What are the foundations of world religious cultures clarification. Lecture
BASICS WORLD RELIGIOUS CROPS
Draft text original
study guide for students
Russia is our Motherland
You will learn
How Russia has historically developed, and what place your generation occupies in this process.
How rich is our Fatherland.
What are traditions and why do they exist.
Basic concepts
Traditions Values Spiritual traditions
You live in a wonderful country whose name is the Russian Federation, or Russia for short. Say this word aloud and you will feel light, expanse, space, spirituality in its sound ...
The history of our country has more than a thousand years. During this time, about 40-50 generations have changed. One generation gave birth to another. You and your peers are the younger generation. Your parents - older generation. When you become an adult, create your own family, then you will be the elder, and your children will be the younger generation.
In every generation, people worked, studied, selflessly fought for the happiness of their children, for the right to live freely in their country. One generation passed on to the next native language, life experience and knowledge, place of residence, multiplied the spiritual and material wealth. This is how our country has historically developed.
We respectfully call our country FATHERLAND, because our fathers, grandfathers, great-grandfathers, great-grandfathers of our great-grandfathers and their ancestors studied, worked and defended their land in order to save Russia for future generations.
We lovingly call our country MOTHERLAND because we were born in it. The life of your family, of the entire people to which you and your ancestors belong, takes place in Russia.
The sacred duty of every citizen of Russia is to love their Motherland, to strengthen its power and well-being.
Previous generations have accumulated and preserved for posterity enormous wealth. The nature of Russia is diverse and fabulously rich. Our country is the largest country in the world by area. The main public treasure of Russia is its peoples. The Russian Federation is the most multinational country in the world, 160 peoples and nationalities live in it in friendship and harmony. But, nevertheless, the main wealth of our great Motherland is spiritual traditions peoples of Russia.
Spiritual traditions allow a person to distinguish between good and evil, good and bad, useful and harmful. spiritual one can name a person who follows these traditions: loves his Motherland, his people, parents, treats nature with care, studies or works conscientiously, respects the traditions of other peoples. A spiritual person is distinguished by honesty, kindness, curiosity, diligence and other qualities. The life of such a person is filled with meaning and matters not only for himself, but also for other people. If a person does not follow these traditions, then he has to learn from his mistakes.
This happens not only in society, but also in the family. Remember, your parents often tell you that you should dress for the weather, follow the rules of hygiene, and avoid dangerous situations. Why? Because if you don't follow these simple rules, then your health may be at risk.
Spiritual traditions contain the same simple rules of social behavior. They warn us against diseases, against such relationships with people who can cause pain and suffering. Like parents, older generations take care of the younger ones and pass on to them their spiritual experience, which they, in turn, received from previous generations.
Today you have chosen to study one of the greatest spiritual traditions in Russia. Other traditions will be studied by your classmates. All together you are the young people of united Russia, whose life is based on the diversity and unity of the great spiritual traditions.
Important Concepts
Traditions (from Latin tradere, which means to transmit) are something that is of great importance for a person, but not created by him, but received from his predecessors and will subsequently be passed on to younger generations. For example, to congratulate relatives and friends on their birthdays, celebrate holidays, etc.
Value is any material or spiritual object that is of great importance for a person and society as a whole. For example, Fatherland, family, love, kindness, health, education, natural resources countries, etc. - all these are values.
Spiritual traditions are values, ideals, life experience passed from one generation to another. The most important spiritual traditions of Russia include: Christianity, primarily Russian Orthodoxy, Islam, Buddhism, Judaism, and secular ethics.
Questions and tasks
Ask your parents for advice and name a few traditions adopted in your family.
What values underlie the traditions of your family?
Culture and religion
You will learn
What is religion.
What are the religions.
What is the place of ritual in religions?
Basic concepts
What is religion? Religion is an essential part of most spiritual traditions.
The word "religion" comes from the Latin word, which means to connect, connect. Today we call religion such a phenomenon in people's lives, which includes:
- people's beliefs in the existence of a supernatural (other world) world, for example, in one God, or in many gods, or in spirits and other supernatural beings;
- people's behavior in everyday life;
- participation of people in religious activities - rituals. Rituals are those actions that should connect, connect people with the other world. In ancient times, the main part of the ritual was the sacrifice to the gods, later it became prayers.
What are the religions? Religion has existed since ancient times. The beliefs of the most ancient people are called primitive beliefs.
Gradually, many different religions arose in the world. The inhabitants of ancient Egypt had (professed) their religions, ancient india, Ancient Greece, Ancient Rome... These beliefs are called ancient religions. We know about these religions from ancient legends and myths, preserved temples, drawings. Many of the ancient religions have not survived to this day, they disappeared along with the states in which they existed.
However, some religions of antiquity have survived to this day - we call them traditional beliefs.
Many peoples have created their own national religions. The believers of these religions belong mainly to the same people. The most numerous of these religions are Hinduism (the religion of the Hindus) and Judaism (the religion of the Jews).
Over time, religions that are called world religions arose. Believers of these religions live in different countries and belong to different nations. Today the world religions are Christianity, Islam and Buddhism. Believers of these religions live in Europe, and in America, and in Asia, and in Africa.
Religions of Russia. In our Russia since time immemorial there have been different religions. Most of all we have Orthodox Christians. A significant number of Russians profess other world religions - Islam and Buddhism. Many adhere to Judaism. These four religions are considered the traditional religions of Russia.
However, we have believers who adhere to other religions, such as Catholicism or Protestantism. Some Russian peoples traditional beliefs were preserved. A considerable number of Russians do not profess any religion.
According to the myths of the ancient Greeks, the palaces where the gods, who did not know old age and death, feasted carelessly, were located on the high Mount Olympus. Chief among the gods was Zeus, the lord of the sky, the lord of lightning, the father of gods and people. His brother Poseidon was the ruler of the seas, and his other brother Hades ruled in the underworld.
Let's discuss together
What rituals exist in religious activities?
Why are some religions called world and others national?
Questions and tasks
How do you understand the word "religion"?
What religions are called national?
What religions are called world?
What religions are considered traditional in Russia?
On the map Russian Federation show where the largest peoples of our country live, and indicate what religions they profess.
Find out what religions prevail in your city, region, region, republic.
Culture and religion
You will learn
What is culture.
How religion and culture are related.
How should a cultured person behave?
Basic concepts
Culture Values
Each of the religions has made an invaluable contribution to world culture and in the culture of our country.
What is culture? In everyday speech, the word "culture" is often associated with ideas about palaces and museums, theaters and libraries. Sometimes we use such words as “cultural person”, “cultural society”, “behave culturally”. This is also related to the word "culture".
In science there is such a definition: “Culture is material and spiritual values created by man throughout his history.
To monuments material culture we can attribute the tools and objects of everyday life that man created, beautiful houses and mighty fortresses ...
When we talk about the monuments of spiritual culture, we mean the ideas and images that created prominent writers, painters, architects, scientists. And besides, - such concepts as good and evil, justice, beauty. Spiritual values also include moral norms of human behavior, religion.
What are the temples? Many monuments of material and spiritual culture arose in connection with religion, as necessary for its existence, or reflecting its content.
In each religion there was a need for a special place for performing rituals. So there were special buildings that were supposed to serve these purposes. We still enthusiastically visit the majestic temples of Ancient Egypt, Ancient India, Ancient Greece, Ancient Rome that have survived to us.
It has not come down to us, but descriptions of the most important sanctuary of the Jews, the Jerusalem Temple, remained. In ancient times, the first Christian churches arose, some of them have survived to this day. Peculiar in architecture, solemn ancient Buddhist temples are found throughout Asia. In Asia and Africa, the first sacred buildings of Muslims were erected - mosques. Now Christian, Buddhist temples and mosques can be found all over the world.
In ancient temples, as a rule, statues of the god to whom this temple was dedicated were placed. Many ancient statues have survived to this day, and today we can admire the amazing art of ancient sculptors thanks to these works related to their religion.
The influence of religion on culture. In Buddhism and Christianity, as well as in a number of other religions, music is used during ritual rites, so the first musical works also associated with religion. Later, many musical works by secular composers were written by them on religious subjects.
Religion has found its reflection in the language we speak and in our daily behavior.
This is interesting
In the culture of Muslim countries, calligraphy is of great importance - the art of beautiful and elegant writing. Arabic manuscripts were very elegant: patterns, colorful miniatures, an endless string of words. The writing tool was kalam - a reed pen, and the material - papyrus, parchment, silk, paper.
Let's discuss together
We say about someone that he is a cultured person. What does this mean?
What is included in the concept of culture of behavior?
Questions and tasks
Explain your understanding of what culture is.
Try to give examples of material and spiritual culture.
Why do you think religious buildings - temples, are considered the cultural heritage of peoples.
The emergence of religions. ancient beliefs
You will learn
How ancient people cared about the souls of their ancestors.
What is polytheism and pantheon.
What people in the world first believed in one God and what is a covenant.
Basic concepts
Pantheon Polytheism Testament
The first religions Religious feelings arose in man at the earliest stage of his history. The found burials of ancient people are made with big love and care. This indicates their belief in the afterlife and in higher powers. Ancient people took care of the souls of their ancestors, believed that these souls of dead people continue to participate in the life of their family and the entire tribe. They were asked for protection, and sometimes they were afraid of them.
Ancient people believed that the world around them was inhabited by spirits, good or hostile. These spirits lived in trees and mountains, streams and rivers, in fire and wind. They also believed in sacred animals such as bears or deer.
Gradually, belief in spirits is replaced by belief in gods. In the ancient states - Egypt, Greece, Rome, as well as in China, Japan, India - people believed that there are many gods and each god has his own "specialization". There were gods who patronized crafts or art, others reigned in the seas and oceans, in the underworld. Collectively, these gods were called the pantheon. Since there were always many gods in the pantheon, the religions of these ancient times are called polytheism.
Judaism. The first people who believed in the One God were the Jewish (Jewish) people. The ancestor of the Jews is considered the patriarch Abraham. He left the country of his ancestors and settled in the land of Canaan promised to him by God. Since then, the Jews have called this land the promised land(promised). But soon famine came here, and the grandchildren of Abraham with their families moved to Egypt. The Jews ended up in Egypt in the position of slaves: they did hard work and were subjected to abuse. They dreamed of being freed from this slavery, but the Egyptian king - the pharaoh - did not want to let them go. At this time, a boy was born in a Jewish family, who was named Moses. When Moses grew up, God commanded him to rescue the Jewish people from slavery. Moses led his people back to the Promised Land. This path has been long. For forty years the Jews wandered in the wilderness. While traveling on Mount Sinai, Moses received stone tablets from God - tablets on which were recorded commandments God to the Jewish people. Thus, Moses made a pact with God ( covenant). According to this covenant, God protects his people, and the people must be faithful to God and keep his commandments.
The Jews reached the Promised Land and established their kingdom there. To honor their God, the Jews built a Temple in the city of Jerusalem. But after some time, the kingdom of the Jews was invaded by powerful neighbors. The Jerusalem temple was destroyed, and the Jews were resettled in the neighboring state - Babylonia. After the fall of Babylonia, the Jews were able to return to the Promised Land and rebuilt the Temple of the One God in Jerusalem. However, the invasions continued and, in the end, power over the lands of the Jews passed into the hands of the Romans.
This is interesting
The ancient Egyptians had many gods . Sun God Ra considered the chief god of the Egyptians. Every morning he sailed in his boat through the sky, illuminating the earth. The god of wisdom was especially revered Thoth. He was depicted as a man with the head of an ibis bird. He taught people writing, counting, various knowledge.
Let's discuss together
Why did ancient people believe in sacred animals?
What do you think, what forces of nature could be patronized by the gods of ancient civilizations ?
Questions and tasks
Why ancient people cared about the souls of their ancestors.
Explain what a pantheon of gods is.
Which people had faith in one God.
What did Moses receive from God at Mount Sinai.
How do you understand what a covenant is?
In which city, and under which rulers, the temple was built.
The emergence of religions. Religions of the world and their founders
You will learn
Who it Christ and what he taught people.
What happened after the death of Jesus and how it began to spread Christianity.
About life Muhammad and his teachings.
Where did Buddhism.
About life buddha(the Enlightened One) and his departure into nirvana.
What's happened " four noble truths» Buddhism.
