Culturological nature of the module of the basis of world religious cultures. Fundamentals of World Religious Cultures

ttg LF LF L J ■ J II 1P.T THE FOUNDATIONS OF RELIGIOUS CULTURES AND SEcular ETHICS CLASSES Moskol "Prosveshch^ike" UDC 373.167.1:21 BBC 86.2ya72 0-75 Authors: A. L. Beglov, E. V. Saplina, E S. Tokareva (head of the team of authors), AA Yarlykapov Author of lessons 1, 30 A. Ya. Danilyuk Illustrative materials used in the preparation of this publication: RIA Novosti; LLC "Image Library" / Polobank.gy; LLC "Lori"; The State Museum of the History of Religion of St. Petersburg (p. 14 - Arabs on camels; p. 52 - Rite of ancient hunters, African sorcerer; p. 53 - Shaman's ritual) 0-75 Fundamentals of religious cultures and secular ethics. Fundamentals of world religious cultures. Grades 4-5: textbook, manual for general education. institutions / [A. L. Beglov, E. V. Saplina, E. S. Tokareva, A. A. Yarlykapov]. - M. : Enlightenment, 2010. - 80 p. - ISBN 978-5-09-024067-3. 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. UDC 373.167.1:21 LBC 86.2ya72 ISBN 978-5-09-024067-3 Prosveshchenie publishing house, 2010 Art design. Publishing house "Enlightenment", 2010 State Museum history of religion of St. Petersburg, 2010 All rights reserved Contents d ^ w Lesson 1. Lesson 2. Lesson 3. Lesson 4. Lesson 5. Russia is our homeland Culture and religion Culture and religion 4 6 8 The emergence of religions....... ... 10 The emergence of religions. Religions of the world and their founders 12 Lessons 6-7. Sacred Books of the Religions of the World... 16 Lesson 8. Keepers of Tradition in the Religions of the World 22 Lessons 9-10. Good and evil. The concept of sin, repentance and retribution 24 Lesson 11. Man in the religious traditions of the world.................................. Lessons 12-13. Sacred buildings........ Lessons 14-15. Art in Religious Culture 28 30 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. Pilgrimages and shrines 58 Lessons 23-24. Holidays and calendars....... 62 Lessons 25-26. Religion and morality. Moral precepts in the religions of the world 68 Lesson 27. Mercy, care for the weak, mutual assistance................................... 72 Lesson 28. Lesson 29. Lesson 30. Family 74 Duty, freedom, responsibility, work 76 Love and respect for the Fatherland... 78 h 8 I J S - ■ ■ I J ■ ■ V- V ^ ■ H h "i" ■ ■ I ■ ^ ' t ■ . I g "■■ H ■ i ■, ■ - J h. g" h * I - ■ ■ J p "* h ■" K l sh r Ch l ■ ^ . "■" S 1 1 I h h to E S A i" ■ ■ "Ch l ■ . ■ 1 I ■-■.■■■ I ^ "b ^ ^ ■ I I F* ■■ I ■ :V "^; - ■"" ^ ^ "L ' ■ . 1 ■ *■ ■ _|.1> ^ v.t. _E _ ■ S l, * “ ■: ". th -; ■>! II “- u 8b1 usht I::. What is the spiritual world of man. ■- W What are cultural traditions and ■ Ug ■> ■ what are they for exist. .■ - ■ l * I I ■ p" . ■ I I I "I c - JI . .-■ ■■ V / j O ■" GU, ■■ M ■- l-X, ". J I." ■;?>>> ? .-Ch y, jT iV> iy;- ".g" / L-* tksh-shf ^* \ "i ft\ ■ ^ a".-: "Li ■ .■ .■■" ""."g . ■ J ■ "O." "SJ:'. ■■ I. ."■. -1 ". 1 ; ■ .■:";=:".H ■ ■O":";"-- ■ J. 1 ? ^ J K. s"-"b! ■.vi;-.p4:■ ./■■■ ■.;V S II. H ". . h b h ■ "I * g b ■ * U ^ G" IV 1 in ■ . *, "j? J" J , / .s J " " " ^ Г 1 1- . - ^ I i ^ ^ ■ " ! “ . ^-1 J Ц - i*7^"--;“**" .1 « !j" . ,1 ■ "J ■'-J g ly" = ,J 1 - If .1 -. -. I., J" 1 . -.yp r ,j " . f f:"r r.i -J .J , *.l . J, rj "" 7: J "I"! Г "■ ■- 7i M yi j Ф -7 "7 V;‘-J -"[■ ,’lf* ‘’■"“,.1 ■■ 1 ■ ! ^i. b. I. E GL 1 . ZG't_g> "J g .7" - L*1_r i I sr".ps r"r,-"- .""■J -.A, "vJJ:" aЖ1;--7:7 AND f\ 7:" ".1 V -= "'a H L P.- I- 1 I a mi mi: in 5 -J -J ^ G 3_T L - u"-".( . b" L"/ l' -t-" ■ f I - P n r. I l4v -. ir 7 M 1> E T - ',7■ " Talk to your parents and name a few traditions accepted in your family. What values ​​\u200b\u200bare based on the traditions of your family ? | ^|) L,7,-.'7" .* 1| 7 i 'gL 7-1.11 L7"-p--gr"/v. .-„./.r, 'i.v. : HJj' ■ : 0 i- : f b Г/; „ "'J y-s"j--: :". ^LLlI*rr* .r y ■." /'■■p to K..">" "."n "- "I" l: 7. g! Ml ^"1 a I .11 I J, ." J:V? ■■■"."■ d r:: 5 *] s"^ i„ 1 r * . r.i -a . "1-77.7 "i:>■ ■ ■■'1. 1.7■ .. ........... "J.tt “ VI ;* c r:J r T , _ c4t _ r^J *"*a'*V o I j .-■■X - .-" HI Mr "I I ■ I g L b - . I, V I - k. . g "_ ■ I I: .■|p7* "i.srV" "Mil 1".=^ I -d I ^ 1, * I I ! I L I ■ I ^ I i and I . .3 I ■ * ■- ■ ■ --4:--x" I - ■" I 1 kV"M ]/j: M:, rf - - I L. f ■, - r. '-"J" ■■yi ” 1 I - I 1. Y? 4, "t 1,. T , I I, I", r J, I J " ."7 |I.L >-X M Y-7""^ ; I ... I L t.- r.1 L/ . J iJ L-"- , 1| li% . f ^ *■." ""41 *:.ftBia l"J .. ;:V V- ■ ■ '| '" "■ 'I "A"-. G;^"" "-, ^ 4 . !'■.* L: ; " i . I ■> -. I I I I p ^ "-" " a a "" "" V "*A "PaM" V> "" ". ■ "V* ■ * * a" * ;■ ■ " . h" ' ■" I i' -\ !, *, ' » "- ■ " I \" f' « » I *". ■ ь I ■ =■: = =: ■ ■ "■■:: ^V .-- :-■ : £ taa|"^l"""a asha""a "■■ "" ■""" W Ki a b #" a* e "" a* "* a" i b I a * * I "" 1 "^ 1" ^1 i V |■“■ ■. ■G i; ■ ■ i “ “ “ . a ] t" /-* . . I " ■ " t I . YOU U5NDSH *4 " . *" |- -■ \ I . . . . . I.“. ■■■.■/ .*■.” 1 .'. ■ Wv-"-’ A V; .■ _■ I , .^ ." ^ . I A:IV ,> ■ :■ -■ 1 ■ -" ■ ■-!- /’v":-;" :■ . ■■.■■. ■■ : : i" ■-■ -. ■. .■ ■ ■. ". . ■. ■ 1 .- ■ What is religion. What are religions. What place does ritual occupy in religions." . _- e -.. l h. ■ ■ (I . . R \ 1 I - 1 _ J . h - . .- ■ . "1 g.. . k a ■ ■ C *. _ h J t * I l.: : .-a", J. ". I." n. ■“ g. ■. : g ': >"■ .4 !'■"*. ■■" 1 j"" "" ■ I ■". ^ .j'j"iS" "_."bi r I. ■■ I ■ I r: a I . V--V^- r "/- ^ ^;.l-".=L ■ *■ -/ I ■ > t i "fc ■ _■ ri _ft.l I. a.i _ H ' J - j ." - j- I , p "L %" N 1 .: Uv W *. i t ■ PSHk Consider Ancient Egyptian drawing and tell us if it refers to a religious ritual Culture and Religion WHAT IS RELIGION? The most important part of most spiritual traditions is religion. Today we call religion such a phenomenon in people's lives, which includes: - different beliefs of people, for example, in the One God, or into many gods, or into spirits, angels, and other similar beings; K" people's behavior in everyday life; k» YAH participation of people in religious deistvi-rituals. Rituals are those actions that should connect, connect people with the world of gods or spirits. In ancient times, the main part of the ritual was the sacrifice to the gods. Later, prayers became the main rituals. WHAT ARE 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 Egypt, India, Greece, Rome professed their religions... These beliefs are called ancient religions. 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 I® ^ TiiisntsiiiA l-y the foundations of WORLD RELIGIOUS CULTURES lesson 2 GII 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 appeared. which are called global. Believers of these religions live in different countries and belong to different peoples. Today the world religions are Christianity, Islam and Buddhism. Adherents of these religions live in Europe, and in America, and in Asia, and in Africa, and in Australia. 11Р1 RELIGIONS OF RUSSIA Since time immemorial, there have been different religions in Russia. Most of all we have Orthodox Christians. A significant number of Russians also profess other world religions - Islam and Buddhism. Some adhere to Judaism. These four religions are considered the traditional religions of Russia. There are also believers in our country who adhere to other directions in Christianity, for example, Catholicism or Protestantism. Some Russian peoples have preserved traditional beliefs. A considerable number of the inhabitants of Russia do not sue for any religion. Christianity, Islam, Judaism, Buddhism, traditional beliefs of the peoples of the Volga region, Siberia, the Far East are an important part of the culture of our country. A significant number of Russians are believers, lead a religious lifestyle: they believe in God, perform religious rites, as required by their faith. ■ h"\r" . ■ C-V According to the mi(|)s 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 their brother Hades ruled in the underworld. r ■: ■- "I (IT. L Г^. Why are some religions called world and others national? QUESTIONS ✓ How do you understand the word "religion"? ✓ What religions are called national? ✓ What religions are called world? ✓ What religions are considered traditional in Russia? ^ Together with the elders on the map of the Russian Federation, find and show where the largest peoples of our country live. Indicate what religions they profess. ✓ Find out what religions prevail in your city, region, region, republic. "H" A "■, '- .4 k. -ft.". ^ % *> L I "> g I yshsh: ■; Gch "% -■ What is culture. How religion and culture are related. How should you behave man of culture. d ^ "b J I -■ . v > /C" - - / "- Is this building classified as a monument of material culture? Find out where it is located and what it is called J ,f c ^ Y "r": " , I V "I YY V .." V 1 "" 1. I I ** ') I:.1 - ,; Г - 1 h. g "" -5 + i -.1.1, l \ ^ I. I " * V, f A. "r" - "e _ S - and V" H [" We are talking about someone that he is a cultured person. What does this mean? What is included in the concept of a culture of behavior! J . J J h -Sh '"I\r=\Culture and Religion Each of the religions has made an invaluable contribution to culture. 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 expressions as "a cultured person", "behave in a cultured way". This is also related to the word "culture". Science has this definition: “Culture is the material and spiritual values that man creates throughout his history. To the monuments of material culture, we can include tools and objects Everyday life created by man, beautiful houses and strong fortresses... When we talk about monuments of spiritual culture, we mean the ideas and images that were created by outstanding writers, painters, architects, scientists, as well as such concepts as good and evil, justice ^ beauty. Spiritual values ​​also include moral norms of human behavior, religion. INFLUENCE OF RELIGION ON CULTURE Many monuments of material and spiritual culture arose in connection with religion, they are necessary for its existence. WORLD RELIGIOUS CULTURES Lesson 3 Every religion had to have a special place for performing rituals. So there were special buildings that were supposed to serve these purposes. We still enjoy visiting the preserved majestic temples of Ancient Egypt, Ancient India, Ancient Greece, Ancient Rome. It has not survived to our time, but is known from the descriptions of the Temple of Jerusalem - the main sanctuary of the Jews. In ancient times, the first Christian churches arose, some of them have survived to this day. Peculiar in appearance, solemn ancient Buddhist temples are found throughout Asia. In the Middle East and North Africa, the first sacred buildings of Muslims - mosques - were erected. Now Christian, Buddhist temples and mosques can be found all over the world. In ancient times, in 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. Painters of all times often turned to religious subjects in their paintings. In Buddhism and Christianity, as well as in a number of other religions, music is used during ritual ceremonies, so many musical works were also associated with religion. And today we know not-K "little piece of music written both specifically for religious purposes and in religious themes and stories. Religion has found its reflection in the language we speak and in our daily behavior. wnvrvi 1 . . F tJ ■ Г " / , i ■ ■* r 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 ligature of words. The instrument of writing was kalam - reed pen, and the material is papyrus, parchment, silk, paper. [G- i-. - I 4 "a ■ ^ -fj .1-" "■ J T-L Mi. J i Zeus, Ancient statue POLLS ■-".■a: ■Lsb“.1l I "b "■i: .1.1 I" d ^ Explain your understanding of culture. Try to give examples of material and spiritual culture, y^ Talk to the elders and give examples of the influence of religion on culture. i; /‘/"■z:/:."" t’;i>;i";4‘.cr bei. % L _P I * / .* I . tsh. , J* I J> . "" P "/ ■ How did the ancient people take care of the souls of their ancestors. What is polytheism and the pantheon. Which people in the world first believed in the One God and what is the Testament. “' ■■. ■ J t - I " l : : I-"..V i ■ I ■ J '-.I ■ S " I " 1 I - So ancient people buried their dead relatives. Reconstruction according to archaeological excavations ">U. . .■■!■! ':--1 1 V:. L‘. v=i:" f *; "L j" "Г i 11 I. L.; -i. \ v-v", .. V. > W, ■ Y: 1 > : ■ f: V "-." 1 "I^" . h "r""! G " " ■■ _ J l--, I:: L . . ■"i -I -" " ■. fiv:- 1 .:=.r H ■ 1 t -.: I f:"i I; i.r J .r L. i ■■J ■" ^ z H " .r I "\ ■ I . Z The ancient Egyptians had many gods. The sun god Ra was considered the main god. Every morning he sailed in his boat through the sky, illuminating the earth. The god of wisdom, Thoth, was especially revered. He was depicted as a man with the head of an ibis bird. According to the Egyptians, Thoth taught people writing, counting, various knowledge. : ■ ■ " : ■ . ■ I . ‘ -ь "| "z" " " N I L . The Rise of Religions THE FIRST RELIGIONS Religious feelings arose in man at the earliest stage of his history. The found burials of ancient people were made with big love and care. This indicates their belief in the afterlife existence 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 asked for protection, and sometimes they were afraid of them. Ancient people believed that the world 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 the ancient states of 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. JUDAISM The first people who believed in the One God were the Jewish (Jewish) people. foundations of WORLD RELIGIOUS CULTURES lesson 4 JZ. ______________I Ii "u Y. . 7? tg7tt5G7*?avgstttt7gte*shte^neya According to legend, the patriarch Abraham is considered the ancestor of the Jews. He left the country of his ancestors and settled in the land of Canaan, promised to him by God (in our time it is the territory of the State of Israel, the Palestinian Authority, partly Syria and Lebanon). Since then, the Jews have called this land the Promised Land (obesh; anna). After some time, famine came here, and the descendants of Abraham with their families moved to Egypt. Over time, the Jews found themselves in the position of slaves: they performed hard work and were subjected to cruel treatment. At this time, a boy was born in K "K" to 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. For forty years the Jews wandered in the wilderness. During his journey on Mount Sinai, Moses received stone tablets from God - tablets on which God's commandments to the Jewish people were written. By doing so, Moses made a covenant (covenant) with God. According to this Testament, 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, they built a Temple in the city of Jerusalem. However, after some time, powerful neighbors attacked the kingdom of the Jews. The Jerusalem temple was destroyed, and the Jews - Babylonia. settled in another state - 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 eventually the power over the lands of the Jews passed into the hands of the Romans. g I 1 * G I i- sh u I I. . a "r I * h v." . ’ u " . » " i e " 2 » - ■ - t ‘ h " , ■ . ^ A, ^ H ■ r i d 3 Moses leads his people out of Egypt along the bottom of the sea, parted by the will of God \ yu ~ t Vd l.1 I. r "i \ iVh iilVc I" ill | r Ai / y "■ "I Temple in Jerusalem. The image was created on the basis of ancient descriptions and archaeological excavations. "R il 1.Gw~. ."Jll || ~.-1 ^ II I ^ > Why did ancient people revere sacred animals? QUESTIONS 'j ."--.i//UA". |.v_ -■ ;g I I 'And I.-:! ■> r ■;! J ■■■■ V Why did ancient people care about the souls of their ancestors? ■Z" Explain what a pantheon is. Z "y of which people did faith in the One God arise? Z" What is the Testament? 1 y: H £ . .I.CLI. . ^ Щ- / > .* ■ . -.Ill ■ , ■ , I I I ^ p- and!.!. . "■ .-I ^ L > "i, \ ■ \ H:■ , I " . 11 ">■ i ’ I ‘ .- .- ■. -■. *-■ H I j "p ■ ■. ■-. ■■■ ■- "-■■-.■ ■: ":, -VU Y"- l; "I,-. ■, I | IJI-" I %S -,"p- ■ r F ■%■■. ■■-" ^ ■ t Cv s"-- "■ . ." L^ ■. > L f.: . ^: b/- :' 'V "I 'i" ^L J 4-C-I "v i ■- ■.% "H ^ V"- - ■■ "■ "I .V - ■ IL. ■_ 1 ■:/_ ^ Г".^ i t A ■. ^ - f I p ■ , - ^ I , V* « ff I: V:-,>. ;>.Ap V - ?J IT I* . ■ v_ I S"-%* . ^ S"p" s "" " * ^ : V-^ -0X4 " ;V>.v ___________ : ■ C ^ i . ■>, I . Ch "- 1" > / f > (I . ; . H The emergence of religions Religions of the world and their founders SHSH WOULD KNOW! SHSH.% R- i G Ts_ V h h ■ ​​l: ■. (:) A ^ S T * "j"" I I ЩШ И1Ш, iv" V / ."■ (i S"li 1 H- - ■ 1-, HH P ■ ■ PI I? t L% ■ V Who is Jesus Christ and what did he teach people. What happened after the death of Jesus and how Christianity began to spread, About the life of Muhammad and his teachings, About the life of Buddha and what are the four noble truths. r->h \ ■ A fL; H \ $; ■ V- ^ J! A \u003d: \. ■■■ ■ ■ ■■ ■■ -.g ■■ .-.Zhu CHRISTIANITY The Jews were waiting for a prophet who would deliver them from all troubles (they called him the Messiah - the anointed one, in Greek Christ). Therefore, when the preacher Jesus appeared, some of the Jews followed him, believing that he was the obesh;an Messiah - Christ. According to legend, Jesus was born in the small town of Bethlehem.His parents did not have enough room in the hotel house, so the mother of Jesus, Mary, gave birth to a baby in a cave that was used for cattle.When Jesus grew up, oh He began to preach, taught that people should love God and their neighbors. He also healed the sick and helped those in need. The people who followed him and believed in him considered him not only a man, but also the Son of God. Jesus called every person to change, to become better. However, many Jews 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. Soon conflict arose between Jesus and the leaders of the Jewish people. They seized Jesus near Jerusalem and decided to execute him with a terrible execution: they crucified him on the cross, as they did with the most dangerous criminals. At that moment, most of the disciples got scared and left him. Only a few people came to ■ ■ sh^sh _? ■ T| ^ >: Y: -= :-.L =i Y:*- "/■ ■ 4V-"V"tV4i4'AXi "" .3 . , V , ■■ . * * w i » w N * '. h > ■ ■ .V - ' Г I Ш> I ■ t -..Н ■ , ■ ' * i - “ . V " ■ " - A V - I V p'v ■ .. . A. V ' ^ " / *. . V I ^ "^ _ f I t T ' / I . I ■ " ( I a ...". - a ' Ch - t . L. ". - > ■. % Ch ■ ■■ ■"" I Ch 1 . ■ -" I i the foundations of WORLD RELIGIOUS CULTURES lesson 5 to remove his lifeless body from the cross and give it a worthy burial. Among "These most faithful followers of Jesus were several women. These women again came to his tomb on the third day after the execution. But here they were waiting for a startling discovery: the tomb was empty. As Christians believe, Jesus, as the Son of God, was not subject to death and resurrected from of the dead. Inspired by the news of the resurrection, the disciples of Jesus Christ began to talk about it in Judea and beyond. Faith in Jesus Christ soon spread to many countries. The doctrine of his life and resurrection became known as Christianity, and the followers of Jesus became Christians. J ISLAM The Arabs lived in distant Arabia for a long time. Once in the city of Mecca, a boy was born, who was named Muhammad. He grew up an orphan, was in the care of his grandfather, and then uncles. Muhammad became a Hanif - this is how people in Arabia were called who believed in the One God, lived a pious life. According to legend, one day, when Muhammad K" 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 wife Khadija persuaded him, and Muhammad began to preach among the Meccans. Muhammad called on people who believed in different gods to believe in the One God. He believed that God (in Arabic - I r, "s % ^ " I s- \ l I ■ " ■h j * ' ■ ^ r " ■" I ". |' b Sermon of Jesus Christ sh Muhammad, Fragment miniatures ■ ■ "■ I p a L a - VO tX" L> g V> "L; 4: \ Lu, -" j "" ^ -J ■ k1 ■ ■:: ":; g>. and; - .; »»* SH/1SH# i\uilu-)AC\ vA. . i>u.y Ш ":s ШШИЖ / ■: V ."i .У;i-.4 v \ H- ■ t W , I ■ * s, * I li, * , ’ . . "^-G" ■ 1Ж "W * .^K *■ " . ■ - V . R., h ’ "-.l> ^ -" ■. - ";■ H "; L "L VJ- Ch" Y * "." L; ".- ■-" G ^ GT ^ V rf *_ Y >: / l in India. For many centuries, stories about the gods of Hinduism were passed from mouth to mouth in poetic form. In ancient times they were recorded and called the Vedas, which means "knowledge", "teaching". The Vedas consist of four parts and contain legends about the creation the world and the main deities of Hinduism, ancient hymns to the gods, descriptions of the rituals of Hinduism THE SACRED BOOK OF BUDDHISM The teachings of the most ancient world religion - Buddhism - were not written down for a very long time. about his life and about when, how and what he taught people. It took several centuries for this. And only after six hundred years all the information collected was combined and written on palm leaves in the Indian Pali language. These leaves were placed in three special baskets . So the Buddhist scripture appeared, called the Tipitaka, which means "Three baskets of wisdom." : "SH I- i V I-X" "-. FROM TIPITAKA "Who does not get up when it is time to get up; who is full of laziness, despite youth and strength; whose determination and thought are suppressed- 1 g J -C K ^ s * _ X e >1 "g I.4. J *. 1 g.4 t. ■ . ■ V,. - l o h\u003e h "% . *", -. ■, s ■. ". * -- - ■_■. « H ■ . ". ■ . I. - . - - ■ p -. ". 1 I ■ L ■ Bl ■!■ ■■ I ■ Ia: ‘v "-.I 1- I / .h‘ Г p ■ . ‘ s "1 s ■ I ■ ■ I f I, I - . ■ - I L I! \ I H ''i ■' L. ■ ". ' I V I I "r I ' ■ ■ ' I t I «_iv ■ w L § 9 W W W W f m W m _m o ■ ' ' 1 ■ II H ^ I - * .■ . ■ I . * ■ ■ I ' I ■ ■■■*"* I ■_ w Shch Sh!■ BJibBa I pi iV II Sh Sh w p|i Shch J m m III raliip ri ■ I III* i I la-||T Ch*. 4% p, ■ s ■ F -* - S 'i* I CH "J L" , CH V ^ a % >! "I ^1 * d * i ■. " ■ ■ ■ I * ■" p ‘ p I I 1 ■■ I* *1 ■- * I *1 I in I w m M I:■ I ^ ss ■ L. S V I f Ip- . p- ■ . * - ■ I ,■ I I p ■ , * p S ’ > ^ " S*."a* S’p- ■: I , ■ ^ - I ’ » ■ . p. " "i I ■" I > I ^ I -L p . s s . ■ . % s I I I % % I ‘p I I s H ■. S Old Bible in Latin:: vC;-4 "V mZ t ъ ■ ^ in "P1 i" 4. U P ■a g a "va aa Pb ■; ■. '."i I ". ■" *; h V s I "| "CL^ "p I ."p* pV I % "p "a" ar ■■*1 a aa_v a^a a > Г* "U ) *i: \ii p* vva vgar ________________ » p ^ ^ v" ! I*-! "i®*e" " . * L y. ■ ■p^rpppa* J >1 a* .- p‘ 1 P* a’ I I ? Ip"P" I." ■> ri aavvVBuBCpi Jr^". IVa.lla.IBB aF Pi -u-- - p*^ I I r - r - ; L: - . ^ ■'TP1*4p1 ""-Gva £ i a" J ^ L Г - 'i. \ .d ^ L " ■■ , _ _ * * p“ fi - I P 1 P . ■;n [ГГ-- ■a 1 I L " " p ' I \ ' ® ''f e. ft I » " L ^ - L " . . " i g. g - i I . ■I. - ^ > a I - . ^ L.G ^ - g ■ c "- g 1 "u " i’-.