Fundamentals of world religious cultures in lectures. Work program for the Orkse module "Fundamentals of World Religious Cultures". Teaching aids for a comprehensive training course

Are you here: Clothes and shoes

Working programm

on the module “Fundamentals of World Religious Cultures”

comprehensive training course

"Fundamentals of religious cultures and secular ethics"

for 4 "B" class

for the 2014 – 2015 academic year

(Beglov A.L., Saplina E.V. Foundations of world religious cultures.Textbook for 4th grade

Program developer

primary school teacher

Kuligina Natalya Yurievna

year 2014

Explanatory note

Ensuring the spiritual and moral development and upbringing of the personality of a Russian citizen is a key task of the modern state educational policy of the Russian Federation. Law-abidingness, law and order, trust, economic and social development, the quality of work and social relations - all this directly depends on the adoption by Russian citizens of national and universal values and their adherence to them in personal and public life.

The new Federal State Standard of General Education sets one of the objectives of “the spiritual and moral development and education of students at the stage of primary education, the formation of their civic identity as the basis for the development of civil society” and, as a result, “the formation of a holistic, socially oriented view of the world in its organic unity and diversity of nature, peoples, cultures and religions.”

Thus, the spiritual and moral development of Russian citizens is one of the priority tasks of the modern educational system and represents a legally established social order for general education.

From September 1, 2012, a course is being introduced in all constituent entities of the Russian Federation“Fundamentals of religious cultures and secular ethics” (hereinafter referred to as the ORKSE course) inin accordance with the order of the President of the Russian Federation dated August 2, 2009 No. Pr-2009 and the Order of the Chairman of the Government of the Russian Federation dated August 11, 2009 (VP-P44-4632).

Relevance of the programdetermined by the fact that one of the most important tasks of education at present is the development of spiritual values by children. The program “Fundamentals of World Religious Cultures” is one of the modules of the comprehensive course “Fundamentals of Religious Cultures and Secular Ethics”, the regulatory framework for the introduction of which is:

Constitution of the Russian Federation (Article 28);
Federal Law “On Freedom of Conscience and Religious Associations” dated September 26, 1997 No. 125-FZ;
Law of the Russian Federation “On Education” as amended on December 1, 2007 No. 309-FZ;
Concept of the national educational policy of the Russian Federation (approved by order of the Ministry of Education and Science of Russia dated August 3, 2006 No. 201);
Order of the President of the Russian Federation dated August 2, 2009. (Pr2009 VP-P44-4632);
Order of the Chairman of the Government of the Russian Federation dated August 11, 2009. (VP-P44-4532);
Order of the Government of the Russian Federation dated October 29, 2009;
Minutes of the meeting of the Interdepartmental Coordination Council on the implementation of the action plan for testing in 2009 - 2011 a comprehensive training course for general education institutions “Fundamentals of Religious Cultures and Secular Ethics” dated December 7, 2009, which approved the approximate program of a comprehensive training course and the structure of textbooks for schoolchildren ;
“On the direction of ORKSE methodological materials.” Methodological materials of the Ministry of Education and Science of the Russian Federation (No MD-883/03) dated July 8, 2011;
Decision of the Education Committee of the State Duma of the Federal Assembly of the Russian Federation “On the draft Concept of spiritual and moral development and education of the personality of a citizen of Russia” (No. 41-1) dated September 17, 2009;
Minutes of the meeting of the Interdepartmental Coordination Council on the implementation of the action plan for testing in 2009 - 2011 a comprehensive training course for educational institutions “Fundamentals of religious cultures and secular ethics” dated September 19, 2011 on the phased introduction of the ORKSE course in all regions from April 1, 2012 Russian Federation, which did not participate in the testing;
Minutes of the meeting of the Interdepartmental Coordination Council on the implementation of the action plan for testing in 2009 - 2011 a comprehensive training course for educational institutions “Fundamentals of religious cultures and secular ethics” dated October 4, 2011 on the interaction of state educational institutions and religious organizations in resolving issues related to teaching the fundamentals of religious cultures in the Russian Federation;
Letter from the Ministry of Education and Science of the Russian Federation “On the implementation of the order of the President of the Russian Federation” on the introduction of a new subject “Fundamentals of religious cultures and secular ethics” in all constituent entities of the Russian Federation in educational institutions since 2012 (MD-942/03) dated 07/18/2011. ;
Letter from the Ministry of Education and Science of the Russian Federation “On ensuring the teaching of the comprehensive educational course of ORKSE” (MD-1427/03) dated October 24, 2011;
Order of the Ministry of Education and Science of the Russian Federation dated January 31, 2012 No. 69 “On amendments to the federal component of state educational standards of primary general, basic general and secondary (complete) general education, approved by order of the Ministry of Education of the Russian Federation dated March 5, 2004 No. 1089 ";
Order of the Ministry of Education and Science of the Russian Federation dated February 1, 2012 No. 74 “On amendments to the federal basic curriculum and model curricula for educational institutions of the Russian Federation implementing general education programs approved by order of the Ministry of Education of the Russian Federation dated March 9, 2004. No. 1312."

The ORKSE training course is a unified comprehensive educational system. All its modules are consistent with each other in terms of pedagogical goals, objectives, requirements for the results of mastering educational content, the achievement of which by students must be ensured by the educational process within the boundaries of the educational course, as well as in the system of content, conceptual, value-semantic connections of the educational subject with other humanitarian subjects of primary education. and basic school.

Teaching knowledge about the basics of religious cultures and secular ethics is intended to play an important role not only in expanding the student’s educational horizons, but also in the educational process of forming a decent, honest, worthy citizen who observes the Constitution and laws of the Russian Federation, respects its cultural traditions, and is ready for intercultural and interfaith dialogue for social cohesion.

Purpose of the ORKSE training course- formation in younger teenagers of motivation for conscious moral behavior based on knowledge and respect for the cultural and religious traditions of the multinational people of Russia, as well as for dialogue with representatives of other cultures and worldviews.

Objectives of the ORKSE training course:

acquaintance of students with the basics of Orthodox, Muslim, Buddhist, Jewish cultures, the foundations of world religious cultures and secular ethics;
development of the younger teenager’s ideas about the importance of moral norms and values for a decent life for the individual, family, and society;
generalization of knowledge, concepts and ideas about spiritual culture and morality received by students in primary school, and the formation of their value-semantic worldview foundations, ensuring a holistic perception of national history and culture when studying humanitarian subjects at the primary school level;
developing the abilities of primary schoolchildren to communicate in a multi-ethnic and multi-religious environment on the basis of mutual respect and dialogue in the name of social peace and harmony.

The program is designed for 34 hours per year (1 hour per week). The program provides for the conduct and defense of creative projects and presentations - 4 hours.

The training course “Fundamentals of the spiritual and moral culture of the peoples of Russia” isculturaland is aimed at developing among schoolchildren 10-11 years old ideas about the moral ideals and values that form the basis of the religious and secular traditions of the multinational culture of Russia, at understanding their significance in the life of modern society, as well as their involvement in them.

The course includes 6 textbook modules: “Fundamentals of Orthodox Culture”, “Fundamentals of Islamic Culture”, “Fundamentals of Buddhist Culture”, “Fundamentals of Jewish Culture”, “Fundamentals of World Religious Cultures”, “Fundamentals of Secular Ethics” and is a single comprehensive educational system. All modules are consistent with each other in terms of pedagogical goals, objectives, requirements for achieving final results, as well as in the system of content, conceptual and value-semantic connections with other humanitarian subjects of primary school.

The content of textbooks has been agreed upon with the leaders and authorized persons of the relevant religious organizations.Textbooks from the publishing house "Prosveshchenie" were approved by the Interdepartmental Coordination Council under the Ministry of Education and Science of Russia, successfully passed examination at the Russian Academy of Sciences and Russian Academy of Education for compliance with the Federal State Educational Standard of General Education, and were included in the Federal List of Textbooks for the 2012/13 academic year.

Indicators of mastering the educational material of the subject area, in addition to the knowledge and ability of schoolchildren to characterize the terms and concepts of the course in a meaningful way, is the ability to evaluate and skills in analyzing spiritual and moral phenomena and categories, both in general, cultural and historical, and in a specific socio-cultural Russian context. And also the ability to organize and build your relationships with people around you in accordance with the moral standards of Russian society.

In this regard, the criteria for assessing the educational results of studying Orthodox, Muslim, Buddhist and Islamic culture by schoolchildren are: the criterion of fact (what, to what extent and at what level has been learned from the presented material), the criterion of relationships (how the student, using the acquired knowledge, organizes and expresses his attitude towards himself, the people around him, significant social values, social institutions and institutions) and the criterion of activity (what types of activities the student, in connection with the knowledge acquired, prefers and primarily carries out). The criteria have specific features: alternativeness of the answer, the right of moral choice, the need for a moral characterization of the goal and result of the activity. Forms of control can be varied, including testing, analysis of activity products (essays, drawings, abstracts, creative works).

Requirements for the level of training of students

Schoolchildren’s mastery of the educational content of the educational content “Fundamentals of World Religious Cultures” should ensure:

understanding the meaning of morality, morally responsible behavior in human life and society;
formation of initial ideas about the foundations of religious cultures;
acquaintance with the values: Fatherland, morality, duty, mercy, peacefulness, and their understanding as the basis of the traditional culture of the multinational people of Russia;
strengthening by means of education the continuity of generations based on the preservation and development of cultural and spiritual values.
Teaching children according to the program of the module “Fundamentals of World Religious Cultures” should be aimed at achieving the following personal, meta-subject and subject results of mastering the content.

Requirements for personal results

Formation of the foundations of Russian civic identity, a sense of pride in one’s Motherland;
Forming an image of the world as united and holistic with a diversity of cultures, nationalities, religions, instilling trust and respect for the history and culture of all peoples;
Development of independence and personal responsibility for one’s actions based on ideas about moral standards, social justice and freedom;
Development of ethnic feelings as regulators of moral behavior;
Fostering goodwill and emotional and moral responsiveness, understanding and empathy for the feelings of other people; development of initial forms of regulation of one’s emotional states;
Development of cooperation skills with adults and peers in various social situations, the ability to avoid creating conflicts and find ways out of controversial situations;
Having motivation to work, work for results, and take care of material and spiritual values.

Requirements for meta-subject results

mastering the ability to accept and maintain the goals and objectives of educational activities, as well as find means of its implementation;
formation of skills to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation; determine the most effective ways to achieve results; make appropriate adjustments to their implementation based on the assessment and taking into account the nature of the errors; understand the reasons for the success/failure of educational activities;
mastering the logical actions of analysis, synthesis, comparison, generalization of classification, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts;
willingness to listen to the interlocutor, conduct a dialogue, recognize the possibility of the existence of different points of view and the right of everyone to have their own; express your opinion and argue your point of view and assessment of events;
determining a common goal and ways to achieve it, the ability to agree on the distribution of roles in joint activities; adequately assess your own behavior and the behavior of others.

Requirements for subject results

formation of initial ideas about religious culture and their role in the history and modernity of Russia;
awareness of the value of morality and spirituality in human life.

The main form of organizing the educational process in the 4th grade (when studying the foundations of world religious cultures) is a traditional school lesson. To consolidate the studied material, a conversation (interview) is held. In grade 4 (when mastering the moral foundations of world religious cultures), conversation is the main form of conducting classes. Classes in the course “Fundamentals of World Religious Cultures” are recommended to be accompanied by demonstrations of images, joint reading and other sources, listening to works, lessons and excursions. When studying the foundations of world religious cultures, marks are not given.

Planned results of mastering the program

As a result of mastering the program materials, students will gain an understanding of:

about world religions;
about the founders of the world's religions,
about the sacred books of the world's religions;
about the concepts of “sin”, “repentance”, “retribution”,
about art in religious culture;

learn:

names of world religions,
names of the founders of the world's religions,
names of the main holidays of the world's religions,
features of the sacred buildings of each of the traditional religions;

will learn:

reproduce the history of the origin of each of the world's religions;
work with various sources of information;
carry out creative activities;
will master the culture of behavior in the sacred buildings of world religions.

As a result of studying the subject, students will develop universal learning actions as the basis of the ability to learn.

Characteristics of universal learning activities

Subject:

knowledge, understanding and acceptance by students of the values: Fatherland, morality, duty, mercy, peace, as the foundations of the cultural traditions of the multinational people of Russia;
familiarity with the basics of secular and religious morality, understanding their importance in building constructive relationships in society;
formation of initial ideas about secular ethics, religious culture and their role in the history and modernity of Russia;
awareness of the value of morality and spirituality in human life.

Metasubject:

mastering the ability to accept and maintain the goals and objectives of educational activities, as well as find means of its implementation;
developing the skills to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation; determine the most effective ways to achieve results; make appropriate adjustments to their implementation based on the assessment and taking into account the nature of the errors; understand the reasons for the success/failure of educational activities;
adequate use of speech and information and communication technologies to solve various communicative and cognitive tasks;
ability to carry out information search to complete educational tasks;
mastering the skills of meaningful reading of texts of various styles and genres, conscious construction of speech utterances in accordance with communication tasks;
mastering the logical actions of analysis, synthesis, comparison, generalization, classification, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts;
willingness to listen to the interlocutor, conduct a dialogue, recognize the possibility of the existence of different points of view and the right of everyone to have their own; express your opinion and argue your point of view and assessment of events;
determining a common goal and ways to achieve it, the ability to agree on the distribution of roles in joint activities; adequately assess your own behavior and the behavior of others.

