why you will be studying these beliefs and concepts draft · pdf file• the understanding...

The Big Picture

1 Core beliefs

2 Religious Studies A: Hinduism © Pearson Education Ltd 2009

What you will be studyingYou will be covering the 1 Core beliefs and key concepts within Hinduism, including:

The understanding many Hindus have of God as One Ultimate Reality in many forms:•

as the universe (Brahman)•

as humanity (Atman)•

as deity (different gods and goddesses).•

The concepts of:•

Samsara (the cycle of birth, death and rebirth)•

Moksha (freedom from samsara)•

Dharma (duty), and Karma (actions).•

Why you will be studying these beliefs and conceptsThese are the basics on which most other Hindu beliefs and practice are built. The key words will be used throughout your study and exam. The concepts encourage personal refl ection, which develops your own spiritual awareness.

How you will be studying these beliefs and conceptsEach section will have clear learning outcomes and AO1 and AO2 activities. At GCSE it is crucial that you don’t just learn to repeat information but that you also learn to think for yourself. AO1 questions may ask you to show that you know and understand beliefs, for example, by explaining key ideas or summarising teachings. AO2 questions will require you to evaluate or analyse beliefs, giving you the opportunity to say what you think and why. Tasks may include participating in a debate, or comparing the advantages and disadvantages of a concept.

The lessons are designed to get you involved and thinking! Diffi cult concepts have been broken down into small steps and/or related to examples more familiar to you.

Get started

Study the image – how many different forms can you pick out?

The Vishvarupa, meaning ‘all creation in one form/body’, is one way in which the central belief of one God in many forms and as the universe itself is depicted.

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1 Core beliefs

The Big Picture

Religious Studies A: Hinduism © Pearson Education Ltd 2009 3

DevelopmentBefore they start looking at the issues in depth, it is important that students have time to refl ect on their initial thoughts and ideas about the topic as depicted in the picture of Vishvarupa.

Ask students to write down their initial thoughts about the questions below. Make sure they explain their ideas fully, giving reasons for their opinions.

What kind of god does this image suggest to you? Why?•

Compare ideas with others in the class. Do you all agree? Is any one view right, or are all of the ideas • different aspects of the divine?

How do you think most Hindus would answer this question? Why?•

PlenaryAsk a number of students to summarise what they think about the questions and what other people in the class thought.

Homework/extension taskLook up the meaning of samsara, moksha, karma and dharma.

Find out what your family and friends know and think about the issues covered in this topic. Ask them to try to give reasons for their opinions.

By the end of this unit you should be able to agree with the statements below.

AO1

I can describe • and explain the nature of God as Brahman and Atman.

I can name • and describe some of the main Hindu deities.

I can translate the term ‘avatar’ • and give specifi c examples from Hindu scripture.

I can explain the cycle of samsara • and relate it to moksha.

I can describe • and explain what most Hindus understand by the term ‘Atman’.

I can recognise those actions most Hindus would call ‘good karma’.•

I can explain the concept of maya.•

I can demonstrate some understanding of how varnashramadharma may affect a Hindu’s life • and give an example.

I can explain the concept of ahimsa.•

AO2

I can compare ideas about what God is • and justify my own view.

I can debate whether the concept of deities allows people to access the divine better.•

I can evaluate the concept of maya.•

I can debate the issue of atman • and justify my own view.

I can debate the purpose • and outcomes of varnasrama dharma.

I can evaluate ahimsa as a belief to live by.•

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1 Core beliefs


Lesson focus 1.1

What do most people understand by the idea of God as Brahman and Atman?Learning OutcomesThis lesson will enable you to:

Explore the concept of God as the universe and as humanity.•

Understand the concept of God being one and many at the same time.•

Starter1 A living graph exercise with the options: no God; One God; many gods; other.

2 Which do students think most Hindus would choose and why?

3 A living graph exercise with the options: God ‘up in sky’; God in all things; God nowhere; other. Which do students think most Hindus would choose and why?

DevelopmentTransition: Share learning outcomes with students. Explain the key belief of one God in many forms using pictures of universe, natural beauty, deities and people/animals. Individual reactions may be discussed/noted and explained.

Examine the quotes on Worksheet 1.1. Ask students to note what they understand each to mean, then to compare understanding in pairs. Finally, they should discuss and/or give a written response to the question.

Perform namaste (bow head with palms joined) to the class – do students know what it means? Explain that namaste – ‘I recognise the divine spark within your soul’ – symbolises the belief of God manifesting as atman. Do students think this is a good way to greet people or not? Ask them to explain their answer. The class can perform namaste to each other or the teacher, if they wish.