- S j: ■■ ■ ■: k - - ■) f - ■■■■ . d - _ d ■■ Creation of Eve, Russian icon of the life of Jesus and his disciples. Christians began to call this part of the Bible the New Testament, and the Holy Scripture of the Jews the Old Testament. THE OLD TESTAMENT The Pentateuch The first part of the Bible is called the Pentateuch (among the Jews, 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"). The next book, Exodus, tells how Moses led his people out of Egypt and made a covenant with God. In other books of the Pentateuch, the rules for the life of the Jews were written. Prophets The Pentateuch is followed by books about the further history of the Jewish people, about how the Temple of Jerusalem was built and destroyed, about kings and the most respected people of this people. Scriptures The third part of the Bible contains many poetic texts and teachings. " J& * - -1 S - ^ . C“ !.* in 1 "|" - I . I " ■.a J ■gL -A to. "M " iT" I - . E "" **: a " "-G. p% ---------------- from the book "GENESIS" "And the Lord God formed man from the dust of the ground, and breathed into his nostrils the breath of life, and man became a living soul... And The Lord God took the man whom He had created, and settled him in the Garden of Eden to cultivate it and keep it... And the Lord God said, It is not good for the man to be alone; let us create for him a helper corresponding to "^Tv- 18 Г-^Г г "Г the foundations of WORLD RELIGIOUS CULTURES Lessons 6*7 to him... and the Lord God created a wife from a rib taken from a man, and brought her to a man. .. And God said: let us make man in our image and after our likeness, and let them have dominion over the fish of the sea, and over the birds of the air, and over the beasts, and over the cattle, and over all the earth, and over all creeping things that creep on the earth ... And God created man in his own image, in the image of God he created him; male and female; Inu he created them.” New TESTAMENT of the Gospel Four of His disciples told about Jesus Christ - Matthew, Luke, Mark and John. They wrote the gospels. The word "Gospel" is translated 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, about what Christ taught people. Christians believe that the Gospels are inspired by God because God Himself inspired Christ's disciples to write them. called the Acts of the Apostles Closest disciples of Christ apostles. After the death of Jesus, they 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. The Epistles of the Apostles Gradually, small communities of Christians began to spring up everywhere. And the first disciples of Christ wrote letters to these communities. These letters were called "Epistle of the Apostles". -■ , t "f \ I g i ". I I I ■ S.: S. h "I J" 1. * p I. ■ "1PG “I - "■+ ^ GYa r ■ lL-Sch 1M ■ 1g+ shga . * i l "10.1 I ■ - * l It li "lUifJ" * 3 ai . LI "PIPI] - i ILn Tl ■ I ■" IPI . - Si kill IliLVi.Al Pi-it P1GPK1PiIA | 1 A "LixiififtrSL nil rij ^.llllAnU A n LL TYPE 1.1H XillJiTJL AAGB HiiuHHoiiiTitKi. U to I "llULIjlCM I n" Tf PirkUl PH 1 ^ 7. ^ 14.14 Her to ^ 11111111 IkNK K.1kur4 P1LN A111DY11A Ts | 1 | ifiiEpnipi MK]. 1 to HlA ^ AAlA -. JJK4l.1 "in. 1L^Kh The Ostromir Gospel is the first of the surviving Russian handwritten books II* kl k 1 . '"v. -.. J L U ; >" i " zG l4 l> J__ „ .“ t "» 3 a 1 y » » >" *■ i k "- k gg *” i* k * p o . t t -I' ■I "4-. E 3 3 d -> c . .* to 3 e H! E * G H; ■ * "I CO 7 7 C s ag 9 R 4i M 5 * A i b 4 t 6 a A: 9 a n 9 L '. A j . 3 "i . B "i I h S t . . * fi » a ■ 1. f 0 "" ^ « n * n C ^ m r Ы a t ./ J i , ’ ‘"s * « " 0 d . U to 0 " "■ > J g 5 , 1 , il l_^ j . A a « 3 0 " ■' kr 1 n " F- U- ■■ ; * ■ « g j > i . r "i* C *" i) i 6 ‘e "o K to" in t H 4 it -If J * "tr * '" Gg. _L II I V r PC g ^ £ a A L L 9 fe I a a , L . f. J. and J" r . . c " ‘Ai fl: \ 4 *." l" u 0 » "* V* » c ^ n N r ■ 3 .. ij- “ .L i n « 0 'k"_ I. c r.. * 3 A K r,"' i ^ 0 tf t O b' a "» t 3 \ I i: > Ll Ti ♦ [ "i i " a " e " fi: '* - !'-4" d I r r. "*r tJU ^ at*."."*.. 80 r * a > f ^ » " " "■% ■ C P [(i ;" 0 . . J . ,. . "atK - a o"- , " a . o? 9 3 T k* ? '' * ' 3 "r * 3 ” p c' a" ■ . . " * ^ 5 -r " The Last Supper. Artist Rafael Santi Apocalypse But not only stories about the past and present were contained in the writings of the apostles. They also told about what awaits mankind in the future. This is told by the last book of the Bible, which is called "Apocalypse" (from the Greek word for "Revelation"). I _t ' 1 - ' L!i * ■" " ■■ r: _ Щ ^8 ■ - - r* ^ from the GOSPEL Jesus Christ, Andrei Rublev's icon in the Gospel of Matthew tells how Jesus celebrated the last supper (dinner) with his closest disciples: “And when they ate Jesus took bread, blessed it, and broke it, and giving it to the disciples, he said, Take, eat: this is my body. And taking the cup and giving thanks, he gave it to them and said: drink all of you from it, for this is My Blood of the New Testament, which is shed for many for the remission of sins. To commemorate this event, Christians perform a sacred rite called the Eucharist (thanksgiving). a V c ■ - R., - - p - - g. to-o: to a. -.k I I -jf-H 20 1 » k- . d" ■ a FROM THE FOUNDATIONS OF THE WORLD'S RELIGIOUS CULTURES Lessons 6*7 muif) lsh d ■ - ■ " * THE HOLY BOOK OF ISLAM Muslims believe that God sent messengers to people and each messenger received the Scripture from him to convey it to people. Source of all these Scriptures - the Mother of the Book, which is kept under the Throne of the Almighty.Muhammad received from God the Koran, which for more than twenty years was transmitted to him by the angel Jibrail (Gabriel).As you remember, the angel dictated sacred texts to Muhammad, therefore, in the understanding of Muslims, the Koran - this is a direct speech of God, addressed to people, which must be “read” in a special way. That is why the Holy Scripture of Muslims received the name, which in Arabic means “Reading.” The Koran is divided into 114 parts, which are called suras.Suras contain various prescriptions and stories.They talk about life after death, about the prophets that God sent to various peoples before Muhammad.The suras talk about how people should live in a Muslim community, e Instructions are given on how to behave in the family, how to perform religious rituals. E J - “"l: J p i I from the QURAN" Allah is the light of heaven and earth. His light is like a niche; in it is a lamp; a lamp in glass; glass is like a pearl star yes. It is lit from a blessed tree - an olive tree, not an eastern one, nor Western. Its oil is ready to ignite, even though fire does not touch it. Light in the world! Allah leads to His light whomever He wills, Allah And Allah brings parables for Allah is Aware of all things! people. 5 G G. G ri_ - n “" ■4 1.SHMsh I ' ViVi JIVI "fl: A page of the Koran The Koran on a stand VOSH ^OSY What are the Vedas? What do they tell about? ✓ How did the Jews call their Holy Scripture? ✓ What parts does the Holy Scripture of the Jews consist of? What books does the New Testament consist of? Name the authors of the Gospels. What is the name of the Holy Book of Muslims? ✓ What are the different parts of the Holy Book of Muslims called? Why is the Holy Scripture of Buddhists translated into Russian called "Three Baskets of Wisdom" ? ■ "f \ -■ WG-: _ I r. > t.i R. ! 1^G0l."!h E f" ■ S p e s g Keepers of the legend in the religions of the world:: _g i .^L "WOULD usht \ V; "■i ■’.K,""; \ ;~k:^vvs:v^.^v l:a. \.^>ch'L % ^ N I ""Y^ schsh ■" "I ^ -'y" ^ \ rgCh * ^ When did the keepers of the tradition appear, who are the priests. What role did the sages (rabbis) play in Judaism? What is Hierarchy in the Christian Church How the Muslim Community is Organized About the Buddhist Sangha and Buddhist Teachers (Lamas). F * I i * ■ 3) G0 SHNRESJO ll>%, W5 "Xf The ancient inhabitants of Europe - the Celts - had special priests - druids. The Druids were the keepers of heroic tales and poems, which they passed down orally from generation to generation. Anyone who wanted to become a druid had to study for many years, know the Celtic calendar and rituals, know how to use plants to perform these rituals and to heal the sick. T. ^ s Rabbi As soon as religions arose, those who kept religious traditions, rituals, and legends also appeared. Often only they could co-verify sacred acts. In ancient religions, such people were usually called priests, that is, ministers. The Wise Men of the Jews The Bible tells us that when the ancient Jews made a Covenant with the One God, they entrusted one family to perform all the sacred rites in the Temple in Jerusalem. Later, the wise men began to play an increasing place in the life of the Jewish community, who explained the Holy Scriptures to the people, interpreted the commandments and precepts of the law. Believing Jews began to call such knowledgeable people rabbis, that is, teachers. CHRISTIAN PRIESTS According to Christian teaching, Jesus Christ founded the church, that is, the assembly of all those who believe in him, who make up one big family. Together they keep the memory of Christ and his teachings. The disciples of Christ, the apostles, told people about him. In those cities where new communities of Christians appeared, the apostles left bishops. This word in Greek means "overseeing". Bishops officiated, preached, cared for their communities. Later, priests and deacons appeared to help the bishops. THE FOUNDATIONS OF WORLD RELIGIOUS CULTURES Lesson 8 In the Christian church, bishops, priests, and deacons form a hierarchy. On its upper step is a deacon. Once a bishop rises, one can only move up the hierarchy step by step: first one must become a deacon, then a priest, and only then a bishop. ■chg THE MUSLIM COMMUNITY There is no church organization in Islam. All Muslims are a large single community - the ummah. It is she who is the collective bearer and guardian of the Islamic religion. Muslims trust their most literate representatives - imams (in literal translation - leaders) to lead prayers. Among them, people who memorize the Qur'an (hafiz) and those who can read it according to specially established rules are highly respected. THE BUDDHIST COMMUNITY In Buddhism, the Buddhist community, the sangha (meeting), plays an important role. Sometimes all believing Buddhists are called this way, but more often only the community of Buddhist monks is called a sangha, i.e. people who have abandoned their family, property, wear special orange clothes and live on donations. According to legend, the first sangha was organized by the Buddha himself and his 18 closest disciples. Later, in many countries, among Buddhist monks, lamas (from the word “supreme”) began to enjoy special respect - authoritative teachers who lead believers along the path indicated by the Buddha. Bishop, Icon Praying imam VOSh^OSY Who are the priests and druids? Why do you think rabbis are held in high esteem by the Jews? ✓ What is the role of the bishop in the Christian community? ✓ Who is the guardian of religious traditions in Islam? y^ What are the features of the Buddhist sangha? -". ■.K| -■.■P k "/. Ij. Hb- 11 .. :";i>Ch.!. .-■...-<: :="" i="" .=""> _ 1 V ■ N' . H* * H A _% ?L * - - « S ■ t \\ f S .* ■ : ■/, I - v>V: i* j 0 .4 -■ J j . ,v v‘ ^ ." ■-. ; I: ■■. v- ". >.?- -L s -. !. g^. :h' vv." ."=l.-" fv;. ; |4 . V- L .-" V j '■.sV-.■■■!.:": ■Л > i.j J ^^ Vi I.-. " U. > , ■ . \ .->. i. h " . " ^ -r- ■ . " * I " 5-^ . and t s- 'i ' s - r_i "Л1 !h:.!- s.i: V ?-;\N >l Ac "■■ ." ;■ . > r \ ^ -I ^ to Y^>W,¥.. I-| V- I > Vf -■ ■■ >■■■ -■■ :-.1--1 ;■ g ' "i How do you understand that good deeds and that evil deeds? such is ".-'/.■ at "G14". ■*. -: -! ! -> ."■ ■ .■■■ /-- "L1"" ■■ *1 I 1 S "■ J *" J * ^:;7 V ^y->VVr;.';Vc-: "/ 1 r c ^ a I f r % k I I I [ I i J h T> : > y: L L" D o-," \ V V: \v > \- :■ "| V. i v ; -^y. ■! (■! -V I. ■:>.": I ■;■; ".■: i . ■: -V JI ■ . ; V "■ -Г 'V "" .- ■-. ■ - >. I >. i ■".". I I. Ch" (H, - -.■■ ■■; ■ -1 -. ■ I ■ p "I, T i" t * 4 IlTI b I I Tip . . . H > J 1. I -. I I. I H I I ■-> *1 ^ “D _ -. ■. I .vy ■ ■ I .■ I.% /.. I i V, ; -1 > ■ :; Ush "\U L g-y i- "U. ■ i' y U": >. \ - ", ■ , I I - t I h I I, ■ I ' r" t" -' - '*^- 1 ■* ■■ i"b"*p"."t"p"b"i".*"***^_*" II t I > I ll I Я."■. .":■ SV:Ay -SVi ^; Vl G-l-M ;.v I I p I I .- I . J ■ .-. ^ . I II .■ . ■: ■,* ■: yt "f 11 ^ I; ■ i i" " ".' ". -H \ .■/ . "■ ■. ." rv \ I > I; : 1- ■; : Y, - . ■ L A "-" . "-" I g ". I I 1 1 I S I* I I ■ ^ > :: ■- ■: i I > . . - . , . ■- . . - .- , ■ ,h|"у l."i> ,■ ■.-■, ■■ . ■.- ; -; ? .:■- ;i ."1 .'i-. v. 1Ray^'|U:-:U:::^"; !.:■ U-s "■ w > > , * ■ ■ " ■- ■ __i ' i-i- i I I "H I I W ___-.." I 24. . ... ■ "■ D; mD ^": D - "I 4 | V ■ - ". , ■. 1 ".I I . \ ." ."ihL ■ . ■ ■ ■ in * i ■ , H. ■ I I* in ■ I *. D I , . I . r , , ■ r "Tb S " . \ ^ m" . ■ . * ■ * ■ I ■» ' I ■ ■ “ ' Y I *" ■ " I " i I I Ih .■ ". ". * ■ . ■ - ■ - " . I "t t I" .- \ , "- ’ 1 . I L. "Tb" . ■ I ■ - * S "1 ■ . ^ % "i I , p* i" . * in " . " a ■ "a ■ I in ■ . * - " s * Good and evil. The concept of sin, greed and retribution is good and evil? How did evil appear in the world and how should a person behave in connection with this? These questions have worried people since ancient times, and different religions answered them in their own way. For example, in the Ancient East there lived peoples who believed that good and evil were forces equal to each other, and they appeared along with this world. The ancient Greeks believed that evil came into the world by breaking out of a casket, which, out of curiosity, was opened by a woman named Pandora. The Bible speaks of the origin of good and evil quite differently. According to the biblical story, the world created by God was beautiful. Trees, herbs, animals, birds, sea creatures - they were all perfect - the Creation of man. Fragment of a Russian icon of the 16th century. ■-alDsh "a I BASES OF WORLD RELIGIOUS CULTURES 1sh [kV | "a-zht" "azh" in- * a * tash1k ^.kD: zh1vya1 a a a seam a ash "vzh a a sh aaash f-avzh sh" aayshaaaashv-aaashaa "ash zha a-a shaa & paak1shvav1ea * a a Wa aaVa ali sh ai Expulsion of Adam and Eve from paradise. Ancient fresco f ■ / ■ ) D Return prodigal son . Painting by Rembrandt \ Very clearly God's attitude towards a sinful person is described in the Gospel, in the parable of the prodigal (lost) son, which Jesus Christ tells his disciples: went to a distant country, where he lived for his own pleasure. But soon he ran out of money. The young man had to hire himself to tend pigs, and he ate with them from the same trough. He remembered his father and decided to return to his homeland and become at least a worker for his father, because he felt that he could not be called his son, as he greatly offended him. But when the father of this young man saw him from afar, he ran out to meet him, hugged him, ordered him to be dressed in new festive clothes, “for this son of mine was dead and came to life, was lost and was found.” The main condition for salvation in Christianity was faith in Jesus Christ, the Son of God. According to Christian teaching, it was he who, having been born on earth, restored the connection between people and God, which was broken by the fall. Now, after Jesus, this way to reconnect with God is open to all who believe in him. In Judaism, the path to divine forgiveness is understood as the consistent fulfillment of God's instructions, his commandments, which God gave to the Jews. At the same time, repentance is the most important means for correcting the committed sin of both an individual and an entire nation. Muslims believe that good and evil exist in the world not because of someone's mistakes, but by the will of God. He clearly pointed out to people in the Qur'an what is good and what is evil, and commanded people to follow the path of goodness and justice. Therefore, it is important for Muslims that a person believe in God, sending lessons 9* 10 II IIUI into the foundations of WORLD RELIGIOUS CULTURES. pwvnfwvpvn ... iii.. ivrmrTP^nrp ■nvnrr:pi "iiv..44P4l" of our Quran. Faith in the One God and following his instructions gives a person the right to hope for deliverance from hell. Good deeds that a person does, as well as sincere repentance, atone for his sins. Christians believe that the end of human history will be the victory over sin, the final restoration of the connection between man and God. This will happen at the time of the Second Coming to earth of Jesus Christ. At this moment, a person is waiting for judgment and retribution for his deeds, good or evil. The one who did not strive for salvation, committed evil deeds, cannot be with God. In Judaism, it is believed that at the end of history, the Jewish people will be ruled by the Messiah, who will bring them deliverance from all troubles, and peace and prosperity to everything. Muslims believe that God will finally decide the fate of people on the Day of Judgment, depending on how they behaved in earthly life. Believers, he promises them eternal bliss in paradise, and unbelievers, they For Buddhists, the evil eternal torment of hell. - this is the suffering that permeates all human life: a painful birth, illness, quarrels with loved ones, separation from loved ones, the inability to achieve the goal, and, finally, old age and death. Buddhists believe that the soul is born an infinite number of times in this world in the guise of different superstitions, and each new rebirth prolongs and increases suffering. Therefore, true salvation for a Buddhist is precisely liberation from suffering. To achieve salvation, it is necessary to destroy the insatiable thirst for desire in oneself, to abandon the vain world. Then enlightenment will come and the rebirth of the soul will stop. This state of impassible peace and contentment in Buddhism is called the state of nirvana. " g ". V h g I " F- I "I ■" h I ■ I. "I I . ■ 4 ■ . Г I "" "■ ■ Buddha in nirvana. Statue QUESTIONS y"" Which commandment, according to the Bible, did a person violate? l / How did they begin to call a person's disobedience to God? How does the Bible show the way to restore communication man with God? h/" What is the main condition for salvation in Christianity? J How do you understand salvation in Judaism and Islam? What is evil in Buddhism? HH - ; : l ■ .-u.■ -■ .11 Shsh ^ Si[ ^ t‘ V4 iV you WILL LEARN What a believer does to communicate with God. What is prayer. What are sacraments. What is prayer. What is a mantra. . -S "S ■ t * - |-^ c -. _■ J ■:k" 5 O, "I -. ■ ^ '" _ J"_V . P .. . t" ■ ■, H _■ r ■- fc Prayer in an Orthodox church _ k ■.*!" -■ L ■. ■ n, "■■ ”| - f Prayer in the synagogue. Artist M, Gottlieb 28 Man in Religious Traditions We have said that religion is a connection between man and God. So, we remember that the Bible says: a person is called to restore the broken connection with God. What should he do? One of the central actions of a believer; his man is prayer. In Christianity, prayer is a natural way to get in touch with God, to talk with him. For believers, it is a need, not a duty. Just as a person who loves another person cherishes communication with him, strives to meet and talk with him often, so a person who believes in God and loves him strives to communicate with God in prayer. An equally important part of the life of a Christian is reading (for some people daily) the Bible and especially the Gospel. Because the gospel records the deeds and words of Christ, the Savior, which believers always strive to follow. Also in the Christian Church there are special sacred actions, through which believers can spiritually touch Christ, feel his presence. These activities are called sacraments. Since the preaching of the apostles, two of them have been known - Baptism and the Eucharist. During Baptism, which is usually performed through three immersion in water, a person enters the church. In the sacrament of the Eucharist, bread and wine are consecrated, which are then distributed to the faithful. foundations of WORLD RELIGIOUS CULTURES lesson 11 and they, eating them, unite with Christ. From the point of view of Judaism, the main religious purpose of the Jewish people and the person belonging to it is the keeping of the Covenant with God. Therefore, great importance is attached to prayer, reading the Holy Scriptures, as well as strict observance of religious precepts and commandments. One of the main commandments is to keep the Sabbath. In some groups of Jews, it is customary to dedicate at least several hours a day to reading the Holy Scriptures and its interpretations. In Islam, it is believed that man was created by God (Allah). Everything around was created for the sake of man, and he must obey God and do his will. The Qur'an directly prescribes the forms of serving God, so a Muslim tries to fulfill them every day. Five prayers a day (prayer), fasting (abstinence from food) in the month of Ramadan, once a year allocation of zakat - Prayer in the mosque of purifying alms. Duties not fulfilled by the Buddhist Prayer on time can then be replenished when the opportunity arises. The performance of many duties is facilitated according to the circumstances. In Buddhism, a prayer, or mantra (in translation - a saying), is not addressed to God, which Buddhism does not know. It serves to properly "tune" the consciousness of a person, to get him out of dependence on everything transient and vain. Meanwhile, Buddhists can actually perform prayers addressed to people who have already achieved enlightenment, nirvana, or to spirits, the patrons of Buddhism. Spirits are also different. What sacraments of the Christian Church do you know? Yes, bring symbolic gifts of food, water, strips of beautiful fabrics. What is prayer in Christianity? Why do you think reading is an important part of a Christian's life? ^ What is the main religious purpose of the Jewish people? ✓ What duties should a Muslim perform every day? What is the purpose of Buddhist prayer? 29 I* . i- n I 2 b " r 1 a p" -“ I*- If *.-pi I -* I I "- -L. ■ P -■ 4:.-4 . "> > " ■■>-■ " ■ "■ H -y ■■■■, ;., I " " I ■!