WJEC Eduqas GCSE (9-1) Religious Studies Route B Revision Notes PDF

 WJEC Eduqas GCSE (9–1) Religious Studies Route B: Catholic Christianity and Judaism Endorsed Authors: Joy White, Patrick Harrison, by WJEC Deirdre Cleary, Andrew Barron...

 WJEC Eduqas GCSE (9–1) Religious Studies Route B: Catholic Christianity and Judaism Endorsed Authors: Joy White, Patrick Harrison, by WJEC Deirdre Cleary, Andrew Barron Eduqas Help students to build their subject knowledge and understanding with this accessible and engaging Student’s Book, created for the 2016 WJEC Eduqas GCSE (9–1) Religious Studies Route B specification by subject specialists with examining experience. Feel confident teaching the Catholic content and Judaism content with expert guidance written by faith experts and Diocesan advisors Develop understanding through clear, accessible explanations of the specification content and key concepts Keep track of progress with learning objectives and 9781510423824 summaries for every topic Engage students and cement knowledge and skills using a range of assessment-related tasks, activities and guidance that support learning and revision Cater for students of varying learning styles through a visually engaging approach that uses photos and artwork to enhance subject interest and understanding How do I get my copies? Find out more about this title and related resources, download sample pages and order online at www.hoddereducation.co.uk/gcsers/wjeceduqas Contact our customer services department on 01235 827702 Eduqas Route B MRN ad.indd 1 01/02/2018 11:16  WJEC EDUQAS GCSE (9–1) RELIGIOUS STUDIES ROUTE B Andrew Barron with Joy White 418356_FM_WJEC_Edu_RS_i-x.indd 1 01/02/18 10:09 AM  Imprimatur: + Vincent Nichols (Archbishop of Westminster) Nihil obstat: Terry Tastad (Censor) Date: 20 January 2018 The Nihil Obstat and Imprimatur are a declaration that a book or pamphlet is considered to be free from doctrinal or moral error. It is not implied that those who have granted the Nihil Obstat or Imprimatur agree with the contents, opinion or statements expressed. The Publishers would like to thank the following for permission to reproduce copyright material. Photo credits: Page 14 © Creedline/stock.adobe.com; page 16 © Borisb17/stock.adobe.com; page 35 © Bill Perry/stock.adobe.com; page 53 © Granger Historical Picture Archive/Alamy Stock Photo. Acknowledgements: The Bible: Quotations from THE HOLY BIBLE, NEW INTERNATIONAL VERSION®, NIV® Copyright © 1973, 1978, 1984, 2011 by Biblica, Inc.® Used by permission. All rights reserved worldwide. Every effort has been made to trace all copyright holders, but if any have been inadvertently overlooked, the Publishers will be pleased to make the necessary arrangements at the first opportunity. Although every effort has been made to ensure that website addresses are correct at time of going to press, Hodder Education cannot be held responsible for the content of any website mentioned in this book. It is sometimes possible to find a relocated web page by typing in the address of the home page for a website in the URL window of your browser. Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown in sustainable forests. The logging and manufacturing processes are expected to conform to the environmental regulations of the country of origin. Orders: please contact Bookpoint Ltd, 130 Park Drive, Milton Park, Abingdon, Oxon OX14 4SE. Telephone: (44) 01235 827720. Fax: (44) 01235 400401. Email [email protected] Lines are open from 9 a.m. to 5 p.m., Monday to Saturday, with a 24-hour message answering service. You can also order through our website: www.hoddereducation.co.uk ISBN 978 1 5104 1835 6 © Andrew Barron, Joy White 2018 First published in 2018 by Hodder Education, An Hachette UK Company Carmelite House 50 Victoria Embankment London EC4Y 0DZ www.hoddereducation.co.uk Impression number 10 9 8 7 6 5 4 3 2 1 Year 2022 2021 2020 2019 2018 All rights reserved. Apart from any use permitted under UK copyright law, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or held within any information storage and retrieval system, without permission in writing from the publisher or under licence from the Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited, www.cla.co.uk Cover photo © tonyoquias/Alamy Stock Photo Typeset in Bembo Std Regular 11/13pts. by Aptara, Inc. Printed in Spain A catalogue record for this title is available from the British Library. 418356_FM_WJEC_Edu_RS_i-x.indd 2 01/02/18 10:10 AM  Get the most from this book Everyone has to decide his or her own revision You can also keep track of your revision by ticking strategy, but it is essential to review your work, off each topic heading in the book. You may find learn it and test your understanding. These Revision it helpful to add your own notes to the page at the Notes will help you to do that in a planned way, back of the book as you work through each topic. topic by topic. Use this book as the cornerstone of your revision and don’t hesitate to write in it – My revision planner personalise your notes and check your progress by Component 1: Foundational Catholic theology Component 3: Judaism ticking off each section as you revise. Theme 1 Origins and meaning Theme 5 Judaism: Beliefs and teachings 1 Origins and meaning 82 The study of Judaism 8 Creation 84 The nature of God 12 The Bible 86 Messiah (mashiach) 14 Painting 87 Covenant 16 Symbolism 89 Life on earth 18 Loving and serving in Catholic communities 91 The afterlife in Britain and elsewhere Tick to track your progress Theme 6 Judaism: Practices Theme 2 Good and evil 93 Worship: practices in Britain and elsewhere 22 Good, evil and suffering 97 The synagogue 27 Trinity 100 Rituals 29 Incarnation 103 Daily life 31 Jesus and moral authority 105 Festivals: practices in Britain and elsewhere 34 Sculpture and statuary Use the revision planner on pages iv and v to plan 36 Popular devotion in Catholic communities in Britain and elsewhere Component 2: Applied Catholic theology your revision, topic by topic. Tick each box when Theme 3 Life and death 42 Death and the afterlife 47 Eschatology you have: 49 The Magisterium 52 Artefacts 55 Music and the funeral rite 57 Prayer within Catholic communities in l revised and understood a topic Britain and elsewhere Theme 4 Sin and forgiveness 59 Crime and punishment 64 Redemption l tested yourself 66 Church 69 Buildings 72 Sacraments 75 Mission and evangelisation in Britain l practised the exam questions and gone online to and elsewhere check your answers. iv Answers at www.hoddereducation.co.uk/myrevisionnotes WJEC Eduqas GCSE (9–1) Religious Studies Route B v Features to help you succeed Key concepts Exam practice Clear, concise definitions of the key concepts from Practice exam questions are provided for each the specification are provided where they first component. Use them to consolidate your revision appear. and practise your exam skills. Useful words Knowledge check Clear, concise definitions of useful words are All of the key concepts for each topic are presented provided where they first appear. in a table to help you check that you know these essential definitions. Now test yourself These short, knowledge-based questions provide the Summary questions first step in testing your learning. These short, knowledge-based questions will help you to consolidate your knowledge at the end of Sources of wisdom and authority each topic. Quotations from key