Akmola region

Bulandinsky district

Shubaragash secondary school

PLAN

lesson on the basics of religious studies

Subject: " holy book The Qur'an and the Faith of Islam"

Teacher of history, fundamentals of law and economics: Akhmetova Zhanar Begendykovna

2016

Lesson Plan

Akhmetova Zhanar Begendykovna

Item

Fundamentals of Religious Studies

Class

Lesson topic

Holy book Koran and the doctrine of Islam.

Smart goals

Students will be familiar with the basic concepts Koran, currents existing in Islam .

students on one's own about Job ut textbook material and about analyzer cosiness results of their activities, highlighting I The main thing;

Create conditions for the development of the ability to make logical conclusions, comparisons.

Raising a sense of respect, religious tolerance, tolerance.

Expected results

Students know the basic terms and concepts in Islam, competently and fully answer questions, make up a diamond, know how to make a cluster, draw conclusions and conclusions, conduct an assessment according to established criteria

Lesson type : combined

Lesson structure

1. Organizational moment

2. Updating knowledge "Question-answer"

3. Work in groups:

1) Compiling a cluster

2) crossword solution

4. Individual work

1) Working with terms

2) "Thin" and "thick" questions

5. "6 hats"

6. Reflection "Basket of ideas"

7. Self-assessment

Equipment : textbooks, presentation, handout, drawing paper, markers, 6 colored hats, interactive whiteboard, evaluation sheets.

Lesson stages

Time

Teacher activity

Student activities

3 min

1. Organizational moment. Psychological mood.

"Basket of Ideas"

Let's guys try to think about what our lesson will be about, a basket of ideas will help us with this. we need to pick up associations and ideas for the word "Quran".

They go to the blackboard and use a marker to write ideas and associations to the word "Quran" on whatman paper

2 minutes

2.Updating knowledge. Repetition of the material covered. "Question answer"

1. List the world religions.

2. What are the main dates of the biography of the Prophet Muhammad.

3. What is hijra?

Answer questions

13 min

3. Work in groups. Create a project and defend it.

1) Quran and Sunnah

2) Fundamentals of the doctrine of Islam. Five pillars of Islam.

The guys are divided into groups, make a project. Protect the project

Rules: work together, speak quietly, listen and hear each other, hand raised rules.

3 min

4. Work in groups. Solve the crossword.

Students in groups solve a crossword puzzle

3 min

4min

4. Individual work.

1) Align

2) Make up 2 "thin" and 1 "thick" questions.

Work individually with cards

Make up 2 "thin" and 1 "thick" questions,

They exchange and respond.

7 min

5. "6 hats"

Red hat: involves the expression of their feelings, without explaining the reasons for their occurrence.

White: list of facts.

Black : identification of shortcomings and their justification (negative thinking).

yellow : positive thinking, what was good and why.

Green hat: looking for answers to the question of where and how to apply the studied material.

blue hat: suggests a general, philosophical conclusion.

Text from page 162 of the textbook.

“One of the precepts of the Muslim religion is diligence in one's faith, or jihad. these days, many interpret these concepts as a "holy war." In fact, the use of force to defend the faith is only one aspect of jihad. It must be remembered that the word jihad is translated as effort or diligence, namely diligence in one's faith. It means, first of all, spiritual efforts in relation to the improvement of one's own personality. Jihad involves the struggle for moral purity, against vices. it is also aimed at protecting the lands of the faithful from conquerors. However, these days, many exaggerate the concept of jihad for political purposes, declaring the fanaticism and cruelty of Muslims. The military aspects of jihad are also absolutized by representatives of a number of fundamentalist movements, calling for a fight against all infidels.

Hat distribution

Red - Hope

White - Evgenia

Black - Temirkhan

Yellow - Valentine

Green - Camilla

Blue - Madina

Students work with the text, write down their conclusions in a notebook.

In the prescribed manner, voice their conclusions.

4 min

6. "Diamond"

1 noun

2 adjectives

3 verbs

4 Noun homonyms (Associations)

3 antonym verbs

2 adjectives-antonyms

1 antonym noun

Students express their assumptions about the word "Faith".

Faith

true, pure

encourages, empowers, guides

truth, goodness, light, truth

destroys, oppresses, kills

evil, gloomy

unbelief

3 min

7. Reflection

"Basket of Ideas"

Reads out associations and ideas for the beginning of the lesson written on paper

Students discuss and draw conclusions whether their judgments were correct, if not, then correct them.