> tb I H "■ I%% I "r ■ ■- ■- ■ s s " ■ ■ i "i" p: ■ U : LL L i, ■. V'-VLT^^CHIR?" ■: I t. ;-\- I J.l I "h"" % 5 -J.h ■. ■.h -. ■ ■■ ,^p ■ ^ - - ". - > . - bT I H - I v ^-vv ^. "■ I > " "i ‘ ■■" r* ■’ you KNOW What sacred structures are and what they are for. What is a synagogue and how Jews pray. What is the main thing in Christian churches. How is the prayer and how to behave in a Muslim mosque. How are Buddhist temples arranged? if y Y, pShshg ■ 1 ^ t IT I > ". vv_ : V U U O. - U 1\tsh^ I f >;>" ; S-i i" ..-ji Stonehenge ■ "l "-I"■ " ■ ■ g "l I ■," I "j g f ■ ■ :; n "I U I:: *,- b I ^ I -. I ■ 4 ■ "p:> Shch.-■■.t G I I P [ I ^ , ■ -■ I ^ -■ p" 1-> ■ "i", v: .- I I p ""i 1 I; i".>": \ ■: L-. ".hh^hS ■ . ■_ . ■ - % ■ r % ■ . s % ■ . - . " C C- .4 -. ■. " . ■ I V ■ ■:." ■-.: v".i" g-I In the synagogue. ■ . ‘ b_ ■ »■>■» H ^ H -.■■■. H ■ . ■ ■ " \ H-, I ^ 4’:vn^ ■:■ L;; ‘.‘V-V Г■; ■‘."■c .i S . / / V YU"--yyy.X"■-■ ■" "■p". -p "p ■-■■p-.". ■.■Ill,- T ■ p - Щ r V "F a a ^ .r Sacred buildings WHAT SACRED STRUCTURES ARE NEEDED FOR Joint ritual actions are performed by believers in specially created structures, which become sacred to them. These structures can be completely different in their external and internal appearance, but their purpose is joint participation in ritual, there is always one thing - l ah. Already in ancient times, people began to gather together to pray to their gods and make sacrifices to them. Sometimes a portable tent was used for these purposes (for example, among the ancient Jews it was called a tabernacle), sometimes stones were gathered together and placed in a certain order. And now they still find the remains of these structures made of stones. The largest of them is located in England and is called Stonehenge (stone - in English "stone"). Ancient Greece, Ancient Rome, Ancient Egypt, Ancient India, Ancient China, ancient japan people began to build temples dedicated to their gods. SACRED BUILDINGS OF JUDAISM The ancient Jews built the famous Temple of the One God in Jerusalem. Around the Temple, which was the only one for them, their whole life passed. The destruction of the Temple by the conquerors was perceived by the Jews as a terrible tragedy. But their joint mo- S L * I ■ H -., ■ , I I - "G - “> R J . . I (■ y ■ . ■ .! ■" : ■ S I ■ E “ ^ . ■ "h h " 1. ^ I, I. I. S H h I p I I the foundations of WORLD RELIGIOUS CULTURES LITHUANIA's lessons 12*13 did not stop. "- synagogues. Synagogues are the main sacred buildings for Jews today. Outwardly, synagogues may look different, but inside their structure is always subject to certain rules. A special cupboard is placed near one of the walls of the prayer hall, in which a Torah scroll is kept. In accordance with tradition, the text of the Torah intended to be read during worship must be handwritten.In the center of the synagogue is an elevation from which the Torah is read.Inside the synagogue there is often a lamp - a menorah, in which there should always be seven wicks, and a stone slab or bronze plaque engraved with the Ten commandments that God once gave to Moses. d* L v: Men and women present at worship In the synagogue, they must sit separately, for this purpose separate rooms are arranged for them. During prayer, men put on tefillin - special boxes that are attached to the head and right arm with straps. They contain certain fragments from the Torah, handwritten on parchment. The head of a man, as a sign of humility before God, must always be covered - it can be a small round hat on the back of the head - a kippah, a wide-brimmed hat or a fur hat. During prayer, men also cover their heads with a tali-tom - a prayer veil. 1 s.. ". 1 ■ CHRISTIAN CHURCHES The first Christians did not build special churches for worship and prayers, they gathered in ordinary residential buildings. Another place for worship was the burial place of those Christians who suffered for their faith. They were usually located in underground tombs (catacombs).Later, Christian temples (churches) appeared.The external forms of these temples are very diverse.But there are common features for all Christian temples.The altar is the most sacred place in a Christian temple.Sometimes the altar is separated from the rest of the temple by a barrier - an iconostasis. Icons are placed on the iconostasis - images of Christ and the saints. In Christians- \ J I ' h: U g o > ■ _ w ^ S ^ " * " I " S S I h ■ J S - npAC'IOJl - C:'#1 | P \u003d 1 C Scheme of the internal structure of an Orthodox church ^ 0 "P_ * I .s" I * . \ S . ^ \ : I: I c _ I G ““ “C _ ■g - r.1. I and I I h li I . g "I Г 3 1 L ^ iT г: г г -■ I г г г 1 г 1| "G I" I I* I I . I g: s 'shGLL ^ L shGt'A "w I t ii liE V" aV "i ^ Jb.lX ^ aa-sVciB" rl £ En ■ "ishla zhvm" va sh t "-sh ^ t" ty " '^yav "plshALsht" * Lgtmsh-LashgSh ■V "WaVa-b aai ^ eEv" si fiii ESd EVaaEiVaSJiE-"V * iiB4VS fialii-d A av ^ aCh fii-fafi E va E ^ a: Ev'a ~ a HER lii temples also use wall paintings. They are called frescoes. The roof of a Christian church in most cases is crowned with a cross. The church often adjoins a bell tower or belfry, on which there are bells. Their ringing calls the believers to prayer. It is customary to maintain silence in a Christian church. Men, entering the temple, must remove their headdress, and women, as a rule, cover their heads. During worship, its participants do not turn their backs to the altar. View of the altar of an Orthodox church I -g:g.1 "T Y P “ “ S ;1 P G D -* C * to “: , fl g ‘I ■■ I" t‘ ": ■l I." L - iJ ■.D, -I ". g ° g l g Q s _g t g I g. ■g \ ■ I ,1 I .1 ^ Mosque with a minaret P p _f _ .- with I ^ (G. I "; .s. ,Г" - I "С г -; I i - с г MOSQUES The structure of the mosque in Islam, the prayer building, was already established during the time of the first successors of Muhammad. Most mosques have a special minaret tower, from which believers are called to prayer. there is a niche (mihrab) always facing towards Mecca, the holy city for Muslims.This niche indicates where Muslims should turn their faces during prayer.There is also a rostrum in some mosques on which the preacher stands.In the mosque there are no paintings, sculptures, or in general no images of living beings, it is decorated only with special inscriptions (usually verses from the Koran) and various ornaments.Prayer in the mosque is led by the imam.During prayer, believers line up behind the imam.The believers must enter the mosque without shoes, so the floor there is covered with mats and carpets. Muslims are ordered to perform ablution before prayer, and it is advisable to stand up for prayer in clean clothes. For those who need ablution, there is always an equipped place in the mosque. Women should be located on the balcony or at the end of the hall behind the curtain. Women's clothing must cover their entire body, except for the face and hands. BUDDHIST SACRED STRUCTURES As you already know, the body of the Buddha was burned on a funeral pyre, and his ashes were placed by his disciples in special structures - stupas. Initially, there were eight stupas, and it was they who became the object of worship for Buddhists. Then stupas began to be built - this is usually done to store other relics, and in honor of memorable events in the history of Buddhism. Initially, the stupas consisted of three parts - a stepped base, a massive central part and a roof in the form of a multi-tiered umbrella. But then they began to build more and more complex stupas, they turned into tall multi-tiered structures called pagodas. The Buddhist temple inside is a large rectangular hall. In front of the images of deities, an altar is installed - a table covered with cloth, on which various ritual objects are placed. Above the platforms, where Buddhist monks sit during worship, multi-colored ribbons, cloth cylinders, silk scarves, umbrellas, balls filled with fragrant herbs and lanterns of various shapes and colors hang from the ceiling. When entering a Buddhist temple, people must take off their hats. In the temple, you can sit on benches or on the floor. It is believed that during the service it is best to go around the temple in the direction of the sun, that is, from left to right, while trying not to turn your back to the altar. I g. "S % ^" I s- 4 ■ E /■ ■ ^ g "t * ■ I .1 ■ » L.44 h- "1 ■ p I r t One of the oldest Buddhist stupas Why do you think Are there special rules of behavior in temples? ✓ Why did people start building sacred structures? Could they do without them? Why is the synagogue not considered a temple by the Jews? V "What is an icon? Together with the elders, describe in writing one of the Christian or Jewish religious buildings located in your village, city, or other place. Explain the purpose of the different parts of this sacred structure. ✓ How should a Muslim behave in a mosque? V" How did Buddhist temples? Together with the elders, describe in writing one of the Muslim or Buddhist religious buildings located in your village, city, or other place. Explain the purpose of the different parts of this sacred structure. ■ ". ■" % f w iP! ■ Sh Sh Sh | M ■-■ I * "-" ll "-" u' * * " ^ ■: h ' I ". o ' i ' i ^ "; >.- I a "H ^4" V H -^ ■ ■" H ■ . "L ■ i* I Pl^l ■ k W % W W W I SH ■>" /*■ fw,';;-!", .■ -■ "I I p" ■o "'. V =■" ■>■■ L. -V- ?-;’ch Sh-bg V ;■- .■■ V/i "L ■! =1 "t"" ■' What role does art play in different religions. What forms of art are characteristic of the traditional religions of Russia. I. "VV .-^1 / V-.-> 'V . ■■ .1 I l f g g. HH 1 F . _ * ^ h * p I: . - l.! "*: Г,.v ■ ■ . . ‘*I■. - .-■■) ■ ■ ■ / * . 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Ch. : H y - / ^■ h Y- ■ V^.y. i \ ;’b - , in in Creative work of students You are a lot Dear friends! The school year is ending. learned about the history, culture and traditions, moral foundations of different religions. In order to consolidate the material covered before the summer holidays, you need to complete on your own, in pairs or groups, the following for Denmark: 1. Complete the rows of words: a) Abraham, the Promised Land... b) Magi, Bethlehem... c) Arabia, Mecca... d) Palace, Gautama... 2. What unites the words of each row? a) Koran, hafiz, mosque; b) altar, icon, fresco; c) Torah, menorah, kippah. 3. Identify and say which of the following applies to Judaism, Christianity, Buddhism, Islam. Torah, apostle, stupa, rabbi, mosque, icon, mantra, altar, kippah, lama, menorah, imam, deacon, hafiz. Judaism Christianity Islam Buddhism 4. Using the words below. W^ compose articles for a historical encyclopedia. Decide on topics for your articles. Moses, Bethlehem, tablets, suras, Jerusalem, minaret. Buddha, Mary, imam, Mecca, calligraphy, pagoda, icon. Sinai, priest, crucifix, apostles, Egypt, prayer, altar, mantra. I ' , > ■ 1 » ■ .■ f t ■ - * I. i I e " a I . f 'i foundations of WORLD RELIGIOUS CULTURES Determine which religions these objects belong to Determine which religions these buildings belong to ■-,■ ■.■ -L ■ I ■- ."■- ■.■ H ■ - ■ I l I ■■■■-.■■. -.■.-,■ ■ ^ ",o-1 v;;-: ::■ viV":,": ■ -:s H, ■ - I ,■ I , ■ I " V I ■, * " 1 ;: /■, s -x;/.■: h ■■ p" ^ ,* I p' - "p H " H ■ . I ■ . ", ■ P p" ,■ I ■ I ", "p ■- » ■ _* - I ■ r I " ■ I . t. [ .1 - "" J yy . Y:- i - W I r ^ L ■■ ■ . "i ■- - :■ ,■ ■ je "f-: V"" r C - -■ ■vv:-: ^:ViX ■-- "l > -"ll" ■■."-■■. ■-- "l I . g _ "p S "a" I I \h: ■;V I . ■> "i 11- ■:■■.: I . 'p *p » ■ I % V -p - _ '- RF IPV4PP I *■ "l "» "l ■%■"," ■" . " . " I " ■ . ■ %. ._ ShrH; Ш _____________________________________________ Щ ^ i "■ ЩШ. ■: .^.-p K-: wvi \^k\■ yn ■ :- :■ i4"i y_ РЩР ■ iРвр YOU WILL LEARN. V|- r,--p ■ -:-1 l.ch,". " ■ULUU |■■:h’l"^:-L \" l y / 1 ’.- I>" ■" Si? .-.V gty h,.--.\ I ■-! "■.\ ■( I J J Y "L "s."i" P D.1 I ""^||">' "."Ay a^..■:V * ":,V yy i-l iX - ^ How did they choose a new faith in Russia, when and why did they choose Christianity.^ What role did Orthodoxy play in the history of Russia. il What role did people professing the Catholic and Protestant faiths, Islam, Judaism, Buddhism play in the history of Russia. ■ "■ About "" ■ \УШ --tv '- y (\t>... y w"w* y Y/ : ■-HH1L" piece "r - . 'I I -r* I I R ■r- ■--r": %--"%h"-> ■:= ■/ Baptism of Prince Vladimir. Artist V. M. Vasnetsov the dawn of the history of our country in the city of Kiev, which was then the capital of the state of Rus, ruled by Prince Vladimir.In the ancient chronicle "The Tale of Bygone Years" there is a story about the choice of a new faith.To Vladimir, who, like most of the inhabitants of Russia, then adhered to traditional beliefs, ambassadors from other nations came and told him about their faith. Muslims came from the country of Bulgaria, located at that time in the Middle Volga region. Then Kyiv was visited by Jews from the Khazarin country, which then existed in the lower reaches of the Volga and in the North Caucasus. After that, Christians from the countries of Western Europe appeared before Vladimir. And finally, a Greek philosopher arrived, a minister of the Orthodox Church from Byzantium. All the ambassadors told Vladimir and his entourage about their faith. They called on the prince and his people to join their tradition. From this story, we learn that at a very early stage in the history of our country, its inhabitants were familiar with the religions that exist in our country now - with Christianity, Islam, Judaism. Prince Vladimir and his assistants faced a choice for a long time: which religious cultural world would the young but already strong state join? The prince himself sent his ambassadors to different countries . 1 ■ t ■ ■ the foundations of WORLD RELIGIOUS CULTURES shiashsh shyaaasha* ■■ 1SH shazhashka bimi ! aasha a.aaaaaaaa ■ shm lm ■■ 1shaaaat aaa a ■ ashaava aaai vGshshLapLshShshllL Baptism of the people of Kiev. Artist K, V. Lebedev shared their impressions of what they saw religious customs and rituals. Most of all they liked the service in the Byzantine church of Hagia Sophia. As a result, the choice was made in favor of Christianity. Moreover, Christianity was adopted from Byzantium - the most powerful - NOI and the culturally developed country of the then world. It happened in 988. First, Prince Vladimir was baptized himself. Then the Byzantine clergy baptized all the people of Kiev who came to the river at the call of Vladimir. Soon the inhabitants of all other Russian cities and villages accepted Christianity. ORTHODOX CHRISTIANITY IN THE HISTORY OF RUSSIA The Church has played an important role in the life of our country for centuries. Let's see what was her contribution to the culture, self-consciousness and prosperity of Russia in different periods of its history. ■ I ■ r. I ': ■ ■I .. I W sh \ » ■ I r I ь w w r i .. y "I ' . r H / r" t. I "An idol of the ancient Slavs" depicting four gods Christianity traditional beliefs were preserved for a long time in some areas of Russia.People believed in gods who personified various forces of nature: the god Perun was considered the god of thunder and war, Veles patronized cattle and trade, Mokosh - fertility and agriculture. beliefs of some peoples of Russia have survived to this day.For example, among the Mari, priests perform worship ceremonies in sacred groves.Indigenous peoples of Siberia also retain traditional beliefs.According to their ideas, shamans can communicate with the spirits of their ancestors.r 41 \shsh ■ S I 'b b w % W ■ g - - w 1 t r u - a I I .k I g f > £ .tf j .. b b .1 L A. u ^ .1^* >. . : L* 1 t ^ . 1 I. u b a / A. d L .d: .. ." G. to. b .c a j . c. : . . ZJ. A 4. J ^ I Cyril and Methodius, Icon 1 / C I: I I I St. Sophia Cathedral in Kiev, Its appearance has changed significantly over time due to reconstructions. I St. Sophia Cathedral in Veliky Novgorod from the very beginning, the church enjoyed the support of Russian princes, especially Vladimir and his son Yaroslav the Wise. Under their patronage, the church hierarchy was established in Rus'. At the head of the church was the metropolitan, who lived in Kyiv. Church areas (dioceses) headed by bishops were subordinate to him. With the advent of Christianity in Rus', the first schools were created. They taught reading and writing according to church books. These books were written in the Slavic language, the alphabet for which the brothers Cyril and Methodius had created a hundred years earlier. They also translated many of the books from Greek into Slavic. This is how Slavic writing began and was born literature of three East Slavic peoples of Russian, Ukrainian, Belarusian. Soon after the Baptism of Rus', the first beautiful churches were built (for example, the Hagia Sophia in Kyiv and Novgorod). Metropolitans, bishops and priests enjoyed high prestige in society. They often reconciled the Russian princes, who quarreled and fought with each other. in the thirteenth century a terrible disaster struck Rus' - the invasion of foreign conquerors - the Mongols. Their dominion over Russia continued until the end of the 15th century. In those difficult times, the church played a huge role in the life of the people. Russian metropolitans were often advisers to Russian princes. In the XIV century. Metropolitan Alexei was the ruler of the Moscow principality during the childhood of his prince. Monasteries began to play a special role in the life of the country. The wonderful Saint Sergius of Radonezh (1314-1392) became known throughout Rus'. He lived with his parents in the small town of Radonezh, which is why he received such a nickname. Even in his youth, he decided to become a monk and settled alone on a wooded mountain north of Moscow. Soon a small group of students gathered around him. This is how the Trinity-Sergius Monastery arose, which became the spiritual center of all Rus'. The disciples of St. Sergius (it is customary to call a holy monk a reverend) dispersed to the most remote regions of the Russian land. The monasteries they founded carried Christianity to unfamiliar tribes. In addition, they developed uninhabited lands, thus creating the basis for the future economic growth of the country. When the moment came for a decisive battle with the conquerors, it was to Sergius that Prince Dmitry Donskoy went to receive a blessing before the famous battle on the Kulikovo field. After the liberation of the country, the church took an important place in the life of the people and the Russian state. Bishops and priests took part in the work of Zemsky Sobors, which made the most important decisions about life; ■ K ■■ G "-" t ■■ ■ X. ■ "'5 * ■ "" l 1 - ■ I; -G] "■ - ^ ■ ^11 - Monastery in Moscow Rus'. Artist A. M. Vasnetsov at Sergius of Radonezh. The image on the cover of the XV century. Blessing of Dmitry Donskoy by Sergius of Radonezh. Artist A.N. Novoskoltsev Of" No. "SS | 0> & SHMZH. 43 I ■: ■■ -■ : . h V i.: i ; ■i"."; I " ■ I: ! . " ■" " ■ ■ :■ ■" "■ - A*...y l-y ^ h T n in I IT 1 W W W W l t 1 P t W L t W t Ш 1 IIIBBI 1 I Ъ ■ I The first dated Russian printed book "The Apostle" published by Ivan Fedorov is part of the New Testament of no country. From 1542 to 1563, Metropolitan Macarius was at the head of the Russian Church. He did a lot for book distribution and enlightenment. Under his leadership, a collection of all the books that were then read in Rus' was compiled. It was under the patronage of Metropolitan Macarius that the first Russian book printer, deacon Ivan Fedorov, began to work in Moscow. From that moment on, books in our country, especially the Holy Scriptures, began not to be copied by hand, but printed in printing houses. But the relationship between church and state was not cloudless. Under Tsar Ivan the Terrible, Metropolitan Philip openly denounced the tsar for the reprisals against innocent people. For this, the king threw him into prison, where Philip was killed. d-1 > f Patriarch Hermogenes is in prison. Artist P.P. Chistyakov in 1589, a patriarchate was established in Russia. The Patriarch, not the Metropolitan, stood at the head of the Russian Church. This title was also recognized by other Orthodox churches, which became a sign of recognition on their part of the importance of the Russian Church. During the Time of Troubles at the beginning of the 17th century. Patriarch of the Russian Church Hermogenes appealed to the inhabitants of the country with appeals to lock up the faith and expel the invaders of other faiths. For this, he was imprisoned in a monastery, where he died of starvation. Orthodox monasteries stood up to protect the national interests of the country. Trinity-Sergius Monastery withstood in 1608-1610. 16-month siege of the enemy troops. During the siege, the monks of the monastery sent letters to different lands of the Russian state, urging fellow citizens to stand up for the faith and the Fatherland. The calls of Hermogenes and the Trinity monks played their \ V \ \ I h foundations of WORLD RELIGIOUS CULTURES lessons 18*19: ~b 7 1 "*7 w"c ^ t in T~B 1~i ia 7 t t~in W~7^7 b in 7 1 i W 7b 7 1 W ■ B C B 7 7 7~B B ^r"bBbB^i^i B B-fc B*7 7~B~^ ^i's I It ^ 7~7~7 ^ 1^B~|H~a^ (Gv17?(T^b7^ !в1^;^ВЗк Л S В ■ J 7 t B "? liberated Moscow. In memory of the victory on Red Square in Moscow, the Kazan Cathedral was built and on November 4, the day when the militia captured part of Moscow, a celebration was established in honor of the Kazan Icon Mother of God- with this icon, the militia of Minin and Pozharsky sent to Moscow. Nowadays, November 4 is also celebrated as a public holiday. In the second half of the XVII century. reforms were carried out in the Russian Church, which brought her worship and customs closer to the worship and customs of the Greek Church. This provoked a protest on the part of the believers and led to a phenomenon that was called a church schism. Those who did not accept the new customs began to be called Old Believers. or old believers. Since the 17th century Russian tsars tried to limit the independence of the church. In the 18th century, under Peter I, this policy was acquired. l * _ g _ ^ ■I" t I ■ ■ \ f r. ■ "k Kazan Cathedral on Red Square in Moscow ^ ■ I i The tsarist authorities persecuted the Old Believers for a long time. Despite this, they always remained faithful sons of their Fatherland. The Old Believers made a huge contribution to the development of Russian industry. Many Old Believer families stood at the origins of Russian entrepreneurship, were actively involved in charitable and patronage activities . They built entire blocks of houses for workers, people's hospitals and shelters, libraries, museums and art galleries. 