religious sources will support your understanding of religious beliefs. Online Go online to check your answers at Exam focus www.hoddereducation.co.uk/myrevisionnotes Example answers to exam style questions with activities to help you improve your exam technique are provided for each component. WJEC Eduqas GCSE (9–1) Religious Studies Route B iii 418356_FM_WJEC_Edu_RS_i-x.indd 3 24/01/18 9:22 PM  My revision planner Component 1: Foundational Catholic theology Theme 1 Origins and meaning 1 Origins and meaning 8 Creation 12 The Bible 14 Painting 16 Symbolism 18 Loving and serving in Catholic communities in Britain and elsewhere Theme 2 Good and evil 22 Good, evil and suffering 27 Trinity 29 Incarnation 31 Jesus and moral authority 34 Sculpture and statuary 36 Popular devotion in Catholic communities in Britain and elsewhere Component 2: Applied Catholic theology Theme 3 Life and death 42 Death and the afterlife 47 Eschatology 49 The Magisterium 52 Artefacts 55 Music and the funeral rite 57 Prayer within Catholic communities in Britain and elsewhere Theme 4 Sin and forgiveness 59 Crime and punishment 64 Redemption 66 Church 69 Buildings 72 Sacraments 75 Mission and evangelisation in Britain and elsewhere iv Answers at www.hoddereducation.co.uk/myrevisionnotes 418356_FM_WJEC_Edu_RS_i-x.indd 4 24/01/18 9:22 PM  Component 3: Judaism Theme 5 Judaism: Beliefs and teachings 82 The study of Judaism 84 The nature of God 86 Messiah (mashiach) 87 Covenant 89 Life on earth 91 The afterlife Theme 6 Judaism: Practices 93 Worship: practices in Britain and elsewhere 97 The synagogue 100 Rituals 103 Daily life 105 Festivals: practices in Britain and elsewhere A note on the authors Andrew Barron is the Schools RE Advisor for the Diocese of Hexham and Newcastle. He wrote Components 1 and 2 as well as all the exam-style questions in this book. Joy White is an experienced RE teacher, advisor, author and examiner. She wrote the Judaism content for Component 3 but has not written any exam-style questions in this book. WJEC Eduqas GCSE (9–1) Religious Studies Route B v 418356_FM_WJEC_Edu_RS_i-x.indd 5 01/02/18 12:53 PM  Assessment structure EDUQAS GCSE Religious Studies requires students to complete three component examination papers: Component 1: Foundational Catholic Theology Component 3: Study of Judaism Written examination: 1 hour 30 minutes Written examination: 1 hour 37.5% of qualification 25% of qualification Candidates will study the following two themes: Candidates will study the beliefs, teachings and practices of Judaism. Theme 1: Origins and Meaning This component will be assessed by compulsory Theme 2: Good and Evil questions focusing on knowledge, understanding This component will be assessed by compulsory and evaluation of the subject content. questions focusing on knowledge, understanding and evaluation of the identified themes. Component 2: Applied Catholic Theology Written examination: 1 hour 30 minutes 37.5% of qualification Candidates will study the following two themes: Theme 1: Life and Death Theme 2: Sin and Forgiveness This component will be assessed by compulsory questions focusing on knowledge, understanding and evaluation of the identified themes. Answering questions There are four types of questions you will be asked. Question Command words Marks Point/level marked a Define … In Component 1 and 2 – What do Catholics mean by...? 2 Point marked In component 3 – What do Jews mean by...? b Describe … Describe a belief, teaching, practice, event etc. 5 Level marked c Explain … Demonstrate knowledge and understanding of a topic by 8 Level marked explaining the statements made with reasoning and/or evidence, e.g. Explain why... Explain the main features of... Explain the importance/significance of... Explain teachings/beliefs/attitudes about... Component 1 ONLY, asks for TWO Religious perspectives. Questions will be phrased: Explain from Catholic, Christianity and Judaism or two Christian traditions. Two religious responses are enough. vi Answers at www.hoddereducation.co.uk/myrevisionnotes 418356_FM_WJEC_Edu_RS_i-x.indd 6 24/01/18 9:22 PM  Question Command words Marks Point/level marked Answering questions d Discuss … ‘Statement.’ 15 Level marked Discuss this statement showing that you have considered more than one point of view. (You must refer to religion and belief in your answer.) Component 1 Origins and Meaning section must include non-religious beliefs. (You must refer to religious and non-religious beliefs such as those held by Humanists and Atheists, in your answer.) You may refer to non-religious views if it lends itself to the answer in other d questions. Each question will tell you the amount of marks it is worth. This should help you to decide how much time to spend on it as well as the depth of your answer. The space in the exam booklet will give you an idea of how much to write, although it isn’t expected that you will fill it all. Make sure you read the question carefully. It will give you some important cues about what to include in your answer to get the most marks. Question a These questions are worth 2 marks. Marks are allocated as follows: 1 mark for providing a limited definition 2 marks for giving and accurate and appropriate definitions. Question b Band Band descriptor Mark total 3 An excellent, coherent answer showing knowledge and understanding of the 4–5 religious idea, belief, practice, teaching or concept. An excellent understanding of how belief influences individuals, communities and societies. Uses a range of religious/specialist language, terms and sources of wisdom and authority extensively, accurately and appropriately. 2 A good, generally accurate answer showing knowledge and understanding of the 2–3 religious idea, belief, practice, teaching or concept. A good understanding of how belief influences individuals, communities and societies. Uses religious/specialist language and terms and/or sources of wisdom and authority generally accurately. 1 A limited statement of information about the religious idea, belief, practice, 1 teaching or concept. A limited understanding of how belief influences individuals, communities and societies. Uses religious/specialist language and terms and/or sources of wisdom and authority in a limited way. 0 No relevant information provided. 0 WJEC Eduqas GCSE (9–1) Religious Studies Route B vii 418356_FM_WJEC_Edu_RS_i-x.indd 7 24/01/18 9:22 PM  Question c Answering questions Band Band descriptor Mark total 4 An excellent, highly detailed explanation showing knowledge and understanding of 7–8 the diversity of the religious idea, belief, practice, teaching or concept. An excellent understanding of how belief influences individuals, communities and societies. Uses a range of religious/specialist language, terms and sources of wisdom and authority extensively, accurately and appropriately. 3 A very good, detailed explanation showing knowledge and understanding of the 5–6 diversity of the religious idea, belief, practice, teaching or concept. A very good understanding of how belief influences individuals, communities and societies. Uses a range of religious/specialist language, terms and sources of wisdom and authority accurately and appropriately. 2 A good, generally accurate explanation showing some knowledge and 3–4 understanding of the diversity of the religious idea, belief, practice, teaching or concept. A good understanding of how belief influences individuals, communities and societies. Uses religious/specialist language and terms and/or sources of wisdom and authority generally accurately. 