Basic concepts
Messiah (Christ) Stupas Buddhism
Christianity. The Jews were waiting for a prophet who would deliver them from all troubles (they called him Messiah- "anointed one" in Greek Christ). Therefore, when the preacher Jesus appeared, many of the Jews followed Him, believing that He is the promised Messiah - Christ.
According to the stories of His followers, Jesus was born in the small town of Bethlehem. His parents did not have enough room in the hotel, so the Mother of Jesus, Mary, gave birth to the Baby in a cave, which was used for the night of livestock.
When Jesus grew up, He began to preach, taught that people should love God and their neighbors. He not only preached, but also healed the sick, helped those who needed it. The people who followed Him and believed in Him considered Him not only a man, but also the Son of God, who came to open the way to a righteous life for people.
Jesus called every person to change, to become better. However, many among the people expected something else from the Messiah. They believed that he should deliver the Jews from their enemies and oppressors, that he should be a brave military leader, and not a preacher. Therefore, conflict soon arose between Jesus and the leaders of the Jewish people. Jesus was seized near Jerusalem, in a garden called Gethsemane, and they decided to execute him with a terrible execution: they crucified him on the cross, as they did with the most evil criminals. At that moment, most of the disciples got scared and left Him.
Only a few people came to remove His lifeless body from the cross and give it to a worthy burial. Among these most faithful followers of Jesus were several women who again came to His tomb on the third day after the execution. But here a startling discovery awaited them: the coffin was empty. As Christians believe, Jesus, as the Son of God, was not subject to death, and He rose from the dead.
Inspired by this message, the disciples of Jesus Christ began to preach His teaching in Judea and beyond, and soon this teaching spread to many countries. It began to be called Christianity and the followers of Jesus Christians.
Islam. In 570, in distant Arabia, in the holy city of Mecca for the Arabs, a boy was born, who was named Muhammad. He grew up as an orphan, who was in the care of his grandfather and then uncle. Quite early Muhammad became Hanif- so in Arabia they called people who believed in one God, lived a pious life, but were neither Jews nor Christians. At the age of 25, Muhammad married a wealthy merchant, Khadija.
Once, when Muhammad retired to pray on a low mountain near Mecca, an angel appeared to him, who began to dictate sacred texts to him and announced to him that he was the messenger of God. Muhammad did not immediately believe in his prophetic mission, considering himself unworthy. However, his beloved wife Khadija convinced him, and Muhammad began to preach among the Meccans. It happened around 610.
Muhammad called on all Arabs who believed in different gods to return to the religion of monotheism, which is practiced by Jews and Christians. He believed that God (in Arabic - Allah) sent prophets to people for a long time, both Moses and Jesus were prophets. He considered himself the last prophet. In his opinion, Musa (Moses) and Isa (Jesus) preached the same religion as he, and together they go back to the tradition of the forefather Ibrahim (Abraham).
Muhammad managed to unite the disparate tribes of Arabia, and his successors, the Caliphs, who ruled after him, managed to subjugate territories far beyond the Arabian Peninsula. Together with the Arabs, the religion that Muhammad preached spread to different countries and continents.
The new religion was called Islam. This word contains the root "peace" and can be roughly translated as "surrendering oneself to God." Adherents of Islam began to be called Muslims. Although these words sound different to us, in Arabic they come from the same root.
Buddhism. Third world religion – Buddhism- arose earlier than the others in distant India.
In the VI century. BC, in the family of the ruler of a small principality in northern India, a boy was born, who was named Siddhartha Gautama. The sages saw in the child all the signs of a great man and predicted that he would become either a great sovereign, the ruler of the whole world, or a saint who knew the truth. The prince lived in the palace in luxury and without worries. His parents wanted him to become a great sovereign and tried to bring him up that way. The boy was very capable and overtook all his peers in the sciences and sports. At the age of 29, he married a princess and had a son. But one day the prince met a funeral procession and realized that all people on earth and he himself are mortal; on another occasion, he met a seriously ill person and realized that illness awaited any mortal; for the third time, the prince saw a beggar asking for alms, and realized the transience and illusory nature of wealth and nobility; and finally, he saw a sage immersed in contemplation and realized that the path of self-deepening and self-knowledge is the only way to comprehend the causes of suffering and the way to get rid of them.
The prince left his home and began to wander in search of the truth of life. Once he sat under a banyan tree and swore an oath that he would not leave this place until he reached his goal and knew the truth. And "enlightenment" came to him, he realized the "four noble truths."
These truths were
1) there is suffering in the world;
2) there is a cause of suffering;
3) there is liberation from suffering; the state of liberation from suffering in Hinduism was called nirvana.
4) there is a path leading to liberation from suffering.
So Prince Siddhartha Gautama became the Buddha (Enlightened One).
Having become Enlightened, the prince began to wander and preach his teaching, which was later called Buddhism. The Buddha had disciples. After many years, he began to age. Then he said goodbye to his disciples, lay down in the position of a lion, plunged into contemplation and entered the great and eternal nirvana, in which there is no suffering. The students cremated his body, and the ashes were taken by them to different parts of the world and enclosed in special structures - stupas. It is said that one of the students took the tooth of the Buddha from the funeral pyre and kept it as a priceless relic. In the VI century. a temple was built on the island of Sri Lanka, which today is called the “Temple of the Tooth Relic”.
This is interesting
According to Christian tradition, ordinary shepherds and wise men-astrologers (magi) learned about the birth of the Messiah. following guiding star, they reached Bethlehem, where they bowed to the newborn Jesus, bringing Him gifts from the treasures of the East: gold, frankincense and myrrh (myrrh - aromatic oil).
This is interesting
The ancient religion of India was Hinduism. Its peculiarity was the belief that the human soul does not die with the body, but is born on earth again and again in a variety of guises: a person, an animal or even a plant. Who exactly a person will be born next time depends on how he behaved in life, his next life will be a punishment or a reward for him.
Let's discuss together
Why do you think the followers of Jesus considered and still consider Him to be the Son of God?
Why do you think Christianity, Islam and Buddhism became world religions?
Questions and tasks
In what city was Jesus born?
Why did so many people follow him?
Why was there conflict between Jesus and the leaders of the Jewish people?
Which city is considered sacred for Muslims. Why do you think?
What did Muhammad call the Arabs to?
Why did Prince Siddhartha Gautama leave his palace?
How do you understand what the word Buddha means.
Look at the map and name the places where world religions originated, determine in which century each of the world religions arose, name the founders of world religions.
Holy books. Vedas, Avesta, Tripitaka
You will learn
When did the sacred texts first appear and what were they called.
How the Buddhist sacred text Tipitaka was created.
Basic concepts
Vedas Avesta Tipitaka
The most ancient sacred texts. The emergence of writing, that is, the ability of a person to write down his words and thereby preserve them, is directly related to religion. In ancient times, it became necessary to record appeals, requests of people to the gods in which they believed. In ancient Egypt and in Mesopotamia, signs were invented that denoted the sounds of speech. Gradually, writing became the property of many peoples. And the first thing people began to write down their sacred texts.
Some of the oldest large texts considered sacred were written in India. For many centuries, stories about the gods of Hinduism were transmitted orally in poetic form. In ancient times they were recorded and named Vedas, what does "knowledge", "teaching" mean . The Vedas consist of four parts and contain legends about the creation of the world and about the main deities of Hinduism, ancient hymns to the gods, descriptions of Hindu rituals.
Holy book of Buddhism. The teachings of the most ancient world religion - Buddhism - were not written down for a very long time. It was passed from mouth to mouth and in this oral form spread to different countries. The Buddha's disciples and his followers collected information about his life and about when, how and what he taught people. This took several centuries. And only after about six hundred years, all the information collected was combined and recorded on palm leaves in the Indian language. Pali. These leaves were placed in three special baskets. This is how the Buddhist scripture came to be called the Tipitaka (meaning "Three Baskets of Wisdom").
This is interesting
Peoples related to the ancient Indians once lived in Central Asia and Iran. These peoples believed that the world was in constant struggle between good and evil gods and their servants. The stories of this struggle were recorded in the holy book Avesta.
Questions and tasks
What is the reason for the appearance of sacred texts?
What is the Vedas? What do they talk about?
What is told in the Avesta?
When were the sacred texts of Buddhism written down?
Why is the Buddhist Scriptures translated into Russian called "Three Baskets of Wisdom"?
Holy books. Torah, Bible, Quran
You will learn
What's happened Bible and what it consists of.
What is the holy book of Muslims called Koran.
Basic concepts
Canon Torah Bible Quran Prophets
Holy books of Judaism and Christianity
The book that recorded everything that the ancient Jews believed in became their Holy Scripture. They believed that in it God himself revealed the truth to people. The Jews called their Holy Scripture Tanakh, and those of them who settled after the conquests of their state in different countries and spoke mainly in Greek, began to call this book bible, which in Greek means "Books".
Later, both Jews and Christians began to call the Holy Scriptures the Bible, because Christians included stories about the life of Jesus and his disciples in it. Christians began to call this part of the Bible the "New Testament", and the Holy Scriptures of the Jews the "Old Testament".
Old Testament | New Testament |
Pentateuch Its first part is called the Pentateuch (in the Jewish tradition - the Torah) because it consists of five books. The first of them, which is called "Genesis", tells about the creation of the world and man by God and about the life of the first generations of the Jewish people ("forefathers"). IN next book, Exodus tells how Moses led the people out of Egypt and made a covenant with God. In other books of the Pentateuch, the rules for the life of believing Jews were recorded. | gospels Four of his disciples - Matthew, Luke, Mark and John - told about Jesus Christ, the founder of one of the world religions. They wrote the Gospels, which translates as "good news." The disciples wanted to convey to people the good news that Jesus is the son of God, that he is the Messiah (Christ), about what Christ taught people. Christians believe that the Gospels are inspired by God because God Himself inspired Christ's disciples to write them. |
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The Pentateuch is followed by books about the further history of the Jewish people, about how the Jerusalem Temple was built and destroyed, about the kings and the most respected people of this people. | Acts of the Apostles The disciples of Christ were called apostles. After the death of Jesus, they also began to preach his teaching in different countries and parts of the world. Their travels and adventures are told in a book called The Acts of the Apostles. |
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The third part contains many poetic texts and teachings. | The Epistles of the Apostles Small communities of Christians began to spring up everywhere where civilized people then lived. And the first disciples of Christ wrote letters to these communities, .... These letters were called the Epistles of the Apostles. |
Apocalypse But not only stories about the past were contained in the writings of the apostles. They also talked about what awaits humanity in the future. This part of their writings was called "prophecies." |
Holy book of Islam. Muslims believe that God sent messengers to people, and each messenger received a Scripture from him in order to convey it to people. The source of all these Scriptures is the Mother of the Books, which is kept under the Throne of the Most High. Muhammad received from God the Koran, which for more than ten years was transmitted to him by the angel Jibril (Gabriel).
Lecture. Fundamentals of World Religious CulturesThe existing living conditions of modern society are such that they lead to an increase in negative factors affecting the individual, the result of which is the spiritual and moral decay of a significant part of our youth. (In adolescence, the number of drug addicts, homeless children is increasing, the number of divorces, single mothers, and many others is growing.)
Analysis of the National Doctrine of Education, Modernization Concepts Russian education for the period up to 2010 showed that education is designed to provide: "the secular nature of education", "upbringing younger generation in the spirit of high morality and respect for the law."
Spiritual culture or "spirituality" consists of many areas. In addition to religion, it includes all areas of the sciences of nature and society, literature and poetry, all kinds of arts, as well as law, morality, rules, patterns and norms of behavior, traditions, language, ceremonies, symbols, customs, rituals, etiquette, etc.
This course "ORKiSE" is also educational in nature, which will help to educate the spiritual and moral personalities of our state, as well as introduce you to the history and culture of the peoples of multi-confessional Russia.
Slide 1. Requirements for the results of mastering the content
Mastering the educational content should provide:
Understanding spirituality, morality, morality, morally responsible behavior for human life, family, society.
Knowledge of the basic norms of secular and religious morality, religious precepts; understanding of their significance for the life of a person, family, society.
Formation of initial ideas about historical and cultural foundations traditional religions and secular ethics in Russia.
Formation of a respectful attitude towards traditional religions and their representatives.