3 min

Summing up the lesson, assessment .

Evaluation criteria

A

Knowledge and skills

Wrote associations for Ideas Basket

Correctly answered (a) questions (Question-Answer)

I know the basic terms and concepts

I know the postulates of the religion of Islam

I know the five pillars of Islam

IN

Application

Correctly and completely filled in the table

Solve the crossword correctly

Participated in the preparation of the project (flipchart), Defended the project

Compiled 2 "thin" and 1 "thick" questions

WITH

Analysis and synthesis

Analyzed the associations I wrote for the Basket of Ideas

Reasonably answered questions, gave examples

Made a conclusion using the "6 hats" technology

Total

Scale for converting points to grade

Maximum points - 12

Note: In view of the fact that no grades are given in the journal for this subject, I have developed other assessment criteria

Application No. 1

Crossword.

1. One of the three world religions.

2. Noon prayer.

3. Faith in one God, expressed in the utterance of a testimony.

4. Afternoon prayer.

5. Evening prayer.

6. Obligatory daily prayer five times a day.

7. holy city Muslims.

8. Pilgrimage to Mecca.

Application No. 2

Align

Sources.

1. Textbook "Fundamentals of Religious Studies" by Garifolla Yessim, "Bilim" Almaty2011

2. Nazarbaev Intellectual Schools.Center ofExcellence. “Effective planning”, Astana 2015

3. Internet resources. www

Technological map (plan) of the lesson

Academic discipline: Religious studies

Topic of the lesson : World religions and their denominations

Type of lesson (type of lesson):Lesson - lecture using information technology (presentation)

Lesson objectives:

Didactic: give an ideaon the classification of religions, their prevalence and types

Developing: develop the ability to listen and ask questions; the ability to speak to an audience, the ability to highlight the main thing and memorize, the ability to work with information sources

Educational: to bring students to an understanding of the importance of religion in modern society, as a source of moral development individual and society as a whole. To form an attitude towards religion, religious consciousness, a tolerant attitude towards representatives of various religious denominations.

Intersubject communications

Providing: intra-subject communications - social work with representatives of religious communities

Provided: with subjects: history, theory, methodology and practice of social work, social work with people in difficult life situations, philosophy

Ensuring the lesson

1. Visual aids: table and concepts
2. Handout __ ______________________________________

1. Technical training aids: multimedia
2. Educational places (for practical classes, laboratory work)_ _________________

________________________________________________________________

5. Literature

Main: A.E. Kulakov Religions in Russia

Additional : S.F. Pankin History of World Religions

Ilyin V.V., Karmin A.S. religious studies

Lesson summary

Stage I: organizational.

Hello!

The topic of our lesson: World religions and their confessions

When studying this topic, we will consider the classification of religions, the basic concepts associated with religions, the types of religions, their prevalence.

I want to start the lesson with the words of the famous writer N. Gumilyov:

... There is a God, there is a world, they live forever,

And the life of people is instantaneous and miserable,

BUT EVERYTHING IN ITSELF CONTAINS A MAN,

Who loves the world and believes in God

What do the words of this writer mean?

And how will studying this topic help you in your professional life? (you can answer at the end of the lesson).

Stage II: checking homework.

Verification takes place with the help of a frontal survey, questions are transmitted through a presentation.

Additional questions:

1. Does religion have a place in modern world? (It continues to influence the minds of people, their mores, customs, relationships.)
2. Give examples confirming the influence of religion on politics, the economy of countries. Examples:

A number of public organizations and parties have religious overtones: Christian-democratic, Christian-social parties, Christian trade unions, neo-Buddhist organizations, and so on.

In almost all "hot spots" of the planet, religious differences between people are involved. Former Yugoslavia Serbs lived - Orthodox, Croats - Catholics, Bosnians - Muslims. In Georgia, Abkhazians are Muslims, and Georgians are Orthodox. In Palestine, Muslim Arabs are at war with Jews. The conflict situation between India and Pakistan over the states of Jammu and Kashmir is due to the residence of Sikhs, adherents of Islam, on the Indian side. The brutality of the war in Chechnya is based on religious grounds.