Personal:

formation of the foundations of Russian civic identity, a sense of pride in one’s Motherland;
formation of an image of the world as unified and holistic with a diversity of cultures, nationalities, religions, instilling trust and respect for the history and culture of all peoples;
development of independence and personal responsibility for one’s actions based on ideas about moral standards, social justice and freedom;
development of ethical feelings as regulators of moral behavior;
fostering goodwill and emotional and moral responsiveness, understanding and empathy for the feelings of other people; development of initial forms of regulation of one’s emotional states;
developing skills of cooperation with adults and peers in various social situations, the ability not to create conflicts and find ways out of controversial situations;
the presence of motivation to work, work for results, and respect for material and spiritual values.

Block 1. Introduction. Spiritual values and moral ideals in human life and society (1 hour).

Russia is our Motherland. Introduction to the Orthodox spiritual tradition. Features of Eastern Christianity. Culture and religion.

Block 2. Fundamentals of Religious Cultures (28 hours).

What is religion? What religions are there? Religions of Russia. What is culture? The influence of religion on culture.

The most ancient beliefs. The first religions. Polytheism. Judaism. Islam. Christianity. Buddhism.

Religions of the world and their founders. Christianity. Jesus Christ, apostles. Islam. Muhammad. Buddhism. Siddhartha Guatama.

Sacred books of the world's religions. When did sacred texts first appear and what were they called? Vedas, Avesta, Tripitaka, Torah, Bible, Koran. The sacred book of Buddhism is “The Three Baskets of Wisdom” (Tipitaka). Sacred books of Judaism and Christianity. Bible. Old Testament. New Testament. Holy book of Islam. Koran.

Keepers of tradition in the world's religions. Who are the priests? Sages of the Jews. Christian clergy. Hierarchy in the Christian Church. Muslim community. The Buddhist community is the sangha.

Man in the religious traditions of the world. The role, place and purpose of man in the religions of the world.

Sacred buildings. What are sacred buildings for? Temple of the One God in Jerusalem, St. Sophia Cathedral. Christian churches (altar, icons). Construction of an Orthodox church. Mosque. Buddhist sacred buildings.

Art in religious culture. The role of art in different religious traditions. Art in the religious culture of Christianity. Art in the religious culture of Islam. Art in the religious culture of Judaism. Art in the religious culture of Buddhism.

Good and evil. The emergence of evil in the world. The concept of sin, repentance and retribution. Heaven and Hell.

Religions of Russia. How did people choose their faith in Rus'? The role of Prince Vladimir in the baptism of Rus'. Orthodox Christianity in the history of Russia. The first Russian saints (Boris and Gleb). The activities of Cyril and Methodius. Saint Sergius of Radonezh. The first Russian printer Ivan Fedorov. Establishment of the patriarchate. Church schism: who are the Old Believers (Old Believers). The fate of the Church in the 20th century. Other Christian confessions. Islam, Judaism, Buddhism in the history of Russia.

Religion and morality. The main principle of all religions. Moral commandments in the religions of the world. Commandments of Judaism and Christianity. Moral teachings of Islam. The doctrine of human behavior in Buddhism.

Religious rituals. What are rituals (rites), the history of their origin. Christianity: basic Sacraments. Islam: daily prayer namaz. Judaism: a weekly tradition is to observe the Sabbath (Shabbat). Buddhism: daily prayer (mantra).

Customs and rituals. Traditional customs and rituals in the world's religions. Religious rituals in art. The meaning of religious rituals in art in traditional religions.

Calendars of the world's religions. Features of chronology in Christianity, Islam, Judaism and Buddhism. Holidays in the world's religions. Holidays of Judaism (Pesach, Shavuot, Hanukkah). Christian holidays (Christmas, Easter). Islamic holidays (Eid al-Adha, Eid al-Adha). Buddhism holidays (Donchod, Sagaalgan).

Family, family values. The role of family in the life of every person. The attitude of traditional Russian religions to the family.

Duty, freedom, responsibility, work. The concepts of “freedom”, “duty”, “responsibility”, “work” in different religions.

Mercy, caring for the weak, mutual assistance. Mercy, caring for the weak, mutual assistance in various religions.

Block 3. Spiritual traditions of the multinational people of Russia (5 hours).

Spiritual traditions of Russia. The role of religions in the formation of Russia. Where does Russia begin?

List of educational and methodological teaching aids

Beglov A.L., Saplina E.V. Fundamentals of the spiritual and moral culture of the peoples of Russia. Foundations of world religious cultures. 4-5. classes. - M: Education, 2012.
Fundamentals of the spiritual and moral culture of the peoples of Russia. Fundamentals of religious cultures and secular ethics. Book for parents./A.Ya. Danilyuk. - M.: Education, 2012. - 27 p.
Fundamentals of the spiritual and moral culture of the peoples of Russia. Fundamentals of religious cultures and secular ethics. Book for teachers. Grades 4-5: reference book. materials for educational institutions / V.A. Tishkov, T.D. Shaposhnikova, O.E. Kazmina and others; edited by V.A. Tishkova, T.D. Shaposhnikova. - M.: Education, 2012. – 240 p.
Electronic supplement to the textbook Fundamentals of Religious Cultures and Secular Ethics. Fundamentals of world religious cultures: a textbook for grades 4-5 in educational institutions. M.: Education, 2011.
Methodological manual for teachers (lesson developments for the textbook “Fundamentals of World Religious Cultures” (authors A.L. Beglov, E.V. Saplina, E.S. Tokareva, A.A. Yarlykapov)
The concept of spiritual and moral development and education of the personality of a Russian citizen. (A.Ya.Danilyuk, A.M.Kondakov, V.A.Tishkov) - M. Prosveshchenie, 2010 (Second generation standards).

Forms and controls

Group work

Work in pairs

Creative works of students

Possible topics: “How I understand Orthodoxy”, “How I understand Islam”, “How I understand Judaism”, “How I understand Buddhism”, “Monuments of religious culture in my hometown”, “My attitude to the world”, “My attitude to people”, “My attitude towards Russia”, “My small Motherland”, “My friend”, “Give people happiness”, “How I understand happiness”, “Our family holidays” and others.

Theatricalization:

Topics: “The Parable of the Prodigal Son”, “The Parable of the Good Samaritan”, “The Parable of the Talents”, “The Parable of the Merciful King and the Ruthless Lender”, “The Wisdom of King Solomon”.

Preview:

Calendar and thematic planning of teaching material

On the foundations of world religious cultures (“Fundamentals of world religious cultures” by A.L. Beglov, E.V. Saplina),

4 "B" class

for the 2014 – 2015 academic year

No.	on topic		Developed skills/personal qualities(planned learning outcomes)			Student activities
			subject	meta-subject	personal
Block 1. Introduction. Spiritual values and moral ideals in human life and society (1 hour)
		Russia is our Motherland.	Restoring a holistic view of our Motherland Russia. Formation of ideas about the spiritual world of people and cultural traditions.	Formation of regulatory educational activities: goal setting as setting an educational task based on the correlation of what is already known and what is not yet known. Formation of communicative educational activities: planning educational cooperation with teacher and students	Formation of the foundations of a person’s civil identity, awareness of his national and ethnic identity.	Russia, Motherland, patriot, Fatherland, capital, president, state symbols; spiritual world of man, cultural traditions.
Block 2. Basics of religious cultures (28 hours)
		Culture and religion	Formation of an initial understanding of world religions and traditional religions of the peoples of Russia.			Religion, ritual. Traditional religions of Russia: Christianity, Islam, Buddhism, Judaism.
		Culture and religion	Forming an understanding of the connection between culture and religion.	Formation of cognitive UUD: structuring knowledge. Formation of communicative UUD: understanding the possibility of people having different points of view, including those that do not coincide with the student’s own, the ability to focus on the partner’s position in communication and interaction.		Culture and religion. A cultured person, a culture of behavior.
		The emergence of religions. Ancient Beliefs	Formation of knowledge about ancient beliefs and the emergence of faith in the One God.	Formation of regulatory educational activities: goal setting as setting an educational task based on the correlation of what is already known and what is not yet known.		Pantheon Polytheism. Covenant. Temple
		The emergence of religions. Religions of the world and their founders	Formation of knowledge about the emergence of world religions and Their founders.	Formation of cognitive UUD: establishment of cause and effect relationships, construction of a logical chain of reasoning. Formation of regulatory UUD: assessments - identification and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation. Formation of communicative language skills: the ability to adequately use speech means to solve various communicative problems, construct a monologue statement, master the dialogical form of speech		Jesus Christ, Christianity. Allah, Muhammad, Islam. Nirvana, Buddha, Buddhism
		Sacred books of the world's religions. Vedas, Avesta, Tripitaka	Formation of ideas about the Holy books of the world’s religions: Vedas, Avesta, Tripitaka.	Formation of cognitive UUD: conscious and voluntary construction of a speech utterance in oral and written form. Formation of regulatory educational activities: goal setting as setting an educational task based on the correlation of what is already known and what is not yet known.	Formation of an image of the world as unified and holistic with the diversity of cultures, nationalities, religions,	Vedas, Tipitaka, Tanakh.
		Sacred books of the world's religions. Torah, Bible, Koran	Formation of ideas about the Holy books of the world’s religions: the Torah, the Bible, the Koran.	Formation of cognitive UUD: conscious and voluntary construction of a speech utterance in oral and written form. Formation of regulatory UUD: assessments - identification and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation. Formation of communicative UUD: the ability to take into account different opinions and strive to coordinate various positions in cooperation.		Torah, Bible, Koran.
		Tradition Keepers in the World's Religions	Formation of ideas about traditions in the religions of the world and their guardians.	Formation of cognitive UUD: independent identification and formulation of a cognitive goal. Formation of regulatory educational activities: goal setting as setting an educational task based on the correlation of what is already known and what is not yet known. Formation of communicative UUD: the ability to formulate one’s own opinion and position	Forming an image of the world as united and holistic with a diversity of cultures, nationalities, religions, instilling trust and respect for the history and culture of all peoples.	Traditions, priests, rabbi, clergy: bishop, priest, deacon. Ummah, imam, hafiz. Sangha, lama.
			Formation of knowledge about the emergence of evil in the world.	Formation of regulatory UUD: assessments - highlighting and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation.	Development of independence and personal responsibility for one’s actions based on ideas about moral standards, social justice and freedom.	Sin, fall, repentance, retribution. Good, evil, tradition.
		Good and evil. The concept of sin, repentance and retribution.	Formation of the concepts of “sin”, “repentance and retribution”.	Formation of communicative UUD: the ability to take into account and coordinate in cooperation other people’s positions that differ from their own.		Nirvana. Sin, fall, repentance, retribution. Good, evil, tradition
		Man in the religious traditions of the world	Formation of an initial idea about the religious traditions of the world, about domestic religious and cultural traditions as the spiritual basis of the multinational, multi-confessional people of Russia.	Formation of cognitive UUD: construction of a logical chain of reasoning. Formation of regulatory control systems: corrections - making the necessary additions and adjustments to the plan, and the method of action in case of discrepancy between the standard, the actual action and its result Formation of communicative educational activities: the ability to ask questions necessary for organizing one’s own activities and cooperation with a partner.	Forming an image of the world as united and holistic with the diversity of cultures, nationalities, religions, fostering trust and respect for the history and culture of all peoples	Prayer, sacraments, namaz, mantra
		Sacred structures	Formation of ideas about the architectural features, structure and purpose of sacred buildings in Judaism and Christianity.	Formation of regulatory educational activities: goal setting as setting an educational task based on the correlation of what is already known and what is not yet known. Formation of communicative UUD: the ability, taking into account the goals of communication, to accurately, consistently and completely convey to the partner the necessary information as a guideline for constructing an action.	Formation of a careful attitude towards material and spiritual values. Fostering trust and respect for the history and culture of all peoples. Development of ethical feelings as regulators of moral behavior	Temple, icon, synagogue, mosque
		Sacred structures	Formation of an idea about the architectural features, structure and purpose of sacred buildings in Islam and Buddhism.	Formation of cognitive UUD: analysis of objects in order to identify features (essential and non-essential). Formation of regulatory UUD: assessment - highlighting and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation. Formation of communicative UUD: skills, taking into account the goals of communication, to accurately, consistently and completely convey to the partner the necessary information as a guideline for constructing an action.		Minaret, stupa, pagoda
			Formation of knowledge about the characteristics of art in the religious cultures of Christianity and Islam.	Formation of cognitive learning tools: selection of the most effective ways to solve problems depending on specific conditions. Formation of communicative UUD: the ability to take into account different opinions and strive to coordinate various positions in cooperation.	Fostering trust and respect for the history and culture of all peoples.	Art. Icon, calligraphy, arabesque.
		Art in religious culture	Formation of knowledge about the characteristics of art in the religious cultures of Judaism and Buddhism.			Seven-branched candlestick, ways to depict Buddha
		Student's creative work	Consolidating and expanding knowledge about domestic religious and cultural traditions as the spiritual basis of the multinational, multi-confessional people of Russia.	Formation of cognitive UUD: search and selection of necessary information; application of information retrieval methods, including using computer tools; reflection on methods and conditions of action, control and evaluation of the process and results of activity.	Forming an image of the world as united and holistic with a diversity of cultures, nationalities, religions, instilling trust and respect for the history and culture of all peoples.
		Student's creative work
		History of religions in Russia	Formation of knowledge about the emergence of Christianity in Rus', about the historical role of the Orthodox Church in the formation of Russian statehood.	Formation of cognitive learning tools: meaningful reading as understanding the purpose of reading and choosing the type of reading depending on the purpose. Formation of regulatory UUD: assessments - identification and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation. Formation of communicative UUD: the ability to take into account different opinions and interests and justify one’s own position	Fostering trust and respect for the history and culture of all peoples.	Metropolis, Patriarch, monk, monastery, Synod. Old Believers, Old Believers. Orthodoxy, Catholic Church, Protestants.
		History of religions in Russia	Formation of knowledge about the emergence of Islam, Buddhism, Judaism on the territory of Russia and their role in the formation of Russian statehood.
			Formation of knowledge about religious rituals, customs and ceremonies in traditional religions of Russia.	Formation of cognitive UUD: independent identification and formulation of a cognitive goal. Formation of regulatory educational activities: goal setting as setting an educational task based on the correlation of what is already known and what is not yet known.	Fostering trust and respect for the history and culture of all peoples.	Rituals, ceremonies. Sacraments: Eucharist, baptism, marriage, marriage. Namaz, shahada. Mantra, zurkhachin
		Religious rituals. Customs and rituals
		Pilgrimages and shrines.	Formation of ideas about the main shrines of world religions.	Formation of cognitive UUD: synthesis - composing a whole from parts, including independent completion with the completion of missing components. Formation of regulatory control systems: corrections - making the necessary additions and adjustments to the plan, and the method of action in the event of a discrepancy between the standard, the actual action and its result. Formation of communicative UUD: the ability to formulate one’s own opinion and position.	Fostering trust and respect for the history and culture of all peoples. Development of ethical feelings as regulators of moral behavior.	Pilgrimage, relics. Hajj. Nakhor.
		Holidays and calendars	Formation of ideas about the main holidays in traditional religions of Russia	Formation of cognitive learning tools: independent creation of ways to solve problems of a creative and exploratory nature. Formation of regulatory control systems: corrections - making the necessary additions and adjustments to the plan, and the method of action in the event of a discrepancy between the standard, the actual action and its result. Formation of communicative UUD: the ability to take into account different opinions and interests and justify one’s own position.	Forming an image of the world as united and holistic with the diversity of cultures, nationalities, religions, fostering trust and respect for the history and culture of all peoples	Passover, Shavuot Sukkot Hanukkah. Purim, Donchod, Sagaalgan. Christmas, Epiphany (Epiphany), Easter, Pentecost (Trinity). Kurban - Bayram, Uraza - Bayram, Mawlid.
		Holidays and calendars
			Forming an understanding of the meaning of morality, faith and religion in human life and society.	Formation of cognitive UUD: problem formulation. Formation of regulatory control systems: corrections - making the necessary additions and adjustments to the plan, and the method of action in the event of a discrepancy between the standard, the actual action and its result. Formation of communicative management skills: the ability to negotiate and come to a common decision in joint activities, including in situations of conflict of interests.	Forming an image of the world as united and holistic with a diversity of cultures, nationalities, religions, instilling trust and respect for the history and culture of all peoples. Development of independence and personal responsibility for one’s actions based on ideas about moral standards, social justice and freedom.	Commandments, parable, bodhisattva.
		Religion and morality. Moral commandments in the religions of the world.
		Mercy, caring for the weak, mutual assistance.	Formation of moral concepts of “mercy”, “caring for the weak”, “mutual assistance”.	Formation of cognitive UUD: synthesis - composing a whole from parts, including independent completion with the completion of missing components Formation of regulatory educational activities: goal setting as setting an educational task based on the correlation of what is already known and what is not yet known. Formation of communicative control skills: the ability to use speech to regulate one’s actions.	Fostering goodwill and emotional and moral responsiveness, understanding and empathy for the feelings of other people; development of initial forms of regulation of one’s emotional states.	Mercy, compassion, almsgiving.
		Family.	Formation of the concept of “family”, knowledge about the relationship of traditional religions to the family.	Formation of cognitive UUD: summing up the concept, deriving consequences. Formation of regulatory educational activities: goal setting as setting an educational task based on the correlation of what is already known and what is not yet known. Formation of communicative conflict management: the ability to productively resolve conflicts based on taking into account the interests and positions of all its participants.	Fostering respectful attitudes and careful preservation of family traditions.	Family
			Forming an understanding of duty, freedom, responsibility and work in different religious cultures of the country.	Formation of cognitive UUD: putting forward hypotheses and their justification. Formation of regulatory control systems: forecasting - anticipation of the result and level of knowledge acquisition, its time characteristics. Formation of communicative language skills: the ability to adequately use speech means to solve various communicative problems, construct a monologue statement, and master the dialogical form of speech.	Development of independence and personal responsibility for one’s actions based on ideas about moral standards, social justice and freedom. Formation of motivation to work, work for results.	Duty, freedom, responsibility, work.
Block 3. Spiritual traditions of the multinational people of Russia (5 hours)
		Love and respect for the Fatherland.	Formation of an understanding of love and respect for the Fatherland, patriotism in different religions of the country.	Formation of cognitive UUD: transformation of the model in order to identify general laws that define a given subject area. Formation of regulatory UUD: assessments - highlighting and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation. Formation of communicative UUD: the ability to admit the possibility of the existence of different points of view among people, including those that do not coincide with one’s own, and to focus on the partner’s position in communication and interaction	Formation of the foundations of a person’s civil identity, awareness of his national and ethnic identity. Forming an image of the world as united and holistic with the diversity of cultures, nationalities, religions, fostering trust and respect for the history and culture of all peoples	State, citizen, morality, patriotism, people.
		Preparation of creative projects.	Consolidating knowledge and understanding of values: Fatherland, family, religion - as the foundations of the religious and cultural tradition of the multinational people of Russia	Formation of cognitive UUD: selection of bases and criteria for comparison, seriation, classification of objects; reflection on methods and conditions of action, control and evaluation of the process and results of activity. Formation of regulatory control systems: forecasting - anticipation of the result and level of knowledge acquisition, its time characteristics; planning - determining the sequence of intermediate goals taking into account the final result; drawing up a plan and sequence of actions. Formation of communicative educational activities: planning educational cooperation with the teacher and peers - determining the goals, functions of participants, methods of interaction.
			Possible topics: “How I understand Orthodoxy”, “How I understand Islam”, “How I understand Buddhism”, “How I understand Judaism”, “What is ethics?”, “The importance of religion in human life and society”, “Monuments religious culture (in my city)”, etc.
		Students presenting their creative works	Possible topics: “My attitude towards the world”, “My attitude towards people”, “My attitude towards Russia”, “Where the Motherland begins”, “Heroes of Russia”, “My family’s contribution to the well-being and prosperity of the Fatherland (labor, feat of arms , creativity, etc.)”, “My grandfather is the defender of the Motherland”, “My friend”, etc.
		Presentation of creative projects	Topic: “Dialogue of cultures in the name of civil peace and harmony” (folk art, poetry, songs, cuisine of the peoples of Russia, etc.).