Formation of the initial idea of the domestic religious and cultural tradition as the spiritual basis of the multinational multi-confessional people of Russia;
Knowledge, understanding and acceptance of personal values: Fatherland, family, religion - as the foundations traditional culture the multinational people of Russia;
Strengthening faith in Russia;
Strengthening by means of education the spiritual continuity of generations.
Slide 2. The structure of the textbook
Main text
2-4 illustrations
Headings: 1) “You will know” (the main questions of the topic are formulated).
2) "It's interesting" (additional material)
3) “We will discuss together” (a problematic issue for collective discussion).
4) "Questions and tasks":
b) talking to parents.
Vocabulary in the lesson and at the end of the textbook.
Content
Lesson 1
Lesson 2
Lesson 3
Lesson 4. The emergence of religions. ancient beliefs
Lesson 5. The emergence of religions. Religions of the world and their founders
Lessons 6 - 7. Holy books of the religions of the world
Lesson 8
Lessons 9 - 10. Good and evil. The concept of sin, repentance and retribution
Lesson 11
Lesson 12
Use of info-communal technologies
The ability to carry out information search for the implementation of educational tasks.
Texts of various styles and genres, conscious construction of speech statements, in accordance with the tasks of communication.
Willingness to listen to the interlocutor and conduct a dialogue.
Willingness to recognize the possibility of existence, different points of view and the right of everyone to have their own.
Express your opinion and argue your point of view and assessment of events.
These requirements are taken from the second generation standards.
Communication skills:
Construction of monologue speech.
Ability to collect and organize material.
Make a plan, thesis, abstract, use different types of speech, build statements in a certain style. Select language means, improve statements.
Speech is a human activity that uses language to communicate, express emotions, form thoughts, learn about the world around us to plan our actions.
Communication skill- this is a skill that connects thinking and speech into a single process, and it is in the speech environment that communicative skills are formed.
Objects of linguistics is the author and the reader. Speech should be put on thought like a dress. Thought transforming into speech is rebuilt and modified. Thought is not expressed, but is accomplished in the word.
Test types:
Solid tests:
Description - artistic and technical.
Narration - story, report, reportage.
Explanation - reasoning, summary, interpretation.
Argumentation - scientific commentary, justification.
Instruction - an instruction to perform work, rules, charters, laws.
Forms - tax, visa, questionnaires.
Information sheets (schedule, price lists)
Receipts - vouchers, tickets, waybills, receipts.
Certificates - warrants, certificates, diplomas, contracts.
Appeals and announcements - invitations, agendas.
Tables and graphs.
Diagrams
Tables and matrices
Lists
Cards
Lesson 1
You will learn:
How Russia has historically developed, and what place your generation occupies in this process.
How rich is our Fatherland.
What are traditions and why do they exist.
Russia is a multinational and multiconfessional state. The population of Russia in 2002 is 144 million people. (there are more than 100 peoples on its territory, in the Kurgan region 109 different nationalities). According to Internet forecasts, by 2010 Russia's population will decrease to 120 million people. According to Andrei Kuraev, 2% of the world's population will remain in Russia in 50 years. (12% of the territory that we occupy and 32% - minerals and subsoil, which our Russia is rich in). The demographic crisis is observed throughout the Russian Federation. Compare demographics different peoples Russia.
Important Concepts
Traditions are a way of transferring ethnic experience from one generation to another in the form of customs, customs, rules of conduct.
Traditions are elements of social and cultural heritage transmitted from generation to generation and preserved in certain societies and social groups for a long time.
Value is the significance (benefit, usefulness) of a certain set of objects for a set of living beings.
Questions and tasks
Ask your parents for advice and name a few traditions adopted in your family. (For example, the celebration of Easter, Shrovetide, wedding ceremony, etc.)
What values underlie the traditions of your family? (Be kind, responsible, accurate, truthful, obedient, etc.)
Lesson 2
Purpose: formation of the concepts of religion and culture
Tasks:
To give an initial idea of the world religions and cultures of the peoples of Russia
Develop cognitive interest in world religions and cultures of different faiths
To cultivate respect for the traditions and beliefs of the multinational people of Russia.
During the classes
You will learn:
What is religion.
What are the religions.
What is the place of ritual in religions?
Religious scholars - scientists who study the religious traditions of the world - have created more than two hundred definitions of religion, but they, in their opinion, do not reflect this phenomenon of spiritual life in its entirety.
“In this sense, religion is like time,” the American researcher B.G. Earhart rightly notes, “everyone feels what it is, but it is not so easy to grasp its essence and give it an exact definition”
The word "religion" is translated and explained in different ways. It first appeared among the ancient Romans. They designated everything that was connected with the veneration of the gods. According to the explanations of Cicero (106-43 BC), a famous Roman orator and philosopher, the word "religion" comes from lat. Relegere, which means "to treat with special respect" (conscientiousness, holiness). Blessed Augustine (354-430) - an early Christian thinker believes that the explanation of this meaning comes from the verb religo, and then the word "religion" acquires a different meaning - I connect the untied, reunite (God and man, sacred and worldly). The concept of religion is ambiguous. There are over 250 definitions of religion.
? What do you think religion is?
For example, religion is a special area associated with the spiritual life of people and addressed to the human soul.
Religion - certain picture world, including a whole set of ideas about the causes and nature of the universe?
Religion is a complex of rituals, rituals, traditions.
Religion - communities of people who adhere to a particular religious tradition (confession).
But we must not forget that religion is separated from the state, but not separated from society. Therefore, the attitude to religion is a matter for everyone, individually-personal.
On the religious globe, religions with numerous followers in various regions of the world stand out especially: Christianity, Islam and Buddhism.
|
Name of religion |
number, in million people |
% of world population |
Founding time |
sacred texts |
|
Christianity |
1995 |
33,5 |
1st century AD |
Bible |
|
Islam |
1180 |
19,5 |
610 |
Koran |
|
Hinduism |
888 |
14,6 |
III millennium BC |
Veda |
|
Buddhism |
354 |
6 |
544 BC |
Tipitaka (Tripitaka) |
|
tribal religions |
132 |
2,2 |
Doist. time |
oral tradition |
In the textbook, taking into account the age characteristics of students in grades 4-5, elementary ideas are given about the origin, history and characteristics of the religions of the world, their impact on people's lives. The authors did not set the task of reflecting debatable issues of religious teachings and religious studies in the manual.
FIRST RELIGIONS.
Religious feelings arose in man at the earliest stage of his history. The found burials of ancient people are made with great love and care. This indicates their belief in the afterlife and in higher powers. primitive people cared for the souls of their ancestors, believed that these souls of dead people continue to participate in the life of their family and their tribe. They were asked for protection, and sometimes they were afraid of them.
Ancient people believed that the world around us was inhabited by spirits, good or evil. These spirits lived in trees and mountains, streams and rivers, fire and wind. People also revered sacred animals such as bears or deer.
Gradually, belief in spirits is replaced by belief in gods. In ancient states - Egypt, Greece, Rome, India, China, Japan - people believed that there are many gods and each god has his own "specialization". There were gods who patronized crafts or art, others were considered the lords of the seas and oceans, the underworld. Collectively, these gods were called the pantheon. A religion that worships many gods is called polytheism.
Content
Lesson 1. Russia is our Motherland 4
Lesson 2. Culture and religion 6
Lesson 3
Lesson 4
Lesson 5. The emergence of religions. Religions of the world and their founders 12
Lessons 6-7. Holy books of world religions 16
Lesson 8
Lessons 9-10. Good and evil. The concept of sin, repentance and retribution 24
Lesson 11
Lessons 12-13. Sacred buildings 30
Lessons 14-15. Art in Religious Culture 34
Lessons 16-17. Creative work of students 38
Lessons 18-19. History of Religions in Russia 40
Lessons 20-21. Religious rituals. Customs and rituals 52
Lesson 22
Lessons 23-24. Holidays and calendars 62
Lessons 25-26. Religion and morality. Moral precepts in world religions 68
Lesson 27
Lesson 28
Lesson 29
Lesson 30
Publication date: 05/10/2013 03:39 UTC
- Fundamentals of world religious cultures, grade 4, work program according to the textbook by Beglov A.L., Saplina E.V., Tokareva E.S., Yarlykapova A.A., Tereshchenko N.V., 2014
Work program for the course "Fundamentals of Religious Cultures and Secular Ethics"
(module "Fundamentals of World Religious Cultures")
(for fourth grade)
Working programm subject"Fundamentals of Religious Cultures and Secular Ethics" (module "Fundamentals of World Religious Cultures") is compiled in accordance with the requirements of the Federal State General Educational Standard for Primary General Education, an exemplary program for"Fundamentals of Religious Cultures and Secular Ethics". [Compilers: scientists of the Russian Academy of Sciences, the Russian Academy of Education, the Federal Institute for the Development of Education, the Academy for Advanced Studies and Professional Retraining of Education Workers, representatives of religious denominations]and based on programs developed by the authors R.B. Amirov, O.V. Voskresensky, T.M. Gorbacheva and others, edited by Shaposhnikova T.D. taking into account interdisciplinary and intradisciplinary connections, the logic of the educational process, the task of forming the ability to learn in younger students. The program is aimed at achieving the planned results, the implementation of the program for the formation of universal educational activities.
Explanatory note
general characteristics and value orientations of the content of the subject
Questions related to the introduction to school curriculum spiritual, moral, culturological topics, considered within the framework of the culturological approach, are of particular importance, since the nature of a secular school is determined, among other things, by its relations with the social environment, religious associations, recognition of freedom of religion and the worldview of participants in the educational process. The demand for modern education, which solves the problems of spiritual and moral education of Russian citizens, remains too significant. The modern national educational ideal is a highly moral, creative, competent citizen of Russia, who accepts the fate of the Fatherland as his own, aware of the responsibility for the present and future of his country, rooted in the spiritual and cultural traditions of a multinational people
Russian Federation.
In this regard, the inclusion in the school curriculum of the course "Fundamentals of Religious Cultures and Secular Ethics", which is of a complex nature and represents the five most important national spiritual traditions - Orthodoxy, Islam, Buddhism, Judaism, and secular ethics, becomes especially relevant.
The introduction of the subject "Fundamentals of Religious Cultures and Secular Ethics" should be the first step towards the restoration in new conditions based on the principles of humanism, morality, traditional spirituality of the social and pedagogical partnership of the school, family, state, and the public in the upbringing of children and youth.
Pedagogical support for self-determination of the individual, development of her abilities, talent, transfer to her of systemic scientific knowledge, skills, abilities and competencies necessary for successful socialization, by themselves do not create sufficient conditions for the free development and social maturity of the individual. A person is not free if he does not distinguish good from evil, does not value life, work, family, other people, society, the Fatherland, that is, everything in which a person affirms himself morally and develops his personality. Knowledge of the sciences and ignorance of the good, a sharp mind and a deaf heart pose a threat to a person, limit and deform his personal development.
Spiritual and moral education of the personality of a citizen of Russia is a pedagogically organized process of assimilation and acceptance by students of basic national values that have a hierarchical structure and complex organization. The bearers of these values are the multinational people of the Russian Federation, the state, the family, cultural and territorial communities, traditional Russian religious associations (Christian, primarily in the form of Russian Orthodoxy, Islamic, Jewish, Buddhist), the world community.
The training course of the ORSE is a single integrated educational system. All its modules are consistent with each other in terms of pedagogical goals, objectives, requirements for the results of mastering the educational content, the achievement of which by students should be ensured by the educational process within the boundaries training course, as well as in the system of content, conceptual, value-semantic connections of the educational subject with other humanitarian subjects of primary and secondary schools.
The URKSE training course is culturological and is aimed at developing in schoolchildren aged 10-11 years old ideas about moral ideals and values that form the basis of the religious and secular traditions of the multinational culture of Russia, at understanding their significance in the life of modern society, as well as their involvement in them.The main culturological concepts of the training course - "cultural tradition", "worldview", "spirituality (soulfulness)" and "morality" - are the unifying principle for all the concepts that form the basis of the course (religious or non-religious).
