Year 12 - Chassidim - Contribution and Impact

Hassidism (chassidim)

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Year 11 - Variants of Christianity

Variants of Christianity

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Year 12 - Religion and Peace

Here is a powerpoint that examines peace in the Christian tradition. It's got some good quotes but is not aligned with our syllabus.

Religion And Peace

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Year 11 - Buddhism - A Basic Guide

The following site is a very good introduction to Buddhism. It conatains information on beliefs, practises and ethics.

http://www.buddhanet.net/e-learning/basic-guide.htm

Year 12 - Jewish Bioethics

Here are some links to sites that might have useful information.

http://www.biu.ac.il/HU/pj/$source-pj/bioethics/about.html

http://www.jlaw.com/LawPolicy/stemcellou.html

http://www.uscj.org/Embryonic_Stem_Cell_5809.html

http://www.cmaj.ca/cgi/reprint/164/2/219.pdf
http://www.cmaj.ca/cgi/content/full/164/2/219

http://www.myjewishlearning.com/beliefs/Issues/Bioethics.shtml

http://www.myjewishlearning.com/beliefs/Issues/Bioethics/Bioethics_101.shtml

http://www.responsafortoday.com/eng_index.html

http://www.jewishaz.com/jewishnews/040730/experts.shtml

Year 12 - Leaving The Fold - Press Kit

Here is a link to the press kit for Leaving The Fold. I can't download the film from the Compass site because of copyright issues.

http://www.leavingthefold.net/Leaving%20the%20Fold_PRESSKIT.pdf

Year 12 - Leaving the Fold - Trailer

This is the trailer for the documentary "Leaving the Fold". I'll try and post the full video when I can find it.

Year 12 - Hasidim 101

Year 12 - Quotes Relating To Marriage in Judaism

There is little in the Torah to provide rules, structure and guidance. The comments are more general about the importance of marriage. The way a marriage is to be conducted and the responsibilites of each person is found in the Talmud.

"A man will leave his father and mother and be united to his wife, and they will become one flesh." (Genesis)

"It is not good for man to be alone." (Genesis)

"Be fruiful and multiply" (Genesis, the first mitzvot in the Torah emphasising the importance of having a family. This mitzvot is said to be fulfilled when the couple has at least one child of either sex, just as God created man and woman.)

"He who has no wife is not a proper man." (Talmudic saying)

"A man without a wife lives without blessing, life, joy, help, good and peace." (Talmudic saying)

The home is the "little temple (or sanctuary)." (Ezekial)

There are parrallels between the marriage of men and women and the covenant God made with the Jewish peopleAbraham (Genesis) and Moses (Exodus).

The Chuppah is related to the stories of Abraham in Genesis, particularly the tent in which he and Sarah lived and the way they would welcome people into their tent.

The idea of the marriage being a community celebration is found in Joel 2:16 "Gather the people, consecrate the assembly...Let the bridegroom leave his room and the bride her chamber."

The Mishnah (part of the Talmud) specifies that a woman is acquired (i.e. to be a wife) in three ways: through money, a contract, and sexual intercourse. Ordinarily, all three of these conditions are satisfied, although only one is necessary to effect a binding marriage.

In all cases, the Talmud specifies that a woman can be acquired only with her consent, and not without it

A husband is responsible for providing his wife with food, clothing and sexual relations (Exodus)

Year 12 - A Rabbi's Explanation of Marriage in Judaism

Year 12 - Marriage in the Jewish Tradition

Marriage in the Jewish Tradition

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Year 12 - Hasidism (Chassidism)

The Hasidic movement started in the 1700's (CE) in Eastern Europe in response to a void felt by many average observant Jews of the day. The founder of Hasidism, Rabbi Israel Baal Shem Tov (referred to as the "Besht," an acronym of his name) was a great scholar and mystic, devoted to both the revealed, outer aspect, and hidden, inner aspect of Torah. He and his followers, without veering from a commitment to Torah, created a way of Jewish life that emphasized the ability of all Jews to grow closer to Gd via everything that we do, say, and think. In contrast to the somewhat intellectual style of the mainstream Jewish leaders of his day and their emphasis on the primacy of Torah study, the Besht emphasized a constant focus on attachment to G­d and Torah no matter what one is involved with.

Early on, a schism developed between the Hasidic and non­Hasidic (i.e., Misnagdim, lit. "opponents") Jewish movements, primarily over real or imagined issues of halachic observance. The opposition was based on concern that the Hasidim were neglecting the laws regarding appropriate times for prayer, and perhaps concern about the exuberance of Hasidic worship, or a concern that it might be an offshoot of false messiahs Shabettai Zevi or Jacob Frank. Within a generation or two, the rift was closed. Since then, many Hasidic practices have influenced the Misnagdim, while the Misnagdim, in turn, moderated some of the extremes of early Hasidism. Nevertheless, the dispute between particular groups of Hasidim and Misnagdim continues to this day, especially in Israel.