1 A limited and/or poorly organised explanation showing limited knowledge and 1–2 understanding of the diversity of the religious idea, belief, practice, teaching or concept. A limited understanding of how belief influences individuals, communities and societies. Uses religious/specialist language, terms and/or sources of wisdom and authority in a limited way. 0 No relevant information provided. 0 viii Answers at www.hoddereducation.co.uk/myrevisionnotes 418356_FM_WJEC_Edu_RS_i-x.indd 8 24/01/18 9:22 PM  Component 1 Question 1d Answering questions Band Band descriptor Mark total 5 An excellent, highly detailed analysis and evaluation of the issue based on detailed 13–15 knowledge of religion, religious teaching and moral reasoning to formulate judgements and present alternative or different viewpoints. An excellent understanding of how belief influences individuals, communities and societies. An excellent, highly detailed consideration of non-religious beliefs, such as those held by Humanists and Atheists. Uses and interprets religious/specialist language, terms and sources of wisdom and authority extensively, accurately and appropriately. 4 A very good, detailed analysis and evaluation of the issue based on accurate 10–12 knowledge of religion, religious teaching and moral reasoning to formulate judgements and present alternative or different viewpoints. A very good understanding of how belief influences individuals, communities and societies. A very good, detailed consideration of non-religious beliefs, such as those held by Humanists and Atheists. Uses and interprets religious/specialist language, terms and sources of wisdom and authority appropriately and in detail. 3 A good, generally detailed analysis and evaluation of the issue based on 7–9 a generally accurate knowledge of religion, religious teaching and moral reasoning to formulate reasonable judgements and recognise alternative or different viewpoints. A good understanding of how belief influences individuals, communities and societies. A good, reasonably detailed consideration of non-religious beliefs, such as those held by Humanists and Atheists. Uses and interprets some religious/specialist language, terms and/or sources of wisdom and authority. 2 Limited statement(s) of more than one viewpoint based on limited knowledge 4–6 of religion, religious teaching and moral reasoning to formulate judgements. A limited understanding of how belief influences individuals, communities and societies. A limited consideration of non-religious beliefs, such as those held by Humanists and Atheists. Uses limited religious/specialist language, terms and/or few sources of wisdom and authority. 1 A poor, basic statement of a point of view and a very limited attempt or no attempt 1–3 to formulate judgements or offer alternative or different viewpoints. Tenuous attempt or no attempt made to demonstrate how belief influences individuals, communities and societies. A very basic consideration or no consideration of non-religious beliefs, such as those held by Humanists and Atheists. Poor use or no use, of religious/specialist language, terms and/or sources of wisdom and authority. 0 No relevant point of view stated. 0 WJEC Eduqas GCSE (9–1) Religious Studies Route B ix 418356_FM_WJEC_Edu_RS_i-x.indd 9 24/01/18 9:22 PM  All other d questions Answering questions Band Band descriptor Mark total 5 An excellent, highly detailed analysis and evaluation of the issue based on detailed 13–15 knowledge of religion, religious teaching and moral reasoning to formulate judgements and present alternative or different viewpoints. An excellent understanding of how belief influences individuals, communities and societies. Uses and interprets religious/specialist language, terms and sources of wisdom and authority extensively, accurately and appropriately. 4 A very good, detailed analysis and evaluation of the issue based on accurate 10–12 knowledge of religion, religious teaching and moral reasoning to formulate judgements and present alternative or different viewpoints. A very good understanding of how belief influences individuals, communities and societies. Uses and interprets religious/specialist language, terms and sources of wisdom and authority appropriately and in detail. 3 A good, generally detailed analysis and evaluation of the issue based on 7–9 a generally accurate knowledge of religion, religious teaching and moral reasoning to formulate reasonable judgements and recognise alternative or different viewpoints. A good understanding of how belief influences individuals, communities and societies. Uses and interprets some religious/specialist language, terms and/or sources of wisdom and authority. 2 Limited statement(s) of more than one viewpoint based on limited knowledge 4–6 of religion, religious teaching and moral reasoning to formulate judgements. A limited understanding of how belief influences individuals, communities and societies. Uses limited religious/specialist language, terms and/or few sources of wisdom and authority. 1 A poor, basic statement of a point of view and a very limited attempt or no attempt 1–3 to formulate judgements or offer alternative or different viewpoints. Tenuous attempt or no attempt made to demonstrate how belief influences individuals, communities and societies. Poor use or no use, of religious/specialist language, terms and/or sources of wisdom and authority. 0 No relevant point of view stated. 0 x Answers at www.hoddereducation.co.uk/myrevisionnotes 418356_FM_WJEC_Edu_RS_i-x.indd 10 24/01/18 9:22 PM  Origins and meaning Key concepts Creation ex nihilo means creation out of nothing. Before God created the universe, nothing existed. Only God can create out of nothing. Omnipotence is the belief that God is all powerful. Catholic beliefs about the origin of the universe and the concept of creation Catholic beliefs about creation l Christians refer to the act of God bringing the universe into being as creation. Nothing existed before God created it. l Only God creates, because he is omnipotent or all powerful. l This idea of creating out of nothing is called in Latin, creation ex nihilo. l This belief can be found in the Bible. It can also be found in the writing of St Augustine. Sources of wisdom and authority You, O Lord […] made something in the beginning, which is of yourself, in your wisdom, which is born of your own substance, and you created this thing out of nothing. You created heaven and earth but you did not make them of your own substance. If you had done so, they would have been equal to your only-begotten Son, and therefore to yourself, and justice could in no way admit that what was not of your own substance should be equal to you. (St Augustine, Confessions xii, 7) Now test yourself Read the extract from St Augustine. 