The new course is designed to actualize in the content of general education the issue of improving the child's personality on the principles of humanism in close connection with religious and universal values.Teaching knowledge about the basics of religious cultures and secular ethics is intended to play an important role not only in expanding the educational horizons of the student, but also in the educational process of forming a decent, honest, worthy citizen who observes the Constitution and laws of the Russian Federation, respects its cultural traditions, is ready for intercultural and interfaith dialogue in the name of social cohesion.
The purpose of the training course ORSE
Formation in the younger teenager of motivations for conscious moral behavior based on knowledge and respect for the cultural and religious traditions of the multinational people of Russia, as well as for dialogue with representatives of other cultures and worldviews.
Objectives of the training course ORSE
1. Acquaintance of students with the basics of Orthodox, Muslim, Buddhist, Jewish cultures, the basics of world religious cultures and secular ethics;
2. Development of the younger teenager's ideas about the importance of moral norms and values for a decent life of the individual, family, society;
3. Generalization of knowledge, concepts and ideas about spiritual culture and morality obtained by students in elementary school, and the formation of their value-semantic worldview foundations that provide a holistic perception national history and culture in the study of humanitarian subjects at the level of basic school;
4. Development of the ability of younger students to communicate in a multi-ethnic and multi-confessional environment based on mutual respect and dialogue in the name of public peace and harmony.
The training course creates the initial conditions for the development of students Russian culture as a holistic, original phenomenon of world culture; religious understanding, cultural diversity and historical, national-state, spiritual unity of Russian life.
Mastering the educational content included in the training course should ensure:
formation of initial ideas about the foundations of religious cultures and secular ethics;
formation of a respectful attitude to various spiritual and secular traditions;
formation of the initial idea of the national religious and cultural tradition as the spiritual basis of the multinational multi-confessional people of Russia;
Key ideas of the program.
Spiritual and moral development and education of the personality of a citizen of Russia;
Spiritual values and moral ideals in the life of man and society.
Spiritual traditions of the multinational people of Russia.
Spiritual unity of the people of Russia and moral values that unite us;
Education as a factor of spiritual and moral consolidation Russian society, its unity in the face of external and internal challenges;
The new Russian school as a factor ensuring the socio-cultural modernization of Russian society;
Personality at the center of state educational policy, ensuring educational rights and the possibility of realizing the duties of a person;
Open education as a value-technological context for building the educational process;
New "educational culture" of the teacher (learning through activity, competence-based approach, project technologies, development of a research culture and independence, etc.);
Forms, methods, teaching technologies
Forms of organization of the educational process:
group work on the project, practice business games, analysis of critical situations, trainings of practical skills
Methods:
Problem based learning (problem presentation, partial search or heuristic, research)
Organization of educational and cognitive activities (verbal, visual, practical; analytical, synthetic, analytical-synthetic, inductive, deductive; reproductive, problem-search; independent work and management work).
Stimulation and motivation (stimulating learning: educational discussions, creating emotional and moral situations; stimulating duty and responsibility: persuasion, making demands, rewards, punishments).
Control and self-control (individual survey, frontal survey, oral knowledge test, written control work, written self-control).
Independent cognitive activity (preparing students for the perception of new material, students learning new knowledge, consolidating and improving the acquired knowledge and skills, developing and improving skills; working with a book; working according to a given model, constructive, requiring a creative approach)
Teaching technologies:
Personally oriented education, game, information, activity method, development of general educational skills
Requirements for the level of training of students
Mastering the educational content of the educational content "Fundamentals of World Religious Cultures" by schoolchildren should ensure:
understanding the importance of morality, morally responsible behavior in human life and society;
formation of initial ideas about the foundations of religious cultures;
acquaintance with the values: Fatherland, morality, duty, mercy, peacefulness, and their understanding as the basis of the traditional culture of the multinational people of Russia;
strengthening by means of education the continuity of generations on the basis of the preservation and development of cultural and spiritual values.
Education of children according to the program of the module "Fundamentals of World Religious Cultures" should be aimed at achieving the following personal, meta-subject and subject results of mastering the content.
Requirements for personal results:
Formation of the foundations of Russian civil identity, a sense of pride in their homeland;
Formation of the image of the world as a single and integral with a variety of cultures, nationalities, religions, fostering trust and respect for the history and culture of all peoples;
The development of independence and personal responsibility for one's actions based on ideas about moral standards, social justice and freedom;
Development of ethnic feelings as regulators of moral behavior;
Education of goodwill and emotional and moral responsiveness, understanding and empathy with the feelings of other people; development of initial forms of regulation of one's emotional states;
Development of skills of cooperation with adults and peers in various social situations, the ability not to create conflicts and find ways out of contentious situations;
The presence of motivation to work, work for results, respect for material and spiritual values.
Requirements for metasubject results :
mastering the ability to accept and maintain goals and objectives learning activities and also to find means of its implementation;
formation of skills to plan, control and evaluate learning activities in accordance with the task and the conditions for its implementation; determine the most effective ways to achieve results; make appropriate adjustments to their implementation based on the assessment and taking into account the nature of the errors; understand the reasons for the success / failure of educational activities;
adequate use of speech means and means of information and communication technologies for solving various communicative and cognitive tasks;
the ability to carry out information search for the performance of educational tasks;
mastering the skills of semantic reading of texts of various styles and genres, the conscious construction of speech statements in accordance with the tasks of communication;
mastering the logical actions of analysis, synthesis, comparison, generalization of classification, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts;
readiness to listen to the interlocutor, to conduct a dialogue, to recognize the possibility of the existence of different points of view and the right of everyone to have their own; express your opinion and argue your point of view and assessment of events;
definition of a common goal and ways to achieve it, the ability to agree on the distribution of roles in joint activities; adequately evaluate their own behavior and the behavior of others.
Requirements for subject results:
knowledge, understanding and acceptance by students of values: Fatherland, morality, duty, mercy, peacefulness, as the basis of the cultural traditions of the multinational people of Russia;
acquaintance with the basics of secular and religious morality, understanding their significance in building constructive relations in society;
the formation of initial ideas about religious culture and their role in the history and modernity of Russia;
awareness of the value of morality spirituality in human life.
The program includes the following sections:
Acquaintance with the new subject of ORKSE
Beliefs of different peoples in myths, legends and tales
Judaism
Christianity
Islam
Buddhism
"Golden Rules of Morality"
The main form of organization of the educational process in grade 4 (when studying the foundations of world religious cultures) is the traditional school lesson. To consolidate the studied material, a conversation (interview) is conducted. In grade 4 (when mastering the moral foundations of world religious cultures), conversation is the main form of conducting classes. Classes on the course "Fundamentals of World Religious Cultures" are recommended to be accompanied by a demonstration of images, joint reading and other sources, listening to works, excursion lessons
When studying the foundations of world religious cultures, marks are not set. To determine the level of spiritual and moral education of schoolchildren studying world religious cultures, parents of schoolchildren can be invited to the initial and final lessons, who will determine how necessary and important it is for their children to master the national culture.
Forms of control
A form of intermediate control is the performance of tests and various creative tasks. The form of final control is the protection of projects.
The course is designed for 34 hours of lectures and practical classes in the 4th grade.
4th grade (34 hours)
Acquaintance with a new subject of ORSE (3 hours)
Russia is our Motherland. Spiritual values of mankind. Culture. Religion.
Not a typical lesson. Congress in Astana. "We wish every person peace."
Beliefs of different peoples in myths, legends and tales (5 hours)
Ancient beliefs and religious cults. Sandy's story about the beliefs of the indigenous people of Australia. Alex's story about the beliefs of the indigenous population of America. Akiko talks about the mythology and culture of Japan. Sasha talks about the beliefs of the ancient Slavs.
Judaism (5 hours)
The concept of God in Judaism. The world and man in Judaism. Torah and commandments. What does the Jewish Law say? Religious rites and rituals in Judaism.
Christianity (6 hours)
Conception of God and the world in Christianity. The concept of man in Christianity. The Bible is the holy book of Christians. Orthodoxy. Catholicism. Protestantism.
Islam (5 hours)
The idea of God and the world in Islam. Prophet Muhammad. Quran and Sunnah. Pillars of Islam. Holidays of Islam. Holy cities and buildings of Islam.
Buddhism (4 hours)
Life of the Buddha. Buddha teachings. Spiritual guides and sacred buildings of Buddhism. Sacred Texts of Buddhism.
"Behavior of results" (6 hours)
« Golden Rule morality." Not a typical lesson. Interesting conversation. Final presentation of the results of the teaching and research and project activities students.
Calendar-thematic planning of the module "Fundamentals of World Religious Cultures"
(Grade 4, 34 hours)
Russia as a state.
Russia as a part of planet Earth.
Ideas about the world in antiquity. The image of the world tree. Historical connection generations.
A. K. Tolstoy "Earth Ottic and Dedich".
The value of the family in the life of man and mankind.
Pedigree. Pedigree tree.
Homeland, state, image of the world tree, family, genealogical tree.
PD: Building a family tree diagram.
Culture and spiritual values of mankind. Common spiritual values of the peoples inhabiting Russia.
Religion. Ancient ideas about the universe and the gods. pagan beliefs. The most common religions in the modern world and traditional for Russia: Christianity, Islam, Judaism, Buddhism.
Religious culture: religious texts, religious rites, religious art. Sacred texts, buildings and objects, religious practices of different religions.
eternal questions humanity. Religion and science.
Ethics as part of philosophy. moral law
in secular and religious life.
Variable content : Dialogue of Religious Figures in the Modern World.
Culture, spiritual values,
religion, faith, paganism, ethics, philosophy, moral law, traditions.
Spiritual values, customs,
traditions, philosophy, ethics.
Lesson 3. Topic: Not quite an ordinary lesson. Congress in Astana. "We wish every person peace"
Religious controversy
and wars. The position of religious leaders in the modern world. Congress of World and Traditional Leaders
religions in Astana.
Representatives of various religions on the need for a peaceful dialogue. Unity of world leaders
religions in the most important issues of peaceful coexistence. The value of education and enlightenment in achieving mutual understanding. Appeal of the participants of the III Congress of Leaders of World and Traditional Religions to the world community.
Congress of Leaders of World and Traditional Religions, dialogue, mutual understanding.
TR: Composition-miniature “What am I
I want to wish people all over the world ... ".
The study of the culture of the past by scientific methods. Archeology and archaeological finds. Mythology and literary sources.
Ancient religious cults. Cult of the Mother Goddess. Nature worship cults.
Fetishes and objects of religious worship. Rites and rituals. Rite of initiation.
Religious practices. Shamanism.
Variable content: mythology about the creation and structure of the world. Ancient deities and characters of myths and legends. Myths of the African peoples "Antelope and tortoise", "Test by sleep".
Myths, legends, legends, fetish, rite, ritual, shamanism.
archeology, archaeologist, cult,
rite, ritual.
TR: Illustrations for the lesson
Geographic and natural features Australia. Life Australian aborigines. Representations of the world and man among the Australian Aborigines. Boomerang legend.
Variable content : boomerang and its symbolic meaning
Aborigines, picture of the world.
Aborigines.
WID: History, culture and nature of Australia.
Geographical and natural features of North and South America. Indigenous people America. Mayan, Aztec, Inca civilizations. Features of Mayan mythology. Sacred buildings of the ancient civilizations of North and South America. Legend of the Sun.
Variable content
: the Aztec calendar and the "Stone of the Sun".
Maya, Aztecs, Incas, civilization.
Civilization.
UID: The culture of the ancient civilizations of North and South America.
Geographical and natural features of Japan. Tradition and modernity. Attitude towards nature in Japanese culture.
Shintoism. Features of the cult and Shinto shrines.
Japanese calendar. The legend of the mouse that first saw the sun.
Variable content
: the image of deities in the Japanese tradition. Daruma doll.
Shintoism.
Exotic, exotic.
WID: Dolls in the traditional culture of Japan.
The cult of nature in beliefs
ancient Slavs, objects of veneration: trees, water, sun, fire. The image of an ideal kingdom and the image of a wild forest. Leshy and water. Animals and birds revered by the Slavs. Slavic temples and idols.
Variable content
: deities of Slavic mythology. Slavic myths.
Slavs, temples, idols.
Compatriot, idol.
UID: Beliefs of the ancient Slavs in Russian folklore.
Section 3. Judaism
Judaism. Faith in one God. The ban on pronouncing the name of God and the image of God. Ideas about God in Judaism.