Belonging to a particular religion determines the social status of certain groups of the population, which also determines a tough confrontation, for example, between the Catholic minority in Ulster and the Protestants of Great Britain, or, conversely, between the Protestant minority and the Catholics of Spain.

1. Determine the role of religion in human life and society.

Stage III: learning new material:

So, let's open notebooks and write down the topic of our lesson:World religions and their confessions

The lesson should consider:

1. Religion classification
2. tribal religions
3. National religions
4. world religions

During the lesson, you yourself make a chronological table: The spread of religions.

1. Religion classification

They make a classification of world religions and their confessions based on the lecture of the teacher

There are many religions in the world. There is no exact information about their number, but it can be assumed that the number of different confessions (including sectarian ones) reaches a hundred, and if we take into account the varieties that historically arise in almost all religions, then we can probably talk about several thousand. There are different classifications of religion. Pay attention to historical destiny religion, it is advisable to divide it into 3 main types: 1. Ancient religions

1. Traditional religions
2. non-traditional religions

ancient religions - existed in ancient times. These include the beliefs that existed in the era ancient history(for example, ancient Egyptian, ancient Chinese, ancient Greek, etc.).

All ancient religions were polytheistic, they were called pagan. They had an idea of ​​spirits, gods, immortal soul about the underworld. common feature they had to be carried out magical rituals who demanded sacrifices to the gods. In some places, these beliefs have survived to this day in the form of so-called local or tribal religions.

Traditional religions- originated centuries ago and exist to this day. Characteristically, they all affirm the immortality of souls and the afterlife, but refuse to offer human sacrifices to the gods. Traditional religions are usually divided into national and world.

National religions- these are religions that are specific to the national culture of a certain people. Such religions, as a rule, largely determine the features of life, behavior, and folk customs.

world religions Unlike national ones, they originated initially in the culture of a single people, then spread throughout the world. There are currently 3 such religions: Buddhism, Christianity, Islam.

New (non-traditional) religions- appearing in our time. For the most part, these religions are based on the revival of ancient cults or are heresies offshoots of traditional religions. Many of the new religions are sectarian in nature.

1. tribal religions

In the last lesson, we have already considered tribal religions. Let's remember them (slides). The only type of tribal religion that we have not considered is shamanism. Write it down in your notebook.

1. National religions (slides)

Confucianism -ethical and philosophical teachings of the great thinker and teacher Confucius. The main position of the doctrine is the position on the need for constant perfection of a person, society, state. The main principle of Confucius's ideology is a strict distribution of social roles and functions: "Let a father be a father, a son be a son, a sovereign a sovereign, an official an official." Confucius considers strict, unconditional obedience to elders to be the most important regulator of the life of society.

Taoism - comes from the word "Tao" (way, regularity, teaching, truth). Founder of Lao Tzu. Taoism does not believe in the immortality of the soul as such. The death of the body entails the death of the spirit.

Shintoism is the national religion of the Japanese. Shinto means "way of the gods". Shinto is a polytheistic religion. Shinto today retains a connection with archaic religious beliefs- a cult of ancestors and we honor spirits, deities of nature.

1. World religions (student report on each religion)

Buddhism – world religion, originated in the I millennium BC in northern India. This religion is based on the preaching of the Buddha Siddhartha Gautam Shakya-Muni, who taught that life is suffering, and showed the way to get rid of it.

Confessions of Buddhism:

Lamaism is a type of Mahayanist Buddhism that originated in Tibet. The founder is considered to be Lama Tsongkaba, who lived at the end of the XIV - beginning. 15th century in the basis of doctrinal provisions does not differ from orthodox Buddhism.

Mahayana (broad way of salvation) is one of the main directions of Buddhism, formed and spread in the 1st century BC. Proponents of this direction do not consider monastic life the only way to salvation. Not only a monk can be saved, but also any layman who keeps the vows of spiritual perfection, offers prayers, casts spells, resorts to the help of monks.

Christianity - a world religion that arose in the 1st century. In the eastern province of the Roman Empire. This religion is based on the doctrine of the God-man Jesus Christ, his atoning sacrifice, resurrection and his coming coming.

Confessions of Christianity:

Catholicism is one of the trends in Christianity that opposed Orthodoxy after the separation of the churches in 1054. Catholicism has a number of features in the doctrine, cult, structure of religious organization, which reflected the specifics of the socio-cultural development of Western Europe.