The module involves studying the foundations of world religions (Buddhism, Christianity, Islam) and national religion (Judaism), and is aimed at developing in 4th grade students ideas about moral ideals and values that form the basis of religions traditional for our multinational country.

During the lessons, children master the concepts of “culture” and “religion”, learn about religions and their founders. In the process of learning, they become familiar with sacred books, religious buildings, shrines, religious art, religious calendars and holidays. Much attention is paid to family and family values in religious cultures, mercy, social problems and attitudes towards them in different religions.

The first substantive section of the module examines the basics of religious cultures. The main task in studying this section is for students to form an idea of the model, spiritual and moral ideal of a person, which is contained in the religious traditions being studied, and also to develop an understanding of the need to strive for spiritual and moral improvement of man and society. Children get acquainted with the methods of moral development of people developed over centuries, passed on to descendants through religion and culture.

Studying the module “Fundamentals of Religious Cultures” will help children not only broaden their horizons, but also better navigate life. We live in rapidly changing conditions, there is intense migration of the population, representatives of different cultures and faiths study in schools. In order to teach our children to interact correctly, without conflicts, it is necessary to give them knowledge about the main religions of the peoples of Russia. This will avoid false ideas, will to some extent protect against the influence of religious sects, will contribute to the formation of an understanding of the values of religious culture and the need to preserve it, and the formation of an idea of what a modern person should be.

The main topics studied in this module: “Culture and Religion”, “Ancient Beliefs”, “Religions of the World and Their Founders”, “Sacred Books of the Religions of the World”, “Keepers of Tradition in the Religions of the World”, “Man in the Religious Traditions of the World”, “Sacred buildings”, “Art in religious culture”, “Religions of Russia”, “Religion and morality”, “Moral precepts in the religions of the world”, “Religious rituals”, “Customs and rituals”, “Religious rituals in art”, “Calendars of religions” world", "Holidays in the world's religions". The module is information-rich, only one hour a week is allocated for its study, therefore, to master it, it is necessary to work outside of class hours, joint discussion of the studied material by adults and children.

Questions and answers

About teaching a comprehensive training course

"Fundamentals of religious cultures and secular ethics"

In educational institutions of Moscow

(based on the most frequently received questions from parents)

Is this course required for fourth grade?

The ORKSE course is compulsory in grade 4, its study has been introduced in all educational institutions of the Russian Federation since September 1, 2012, 1 hour per week.

Is it possible to choose several modules of the ORKSE course to study?

Parents only need to select one module. Making a decision to enroll a child in studying a specific module without the consent of his parents (legal representatives) is not allowed. Representatives of school administration, teachers, and employees of educational authorities should under no circumstances choose a course module for the family, without taking into account the opinion of the student’s parents, determine which module their child will study.

What changes will occur in the educational process of a particular educational institution? Will the study of the ORKSE course be carried out at the expense of study hours in the main subjects (Russian language, mathematics, foreign languages)?

The educational process in each school is organized in accordance with the curriculum developed by the school independently on the basis of the federal basic curriculum approved by the state standard of general education. The number of hours provided for by the school curriculum for the study of a specific subject cannot be less than the number of hours allocated for the study of this subject by the federal basic curriculum.

In addition, each educational institution has the opportunity to independently distribute at least 10% of the hours of the curriculum that make up the school component of the curriculum (component of participants in the educational process). The hours of this component can be used by the school to introduce additional courses, disciplines, organize individual and group classes, and divide the class into subgroups.

In connection with changes in the federal basic curriculum for general educational institutions of the Russian Federation (orders of the Ministry of Education and Science of Russia dated January 31, 2012 No. 69 and dated February 1, 2012 No. 74), the ORKSE course becomes mandatory for study by fourth grade students (annual load - 34 academic hours). The ORKSE course is introduced into the educational process at the expense of the hours of the school component (components of participants in the educational process), which will not lead to a decrease in the mandatory number of lessons in other subjects established by the federal basic curriculum, as well as to an increase in the overall teaching load of schoolchildren.

There are many cultures and religions in the world, people of different views and beliefs live together, and children study the religious culture of their people in schools. We are different and it's interesting! The module “Fundamentals of Orthodox Culture” is an opportunity to talk about us and what surrounds us. Especially in Moscow - the heart of Rus' and the world center of Orthodoxy.

The outstanding significance of Orthodox Christianity in the historical formation of the Russian people, Russian statehood, and national culture is well known. Our entire history, literature and art are imbued with the spirit of Orthodoxy. Even for people who are far from Christianity and Russian culture, but who strive to know and understand the history and culture of Russia, as well as have an idea of the origin of many modern traditions and customs, it will be interesting to open the door to the life of the Orthodox Church.

The return of Orthodoxy to school began immediately after the end of the period of atheistic prohibitions. Since then, in many regions of Russia, children have already been studying the fundamentals of Orthodox culture, and extensive pedagogical experience in teaching this module has been accumulated. In modern conditions, the study of the foundations of Orthodox culture is not identical to the study of the Law of God in the pre-revolutionary Russian school; it does not involve the student’s involvement in religious practice, participation in divine services, or “teaching religion.” The goal is the child’s systematic study of the Orthodox Christian tradition and his introduction to Orthodox culture, primarily in its ideological and moral dimensions.

Studying the foundations of Orthodox culture in school today is supporting families in raising children based on the historical and cultural values and traditions of the Russian and other peoples of Russia, for whom Orthodoxy is a traditional religion. This is an introduction to the eternal, God-given Christian moral norms, preserved in the Russian Orthodox Church, on which the life of an individual, a family, a people in our world is based.

The module “Fundamentals of Orthodox Culture” as part of the course “Fundamentals of Religious Cultures and Secular Ethics” in 4th grade includes only about 30 lessons and only reveals to the child the fundamentals of the Orthodox tradition. This world is ancient and modern at the same time. A world covered with legends and tales about the exploits of holy people: Ilya Muromets, the blessed Prince Alexander Nevsky, the Venerable Sergius of Radonezh and Seraphim of Sarov. And along with them are our recent contemporaries, revered by the Church for their deeds of mercy and deeds of faith. Moral ideals and bright representatives of the Christian spirit will be discussed in the lessons of Orthodox culture. Schoolchildren will become familiar with the symbolic language of Orthodox artistic culture, the art of icons, frescoes, church singing, and the Christian attitude towards family, parents, work, duty and responsibility of a person in society.

Among the main topics of the course: “What Orthodox Christians believe,” “Good and evil in the Orthodox tradition.” “Love for one’s neighbor”, “Mercy and compassion”, “Orthodoxy in Russia”, “Orthodox church and other shrines”, “Orthodox calendar”, “Christian family and its values”.

Additional lessons for the module may include excursions to churches, visits to museums of ancient Russian art, concerts of sacred music, meetings with representatives of the Orthodox clergy. Lessons and additional activities involve interaction between the teacher and the families of students, joint study and mastery of the values and traditions of Orthodoxy.

