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Ethics and Religious Culture

Competency 2 – Demonstrates an understanding of the phenomenon of religion

At the secondary level, an understanding of the phenomenon of religion is based on acquired knowledge about the religious traditions that are present in Québec and about representations of the world and human beings that define the meaning and value of human experience outside the realm of religious beliefs and affiliation.

The following tables further describe the knowledge to be acquired for each compulsory theme of the religious culture component. The students work with this knowledge in learning and evaluation situations that incorporate the practice of dialogue. They use it to analyze various forms of religious expression, to make connections between forms of religious expression and the social and cultural environment as well as to consider various ways of thinking, being and acting.

The knowledge indicated in the following table must be covered in accordance with the compulsory nature of the religious elements of the program content, which is based on Québec’s history and culture. When producing learning and evaluation situations, the teacher must ensure the following:

  • Christianity (Catholicism and Protestantism) is covered throughout each year of a cycle
  • Judaism and Native spirituality are covered on a number of occasions in each year of a cycle
  • Islam, Buddhism and Hinduism are covered on a number of occasions over the course of a cycle
  • Other religions may be covered over the course of a cycle, depending on the reality and the needs of the class
  • Cultural expressions and expressions derived from representations of the world and of human beings that reflect the meaning and value of human experience outside of religious beliefs and affiliation are addressed during the cycle
Knowledge related to themes of religious culture

Student constructs knowledge with teacher guidance.

Student applies knowledge by the end of the school year.

 

Student reinvests knowledge.

This learning is suggested; it is not prescribed in the program.

E: The letter E indicates that some of the concepts related to this learning were covered in elementary school.

Elementary

Secondary
Cycle
One
Cycle
Two
  1. Québec's religious heritage1
  1 2 4 5
  1. Defines terms that can be connected to religious heritage (e.g. heritage, religious heritage, institutions, folklore)
     
  1. Names founders or influential figures in Québec’s religious heritage (e.g. Marie Guyart, Mgr François de Laval, Gaspar Soiaga Kondiaronk, Henriette Odin-Feller)
E    
  1. Associates elements of religious heritage in the environment with founders (e.g. Hôtel-Dieu Hospital and the Augustinian nuns, the Society of Saint Vincent de Paul and the Vincentians)
E    
  1. Names religious institutions that are part of Québec’s  heritage (e.g. Frères du Sacré-Cœur community, the Sœurs de la Charité community)
E    
  1. Describes religious institutions that are part of Québec’s heritage: origin, purpose, roles and responsibilities of religious personnel, hierarchy, etc.
E    
  1. Describes the contribution of religious institutions to Québec society, particularly in health care and education (e.g. construction of schools and hospitals, personnel mainly composed of nuns and monks, establishment of programs of study)
     
  1. Describes the influence of religious traditions on the values and norms in Québec society (e.g. influence on moral behaviour and moral codes, habits and customs, prohibitions)
E    
  1. Describes the influence of religious traditions on the folklore and works of art in Québec’s heritage (e.g. influence of Christianity in Québec literature)
     
  1. Makes connections between the theme Québec’s religious heritage and the themes Key elements of religious traditions or Representations of the divine and of mythical and supernatural beings 
     
  1. Makes connections between the theme Québec’s religious heritage and the pursuit of the common good
     
  1. Makes connections between the theme Québec’s religious heritage and the recognition of others
     
  1. Key elements of religious traditions2
  1 2 4 5
  1. Describes different stories in religious traditions: type of story, origin, characteristics, role, etc.
E    
  1. Describes different rites in religious traditions: type of rite, origin, characteristics, role, procedure, etc.
E    
  1. Describes different rules in religious traditions: type of rule, origin, prohibitions, obligations, etc.
E    
  1. Makes connections between key elements of religious traditions and forms of religious expression in the environment (e.g. church bells [form of religious expression] announce Sunday services [rite])
E    
  1. Makes connections between the stories, rites and rules of a religious tradition (e.g. the celebration of the Eucharist [rite] originates from the passion of Jesus [story] and the Catholic church asks its followers to attend Sunday mass [rule]; the Jewish holiday Sukkot [rite] originates from the story of the exodus from Egypt and, for this holiday, Jews must build an outdoor dwelling [rule] and have a meal there)
E    
  1. Makes connections between the theme Key elements of religious traditions and the themes Québec’s religious heritage or Representations of the divine and of mythical and supernatural beings
     