11a ■’ y S ‘ k. * t ■ H I F ■S __ *1. V. "■:■■ ! .V >■., . ■ ^V" - ■- ■ I ■- I "i ■ I f -- 1 ■ J S■■!-'■! ■"■ L -■ "! ^■. ■ ■!■■ V ■ >■." ^ ■ V";■ ■ >\ i:■:: ■ A ^ l" i' wG ^ r ■ I .L ■ , p I I I t ■ ■H_chG in ■ "h ■ chr* I h1 I ** "■ - "■. ■- I ■ ■ - ■. ■ , ■ I " I" I I ■ -■ I ■» ■ ■■. *, ■, % . ' I "p j H ■ ■ Shch Sh r Shch m m m Sh m w m m m P ■ ■ p 0 r * "" P I V 4F*P ■ "h! > H ■ U ^ -"L ■ :Vv'V;: ■! ^ H f ■; ■/■- I" ^ i * L-" i ■- ■" > -■ ■ ■ I ^ - ■ G - g % ■ P ■ ."L ■H^RF p| "P H I p pa^ap SC m SH m m m ■ PP^P ■ I PR P _P H IPP pp pp ppp ■ p P1**RF IPpa* ■ ■ ,■ I I I ^ I ■ ■ ■ I " ■. 'l p -." p %-■■.■, % ■- p "^ I I % I ■. ■- I ". ■. ■p■ . ■■ . >SV ■ "G^>p'l" /-- p HH [ ■ \K": m I ^ "^ S" P ■ ■ h_" p "V" "^ P" h^* p^ ^1 H » ■ Ch_r ■■1P^^ "RF ■. II H ■: g I i".-h". .1-y,! j.-"/l lL ^ ppp RRRRaCh IP Ch1Ch" ■." (.- 1:L ■: |-.- Y,- -.■ .■." ^mty ^^ "i" I "p I I ■llvvy I -,-; p" - ".g -" g ■" ■ ^ I "iV"" I I Bishop Nikolai (Kasatkin)^ who lived in Japan for more than 50 years and actually became the founder of the Japanese Orthodox Church was no less famous. with Russian and other religious and fiction literature. ■. I % "-I-X to V Y I I I *Ji I I I S" >/ I ^ / I tmsh SHSHSHCH UU.) 1.14:! ■L!"\"| g. "I I Г--| ■, ■ I V- pcs ^ w: iM: i;; \ y::; C:; I -■ i ■_ ■■. Bishop Innokenty. The icon was a systematic character. Peter abolished the Russian patriarchate (it was restored only in 1917), instead of Patriarch K, the state body - the Synod - began to manage the church. At the same time, the 18th-19th centuries gave the Russian Church many outstanding figures and saints. translation of the Bible into Russian (the so-called synodal translation). Four theological academies appeared in Russia, providing higher theological education. The preaching of Christianity developed both in Russia and abroad. In the 20th century, the church, as well as representatives of other religions in Russia, had a difficult fate.In 1917, a revolution took place in Russia, the tsar was overthrown, and soon the Bolshevik party, which was very hostile to any religion, seized power in the country. All religions were persecuted. Orthodox churches were closed and destroyed, icons and church utensils were destroyed, many believers and members of the clergy were killed or died in prison. However, the church survived, and today we see the return of many people to the faith. OTHER CHRISTIAN Confessions Already from the story about the choice of faith, we know that from ancient times the inhabitants of Rus' were familiar with different religious traditions. One such tradition was Western Christianity. The fact is that in the middle of the XI century. There was a division of the Christian Church into Eastern and Western. This happened because of the difference in religious customs. and also because of political differences. The Eastern Church became known as Pravo- ihiri "iriih" iri I, * I I 46 M | I*. iiiiii-iMMitli the foundations of WORLD RELIGIOUS CULTURES lessons 18*19 glorious (which means "correctly, truly teaching about God"), and the western one - the Catholic Church (literally, in translation it means "universal, spread throughout the world"). Rus', like other countries that were part of the sphere of influence of Byzantium (Bulgaria, Serbia, Greece, Georgia, etc.), became part of the Orthodox world. Later, in the 16th century, Protestants separated from the Catholic Church, who simplified its teachings and rituals. Western Christians have long lived in Russia. Already in the XVII century. in Moscow and a number of other cities there were "German settlements" where Catholics and Protestants settled. They began to play a particularly important role in our country in the 18th-19th centuries. Peter I and other emperors eagerly invited foreign specialists, artists, and musicians to Russia. The number of Catholics and Protestants in Russia increased after the annexation of Ukraine, Belarus, and the Baltic lands. Representatives of Western Christian denominations have made a great contribution to the development of the culture of our country. For example, the Italian archi- Dr. F. P. Haaz at the bedside of the sick Catholic church in St. Petersburg; in the 19th century in Moscow there lived a Catholic doctor Fyodor Petrovich Haaz (1780-1853), who was popularly called the "holy doctor". He received this nickname for selflessly helping those whom society excluded from its ranks - prisoners. He devoted his whole life to alleviating the plight of prisoners and exiles. He made sure that the elderly and the sick were freed from iron shackles, as well as the abolition of shaving half the head of women. On his initiative, a prison hospital and a school for the children of prisoners were opened. Dr. Haas constantly took and supplied medicines to poor patients. He fought for the abolition of the right of landowners to exile serfs. All his savings went to charity. tectors as early as the end of the 15th and beginning of the 16th centuries. Protestant Church in Tomsk f Armenian Church in Sochi - 1^. ^ IllZL Jl - -A, IV The entrance to the oldest mosque in Russia in the city of Derbent in the North Caucasus was erected in Moscow by a brick Kremlin. Later, they built the most beautiful buildings in St. Petersburg: the Winter Palace. Smolny Institute, Mikhailovsky Castle and many others. One of the districts of Moscow, Lefortovo, was named after the Protestant F. Lefort, military leader and closest associate of Peter I. In the second half of the XVIII century. thousands of Protestants from Germany moved to Russia and set up model farms on the banks of the Volga. Many Armenians have been living in Russia for a long time. Most of them belong to the Armenian Apostolic Church. According to legend, the Apostles Thaddeus and Bartholomew brought Christianity to Armenia, which is why the Armenian Church is called “apostolic”. In the 19th century part of the territory where the Armenians lived became part of Russian Empire. The Armenian Church has its own ritual features, and its doctrine differs from the doctrine of Orthodox churches (Russian, Greek, Serbian, Bulgarian, etc.). ISLAM In the territory modern Russia Muslims have lived for a long time. As you remember, during the time of Prince Vladimir, the Muslim state of Bulgaria existed on the Volga. Even earlier, Islam began to spread among the inhabitants of the North Caucasus. In the XVI century. The Russian state included peoples whose religion was Islam. At that time, Russian Muslims lived mainly in the Volga region and the Urals. In the 19th century became part of Russia North Caucasus and Azerbaijan, where also the majority of the inhabitants were Muslims. Muslims have done a lot for the prosperity of our country. In particular, they \m ^ "48 a. '_p_. Lfl-j J the foundations of WORLD RELIGIOUS CULTURES rv A Aft m d"ft-ftM "ft" ■ Sh-L Sh Shch ft Sh a "ft1 ft m ■ Aft il * "- i li 1 I L j fl In old Kazan, the artist F. Khalikov developed trade relations between Russia and Eastern countries in which the majority of the population also professed Islam. So, in the middle of the XVIII century. near Orenburg, the settlement of Seitova Sloboda, or Seitov Posad, arose (now it is the village of Tatarskaya Kargala, Orenburg Region). It was founded by a wealthy merchant from the Kazan province Sagit Aitov Khayalin. The village got its name from his name. It was a large village inhabited mainly by Muslim merchants. Using the trust and support of the Russian government, the Tatar merchants of Seitova Sloboda tried to establish trade relations between Russia and Central Asia through Orenburg. They built a wide trading network in Russia and in Central Asia. This trading network played a large role in the transmission of religious, cultural and educational information. Through it, Russian influence spread to the territories of neighboring Muslim countries. Mosque of Seitova Sloboda (Kargaly). From the photograph XIX in I I - ir_ ■ b y Ch. I p - ■ i R_ "-_ ^i \u003d: IG: I> t" rr\u003e \ I ":: Г hз ^ _■ !; -il-w: ■ ; Jp "i - "V". n I "l .V". I. ■ ." m / II i """: J s ^ Y) "- "1nn!: l ^!" l] n ;3:J, ;I V, ■:I I! V. V: G. * _■ ■! j . Vachg ****■■*■■ ^ r* I .■ - ". % ^ . I ■ . " , ■ , I ■ I - , ". » ■ _ . __* - I I I -- l' -■ ■ r ■ _ "f i - ii lib P"4i|BibiJ ;i-^ ' . ■ X .1^ L:■:■ j ■i-.- ": . \ s-- ;■ / V:. I ' - -■ I i G"^ : >.:>■ .-V ■ i >: , I;■ : ■ ;■ O' ■-- "i > -"ll" ■■."-■■. ■-- "i I . G _ "p S "jF_ iin I P P ■ I r I / rv "l" iVi;"; -v ■ -, v4". ■-% Y^ "-L 1>: ■ f-- L." ^ k sh: Religious rituals kfv k. ■; V I . ■> "i 11- ■: ■■. : .1 9 H w w w 9 pcs t h ■■■ _________ I ^ ■ I » »:-1'i',- g I IX "v,."_ ■; "."". V","■ :-L" i ■ |4 ■■ *|v* ■> ""CH ****■■*■■ -■ -L " ■! ".-Yi " t "I "l ^ pap m Ш Ш m Ш m ; ^:■■;:■■.■ :■■ ■; ". > 1." "■/-: V i" ■ _l. g _ S "a"." What are pilgrimages What are relics and relics About the main shrines of world religions GII I I I ■r I Jerusalem is called « city ​​of three religions." Why do you think? I \ ■ \ \ N \ Pilgrimage ■ and shrines of many religions of the world pilgrimage plays an important role. A pilgrimage is a journey to worship some object or place that is especially sacred to the believers of that religion of the GII. PILGRIMAGES IN CHRISTIANITY Pilgrimages arose in Christianity at a very early stage of its history. The main object of pilgrimage was the burial place of Jesus Christ - the Holy Sepulcher in Jerusalem. A temple was built over this place, which is called the Church of the Holy Sepulcher. But the concept of holiness also extended to other areas associated with the life and death of Jesus. Therefore, the city of Jeru itself became sacred for Christians - the Church of the Holy Sepulcher in Jerusalem I V salem, and Bethlehem, where Jesus was born, and other places. This whole area is called the Holy Land. Other places in the world have become centers of pilgrimage for many Christians. Usually these are the places where some kind of relic is located - a shrine especially kept and revered by believers. The most valuable relics were things related to the life of Jesus: parts of the cross on which Jesus was crucified, his clothes, the shroud in which he was wrapped after death. In addition, relics are considered sacred. Mosh;i are the remains of the bodies of dead people. Believers worship the mosses of those who were known for their righteous lives and therefore recognized as saints by the Christian Church. The custom of worshiping them has become traditional for Christians. Pilgrimages can also be made to icons. PILGRIMAGES IN ISLAM For Muslims, the pilgrimage to the city of Mecca - Hajj is extremely important. It is considered one of the pillars of the Muslim faith. ^ J Every Muslim is obliged to make the Hajj at least once in his life, but only if he has the opportunity to undertake such a journey. l. A- ■ ■ ■ LLZh1 iniilii "-- At a certain time, several million believers from all over the world gather in Mecca, sacred for all Muslims, who, as a sign of equality and approach to God, dress in pieces of white matter and perform rituals of pgshomnichestvo together. It is in Mecca that the main shrine of Muslims is located - the Kaaba temple. ■ . ^ 1 J * h S t / . .1 t ■ * » 1^ \ >. I V ■. I b 4 4 IP "■ g. ■ "L" L and ‘ -f ‘ I ’ : ■ .. I . H I r" ^ % m > ■v ■ ■»■ 1 "S S ‘ b i . . . » ^ ‘p m i" ■S ^ H Worship of the Orthodox shrine of the Kaaba "■.i ■■ ▼L4 -! G! |>b. d Temple of the Kaaba - an almost cubic building, which is covered with a veil with sayings from the Koran embroidered on it. No PRAYERS are held inside the temple, only lamps are lit here. The Kaaba is called the “House of Allah”, all Muslims direct their eyes here during PRAYER. g l 1^ llri aaS. T* - y* ?iWhr.= I VWiw* LF* NG-*1".~|Ge"#*e! HI I . M-iTirs.l I ( ( * II I ' I . I 1 “ r r y y y r; r ■" r "i r ■. I " in t I r *. , 's -! I * I " .I I U. 'I! ■ "I *. J I I . I I ■.".IV *. . V,; ■ .;s .... Ф I 9 "I 1 3 t ft 'I 5 'I I .i 1 fa I t ft "m" ■ p I ■: 1 "(I g "" -■ "V . \ G | "= II . 1 . I. -■ I 4 . I I: ? "V r* V" " « "p I ' 1 ”l » I Ш II ". *t ll p - .1 . « ; * e ' i' j I . . * " I . * . S P ■ I: i*) I J « C ft I ; 1^ j" !i . : I* I i i V' ■ ft I « I i I ft c“ I * "ft * * M \ I 8 6 I .■ Jerusalem's Dome of the Rock Mosque \ \ i I » I a f I S ! ! g.1' >*s' into " I S -Ch.' 1 I I I " irVrvi^ / |*^»рбВяар|Ср^^ I aa ■ " to si ^ bbj >■ b. "1=-b ■B-aBllJa__au "*"* . I b" .1 F D.4 " I i' ■-;I i" ! i -I * “ I I I "i I a I "aft ft i ft 1 ft n i a ■ ft * \ \ >, I V in ■. 8 I ■. I ) J . . ' I 'i I » l" I I g f 'i' g: i" "■ "b' I I I a ■ r I ". in Ip i a'> ^ ' l' b" “i I I \ f I ^GOSHNRESYO In Hinduism, one of the centers of pilgrimage is ancient city Varanasi (formerly Benares). Pilgrims who come to Varanasi must take a bath in the Ganges, sacred to all Hindus. They put on their best clothes , bring flowers and sweets with them and give them to the river. The entire bank of the Ganges is built up with special descents to the river, each of which is a whole temple complex. There are more than 100 of them in Varanasi. During the Hajj, the Kaaba is the starting and ending point of the visit during the Hajj. Pilgrims circle around this temple seven times, imitating the movement of angels around Vsevyng-him. After the establishment of Islam in Arabia, a huge mosque, called the "Forbidden" ("Holy"), grew around the Kaaba. Most of it is in the open air. "Radiant Medina" - the second holiest city of Muslims. Prophet Muhammad is buried here. Muhammad's tomb is located in the Prophet's Mosque in Medina. This mosque was built near the house of Muhammad, and later the house became part of the mosque. Now the Mosque of the Prophet - K "is one of the largest in the world, up to 700 thousand people can pray in it at the same time. Many pilgrims visit it after performing all the rites of the Hajj. The third most important shrine of Islam is located in Jerusalem. This is a whole complex of buildings. It includes a majestic temple called the "Dome of the Rock" (Kubbat as-Sahra), ■ . J E i . ". h d (I I V" the foundations of the WORLD RELIGIOUS CULTURES and the "Furest" mosque (al-Masjid al-Aqsa). PILGRIMAGES IN JUDAISM The Jews consider the city of Jerusalem to be their main shrine, where the Temple of Jerusalem used to be. a fragment of the Temple, which was called the Wailing Wall. Here the Jews perform personal and joint prayers, conduct rites of entry into the Jewish community. In the vicinity of Jerusalem there are also the graves of the biblical forefathers, who are revered not only by Jews, but also by Christians and Muslims. Some Pilgrimages in Buddhism Buddhist pilgrimages (nakhor) began with the worship of the relics of the Buddha, which, as you remember, were divided into eight parts and placed in special stupas.They can be made at any time years, once a year or once every 12 years in order to cleanse oneself of worldly filth, accumulate “merits” on the path to enlightenment, sex read the blessing of a holy ascetic or join in the holiness of a sacred object or holy place. The most sacred places in Buddhism are the four places where the main events of the Buddha's life took place: the place where he was born; where enlightenment came to him; where he gave his first sermon; and finally, the place where he died. But in general, pilgrimages play a smaller role in Buddhism than in other religions. Wailing Wall in Jerusalem Bodhgaya - the center of Buddhist pilgrimage, a city in India, In this place Buddha attained enlightenment Muslims? What are they called? What and why is of primary veneration in Judaism? ✓ "What events in the history of Buddhism are associated with the main centers of their pilgrimages? i/i-. V. ■ vr S f: ^ \ ^ -L ■ I ■- . “■ ^"■ ■■ H ■ - ■ I l I ^ ":-l ■Mlf: ■ :■■.■ v;;-: if v:V-,": ■ "s \ L ^ r V ■ /U; - I ./ "j *" i ■ i:. "S H ■- I, ■ I, ■ I ■. _■ V I ■, p i .1". ^ !" ■ y. . "V-c l _■: ■ PP p h Щ m p“W ■. -- i' -■ f _ ■ ■ r ■_ "f .*■""_■ "i. "r -f-i" --% ; :V; i ;t -i Sh r. ■_!. GV_1 .Vi g V i ■ I *. ■ ' ^ P P ;■":■" I■ ■ ^ """O"," j. I. ■ "■ I ‘■""i"" "t "■:"■■ rsr aV| apa: ^:■■;:■■.■■■ :-.v / L "4 j . i ‘i . ."i >; L N I I I . g _ S "a". ■;v I . 0\ 11->"n"» ■i4" V"/ . s V % ". ".■ "l % - - L % *. ■ -■ %H"G| ABOUT." »-.■ :■ Vir>>\', "-.vX ""i i (i-11 ■, ____ ■: I i *. ^-! -. > ^>4" -*■ 11 .". ) "X"""#; W t ^ y; Y ■ .I. J i-i i-iv w L (W ^ v ; YOU Yium 0 the main holidays of the Jews. What holidays do Christians have. What is Eid al-Adha and Uraza Bairam among Muslims. What holidays do Buddhists have. S V- V ■■ 3-^ ." I H - > J i ". i I J." E U. A h "J"- -.- I - J -- "I - V J "■-.-! 3 L ?- J d - ^ f I G Wl ■ "_ -fWA" .1, I - -G. - ■ -■ I. ■! J- U I "I .■V" I "I I ^ % I! I _! * - II ji,: I . I Bo during the Jewish holiday I . I . p "- ■■. ■" I _ I I I ':'r V . .:i "I: h 11 1 a:li"3-:i::"l 62 ~ b "r 11 xG \= V H! I y II! 1 H"-"sM; il Holidays and calendars In addition to everyday rituals and pilgrimages, each religion has rituals associated with those days that are celebrated by believers of this religion in memory of some of the most important events for them or about some saint.These are holidays and holiday ceremonies.HOLIDAYS OF JUDAISM The main holiday of Judaism is Pesach (Easter).On this day, believers remember the liberation of the people from Egyptian slavery and flight to the Promised Land.Celebration Passover continues seven days. During the holiday it is forbidden to eat leavened bread. Instead, they eat matzo - bread made without yeast. This tradition is connected with the fact that, according to the Bible, the Jews fled from Egypt in a hurry and did not have time to leaven the dough, so they baked unleavened cakes. The holiday begins with a feast held in accordance with a strict ritual. All dishes on the table are symbolic meaning : bitter greens recall the bitterness of slavery, a dish of grated apples, dates, nuts and wine in color resembles the clay from which the Jews made bricks for Egyptian houses. 50 days after Pesach comes Shavuot (Pentecost) - a holiday celebrated in memory of God giving the Ten Commandments to Moses on Mount Sinai. On this day, synagogues are traditionally decorated with flowers and green branches. Since the holiday is connected with the foundations of WORLD RELIGIOUS CULTURES with the giving of the Torah, the teaching of Jewish traditions to children usually begins on Shavuot. During the holiday, it is customary to eat dairy products and refrain from meat. By tradition, a dish of milk and honey and curd cheesecakes are served at the festive table. During the forty years of wandering in the Sinai desert, the Jews lived in huts, so on the next holiday - Sukkot (the holiday of couples), they must build a sukkah hut and, if possible, live in it for some time. Hanukkah is celebrated in memory of the miracle that occurred after the victory of the Jews in the uprising against the foreign king Antiochus, who once ruled in Palestine. The rebels managed to capture Jerusalem, and they decided to consecrate the Temple, defiled by the king. To carry out a many-day cleansing ritual, a special olive oil was needed, but only one vessel was found in the temple, which would be enough for one day. But, according to legend, a miracle happened: the lamp filled with oil burned for 8 days. Therefore, the holiday dedicated to this event is celebrated for 8 days. On its first day, one candle is lit, on the second - two, and so on until the eighth day, c.V. * ^ i i Y- ^ -A t i ■■ ■■ The merry holiday of Purim is associated with the remembrance of the miraculous deliverance of the Jews from the extermination conceived by the villain Haman. This story is told in one of the biblical books. During the celebration of Purim, at the mention of the name of Haman, all those present begin to make noise, crackle with special rattles. On the festive table on this day, special triangular cookies are served, which are called "Aman's ears". G ‘which will light eight candles. HOLIDAYS OF CHRISTIANITY ■Ж The main holidays of Christians are associated with the events of the life of Jesus Christ - this is Christmas (Jesus' birthday) and the Resurrection of Christ - Easter. Believers prepare for these two holidays by observing many days of fasting. Fasting before Christmas is called Christmas, before Easter - Great. Usually during the fasts, many w liti Ik? Jewish casket with incense La^:.L a B, shM. t b. . > I "J L1 I 4 L. *l 1. Easter cake procession! ■7 k r \\ I I ’I I v: Orthodox cross % - * 1." 1Ъ I "J, * h" I "" - ‘" l ■ ■ > ■ ] \ " \ Christians do not eat meat and dairy food; and refrain from entertainment (for example, do not watch TV). But refraining from writing is not the main thing, it should only help a person become better during fasting, help the believer in his work on himself. The week before Easter is called Holy Week. These days, the last days of Jesus Christ, spent by him in Jerusalem, his sermon are remembered. The Last Supper (dinner) with the disciples, at which the sacrament of the Eucharist was established (Maundy Thursday), the arrest and crucifixion (Good Friday). Easter always falls on a Sunday. Her worship takes place at night. It opens solemnly procession around the church, followed by Matins and Liturgy. The whole following week is called Easter or bright. The remembrance of the Easter events continues until the Feast of the Ascension, which is celebrated on Thursday, the fortieth day after Easter. According to the Orthodox interpretation, on this day Christ ascended into heaven and sat down on the right side of God the Father. He ordered his disciples not to leave Jerusalem until the Comforter, that is, the Holy Spirit, comes to them. In I L [ the foundations of WORLD RELIGIOUS CULTURES lessons 23*24 This happened on the day of Pentecost (50 days after Easter). The apostles, on whom, according to the Gospels, the Holy Spirit descended in the form of flames, received the gifts of miracles and healing and began to preach the Gospel. This day is considered the birthday of the Christian Church. In Rus', this holiday began to be called the Trinity. On December 25 (January 7) the Nativity of Christ is celebrated, and on January 6 (19) - Epiphany (Epiphany). In ancient times, Christmas and Epiphany were celebrated together. They still retain much in common in worship and are united by a special time, "holy days" (popularly they are called "Christmas time"). The ancient common name for these two festivities is Theophany, for by celebrating the birth of Christ and his baptism, Christians celebrate the coming of God into the world. In addition to these two, Christians celebrate many other holidays associated with the life of Jesus, his mother the Virgin Mary and his disciples. Orthodox, Armenian, Catholic churches also celebrate the memory of certain saints every day. ISLAM HOLIDAYS The main Muslim holiday is Eid al-Adha. It is celebrated in memory of how Abraham was ready to sacrifice his son to God, but this was not required. To commemorate this event, Muslims must slaughter a sheep or a ram. On these days, Muslims visit the mosque, where they perform a festive prayer and generously distribute alms. The holiday lasts three days, during which it is customary to ask your loved ones for forgiveness for bad deeds, visit the graves of ancestors and relatives, visit friends, put on new clothes, arrange treats, and give gifts. "-l SH ISHREOO According to the tradition of the Russian Church During Easter week everyone can climb the bell tower and RING THE bells. At Easter, believers usually paint eggs. The main dish is Easter - a dish made from cottage cheese and placed in a special form, and Easter cakes. % % Russian Christmas card from the beginning of the 20th century. Sacrifice of Abraham (Ibrahim), Ancient drawing 65 Gsh 1 ■■ ."o I "N" h"| I. G-:-: I;m.1b l I%v~^ ■.