Homework/extension taskDemonstrate your understanding of pluralism within Hinduism (how one may also be many) by creating a piece or art that demonstrates how one can be many, e.g. one rainbow is also seven colours; one orchestra is also dozens of instruments; one synchronised dance movement is also several dancers; one fl ower is also many petals. You may use language, diagrams, images, models, music, dance or any combination of these.

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Worksheet 1.1

Note what you think each quote is saying about the nature of God.

‘As from a fi re afl ame thousands of sparks come forth, so from the Creator, an infi nity of beings have life and to the Creator return again.’ Mundaka Upanishad part 2, chapter 1

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‘I am the source of all; from Me everything evolves . . .’ Bhagavad Gita 10:8

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‘There, in the body of the God of gods, Arjun then saw the whole universe resting in one, with its many groups.’ Bhagavad Gita 11:13

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Many Hindus justify their belief in God as Brahman (the universe), by referring to quotes like those above.

Explain how these quotes support the idea of God being one with the universe.•

Since the universe must include everything that exists, including humans, many Hindus believe that it follows that God is also Atman (humanity) – the two concepts follow on from each other.

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1 Core beliefs


Lesson focus 1.2

Who and what are the Hindu deities?Learning OutcomesThis lesson will enable you to:

Explore the purpose and role of gods and goddesses within Hinduism.•

Recognise some of the most popular Hindu deities.•

StarterPresent a slide show or posters showing yourself in various roles (parent, friend, musician, cook etc.). Ask students to discuss which of the photos is the real you. Are they all you? How? Why? (Students could each make a spider diagram showing the many roles they each fulfi l, all of which contribute to who they are.)

DevelopmentTransition: Share learning outcomes with students. Explain that most Hindus believe the deities (gods and goddesses) are all aspects of the one God, just as teacher, friend, cook are all aspects of you. Ask them to think of a time when they have been worried, scared or relieved – even people who do not believe in the divine fi nd themselves asking for help or saying ‘thanks’ at times like these, despite not knowing who to or why. Many Hindus prefer to have a focus for such times – the deities, whether as an individual or group, provide a familiar and ‘friendly’ fi gure.

Images of Hindu deities can be found on the internet, so students can see how each one is usually depicted. Show the class pictures of: Trimurti – Lord Brahma, Lord Vishnu and Lord Shiva, Parvati Mata, Saraswati Mata, Lakshmi Mata, Durga Mata, Lord Ganesh and Lord Hanuman.

On Worksheet 1.2, students match each deity with the quality they are worshipped for, e.g. Lord Ganesh: good luck. This can be an individual, paired or group activity. As an extension, ask students to fi nd more information about some or all of the deities. (NB different sources may describe the main focus of deities slightly differently, and some deities share a focus, e.g. Hanuman possesses both strength and courage.)

PlenaryShow students fl ash cards of images of the Hindu deities (without names), for students to tick off on Worksheet 1.2 as they see them; and/or divide class in two (or smaller groups) and play deity description ‘taboo’.

TABOO

Divide students into two teams; one person (in turns, so all students get a chance if they wish) from each team is given a word to describe for team members to guess, e.g. ‘reincarnation’. They could say ‘the belief in souls being reborn in different bodies’. Diffi culty may be increased by adding a list of words that cannot be used in the description, e.g. reincarnation – cannot use ‘reborn’, ‘rebirth’, ‘next life’. The word may be passed over to the other team if not guessed and points can be kept. (It may also be played in pairs or small groups as a ‘treat’ activity.)

Homework/extension tasksAsk students to select one deity they would have as the family deity – explain reasons for their choice. Ideas could be shared with rest of class in a future lesson as a presentation – speech, poster(s), PowerPoint.

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1 Core beliefs


Worksheet 1.2

Match each of the deities below with a quality they are worshipped for.

Brahma wisdom

Vishnu courage

Shiva good luck

Parvati creation

Saraswati strength

Lakshmi preservation

Durga wealth

Ganesh renewal

Hanuman success in marriage

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1 Core beliefs


Lesson focus 1.3

What are avatars?Learning OutcomesThis lesson will enable you to:

Explain what an avatar is.•

Explore the lessons to be learned from some of Lord Vishnu’s avatars.•

StarterShow students an email or chat-room page featuring avatar icons and explain that they may use or have seen avatars on emails or chat rooms, where the avatar is a form the site-user wishes to take on or be seen as. This is a slight corruption of the word, but there is a link in the meaning: the original meaning of avatar is God on earth in a human (or animal) form.