  1. Makes connections between the theme Key elements of religious traditions and the pursuit of the common good
     
  1. Makes connections between the theme Key elements of religious traditions and the recognition of others
     
  1. Representations of the divine and of mythical and supernatural beings3
  1 2 4 5
  1. Defines terms that can be related to the divine and to mythical or supernatural beings (e.g. divinity, mythology, goddess, demon, supernatural, spirit, angel)
     
  1. Gives the name or names attributed to the divine in different religious traditions
    • Christianity: Trinity, Father, Son, Holy Spirit
    • Judaism: Adonai, Lord
    • Native spirituality: Great Spirit
    • Islam: Allah, etc.
E    
  1. Describes attributes of the divine according to different traditions
    • qualifiers: good, merciful, creator, omnipresent, omnipotent
    • physical  characteristics: human form, animal form (Native spirituality), blue skin and many arms (Hinduism), etc.
E    
  1. Names symbols associated with the divine
    • colours: white, orange
    • elements: fire, water
    • vegetation: lotus flower, olive branch, etc.
     
  1. Names mythical and supernatural beings associated with different cultures and religious traditions (e.g. gods and goddesses, mythical animals, angels, devils, spirits)
     
  1. Describes attributes of mythical or supernatural beings according to different cultures and religious traditions: physical characteristics, feelings, qualities, etc.
     
  1. Makes connections between the theme Representations of the divine and of mythical and supernatural beings and the themes Québec’s religious heritage or Key elements of religious traditions
     
  1. Makes connections between the theme Representations of the divine and of mythical and supernatural beings and the pursuit of the common good
     
  1. Makes connections between the theme Representations of the divine and of mythical and supernatural beings and the recognition of others
     
  1. Religions down through time4
  1 2 4 5
  1. Describes the origins of certain religious traditions5
    • religious affiliations6
    • founding events (role and meaning)
    • key figures
    • important places
    • important times
    • writings
    • doctrines, etc.
E    
  1. Describes the development and diffusion of certain religious traditions
    • consolidation: institutions, councils, establishment of rules and dogma
    • trends and currents within various traditions: schisms, the Reformation and the Counter Reformation
    • relationships between religious and political powers
    • roles of men and women
    • tensions, conflicts, reconciliations and reconnections, etc.
     
  1. Describes periods of religious renewal in different religious traditions: origins, characteristics
     
  1. Describes new religious movements: origins, characteristics
     
  1. Makes connections between the theme Religions down through time and the themes Existential questions, Religious experience or Religious references in art and culture
     
  1. Makes connections between the theme Religions down through time and the pursuit of the common good
     
  1. Makes connections between the theme Religions down through time and the recognition of others
     
  1. Existential questions7
  1 2 4 5
  1. Explains answers that various religious traditions or currents of thought have offered regarding the existence of the divine
    1. ways to affirm its existence: through nature, reason, feelings, experience, etc.
     
    1. different doctrines: monotheism, polytheism, animism, pantheism, etc.
     
    1. critiques and denunciations: atheism, the idea of religious alienation, the idea of the death of God, etc.
     
  1. Explains answers that various religious traditions or currents of thought have offered regarding the meaning of life and death
    1. the human condition: birth, suffering, death, etc.
     
    1. life after death: resurrection, reincarnation, paradise, hell, nirvana, nothingness, etc.
     
    1. human freedom: free will, predestination, fatalism, etc.
     
  1. Explains answers that various religious traditions or currents of thought have offered regarding the nature of human beings 
    1. human origins: divine creature, natural being, natural evolution, etc.
     
    1. men and women: complementarity, sexuality, dignity, etc.
     
    1. the constitution of human beings: soul, body spirit, permanence and impermanence of human beings, etc.
     