The module “Fundamentals of Islamic Culture” introduces schoolchildren to the fundamentals of the spiritual and moral culture of Islam or Islam. Islam arose in the 7th century among the inhabitants of the Arabian Peninsula - the Arabs. Its appearance is associated with the name of the Prophet Muhammad, with the Revelation that he received from God, recorded in the Koran. The Koran is the Holy Scripture that was revealed to Muhammad through the angel Jibril over a period of twenty-three years.

The Koran is the main source of the doctrine of Islam, its moral, ethical and legal norms. Gradually, not only Arabs, but also many other peoples accepted Islam. They began to live according to the instructions of the Koran and Sunnah. The Sunnah is the second source of Muslim doctrine and law; it preserves the sayings of the prophet, as well as everything that Muslims know about his life, actions, and moral qualities.

Islam has formed a holistic system of spiritual and moral values that have entered the life of all Muslim peoples. The relationships of Muslims in the family, in society, and in everyday life are inextricably linked with the religious teachings of Islam. At the same time, each Muslim region has preserved its own special traditions and customs, reflecting their geographical, historical and ethnic conditions of existence. It was this diversity that gave impetus to the development of legal schools and religious movements, which allowed Islam to subsequently find its place in different societies and historical eras. Thanks to this diversity, Islam has received the status of a world religion and is actively spreading on all continents, finding an increasing number of followers.

Islam in Russia has its own ancient history, a special place and has found unique ways of development. The first acquaintance of the peoples of our country with this religion took place back in 643, when Muslim detachments reached the ancient Dagestan city of Derbent. And although in those years Islam did not take root in the North Caucasus as the dominant religion, it was this first acquaintance with Arab Muslims that gave impetus to the development of trade and cultural ties with the Islamic world and became the starting point for the spread of Islam in the territories that later became part of the Russian Empire. Thanks to these connections, Islam over time gained a foothold in many regions of the Caucasus and the Volga region, and Muslim communities arose in the Urals and Siberia.

The culture of Islam in our country is original and unique; it has its own characteristics, formed over many centuries under the influence of Russian realities, in conditions of close interaction between Muslims and followers of other traditional Russian religious beliefs and cultures.

The main topics of the module “Fundamentals of Islamic Culture” within the framework of the course “Fundamentals of Religious Cultures and Secular Ethics” are: “Prophet Muhammad is an example of a man and a teacher of morality in the Islamic tradition”, “Pillars of Islam and Islamic ethics”, “Responsibilities of Muslims”, “For why the mosque was built and how it is structured”, “Muslim chronology and calendar”, “Islam in Russia”, “Family in Islam”, “Moral values of Islam”, “The art of Islam”. The study ends with the topic “Muslim Holidays.” In addition to information about Muslim holidays, students will learn about the holidays of the peoples of Russia, for whom Islam is a traditional religion.

The module “Fundamentals of Buddhist Culture” is aimed at families for whom the culture of this ancient, one of the three world religions, is close. Buddhism arose in the 6th century BC in India and then spread to China, Tibet, and Mongolia. Currently, more than 500 million people in the world profess various branches of Buddhism. The founder of Buddhism, Shakyamuni Buddha, opened the possibility for people to understand the causes of suffering and end suffering. The path to achieving nirvana, to which in Buddhism a person goes through self-restraint and meditation, worshiping Buddha, and performing good deeds.

Buddhism is one of the traditional religions of the peoples of the Russian Federation. About 1% of the Russian population consider themselves adherents of the Buddha’s teachings. First of all, among residents of the republics of Buryatia, Kalmykia, and Tyva. There are Buddhist communities in Moscow, St. Petersburg, and other Russian cities.

Studying this module of the course “Fundamentals of Religious Cultures and Secular Ethics” at school is designed to introduce students in an accessible form to the fundamentals of Buddhist culture: its founder, Buddhist teachings, moral values, holy books, rituals, shrines, holidays, art. The first content block of the course is devoted to the moral life values of the Buddhist tradition. Here children will learn what Buddhism is, the basics of the Buddha's teachings, the history of Siddhartha Gautama himself and the basic concepts of Buddhist culture. It will be said about the sacred books of Buddhism, the Buddhist picture of the world and ideas about the essence of man in Buddhism will be revealed. A number of lessons are built around the understanding in Buddhism of such moral concepts as good and evil, non-violence, love for people and the value of life, compassion for all living beings, mercy, attitude towards nature and all living things. Separate classes are devoted to family values, responsibilities of parents and children. The contents of the second block of the course are the study of holidays, customs, rites, symbols, rituals, and the art of Russian Buddhists. The main trends in Buddhism and the history of the emergence of Buddhism in Russia are revealed. It tells about the path of spiritual and moral improvement of a person and the teaching of virtues. Separate lessons are devoted to the symbols of Buddhism, Buddhist shrines, rules of behavior in a Buddhist temple and its internal structure. Children will learn about the lunar calendar in Buddhism, art in Buddhist culture, including the unique visual tradition in Buddhism.

Studying the module “Fundamentals of Buddhist Culture” as part of the course “Fundamentals of Religious Cultures and Secular Ethics” provides for students to master the following main topics: “Introduction to the Buddhist Spiritual Tradition”, “Buddha and His Teachings”, “Buddhist Saints”, “Family in Buddhist Culture and its values”, “Buddhism in Russia”, “Man in the Buddhist picture of the world”, “Buddhist symbols”, “Buddhist rituals”, “Buddhist shrines”, “Buddhist sacred buildings”, “Buddhist temple”, “Buddhist calendar”, “Holidays in Buddhist culture”, “Art in Buddhist culture”.

Judaism is one of the monotheistic religions, the number of followers of which in the world, according to various estimates, is from 10 to 15 million people. Currently, the majority of Jews live in the State of Israel and the United States. In Russia, communities of followers of Judaism have existed since ancient times. The module “Fundamentals of Jewish Culture” is aimed at families who are aware of their connection with the religious tradition and culture of Judaism.

The study of the module “Fundamentals of Jewish Culture” as part of the course “Fundamentals of Religious Cultures and Secular Ethics” is aimed at presenting the basic knowledge about this religious tradition in historical, ideological, and cultural aspects in an accessible way for elementary school students.

Schoolchildren master such concepts as “monotheism”, “religion”, “culture”, “Judaism”, “sacred text”, “Pentateuch”, understood in the context of this religious tradition. Particular attention is paid to the structure and names of sacred books, which significantly expands the child’s horizons. The first sections especially emphasize the role of the commandments (mitzvot), which determine the moral and ethical content of Judaism; ample space is also given to the teaching of the Oral Torah, which determined the uniqueness of the modern Jewish religious heritage. During the excursion into the historical past, concepts significant for Judaism are introduced: “Covenant”, “prophecy”, “Messiah”, “righteousness”, “temple service”, mercy and charity.

Great importance is given to customs, holidays, memorable historical dates, modern synagogue service and prayer, Saturday (Shabbat) and the rituals of this day, traditions of daily observance of norms and commandments, religious customs of the life cycle (family ties, coming of age, wedding, etc.) . The development of moral categories is based on the life experience of children, using quotes from the Torah and other religious and historical literature. A special lesson is devoted to the concepts of good and evil in Jewish culture. The themes of family as a moral value and spiritual union occupy a large place; family life; harmony of man in the world around him. Questions are considered about what qualities are necessary to create a strong family, what qualities parents try to pass on to their children, what the Torah and Jewish sources say about the attitude towards elders, about upbringing, about the purpose of human life.

The content of the module includes the following main topics: “Introduction to the Jewish spiritual tradition”, “The Torah - the main book of Judaism”, “Classical texts of Judaism”, “Patriarchs of the Jewish people”, “Prophets and righteous men in Jewish culture”, “The Temple in the life of the Jews” , “The purpose of the synagogue and its structure”, “Saturday (Shabbat) in the Jewish tradition”, “Judaism in Russia”, “Traditions of Judaism in the everyday life of Jews”, “Responsible acceptance of the commandments”, “Jewish home”, “Introduction to the Jewish calendar : its structure and features”, “Jewish holidays: their history and traditions”, “Values of family life in the Jewish tradition”.

Full personality formation is impossible without familiarity with the basics of morality. From early childhood, a person learns to distinguish between good and evil, truth and lies, to evaluate his own actions and the actions of his peers, and the behavior of adults, including parents.

What will our children's worldview be like in the near future? What spiritual and moral guidelines will they choose? Who will help them make informed choices? Along with the family, school today is becoming one of the main institutions that raise such important issues of education.

The moral experience of the person himself and of all humanity as a whole constitutes the main content of the educational module “Fundamentals of Secular Ethics,” which is aimed at introducing schoolchildren to the basics of morality, giving primary ideas about morality and its meaning in human life, based on the positive actions of people. This educational module creates conditions for instilling patriotism, love and respect for the Fatherland, and a sense of pride in one’s Motherland.

During the lessons, fourth-graders will gain knowledge about the basics of Russian secular (civic) ethics, become acquainted with the “golden rule of morality”, and together with the teacher they will reflect on what friendship, mercy, compassion are and how they are manifested; how the words “virtue” and “vice” are understood in the modern world; what is a moral choice and how to make it without conflicting with your conscience; think about the values of family life and the role of the family in their own destiny. Lessons are based on live interaction between the teacher and children in joint reflection and experiences about specific life situations. A large role in revealing moral concepts and creating problematic situations in the classroom is given to working with texts. Discussing excerpts from literary works, stories, and parables allows the child to reflect on the actions of people and characters in fiction.

Teaching the module “Fundamentals of Secular Ethics” involves studying the following main topics: “Culture and Morality”, “Ethics and its Importance in Human Life”, “Holidays as a Form of Historical Memory”, “Moral Patterns in the Cultures of Different Nations”, “State and morality of the citizen”, “Moral models in the culture of the Fatherland”, “Labor morality”, “Moral traditions of entrepreneurship”, “What does it mean to be moral in our time?”, “Highest moral values, ideals, principles of morality”, “Etiquette”, "Methods of moral self-improvement." The module “Fundamentals of Secular Ethics” can contribute to establishing a better mutual understanding between the child and his parents, and establishing agreed upon moral requirements of the family and school.