DevelopmentTransition: Explain that many Hindus believe that avatars refl ect part of God’s nature and show humans the right way to live. The purpose of avatars, therefore, is to destroy ignorance and exemplify the right way to live: ‘Whenever there is decline of righteousness and rise of unrighteousness, then I manifest Myself.’ Bhagavad Gita 4:7

Show the students depictions of Vishnu’s incarnations (try www.sanatansociety.org/hindu_gods_and_goddesses/vishnu.htm).

Ask students to consider what messages are being given and why. Focus on Prince Rama and Lord Krishna – explain that they are two of the most popular images of the divine, particularly amongst British Hindus. After completing Worksheet 1.3 – which can be done individually, in pairs/groups or as a class debate about the rank order – students discuss in pairs/small groups and feed back as whole class, why they think these are such popular fi gures.

PlenaryA ‘Pass the bomb’ style activity where students have to name an avatar of Vishnu or one of the qualities shown by Prince Rama and Lord Krishna in quick succession. (You can cover both topics within the same round or in two separate rounds.)

PASS THE BOMB

Have a ball that acts as the ‘bomb’ and keep time, 30 or 60 seconds (or use the actual ticking bomb from Pass the Bomb game). The bomb is passed to individuals as soon as a question has been asked. Each person must answer before bomb goes ‘off’ or a whistle is blown (if using ball). Can be used for quickfi re questions and for ‘name as many Hindu gods and goddesses as you can’ style rounds, with each person naming one each.

Homework/extension tasksEither mind-map Lord Vishnu’s avatars (words and/or pictures), or create your own avatar with an explanation of the qualities you would choose and why.

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Worksheet 1.3

Many Hindus believe in a time called the satyayug (age of truth), when the divine could easily interact with humans because people were more attuned to the spirit and less earthbound. This means that the miracles described in scripture and stories could happen because God can do anything. The current age is called the kalyug (age of darkness), because much of humanity is blind to the light of the spirit and obsessed with material things.

Examine the lists below and place in rank order the reasons for admiring Prince Rama and Lord Krishna, with 1 as the most important and 5 as the least important. Be prepared to explain and justify your decisions.

Prince Rama is believed by many Hindus to be the seventh avatar of Vishnu. He shows:

obedience to his parents•

great strength and skill as a warrior•

loyalty to all his family•

no jealousy towards his brothers•

devotion to his wife, whom he rescues from a demon•

immense bravery in many ways.•

Lord Krishna is believed by many Hindus to be the eighth avatar of Vishnu. Stories about him describe:

a fun-loving and cheeky character – as a teenager he and his friends hid the clothes of the young ladies • bathing at the river so they had to come out naked;

a wise, powerful and brave person – as a teenager he lifted an entire mountain on one fi nger to protect a • village from severe storms, and successfully battled his wicked uncle to restore peace and security to the kingdom;

a God simultaneously human and super-human – as a child he fought off a seven-headed serpent.•

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1 Core beliefs


Lesson focus 1.4

Why is reincarnation a key Hindu belief?Learning OutcomesThis lesson will enable you to:

Analyse Hindu understanding of the soul.•

Explore your own beliefs about the meaning of life and death.•

StarterShow or read the students an account of a near-death experience (NDE).

DevelopmentTransition: Share the learning outcomes with the students. Ask them to consider:

The accounts of NDEs given by people from a huge variety of belief systems and of different ages, which • often include a sense of looking down from above at what is happening, despite being immobile and unconscious.

Many people know identical twins who, despite sharing the same DNA and having had the same • upbringing, have very different personalities.

Explain that some people believe that these situations prove the existence of souls. Ask students to:

a Evaluate the evidence for and against belief in souls.

b Explain their own view, giving detailed reasons and examples from personal experience or the media.

Students examine the quotes on Worksheet 1.4, either in pairs or as a teacher-led class activity. For each one, ask them to summarise its meaning in their own words and, where applicable, to say whether they agree or disagree and give their reasons.

Present a picture of the cycle of reincarnation (ISKON have an excellent one), and have a question/answer session about how it works.

PlenaryStudents share some of their summaries and views from worksheets in pairs or small groups, or as a whole class.

Homework/extensionStudents create a visual and/or audio representation of the cycle of reincarnation using a medium of their choice (e.g. model, song, puppet show).