Symbols of Judaism: Magen David and Menorah.
Variable content
: a parable about why God cannot be seen.
Judaism, Jews, Magen David, Menorah.
Judaism, Jews.
UID: Geographical and natural features, cultural and historical sights.
Ideas about the creation of the world and man in Judaism. Shabbat.
Ideas about the soul, mind and free will in the Jewish tradition. The meaning of actions and attitude to work in Judaism. Responsibility of a person for himself and the world around him.
The meaning of family and marriage in the Jewish tradition.
Relationships between children and parents in a traditional Jewish family. Responsibilities of family members.
Variable content
: the attitude towards wealth and poverty in the Jewish
traditions.
Shabbat, Torah, soul.
Intermodule connections:
religious performances
about the origin of the world and man.
Free will.
Torah as Jewish religious law. The Pentateuch and Its Contents.
Sefer Torah. Rules for writing, storing and reading the Torah.
The story of the giving of the Torah to the Jewish people.
Exodus of the Jews from Egypt, the way to the Promised Land. Prophet Moses. Holidays Passover, Sukkot and Shavuot.
The Ten Commandments as the Foundation of the Covenant. Content and Meaning of the Ten Commandments.
Tablets of the Covenant and the Ark of the Covenant. Construction and destruction of the Jerusalem Temple. Wall
crying.
Variable content
: the path of the Jews to the Promised Land, a miracle with manna from heaven.
Torah, Pentateuch, Promised Land, prophet, commandments, Testament.
Intermodule connections
: prophets in various religious cultures; commandments.
Prophet.
WID: Prophet Moses.
Hillel's rule. Jewish
sages about the essence of Judaism. The meaning of the commandment to love your neighbor.
Belief in the coming of the Messiah and the Kingdom of justice.
The meaning and meaning of charity in the Jewish tradition.
The study of the Torah and the attitude to teaching and knowledge in the Jewish tradition. Kashrut rules.
Attitude towards nature and living beings in Judaism.
Variable content
: the rules of charity in Judaism.
Messiah, tzedaka, kashrut.
Intermodule connections
: Hillel's Golden Rule.
Charity.
Rites of the life cycle in Judaism: brit mila, bar mitzvah and bat mitzvah, wedding.
Synagogue. The origin and purpose of the synagogue, the difference between the synagogue and the temple. The significance of the synagogue in the religious and daily life of the Jewish
communities. The exterior and interior of the synagogue. Rules of conduct in the synagogue. Rules of prayer in the synagogue. Rabbis and their role in the religious and daily life of the Jewish community.
Variable content
: features of vestments
to pray in the Jewish tradition. Jewish parables.
Bar mitzvah and bat mitzvah, synagogue, rabbi.
Intermodule connections
: ceremonies, rituals, sacred structures.
Adulthood, community.
UID: Traditional Jewish holidays.
Section 4. Christianity
Christianity and its distribution in the world.
The main directions of Christianity: Orthodoxy, Catholicism, Protestantism.
Ideas about God in Christianity. Bible.
Ideas about the creation of the world and man in Christianity. Christian ideas about the soul. Responsibility of a person for himself and the world around him. Jesus Christ, his life and deeds according to the Christian tradition.
Variable content
: the history of the emergence and time of the emergence of Christianity.
Christianity, Bible.
Intermodule connections
: ideas about the creation of the world and man in various religious cultures.
Universe.
The first people Adam and Eve.
Christian ideas about sin. Jesus Christ is the Savior.
Basic commandments of Christianity. Commandments to love God and neighbor. Human life and dignity, as the most important values of the Christian religion. Christian idea of self-improvement. Parable about footprints in the sand.
Variable content
: the fall of Adam and Eve and the expulsion from paradise.
Salvation, love.
Intermodule connections : commandments, the idea of sin in various religious cultures, love as the basis of life and spiritual self-improvement.
Sin, commandments, valor, patriotism.
TR: Craft “How people
express their love.
Bible books. Translations of the Bible into the languages of the world. The role of the Bible in the development of writing. The origin of Slavic writing, Cyril and Methodius.
Contents of the Old Testament. Contents of the New Testament.
The adoption of Christianity in Rus'. Spread of Orthodoxy.
Variable content
: evangelists and apostles.
Bible, Old Testament and New Testament.
Bible.
Lesson 17
Orthodox Church. Rules of life for Orthodox believers.
Orthodox church: appearance and internal arrangement.
Orthodox worship. Orthodox prayers. Rules of prayer in the temple.
Orthodox clergy and clergy.
Orthodox icons, veneration of icons by believers.
Orthodox holidays: Christmas, Easter.
Variable content
: the language of Orthodox worship.
Orthodoxy, church, clergy, clergymen, icon.
Intermodule connections
: orthodoxy.
Patriarch, clergy,
clergy.
UID: Traditional Orthodox holidays.
Lesson 18
State of the Vatican and the Pope
Roman. Catholic clergy and clergy.
Veneration of the Virgin Mary. The image of the Virgin Mary in the fine arts.
Catholic art.
Features of Catholic worship.
Architecture of Catholic cathedrals, appearance and interior decoration.
Variable content
: organ and organ music in Catholic worship.
Catholicism, Vatican
Catholicism.
UID: State of the Vatican.
Lesson 19
Origin of Protestantism. Significance of Holy Scripture in Protestantism. preaching and missionary activity Protestant pastors.
Protestant sacred buildings, appearance and interior decoration.
Features of Protestant worship. The variety of Protestant churches, the main differences between them. Spread of Protestantism
in the world.
Variable content
: Protestant charity organisations and their activities.
Protestantism, missionary,
Baptism, Lutheranism, Adventism.
Protestantism, preacher,
missionary.
Section 5. Islam
Islam. Muslims. The spread of Islam in the world. Ideas about God in Islam. The ban on the image of God.
The Qur'an is about the creation of the universe, life and people.
The rights and obligations of a person. Human responsibility for the environment. A statement about the equality of all people before Allah.
Variable content
: the concept of equality between men and women in Islam.
Islam, Muslims, Quran.
Intermodule connections
: ideas about the origin of the world and life in different religious cultures; Islam.
Angels, genies.
The first people Adam and Chava.
Prophets in Islam. Prophet Mohammed - "the seal of the prophets."
History of the life of the Prophet Muhammad. Teachings and Sermons of the Prophet Muhammad.
Defense of the Motherland in the system of values of Islam. Jihad, the correct interpretation of the concept of "jihad".
Variable content
: work in the value system of Islam.
Prophet, jihad.
Self improvement.
UID: Great Patriotic War in the history of Russia.
Lesson 22
Quran - holy book
Muslims. The Sunnah is the story of the life of the Prophet Muhammad. The meaning of the Qur'an and the Sunnah in the religious and daily life of Muslims.
Islamic religious leaders, their role in the life of the Muslim community. The value of teaching and knowledge in the value system of Islam. Great Islamic Scholars.
Laws of mutual respect, religious tolerance, good neighborliness and hospitality in Islam.
Variable content
: Islamic medicine.
Quran, Sunnah.
Hospitality.
Five pillars of Islam. Shahada.
Namaz, prayer rules.
Fasting in the month of Ramadan, prohibitions and permissions during fasting. Eid al-Adha holiday.
Zakat, its importance in the life of the Muslim community.
Hajj, the tradition of pilgrimage to the shrines of Islam. Eid al-Adha holiday.
Variable content
: joint prayer of Muslims in the mosque.
Shahada, prayer, Ramadan, Eid al-Fitr, Zakat, Hajj, Eid al-Adha.
Alms.
Mecca, Al-Haram Mosque,
Kaaba. Black stone and legends about its origin.
Medina, the migration of the Prophet Muhammad from Mecca to Medina. Mosque of the Prophet, the tomb of the Prophet Muhammad.
Jerusalem, Al-Aqsa Mosque.
Mosque, exterior and interior decoration.
Symbols of Islam. Rules of conduct in the mosque.
Variable content
: calligraphy in the artistic culture of Islam. Islamic parables.
Mecca, Kaaba, Medina, mosque.
Calligraphy, panels, frieze.
UID: Sacred buildings of Islam in the territory
Russia.
Section 6. Buddhism
Lesson 25
Buddhism is the oldest world religion. Birth, childhood and youth of Siddhartha. Four meetings. Trials of Siddhartha
in the jungle. The decision to choose the middle path.
Enlightenment. The idea of the circle of reincarnations in Buddhism.
Buddha's Sermons, Buddha's First Listeners.
Variable content
: followers and disciples of the Buddha. The first Buddhist monasteries and universities.
Buddhism, middle way, enlightenment.
Intermodule connections:
Buddhism.
Middle way.
Lesson 26
Four noble truths
Buddhism. The Eightfold Path to End Suffering.
The law of karma. Responsibility of a person for his actions, thoughts and words. Conditions for the accumulation of positive karma. Nirvana.
Jatakas are stories about the reincarnation of the Buddha.
Ideas about samsara.
The principle of ahimsa is non-violence based on love and kindness.
Three Jewels of Buddhism: Buddha, Teachings, Community of Monks.
Variable content:
eight symbols of Buddhist teachings. Wheel of Samsara.
Four noble truths, karma, nirvana, jatakas, samsara, three jewels of Buddhism.
Noble truths, symbol.
Spread of Buddhism.
Lamas and their role in the religious and everyday life of Buddhists. Buddhist temples.
Buddhist monasteries, appearance and internal structure. Potala, appearance and interior arrangement and decoration. Sacred Buddhist buildings in Russia.
Variable content:
stupas.
Lama, Potala, bodhisattva.
Dalai Lama, Datsan, Sandalwood Buddha.
WID: Buddhist Monasteries and the Life of Buddhist Monks. Traditional Buddhist holidays.
Tripitaka. Languages of sacred Buddhist texts. Sanskrit.
Buddhist parables and their role in the transmission of the teachings of the Buddha. Parable "Just go your own way."
The value of teaching and knowledge in the value system of Buddhism. Principle practical application knowledge. The parable of the disciple and the bearskin.
Variable content:
Dhammapada and Garland
jataka. Buddhist parables.
Tripitaka
Sanskrit.
Section 7. Summing up
General humanistic foundations of religious cultures. Human values.
Religious cultures and secular ethics about paths
human self-improvement.
"Golden Rule of Morality" in various
religious cultures.
Life according to moral laws in modern
the world.
Variable content
: N. Zabolotsky "Do not let your soul be lazy ...".
Human values.
Intermodule connections:
ethics, self-improvement
nie, religious cultures.
TR: Illustrations for the lesson.
Lesson 30 Interesting conversation
Values that unite
various religious cultures. Beauty.
Monuments of world religious culture, their
artistic and cultural significance for modern man.
"Gold ring of Russia". Monuments of Islamic and Buddhist culture in Russia.
Jerusalem is a city of three religions.
Istanbul: Christian and Islamic sacred buildings.
Masterpieces of European Catholic
arts and architecture. Vatican, Vatican Museums. Cave temples of Ajanta.
Beauty, culture, cultural
values.
date
Characteristics of activities
Section 1. Introduction to a new subject
Lesson 1. Topic: Russia is our Motherland
Lesson 2. Topic: Spiritual values of mankind. Culture. Religion
Lesson 3. Topic: Congress in Astana. "We wish every person peace"
They get acquainted with a new subject, master the fundamental concepts of the course.
Get to know the history religious beliefs, with ancient religious
cults.
Get acquainted with the history of the emergence and spread of world religions.
They study the basics of the spiritual tradition and the basic concepts of Buddhism, Judaism, Christianity
and Islam.
They learn to establish a relationship between religious culture and everyday behavior of people.
Get acquainted with the description of the content of sacred books.
They get acquainted with the history, description and architectural and artistic features of sacred structures.
Get acquainted with the history and traditions of the main religious holidays.
They get acquainted with the place and role of traditional religious cultures in the history of Russia.
Learn to analyze life situations, moral problems and compare them
with the norms of religious cultures.
They learn tolerant attitude towards representatives of different religious and cultural traditions.
Learn to draw parallels between different religious cultures.
They learn an emotional response to works of art, evaluation of works of art.
Improve communication skills.
Improve reading and reading comprehension skills, answering questions
different types, constructing a coherent statement.
Improve skills in the field of work with sources of information.
Improve vocabulary, culture of speech.