ttg LF LF L J ■ J II 1P.T FUNDAMENTALS OF RELIGIOUS cultures and secular ethics CLASSES Moscow "Prosveshchike" UDC 373.167.1:21 BBK 86.2я72 0-75 Authors: A. L. Beglov, E. V. Saplina, E S. Tokareva (leader of the team of authors), A. A. Yarlykapov Author of lessons 1, 30 A. Ya. Danilyuk In preparing this publication, illustrative materials were used: “RIA Novosti”; LLC "Image Library"/Po1obank.gi; LLC "Lori"; State Museum of the History of Religion of St. Petersburg (p. 14 - Arabs on camels; p. 52 - Rite of ancient hunters, African sorcerer; p. 53 - Shaman's ritual) 0-75 Fundamentals of religious cultures and secular ethics. Foundations of world religious cultures. Grades 4-5: textbook, manual for general education. institutions / [A. L. Beglov, E. V. Saplina, E. S. Tokareva, A. A. Yarlykapov]. - M.: Prosvegtsenie, 2010. - 80 p. - ISBN 978-5-09-024067-3. The textbook, taking into account the age characteristics of students in grades 4-5, gives basic ideas about the origin, history and characteristics of the world’s religions, their influence on people’s lives. The authors did not set the task of reflecting controversial issues of religious teachings and religious studies in the manual. UDC 373.167.1:21 BBK 86.2я72 ISBN 978-5-09-024067-3 Publishing house "Prosveshcheniye", 2010 Artistic design. Publishing house "Prosveshchenie", 2010 State Museum of the History of Religion of St. Petersburg, 2010 All rights reserved Contents g ^ w Lesson 1. Lesson 2. Lesson 3. Lesson 4. Lesson 5. Russia is our Motherland Culture and religion Culture and religion 4 6 8 Emergence religions......... 10 The emergence of religions. Religions of the world and their founders 12 Lessons 6-7. Sacred books of the world's religions... 16 Lesson 8. Keepers of tradition in the world's religions 22 Lessons 9-10. Good and evil. The concept of sin, repentance and retribution 24 Lesson 11. Man in the religious traditions of the world........................ Lessons 12-13. Sacred structures...... Lessons 14-15. Art in religious culture 28 30 34 Lessons 16-17. Creative works of students... 38 Lessons 18-19. History of religions in Russia..... 40 Lessons 20-21. Religious rituals. Customs and rituals........................ 52 Lesson 22. Pilgrimages and shrines 58 Lessons 23-24. Holidays and calendars...... 62 Lessons 25-26. Religion and morality. Moral commandments in the religions of the world 68 Lesson 27. Mercy, caring for the weak, mutual assistance........................ 72 Lesson 28. Lesson 29. Lesson 30. Family 74 Duty, freedom, responsibility, work 76 Love and respect for the Fatherland... 78 h 8 I J S - ■ ■ I J ■ ■ V- V ^ ■ Ch h. h "i" ■ ■ I ■ ^ ' t ■ . I g" ■■ H ■ i ■ , ■ - J h. g » h * I - ■ ■ J r" * h ■" K l sh r Ch l ■ ^ . " ■" S 1 1 I h h k E S A i" ■ ■ "Ch l ■ . ■ 1 I ■-■.■■■ I ^ "ь ^ ^ ■ I I F* ■■ I ■ :V " ^ ; - ■"" ^ ^ " L ' ■ . 1 ■ *■ ■ _|.1> ^ v.t. _E _ ■ S l,* “ ■: ". й -; ■>! II “- ь 8ь1 usht I::. What is the spiritual world of man. ■- W What are cultural traditions and ■Ug ■>■ what are they for exist. .■ - ■ l * I I ■ r" . ■ I I I " I c - JI . .-■ ■■ V/j O ■" GU,■■ M ■- l-X , " . J I ." ■;?>>> ? .-Ч y, jT iV> iy;-" .g" / L-* tksh-shf ^* \ "i ft\ ■ ^ a".-: "Li ■ .■ .■■" ""."g . ■ J ■" O.""SJ:'. ■■ I. "■. -1 ". 1 ; ■ .■:";=:".Х ■ ■О":";"-- ■ J. 1 ? ^ J К. s"- "ь! ■.vi;-. p4:■ ./■■■ ■.;V S II. H ". . h ь Х ■" I* g ■ * У^Г «IV 1 in ■ . * , " j ? J" J , / .s J " " " ^ Г 1 1- . - ^ I i ^ ^ ■ " ! “ . ^-1 J C - i*7^"--;“**" .1 " !j" . ,1 ■ "J ■’-J g ly" = ,J 1 - If .1 -. -. I., J" 1 . -.yp r ,j » . f f:"r r.i -J .J , *.l . J, rj " "7: J "I"! Г"■ ■- 7i M yi j Ф -7 "7 V;‘-J -"[■ ,’lf* ‘’■"“,.1 ■■ 1 ■ ! ^I. b. I. E gL 1. ZG't_g> "J g .7" - L*1_r i I sr".ps r"r,-"- .«"■J -.A, "vJJ: " aJ1;--7:7 And f\ 7:" ".1 V -= " 'a Х L P.- I- 1 I a mi mi: in 5 -J -J ^ Г 3_T L - u"-".( . b" L"/ l' -t-" ■ f I - P n r. I l4v -. ir 7 M 1> E T - ',7■ " Consult with your parents and name a few traditions accepted in your family. What values underlie the traditions of your family ? | ^|) L,7,-.'7" .* 1| 7 i 'gL 7-1.11 L7"- p- -gr"/v. .-„./.r, 'i.v. : HJj' ■ : 0 i- : f b Г/; „ "'J y-s"j--: : "". ^LLlI*rr* ."r gg ■." /'■■p to K..">" "."n "-"I"l: 7. g! Ml ^"1 a I .11 I J, ." J: V ? ■■■"."■ d g:: 5 *] s"^ i„ 1 g * . r.i -a . "1-77.7 "i:>■ ■ ■■'1. 1.7■ .. .......... " J.tt “ VI ;* c r:J r T , _ c4t _ r^J *"*a'*V o I j .-■■X - .-" HI Mr" I I ■ I g L b - . I, V I - k. . g » _ ■ I I: .■|p7* “i.srV""Mil 1".=^ I -d I ^ 1 , * I I ! I L I ■ I ^ I I and I . .3 I ■ * ■- ■ ■ --4:--x" I - ■" I 1 kV"M ]/j: M:, rf - - I L. f ■, - r . '-"J" ■■yi " 1 I - I 1. U? 4,"t 1,. T , I I, I", g J, I J " ."7 |I.L >-X M У-7""^ ; I ... I L t.- g.1 L/ . J iJ L-"- , 1| l i% . f ^ *■." ""41 *:.ftBia l"J .. ;:V V- ■ ■ ‘| ’" "■ ‘I "A"-. Г;^"" " -, ^ 4 . !’■.* L: ; "i . I ■> -. I I I I p ^ "-« « a a«« » « V«*A«PaM«V> «««. ■ "V* ■ * * a" * ;■ ■ " . h" ' ■" I i' -\ !, *, ' » «- ■ " I \" f' « » I *". ■ ь I ■ =■: = =: ■ ■ "■■:: ^V .-- :-■ : £ taa|»^l«««a asha««a «■■ «» ■««« Ш Ki a b #" a* e " " a* «* a" i b I a * * I "" 1 " ^ 1 " ^1 i V |■“■ ■. ■Г и; ■ ■ i “ “ “ . a ] t" /-* . . I " ■ " t I . YOU U5NDSH *4 " . *" |- -■ \ I . . . . . I.“. ■■■.■/ .*■.” 1 .'. ■ Wv-"-’ A V; .■ _■ I , .^ ." ^. I A:IV ,> ■ :■ -■ 1 ■ -" ■ ■-!- /’v":-;" :■ . ■■.■■. ■■ : : i" ■-■ -. ■. .■ ■ ■. ". . ■. ■ 1 .- ■ What is religion. What religions are there. What place does ritual occupy in religions. " " J j/-. V " " 4 Р! 4^4 ■ 3 I. Part in ■ . . _- e -.. l h. ■ ■ (I . . R \ 1 I - 1 _ J . h - . .- ■ " 1 g. . k a ■ ■ S *. _ h J t * I l. : : .-a", J ." . I ." n. ■“ g. ■. : g ' : >"■ .4 !'■"*. ■■" 1 j"" “ " ■ I ■". ^ .j'j"iS" "_."bi r I. ■■ I ■ I r: a I . V--V^- r "/- ^ ^;.l-".=L ■ *■ -/ I ■ > t i " fc ■ _■ ri _ft.l I. a.i _ H ' J - j." - j- I, p" L % "N 1 .: Uv Ш*. i t ■ПШк Consider An ancient Egyptian drawing and tell me whether what is depicted on it refers to a religious ritual Culture and religion WHAT IS RELIGION? The most important part of most spiritual traditions is religion. The word “religion” comes from the Latin word, which means “to bind”, “to unite” Today we call religion such a phenomenon in people's lives, which includes: - various beliefs of people, for example in One God, or in many gods, or in spirits, angels and other similar creatures; K" people's behavior in everyday life; to" YAH people's participation in religious acts and rituals. Rituals are those actions that should bind and unite people with the world of gods or spirits. In ancient times, the main part of the ritual was making sacrifices to the gods. Later, prayers became the main rituals. WHAT ARE RELIGIONS? Religion has existed since ancient times. The beliefs of the most ancient people are called primitive beliefs. Gradually, many different religions arose in the world. The inhabitants of Egypt, India, Greece, Rome professed their religions... These beliefs are called ancient religions. Some religions of antiquity have survived to this day; we call them traditional beliefs. Many peoples have created their own national religions. Believers of these religions I® ^ TiiisntsiiiA l-y basics of WORLD RELIGIOUS CULTURES lesson 2 GII belong mainly to one people. The most numerous of these religions are Hinduism (the religion of the Hindus) and Judaism (the religion of the Jews). Over time, religions appeared. which are called global. The believers of these religions live in different countries and belong to different peoples. Today, the world religions are Christianity, Islam and Buddhism. Adherents of these religions live in Europe, America, Asia, Africa, and Australia. 11Р1 RELIGIONS OF RUSSIA There have been different religions in Russia since time immemorial. Most of us are Orthodox Christians. A significant number of Russians also profess other world religions - Islam and Buddhism. Some adhere to Judaism. These four religions are considered the traditional religions of Russia. There are also believers in our country who adhere to other directions in Christianity, for example, Catholicism or Protestantism. Some Russian peoples have also preserved traditional beliefs. A considerable number of Russian residents do not follow any religion. Christianity, Islam, Judaism, Buddhism, traditional beliefs of the peoples of the Volga region, Siberia, and the Far East are an important part of the culture of our country. A significant number of Russians are believers and lead a religious lifestyle: they believe in God, perform religious rituals, as required by their faith. ■ h"\r" . ■ C-V According to the myths of the ancient Greeks, the palaces where gods who did not know old age and death feasted carefree were located on the HIGH Mount Olympus. Chief among the gods was Zeus, lord of the sky, lord of lightning, father of gods and people. His brother Poseidon was the ruler of the seas, and their brother Hades ruled in the underworld. g ■: ■- "I (IT. L Г^. Why are some religions called world and others national? QUESTIONS ✓ How do you understand the word “religion”? ✓ Which religions are called national? ✓ Which religions are called world? ✓ Which religions are considered traditional for Russia? ^ Together with your elders, on the map of the Russian Federation, find and show where the largest peoples of our country live. Indicate what religions they profess. ✓ Find out what religions predominate in your city, region, region, republic. "H" A "■, '- .4 k. -ft.". ^ %*>L I "> g I yshsh: ■; Gch "% -■ What is culture. How are religion and culture related. How should a cultured person behave . g ^ "b J I -■ . in > /C" - - / "- Does this building belong to the monuments of material culture? Find out where it is located and what it is called J,f c ^ Y "g": " h, I V "I GG V.. " V 1 " "1 . I I ** ') I:.1 - ,;G - 1 h. g"" -5 + i -.1.1,l \ ^ I . I "* V, f A." g" - "e _ S - and V "H [ " We say about someone that he is a cultured person. What does this mean? What does the concept of culture of behavior include? J. J J h -SH ’ “I \ r = \ Culture and religion Each of the religions has made its invaluable contribution to culture. WHAT IS CULTURE? In everyday speech, the word “culture” is often associated with ideas about palaces and museums, theaters and libraries. Sometimes we use expressions such as “cultured person”, “behave culturally”. This is also connected with the word “culture”. science has the following definition: “Culture is the material and spiritual values that people create throughout their history.” To the monuments of material culture we can include tools and objects of everyday life that were created by people, beautiful houses and great fortresses... When we talk about monuments of spiritual culture, we mean ideas and images that were created by outstanding writers, painters, architects , scientists, as well as such concepts as good and evil, justice^ beauty. Spiritual values also include moral standards of human behavior and religion. THE INFLUENCE OF RELIGION ON CULTURE Many monuments of material and spiritual culture arose in connection with religion; they are necessary for its existence. h h basics of the WORLD RELIGIOUS CULTURES Lesson 3 in each religion it was necessary to have a special place for performing rituals. This is how special buildings arose that were supposed to serve these purposes. We still enjoy visiting the preserved majestic temples of Ancient Egypt, Ancient India, Ancient Greece, and Ancient Rome. The Jerusalem Temple, the main sanctuary of the Jews, has not survived to this day, but is known from descriptions. The first Christian churches arose in ancient times, some of which have survived to this day. Unique in appearance, solemn ancient Buddhist temples are found throughout Asia. The first sacred buildings of Muslims - mosques - were erected in the Middle East and North Africa. Now Christian and Buddhist temples and mosques can be found all over the world. In ancient times, in temples, as a rule, statues of the god to whom the temple was dedicated were placed. Many ancient statues have survived to this day, and today we can admire the amazing art of ancient sculptors thanks to these works related to their religion. Painters of all times often turned to religious subjects in their paintings. Buddhism and Christianity, as well as a number of other religions, use music during ritual rites, so many musical works have also been associated with religion. And today we know a few musical works written both specifically for religious purposes and on religious themes and subjects. Religion is reflected in the language we speak and in our daily behavior. wnvrvi 1 . . F tJ ■ Г "/ , i ■ ■* r In the culture of Muslim countries, calligraphy is of great importance - the art of beautiful and elegant writing. Arabic manuscripts were very elegant: patterns, colorful miniatures, endless script of words. The writing instrument WAS kalam - reed pen, and the material is papyrus, parchment, silk, paper. [G- i-. - I 4" a ■ ^ -fj .1-" "■J T-L Mi. J i Zeus, Ancient statue QUESTIONS ■-".■a: ■Lsb“.1l I "b"■i: .1.1 I" r ^ Explain how you understand what culture is. Try to give examples of material and spiritual culture, u^ Talk to elders and give examples of the influence of religion on culture. i; /‘/"■z:/:."" t';i>;i";4‘.cr bei. % L _P I * / .