Today, Hasidim are differentiated from other Orthodox Jews by their devotion to a dynastic leader (referred to as a "Rebbe"), their wearing of distinctive clothing and a greater than average study of the inner aspects of Torah.

There are perhaps a dozen major Hasidic movements today, the largest of which (with perhaps 100,000 followers) is the Lubavitch group headquartered in Brooklyn, NY. Other groups include the Bobov, Bostoner, Belzer, Gerer, Satmar, Vizhnitz, Breslov, Puppa, Bianer, Munkacz, and Rimnitz. In Israel, the major Hasidic groups besides the Lubavitch include: Gor (Gerer), Viznitz and Bealz (Belzer).

Year 11 - The Life of the Buddha

Here are a couple of resources that would be useful for Year 11 students. The first is a BBC documentary on the life of the Buddha. Then there are a couple of links to The Metropolitan Museum of Art in New York that illustrates key events in the Buddha's life through historical artworks.



http://www.metmuseum.org/toah/hd/buda/hd_buda.htm
http://www.metmuseum.org/toah/hd/budd/hd_budd.htm
http://www.metmuseum.org/toah/hd/zen/hd_zen.htm
http://www.metmuseum.org/toah/hd/tibu/hd_tibu.htm

Year 12 - Marriage in the Christian Tradition

Here is the powerpoint you were shown in class.

Marriage in the Christian Tradition

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Year 12 - Bioethics

Here's a link to a good site with lots of information on Christian ethics. Search for bioethics for articles and audio that discusses bioethics and Christianity.

http://www.wheaton.edu/CACE/

http://www.wheaton.edu/search/

There are some audio files relating to bioethics on the following page of the site.

http://www.wheaton.edu/CACE/audio/audio.htm

Year 12 - Ethics and Religion

Here is a short video in which Dr. C. Everett Koop shares his experience when sharing his faith as a surgeon in the hosptial setting and as Surgeon General in Washington.

Year 12 - Mary Magdalene

Mary Magdalene

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Mary Magdalene In Art

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Joseph Campbell and the Monomyth

Joseph Campbell (1904–1987) was an American mythologist, writer, and lecturer best known for his work in the fields of comparative mythology and comparative religion. His work is vast and covers many aspects of the human experience, and his philosophy is often identified with the phrase he coined: "Follow Your Bliss". In his most famous work "The Hero With a Thousand Faces" he focussed on the common elements found in mythology. The following is a summary of this work.

The standard path of the mythological adventure of the hero is a magnification of the formula represented in the rites of passage: separation--initiation--return: which might be named the nuclear unit of the monomyth.

Stages of the hero’s journey:
1. Birth: Fabulous circumstances surrounding conception, birth, and childhood establish the hero’s pedigree, and often constitute their own monomyth cycle.

2. Call to Adventure: The hero is called to adventure by some external event or messenger. The Heromay accept the call willingly or reluctantly.

3. Helpers/Amulet: During the early stages of the journey, the hero will often receive aid from a protective figure. This supernatural helper can take a wide variety of forms, such as a wizard, and old man, a dwarf, a crone, or a fairy godmother. The helper commonly gives the hero a protective amulet or weapon for the journey.

4. Crossing the Threshold: Upon reaching the threshold of adventure, the hero must undergo some sort of ordeal in order to pass from the everyday world into the world of adventure. This trial may be as painless as entering a dark cave or as violent as being swallowed up by a whale. The important feature is the contrast between the familiar world of light and the dark, unknown world of adventure.

5. Tests: The hero travels through the dream-like world of adventure where he must undergo a seriesof tests. These trials are often violent encounters with monsters, sorcerers, warriors, or forces ofnature. Each successful test further proves the hero's ability and advances the journey toward itsclimax.

6. Helpers: The hero is often accompanied on the journey by a helper who assists in the series of tests and generally serves as a loyal companion. Alternately, the hero may encounter a supernatural helper in the world of adventure who fulfills this function.

7. Climax/The Final Battle: This is the critical moment in the hero's journey in which there is often a final battle with a monster, wizard, or warrior which facilitates the particular resolution of the adventure.

8. Flight: After accomplishing the mission, the hero must return to the threshold of adventure and prepare for a return to the everyday world. If the hero has angered the opposing forces by stealing the elixir or killing a powerful monster, the return may take the form of a hasty flight. If the hero has been given the elixir freely, the flight may be a benign stage of the journey.

9. Return: The hero again crosses the threshold of adventure and returns to the everyday world of daylight. The return usually takes the form of an awakening, rebirth, resurrection, or a simple emergence from a cave or forest. Sometimes the hero is pulled out of the adventure world by a force from the daylight world.

10. Elixer: The object, knowledge, or blessing that the hero acquired during the adventure is now put to use in the everyday world. Often it has a restorative or healing function, but it also serves to define the hero's role in the society.

11. Home: The hero comes back from this mysterious adventure with the power to bestow boons on his fellow man.

Here's an interesting video taken from the DVD "The Roots of The Matrix". It discusses the work of Joseph Campbell.