Form a personal and civic position on
relation to various phenomena of reality.
Form general cultural erudition.
They develop ideas about the diversity of national and religious cultures and their common value bases.
Develop ideas about moral and spiritual values.
Develop ideas about morality and morality.
Develop a value attitude towards historical and cultural monuments
Section 2. Beliefs of different peoples in myths, legends and tales
Lesson 4. Topic: Ancient beliefs and religious cults
Lesson 5
Lesson 6
Lesson 7. Topic: Akiko talks about the mythology and culture of Japan
Lesson 8. Topic: Sasha talks about the beliefs of the ancient Slavs.
Section 3. Judaism
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Section 4. Christianity
Lesson 14
Lesson 15
Lesson 16
Lesson 17
Lesson 18
Lesson 19
Section 5. Islam
Lesson 20
Lesson 21
Lesson 22
Lesson 23 Holidays of Islam
Lesson 24
Section 6. Buddhism
Lesson 25
Lesson 26
Lesson 27
Lesson 28
Section 7. Summing up
Lesson 29
Lesson 30 Interesting conversation.
Lessons 31-34. Topic: Final presentation of the results of educational, research and project activities of students
Literature for students.
Amirov R.B., Voskresensky O.V., Gorbacheva T.M. and others edited by Shaposhnikova T.D. Fundamentals of spiritual moral culture peoples of Russia. Fundamentals of religious culture and secular ethics. Fundamentals of world religious cultures. Grade 4 (4-5): Textbook.-M.: Bustard, 2016.
Shaposhnikova T.D., Savchenko K.V. Fundamentals of world religious cultures. Workbook. - M .: Bustard, 2016.
Literature for the teacher.
Amirov R.B., Voskresensky O.V., Gorbacheva T.M. and others. Fundamentals of spiritual and moral culture of the peoples of Russia. Fundamentals of religious culture and secular ethics. Fundamentals of world religious cultures. Grade 4 (4-5), : Methodological guide for teachers.-M.: Bustard, 2012.
Beglov A.L., Saplina E.V., et al. Electronic supplement to the textbook "Fundamentals of World Religious Cultures" (1CD). M. - Enlightenment, 2012
Tishkov V.A., Shaposhnikova T.D. The book for the teacher. M. - Enlightenment, 2012
Working programm
on the module "Fundamentals of World Religious Cultures"
comprehensive training course
"Fundamentals of Religious Cultures and Secular Ethics"
for 4 "B" class
for 2014 – 2015 academic year
(Beglov A.L., Saplina E.V. Fundamentals of world religious cultures.Textbook for grade 4
Program developer
primary school teacher
Kuligina Natalia Yurievna
year 2014
Explanatory note
Ensuring the spiritual and moral development and education of the personality of a Russian citizen is a key task of the modern state educational policy of the Russian Federation. Law-abiding, law and order, trust, economic and social development, quality of work and public relations- all this directly depends on the acceptance by a citizen of Russia of national and universal values and following them in personal and public life.
The new Federal State Standard of General Education sets one of the tasks "spiritual and moral development and education of students at the level of primary education, the formation of their civic identity as the basis for the development of civil society" and, as a result, "the formation of a holistic, socially oriented view of the world in its organic unity and diversity of nature, peoples, cultures and religions.
Thus, the spiritual and moral development of Russian citizens is one of the priority tasks of the modern educational system and is a legislatively fixed social order for general education.
From September 1, 2012 in all subjects of the Russian Federation the course"Fundamentals of Religious Cultures and Secular Ethics" (hereinafter referred to as the course of the ORCSE) inin accordance with the order of the President of the Russian Federation of August 2, 2009 No. Pr-2009 and the Order of the Chairman of the Government of the Russian Federation of August 11, 2009 (VP-P44-4632).
Relevance of the programdetermined by the fact that one of the most important tasks of education at the present time is the development of spiritual values by children. The program "Fundamentals of World Religious Cultures" is one of the modules of the comprehensive course "Fundamentals of Religious Cultures and Secular Ethics", the regulatory and legal basis for the introduction of which are:
- Constitution of the Russian Federation (Article 28);
- Federal Law "On Freedom of Conscience and Religious Associations" dated September 26, 1997 No. 125-FZ;
- Law of the Russian Federation "On Education" as amended on December 1, 2007 No. 309-FZ;
- The concept of the national educational policy of the Russian Federation (approved by order of the Ministry of Education and Science of Russia dated 03.08.2006 No. 201);
- Order of the President of the Russian Federation dated 02.08.2009 No. (Pr2009 VP-P44-4632);
- Decree of the Chairman of the Government of the Russian Federation dated 11.08.2009 No. (VP-P44-4532);
- Decree of the Government of the Russian Federation dated October 29, 2009;
- Minutes of the meeting of the Interdepartmental Coordinating Council on the implementation of the action plan for testing in 2009-2011 of a comprehensive training course for general educational institutions "Fundamentals of Religious Cultures and Secular Ethics" dated December 7, 2009, in which an exemplary program of a comprehensive training course and the structure of teaching aids for schoolchildren were approved ;
- "On the direction of the methodological materials of the ORKSE". Methodical materials Ministry of Education and Science of the Russian Federation (No MD-883/03) of July 8, 2011;
- Decision of the Education Committee State Duma Federal Assembly of the Russian Federation "On the draft concept of spiritual and moral development and education of the personality of a citizen of Russia" (No 41-1) of September 17, 2009;
- Minutes of the meeting of the Interdepartmental Coordinating Council on the implementation of the action plan for testing in 2009 - 2011 of a comprehensive training course for educational institutions "Fundamentals of Religious Cultures and Secular Ethics" dated September 19, 2011 on the phased introduction from April 1, 2012 of the ORKSE course in all subjects the Russian Federation, who did not participate in the testing;
- Minutes of the meeting of the Interdepartmental Coordinating Council for the implementation of the action plan for approbation in 2009-2011 of a comprehensive training course for educational institutions "Fundamentals of Religious Cultures and Secular Ethics" dated October 4, 2011 on the interaction of state educational institutions and religious organizations in resolving issues related to teaching the basics of religious cultures in the Russian Federation;
- Letter of the Ministry of Education and Science of the Russian Federation "On the implementation of the instructions of the President of the Russian Federation" on the introduction since 2012 in all subjects of the Russian Federation in general educational institutions of a new subject "Fundamentals of Religious Cultures and Secular Ethics" (MD-942/03) dated 18.07.2011. ;
- Letter of the Ministry of Education and Science of the Russian Federation "On ensuring the teaching of a comprehensive training course of the ORKSE" (MD-1427/03) dated 10/24/2011;
- Order of the Ministry of Education and Science of the Russian Federation of January 31, 2012 No. 69 “On Amending the Federal Component of State Educational Standards for Primary General, Basic General and Secondary (Complete) General Education, approved by Order of the Ministry of Education of the Russian Federation of March 5, 2004 No. 1089 »;
- Order of the Ministry of Education and Science of the Russian Federation dated February 1, 2012 No. 74 “On Amendments to the Federal Basic Curriculum and Approximate educational plans for educational institutions of the Russian Federation implementing general education programs approved by order of the Ministry of Education of the Russian Federation dated March 9, 2004 No. 1312.
The training course of the ORSE is a single integrated educational system. All its modules are consistent with each other in terms of pedagogical goals, objectives, requirements for the results of mastering educational content, the achievement of which by students should be ensured by the educational process within the boundaries of the curriculum, as well as in the system of meaningful, conceptual, value-semantic connections of the educational subject with other humanitarian subjects of primary and primary school.
The URKSE training course is culturological and is aimed at developing in schoolchildren aged 10-11 years old ideas about moral ideals and values that form the basis of the religious and secular traditions of the multinational culture of Russia, at understanding their significance in the life of modern society, as well as their involvement in them.
Teaching knowledge about the basics of religious cultures and secular ethics is intended to play an important role not only in expanding the educational horizons of the student, but also in the educational process of forming a decent, honest, worthy citizen who observes the Constitution and laws of the Russian Federation, respects its cultural traditions, is ready for intercultural and interfaith dialogue in the name of social cohesion.
The purpose of the training course ORSE- the formation of motivation in a younger teenager for conscious moral behavior based on knowledge and respect for the cultural and religious traditions of the multinational people of Russia, as well as for dialogue with representatives of other cultures and worldviews.
Objectives of the training course ORSE:
- acquaintance of students with the basics of Orthodox, Muslim, Buddhist, Jewish cultures, the basics of world religious cultures and secular ethics;
- development of the younger adolescent's ideas about the importance of moral norms and values for a decent life for the individual, family, and society;
- generalization of knowledge, concepts and ideas about spiritual culture and morality obtained by students in elementary school, and the formation of their value-semantic worldview foundations that provide a holistic perception of national history and culture when studying humanitarian subjects at the level of basic school;
- development of the ability of younger students to communicate in a multi-ethnic and multi-confessional environment based on mutual respect and dialogue in the name of public peace and harmony.
The program is designed for 34 hours per year (1 hour per week). The program provides for the holding and protection creative projects and presentations - 4 hours.
The training course "Fundamentals of the Spiritual and Moral Culture of the Peoples of Russia" isculturaland is aimed at developing in 10-11-year-old schoolchildren ideas about moral ideals and values that form the basis of the religious and secular traditions of the multinational culture of Russia, at understanding their significance in the life of modern society, as well as their involvement in them.
The course includes 6 textbook modules: Fundamentals of Orthodox Culture, Fundamentals of Islamic Culture, Fundamentals of Buddhist Culture, Fundamentals of Jewish Culture, Fundamentals of World Religious Cultures, Fundamentals of Secular Ethics and is a single comprehensive educational system. All modules are consistent with each other in terms of pedagogical goals, objectives, requirements for achieving final results, as well as in the system of content, conceptual and value-semantic links with other humanitarian subjects in elementary school.
The content of the textbooks is coordinated with the leaders and authorized persons of the relevant religious organizations.The textbooks of the Prosveshchenie publishing house were approved by the Interdepartmental Coordinating Council under the Ministry of Education and Science of Russia, successfully passed the examination in the Russian Academy of Sciences and the Russian Academy of Education for compliance with the Federal State Educational Standard for General Education, and are included in the Federal List of Textbooks for the 2012/13 academic year.
Indicators of mastering the educational material of the subject area, in addition to the knowledge and ability of schoolchildren to characterize the terms and concepts of the course in terms of content, is the ability to assess and analyze the spiritual moral phenomena and categories as, in general, cultural and historical, and in a specific socio-cultural Russian context. As well as the ability to organize and build their relationships with other people in accordance with the moral standards of Russian society.
In this regard, the criteria for evaluating the educational results of studying Orthodox, Muslim, Buddhist and Islamic culture by schoolchildren are: the criterion of fact (what, to what extent and at what level is learned from the presented material), the criterion of relations (as a student, using the acquired knowledge, organizes and expresses his attitude towards himself, the people around him, significant social values, social institutions and institutions) and the criterion of activity (what types of activities the student, in connection with the knowledge gained, prefers and mainly conducts). Criteria have specific features: alternative answer, the right of moral choice, the need for a moral characterization of the goal and result of the activity. Forms of control can be varied, including testing, analysis of products of activity (essays, drawings, abstracts, creative works).
Requirements for the level of training of students
Mastering the educational content of the educational content "Fundamentals of World Religious Cultures" by schoolchildren should ensure:
- understanding the importance of morality, morally responsible behavior in human life and society;
- formation of initial ideas about the foundations of religious cultures;
- acquaintance with the values: Fatherland, morality, duty, mercy, peacefulness, and their understanding as the basis of the traditional culture of the multinational people of Russia;
- strengthening by means of education the continuity of generations on the basis of the preservation and development of cultural and spiritual values.
- Education of children according to the program of the module "Fundamentals of World Religious Cultures" should be aimed at achieving the following personal, meta-subject and subject results of mastering the content.
Requirements for personal results
- Formation of the foundations of Russian civil identity, a sense of pride in their homeland;
- Formation of the image of the world as a single and integral with a variety of cultures, nationalities, religions, fostering trust and respect for the history and culture of all peoples;
- Development of independence and personal responsibility for one's actions based on ideas about moral standards, social justice and freedom;
- Development of ethnic feelings as regulators of moral behavior;
- Education of goodwill and emotional and moral responsiveness, understanding and empathy with the feelings of other people; development of initial forms of regulation of one's emotional states;
- Development of skills of cooperation with adults and peers in various social situations, the ability not to create conflicts and find ways out of contentious situations;
- The presence of motivation to work, work for results, respect for material and spiritual values.