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Worksheet 1.4

The cycle of birth–existence–death–rebirth is described by some Hindus as ‘stream of existence,’ and refers to souls being reborn and universes recreated. The word often used to sum up this cycle is samsara.

Meaning:

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Most Hindus believe that humans are essentially an atman (soul), housed in a body. In the Bhagavad Gita, the soul is described as formless and eternal:

‘Weapons cut it not, fi re burns it not, water wets it not, wind dries it not.’ Bhagavad Gita 2:23

Meaning:

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I agree/disagree because

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‘Just as a man casts off worn-out clothes and puts on new ones, so also the embodied soul (or Self), casts off worn-out bodies and enters others that are new.’ Bhagavad Gita 2:22

Meaning:

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‘For certain is death for the born and certain is birth for the dead; therefore over the inevitable do not grieve.’ Bhagavad Gita 2:27

Meaning:

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1 Core beliefs


Lesson focus 1.5

What do most Hindus understand by moksha?Learning OutcomesThis lesson will enable you to:

Explain Hindu beliefs about the purpose of existence.•

Analyse the concept of all actions having consequences.•

StarterIn a darkened room, with ‘space’ music and their eyes closed, students to try to shut out all external noise and sensation, to imagine they have no awareness, no memories – just nothingness . . .

DevelopmentTransition: ask students what might be the benefi ts of ‘nothingness’. What may be the downside? Was the experience positive or negative? Why?

Refer back to the idea of all living creatures having a soul. Explain that many Hindus believe that the ultimate purpose of existence is to attain moksha (freedom from the cycle of rebirth and becoming one with the Supreme Spirit). To do this, individuals must seek wisdom, be able to detach themselves from material and emotional concerns, have complete love for God, create only good karma (actions) and frequently fulfi l their dharma (duties).

Review the information in the box on Worksheet 1.5 and explain the task (this may be done in pairs). Students should complete the task and (ideally) play a game too. (Dice and counters are required.)

PlenaryClass debate: How we live affects what happens to us after we die.

Divide the classroom into three sections: ‘Agree’, ‘Disagree’ and ‘Undecided’, and ask students to go to the section that refl ects their own thoughts. Those in the fi rst two have to convince those in the third to join them.

Homework/extension taskRefl ect on your own life – do your actions suggest that you are on the path to moksha? Why?

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Worksheet 1.5

An example of karmic debt

Some Hindus believe that if a person is always greedy in one life, never learning to share, then in the next life they may experience having very little, but also have the opportunity to share what little they do have. If this next time they choose to share, the soul has learnt not to be greedy and is therefore closer to moksha; if they remain greedy, another life with very little and the opportunity to share may be required in order for them to learn the right behaviour.

This does not mean that behaving well solely in order to attain moksha is desirable. Many Hindus would say that the motive is as important as the deed. In order to be absorbed by the Supreme Spirit, a soul must be pure – good karma should come from care for the world and love for God, not the desire for moksha.

Think of acts of good and bad karma. Then add pictures and labels showing deeds that would speed path to moksha or hinder it.

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1 Core beliefs


Lesson focus 1.6

What is the meaning of life?Learning OutcomesThis lesson will enable you to:

Understand the Hindu concept of dharma.•

Evaluate the idea that life is an illusion.•

StarterShow the students a ‘two-in-one’ picture (such as an old woman and a young woman; a candlestick silhouette/two faces in profi le) to the class and elicit what such pictures show us.

Students’ responses will hopefully include ideas such as ‘we cannot believe what we see’; ‘one thing can actually be another at the same time.’

DevelopmentTransition: Link to the Hindu concept of maya – the illusion of the material world submerging the spiritual. As a class, discuss the reliability of the senses and other ways in which things may be known.

Debate: Is intuition more or less reliable than information?

Ask students: Do our choices in life matter, or is life planned out for us?

Explain the Hindu belief that fulfi lling dharma is part of the purpose of life (the other purpose being the attainment of moksha – you could link back to the previous lesson here).

The task on Worksheet 1.6 may be done individually, in pairs or groups of four. Discuss ideas and evaluations with the class.

Ask students: Does having a set duty to follow make life easier or more diffi cult? (Students can produce written or verbal responses, including the reasons for their answer.)

PlenaryOne term to cover the whole concept of a person’s caste, age and duty deciding the meaning of their life is varnasrama dharma – literally meaning ‘caste + stage in life + duty’ and regarded by many Hindus as the meaning of life. (You could show the students cards with ‘varna asrama dharma’ to illustrate how the three ideas melt into one concept.)