>! №■ fciriJbi "g ■- ^■"abhH11b.1^^1vvP"T ("a>:b|1G1kv^>1L.|.ka"G "3> ^"LPV a in I ^ l -" 7, 'g r'" *. * \ "\ r" ;" ■* I I c' *" ! l t .* During the holiday of Eid al-Adha Muslims in Kenya during the holiday Another holiday of Muslims - Uraza-bay-ram - is called small holiday (unlike the great holiday Eid al-Adha. It is celebrated in honor of the end of the 30-day fast in the month of Ramadan. In Islam, fasting during the month of Ramadan is considered one of the pillars of faith. In our country, this fast is called u raza. During for a whole month, Muslims do not eat, drink, do not inhale aromas and smoke during the daytime, and also refuse all pleasures in order to think only about God and charitable deeds.Eid al-Fitr is celebrated for three days. to spend without sleep, in prayer to Allah. common prayers which can take place both in the mosque and in special open areas. Muslims put on the best clothes, go to visit with gifts, try to have fun, prepare traditional dishes that are exchanged with neighbors. It is customary to decorate houses these days with garlands and ribbons. On the eve of the holiday, alms are distributed. Muslims also celebrate Mawlid (the birthday of the Prophet Muhammad). It is accompanied by the reading of prayers and sermons in the mosque and the houses of believers, and solemn processions. BUDDHISM HOLIDAYS Buddhist holidays often vary depending on the country in which they are celebrated. The most important holiday of all Buddhist holidays is the birthday, enlightenment and departure from the earthly world of the Buddha (Donchod). It is celebrated in May -. r-d -b. -Г> -L..- » 66 basics of WORLD RELIGIOUS CULTURES lessons June 23*24 for seven days. On the days of this holiday, solemn prayers are held in all monasteries and processions and processions are arranged. Many vow to observe a strict fast and remain silent for all seven days, which symbolizes the importance of abstinence in Buddhist practice and at the same time the commemoration of the Buddha. A characteristic rite of the holiday is the washing of Buddha statues with sweetened water (or tea) and showering them with flowers. On this day, it is customary to decorate temples and light lanterns at nightfall, which symbolizes enlightenment coming into this world. With Buddhists, usually not all believers fast, but only monks. In many Buddhist K' countries, fasting falls on a certain period, for example, during the rainy season, as is practiced in the countries of Southeast Asia. Fasting usually lasts three to four months. Sagaalgan - the Buddhist New Year - comes on the first new moon after the Sun enters the constellation, called Aquarius in the Western tradition (not earlier than January 21 and not later than February 19). Buddhists live according to the lunar calendar, which does not coincide with the European one. During the 15 days of this holiday, a great prayer is performed, dedicated to the 15 miracles that the Buddha performed in order to shame those who doubted his teaching. according to Buddhist tradition. The Buddha, before leaving for nirvana, called all animals to him, but only the Mouse, Cow, Tiger, Hare, Dragon, Snake, Horse, Sheep, Monkey, Chicken, Dog and Pig came to say goodbye to him. In gratitude, the Buddha gave each of these animals one year to govern, and the years were given exactly in the order in which the animals came to the Buddha. This is how the famous 12-year "animal cycle" was born. ;■ V. l g I W M \ I I H ■ ■ ■ I I 1.1: h "lO * 1.1! i! i "" h? W.I.'s. I .4 I g!_ .3 I "■-A ■ ■ H" 1 ^. .*.1 "Mr. I During the Buddhist holiday III JBII .|J" v._i". I:-.i.i a ■ .. "11-* 11.L L\ Lm J Ш l"L.. 4 . J "whether I L. _ i" ll I 11, ■ I. .■ . .■ J^ ■« .-I ^1 "-: I ■■■■" I " "i '-1" I ■ ■ I I I 3 I H ■ . J . If _j_i 11 ilijK ill -- f . W " and I I. OiUANiIOE I "ll I l ^ h-lYii"" ■) - "iM j" J j "" "j. "j" .1 What is the meaning of the holidays of traditional religions in Russia? | -V - - ">--5 ■ ■" 1 "i I a ■ , 3 ■ j 1j .. c " 1 m ^ .1 Wi- "; v" 1" ". ■ > .1 VO.\" ■r.V ■ G34; G"! 1": \\n: \i4\i" SH. "L" 11 s-J ■ I Hi-: I: mj I: - iM a ,■ 11 a - :■ I -.1 11 "3": 2 H \i li !: chz I! la ^ I f: Vi: "V TO SHNIA. . I H W I “ I: I ■ % :" j ^ ■ . I ^ Ia"." ■: c "II ‘I-: i -I. .1 i!" F ■: 11 . N1L ^ I. ■: I . ■ I ■. 4 ■. :■ 11 I .■ h’ Ch Y j| M 13 "ll ! I i \i -. ■ ■ . " ■ .4 . " to J H I . Ill . r I P ■ D. What event are the main holidays of the Jews connected with? Tell us about them. What events are the main holidays of Christians connected with? Prepare messages about them. Z" What holidays do Muslims celebrate? Z" What is the most important holiday in Buddhism? Z" Talk to the elders and tell us what religious holidays are usually celebrated in your family, in your group. ^■! .! "l"! ■ i "|.: I _ l." .1.4.4 S .1.1 |" .V.."J l-.". I >. II I F / " ■ ■ F 1 , I ' I ' -I ■ I ■ 4 1 .1 ■ *i I " . ■1.1 jJ" I U\". , l> ■ ! ", : P11‘: I ■ \ , ! I . ^ V" 4^ I I 1 If I ■ 5-1 I, ■ ■ a ".". ’j * ■ I : \X\ ■ :-?j .1: h!-1" r .V ■ I 4- ■"i Y.">-.::"V ‘h"." 4 ■. 11 >. " i . : . ■ I " I ., ■ I ■ II -■j ■i’- I jli ■ ■■ ■ 11 .; : J I V .V"4.-..‘l. "0:■ ? "V! i..v-.^-.|-i. I ". ■ I -. ." I ", - . g h f ■_ . " - g W t I | ".- |"1 ■ "| l ^ " V ■ '.Vi-"L.: ■-■ I I " ■/ %" V "1 I ■" ■ ■ -" I ■ >: ^. I » ; ■ _~i. "■ _" ■ L; g l 1 _|. . ‘. ": hh V^ .V-.,../; ^>,: ^ V... - V-i:■. -::-; V yj ‘■Z s r "-"/ ■/"- 11 *, -. If, r ■■ . l "_l/ Sh^. I ^ L:-;v: O^.SS,".‘4 . ■ U:-" Г i z" ■" ■ "- ■" h S I "| I I Z: \-y-n YOU WILL RECOGNIZE I *- % I - p p ■ W SC W F sch_ SC SC: :■ G." ".II 1 I ’. I C r". H I II. "II r‘ g \ \ I I "l I? h / h" -L 1. V-■■". .■■/; : O- |" -■ ■ "■. V |’ I g I ■ IJ ^ : I .:; ■■ .“I i-1 -.Vj ■ _% i" G \ Zhsh \ ‘. . o I.V V."-- :: .G. ■h I ■| ■. % h Ush It gu. gu."): . Г " ■. "■ "r^-^Г [г ■ "г г г I Л" . г - - г" г,J They say that the Prophet Muhammad had a neighbor who did not like him and tried in every possible way to harm him. One day a neighbor fell ill and Muhammad came to visit him. The neighbor was surprised and asked why he was doing this. “You are my neighbor and I am obligated to take care of you,” Muhammad replied. \ I \ \ V THEM And with all your soul and with all your mind”, and the second - “love your neighbor as yourself” (Gospel of Matthew, chapter 22, verses 37, 39). The commandments to love God and neighbor became the basis of the entire moral teaching of the Christian Church. Interestingly, the Jewish sages of that era thought the same way. They say that once a non-believer came to the sage Hillel, who agreed to accept Judaism if the teacher could very briefly explain to him the essence of the Jewish law. Hillel replied: "Do not do to your neighbor what is unpleasant to you - this is the essence of the entire Torah, everything else is just comments." THE MORAL TEACHING OF ISLAM Muslims believe that man is the basis of creation, its final goal and highest value. The Koran directly declares human life the highest value - a person does not have the right to arbitrarily deprive anyone of life, including himself, and the murder of one person is equated to the destruction of all mankind! Islam commands people to love each other and treat each other as they would like to be treated themselves. It is necessary to treat parents with respect and provide them with a decent old age. The Prophet Muhammad liked to repeat: "Paradise is under the feet of our mothers." Thus, he emphasized the need for special reverence for the mother. The Prophet Muhammad, by his example, also established a large number of moral rules that are obligatory for Muslims, for example, the prohibition to drink alcohol. the foundations of WORLD RELIGIOUS CULTURES, for example, the Prophet emphasized the need for good neighborly relations and showed their importance by personal example. THE TEACHING OF HUMAN BEHAVIOR IN BUDDHISM In Buddhism, responsibility for others is considered the basis of human behavior. Buddhists believe that in order for a person to achieve happiness, he must make other people happy. Along with the Buddha, Buddhists revere other deities (bodhisattvas). Bodhisattvas indulge in asceticism both on the monastic path and on the path of the laity, but not for themselves, but for the sake of saving others. They deny the pursuit of personal gain and renounce nirvana in order to be reborn again and again in order to free all living beings from suffering. Buddhists believe that anyone can become a bodhisattva. Buddhists have five Morning Commandments. They are very simple, and their implementation does not require excessive effort from a person. The commandments include no intentional killing of any living being, no theft, no lying, no adultery, and no drinking. Buddhists enumerate all possible forms of murder, including killing by one's own hand and killing by order. They also consider anger as a source of all violence completely unacceptable. Buddhism emphasizes the need for compassion for all living beings. Buddhists, as you already know, believe that the human soul is born on earth many times in various forms, therefore, the very first rule of morality is not harming not only other people, but also animals. Statue of a bodhisattva Adherents of one of the Indian religions - the Jains - believe that harm must not be done not only to people and animals, but also to insects and plants. The most zealous Jains tie special bandages around their mouths so that they do not accidentally inhale a small insect with air, and do not go out into the street at dusk, fearing to step on a living creature in the dark. All Jains usually voluntarily take upon themselves five main vows: do not harm the living (ahimsa), do not steal, do not commit adultery, do not acquire, be sincere and pious in speech. and knowledge What are commandments? What are they teaching? h / "Who in Islam is considered the basis of creation, its ultimate goal and highest value? What does this mean? How do you understand the words of the Prophet Muhammad: "Paradise is under the feet of our mothers"? y ^ What is considered the basis of human behavior in Buddhism? ^ 71 ПШ1Ш i/i- . % ■ v r . i" ■ ■: ^ ^ ■ . ’ I "r % I , ■ . ■ ^ W j .- ■ g ■ I I ■ "r ■ - ■- J ■.- :-.■! ■-■ "g. -V: - I .--.i ,> ,■ -1 [ I | -■ ■-! P apav* ■ ■ W m W m SH 4*BH - !■ ^ SH m m SH ■"H Shch tshShShSht\shsh m V ■ ■ |4 !■ "Ip" _P" ■ HP ■p"""l"ll "■ g r I / . . I ■ , " , ■ p p" ^ 1 , "r ■ "-."III " ■ I .1. I .1 - ' .■ "*_■■ "I"l ■■"!"■■ -- ■ f.;- f L 1" L \ -p "-.'i f. ■' I . - .4 I '-I ■, ■- L V ^1 'i - jfl:■ V '.'r *pI ■-, J P Щ F ■ I - Ch P * ^ Ch PH NCH I*-', I I .' p .■ -■ I ^ I I ' p I ■;xi . "> l 11- ' ■ > ' J V: y' I . f. »rG Ch, » , Ch, I . 'p ■- I ■ , % r ■ I -p V ' p " / iViVr-fyiV.^ ________________ CH I1 >>p',-,"l p HH \ -SH 4> i >> I (Ch I' .- I ^■: *p-: r*C-!L > :-v , R- 11 /.-pCh-.".-.xvi-M ■- i / -■ :: 1.5;: ; PM' 'I'J ■ .- - v% ■ - ^ -^P '. ■- Vi:?. H H I I p~ h^: you ymm h How do different religions teach mercy, compassion and helping people. ■ L V ^ ■: ii'l V: I' I I \ |Y ^ /■ t -IF ■ i: /.XJV L:■ :■ .=:j \ / ■vVi'f 'J .' rj -■' I I ■■, '. - J ШШШШ____________________. _________ V ■- "p H % H I I p' GG / V "-P-" L I II: k), g V'L P .-: r' --D. '.' ■ 1*^4 Ш ^ Ш Ш Ш Ш Ш Ш *|b| w w -m y p m m "pT I ^ u -■ P pf Ts * .■ p-,% ■ill H * IH * « w '' ^ rshshshkG. ■-■.! J- MCH- i E i i: 1 i "-CH '- \ rye. And the King will answer them: "Truly I say to you: so irl \:: VXr. - 1..V.. did this to one of these my lesser brothers (to one of the people), they did ■: -i ;;■, ib f/y^ :) ■ ■ '■'(I I ■ 'V ! : ■.',)■■■ l' . ■ .y ■> SHU ■■'h ■■.'■'I':.' ■' \ '. ■ . Vi^""|f'/V||f4t-= v i u ■ ui. i.im ■ p > - C«i|%|bL|l. I aS .F H >-C . -: P H H ■ - I I ■- I I I -■ Ch 44 nw? >: ■ ■: s L How did you understand the meaning of the parable of the Last Judgment? -Y- Y r r ^ r' |' N I r n ■ I t t Sh tr w: ' '. ■ : ■ '. ■'.* i t i:= ■: ■■= ■■- .4-^ : U. ' L Mercy f care of the weak , mutual help, kindness, caring for one's neighbors, kindness play an important role in human life. In religious traditions, they are reinforced by the belief that God is infinitely merciful, caring for people as if they were his children. Many religions teach that a person was created in the image and likeness of God.Jews consider intra-community charity, the distribution of alms, to be very important.One of the most important elements of the Christian faith is the idea that God is all-good and all-merciful.His Son, Jesus Christ, repeatedly taught His adherents that they should give Because in His teaching the covenant of love for God and the covenant of love for man are of equal importance, Jesus taught His followers that every good or, conversely, bad deed pok that we make in relation to another person, oh turned to God. This is clearly stated in the parable of Jesus Christ, which in the Christian tradition is called the "Parable of the Last Judgment." Fulfilling the behest of its founder. For many centuries the Christian Church has been helping the sick, the homeless, the poor, children, the disabled, those who are in trouble, are in prisons... It builds hospitals, orphanages. Islam pays much attention to questions of mercy. There are different forms of expression. I L - .-i-'' ^ ■| ■ J I* . ■ >> * l f ' i ■ I foundations of WORLD RELIGIOUS CULTURES ■FJT ^ L.t- ^ "TJrT'^ TTi.T « ft * ■ J 4 gtt I^..vr ■m-^tgg TG" J 4 U J k. . I m p p f . viii f4 n l shrirch*. hh 1hh1 f. i wr n wi NOI back to the first people Adam and Eve. Childlessness, in turn, was considered a huge punishment, tantamount to death. Islam regards marriage as a duty and procreation as a sign of God's favor. According to Islam, a married man has preference over a devout Muslim who lives outside of marriage. Before adulthood, the mother plays an important role in the upbringing of children, and after the onset of adulthood, the father plays an important role in the upbringing of boys. Thus, the child perceives everything that both parents can give. We remember that even the biblical Ten Commandments ordered a person to honor his father and mother, therefore, in all religions that go back to biblical tradition, great importance is attached to honoring parents, respectful attitude towards them. For example, the Prophet Muhammad liked, as you remember, to repeat that "paradise is under the feet of our mothers." These words of his reflect well the attitude of all Muslims towards their parents. You remember that in Buddhism all believers are divided into those who belong to the monastic community, the sangha, and those who are outside it. For the laity, the family is the most important part of their life. It is believed that marriage should be concluded not only for the happiness of two, but also for the sake of the interests of the community. After all, one of the main purposes of the family is responsibility and care - about children, about parents. about monks. That's why mother's love , which surrounds everyone with warmth and care, is perceived in Buddhism as an ideal of human relationships. Mosque in Ufa I I Buddhist temple in the village of Aginsky, Trans-Baikal Territory ■ U.S1 Why do you think the family is considered one of the most important values ​​in all religions? and zshnia r *.! Why is the family called a small church in Orthodoxy? How should people live in a Christian marriage? What is the significance of marriage in Judaism and Islam? ✓'What is the meaning of marriage in Buddhism? ilmshii^ I _ s: ■ ■:. [. t L yy .Yy ■:.'.-l\ '. i "i L " I ■■■■■.'■/-'.-1 V if -^/V'S:;:■ ■■ V:-'t ' p'- i ■ ■«■ 1 I ', -% L - d ■ I JH . i _■ ■f-: ^ ' ' -■' V:.;-- SH W m ^ SH GV ChRR ■ P I ■ P ■ ■ ■■ ^ I % : >.:>■ ,-v ■ , I; ■ : ■ ;■ O' ■-- 'i> -'ll' ■■.'-■■. ■-- 'i I . g _ 'p S "a". ■;V I . ■> 'i 11- ■:■■.: .1 ■ -.4-, H ' , % 'p -p ' . I >.' 1-,' -■■ I I ■■.,' .-t > ', p ■.■ % '., t p- I -■ I -■:■ I > :-i-|>.'i> | I \ L. p 1 How duty, freedom, responsibility, work are understood in different religions. ''L h' .' G.*-■. ■■ .4 |'/| ■p I I I I ^ 11-. ■ g ■ I ; .■ J P p- - ■ ^ -p t \ >p "-p'" |CH I II chL 'C p' . 'ch "r' Ch p" |Ch 1114:§5!:-: 4V'."i'JI: . '^.1 I f I > 11 I I: 11 "p I I . 1 ■* Duty, Freedom, Responsibility, Labor In this lesson we will talk about very important, but difficult concepts, such as freedom, duty, responsibility, labor. Let's find out how these concepts are considered in the traditional religions of the Nantean country. Christianity, Islam and Judaism say that a person is internally free. Of course, a variety of external circumstances influence him: the environment, living conditions, political situation, his education, etc. But still, in the end, a person himself has the opportunity to choose one way or another, only he decides, believes he is God or not. At the same time, there is a helper in the human soul, whom believers consider to be a kind of voice of God. This voice may be quiet, we may not listen to it, but it is always with us, it is the voice of conscience. It is very important to learn to hear the voice of conscience and obey it. This is one of our main responsibilities. At the same time, freedom imposes on a person a great responsibility. The Bible directly says that before the fall, man had to participate in God's plan for all creation, to take care of the Earth, plants and animals. Man retained this power over the rest of the world even after the fall. Work is the main duty of every Christian. Labor strengthens the will of man and ennobles him. Work must be treated honestly and kindly. Christianity does not divide work into "black" and "white". It only requires that the work be honest and useful. Judaism also teaches to honor labor, to take part in personal physical or spiritual labor in social activities. Therefore, it is necessary to carefully treat our strengths and abilities, to improve them in every possible way. Judaism condemns all idle, not based on work pleasure, idleness in the hope of the help of others. According to the teachings of Islam, man is the best creation of the Almighty. God created him as his successor on earth. Despite the fact that everything is in the hands of the Almighty, a person has free will and choice. This places a huge responsibility on him. He must be aware of his destiny and behave in accordance with it. Islam encourages everyone to take an active life position. Escape from the world is frowned upon in the teachings of Islam. A person must actively participate in the life of society and fully fulfill his destiny: start a family, give birth to children, work. Such a life is understood as pleasing to God. Buddhism preaches renunciation of the world, forbids monks to work - they are obliged to live only by alms. The laity, on the other hand, is supposed to work, but they need to work just enough to provide themselves with a living minimum. Excessive work generated by the desire for well-being can lead to the appearance in a person of other passions that interfere with his better rebirth. S > , I ^ .I ■ .', ■ , .-, h I ■ _____ * - I I I » W t t w 9 w w ■■ I ■ I W.' , 'in ■.t G. - .'I.- - h j^m ' :V■'.' ■ h '. \ \ [y\ >' H I - ■ . ■ . in "h-%" - p' Lana r a ■ w in | ■-':-1" I ;;.jcWhile hearts are alive for honor, |vV/^A^|:.Vv My friend, let's dedicate our souls to the fatherland! Beautiful impulses! (A. S. Pushkin) Love and respect for the Fatherland Dear Friends, you got acquainted with the great spiritual heritage that for many centuries one generation of our compatriots passed on to another.You learned about religion, spiritual ideals, moral norms of our ancestors, about what they believed in, how they lived, supporting each other and helping “Believe that everything was not in vain: our songs, our fairy tales, our incredible victory, our suffering, - do not give it up for a sniff of tobacco. .. We knew how to live. Remember this. Be human!" - such a veil was left to us by the outstanding writer and actor V. M. Shukshin. In the 7th-10th centuries in the space from the Volga to the Dnieper, the Khazar state was dry, many of whose inhabitants professed Judaism. In the 8th century in the city of Derbent (Dagestan) the first mosque was built, which began the history of Islam in our country. In 988, Prince Vladimir baptized Rus' - Orthodoxy came to our land. In the 17th century Our state included Buryats and Kalmyks, who brought Buddhism with them. Since the 18th century non-religious culture began to spread widely in Russia and a tradition of secular ethics began to take shape. This is how the spiritual traditions of Russia were formed. Our culture has grown and strengthened, nourished by different spiritual traditions. Traditions are like roots. The more roots and the deeper they are, the stronger the tree trunk and thicker its crown. foundations of WORLD RELIGIOUS CULTURES 1G - y. '.' r.'i:":"i

