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M84
Award in Beliefs, Traditions, Practices in Religion

MQF Level: 6

ECTS Value: 5 ECTS

Duration: 10 Sessions

Contact Hours: 25

Self Study Hours: 60

Assessment Hours: 40

 

Course Description

In this module learners will be given the opportunity to learn about and appreciate the value of traditions, beliefs, symbols, rituals, feasts and practices of the different world religions, both the monotheistic and the Far Eastern religions. They will also gradually understand how these, and also the concept of an ‘Ultimate Reality’ in the different worldviews, relate to and influence the adherents’ everyday personal and community lives. The learner will also reflect upon how other faith traditions can have a positive impact on the Catholic way of life and identity, especially through the lives of great people coming from different religions who had a significant impact on their communities, and on the whole of humanity.

I. Worldviews

i. What they are and how they are formed;
ii. Traditions, Rites, Rituals, Beliefs, Feasts and Symbols: How they are simultaneously produced by and a manifestation of different worldviews;
iii. How different worldviews can engage in dialogue and enrich each other.

II. The Cultures of Different Religions

i. Traditions, Rites, Rituals, Beliefs, Feasts and Symbols of the Monotheistic Religions: Christianity, Judaism and Islam in Perspective
ii. Traditions, Rites, Rituals, Beliefs, Feasts and Symbols of the Far Eastern Religions: Hinduism, Buddhism and Confucianism in Perspective
iii. The Concept of ‘Ultimate Reality’ in the Different Religions
iv. How the ‘Ultimate Reality’ Challenges One’s Everyday Living

a. Great People from All Religions and Religious Traditions: How They Can Positively Challenge the Christian Way of Life
(profiles of specific people like Mohammed Ali the Muslim and Viktor Frankl the Jew)

Entry Requirements

Applicants interested in following this programme are to satisfy one of the minimum eligibility
criteria:

1. An awarded MATSEC Certificate (MQF Level 4), or equivalent;
2. A full MQF Level 4 qualification with a minimum of 120 ECTS, or equivalent;
3. Three subjects at Advanced Level (MQF 4) with two subjects at grade C or better, and the third subject with a grade D or better.

Overall Objectives and Outcomes


By the end of this module, the learner will be able to:

Competences

a) advise SMT members on how to take initiatives for the school to celebrate religious diversity and enhance a spirit of fraternity and mutual respect between adherents of different religious traditions and denominations;
b) ensure that students as well as other members of the school staff have opportunities to learn about and respect more the rituals of different religious traditions and denominations, and reflect upon how they relate to and have an impact on everyday life;
c) create opportunities for students and school staff members to learn about the lives of great people from the Jewish and Muslim traditions who were fully committed to their particular noble vocations through which they contributed immensely to society and became a source of inspiration to many other people from different religions and religious denominations;
d) create opportunities for students and school staff members to learn about the most basic and significant rites and rituals of Far Eastern Religions, especially Buddhism and Hinduism, and thus ensure that students and staff appreciate more the value of these religious traditions.;
e) carry out tasks with students that help them understand and reflect upon the concept of ‘Ultimate Reality’ in different worldviews, and how this can have an impact on and shape everyday living.

Knowledge 

a) identify and describe two rituals from each of the monotheistic religions, namely Christianity, Islam and Judaism;
b) demonstrate knowledge of several people who were fully committed to their noble vocations from the Jewish and Muslim traditions, and who contributed significantly to their community as well as to society in general;
c) describe the most significant events of these people’s lives, especially those which show their good deeds and practice of virtues for the good of society;
d) describe two basic rituals from Far Eastern religions, such as the spinning of the prayer wheel in Buddhism, and Puja and Namaste in Hinduism;
e) define what a worldview is and how it is formed within the parameters of a religious tradition;
f) define the concept of ‘Ultimate Reality’ in the different worldviews

Skills

a. create meaningful connections between rites and rituals of different religious traditions, and people’s way of lives;
b. demonstrate how great and committed people from different religious traditions can challenge the Christian praxis of everyday life;
c. show how the rites and rituals of different religions, including those of the Far East, stem out of and seek to answer the same existential and fundamentally human questions that are common to all religions and denominations;
d. demonstrate how the concept of ‘Ultimate Reality’ has several implications on how adherents of particular religions shape their worldview, including the perception of themselves and of others;
e. guide students to think of how different concepts of the ‘Ultimate Reality’ that lead to different worldviews, transpire from the already existing worldviews shaped by the different cultures.

Mode of Delivery

This module adopts a blended approach to teaching and learning. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.  

Assessment Methods

This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.

Certification

Upon successful completion of this module, course participants will be conferred an accredited certification. 

Further Learning Opportunities and Career Progression

Upon successful completion of this module, course participants may use certification conferred to apply for Recognition of Prior Learning for accredited programmes. Teachers may also use this certification in their application for accelerated progression.

Suggested Readings

Core Reading List
1) Engebretson, K. De Souza, M. , Durka G. & Gearon, L. (Eds.). 2010. International handbook of inter-religious education. Netherlands: Springer.
2) Gellel, A. 2010. Nurturing spirituality through symbol literacy in religious education. Journal of Religious Education, 58(3), 44-51.
3) Meijer, W. A., Miedema, S., & der Velde, A. L. 2009. Religious education in a world of religious diversity (Vol. 12). Waxmann Verlag.

Supplementary Reading List

1) Jackson, R. 2004. Intercultural education and recent European pedagogies of religious education. Intercultural Education, 15(1), 3-14.
2) Matlins, S. M., & Magida, A. J. (Eds.). 2010. How to Be a Perfect Stranger: The Essential Religious Etiquette Handbook. Skylight Paths Pub.
3) Valsiner, J. and Rosa, A. (Eds.) 2007. The Cambridge Handbook of Sociocultural Psychology, Cambridge: Cambridge University Press.

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