* I . tsh. , J* I J> . " " P" / ■ How ancient people took care of the souls of their ancestors. What is polytheism and the pantheon. Which people in the world first believed in the One God and what is the Testament. “' ■■. ■ J t - I " l : : I-"..V i ■ I ■ J '-.I ■ S " I " 1 I - This is how the most ancient people buried their dead relatives. Reconstruction based on archaeological excavations " >U. . .■■!■! ’:--1 1 V:. L'. v=i:" f *; "L j" "G i 11 I. L.;-i.\v-v", .. V. > W ,■ У: 1 >: ■ f: V "-." 1 "I^" .h"r""! G " " ■■ _ J l--, I:: L . . ■"i -I -" " ■. fiv:- 1 .:=.r H ■ 1 t -.: I f:"i I; i.r J . g r L. i ■■J ■" ^ z H " . g I "\ ■ I. Z The ancient Egyptians had many gods. The sun god Ra was considered the main god. Every morning he sailed in his boat across the sky, illuminating the earth. The god of wisdom Thoth was especially revered. He was depicted as a man with the head of an ibis bird . According to the Egyptians, Thoth taught people writing, counting, and various knowledge. : ■ ■ ": ■ . ■ I . ' -ь "| "z" " " N I L. The emergence of religions THE FIRST RELIGIONS Religious feelings arose in man at the very early stage of his history. The found burials of ancient people were made with great love and care. This indicates their belief in the afterlife. existence and higher powers. Primitive people cared for the souls of their ancestors, believed that these souls of dead people continued to participate in the life of their family and their tribe. They were asked for protection, and sometimes they were afraid of them. Ancient people believed that The world around us is inhabited by spirits, good or evil. These spirits lived in trees and mountains, streams and rivers, fire and wind. People also revered sacred animals, such as bears or deer. Gradually, belief in spirits was replaced by belief in gods. In ancient states Egypt, Greece, Rome, India, China, Japan - people believed that there were many gods and each god had its own “specialization”. There were gods who patronized crafts or art, others were considered the rulers of the seas and oceans, the underworld. Collectively these gods were called the pantheon. A religion in which many gods are worshiped is called polytheism. JUDAISM The first people who believed in One God were the Jewish (Jewish) people. basics of WORLD RELIGIOUS CULTURES lesson 4 JZ. ______________I Ii “y Y. . 7? according to legend, the patriarch Abraham is considered the ancestor of the Jews. He left the country of his ancestors and settled in the land of Canaan, promised to him by God (in our time this is the territory of the state of Israel, the Palestinian Authority, partly Syria and Lebanon). Since then, the Jews have called this land the Promised Land (promised). After some time, famine came here, and the descendants of Abraham and their families moved to Egypt. Over time, Jews found themselves in the position of slaves: they performed hard work and were subjected to cruel treatment. At this time, in one Jewish family, a boy was born, who was named Moses. When Moses grew up. God commanded him to rescue the European people from slavery. Moses led his people back to the Promised Land. For forty years the Jews wandered in the desert. During his journey on Mount Sinai, Moses received from God stone tablets - tablets on which God's commandments to the Jewish people were written. Thus, Moses entered into an agreement (Covenant) with God. According to this Covenant, God protects his people, and the people must be faithful to God and keep his commandments. The Jews reached the Promised Land and created their kingdom there. To honor their God, they built a Temple in the city of Jerusalem. However, after some time, the kingdom of the Jews was attacked by powerful neighbors. The Jerusalem temple was destroyed, and the Jews left Babylonia. resettled to another state - After the fall of Babylonia, the Jews were able to return to the Promised Land and rebuilt the Temple of the One God in Jerusalem. However, the invasions continued, and eventually power over the lands of the Jews passed into the hands of the Romans. g I 1 * G I i- w sch I I. . a "r I * H V." . ’ U " . » " i e " 2 » - ■ - t ‘ h " , ■ . ^ A, ^ Ch ■ g i g 3 Moses leads his people out of Egypt along the bottom of the sea, which parted by the will of God \yui ~t Vd l.1 I. r"i\iVh iilVc I"ill |g Ai/y "■ "I Jerusalem Temple. The image was created on the basis of ancient descriptions and archaeological excavations I" ■ J. ■ I g ■ J -g... I 11I ■_ I ■ ■ G^E- I I - I " P X I ■" M_ I ? ■■ "P il 1.Gv~." ."Jll || ~.-1 ^ II I ^ > Why did ancient people reverence sacred animals? QUESTIONS 'j ."--.i//UA". |.v_ -■ ;r I I ’I.-:! ■>r ■;! J ■■■■ V Why did ancient people care about the souls of their ancestors? ■Z"Explain what a pantheon is. Z"y of which people arose the belief in the One God? Z" What is the Testament? 1 y: Н £ . .I.CLI. . ^ Ш- / > .* ■ . -.Ill ■ , ■ , I I I ^ p- and!.!. . "■ .-I ^ L > "i, \ ■ \ H:■ , I " . 11 ">■ i ’ I ‘ .- .- ■. -■. *-■ H I j "p ■ ■. ■-. ■■■ ■- "-■■-.■ ■: ":,-VУ У"- l;" I,-. ■, I | IJI-"I %S -,"p- ■ r F ■%■■. ■■-" ^ ■ t Cv s"-- "■ . ." L^ ■. > L f.: . ^: b/- :' 'V "I 'i" ^L J 4-C-I "v i ■- ■.% " H ^ V"- - ■■ "■ " I .V - ■ IL. ■_ 1 ■ :/_ ^ Г".^ i t A ■. ^ - f I p ■ , - ^ I , V* « ff I: V:-,>. ;>.Ap V - ?J IT I*. ■ v_ I S"-%* . ^ S"p" s "" " * ^ : V-^ -0X4 " ;V>.v ___________ : ■ C ^ i . ■>, I . Х"- 1" > / f > (I. ; , iv" V/ ."■(i S"li 1 H- - ■ 1- , HH P ■ ■ PI I ? t L% ■ V Who is Jesus Christ and what did he teach people. What happened after the death of Jesus and how Christianity began to spread, About the life of Muhammad and his teachings. About the life of Buddha and what are the four noble truths. ■ ■" ? ■" » » "■ *■ V4s-"“ r /1 h l k g->h \ ■ A fL;H\ $;■ V- ^ J! A=: \. ■■■ ■ ■ ■■ ■■ -.g ■■ .-.JU CHRISTIANITY The Jews were waiting for a prophet who would deliver them from all troubles (they called him Messiah is the anointed one, in Greek Christ). Therefore, when the preacher Jesus appeared, some of the Jews followed him, believing that he was the promised Messiah - Christ. According to legend, Jesus was born in the small town of Bethlehem. His parents did not There was enough room in the inn, so Jesus' mother, Mary, gave birth to the baby in a cave that was used to keep livestock. When Jesus grew up, he began to preach, teaching that people should love God and their neighbors. He also healed the sick and helped those who needed it. The people who followed him and believed in him considered him not only a man, but also the Son of God. Jesus called every person to change, to become better. However, many Jews expected something different from the Messiah. They believed that he should deliver the Jews from their enemies and oppressors, that he should be a brave military leader, and not a preacher. Soon a conflict arose between Jesus and the leaders of the Jewish people. Jesus was captured near Jerusalem and decided to execute him with a terrible execution: he was crucified on the cross, as they did with the most dangerous criminals. At that moment, most of the students got scared and left him. Only a few people came to ■ ■ sh^sh _? ■ T| ^ >: У: -= :-.Л =i У:*- "/■ ■ 4V-"V"tV4i4'AXi " " .3 . , V , ■■ . * * w i » w N * ' . h > ■ ■ . V - ' Г I Ш > I ■ t -..Ч ■ , ■ ' * i - “ . V " ■ " - A V - I V p'v ■ ... A. V ' ^ " / *. . V I ^ " ^ _ f I t T ' / I . I ■ " ( I a ... ". Ф " Г m - % I I Vx- ■ " ■I I " I \ . * * \ \ p I " . . - a ' Ch - t . L. ". - > ■. % Ch ■ ■■ ■"" I Ch 1. ■ -" I i basics of WORLD RELIGIOUS CULTURES lesson 5 remove his lifeless body from the cross and give him a dignified burial. Among these most faithful followers of Jesus were several women. These women again came to his tomb on the third day after the execution. But here they were faced with an astonishing discovery: the tomb was empty. As Christians believe, Jesus, as the Son of God, was not subject to death and was resurrected from dead. Inspired by the news of the resurrection, the disciples of Jesus Christ began to talk about it in Judea and beyond. Soon faith in Jesus Christ spread to many countries. The doctrine of his life and resurrection began to be called Christianity, and the followers of Jesus Christians. lllll YYSH J ISLAM In distant Arabia, Arabs have long lived. Once in the city of Mecca, a boy was born, who was named Muhammad. He grew up as an orphan, was in the care of his grandfather, and then his uncle. Muhammad became a Hanif - this is what people in Arabia were called who believed in One God and lived a pious life. According to legend, one day, when Muhammad K. retired to pray on a low mountain near Mecca, an angel appeared to him, who began to dictate sacred texts to him and announced to him that he was a messenger of God. Muhammad did not immediately believe in his prophetic mission, considering himself unworthy. However, his wife Khadija convinced him, and Muhammad began preaching among the Meccans. Muhammad called on people who believed in different gods to believe in One God. He believed that God (in Arabic - I g, " S % ^ " I s- \ l I ■ " ■h J * ' ■ ^ g " ■ " I " . |' b Preaching of Jesus Christ w Muhammad, Fragment miniatures ■ ■ " ■ I r a L a - VO tX" L > g V >"L ;4:\Lu,- "j"“^ -J ■ k1 ■ ■::« :; g >.i; - .; »»* Ш/1Ш# i\uilu-)AC\ vA.. i>u.y Ш" :s ШШИж / ■: V ."i .У;i-.4 v \ Х- ■ t W , I - ";■ Ch "; L"L VJ- CH»U* " ."L; ".- ■-" Г^ГТ^ V rf*_ У >: / l The sacred books of the religion of the world are from the most ancient texts, which are considered sacred, were written in India. For many centuries, stories about the gods of Hinduism were passed on from mouth to mouth in poetic form. In ancient times they were written down and called Vedas, which means “knowledge”, “teaching”. The Vedas consist of four parts and contain tales of the creation of the world and the main deities of Hinduism, ancient hymns to the gods, and descriptions of Hindu rituals. THE SACRED BOOK OF BUDDHISM The teachings of the most ancient world religion - Buddhism - were not written down for a very long time. It was passed on from mouth to mouth and spread throughout different countries. The Buddha's disciples and followers collected information about his life and about when, how and what he taught people. This took several centuries. And only six hundred years later, all the collected information was combined and written down on palm leaves in the Indian Pali language. These leaves were placed in three special baskets. This is how the Buddhist Scripture came into being, called the Tipitaka, which means “Three Baskets of Wisdom.” :"Ш I- i V I-X" - FROM TIPITAKA "Who does not get up when it is time to get up; who is filled with laziness, despite youth and strength; whose determination and thought are suppressed - 1 g J -S K ^ s* _ X e >1 "g I .4 . J * . 1 g.4 t. ■ . ■V,. - l o h > h " % .* ", -. ■, s ■." * -- - ■_■. « H ■ . " ■ . I. - . - - ■ p -. ". 1 I ■ L ■ Bl ■!■ ■■ I ■ Ia: ‘v "-.I 1- I / .h‘ G p ■ . ‘ s" 1 s ■ I ■ ■ I f I, I -- . ■ - I L I! \ I H ’’i ■’ L. ■ " . ' I V I I" r I ' ■ ■ ' I t I «_iv ■ w L § 9 Ш Ш Ш Ш f m Ш m _m o ■ ' ' 1 ■ II H ^ I - * .■ . ■ I . * ■ ■ I ' I ■ ■■■*»* I ■_ w Ш Ш!■ BJibBa I pi iV II Ш Ш w p|i Ш J m m III raliip ri ■ I III* i I la- ||T Ch*. 4% p , ■ s ■ F -* - S 'i* I Х "J Л", Х V ^ a % >! " I ^1 *d *i ■. " ■ ■ ■ I * ■" p ‘ p I I 1 ■■ I* *1 ■- * I *1 I in I w m M I:■ I ^ ss ■ L. S V I f Ip- . p- ■ . * - ■ I ,■ I I p ■ , * p S ’ > ^ " S*."a* S’p- ■: I , ■ ^ - I ’ » ■ . “p. " "i I ■" I > I ^ I -Л p . s s . ■ . % s I I I % % I ‘p I I s H ■. S Ancient Bible in Latin::vC;-4 "V mZ t ъ ■ ^ in "Р1 и"4. U P ■а g a" va aa Рь ■; ■. '."i I". ■" *; h V s I "| "СЛ^ "p I ."p* pV I % "p "a" ar ■■*1 a aa_v a^a a БУУ/.ОуГ-;У >11 vv;tV-;";v" ■; > Г* "U ) *i: \ii p* vva vgar ________________ » p ^ ^ in" ! I*-! " i® * e" " .* L y. ■ ■p^rpppa* J >1 a* .- p‘ 1 P* a’ I I ? I p" P” I." ■> ri aavvVBuBCpi Jr^". IVa.lla.IBB aF Pi -у-- - p*^ I I r - r - ; L: - . ^ ■’TP1*4р1""-Gva £ i a" J ^ L Г - 'i. \ .d ^ L " ■■ , _ _ * * p“ fi - I P 1 P . ■;n [GG-- ■a 1 I L " " p ’ I \ ’ ® ’’f e. ft I » " L ^ - L " . . " i g. g - i I . ■ I . - ^ > a I - . ^ L. G ^ - g ■ c" - g 1 "u » i'-.- S j: ■■ ■ ■: k - - ■)f - ■■■■ . g - _ g ■■ The Creation of Eve, Russian icon of the life of Jesus and his disciples. Christians began to call this part of the Bible the New Testament, and the Holy Scriptures of the Jews the Old Testament. OLD TESTAMENT Pentateuch The first part of the Bible is called the Pentateuch (to the Jews the Torah) because it consists of five books. The first of them, called “Genesis,” tells about God’s creation of the world and man and the life of the first generations of the Jewish people (“forefathers”). The next book, Exodus, tells the story of how Moses led his people out of Egypt and entered into a Covenant with God. The rules of life for the Jews were written down in other books of the Pentateuch. The Prophets The Pentateuch is followed by books about the further history of the Jewish people, about how the Jerusalem Temple was built and destroyed, about the kings and the most respected people of this people. Scriptures The third part of the Bible contains many poetic texts and teachings. "J& * - -1 S - ^ . C“ !.