The module involves the study of the foundations of world religions (Buddhism, Christianity, Islam) and the national religion (Judaism), is aimed at developing students of grade 4 ideas about moral ideals and values ​​that form the basis of religions traditional for our multinational country.

At the lessons, children master the concepts of "culture" and "religion", learn about religions and their founders. In the process of learning, they get acquainted with sacred books, religious buildings, shrines, religious art, religious calendars and holidays. Much attention is paid to the family and family values ​​in religious cultures, mercy, social problems and the attitude towards them in different religions.

The first substantive section of the module deals with the foundations of religious cultures. The main task in studying this section is for students to form an idea of ​​the model, the spiritual and moral ideal of a person, which is contained in the studied religious traditions, and also to develop an understanding of the need to strive for the spiritual and moral improvement of a person and society. Children get acquainted with the methods of moral development of people worked out over the centuries, passed down to posterity through religion and culture.

Studying the "Basics of Religious Cultures" module will help children not only broaden their horizons, but also better navigate life. We live in a rapidly changing environment, there is an intensive migration of the population, representatives of different cultures and confessions study in schools. In order to teach our children to interact correctly, without conflicts, it is necessary to give them knowledge about the main religions of the peoples of Russia. This will help to avoid false ideas, to some extent protect against the influence of religious sects, will contribute to the formation of an understanding of the values ​​of religious culture and the need to preserve it, the formation of an idea of ​​what a modern person should be like.