1 What does it tell us about God and his role in creation? How does this agree with Genesis? Differing Christian attitudes to the creation story The story of creation was written thousands of years before modern science existed. Christians understand the story in different ways, depending on whether they interpret the Bible text literally or non- literally. Some Christians take a fundamentalist approach. They believe that the account of creation as it appears in the Bible is an accurate account of what happened – this belief is known as creationism. They believe that the creation of the world and everything in it took place in six calendar days, exactly as the book of Genesis says. This stems from the view that the Bible is the inspired word of God, which is never mistaken. WJEC Eduqas GCSE (9–1) Religious Studies Route B 1 418356_01_WJEC_Edu_RS_001-007.indd 1 24/01/18 9:37 PM  Some Christians think that the creation story is not meant to be taken Theme 1 Origins and meaning literally. Some try to harmonise the scientific and biblical accounts, claiming that each ‘day’ of the creation story is actually billions of years. Catholics read the stories of creation in a symbolic way, believing that they reveal some important things about the nature of the world and humanity. Although the two accounts of creation in Genesis have different details, they share the same truths. Jewish beliefs about creation In Jewish belief, God is the creator and source of all life. Each week Jews celebrate the Sabbath, recalling that God made the world in six days and rested on the seventh. Jews share the two stories of creation with Christians as these stories are in Genesis, which is also the first book of the Torah, the Jewish holy book. Some Orthodox Jews believe these stories are true accounts. They were revealed to Moses by God. Others, like Reform Jews, think that the creation accounts are stories which shouldn’t be taken as historical facts. Some Orthodox Jews have difficulty accepting modern scientific ideas. They reject evolution and the Big Bang theory. Others believe that God started the universe through the Big Bang and has guided the creation of life through evolution. They still have faith in God as a sustainer and provider. Now test yourself 1 What is meant by creation ex nihilo? 2 What is a creationist? 3 Explain how creationists and Catholics differ in their ideas about the creation of the world. 4 Explain the similarities and differences between Jewish and Catholic explanations of creation. 2 Answers at www.hoddereducation.co.uk/myrevisionnotes 418356_01_WJEC_Edu_RS_001-007.indd 2 24/01/18 9:37 PM  The origin of the universe Origins and meaning The Big Bang theory l The branch of science which studies the origins of the universe is called cosmology. l The current scientific thinking about the creation of the world is that it was caused by the big bang. l This claims that all matter was originally concentrated into a tiny point which, as a result of a massive explosion in space 13.7 billion years ago, expanded into the universe and is still expanding today. l This explosion, or big bang, caused particles and atoms to be formed. This led to the formation of stars and planets. l This theory has led some people, such as Stephen Hawking, to doubt the existence of God completely, saying that we can explain the origins of the world without the need for a creator God. l Powerful telescopes can detect evidence of background radiation which is thought to be left over from the initial expansion at the start of the universe. The Catholic view of the Big Bang theory l Catholics are happy to accept the Big Bang, as this theory supports their belief that God created the universe out of nothing. l Many Christians accept the scientific explanations, but say that we must understand Genesis symbolically, not as a scientific explanation of the beginning of the world, but as a theological statement about the world’s relationship to God. l In fact, the Big Bang theory was put forward by a Catholic priest, Father Georges Lemaître. l Science explains how the universe came about and Genesis explains why the universe began. Is there a conflict between science and religion? Many people think that science and religion are in conf lict over the origins of the universe. This is not the case. There is only a problem if a person chooses to interpret the Bible literally. For creationists they are very critical of scientific ideas because they appear to contradict the truth that God has formed all life through his own power. Even if the scientific view is correct in saying that the universe began with a big bang, have they really solved the question of ‘where does the universe come from?’ It is reasonable to ask what caused the big bang. Christians would argue that this is God. Now test yourself 1 What is the Big Bang? 2 Explain Catholic views on the Big Bang. 3 Explain why a creationist might have a problem with the Big Bang theory. WJEC Eduqas GCSE (9–1) Religious Studies Route B 3 418356_01_WJEC_Edu_RS_001-007.indd 3 24/01/18 9:37 PM  The theory of evolution and Catholic beliefs Theme 1 Origins and meaning about creation Key concept Evolution is the process of mutation and natural selection which leads to changes in species over time to suit particular environments. Scientific theories of evolution l According to science, life came about as a result of a process known as evolution. l This idea was proposed by Charles Darwin. l This is the idea that organisms gradually change and develop into new species by a process known as ‘natural selection’. l Certain characteristics help animals to survive. As they breed and pass these traits on over generations, it leads to new species developing. l This is a process which takes millions of years to come about. l The theory of evolution is supported by fossil record, which reveals that a large number of species have died out. l DNA research shows that there are many similarities between species. Richard Dawkins Sources of wisdom and authority l A modern supporter of this view is Richard Dawkins. l Dawkins is an Atheist and believes evolution does away with the need In his encyclical Humani for God and the belief that humans have souls. generis (1950), my predecessor Pius XII has l Dawkins argues that each living organism’s body is just a survival already affirmed that there machine for its genes and does not serve any other purpose. is no conflict between l Humans are just a genetic mutation and are just advanced animals. evolution and the doctrine of the faith regarding The Catholic view of evolution man and his vocation […] Taking into account the l Some Christians do not accept the theory of evolution; they see it as an scientific research of the attack on their faith, especially if they read the Bible literally. era, and also the proper l Catholics do not interpret the Bible literally. Genesis needs to be requirements of theology, understood symbolically. the encyclical Humani l Pope John Paul II restated the view of pope Pius XII that there is no generis treated the doctrine conf lict between evolution and the teaching of the Christian faith. of ‘evolutionism’ as a l What is important to Catholics is not whether God chose to create serious hypothesis, worthy through the process of evolution over many millions of years, but that of investigation and serious in Genesis, God created with purpose (purposeful creation) and so study. everything that exists is part of his loving plan. (Pope John Paul II’s l This is what is important for Catholics to understand; not how it message to the Pontifical happened but why it happened. Academy of Sciences: on evolution, 22 October 1996, The Pope’s message sees no conf lict between evolution and Catholic paragraphs 3–4) belief. Now test yourself 1 In a few sentences, explain what evolution means. 2 What scientific evidence supports the theory of evolution? 3 Describe Catholic attitudes to evolution. 