Protestantism is one of the trends in Christianity that arose in the 16th century. in connection with the anti-Catholic movement in Europe. Rejects authority Holy Tradition, proclaims the principle of the salvation of the individual by faith and the principle of the priesthood of all believers. It is a collection of numerous movements, churches and sects.

Islam - a world religion that arose in the first half of the 7th century. On the Arabian Peninsula and has become widespread in many countries of Asia and Africa. The main dogma of Islam proclaims the existence of a single and indivisible god - Allah.

Confessions of Islam:

Sunnism is one of the main directions in Islam, which arose in the 2 ½ of the 7th century. in Arabia. Sunnis, along with the Koran, recognize the holiness of the Sunnah, which glorifies, in addition to the Prophet Muhammad, a number of caliphs rejected by the Shiites.

Shiism is the 2nd direction in Islam in terms of the number of adherents. Shiites believe that only his direct descendants, i.e., can be the legitimate successor of Muhammad. children, grandchildren, great-grandchildren, etc.

Stage IV: debriefing.

During the lesson, you had to make a chronological table yourself. Let's now check with you what you got. Change notebooks and check.

Resolve the situation:

Maxim K., who was fond of mysticism from childhood, dreamed of joining a sect of Satanists. However, he could enter the ranks of the devilish organization only after he committed the murder. He did not dare to villainy until his wife Irina chose the candidate for the role of the victim. The woman condemned to death her former lover Yuri A., who turned 33 shortly before the tragedy. The Satanist lured the unfortunate man to the bank of the pond, where Maxim was waiting for them along with a sect activist nicknamed Satan. Adherents of the devil gave the victim vodka and alcohol to drink, waited for him to fall asleep, and began their bloody rite.

Immediately after the end of the ceremony, Maxim repented of his deed. He took the vows as a monk and began to live at one of the temples in the Yaroslavl region. There he was detained by the police. Questions:

What measures to prevent sectarianism among young people do you consider the most productive?

Are you aware of cases of manifestations of sectarianism in your area?

What work is to be done by the social worker in this case?

Stage V: homework:abstract, terms

Lecture No. 1 The subject of religious studies

28.09.2011 19167 1465

Lesson 1.

Lecture number 1.

Subject: Subject of Religious Studies. 2h

The purpose of the lecture: to promote students' understanding of the essence of the subject

religious studies, show the history of the origin

religious studies, to aim students at understanding the tasks and

functions of religious studies; help students see

necessity and peculiarity of religious knowledge and

the role of religious studies in shaping the worldview

personality.

Lecture plan:

1. Religious subject.

Lecture summary.

1.Religious subject.

The very name of the subject "religious studies" suggests that this is a field of knowledge that studies religion, but this hint is not enough to determine the subject of religious studies. Let's make an excursion into the historical past.

Ø The attitude towards religion of various strata of society was already formed in the era of ancient states. So, Xenophanes of Colophon has the idea that people create gods for themselves in their own image and likeness: “The Ethiopians say that their gods are snub-nosed and black, while the Thracians represent their gods as blue-eyed and reddish”, “If bulls and other animals could draw, - Longer said, the bulls would depict gods like bulls, horses like horses.

(S.A. Tokarev. Religion in the history of the peoples of the world. - M;

1986. p.10)

- Xenophanes, together with his cithara, sang:

If bulls, or lions, or horses had hands,

If only people could write, they could do anything,

The horses of the horses of the gods were likened, the image of a bull

Bulls would give the immortals, everyone would compare their appearance

With the breed to which he himself is involved on earth.

Black think gods and snub-nosed all Ethiopians.

The Thracians think blue-eyed and fair-haired.

-The Athenian philosopher Critias (B.C.) believed that people invented gods in order to instill fear in others and force them to comply with the laws. Democritus (V-IV century BC) was the first to point out that religion is based on fear of formidable natural phenomena.

-Titus Lucretius Car (1st century BC) considered:

And that is why only the fear of all mortals embraces, that there are many

They often see phenomena on earth and in heaven,

Which reasons cannot be seen and understood in any way,

And they believe that all this is done by God's command.