Homework/extension taskStudents create their own, original, two-in-one picture.

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1 Core beliefs


Worksheet 1.6

1

2

3

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1 Brahmin – priests and teachers (thinkers)

2 Kshatriya – warriors and kings (planners)

3 Vaishya – merchants and farmers (creators)

4 Shudra – unskilled labourers (doers)

Add as many jobs as you can to each section, including historic jobs such as ‘scribe’ and modern jobs such as ‘computer analyst’ – are some diffi cult to decide? Why do you think this is?

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1 Core beliefs


Lesson focus 1.7

The Hindu concept of ahimsaLearning OutcomesThis lesson will enable you to:

Explain what living by ahimsa entails.•

Evaluate the value of ahimsa.•

StarterShow the students a clip from the fi lm Gandhi where striking miners, led by Gandhi, stand their ground in the face of a cavalry charge rather than run or fi ght. Ask individual students what they would have done in the same situation. Why? Discuss with the class the motives and consequences of the strikers’ action.

DevelopmentTransition: Explain Gandhi’s belief in ahimsa.

Students to create an acrostic that summarises the aims and values of ahimsa.

Worksheet 1.7 is to be used in pairs – each member of a pair should fi ll in a side of the fi gure, refl ecting either ahimsa or violence. Encourage the use of colour and pictures to portray concepts as well as words.

Finished fi gures can be used as discussion points and/or revision tools.

Extension taskAsk students: Do you agree that Gandhi is a good role model? Give reasons for your answer.

HomeworkTry to live for just one day completely following the principle of ahimsa: no violent thoughts, words or deeds. Refl ect on what the experience teaches you about yourself and Mahatma Gandhi.

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1 Core beliefs


Worksheet 1.7

Ahimsa in action Consequences of violence

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GradeStudio


Learning OutcomesThis lesson will enable students to:

Understand the criteria examiners use to mark their responses.•

Practise examination-style questions.•

StarterGive students the following AO2 examination question and ask them to produce a concept map showing all the ideas they could mention in their answer.

‘Hindu gods are too human to be worshipped.’

Discuss this statement. You should include different, supported points of view and a personal viewpoint. You must refer to Hinduism in your answer. (12 marks)

Ideas students could include on their concept map are:

Brahman as atman•

Deities represent elements of Brahman in a way that humans can understand•

Avatars may include human (and animal) forms, but they also show divine qualities•

The possible confusion of human and divine.•

DevelopmentExplain the learning outcomes to students so that they understand the purpose of the lesson. Explain that answering all elements of the question is vital to securing a good mark in the examination. This lesson will help to achieve this for the 12-mark evaluation questions, and students will be given the opportunity to identify the level descriptors and practise this style of question.

Give the students copies of the grade studio worksheet (it may be better if the table is cut up so they can do it as a card-sort activity). Students have to identify and match the correct level descriptors with the marks available. They should then try to match the student answers to the level descriptors, showing how a good answer is built up.

PlenaryDiscuss the level descriptors to ensure that students produce a high-level answer. Ensure that they understand that this unit is about the key concepts and beliefs within Hinduism.

Emphasise that some of the concepts are linked directly, others indirectly, and that to gain the best marks possible, students must stay focused on the issue and not get side-tracked with indirect links.

Homework/extension taskAsk students to complete an examination question using the levels to help them produce a model answer.

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GradeStudio


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ld s

ay re

pres

enti

ng G

od m

akes

it e

asie

r for

eve

ryon

e to

com

mun

icat

e w

ith

the

divi

ne a

nd th

at B

rahm

an is

ev

eryw

here

in m

any

form

s, b

ut I

belie

ve G

od s

houl

d be

vie

wed

mor

e se

riou

sly

and

set a

part

from

us.

If w

e w

orsh

ip im

ages

that

are

so

clo

se to

our

ow

n fo

rm, w

e m

ight

con

fuse

the

dist

inct

ion

betw

een

God

and

hum

ans.

I th

ink

Bra

hman

as

atm

an m

eans

the

divi

ne

spar

k in

us

that

com

es fr

om G

od, b

ut o

ther

s m

ay s

ay th

at G

od is

in e

very

one,

so

any

wor

ship

is in

a w

ay, w

orsh

ippi

ng G

od. I

don

’t

agre

e w

ith

this

, whi

ch is

why

I do

agr

ee w

ith

the

stat

emen

t.