4 Explain how Richard Dawkins’ views challenge Catholic beliefs. 4 Answers at www.hoddereducation.co.uk/myrevisionnotes 418356_01_WJEC_Edu_RS_001-007.indd 4 24/01/18 9:37 PM  Catholic views on the origin and sanctity of Origins and meaning human life Sanctity of life l Most people, religious or not, would accept that human life is special and should be cared for. Sources of wisdom and l Catholics believe each person is unique because God made them. authority l The creation of humans was unlike the rest of creation because they were made in a unique way and in the image of God. The Latin term Her dignity is that of her for ‘in the image of God’ is imago Dei. creation, seeing that she l The Catholic Church teaches that all human life is sacred and that is the image of God, and this has been given her by everyone has a right to life which should be protected and valued at grace, and not as her due. every stage. In that same mirror of the goodness of God, the soul Key concept knows her own indignity, Imago Dei means ‘in the image of God’. It means that the belief that which is the consequence of human beings are uniquely a reflection of God’s personhood. Unlike her own fault. the other animals, human beings are rational, free and moral. What made you establish man in so great a dignity? Certainly the incalculable Saint Catherine of Siena – the image of God love by which you have looked on your creature (imago Dei) in yourself! You are taken The source here contains a conversation between a soul and God. The with love for her; for by love ‘her’ she refers to is the soul. The soul is made in the image of God. indeed you created her, by love you have given her a St Catherine had a deep faith. She spent her life with outcasts and sinners being capable of tasting showing them that they were created and loved by God. She has two your eternal Good. important messages from her writing: l Humans come from God – in the same way that children come (St Catherine of Siena, from their parents or your ref lection in the mirror shows you: ‘Her specifically The Dialogue of St Catherine of Siena, ‘A dignity is that of her creation, seeing that she is in the image of God.’ treatise of discretion’) l Love – God creates out of love. The fact that humans are made with dignity and in God’s image shows how much he loves them. ‘You are taken with love for her, for by love indeed you created her.’ Jewish beliefs about the sanctity of life For Jews, God is creator, he alone gives and takes life. Genesis (the first book of the Torah) teaches that humans are created in the image of God (Genesis 1: 26–27) and life is precious. In the Tenakh there are references to a relationship with God even before birth (Psalm 139) and Jeremiah (1). The Ten Commandments, believed to have been given to Moses, also forbid the taking of a life. Now test yourself 1 What is the meaning of imago Dei? 2 Explain what St Catherine of Siena’s writings say about the idea of imago Dei. 3 Explain whether Jewish beliefs about the sanctity of life are similar to Catholic beliefs. WJEC Eduqas GCSE (9–1) Religious Studies Route B 5 418356_01_WJEC_Edu_RS_001-007.indd 5 24/01/18 9:37 PM  The abortion debate Theme 1 Origins and meaning Abortion is the deliberate ending of a pregnancy. Different views on abortion Abortion has been widely debated since it was legalised in Britain in 1967. Those against abortion think it is morally unacceptable to kill unborn babies. Others argue if a baby is going to be born with a severe illness or disability it would be kinder to permit an abortion. A key question in the debate is, ‘when does a person become a person?’ Some argue from the moment of conception. Therefore, terminating a pregnancy is the same as murder. Others would argue a person only ‘begins’ when they are first aware Pro-life Pro-choice of their own existence or when independent life is possible. Therefore, The idea The idea that terminating a foetus is not the same as murder. that abortion a woman The debate splits broadly into two camps: is always should be wrong and able to every human choose what The Catholic Church and abortion (including happens to l The Catholic Church is against abortion in all circumstances. embryos) has her own body. l Catholics believe human life is sacred. a right to life. This includes l The Catholic Church teaches that life begins at conception. choosing l It is God who gives life at this moment and it is the start of a human to end a being’s relationship with God. pregnancy. l Abortion is therefore seen as murder, a great moral evil, which is against one of the Ten Commandments: ‘Do not murder.’ l The foetus has a right to life and termination is a great moral evil. l Instead of having an abortion the Church would encourage those in this situation to give a child up for adoption. l If a mother’s life is in danger during the pregnancy (for example ectopic pregnancy) then action to save the life of the mother even if it threatens or destroys the life of the unborn child is acceptable. The intention is to save the mother, the effect on the child is not directly intended but is a side effect. This is known as the Principle of Double Effect. Other Christian views on abortion There is no single view on abortion in Christianity. Some fundamentalist Christians think abortion is never acceptable. Most Christians agree that it is not a good thing, but sometimes it is ‘the lesser of two evils’. Some situations where some Christians might consider abortion as the ‘lesser of two evils’ include: l If the pregnancy is the result of rape, an abortion might be the best option for the quality of life of the woman. l If continuing the pregnancy might be dangerous to the woman’s physical or mental health, then abortion should be allowed. l If the child is likely to be severely disabled and so effect its quality of life. Now test yourself 1 Explain the Catholic approach to abortion. 2 Explain why some Christians think abortion is ‘the lesser of two evils’. 3 Explain the difference between ‘pro-life’ and ‘pro-choice’. 6 Answers at www.hoddereducation.co.uk/myrevisionnotes 418356_01_WJEC_Edu_RS_001-007.indd 6 24/01/18 9:37 PM  Humanist views on abortion Origins and meaning There is not one single Humanist view on abortion. Humanists value happiness and personal choice. In making a decision they would look at the evidence, consequences and rights and wishes of everyone involved. Life is not sacred but is worthy of the highest respect. Generally, they would take a pro-choice stance and many Humanists campaigned for abortion to be legalised in in the 1960s so that unsafe, illegal abortions shouldn’t take place. At the heart of the debate is whether the rights of the foetus outweigh the rights of the mother. Quality of life would be seen as more important than preserving life at all costs. Humanists believe that abortion is often the most morally acceptable choice to make. Ultimately, it is a personal choice which should be made considering all Speciesism the facts and consequences. l Singer argues a conscious animal such as a dog, has A Humanist’s view about sanctity of life – Peter more mental capacity Singer and is more of a ‘person’ than a baby or an elderly l Peter Singer is a Humanist and has some controversial ideas in relation person with dementia. to abortion and the value of life. l Singer argues that l He argues that even though all human life has value, it is not of equal animals