The main topics studied in this module are: “Culture and Religion”, “ ancient beliefs”, “Religions of the World and Their Founders”, “Holy Books of the Religions of the World”, “Keepers of Tradition in the Religions of the World”, “Man in the Religious Traditions of the World”, “Sacred Buildings”, “Art in Religious Culture”, “Religions of Russia”, "Religion and Morality", "Moral Commandments in the Religions of the World", "Religious Rituals", "Customs and Rites", "Religious Rituals in Art", "Calendars of the Religions of the World", "Holidays in the Religions of the World". The module is informationally saturated, only one hour a week is allotted for its study, therefore, in order to master it, it is necessary to work outside school hours, joint discussion by adults and children of the studied material.

Questions and answers

About teaching integrated training course

"Fundamentals of Religious Cultures and Secular Ethics"

In educational institutions of the city of Moscow

(based on the most frequently asked questions from parents)

Is this course required for 4th grade?

The ORKSE course is mandatory in the 4th grade, its study was introduced in all educational institutions of the Russian Federation from September 1, 2012, 1 hour per week.

Can I choose to study several modules of the ORSE course?

Parents need to select only one module. Making a decision to enroll a child in a particular module without the consent of his parents (legal representatives) is not allowed. Representatives of the school administration, teachers, employees of educational authorities should in no case choose a course module for the family, without taking into account the opinion of the student's parents, determine which module their child will study.

What changes will occur in the educational process of a particular educational institution? Will the study of the ORKSE course be carried out at the expense of teaching hours in the main subjects (Russian, mathematics, foreign languages)?

The educational process in each school is organized in accordance with the curriculum developed at the school independently on the basis of the federal basic curriculum approved by the state standard of general education. The number of hours provided by the school curriculum for the study of a particular subject cannot be less than the number of hours allotted for the study of this subject by the federal basic curriculum.