(Lucretius Kar. On the nature of things-M; 1983.S.31)

- Socrates, the great preacher of morality ancient greece(Uv. BC),

although he did not leave any treatises behind him, he left the thoughts conveyed to us by the works of Plato and Xenophon: Socrates made a person, his attitude to society, laws, god or gods, the center of his philosophy. He believed that the world is the creation of a deity "great and omnipotent, omnipresent and taking care of everything"

(History of philosophy in brief./Translated from Czech.

I.I. Boguta.-M.: Thought. 1991. p.130)

And Socrates died defending his ideas:

What is he accused of? That does not honor the gods,

Which the city honors, and introduces new ones.

Who corrupted his disciples

Rushed in harsh accusations.

(A. Suslova. Touch. Kostanay. 2003.)

Catherine Lorillard. Socrates. 1931.

(Socrates, before dying, shows his students, among whom was Plato (sitting at the feet of the teacher), that the human soul is immortal.)

Ø In later historical eras, the attitude towards religion and religions was formed in society depending on social conditions: theoretical judgments arose as supporting religious outlook, and denying the very way of religious worldview:

- so, Thomas Aquinas, the great theologian, church teacher of the 13th century, who saw in man the ability to comprehend the world through sensory perception, compiled five proofs of the existence of God; and also believed that there is no contradiction between science and faith, but faith is higher than reason, and the role of religion in understanding the world is great.

- So, Francis Bacon, the philosopher of modern times (1561-1626), when science began to grow stronger, believed. That philosophy has a painful opponent in the face of blind, immoderate religious zeal. The opposition between science and religion was clear.

-So, Francois Voltaire (1694-1778) in Edifying Sermons explores the issue of interaction in a society of believers and atheists.

-Ludwig Feuerbach (1804-1872) in his work “The Necessity of Reforming Philosophy” wrote about the significance of religion: “The periods of mankind differ from one another only by changes in religion. Only then does a historical movement capture the most basic, when it captures the human heart. The heart is not a form of religion, in which case it would also have to be in the heart; the heart is the essence of religion. (The world of philosophy: A book for reading. In 2 vols. - M .: Politizdat.1991. Part 2. S. 338.)

Ø One can endlessly quote and prove the beginning of religious studies. One conclusion suggests itself: already with the advent of religious beliefs, attitudes towards them began to form, and, consequently, analysis appeared over time. religious movements and directions. And as an independent branch of knowledge, religious studies formed only at the beginning of the 19th century, when knowledge about religions accumulated and the need arose to search for patterns in the emergence and development of religions. The brothers Grimm, Adalbert Kuhn, Wilhelm Schwartz, Max Müller, representatives of the first so-called mythological school, which deeply studied the issues of the emergence of religions, contributed to the formation of religious studies. In the middle of the 19th century, Russian researchers also became supporters of the mythological school: A.N. Afanasiev, A.A. Potebnya, F.I. Buslaev, O.F. Miller and others.

In the 70s of the XIX century, the anthropological school and its representatives clearly manifested themselves: L. Feuerbach, E. Taylor, G. Spencer, J. Lobbock and others, who made an attempt to explain the reason for the emergence of religion from the human need to answer many exciting questions arising in the process of evolution of human consciousness.

Later, in the 19th century, new theories also appeared: clerical, which defended primitive monotheism, pre-animistic theories, which explained the reasons for the appearance of religion in the existence of faith in magical power man, nature, impersonal essence, the magical power of objects.

At the beginning of the 20th century, a biological trend in religious studies arose, associated with the name of Sigmund Freud, who argued that human neuroses acquired in childhood are manifested in religious beliefs.

At the turn of the 19th and 20th centuries, a French sociological school was formed, founded by Emile Durkheim, arguing that the reason for the emergence of religion lies in the needs of society, and if we admit that society will always exist, then religion is eternal. American pragmatists D. Dewey and W. James at the beginning of the twentieth century offered their point of view on the reason for the existence of religion - usefulness! If religion has existed for centuries, then it is useful.

Marxist theory also contributed to the development of religious studies, as it developed a theory that recognizes religion as a distorted, perverted form of social consciousness, generated by the impotence of a person in the process of knowing the world at a certain stage of development.

Conclusion: “Religious studies is an independent branch of knowledge, the subject of which is the laws of the emergence, development and functioning of religion, its structure, diverse historical types(forms), the interaction of religion with other phenomena of society and culture. (Dick P.F. Fundamentals of Religious Studies (ethno-cultural aspect): A textbook for students of legal specialties. - Astana-Kostanay. 2000. P. 5.)