have similar value. responses to humans, in l If a person has no ability to think, relate to others or experience then that they feel pleasure their life has limited value. and pain and therefore l Therefore, embryos and newborn babies are all examples of biological their interests must be but ‘non-human persons’. taken into account. l Therefore, it is morally acceptable to take the lives of these ‘non- l Therefore, arguing human persons’ if it will bring about less suffering and greater that human life is more happiness. important than any other type of life is wrong. This l This not only applies to abortion, but also euthanasia (allowing is the same as being someone suffering from a serious illness to die). A brain-dead person racist. It is discriminatory has no real value and therefore euthanasia is acceptable. and ‘speciesist’. Catholic response to Singer’s views Catholics would argue that humans remain a ‘person’ whether they are conscious or not, even when they are asleep, in a coma or haven’t yet been born. Catholics would agree that animals should be treated with care and looked after. As stewards of creation they have an obligation to do this. However, humans were made in the image and likeness of God, therefore they have a dignity which animals do not have. Now test yourself 1 Explain what Catholics believe about the sanctity of life. 2 Explain how a Humanist might disagree with the Catholic view on the sanctity of life. 3 What is meant by ‘speciesism’? WJEC Eduqas GCSE (9–1) Religious Studies Route B 7 418356_01_WJEC_Edu_RS_001-007.indd 7 30/01/18 1:53 PM  Creation Comparison of the first and second creation accounts l The first book of the Old Testament, Genesis 1–3, gives two accounts of creation. l Most Catholics read the stories of creation in a symbolic way, believing that they reveal some important things about the nature of God and humanity. The first account of creation: Genesis 1:1–2:3 A summary of Genesis 1:1–2:3 Day 1 God created light and separated it from the darkness. God named the light ‘day’ and the darkness ‘night’. Day 2 God created the sky. God used the sky to divide the water that covered the earth into two halves. Day 3 God created the sky. God used the sky to divide the water that covered the earth into two halves. God created dry land. The water he called ‘seas’ and the ground ‘land’. Day 4 God created the sun, moon and stars to light up the sky, govern night and day and mark the passing of time. Day 5 God created all the species of animals that live on earth. Day 6 God created the human beings and put them in charge of everything on the earth that had been created. Day 7 God rested, blessed the seventh day and made it holy. The universe was complete. What does this account tell us? This account emphasises the greatness of God as creator of the universe: l Transcendence – God exists above and beyond creation which makes him unlike anything else that exists. l Eternal – that God creates heaven and earth ‘In the beginning’, shows that he already existed, God has no beginning. l Omnipotent – God is all powerful, creation happens just by him commanding it (Gen 1:3). Before he creates nothing exists. He creates from nothing, creation ex nihilo. Key concept Omnipotence means the belief that God is all-powerful. 8 Answers at www.hoddereducation.co.uk/myrevisionnotes 418356_02_WJEC_Edu_RS_008-011.indd 8 24/01/18 9:36 PM  The second account of creation: Genesis 2:4–24 Creation A summary of Genesis 2:4–24 God created a man, called Adam, out of dust and breathes life into him. God provides him everything he needed in the Garden of Eden, but told him not to eat the fruit of the tree of the knowledge of good and evil. God creates all the creatures and Adam names them all but none are suitable to be his partner. God puts Adam to sleep and creates Eve, a woman, from his rib. Their lives were perfect until they disobeyed him, which led to God banishing them from the Garden of Eden forever. What does this account tell us? As well as agreeing with many of the themes of the first account this one shows God is: l Omnibenevolent – God creates out of love. He needs nothing but provides everything humans need. God does not want man to be lonely so he creates other species to keep him company, and he allows Adam to name them, but he knew that these were not suitable companions for Adam so he created Eve and they became one f lesh. l Immanent – This means that God is not distant from the world, but is involved in it, he is close to the first humans and does everything for them. Now test yourself 1 Explain the differences between the accounts of creation in Genesis 1 and Genesis 2. 2 Explain what the accounts of creation tell us about God and humans. WJEC Eduqas GCSE (9–1) Religious Studies Route B 9 418356_02_WJEC_Edu_RS_008-011.indd 9 24/01/18 9:36 PM  Catholic beliefs about nature of human beings Theme 1 Origins and meaning and their relationship with creation In both narratives the message is that human life is special and sacred. Humans are different from all other animals and have a special Sources of wisdom and responsibility to take care of the world. authority l Sanctity of life – humans are created last in Genesis 1 and are the high point of God’s creation. In Genesis 2 God personally creates ‘Let us make mankind in our image, in our likeness, so Adam and Eve, Adam from the dust of the earth and Eve from Adam’s that they may rule over the rib. As part of his creation, God ref lects again that all that he has made fish in the sea and the birds is good which includes human beings. in the sky, over the livestock l Image of God – humans were created imago Dei – in the image of and all the wild animals, and God, ‘So God created mankind in his own image, in the image of God over all the creatures that he created them.’ (Gen 1:27) which makes them sacred and holy and move along the ground.’ unlike any other animal. So God created mankind in l Stewards of God’s creation – God commands that humans his own image, in the image have authority over nature and a responsibility to take care of it. of God he created them; male In Genesis 1 God creates humans to rule over his creatures. In the and female he created them. second Genesis account Adam is put in the garden to ‘work it and God blessed them and said take care of it’ but his authority is seen when God asks him to name to them, ‘Be fruitful and all the animals. increase in number; fill the earth and subdue it. Rule over the fish in the sea and Key concept the birds in the sky and over Stewardship is the duty to care for creation responsibly, as stewards every living creature that rather than consumers, and to protect it for future generations. moves on the ground.’ (Genesis 1:26–28) Sources of wisdom and authority Then the Lord God formed a man from the dust of the ground and breathed into his nostrils the breath of life, and the man became a living being. So the Lord God caused the man to fall into a deep sleep; and while he was sleeping, he took one of the man’s ribs and then closed up the place with flesh. Then the Lord God made a woman from the rib he had taken out of the man, and he brought her to the man. The man said, ‘This is now bone of my bones and flesh of my flesh; she shall be called ‘woman,’ for she was taken out of man.’ That is why a man leaves his father and mother and is united to his wife, and they become one flesh. (Genesis 2:7, 21–24) Now test yourself Copy and complete the table below with a definition of each term and how it is shown in the creation accounts in the Bible. Concept Meaning How it’s shown in the creation accounts Stewardship Imago Dei Sanctity of life 10 Answers at www.hoddereducation.co.uk/myrevisionnotes 418356_02_WJEC_Edu_RS_008-011.indd 10 24/01/18 9:36 PM  The importance of preserving the planet and Creation caring for the environment for Catholics In both stories of creation, human beings are the most important part of creation, but they are still creatures and therefore part of Creation. They are not the Creator, but God made humans superior to the rest of Creation by giving them reason and free will. This is the reason why God made humans stewards of the world. Therefore Catholics should be concerned about looking after the environment and the planet. Catholics need to work to protect the planet, cutting down on pollution, care for animals and make sure that the world is in the best shape to pass on to future generations. For Christians the two greatest commandments are to love God and to love their neighbour. The idea of neighbour means not just those close to us, but people in different countries. Catholics should be concerned about those who suffer badly from climate change. The Catholic Church also teaches that every individual has a duty to contribute to the good of society. This is called the common good. Catholics should act justly and seek justice for others, especially the poor. This approach is most likely to lead to good things for everyone, as everyone would benefit from living in a healthy, well cared-for environment. Humanist attitudes to creation and stewardship Humanists would agree with Christians that we need to look after the world, but for different reasons. For Humanists, human life has come about randomly because of evolution. No creator God is needed. Humans can use their reason to make ethical decisions. This is what makes humans superior to other animals. Human beings can act to give their lives meaning by seeking happiness in this life and helping others to do the same. They would say we need to be stewards of the world out of a concern for human beings and other animals, not because we were commanded to do it by a creator God. They would say we should work for a more sustainable world, causing as little harm to the environment as possible. This position is based on reason not because God has commanded it. Now test yourself 1 Explain why Christians believe they should care for the environment. 2 Give two examples of practical things a Christian could do to help the environment. 3 What are the similarities and differences between Catholic and Humanist beliefs in the environment? WJEC Eduqas GCSE (9–1) Religious Studies Route B 11 418356_02_WJEC_Edu_RS_008-011.indd 11 24/01/18 9:36 PM  The Bible Catholic understanding of the nature of revelation and inspiration Catholics believe that the Bible is the inspired word of God. God made use of specific people who wrote in a human language, and did so at a particular time and place in history. Not everything they wrote might Key concepts have been historically or literally accurate. Catholics must work carefully Inspiration refers to ‘God to determine exactly what a sacred author is saying to be true, and when breathed’. The belief that an author is writing metaphorically using as an image to help bring out the Spirit of God guides an the truth more clearly. individual to act or write what is good and true. This is seen as the Holy Spirit giving inspiration to believers, who respond by accepting the message and sharing it with other people. For Revelation is the word used to describe all of the ways believers, the Bible has a great authority as the message comes from God, in which God makes himself impacting how they live they lives. All Christians should be guided by known to human beings. the teachings in the Bible. Christians believe that God does this finally and fully in The structure of the Bible the person of Jesus Christ. The Christian Bible is divided into two main parts: the Old Testament and the New Testament. The word testament means an agreement or a promise. So, the Old Testament deals with how God looked after the Jewish people and the New Testament deals with how God sent his Son, Jesus, for the whole world. The Old Testament was written mainly in Hebrew, the Jewish language, and the New Testament in Ancient Greek. The Old Testament The Old Testament is made up of the following types of writing (literary forms): l The laws (Torah) – the first five books of the Bible (Pentateuch) deal with how the Jewish people became God’s chosen race and how God taught them to live. These books tell of the creation and the lives of the patriarchs, such as Abraham. They also teach about Moses and the laws given to the people of Israel, including the Ten Commandments. l History – there are twelve historical books in the Bible, such as Joshua and Judges. These books show how God guided his people even though they were not always ready to listen. l Wisdom – Psalms is the prayer book of the Jewish people. There are also books of religious and moral teaching, such as the Book of Proverbs, which contains sayings about many aspects of life. l Prophets – from time to time God sent inspired figures to challenge the Jews to remain faithful to God. The New Testament The New Testament is based on the life and teachings of Jesus and the apostles to whom Jesus taught God’s message. All the New Testament was written in Greek. 12 Answers at www.hoddereducation.co.uk/myrevisionnotes 418356_03_WJEC_Edu_RS_012-013.indd 12 24/01/18 9:36 PM  It can be divided into four types of writing (literary forms): The Bible l The Gospels (Matthew, Mark, Luke and John) – these are the most important books of the Bible for all Christians, as they tell Jesus’ story. The word ‘gospel’ means ‘good news’ – the good news about Jesus. l The Acts of the Apostles – this is the sequel to Luke’s Gospel. It tells the story of the Early Church, after Jesus’ resurrection. l The letters (or Epistles) – these were written mainly by Paul, but also by Peter, James, John and Jude. They were Christian leaders writing to Christians giving them advice on how to put Jesus’ teaching into practice and explaining what it means to be a Christian. l The Book of Revelation – this is the last book in the Bible, dealing with John’s vision of heaven and the defeat of evil. Origins of the Bible It took about 350 years for the books that we now know as the Bible to be accepted as authentic records of Christian beliefs. The Synod of Hippo in 393ce decided which texts should be included in the Bible. For a book to be accepted into the New Testament it had to fit the following rules: l It had to be accepted by all Christians. l The work had to go back to the apostles. l It had to have an early date. l It had to agree with other presentations of Christian beliefs. The words of the Bible have been very carefully preserved over the centuries. The first Bibles were hand written and copies were made so other people could read them. Now test yourself Jewish beliefs: the Torah 1 List and describe each of the literary forms you find in the Old and The Torah is the first five New Testaments. books of the Tenakh (Torah, 2 Explain why the Bible is a source of authority for Christians. Nevi’im and Ketuvim) and 3 Explain how the Bible came into being. is believed to be