  1. Makes connections between the theme Existential questions and the themes Religions down through time, Religious experience or Religious references in art and culture
     
  1. Makes connections between the theme Existential questions and the pursuit of the common good
     
  1. Makes connections between the theme Existential questions and the recognition of others
     
  1. Religious experience8
  1 2 4 5
  1. Names types of religious experience in daily life (e.g. prayer, contemplation, admiring nature)
E    
  1. Names types of exceptional religious experience (e.g. conversion, ecstasy, illumination, pilgrimage)
     
  1. Describes religious experiences: sites, actions taken, objects used, people present, words spoken, feelings and emotions experienced, etc.
E    
  1. Explains the meaning attributed to different daily religious experiences (e.g. prayer is a means of making personal and intimate contact with the divine)
E    
  1. Explains the meaning attributed to different exceptional religious experiences (e.g. conversion as a radical change for a believer)
     
  1. Describes the effects of religious experience
    • on a person (e.g. transformation, liberation, healing)
    • on a community (e.g. sharing, involvement)
    • on ways of life (e.g. asceticism, life as a hermit, monastic life, etc.)
E    
  1. Associates a religious experience with the corresponding religious tradition (e.g. reciting the rosary with Catholicism, a pilgrimage to Mecca with Islam, the sweat lodge with Native spirituality)
E    
  1. Makes connections between the theme Religious experience and the themes Religions down through time or Existential questions or Religious references in art and culture
 
     
  1. Makes connections between the theme Religious experience and the pursuit of the common good
     
  1. Makes connections between the theme Religious experience and the recognition of others
     
  1. Religious references in art and culture 9
  1 2 4 5
  1. Defines terms that could be linked to religious references in the arts and in culture (e.g. work of art, religious reference, culture, symbol, secular)
     
  1. Names works of art present in the social and cultural environment that contain religious references (e.g. picture, sculpture, object, theatre, film, place of worship)
E    
  1. Describes works of art that contain a religious reference: type of work, author, intended audience, context in which it was created, role, etc.
E    
  1. Identifies, in works of art, characters, objects or a scene that contains a religious reference (e.g. a painting of the angel Gabriel; a sculpture that includes a crucifix; a film about the Exodus of the Israelites from Egypt)
E    
  1. Makes connections between what is represented in a work of art and a religious story (e.g. it is possible to make a connection between a picture of Moses crossing the Red Sea and the story of the Exodus in the Bible; Giuseppe Verdi’s opera Nabucco evokes the biblical story of the enslavement of Jews in Babylon)
E    
  1. Explains the symbolism of certain religious references in works of art (e.g. the cross represents the death and resurrection of Jesus and, for believers, the salvation of God; the dove symbolizes peace in many Christian traditions; the eight-spoked Wheel of Dharma symbolizes the Noble Eightfold Path to enlightenment in Buddhism)
E    
  1. Associates a work of art with the appropriate religious tradition (e.g. stained glass with Catholicism or Protestantism, an icon with the Orthodox tradition, a dance with Native spirituality, the image of a lotus flower with Hinduism or Buddhism)
E    
  1. Makes connections between the theme Religious references in art and culture and the themes Religions down through time, Existential questions or Religious experience
     
  1. Makes connections between the theme Religious references in art and culture and the pursuit of the common good
     
  1. Makes connections between the theme Religious references in art and culture and the recognition of others
     
1.  Ethics and Religious Culture Program, Secondary, p. 42 (502).
2.  Ethics and Religious Culture Program, Secondary, p. 43 (503).
3.  Ethics and Religious Culture Program, Secondary, p. 43 (503).
4.  Ethics and Religious Culture Program, Secondary, p. 44 (504).
5.  In particular, discusses differences and similarities of events associated with Catholicism and Protestantism.
6.  Where appropriate, indicates the religious tradition of origin, e.g. Christianity emerged from Judaism.
7.  Ethics and Religious Culture Program, Secondary, p. 44 (504).
8.  Ethics and Religious Culture Program, Secondary, p. 45 (505).
9.  Ethics and Religious Culture Program, Secondary, p. 46 (506).

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