2.Connection of religious studies with other sciences, branches of knowledge.

Let's find out which sciences study religion or somehow come into contact with it? Students list: philosophy, cultural studies, sociology, history, psychology, ethnology, philology, linguistics, natural science, art history, ethics, astronomy, biology, theology and many others.

Discussion : what aspects of religion are studied by the listed sciences?

3.Tasks and functions of religious studies.

From the enumeration of the sciences and the discussion of the facets of religion studied by these sciences, the tasks of religious studies become obvious: (students are invited to write independently in the notes the tasks of religious studies they propose for 3-4 minutes. Discussion of tasks.)

Desirable outcome of the discussion. Tasks of Religious Studies:

Ø integration of disparate knowledge about religion;

Ø search for patterns of development of religion;

Ø generalization of the acquired knowledge;

Ø critical attitude to points of view that require evidence or persuasiveness;

Ø study of the history of the development of religion;

Ø study of the characteristics of cults in various religions;

Ø allocation of functions of religious studies;

Ø study of the interaction of religion with society, culture, etc.

4.Features of religious knowledge.

Let us turn to the above-mentioned book by Dick P.F. (p.7-8):

“The study of the religious studies course contributes to the humanization and humanitarization of education. The course contributes to obtaining a secular general educational standard of knowledge in the field of religion and, on its basis, improving the professional training of students of humanitarian specialties ...

Religious studies invites to the consideration of worldview issues in a specific aspect and helps to acquire the skills of worldview dialogue, optimal intercultural communication in a multi-ethnic society.

Religious studies contribute to the understanding of freedom of conscience in the system of rights, freedoms and duties of a citizen, person, individual, as well as its implementation as personal freedom, contributes to the formation and development of legal and political culture.

It is difficult to overestimate the importance of the course in understanding humanism, spirituality, in ensuring national unity and civil accord of representatives different religions, religious and secular outlook".

Question:Read again the characteristics of religious knowledge and add what is interesting about religious studies for a teacher?

Presumably: Religious studies course for teachers is also important as a pantry for finding forms and methods of work on shaping the worldview of pupils, and due to the fact that the Ministry of Education and Science of the Republic of Kazakhstan has proposed since September 2001. to introduce a special course "Religious Studies" in all schools, it is important for the future teacher to have a deep and solid knowledge of the basics of religion for competent work with students. The specialization "Fundamentals of Religious Studies" enables students to be, to some extent, protected in the labor market through additional education received, and the knowledge gained in the classroom will become basic in the independent preparation of future teachers for teaching the new course "Religious Studies" at school.

Repetition:

1. In what historical epochs did religious studies begin to take shape on questions about the essence of religion?

2. On what positions did the ancient philosophers stand regarding religion?

3. How did the social conditions of society influence the attitudes of thinkers towards religion?

4. When did religious studies form as an independent branch of knowledge?

5. What major religious studies schools have contributed to the development of the industry?

6. Give a definition of religious studies.

7. What sciences are closely related to religious studies?

8. What are the tasks of religious studies?

9. What are the functions of religious studies?

10. What is the role of religious studies in the education system?

11. Why is it so important for a future teacher to know a course in religious studies?

SRS:

1. Formulate the questions that you would like to get answers to when studying the course of religious studies.

2. Write a miniature reflection "My attitude to religion."

3. In the electronic program "Culture ancient world» to find the answer to the question: did religious beliefs exist in ancient Greece and ancient Rome?

Literature:

1. Dick P.F. Fundamentals of Religious Studies (ethno-cultural aspect): Textbook for students of legal specialties. - Astana-Kostanay. 2000.

2. History of philosophy in brief. Per. from Czech. I.I. Boguta.-M.: Thought. 1991.

3. Lobazova O.F. Religious studies. - M., 2002.

4. Lucretius Kar. About the nature of things. - M., 1983.

5. The World of Philosophy: A Reading Book. In 2 hours-M.: Politizdat. 1991.

6. Tokarev S.A. Religion in the history of the peoples of the world. - M.: Politizdat. 1986.

7. Tufan Z. Religion in the system of spiritual culture. - Almaty. 1999.

8. What happens after death? - NY. 1998.

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