In addition, each educational institution has the opportunity to independently distribute at least 10% of the hours of the curriculum that make up the school component of the curriculum (the component of the participants in the educational process). The hours of this component can be used by the school to introduce additional courses, disciplines, organize individual-group lessons, divide the class into subgroups.

In connection with changes in the federal basic curriculum for general educational institutions of the Russian Federation (orders of the Ministry of Education and Science of Russia dated 31.01.2012 No. 69 and dated 01.02.2012 No. 74), the ORKSE course becomes mandatory for fourth grade students (annual load - 34 academic hours). The ORKSE course is introduced into the educational process at the expense of hours school component(a component of participants in the educational process), which will not lead to a reduction in the mandatory number of lessons in other subjects established by the federal basic curriculum, as well as to an increase in the overall teaching load of schoolchildren.

Working programm on the course "Fundamentals of Religious Cultures and Secular Ethics"

(module "Fundamentals of World Religious Cultures")

(for fourth grade)

The work program of the 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 Education 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

Issues related to the introduction of spiritual, moral, cultural topics into the school curriculum, considered within the framework of the cultural 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 worldview of participants in the educational process. Request 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 having 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 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.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 of national history and culture when studying 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; understanding of religious, cultural diversity and historical, national-state, spiritual unity 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 in the spiritual and moral consolidation of Russian society, its rallying 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 work with guidance).

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 traditional culture 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 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;

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:

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 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, 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 of Morality". Not a typical lesson. Interesting conversation. Final presentation of the results of educational, research and project activities of 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 of 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 of 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

Geographical and natural features of Australia. Life of the Australian Aborigines. Representations of the world and man among the Australian Aborigines. Boomerang legend.

Variable content : boomerang and his symbolic meaning

Aborigines, picture of the world.

Aborigines.

WID: History, culture and nature of Australia.

Geographical and natural features of the 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 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 communications : 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 communications : 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. Appearance and interior decoration synagogues. 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 communications : 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 communications : 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 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 communications : 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 structure.
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 communications : 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. The preaching and missionary activity of 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 charitable organizations 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 communications : 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: The 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. The principle of practical application of 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.

Thematic planning

Chapter

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, building 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 and moral culture of the 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

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 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 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

Municipal general education state-financed organization secondary school named after. S.A., Surkova p. Theology of the Penza district of the Penza region

Adopted at a meeting of the teachers' council Discussed I approve

Minutes No. ______ dated ____ at a meeting of the MoD Director of the school

Protocol No. ____ dated _____ Ramzaitsev G.A.

Working programm

for 2015-2016 academic year

on the course "Fundamentals of Religious Cultures and Secular Ethics"

Teacher: Bakalova V.A.

Explanatory note

Document status

The work program for the course "Fundamentals of Religious Cultures and Secular Ethics" was compiled on the basis of the educational program MOBUSOSH named after S.A. Surkov s. Theology.

The training course "Fundamentals of Religious Cultures and Secular Ethics" for grades 4-5 of a general education school is a comprehensive polyvariant course that introduces students to one of the five most important national spiritual traditions (optional). In accordance with this, the course exists in the form of various modules, each of which is devoted to the consideration of one of the spiritual traditions - Orthodoxy, Islam, Judaism, Buddhism, secular ethics - or an overview of the foundations of world religious cultures.

The legal basis for the development and introduction into the educational process of general education schools of a comprehensive training course "Fundamentals of Religious Cultures and Secular Ethics" (hereinafter referred to as the Educational Course of the ORKSE) is the Order of the President of the Russian Federation dated August 2, 2009 (Pr-2009 VP-P44-4632 ) and the Order of the Chairman of the Government of the Russian Federation of August 11, 2009 (VP-P44-4632).

The training course of the ORKSE includes modules:

Fundamentals of Orthodox culture;

Fundamentals of Islamic culture;

Fundamentals of Buddhist culture;

Fundamentals of Jewish culture;

Fundamentals of secular ethics;

Fundamentals of world religious cultures.

In the 2011-2012 academic year, with the consent and choice of the parents (legal representatives) of students MOBUSOSH them. S.A. Surkova p. Theology was chosen for the study of the module "Fundamentals of World Religious Cultures".

The training course of the ORSE is a single integrated educational system.

Issues related to the introduction of information about the main religious cultures considered within the framework of the culturological approach into the school curriculum are of great importance today, 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, among other things, solves the problems of the spiritual and moral education of Russian citizens, is high enough to remain unanswered.

At the same time, teaching the basics of religious and non-religious culture in general education school leads to the need to solve the most difficult cultural, ethical, legal, psychological, didactic and educational problems.

In this regard, the inclusion in the school curriculum of the course "Fundamentals of Religious Cultures and Secular Ethics", which has a complex character, introduces schoolchildren to the basics of various worldviews and is based on moral values, humanism and spiritual traditions, becomes relevant.

Document structure

The educational program includes three sections: explanatory note ; main content with the distribution of teaching hours by sections of the course; requirements to student learning outcomes.

General characteristics of the training course

Target a comprehensive training course "Fundamentals of Religious Cultures and Secular Ethics" - the formation of motivation in the younger growing teenager for conscious moral behavior based on knowledge of the cultural and religious traditions of the multinational people of Russia and respect for them, as well as to dialogue with representatives of other cultures and worldviews.

The training course is cultural and is aimed at developing in schoolchildren 10-11 years old ideas about moral ideals and values ​​that form the basis of religious and secular traditions, 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" and "morality" - are the unifying principle for all the concepts that form the basis of the course.

This course is designed to actualize in the content of general education the issue of improving the personality of the child on the principles of humanism in close connection with religious and universal values. The course should play an important role both in expanding the educational horizons of the student and in the educational process of forming a decent, honest, worthy citizen.

The basic principle laid down in the content of the course - community in diversity, multi-unity, multiculturalism, reflects the cultural, social, ethnic, religious essence of our country and the modern world.

The general spiritual basis of the multinational people of Russia is formed historically and is based on a number of factors:

The common historical fate of the peoples of Russia.

A single space of modern social life, including a developed system interpersonal relationships, a dialogue of cultures established over the centuries, as well as a common socio-political space.

The educational process within the boundaries of the curriculum and the accompanying system of interdisciplinary connections forms students' initial understanding of religious cultures and secular ethics through:

orientation of the content of all modules of the training course towards a common pedagogical goal - the education of a moral, creative, responsible citizen of Russia;

pedagogical harmonization of the system of basic values ​​underlying the content of all modules of the training course;

systems of links established between the modules of the training course, as well as between them and others academic subjects;

orientation of the educational content to the joint comprehension by teachers, students and their parents of topical problems in the development of the personal value-semantic sphere of younger adolescents;

uniform requirements for the results of mastering the content of the training course.

The educational process, carried out within the boundaries of the curriculum and the system of interdisciplinary connections, pedagogically models and meaningfully reveals the foundations of religious and secular cultural traditions. National spirituality itself, taking into account the diversity and depth of its components, cannot be exhausted by the content of this course.

The main objectives of the integrated training course:

acquaintance of students with the basics of world religious cultures;

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 training course creates the initial conditions for the development of Russian culture by students as an integral, original phenomenon of world culture; understanding of religious, cultural diversity and historical, national-state, spiritual unity of Russian life.

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.

The place of the subject in the school curriculum.

To study this course in the curriculum MOBUSOSH them. S.A. Surkov provided 34 hours in the 4th grade, at the rate of 1 hour per week.

The main content of the course "Fundamentals of Religious Cultures and Secular Ethics"

Module "Fundamentals of World Religious Cultures"

Russia is our Motherland. (1 hour)

Culture and religion (2 hours). Ancient beliefs (1 hour). Religions of the world and their founders (1 hour). Holy books of world religions (2 hours). Keepers of tradition in the religions of the world (1 hour). Good and evil. The concept of sin, repentance, repentance (2 hours). Man in the religious traditions of the world (1 hour). Sacred buildings (2 hours). Art in Religious Culture (2 hours). Creative work of students. Presentation creative works(2 hours). Religions of Russia (2 hours). Religion and morality. Moral precepts in world religions (2 hours). Religious rituals. Customs and rituals (2 hours). Religious rituals in art (1 hour). Calendars of world religions (1 hour). Holidays in the religions of the world (1 hour). Family, family values ​​(1 hour). Duty, freedom, responsibility, teaching and work (1 hour). Mercy, care for the weak, mutual assistance, social problems societies and the attitude of different religions towards them (1 hour). Love and respect for the Fatherland. Patriotism of the multinational and multi-confessional people of Russia (1 hour). Preparation of creative works of students (2 hours). Presentation of creative works (2 hours).

Study guides for a comprehensive training course

"Fundamentals of Religious Cultures and Secular Ethics"

Module "Fundamentals of World Religious Cultures"

For students:

1. Textbook for students "Fundamentals of World Religious Cultures" grades 4-5. Education. Moscow. 2010

2. Electronic supplement to the textbook of A.L. Beglov, E.V. Saplina, E.S. Tokareva and others. Fundamentals of religious cultures and secular ethics. Fundamentals of world religious cultures. 4-5.

For parents:

"Fundamentals of Religious Cultures and Secular Ethics". Book for parents.

For the teacher:

1. "Fundamentals of Religious Cultures and Secular Ethics." Programs of educational institutions. 4-5 classes. 2010

2. "Fundamentals of Religious Cultures and Secular Ethics". The book for the teacher. Reference literature.

3. Electronic supplement to the textbook by A.L. Beglov, E.V. Saplina, E.S. Tokareva and others. Fundamentals of religious cultures and secular ethics. Fundamentals of world religious cultures. 4-5.

4. Encyclopedic and reference literature.

Thematic planning

	Subject lesson	Goals lesson	Main concepts	Methodology, types works	Methods and forms of control, reflection	Required Resources	Homework, Involving Parents
	Russia is our Motherland	Formation of ideas about the concepts of Motherland, state, state symbols, cultural traditions.	Russia. Motherland. Patriot. Fatherland. The president. State symbols. Spiritual world. cultural traditions.	Working with illustrative material, independent work with information sources, creative tasks, preparing a creative conversation with family members	proverbs with words family, Motherland, Russia, Fatherland.	PC, exhibition of books about Russia, flag, coat of arms, map, portraits of statesmen, heroes of Russia, great people, reproductions of paintings depicting Russian landscapes, cities, etc.	Ask your parents for advice and name a few traditions adopted in your family. What values ​​underlie the traditions of your family?
	culture and	Formation of students' respect for world religions as cultural values humanity	Culture. Religion. Rituals.	Lesson learning new material, students learn connection with culture, work with text and illustrations	Creative work "Compilation sentences with words culture, religion"	Tests on the disk "Fundamentals of World Religious Cultures".	Photos and images of sacred books different religions
	culture and		Culture. Religion	Conversation, commented reading, oral story on the topic, independent work with sources of information, filling in the table, preparing a creative conversation with family members	Creative work "Compilation sentences with words culture, religion, Christianity / Orthodoxy"		Answer the questions on page 7; Together with adults, find on the map where the largest peoples of our country live. Find out what religions they follow.
	The emergence of religions. The oldest beliefs	Acquaintance with the ideas and beliefs of people ancient world	Pantheon. Polytheism. Covenant.	Conversation, commented reading, oral story on the topic		Presentations "Ancient beliefs", "Gods of Ancient Greece"; educational animated series “Ancient beliefs. The emergence of religions";	Terms to learn. Learn and talk about the gods of Greece, Rome, Slavic gods, Indian gods (optional).
	The emergence of religions. the world and their founders.	Acquaintance with the main world religions, their founders.	Messiah (Christ). Christianity. Islam. Nirvana. Stupas. Buddhism.	Conversation, commented reading, oral story on the topic	Collective reflection provided in the electronic accompaniment to the lesson		help, answer questions
	Sacred Books of world religions: Vedas, Avesta, Tripitaka		Vedas, Avesta, Tipitaka	Knowledge update lesson. Conversation, work with text	Collective reflection provided for in electronic accompaniment to the lesson	Disc "Fundamentals of World Religious Cultures"	help, answer questions
	Sacred peace book: Torah, Bible, Quran, Tipitaka	Formation of the concept of "holy books" through familiarization with the cult books of world religions.	Canon. Torah. Bible. Koran. prophets	Knowledge update lesson. Conversation, oral story on the topic, work with illustrative material, filling in the table, work in groups with sources of information, game, work with text.	Collective reflection provided for in electronic accompaniment to the lesson	PC, multimedia, handouts.
	Guardians legends in religions	Acquaintance with the keepers of legends in the religions of the world	Priest. Rabbi. Apostle. Bishop. Priest. Deacon. Hierarchy. Umma. Imam. Hafiz. Sangha.	Establishing the relationship between religious culture and people's behavior	Collective reflection provided for in electronic accompaniment to the lesson	Disc "Fundamentals of World Religious Cultures", illustrations "Keepers of Tradition in Religions of the World"	Tell family members and friends about world religions.
	Good and evil. The emergence of evil in the world The concepts of sin, repentance, repentance	Acquaintance with moral standards existence, the development of concepts of good and evil.	Good, evil, sin, repentance, retribution, repentance	Conversation, commented reading, work with information sources	Collective reflection provided for in electronic accompaniment to the lesson	Disc "Fundamentals of World Religious Cultures"	Prepare a story with examples from the history of human ideas about good and evil. Prepare proverbs about good and evil.
	Good and evil. Concepts of sin, repentance and retribution. Heaven and Hell	Formation of skills in compiling a story on a topic, using a plan, keywords, the ability to carry out information search to complete tasks.	Good, evil, fall, repentance, retribution. Heaven and hell, traditions	Preparing a story on a topic	Independent work		To prepare for essay "What is good and evil"
	Man in religious traditions		Prayer. Sacraments. Namaz. Mantra. Orthodox culture.	Commented reading, work with illustrative material, independent work with the source of information	Creative work "Continue sentence "Prayer is... ». Filling in the table	Disc "Fundamentals of World Religious Cultures"	Prepare a story for topic "What does it say about human ... culture »
	Sacred structures.	Formation of the concept of "sacred building" through familiarization with places of worship of world religions. Development of spreadsheet skills.	Synagogue. Church. Altar. Icon. Fresco.	Independent work with the source of information	Collective reflection provided for in electronic accompaniment to the lesson. Filling in the table	Disc "Fundamentals of World Religious Cultures"	Write what sacred structures you met in your
	Sacred structures		Mosque. Minaret. Mortar. Pagoda.		Collective reflection provided for in electronic accompaniment to the lesson. Filling in the table	Disc "Fundamentals of World Religious Cultures"	Write what sacred structures you met in your
	Art in religious culture	Acquaintance with historical icon painting, compiling an oral story based on what he saw.	Icon. Calligraphy. Arabesques.	Conversation, commented reading, work with illustrative material.	Collective reflection provided for in electronic accompaniment to the lesson	Disc "Fundamentals of World Religious Cultures"	Write a short story “My impressions of an icon (a seven-candlestick, an image of Buddha, a calligraphically written book, arabesques)”
	Art in religious culture	Acquaintance with Buddhism and its symbols.	Semicandlestick. Ways of depicting the Buddha.	Conversation, commented reading, work with illustrative material.	Collective reflection provided for in electronic accompaniment to the lesson	Disc "Fundamentals of World Religious Cultures"	Prepare a story "My impressions of
	Creative students	The ability to carry out information search to complete educational tasks, the development of creative abilities		Discussion, selection and preparation of creative work, development of evaluation criteria	Independent work of students in drawing up a plan for a future creative	Use of multimedia tools	Preparation of creative works at the choice of students
	Presentation creative	Development of abilities and skills in working with multimedia tools		Protection of creative works	Presentations of creative works
	The history of religion in	Formation of respect for world religions as cultural values humanity.	Metropolis. Patriarch. Synod. Protestants.	Conversation, commented reading, work with illustrative material.	Collective reflection provided for in electronic accompaniment to the lesson	multimedia installation, presentation, reproductions of paintings by I. Eggink "Grand Duke Vladimir chooses faith" and V. Vasnetsov "Baptism of Rus'"	Optionally Task 1: make a test on the topic "Religions of Russia". Task 2: make a table "Sacred buildings, symbols of religions
	religious	Formation of ideas about the religious rituals of world religions, their origin.	Rites. Rituals. Sacraments.	Conversation, commented reading, work with illustrative material.	Collective reflection provided for in electronic accompaniment to the lesson	Disc "Fundamentals of World Religious Cultures"	Prepare a message about the rites
							Questions p.57
	Pilgrimages and shrines	Formation of ideas about pilgrimage, about the main shrines of world religions.	Pilgrimages: Hajj, Nakhor	Conversation, commented reading, work with illustrative material.		Disc "Fundamentals of World Religious Cultures"	Questions p.61
	Holidays and calendars	Systematization and generalization of knowledge about holidays in the religions of the world	Passover, Shavuot, Sukkot, Christmas, Easter Eid al-Adha, Eid al-Adha, Mawlid, Donchod, Sagaalgan	Independent work with information sources	Independent work	Disc "Fundamentals of World Religious Cultures"	Message about traditional religious holidays by groups
	Holidays and calendars			Group research work	Study
	Religion and Moral precepts in religions	Acquaintance with the moral precepts of world religions, the formation of the expansion of concepts - good and evil.