* in 1"|" - I . I " ■.a J ■gL -A k. "M "iT" I - . E""** : a " "-G. r% ---------------- from the book “GENESIS” “And the Lord God formed man of the dust of the ground, and breathed into his nostrils the breath of life, and man became a living soul... And The Lord God took the man whom he had created and settled him in the Garden of Eden to cultivate it and keep it... And the Lord God said: It is not good for the man to be alone; let us create an assistant for him, corresponding to him... and the Lord God created a wife from a rib taken from a man, and brought her to the man. .. And God said: Let us make man in Our image and in Our likeness, and let them have dominion over the fish of the sea, and over the birds of the air, and over the beasts, and over the cattle, and over all the earth, and over all the creeping things that creep on the earth ...And God created man in His own image, in the image of God He created him; male and female he created them.” new TESTAMENT of the Gospel Four of His disciples spoke about Jesus Christ - Matthew, Luke, Mark and John. They wrote the Gospels. The word "Gospel" is translated as "Good News." The disciples wanted to convey to people the good news that Jesus is the Son of God, that He is the Messiah, and what Christ taught people. Christians believe that the Gospels are inspired because God Himself inspired Christ's disciples to write them. They called the Acts of the Apostles Christ's closest disciples apostles. After the death of Jesus, they began to preach his teachings in different countries and parts of the world. Their travels and adventures are recounted in a book called “The Acts of the Apostles.” Epistles of the Apostles Gradually, small communities of Christians began to arise everywhere. And the first disciples of Christ wrote letters to these communities. These letters were called "Epistle of the Apostles". -■ , t » f \ I g i ". I I I ■ S.: S. h " I J " 1. * r I. ■ " 1PG “I - “■+ ^ GYa r ■ lL-SH 1M ■ 1g+ shga . * i l" 10.1 I ■ - * l It li"lUifJ "*3 ai . LI"PIPI ] - i ILn Tl ■ I ■" IPI . - Si kill IliLVi.Al Pi-it P1GPK1PiIA|1 A"LixiififtrSL nil rij ^.llllAnU A n LL TYPE 1.1CH XillJiTJL AAGЪ HiiuHHoiiiTitKi. U to I"llULIjlCM I n"Tf PirkUl PH 1^7. ^14,14 E to ^11111111 IkNk K.1kur4 P1LN A111DY11A C|1| ifiiEpnipi MK].1 to NlA^AAlA -.JJK4l.1"in. 1L^Kh Ostromir Gospel - the first surviving Russian handwritten book II* kl to 1. '"v. -.. J L U ; >" i » зГ l4 l> J__ „ .“ t " » 3 a 1 y » » >" *■ i k « - k gg*» i* k* p o . t t -I' ■I "4-. E 3 3 d -> c . .* k 3 e H! E* G H ; ■ * "I CO 7 7 C s aG 9 R 4i M 5 * A i b 4 t 6 a A: 9 a n 9 L ' . Aj. 3 "i . B "i I h S t . . * fi » a ■ 1. f 0 "" ^ « n * n Ц ^ m r ы a t ./ J i , ’ ‘" s * « " 0 d . U k 0 " "■ > J g 5, 1, il l_^ j. A a « 3 0 " ■’ кr 1 n " F- U- ■■ ; * ■ « g j >i . r » i* C *" i) i 6 ‘e » o K k" in t H 4 it -If J * "tr * ’ "GG. _L II I V r PK g ^ £ a A L L 9 fe I a a , L . f. J. and J " r . . c " ‘Ai fl: \ 4 *." l" u 0 " "* V* " c ^ n N r ■ 3 .. ij- " .L i n " 0 'k"_ I. c g.. * 3 A K r,"' i ^ 0 tf t O b' a " » t 3 \ I i: > Ll Ti ♦ [ "i i " a » e " fi: '* - !'-4" d I r r. " *r tJU ^ at*."."*.. 80 r * a > f ^ » " " "■% ■ C P [(i ;" 0 . . J . . . "atK - a o"- , " a . o? 9 3 T k* ? "' * ' 3 "r * 3 " p c' a" ■ . . " * ^ 5 -r " The Last Supper. Artist Raphael Santi Apocalypse But not only stories about the past and present were contained in the writings of the apostles. They also told about what awaits humanity in the future. This is narrated in the last book of the Bible, which is called “Apocalypse” (from the Greek word “Revelation”). I _t ' 1 - ' L!i* ■" " ■■ g: _ Ш ^8 ■ - - g* ^ from the GOSPEL Jesus Christ, Icon of Andrei Rublev in the Gospel of Matthew tells how Jesus celebrated the last supper (dinner) with his closest disciples: “And while they were eating , Jesus took the bread and, having blessed it, broke it and, giving it to the disciples, said: Take, eat: this is My Body. And, taking the cup and giving thanks, he gave it to them and said: Drink from it, all of you, for this is My Blood of the New Testament, poured out for many for the remission of sins." In memory of this event, Christians perform a sacred rite called the Eucharist (thanksgiving). a V s ■ - R. , - - r - - g. k- o: k a. -.k I I -jf-H 20 1 » k- . d" ■ a From the foundations of the WORLD RELIGIOUS CULTURES Lessons 6*7 muif) lshy g ■ - ■ " * THE HOLY BOOK OF ISLAM Muslims believe that God sent messengers to people and each messenger received Scripture from him to convey it to people. Source of all these Scriptures - the Mother of the Book, which is kept under the Throne of the Almighty. Muhammad received from God the Koran, which was conveyed to him by the angel Jibrael (Gabriel) for more than twenty years. As you remember, the angel dictated the sacred texts to Muhammad, therefore, in the understanding of Muslims, the Koran - this is the direct speech of God addressed to people, which must be “read” in a special way. That is why the Holy Scripture of Muslims received the name, which translated from Arabic means “Reading”. The Koran is divided into 114 parts, which are called suras. The suras contain various instructions and stories. They talk about life after death, about the prophets whom God sent to various nations before Muhammad. The suras talk about how people should live in the Muslim community, and give instructions about how to behave in the family, how to perform religious rituals. E J - “"l: J p p I from the QURAN “Allah is the light of the heavens and the earth. His light is like a niche; in it is a lamp; a lamp in glass; the glass is like a pearl star. It is lit from the blessed tree - olive, not eastern, nor Western. Its oil is ready to ignite, even if it is not touched by fire. Light in the world! Allah guides to His light whom He wills, Allah And Allah gives parables for Allah is knowledgeable of all things! " people. 5 G. G. G ri_ - n “ " ■4 1 .ShMsh I ' ViVi JIVI "fl: Page of the Koran Koran on a stand VOSH^OSY What are the Vedas? What do they talk about? ✓ What did the Jews call their Holy Scripture? ✓ What parts does the Holy Scripture of the Jews consist of? What books does the New Testament consist of? Name the authors of the Gospels. What is the name of the holy book of Muslims? ✓ What are the names of the different parts of the Holy Book of Muslims? Why is the Holy Scripture of Buddhists, translated into Russian, called “Three Baskets of Wisdom” ? ■ "f \ -■ RG-: _ I g. >t.i R. ! 1^G0l."!h E f "■ S p e s g Keepers of tradition in the religions of the world:: _g i .^L" BE usht \ V ; "■i ■’.K,""; \ ;~k:^vvs:v^.^v l:a.\.^>h'L % ^ N I ""Y^ shsh ■" "I ^ -'y" ^ \ rgCh* ^ When the keepers of the legend appeared , who are the priests. What role did the sages (rabbis) play in Judaism? What is the hierarchy in the Christian church. How is the Muslim community organized. About the Buddhist sangha and Buddhist teachers (lamas). n J . >-VI,.: r-*- . l S.. .. _ :Л:-^ " " ^ ^ Ф* I i * ■ 3)G0 SHNRESIO ll>%,W5"Xf The ancient inhabitants of Europe - the Celts - had special priests - the Druids. The Druids were the keepers of heroic legends and poems, which they passed down orally from generation to generation. Anyone who wanted to become a Druid had to study for many years, know the Celtic calendar and rituals, and know how to use plants to perform these rituals and to heal the sick. T. ^ s Rabbi As soon as religions arose, those who kept religious traditions, rituals, and legends appeared. Often only they could perform sacred actions. In ancient religions, such people were usually called priests, that is, servants. THE SAGES OF THE JEWS The Bible tells: when the ancient Jews entered into a Covenant with the One God, they entrusted one family with performing all the sacred rites in the Temple of Jerusalem. Later, sages began to play an increasingly important role in the life of the Jewish community, explaining the Holy Scriptures to the people, interpreting the commandments and regulations of the law. Believing Jews began to call such knowledgeable people rabbis, that is, teachers. CHRISTIAN PRIESTS According to Christian teaching, Jesus Christ founded the church, that is, a collection of all those who believe in him, who form one big family. Together they preserve the memory of Christ and his teaching. The disciples of Christ, the apostles, told people about him. In those cities where new Christian communities appeared, the apostles left bishops. This word is translated from Greek as “overseeing.” Bishops performed divine services, preached, and cared for their communities. Later, priests and deacons appeared to help the bishops. Ch h basics of the world's religious cultures Lesson 8 In the Christian Church, bishops, priests and deacons form a hierarchy. On the top step there is a deacon. Once a bishop has ascended, one can only move up the steps of the hierarchy sequentially: first one must become a deacon, then a priest, and only then a bishop. ■chg MUSLIM COMMUNITY There is no church organization in Islam. All Muslims are a large single community - the ummah. It is she who is the collective bearer and custodian of the Islamic religion. Muslims trust their most competent representatives - imams (literally translated - leaders) to lead prayers. Among them, people who remember the Koran by heart (hafiz), as well as those who can read it according to specially established rules, are held in great esteem among them. BUDDHIST COMMUNITY In Buddhism, an important role is played by the Buddhist community - the sangha (assembly). Sometimes all Buddhist believers are called this way, but more often only the community of Buddhist monks is called sangha, i.e. e. people who have abandoned family and property, wear special orange clothes and live on donations. According to legend, the first sangha was organized by the Buddha himself and his 18 closest disciples. Later, in many countries, lamas (from the word “highest”) - authoritative teachers who lead believers along the path indicated by the Buddha - began to enjoy special honor among Buddhist monks. Bishop, Icon Praying Imam VOSH^OSY Who are the priests and druids? Why do you think Jews hold rabbis in special esteem? ✓ What is the role of the bishop in the Christian community? ✓ Who is the custodian of religious traditions in Islam? y^ What are the characteristics of the Buddhist Sangha? -". ■.K| -■.■R k"/. Ij. НН- 11.. :";i>Ch.!. .-■...-<: :="" i="" .=""> _ 1 V ■ N’ ‘ . H* * H A _% ?L * - - « S ■ t \\ f S .* ■ : ■/, I - v>V: i* j 0 .4 -■ J j . ,v v‘ ^ ." ■-. ; I: ■■. v- ". >.?- -L s -. !. g^. :h' vv." ."=l.-" fv;. ; |4 . V- L .-" V j '■.sV-.■■■!.:": ■Л > i.j J ^^ Vi I.- . "U.>, ■.\.->.i.h". " ^ -r- ■ . " * I " 5-^ . and t s- 'i ' s - r_i "L1 !h:.!- s.i: V ?-;\N >l Ac "■■ ."L ;■ . > r \ ^ -I ^ to У^>Ш,¥.. I-| V- I >Vf -■ ■■ >■■■ -■■ :-.1--1 ;■ g ' "i How do you understand what are good deeds and what are evil deeds? such is ".-'/.■ y."G14" . ■*. -: -! ! -> ."■ ■ .■■■ /-- " L1"" ■■ *1 I 1 S "■ J *" J * ^:;7 V ^y->VVr;.';Vc-: "/ ,-'L CHT. 1 r c ^ a I f r % to I I I I [ I i J h T> : > y: L L" D o-," \ V V: \v > \- :■ "| V. i v; -^y. ■! (■! -V I. ■:>.": I ■;■; ".■: i . ■: -V JI ■ . ; V "■ -Г 'V " " .- ■-. ■ - >. I >. i ■". "I I . H" (H ,- -.■■ ■■ ;■ -1 -. ■ I ■ p "I ,T i " t * 4 IlTI b I I Tip . . H > J 1. I -. I I. I P I I ■- > *1 ^ “D _ -. ■. I.vy ■ ■ I.■ I.% /.. I i V, ; -1 > ■:; Ush"\U L g-y i- "U. ■ i' y U ": >. \ - " , ■ , I I - t I h I I ,■ I ' r" t" -' - '*^- 1 ■* ■■ i"b"*p"."t"p“b"i".*"***^_*" II t I > I ll I I."■. .":■ SV:Ay -SVi^;Vl G-l-M ;.v I I p I I .- I . J ■ . -. ^ . I II .■ . ■: ■,* ■: yt"f 11 ^ I ;■ i i"« ".'". 1 I S I* I I ■ ^ > :: ■- ■: i I > . . - . , . ■- . . - .- , ■ , h . ■.- ; -; ? .:■- ;i ."1 .'i-. v. 1LuchU^'|U:-:U:::^"; !.:■ U-s "■ w > > ,* ■ ■ " ■- ■ __i' i-i- i I И "Ч I I Ш ___-. ." I 24. . ... ■" ■ D; mD ^": D - " I 4|V ■ - ". , ■. 1 ".I I. \ ." ."ihL ■ . ■ ■ ■ in * i ■ , Ch. ■ I I* in ■ I *. D I , . I . r , , ■ r "Tb S " . \ ^ m" . ■ . * ■ * ■ I ■» ' I ■ ■ “ ' U I *" ■ " I " i I I Ih .■ ". ". * ■ . ■ - ■ - " . I " t t I " .