4–6

3Co

mm

unic

ates

sim

ply

and

appr

opri

atel

y ei

ther

one

or t

wo

sim

ple

just

ifi ca

tion

s of

a p

oint

of

view

, lin

ked

to s

ome

evid

ence

or

exam

ple

or m

akes

a s

impl

e co

nnec

tion

bet

wee

n re

ligio

n an

d pe

ople

’s li

ves.

I thi

nk th

is s

tate

men

t mis

ses

the

purp

ose

of g

ods

and

godd

esse

s in

Hin

duis

m. D

eitie

s re

pres

ent e

lem

ents

of t

he U

ltim

ate

Real

ity o

r B

rahm

an, a

con

cept

so

vast

and

com

plex

that

mos

t peo

ple

can

only

cop

e w

ith it

in s

ectio

ns, r

epre

sent

ed b

y Lo

rd S

hiva

, (de

ath

and

re-c

reat

ion)

, Lor

d Vi

shnu

(pre

serv

atio

n), S

hakt

i (fe

min

ine

stre

ngth

) and

so

on. T

he p

ictu

res

and

mur

ti of

dei

ties

have

a lo

t of h

uman

fe

atur

es b

ecau

se th

ey h

ave

been

cre

ated

by

hum

ans

– w

e ca

nnot

real

ly k

now

wha

t the

div

ine

look

s lik

e, s

o w

e us

e ou

r ow

n fr

ame

of

refe

renc

e. A

lso,

nea

rly

all o

f the

m h

ave

addi

tions

that

sho

w th

ey a

re d

iffer

ent t

o hu

man

s –

e.g.

Lor

d Kr

ishn

a is

blu

e an

d m

any

gods

an

d go

ddes

ses

have

four

or e

ight

arm

s. T

hey

also

all

have

sto

ries

ass

ocia

ted

with

them

that

sho

w th

eir d

ivin

e st

reng

th a

nd w

isdo

m,

or te

ach

us a

n im

port

ant l

esso

n. I

appr

ecia

te th

at s

ome

peop

le b

elie

ve re

pres

entin

g G

od in

any

form

, par

ticul

arly

hum

an o

r ani

mal

(l

ike

Lord

Gan

esh

or L

ord

Han

uman

), is

wro

ng –

bec

ause

God

, as

I sai

d be

fore

, is

too

grea

t for

us

to k

now

. How

ever

I be

lieve

that

m

akin

g th

e di

vine

acc

essi

ble

thro

ugh

imag

es a

nd s

tori

es th

at p

eopl

e ca

n re

late

to, i

s a

good

thin

g. Y

oung

chi

ldre

n m

ay g

et c

onfu

sed

and

belie

ve th

e go

ds a

nd g

odde

sses

are

all

sepa

rate

ent

ities

rath

er th

an a

spec

ts o

f the

Ulti

mat

e re

ality

, but

it’s

up

to te

ache

rs a

nd

pare

nts

to e

xpla

in th

e m

eani

ng to

them

. Fin

ally

, I a

gree

with

the

idea

of G

od m

anife

stin

g as

atm

an to

mea

n th

ere

is a

spa

rk o

f the

di

vine

in a

ll of

us,

and

with

God

man

ifest

ing

as B

rahm

an to

mea

n al

l of c

reat

ion

is p

art o

f God

– s

o I d

isag

ree

with

the

stat

emen

t als

o be

caus

e I b

elie

ve th

e H

indu

defi

niti

on o

f God

allo

ws

for t

he d

ivin

e to

be

wor

ship

ped

in a

ny fo

rm, i

nclu

ding

‘too

hum

an’.

7–9

4Co

mm

unic

ates

cle

arly

and

ap

prop

riat

ely

an e

xpan

ded

just

ifi ca

tion

of a

vie

w w

ith

appr

opri

ate

exam

ples

that

in

clud

es re

ligio

us te

achi

ngs

and

reco

gnit

ion

of a

lter

nati

ve v

iew

s.

Som

e of

the

Hin

du g

ods

look

ver

y hu

man

so

perh

aps

wor

ship

ping

them

is li

ke w

orsh

ippi

ng h

uman

s. H

owev

er th

ey a

re m

eant

to

show

diff

eren

t thi

ngs,

like

str

engt

h, s

o w

orsh

ippi

ng th

e go

d fo

r str

engt

h is

alr

ight

I th

ink.

10–1

2

01 320 Hinduism.ch01.indd 19 27/3/09 10:47:43

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