the holiest and most important part of Different Christian views on Genesis scripture for Jews. Moses is believed to have received the Some Christians believe that the Bible is the literal word of God. For Torah from God on Mount example, they believe that God created the world in a single week and Sinai. that everything was made perfectly at that time. They reject the theory of evolution. They believe the Holy Spirit dictated the Bible and that no one For Orthodox Jews they should question anything that the Bible teaches because it comes from believe it was given by God to Moses and must be taken God. Where there appear to be contradictions, they think that this just literally and not changed. shows that people do not yet have enough understanding. This approach Many Orthodox Jews will rejects any kind of compromise with science. seek to obey the mitzvot as For Catholics, Genesis 1–3 has to be considered as a myth. It is not duties in life. Society may meant to be read as literally true. It is a story that, while not being ‘true’, change but Jewish teachings contains great ‘truths’. As a result, there is no problem accepting evolution don’t. The Torah was given in and the Big Bang as the Bible is not a science book. The creation story in its entirety to Moses and can never be changed. Genesis is a poetic ref lection on the significance of God as creator. For many Reform and Now test yourself Liberal Jews, it is not necessary to take the 1 Explain how a Catholic might interpret the story of Creation from scriptures literally and they Genesis 1–3. believe that sometimes 2 Explain how Orthodox and Reform Jews differ in their they have to be adapted for understanding about the Book of Genesis. modern life. WJEC Eduqas GCSE (9–1) Religious Studies Route B 13 418356_03_WJEC_Edu_RS_012-013.indd 13 24/01/18 9:36 PM  Painting Christianity has a long tradition of sacred art using themes and images from Christian belief. The use of art goes back to the time when people could not read or write. Learning about Jesus or the Bible was made easier by looking at pictures, images or statues. The artist would use their artwork to express their views. To add to this the person looking at it could study it and ref lect upon it over time. l Catholic art is used to express faith in God and to glorify him. l Art can be used as a focus for prayer and meditation. l Artwork demands a personal response, so it helps people to think and ref lect on their own beliefs. l Art can sometimes challenge people; an artist’s interpretation of a Biblical theme or belief might make the viewer rethink or reinforce their beliefs. Michelangelo’s Creation of Adam The Sistine Chapel in the Vatican, Rome, where the cardinals vote for a new pope, was painted by Michelangelo between 1508 and 1512. Michelangelo was a very religious man. Not only are the paintings very beautiful giving glory to God, they are intended to start ref lection and meditation about Catholic beliefs about God. There are nine scenes from Genesis on the ceiling. The most famous is the Creation of Adam. God is shown as an old bearded man enveloped in a swirling cloak. Adam is naked and positioned on the lower left. God’s right arm is extended as if giving the spark of life into Adam, whose left arm is extended in a mirroring pose of God’s. The mirroring pose shows humanity’s creation in God’s image. The fingers of Adam and God do not touch indicating that God, the giver of life, is reaching out to Adam with life. 14 Answers at www.hoddereducation.co.uk/myrevisionnotes 418356_04_WJEC_Edu_RS_014-015.indd 14 24/01/18 9:35 PM  Adam Meaning Painting l Adam is on the left of the painting, lying back on the l Humans were created by God. earth from which he has been formed as described l God created a perfect world. in Genesis: ‘then the lord God formed man of dust l Humans are made in the image and likeness from the ground, and breathed into his nostrils of God. the breath of life; and man became a living being.’ (Genesis 2:7) l Adam is a perfect human being; young, handsome and strong. l Adam resembles God, like a son looks like his father. l Adam mirrors the pose of God. God Meaning l God is presented as a dynamic, active figure as if he l The viewer is reminded of the belief that God is hard at work at his greatest creation. God reaches is both eternal and all powerful. out to the more passive figure of Adam. l The difference in age between Adam and God l God is shown as older than Adam, yet he is strong also signifies the parent-child relationship and powerful. that exists between God and humanity, God is the Father of all creation. Hand Meaning l Adam and God are seen reaching out to touch each l The touch of fingertips represents the spark other with their fingertips. of life given to all humans by God; human life is sacred and a gift from God. Cloud Meaning l God is on a cloud, carried by a group of angels. This l This shows the greatness and transcendence is a contrast to Adam on earth. of God. l Some believe the cloud is in the shape of a brain l God is omniscient. showing God is the source of all knowledge and l This signifies the idea that God gives all life, wisdom. in the same way that the womb gives life to a l Others believe that the cloud represents a womb new child. because of the red background. Also, the green cloth hanging down could be the umbilical cord. How the Creation of Adam expresses Catholic beliefs about creation, God and humans Key concept Michelangelo’s Creation of Adam ref lects many of the principal Catholic Transcendence means beliefs about creation. existing outside of space and time; God exists in a way l God is all powerful and transcendent. that makes him nothing like l God made each human being in his own image (imago Dei). anything else that exists, l Humans are God’s greatest creation. above and beyond creation. l Life is a gift from God. l God is a loving father who cares about his creation. Now test yourself 1 List the key parts of Michelangelo’s Creation of Adam. 2 For each of the parts of the Creation of Adam you have listed in question 1, write one or two sentences explaining their meaning. 3 Explain how the Creation of Adam expresses the idea of imago Dei. 4 Explain how the Creation of Adam expresses the idea that God is transcendent. WJEC Eduqas GCSE (9–1) Religious Studies Route B 15 418356_04_WJEC_Edu_RS_014-015.indd 15 25/01/18 1:34 PM  Symbolism The Tree of Life Apse mosaic at San Clemente The tree of life mosaic can be found in the apse of the cross as a symbol of the death of Christ to the Church of San Clemente in Rome. An apse is a absolve humanity of their sins. semi-circular dome which is positioned above the Some may also see the cross as being the tree altar in a church. It dates to the twelfth century. of life: this can be seen with the way the cross The mosaic is filled with symbolism. The central emerges out of the tree and is then wrapped with image is a cross which merges with many other the vines. Branching out from the tree on both important symbols. sides are swirling vines that cover the entire mosaic branching out to all of humanity. The cross and the tree The tree is also a reminder of the tree of knowledge The cross is a crucifixion scene with Mary and St of good and evil in the Garden of Eden. Adam and John beside it and the hand of God the Father above, Eve ate the fruit bringing sin and death into the offering a wreath of victory to Christ.