Requirements for metasubject results
- mastering the ability to accept and maintain the goals and objectives of educational activities, as well as to find means for its implementation;
- formation of skills to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation; determine the most effective ways to achieve results; make appropriate adjustments to their implementation based on the assessment and taking into account the nature of the errors; understand the reasons for the success / failure of educational activities;
- mastering the logical actions of analysis, synthesis, comparison, generalization of classification, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts;
- readiness to listen to the interlocutor, to conduct a dialogue, to recognize the possibility of the existence of different points of view and the right of everyone to have their own; express your opinion and argue your point of view and assessment of events;
- determination of a common goal and ways to achieve it, the ability to agree on the distribution of roles in joint activities; adequately evaluate their own behavior and the behavior of others.
Requirements for subject results
- the formation of initial ideas about religious culture and their role in the history and modernity of Russia;
- awareness of the value of morality spirituality in human life.
The main form of organizing the educational process in grade 4 (when studying the foundations of world religious cultures) is the traditional school lesson. To consolidate the studied material, a conversation (interview) is conducted. In grade 4 (when mastering the moral foundations of world religious cultures), conversation is the main form of conducting classes. Classes on the course "Fundamentals of World Religious Cultures" are recommended to be accompanied by a demonstration of images, joint reading and other sources, listening to works, lessons - excursions. When studying the foundations of world religious cultures, marks are not set.
Planned results of the program development
As a result of mastering the program materials, students will get an idea of:
- about world religions;
- about the founders of the religions of the world,
- about the sacred books of the religions of the world;
- about the concepts of "sin", "repentance", "retribution",
- about art in religious culture;
learn:
- names of world religions
- the names of the founders of the religions of the world,
- the names of the main holidays of the religions of the world,
- features of the sacred buildings of each of the traditional religions;
will learn:
- reproduce the history of the origin of each of the world religions;
- work with various sources of information;
- carry out creative activities;
- master the culture of behavior in the sacred buildings of world religions.
As a result of studying the subject, students will form universal learning activities as the basis of the ability to learn.
Characteristics of universal learning activities
Subject:
- knowledge, understanding and acceptance by students of values: Fatherland, morality, duty, mercy, peacefulness, as the basis of the cultural traditions of the multinational people of Russia;
- acquaintance with the basics of secular and religious morality, understanding their significance in building constructive relations in society;
- the formation of initial ideas about secular ethics, religious culture and their role in the history and modernity of Russia;
- awareness of the value of morality and spirituality in human life.
Metasubject:
- mastering the ability to accept and maintain the goals and objectives of educational activities, as well as to find means for its implementation;
- formation of skills to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation; determine the most effective ways to achieve results; make appropriate adjustments to their implementation based on the assessment and taking into account the nature of the errors; understand the reasons for the success / failure of educational activities;
- adequate use of speech means and means of information and communication technologies for solving various communicative and cognitive tasks;
- the ability to carry out information search for the performance of educational tasks;
- mastering the skills of semantic reading of texts of various styles and genres, the conscious construction of speech statements in accordance with the tasks of communication;
- mastering the logical actions of analysis, synthesis, comparison, generalization, classification, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts;
- readiness to listen to the interlocutor, to conduct a dialogue, to recognize the possibility of the existence of different points of view and the right of everyone to have their own; express your opinion and argue your point of view and assessment of events;
- determination of a common goal and ways to achieve it, the ability to agree on the distribution of roles in joint activities; adequately evaluate their own behavior and the behavior of others.
Personal:
- the formation of the foundations of Russian civic identity, a sense of pride in their homeland;
- formation of an image of the world as a single and integral with a variety of cultures, nationalities, religions, education of trust and respect for the history and culture of all peoples;
- development of independence and personal responsibility for one's actions based on ideas about moral standards, social justice and freedom;
- development of ethical feelings as regulators of moral behavior;
- education of goodwill and emotional and moral responsiveness, understanding and empathy with the feelings of other people; development of initial forms of regulation of one's emotional states;
- development of skills for cooperation with adults and peers in various social situations, the ability not to create conflicts and find ways out of contentious situations;
- the presence of motivation to work, work for the result, respect for material and spiritual values.
Block 1. Introduction. Spiritual values and moral ideals in human life and society (1 hour).
Russia is our Motherland. An introduction to the Orthodox spiritual tradition. Features of Eastern Christianity. Culture and religion.
Block 2. Fundamentals of Religious Cultures (28 hours).
What is religion? What are the religions? Religions of Russia. What is culture? The influence of religion on culture.
ancient beliefs. The first religions Polytheism. Judaism. Islam. Christianity. Buddhism.
Religions of the world and their founders. Christianity. Jesus Christ, apostles. Islam. Muhammad. Buddhism. Siddhartha Guatama.
Sacred books of religions of the world. When did the sacred texts first appear and what were they called? Vedas, Avesta, Tripitaka, Torah, Bible, Koran. The sacred book of Buddhism is the Three Baskets of Wisdom (Tipitaka). Sacred Books of Judaism and Christianity. Bible. Old Testament. New Testament. Holy book of Islam. Koran.
Keepers of tradition in the religions of the world. Who are the priests. Wise men of the Jews. Christian clergy. Hierarchy in the Christian Church. Muslim community. Buddhist community- sangha.
Man in the religious traditions of the world. The role, place and purpose of man in the religions of the world.
sacred buildings. What are sacred buildings for? Temple of the One God in Jerusalem, St. Sophia Cathedral. Christian churches (altar, icons). The device of the Orthodox Church. Mosque. Buddhist sacred buildings.
Art in religious culture. The role of art in different religious traditions. Art in the religious culture of Christianity. Art in the religious culture of Islam. Art in the religious culture of Judaism. Art in the religious culture of Buddhism.
Good and evil. The emergence of evil in the world. The concept of sin, repentance and retribution. Heaven and Hell.
Religions of Russia. How was faith chosen in Rus'? The role of Prince Vladimir in the baptism of Rus'. Orthodox Christianity in the history of Russia. The first Russian saints (Boris and Gleb). Activities of Cyril and Methodius. Saint Sergius of Radonezh. The first Russian printer Ivan Fedorov. Establishment of the patriarchy. Church schism: who are the Old Believers (Old Believers). The fate of the Church in the XX century. Other Christian denominations. Islam, Judaism, Buddhism in the history of Russia.
Religion and morality. Main principle all religions. Moral precepts in the religions of the world. Commandments of Judaism and Christianity. Moral teachings of Islam. Teaching about human behavior in Buddhism.
Religious rituals. What are rituals (ceremonies), the history of their occurrence. Christianity: the main sacraments. Islam: daily prayer namaz. Judaism: weekly tradition - observance of the Sabbath (Shabbat). Buddhism: daily prayer (mantra).
Customs and rituals. Traditional customs and rituals in the religions of the world. Religious rituals in art. The significance of religious rituals in art in traditional religions.
World Religion Calendars. Features of chronology in Christianity, Islam, Judaism and Buddhism. Holidays in the religions of the world. Holidays of Judaism (Pesach, Shavuot, Hanukkah). Holidays of Christianity (Christmas, Easter). Holidays of Islam (Eid al-Adha, Eid al-Adha). Holidays of Buddhism (Donchod, Sagaalgan).
Family, family values. The role of the family in the life of every person. The attitude of traditional religions of Russia to the family.
Duty, freedom, responsibility, work. The concepts of "freedom", "duty", "responsibility", "labor" in different religions.
Mercy, care for the weak, mutual assistance. Mercy, care for the weak, mutual assistance in various religions.
Block 3. Spiritual traditions of the multinational people of Russia (5 hours).
Spiritual traditions of Russia. The role of religions in the formation of Russia. Where does Russia begin?
List of educational and methodological teaching aids
- Beglov A.L., Saplina E.V. Fundamentals of spiritual and moral culture of the peoples of Russia. Fundamentals of world religious cultures. 4-5. classes. - M: Enlightenment, 2012.
- Fundamentals of spiritual and moral culture of the peoples of Russia. Fundamentals of religious cultures and secular ethics. A book for parents./A.Ya. Danilyuk.- M.: Enlightenment, 2012. - 27 p.
- Fundamentals of spiritual and moral culture of the peoples of Russia. Fundamentals of religious cultures and secular ethics. A book for teachers. 4-5 grades: reference book. materials for educational institutions / V.A. Tishkov, T.D. Shaposhnikova, O.E. Kazmina and others; ed. V.A. Tishkov, T.D. Shaposhnikova. - M.: Enlightenment, 2012. - 240 p.
- Electronic supplement to the study guide Fundamentals of Religious Cultures and Secular Ethics. Fundamentals of world religious cultures: a textbook for grades 4-5 of educational institutions. M.: Education, 2011.
- Methodological guide for the teacher (lesson developments for the textbook "Fundamentals of World Religious Cultures" (authors A.L. Beglov, E.V. Saplina, E.S. Tokareva, A.A. Yarlykapov)
- The concept of spiritual and moral development and education of the personality of a citizen of Russia. (A.Ya.Danilyuk, A.M.Kondakov, V.A.Tishkov) - M.Prosveshchenie, 2010 (Standards of the second generation).
Forms and means of control
group work
Work in pairs
Creative work of students
Possible topics: “How I understand Orthodoxy”, “How I understand Islam”, “How I understand Judaism”, “How I understand Buddhism”, “Monuments of religious culture in hometown”, “My attitude to the world”, “My attitude to people”, “My attitude to Russia”, “My small Motherland”, “My friend”, “Give people happiness”, “As I understand happiness”, “Our family holidays" and others.
Theatricalization:
Topics: "The Parable of the Prodigal Son", "The Parable of the Merciful Samaritan", "The Parable of the Talents", "The Parable of the Merciful King and the Merciless Lender", "The Wisdom of King Solomon".
