EDT303Q - EXAM PREP

PART A - SECTION 1
2 QUESTIONS:

(10 MARKS EACH = 10 X 2 = 20)

1)

Definitions: (Def of religion - P9)

2)

Methodology: (Comparative question P11)

(Focuses on phenol. and critical approaches)

10
10

SECTION 2
2 QUESTIONS:
3)

10 MARKS EACH = 10 X 2 = 20)

Importance of Constitution for shaping the role of religion

10

4)
The relationship between the Constitution and the National policy of
Religion
in Education.
10
SECTION 3
30 X MCQ

1.

30 X 2 = 60

DEFINITION OF RELIGION
1

DEFINITION 1
(10)
The term religion may be used to refer to beliefs and practices
related to the sacred, which serves to unify its adherents.
Sacred
Refers to things, people, places or events set apart from
the ordinary by a specific group.
Beliefs
include sacred stories (myths) and doctrines
Practices
include rituals and festivals
The primary function of religion as an institution is to create a
collective identity and bind adherents together as a unified
group.
Religion may also be used to justify class, gender and colonial forms
of discrimination and exploitation.
Sacred beliefs, practices and institutions are not innocent and
neutral, but embody ethical values.
Religion may heal but also hurt human beings.
DEFENITION 2:
Is a system of ultimate meaning and provides an individual with
answers to his/her deepest questions, such as:
Origin of the world
Meaning of life
Suffering and death
Individuals experience mysterious reality beyond an observable
world.
Such as an encounter with the holy or sacred causes the believer to
tremble
The encounter fascinates him/her.

2 TYPES OF RELIGION:
Reductionalist religion:
Often called functionalist religion
focus on functions / uses of religion in society or the individual
psyche.
Essentialist religion:
Emphasize sustentative content of religious belief (Sacred of the
Holy)
and the profound individual experience of it
holds that sociological and psychological views are reductive when
they ignore this crucial truth of all religions.

2.

METHODOLOGY

(10)

The phenomenological approach (positivistic)

Is a humanistic approach based on empirical facts
This approach left its mark on disciplines like Sociology, Cultural
Anthropology, Political science, History, Law, Psychology and
Theology.
Tends to describe religious phenomena as objective as possible
Phenomena means things as they appear
Researcher is expected to bracket his/her own biases
to make no judgement on the truth of any
religion/religious phenomenon
and to experience a specific religion with empathy from
the inside.
Phenomenonological approach in Religious studies was developed in
first half of 20th century by Gerhardus van der Leeuw and Roman
Mircea Eliade.
This perspective is also known as the EMIC perspective
EMIC (faithful and empathetic representation of the insider
perspective)
Critical Approach:
May be termed ETIC approach (outsider perspective of the analyst)
These approaches are sceptical of the objective, positivistic claims
of the Phenomenonological method.
Maintains the study of religion can never neutrally present religious
phenomena as social facts.
Claim of objectivity often masks unequal class, gender and political
power relations that are at work in religions and phenomenological
study of religion.
The task of the critical researcher is to expose critique from self
conscious and specific point of view, the uses of religion as unjust
and to offer alternatives.
Karl Marx:
Religion maintains an unjust system of class inequality.
Sigmund Freud:
Considered religion as infantile, obsessive neurosis and illusion
that had no place in an enlightened culture.
Feminists:
Expose patriarchal structure of most religions and to transform
it to a more equitable system or explore forms of goddess
worship to affirm themselves.
Post-colonial approaches:

Shows colonial study of religion served the interest of Western

Empires.

EDT303Q
QUESTION 3:
THE IMPORTANCE OF THE CONSTITUTION FOR SHAPING THE ROLE OF
RELIGION IN EDUCATION.

(10)

The edu policy in SA is based on the values and principles of the Constitution of
1996.
The Const. provides the Bill of Rights (Chapter 2) which outlines the rights of all
citizens.
The Const. ensures equality, human dignity and freedom.
Section 20 of the Bill of Rights states:
no citizen may be deprived of citizenship
The implication for edu is that no learner may be denied their educational
rights.
These rights pertain to edu as the state is compelled by law to protect and
respect the democratic principles and dignity of learners.
It includes:
Chapter 2 S 11
The protection of life of all learners.
Chapter 2 S 15
The protection of freedom of religion, belief and opinion of all learners.
Chapter 2 S 16
The protection of freedom of expression of all learners to the extent
that this does not constitute hate speech against individuals, cultures or
religions.
Chapter 2 S 28 (f)(ii)
The protection of childrens rights to their spiritual, moral and social
development.
Chapter 2 SS 30 + 31
The protection of childrens rights irrespective of their culture, religion
or language.
The Bill of Rights forms the basis of the ten fundamental values in the
Curriculum. These are embedded in the Curriculum
4

They are:
Democracy
Social justice and equity
Freedom of person, belief, expression, non-racism and non-sexism.
Human dignity (UBUNTU)
an open society
the rule of law reconciliation
The implications for educational classroom practices is that all teaching and
learning must take place in an environment of respect and tolerance.
The SA Schools Act 94 if 1996 stipulates:
The core curriculum must uphold the Constitutional rights of all
citizens
These rights include: freedom of conscience, religion,
thought, belief, opinion and freedom from unfair discrimination
on any grounds, including religion in public institutions.
Respect must be shown to all religious festivals, school uniforms and diets.
These values are expressed in the National Policy on Religion and Education as:
Respect for equality, diversity, openness, adherence to accountability and
social honour.

QUESTION 4:

(Tut 102: 2.4.2 and Policy document P5 No 8)

THE RELATIONSHIP BETWEEN THE CONSTITUTION AND THE NATIONAL

POLICY ON RELIGION IN EDUCATION.
(10)
The Const. provides the value base for the Curriculum.
The following values are expressed in the policy:
The freedom of conscience of thought
The freedom of opinion and belief
The freedom of religion
The freedom of unfair discrimination
The freedom of coercion (ideological and religious)
Every citizen has the right to pursue material and spiritual development and the
freedom to associate with others who may assist the individual in their
developmental pursuits.
In the policy the state affirms responsibility to ensure the democratic rights of
citizens are met.
The policy stipulates:
Public schools must provide teaching of the broad base of religious
activities in a way that is different from religious nature and religious
instruction in a particular region.
However the state is non-prescriptive about the religious approach
adopted by schools.
5

The basic core values network provided by the state for teaching religion
states that schools, parents and communities have the right to decide
how the teaching of religion should be conducted in their school.
Why? Because individuals in their communities are best informed to
exercise their rights and responsibilities (Articles 22, 23, 49, 68 & 70)
The policy protects Religious Education from being used as a tool for social
engineering.
The state provides the guideline / framework within which educational
institutions must teach religion.
The state is non-prescriptive about the implementation and individual freedom
can be exercised.
Results of this approach:
(Art 11) - The relationship between religion and education must flow
from the constitutional values
(Art 16) - Public institutions must teach about religions that reflect an
appreciation for spiritual, non-material aspects of life
BUT
It must be different from religious education, religious instruction or
religious nurture
(Art 9, 10 & 25) - Religious education must contribute to create an
integral community that affirms unity in diversity in our society
Teaching about religion diversity must be conducted by trained professionals
Programs in religious education must be supported by appropriate and credible
teaching and learning materials and objective assessment criteria. (Articles 34,
46 & 47)
The policy for the role of religion in education flows directly from the
Constitutional values of
human rights
equality
freedom from discrimination
freedom of conscience, religion, thoughts, beliefs and opinion.
By enshrining these basic values, the Constitution provides the framework
for determining the relationship between religion and education in a
democratic society.