topic five – what is sacred?
teacher's notes - general approach
Respecting others in a multi-faith community demands tolerance
and sensitivity. This is borne out of an understanding of what others
hold dear, what others think is important and, above all, those
things and places that are held sacred.
For some pupils the word sacred may have little, if any, meaning.
Ways into this dimension of life may therefore lie in exploring
their own feelings about certain valued personal possessions or
thinking of places which have a particular significance for them
because of some experience which has lifted their spirit above the
ordinary. Resource sheet 4 page 29 Quite
suddenly gives two illustrations of this. The devotional
atmosphere in places of worship can similarly lift the spirit of
strategy - preparation
To introduce this topic you could show the class something of value
to you beyond the material explaining why. Then ask them either
to bring something which holds similar value for them to the next
lesson or to identify such an object at home and write about or
draw it, on a large piece of paper.
It would also help to have artefacts associated with various religions.
The best way would be for them to be brought in by members of the
class in addition to their personal object, but teachers' resource
centres often have examples you can borrow.
In order that the objects can remain anonymous, there should be
a table on which they can be placed during the lesson, or a display
board for any papers.
The first aspect to consider would be the reasons why these belongings
are of value to their owners. Questions that could be explored together
are on worksheet 9 page 27 Beyond
If the questions have been answered in writing these could be shared
with the class before looking at and talking about the specifically