Preview:
Calendar-thematic planning of the passage of educational material
On the foundations of world religious cultures (“Fundamentals of World Religious Cultures” by A.L. Beglov, E.V. Saplina),
4 "B" class
for 2014 – 2015 academic year
No. p / p | on topic | Formed skills/personal qualities(planned learning outcomes) | Student activities |
|||
subject | metasubject | personal | ||||
Block 1. Introduction. Spiritual values and moral ideals in the life of a person and society (1 hour) | ||||||
Russia is our motherland. | Restoration of a holistic view of our Motherland Russia. Formation of ideas about the spiritual world of people and cultural traditions. | Formation of regulatory UUD: goal-setting as a setting of an educational task based on the correlation of what is already known and what is still unknown. Formation of communicative UUD: planning educational cooperation with the teacher and students | Formation of the foundations of a person's civic identity, awareness of their national and ethnic affiliation. | Russia, Motherland, patriot, Fatherland, capital, president, state symbols; the spiritual world of man, cultural traditions. |
||
Block 2. Fundamentals of Religious Cultures (28 hours) | ||||||
Culture and religion | Formation of the initial idea of world religions and traditional religions of the peoples of Russia. | Religion, ritual. Traditional religions of Russia: Christianity, Islam, Buddhism, Judaism. |
||||
Culture and religion | Formation of understanding of the connection between culture and religion. | Formation of cognitive UUD: structuring knowledge. Formation of communicative UUD: understanding the possibility of people having different points of view, including those that do not coincide with their own student, the ability to focus on the position of a partner in communication and interaction. | Culture and religion. A cultured person, a culture of behavior. |
|||
The emergence of religions. ancient beliefs | Formation of knowledge about the most ancient beliefs and the emergence of faith in the One God. | Formation of regulatory UUD: goal-setting as a setting of an educational task based on the correlation of what is already known and what is still unknown. | Pantheon Polytheism. Covenant. Temple |
|||
The emergence of religions. Religions of the world and their founders | Formation of knowledge about the origin of world religions and their founders. | Formation of cognitive UUD: establishing cause-and-effect relationships, building a logical chain of reasoning. Formation of regulatory UUD: assessments - highlighting and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation. Formation of communicative UUD: the ability to adequately use speech means to solve various communicative tasks, build a monologue statement, master the dialogical form of speech | Jesus Christ, Christianity. Allah, Muhammad, Islam. Nirvana, Buddha, Buddhism |
|||
Sacred books of religions of the world. Vedas, Avesta, Tripitaka | Formation of ideas about the Holy Books of the religions of the world: Vedas, Avesta, Tripitaka. | Formation of cognitive UUD: conscious and arbitrary construction of a speech statement in oral and written form. Formation of regulatory UUD: goal-setting as a setting of an educational task based on the correlation of what is already known and what is still unknown. | Formation of the image of the world as a single and integral with a variety of cultures, nationalities, religions, | Vedas, Tipitaka, Tanakh. |
||
Sacred books of religions of the world. Torah, Bible, Quran | Formation of ideas about the Holy Books of the religions of the world: the Torah, the Bible, the Koran. | Formation of cognitive UUD: conscious and arbitrary construction of a speech statement in oral and written form. Formation of regulatory UUD: assessments - highlighting and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation. Formation of communicative UUD: the ability to take into account different opinions and strive to coordinate various positions in cooperation. | Torah, Bible, Quran. |
|||
Keepers of tradition in the religions of the world | Formation of ideas about the traditions in the religions of the world and their keepers. | Formation of cognitive UUD: independent selection and formulation of a cognitive goal. Formation of regulatory UUD: goal-setting as a setting of an educational task based on the correlation of what is already known and what is still unknown. Formation of communicative UUD: the ability to formulate one's own opinion and position | Formation of the image of the world as a single and integral with a variety of cultures, nationalities, religions, education of trust and respect for the history and culture of all peoples. | Traditions, priests, rabbi, clergymen: bishop, priest, deacon. Umma, imam, hafiz. Sangha, lama. |
||
Formation of knowledge about the origin of evil in the world. | Formation of regulatory UUD: assessments - highlighting and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation. | Development of independence and personal responsibility for one's actions based on ideas of moral standards, social justice and freedom. | Sin, fall, repentance, retribution. Good, evil, tradition. |
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Good and evil. The concept of sin, repentance and retribution. | Formation of the concepts of "sin", "repentance and retribution". | Formation of communicative UUD: the ability to take into account and coordinate in cooperation other people's positions that are different from their own. | Nirvana. Sin, fall, repentance, retribution. Good, Evil, Tradition |
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Man in the religious traditions of the world | Formation of the initial idea of the religious traditions of the world, of domestic religious and cultural traditions as the spiritual basis of the multinational, multi-confessional people of Russia. | Formation of cognitive UUD: construction of a logical chain of reasoning. Formation of regulatory UUD: corrections - making the necessary additions and adjustments to the plan, and the method of action in case of a discrepancy between the standard, real action and its result Formation of communicative UUD: the ability to ask questions necessary for organizing one's own activities and cooperation with a partner. | Formation of the image of the world as a single and integral with a variety of cultures, nationalities, religions, education of trust and respect for the history and culture of all peoples | Prayer, sacraments, namaz, mantra |
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sacred structures | Formation of ideas about the architectural features, structure and purpose of sacred structures in Judaism and Christianity. | Formation of regulatory UUD: goal-setting as a setting of an educational task based on the correlation of what is already known and what is still unknown. Formation of communicative UUD: the ability, taking into account the goals of communication, to accurately, consistently and fully convey the necessary information to the partner as a guideline for building an action. | Formation careful attitude to material and spiritual values. Raising trust and respect for the history and culture of all peoples. Development of ethical feelings as regulators of moral behavior | Temple, icon, synagogue, mosque |
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sacred structures | Formation of ideas about the architectural features, arrangement and purpose of sacred structures in Islam and Buddhism. | Formation of cognitive UUD: analysis of objects in order to highlight features (essential and non-essential). Formation of regulatory UUD: assessments - highlighting and understanding by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation. Formation of communicative UUD: skills, taking into account the goals of communication, quite accurately, consistently and fully convey the necessary information to the partner as a guideline for building an action. | Minaret, stupa, pagoda |
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Formation of knowledge about the features of art in the religious cultures of Christianity and Islam. | Formation of cognitive UUD: choice of the most effective ways solving problems depending on specific conditions. Formation of communicative UUD: the ability to take into account different opinions and strive to coordinate various positions in cooperation. | Raising trust and respect for the history and culture of all peoples. | Art. Icon, calligraphy, arabesques. |
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Art in religious culture | Formation of knowledge about the features of art in the religious cultures of Judaism and Buddhism. | Seven-candlestick, ways of depicting the Buddha |
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Creative work of the student | Consolidation and expansion of knowledge about domestic religious and cultural traditions as the spiritual basis of the multinational, multi-confessional people of Russia. | Formation of cognitive UUD: search and selection of the necessary information; application of information retrieval methods, including using computer tools; reflection of the methods and conditions of action, control and evaluation of the process and results of activities. | Formation of the image of the world as a single and integral with a variety of cultures, nationalities, religions, education of trust and respect for the history and culture of all peoples. | |||
Creative work of the student | ||||||
History of religions in Russia | Formation of knowledge about the emergence of Christianity in Rus', about the historical role of the Orthodox Church in the formation of Russian statehood. | Formation of cognitive UUD: semantic reading as understanding the purpose of reading and choosing the type of reading depending on the purpose. Formation of regulatory UUD: assessments - the selection and awareness by students of what has already been learned, and what else needs to be learned, awareness of the quality and level of assimilation. Formation of communicative UUD: the ability to take into account different opinions and interests and justify one's own position | Raising trust and respect for the history and culture of all peoples. | Metropolis, Patriarch, monk, monastery, Synod. Old Believers, Old Believers. Orthodoxy, Catholic Church, Protestants. |
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History of religions in Russia | Formation of knowledge about the appearance on the territory of Russia of Islam, Buddhism, Judaism and their role in the formation of Russian statehood. | |||||
Formation of knowledge about religious rituals, customs and rituals in the traditional religions of Russia. | Formation of cognitive UUD: independent selection and formulation of a cognitive goal. Formation of regulatory UUD: goal-setting as a setting of an educational task based on the correlation of what is already known and what is still unknown. | Raising trust and respect for the history and culture of all peoples. | Rituals, rituals. Sacraments: Eucharist, baptism, marriage, marriage. Namaz, shahada. Mantra, zurkhachin |
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Religious rituals. Customs and rituals | ||||||
Pilgrimages and shrines. | Formation of ideas about the main shrines of world religions. | The formation of cognitive UUD: synthesis is the compilation of a whole from parts, including independent completion with the completion of the missing components. Formation of regulatory UUD: corrections - making the necessary additions and adjustments to the plan, and the method of action in case of a discrepancy between the standard, the real action and its result. Formation of communicative UUD: the ability to formulate one's own opinion and position. | Raising trust and respect for the history and culture of all peoples. Development of ethical feelings as regulators of moral behavior. | Pilgrimage, relics. Hajj. Nakhor. |
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Holidays and calendars | Formation of ideas about the main holidays in the traditional religions of Russia | Formation of cognitive UUD: independent creation of ways to solve problems of a creative and exploratory nature. Formation of regulatory UUD: corrections - making the necessary additions and adjustments to the plan, and the method of action in case of a discrepancy between the standard, the real action and its result. Formation of communicative UUD: the ability to take into account different opinions and interests and justify one's own position. | Formation of the image of the world as a single and integral with a variety of cultures, nationalities, religions, education of trust and respect for the history and culture of all peoples | Pesach, Shavuot Sukkot Hanukkah. Purim, Donchod, Sagaalgan. Christmas, Epiphany (Epiphany) Easter, Pentecost (Trinity). Kurban - bayram, Uraza - bayram, Mawlid. |
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Holidays and calendars | ||||||
Formation of understanding of the importance of morality, faith and religion in the life of a person and society. | Formation of cognitive UUD: formulation of the problem. Formation of regulatory UUD: corrections - making the necessary additions and adjustments to the plan, and the method of action in case of a discrepancy between the standard, the real action and its result. Formation of communicative UUD: the ability to negotiate and come to a common decision in joint activities, including in situations of conflict of interest. | Formation of the image of the world as a single and integral with a variety of cultures, nationalities, religions, education of trust and respect for the history and culture of all peoples. Development of independence and personal responsibility for one's actions based on ideas of moral standards, social justice and freedom. | Commandments, parable, bodhisattva. |
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Religion and morality. Moral precepts in the religions of the world. | ||||||
Mercy, care for the weak, mutual assistance. | Formation of moral concepts "mercy", "care for the weak", "mutual assistance". | Formation of cognitive UUD: synthesis - the compilation of a whole from parts, including self-completion with the completion of missing components Formation of regulatory UUD: goal-setting as a setting of an educational task based on the correlation of what is already known and what is still unknown. Formation of communicative UUD: the ability to use speech to regulate one's actions. | Education of benevolence and emotional and moral responsiveness, understanding and empathy with the feelings of other people; development of initial forms of regulation of their emotional states. | Mercy, compassion, mercy. |
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Family. | Formation of the concept of "family", knowledge about the relationship of traditional religions to the family. | Formation of cognitive UUD: summing up under the concept, derivation of consequences. Formation of regulatory UUD: goal-setting as a setting of an educational task based on the correlation of what is already known and what is still unknown. Formation of communicative UUD: the ability to productively resolve conflicts based on the interests and positions of all its participants. | Cultivating a respectful attitude, careful storage of family traditions. | Family |
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Formation of understanding of duty, freedom, responsibility and work in different religious cultures of the country. | Formation of cognitive UUD: hypotheses and their justification. Formation of regulatory UUD: forecasting - anticipation of the result and the level of assimilation of knowledge, its temporal characteristics. Formation of communicative UUD: the ability to adequately use speech means to solve various communicative tasks, build a monologue statement, and master the dialogic form of speech. | Development of independence and personal responsibility for one's actions based on ideas of moral standards, social justice and freedom. Formation of motivation to work, work for the result. | Duty, freedom, responsibility, work. |
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Block 3. Spiritual traditions of the multinational people of Russia (5 hours) | ||||||
Love and respect for the Fatherland. | Formation of understanding of love and respect for the Fatherland, patriotism in different religions of the country. | Formation of cognitive UUD: transformation of the model in order to identify general laws defining this subject area. Formation of regulatory UUD: assessments - highlighting and awareness by students of what has already been learned and what else needs to be learned, awareness of the quality and level of assimilation. Formation of communicative UUD: the ability to admit the possibility that people have different points of view, including those that do not coincide with their own, and focus on the position of a partner in communication and interaction | Formation of the foundations of a person's civic identity, awareness of their national and ethnic affiliation. Formation of the image of the world as a single and integral with a variety of cultures, nationalities, religions, education of trust and respect for the history and culture of all peoples | State, citizen, morality, patriotism, people. |
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Preparation of creative projects. | Consolidation of knowledge, understanding of values: Fatherland, family, religion - as the basis of the religious and cultural tradition of the multinational people of Russia | Formation of cognitive UUD: choice of grounds and criteria for comparison, seriation, classification of objects; reflection of the methods and conditions of action, control and evaluation of the process and results of activity. Formation of regulatory UUD: forecasting - anticipation of the result and the level of assimilation of knowledge, its temporal characteristics; planning - determining the sequence of intermediate goals, taking into account the final result; drawing up a plan and sequence of actions. Formation of communicative UUD: planning educational cooperation with a teacher and peers - determining the goal, functions of participants, ways of interaction. | ||||
Possible topics: “How I understand Orthodoxy”, “How I understand Islam”, “How I understand Buddhism”, “How I understand Judaism”, “What is ethics?”, “The significance of religion in human life and society”, “Monuments religious culture (in my city)”, etc. | ||||||
Presentation of students with their creative work | Possible topics: “My attitude to the world”, “My attitude to people”, “My attitude to Russia”, “How the Motherland begins”, “Heroes of Russia”, “The contribution of my family to the well-being and prosperity of the Fatherland (labor, feat of arms , creativity, etc.)”, “My grandfather is the defender of the Motherland”, “My friend”, etc. | |||||
Presentation of creative projects | Topic: "Dialogue of cultures in the name of civil peace and harmony" ( folk art, poems, songs, cuisine of the peoples of Russia, etc.). |
