. The teachings on family life and its importance.

How churches help with the upbringing of children and keeping the family together. How Islam helps with the upbringing of children and keeping the family

together.

The growth of equal rights for women in the United Kingdom. Different Christian attitudes to the roles of men and women, including the reasons for them. The attitudes of Islam to the roles of men and women, including the reasons for them (equality

and sexism).

The nature of the United Kingdom as a multi-ethnic society, including prejudice,

discrimination and racism. The teachings of Christianity and Islam which help to promote racial harmony.

The quality, variety and richness of life in the United Kingdom as a multi-faith society,

including considerations of religious freedom and religious pluralism. The attitudes of

Christianity (exclusivism, inclusivism, pluralism) and Islam towards other religions, including the reasons for them.

Write about 1500 words on the following:

(a) (i) Outline Christian and Muslim teachings, on wealth and poverty.

(ii) Explain why there is a need for world development.

(iii) Analyse and explain the work of ONE religious agency working for world

development.

(b) ‘There should be no rich people as long as there is poverty in the world’.

Do you agree? Give reasons for your opinion, showing you have considered another point

of view. Your answer should refer to the teaching of at least ONE religion.

This unit is divided into four sections, examined by external assessment only, and a fifth section examined by coursework. This unit requires students to study Christianity and Islam or Buddhism.

However, Section 1 is based on a study of Christianity only.

Students will be required to demonstrate knowledge and understanding, and the ability to

evaluate alternative points of view, in respect of the sections below.

How Christians make moral decisions: the authority of the Bible, the authority of the Church, the role of conscience, Situation Ethics.

The electoral system in the United Kingdom (first-past-the-post, proportional

representation, local government, national government). Differences among Christians in their attitudes to politics, including the separation of religion and politics (Mark 12:13-17, Romans 13:1, Titus 3:1 and statements by the Churches), and involvement in politics (Mark 11:15-20, Matthew 6:24, James 2:14-26 and statements by the Churches).

The structure of the Welfare State in the United Kingdom and non-religious arguments about it.

The Christian basis of the Welfare State: the Decalogue (Exodus 20:1-20), the Golden Rule (Matthew 7:12), the Parable of the Sheep and the Goats (Matthew 25:31-46) and Faith without Works (James 2:14-17).

The different types of pollution and how they pose a threat to the future of the planet (including the greenhouse effect and acid rain). The scarcity of natural resources and how they pose a threat to the future of the planet. Non-religious arguments about environmental issues.

Christian teachings on creation and stewardship which could have an effect on attitudes to the environment. The teachings of ONE other religion on creation and stewardship which could have an effect on attitudes to the environment.

The work of ONE religious person, community or organisation in support of the conservation of the planet and its resources.

The issue of animal rights and non-religious arguments concerning animal rights. The

teachings of Christianity and ONE other religion on animal rights.

TWO areas of conflict in the world today, including the reasons for the conflict. Nuclear

weapons and other weapons of mass destruction.

Differences among Christians in their attitudes to war, including pacifism and the just war, and the reasons for them. The attitudes to war of ONE other religion and the reasons for them.

The work of ONE religious person, community or organisation for world peace.

Religious and non-religious attitudes to bullying. Causes of conflict between friends and

families. The teachings of Christianity and ONE other religion on forgiveness and

reconciliation.

The difference between a sin and a crime. The need for law and justice. Christian attitudes, and the attitudes of ONE other religion, to justice.

Theories of punishment (deterrence, retribution, reform). Christian teaching on judgement, forgiveness and punishment. The teaching of ONE other religion on judgement, forgiveness and punishment. A study of a prisoner of conscience imprisoned for her/his religious beliefs, including the reasons for arrest and the effects of the punishment.

The nature of capital punishment and the non-religious arguments about it. The attitudes of Christianity, and ONE other religion, to capital punishment.

Write about 1500 words on the following:

(a) (i) Describe the treatments available to help infertile couples to have children.

(ii) Explain Christian attitudes, and the attitudes of ONE other religion, to these

treatments.

(iii) Explain why religious people may have problems with transplant surgery.

(b) ‘Only God has the right to interfere with our genes’.

Do you agree? Give reasons for your opinion, showing you have considered another point

of view. In your own answer you should refer to religious teaching.

Write about 1500 words on the following:

(a) (i) Describe the Christian cosmology, and the cosmology of ONE other religion.

(ii) Explain why the scientific cosmology could be seen as contradicting religious

cosmologies.

(iii) Explain how the scientific cosmology can be seen as supporting religious belief.

(b) ‘You can’t be a scientist and be religious’.

Do you agree? Give reasons for your opinion, showing you have considered another point

of view.