- \ , " - ’ 1 . I L. " Tb " . ■ I ■ - * S " 1 ■ . ^ % "i I , p* i" . * in " . " a ■ "a ■ I in ■ . * - " s * Good and evil. Is the concept of sin, repentance and retribution such good and evil? How did evil appear in the world and how should a person behave in this regard? These questions have worried people since ancient times, and different religions answered them in their own way. For example, in the Ancient East there lived peoples who believed that good and evil were forces equal to each other and they appeared along with this world. The ancient Greeks believed that evil came into the world, escaping from a casket that a woman named Pandora opened out of curiosity. The Bible speaks quite differently about the origin of good and evil. According to the biblical story, the world created by God was beautiful. Trees, grass, animals, birds, sea creatures - they were all perfect - The creation of man. Fragment of a Russian icon of the 16th century. ■-alDsh"a I FUNDAMENTALS OF WORLD RELIGIOUS CULTURES 1sh[kV|"a-zht""azh"v-*a*tash1k^.kD:zh1vya1 a a a shva a ash"vzh a a sh aaash z-avzh sh" aaishaaaashv-aaashaa"ash zha a-a shaa & paak1shvav1ea*a a Wa aaVa ali sh ai Expulsion of Adam and Eve from paradise. Ancient fresco f ■ / ■ ) G Return of the Prodigal Son. Painting by Rembrandt \ God’s attitude towards sinful man is very clearly described in the Gospel, in the parable of the prodigal (lost) son, which Jesus Christ tells to his disciples: One rich man had a son who demanded from his father part of his property and went to a distant country, where he lived for his own pleasure. But soon he ran out of money. The young man had to hire out to herd pigs, and he ate with them from the same trough. He remembered his father and decided to return to his homeland and at least become an employee of his father, because he felt that he could not be called his son, since he had offended him greatly. But when the father of this young man saw him from afar, he ran out to meet him, hugged him, and ordered him to dress him in new holiday clothes, “for this son of mine was dead and has come to life, he was lost and is found.” The main condition for salvation in Christianity was faith in Jesus Christ, the Son of God. According to Christian teaching, it was he who, having been born on earth, restored the connection between people and God, which was broken by the Fall. Now, after Jesus, this path to restoring connection with God is open to all who believe in it. In Judaism, the path to divine forgiveness is understood as the consistent fulfillment of God's commandments, his commandments, which God gave to the Jews. At the same time, repentance is the most important means for correcting the committed sin of both an individual and an entire nation. Muslims believe that good and evil exist in the world not because of someone else's mistakes, but according to the will of God. He clearly indicated to people in the Koran what is good and what is evil, and commanded people to follow the path of goodness and justice. Therefore, it is important for Muslims that a person believes in God, sending - IN THE FOUNDATIONS OF WORLD RELIGIOUS CULTURES lessons 9* 10 II IIUI. pwvnfwvpvn ... iii.. ivrmrTP^nrp ■nvnrr:pi"iiv..44P4l"n our Koran. Faith in the One God and following his instructions gives a person the right to hope for deliverance from hell. The good deeds that a person does, as well as sincere repentance, atone for his sins. Christians believe that the end of human history will be the victory over sin, the final restoration of the connection between man and God. This will happen during the Second Coming of Jesus Christ to earth. At this moment, a person will face judgment and retribution for his deeds, good or evil. Anyone who did not strive for salvation and committed bad deeds will not be able to be with God. In Judaism, it is believed that at the end of history, the Jewish people will be ruled by the Messiah, who will bring them deliverance from all troubles and peace and prosperity to all. Muslims believe that God will finally decide the fate of people on Judgment Day depending on how they behaved in earthly life. For believers, he promises them eternal bliss in heaven, and for non-believers, for Buddhists, the evil eternal torment of hell. - this is the suffering that permeates all human life: painful birth, illness, quarrels with loved ones, separation from loved ones, inability to achieve a set goal and, finally, old age and death. Buddhists believe that the soul is reborn an infinite number of times in this world in the guise of different supremacy, and each new rebirth prolongs and increases suffering. Therefore, true salvation for a Buddhist is precisely liberation from suffering. To achieve salvation, it is necessary to destroy the insatiable thirst for desire, to renounce the vain world. Then enlightenment will come and the rebirth of the soul will stop. This state of lasting peace and contentment in Buddhism is called the state of nirvana. " g ". V Ch g I " F- I " I ■ " h I ■ I . "I I . ■ 4 ■ . G I » " "■ ■ Buddha in nirvana. Statue QUESTIONS y"" What commandment, according to the Bible, did man violate? l/ How did people come to call disobedience to God? How does the Bible show the way to restore communication man with God? h/"What is the main condition for salvation in Christianity? J How do you understand salvation in Judaism and Islam? What is evil in Buddhism? HH - ; : l ■ .-у.■ -■ .11 Шш ^ Si[ ^ t‘ V4 iV you WILL FIND OUT What a believer does to communicate with God. What is prayer? What are the sacraments? What is namaz. What is a mantra? . -S" S ■ t * - |-^ c -. _■ J ■:k" 5 O, " I -. ■ ^ ' " _ J"_V . P .. t" ■ ■, Ch _■ r ■- fc Prayer in an Orthodox church _ k ■.*!" -■ L ■. ■ n, " ■■ ”| - f Prayer in the synagogue. Artist M, Gottlieb 28 Man in religious traditions we said that religion is the connection between man and God. So, we remember that the Bible says: a person is called to restore a broken connection with God. What should he do? One of the central actions of a believer is prayer. In Christianity, prayer is a natural way to communicate with God, to talk with him. For a believer, it is a need, not an obligation. Just as a person who loves another person values communication with him, strives to meet and talk with him, so a person who believes in God and loves him strives for fellowship with God in prayer. An equally important part of a Christian’s life is reading (for some people daily) the Bible and especially the Gospel. Because the Gospel records the actions and words of Christ, the Savior, which believers always strive to follow. Also in the Christian Church there are special sacred actions through which believers can spiritually touch Christ and feel his presence. These actions are called sacraments. Since the time of the preaching of the apostles, two of them have been known - Baptism and the Eucharist. During Baptism, which is usually accomplished by being immersed in water three times, a person enters the church. In the sacrament of the Eucharist, bread and wine are consecrated, which are then distributed to the faithful. fundamentals of the world's religious cultures lesson 11 and they, eating them, are united with Christ. From the point of view of Judaism, the main religious purpose of the Jewish people and the people who belong to them is to keep the Covenant with God. Therefore, great importance is given to prayer, reading the Holy Scriptures, as well as strict observance of religious instructions and commandments. One of the main commandments is to keep the Sabbath. In some groups of Jews, it is customary to devote at least several hours a day to reading the Holy Scriptures and its interpretations. In Islam, it is believed that man was created by God (Allah). Everything around was created for the sake of man, and he must obey God and do his will. The Koran directly prescribes the forms of serving God, so a Muslim tries to fulfill them every day. Five prayers a day (namaz), fasting (abstaining from food) in the month of Ramadan, once a year the allocation of zakat - Prayer in the mosque of purifying alms. Duties not fulfilled on time can be replenished later when the opportunity arises. The performance of many duties is made easier depending on the circumstances. In Buddhism, a prayer, or mantra (translated as a saying), is not addressed to God, whom Buddhism does not know. It serves to correctly “tune” a person’s consciousness, to remove him from dependence on everything transitory and vain. Meanwhile, Buddhists can also perform prayers themselves, addressed to people who have already achieved enlightenment, nirvana, or to the spirits who are the patrons of Buddhism. Spirits also have other... What sacraments of the Christian Church do you know? Yes, they bring symbolic gifts of pieces of food, water, strips of beautiful fabrics. What is prayer in Christianity? Why do you think reading is an important part of a Christian's life? ^ What is the main religious purpose of the Jewish people? ✓ What duties should a Muslim perform every day? What is the purpose of Buddhist prayer? 29 I*. i- n I 2 ь " r 1 a p" -“ I*- If *.-pi I -* I I " - -L. ■ P -■ 4:.-4 . "> > " ■■>-■ " ■"■Ч -y ■■■■, ;., I " " I ■!> tb I Х "■ I %% I "r ■ ■- ■- ■ s s " ■ ■ i"i"p: ■ U :LL L i, ■. V'-VLT^^CHIR?" ■: I t. ;-\- I J.l I "ch"" % 5 -J. Ch ■. ■. Ch -. ■ ■■ ,^p ■ ^ - - ". -> . - bT I H - I v^-vv^. "■ I > " "i ‘ ■■" r* ■’ you WILL LEARN What sacred structures are and what they are intended for. What is a synagogue and how do Jews pray? What is the main thing in Christian churches? How prayer goes and how to behave in a Muslim mosque. How are Buddhist temples arranged? if y Y, rShshchg ■ 1 ^ t IT I > ". vv_ : V U U O. - U 1\tsh^ I f >;>" ; S-i i" ..-ji Stonehenge ■ "l " -I"■ " ■ ■ g "l I ■, "I "j g f ■ ■ :; n "I U I:: *,- b I ^ I -. I ■ 4 ■ "p:> Ш.-■■.t Г I I P [ I ^ , ■ -■ I ^ -■ p" 1- > ■" i" , v: .- I I p""i 1 I ; i". >": \ ■: L-. ".chh^hS ■ . ■_ . ■ - % ■ r % ■ . s % ■ . - . " C Ts- .4 -. ■. " . ■ I V ■ ■:." ■-.: v".i" r-I In the synagogue. ■ . ‘ b_ ■ »■>■» Х ^ Х -.■■■. H ■ . ■ ■ "\ H-, I ^ 4’:vn^ ■:■ L;; ‘.‘V-V Г■; ■‘."■c .i S . / / V YU"--yyy.X"■-■ ■" " ■p". -p "p ■-■■p-.". ■.■Ill,- T ■ p - Ш r V "F a a ^ .r Sacred structures WHY ARE SACRED STRUCTURES NEEDED Believers perform joint ritual actions in structures specially created for this purpose, which become sacred to them. These structures can be completely different in their external and internal appearance, but their purpose - joint participation in the ritual - is always the same. Already in ancient times, people began to gather together to pray to their gods and make sacrifices to them. Sometimes for these purposes a portable tent was used (for example, among the ancient Jews it was called a tabernacle), sometimes stones were collected together and placed in a certain order. And now the remains of these stone structures are still being found. The largest of them is located in England and is called Stonehenge (stone means “stone” in English). In Ancient Greece, Ancient Rome, Ancient Egypt, Ancient India, Ancient China, Ancient Japan, people began to build temples dedicated to their gods. SACRED BUILDINGS OF JUDAISM The ancient Jews built the famous Temple of the One God in Jerusalem. Their whole life passed around the Temple, which was the only one for them. The destruction of the Temple by the conquerors was perceived by the Jews as a terrible tragedy. But their joint mo- S L * I ■ H -.,■ , I I - "G - “ > P J . . I (■ y ■ . ■ .!■" : ■ S I ■ E “ ^ . ■ "h h " 1. ^ I, I. I. S Ch ch I r I I foundations of the WORLD RELIGIOUS CULTURES lessons 12*13 LITHUANIA did not stop. Even earlier, having settled in different countries, groups of Jews used “meeting houses” for joint prayers and reading the Holy Scriptures " - synagogues. Synagogues are the main sacred buildings for Jews today. Externally, synagogues may look different, but inside their structure is always subject to certain rules. At one of the walls of the prayer hall there is a special cabinet in which a Torah scroll is stored. According to tradition, the text of the Torah intended for reading during worship must be handwritten. In the center of the synagogue there is a raised platform from which the Torah is read. Inside the synagogue there is often a lamp - a menorah, in which there must always be seven wicks, and also a stone a slab or bronze plaque engraved with the Ten Commandments that God once gave to Moses. g* L v: Men and women present at services in the synagogue must sit separately; for this purpose, separate rooms have been arranged for them. During prayer, men put on tefillin - special boxes that are attached to the head and right hand with straps. They contain certain fragments from the Torah, handwritten on parchment. A man's head, as a sign of humility before God, should always be covered - this could be a small round cap on the back of his head - a kippah, a wide-brimmed hat or a fur hat. During prayer, men also cover their heads with a tali-tom - a prayer shawl. 1 s.. ". 1 ■ CHRISTIAN TEMPLES To perform services and prayers, the first Christians did not build special churches; they gathered in ordinary residential buildings. Another place for worship was the burial places of those Christians who suffered for their faith. They were usually located in underground tombs (catacombs). Later, Christian temples (churches) appeared. The external forms of these temples are very diverse. But there are common features for all Christian churches. The altar is the most sacred place in a Christian temple. Sometimes the altar is separated from the rest of the temple by a barrier - the iconostasis. On the iconostasis icons are placed - images of Christ and saints. In Christians - \ J I ' h: U g l o > ■ _ w ^ S ^ " * "I " S S I h ■ J S - npAC'IOJl - S:'№1| □ « ■ » i imsBLS th ■ IignostE ■vtpkzh P =1 C Diagram of the internal structure of an Orthodox church ^ 0" P_ * I.s" I *. \S. ^ \ : I: I s g _ I G “ “ “S _ ■g - g.1. I and I I h li I . g" I G 3 1 L ^ iT g: g g -■ I g g g 1 g 1| "G I " I I* I I . I g: s 'shGLL^L shGt'A"sh I t ii liE V" aV"i^Jb.lX^aa-sVciB"rl £En■“ ishla zhvm'va sh t"-sh^t“ti“'^yav"plshALsht"*bGtmsh-LyashgSh ■V"WaVa-b aai^eEv "si fiii ESd EVaaEiVaSJiE-«V*iiB4VS fii-fafi E va E^a:Ev'a~a E lii wall paintings are also used in temples. They are called frescoes. The roof of a Christian church in most cases crowned by a cross. A church is often adjacent to a bell tower or belfry, on which there are bells. Their ringing calls the believers to prayer. In a Christian church, it is customary to maintain silence. Men entering the temple must remove their headdress, and women, as a rule, cover head. During the service, its participants do not turn their backs to the altar. View of the altar of the Orthodox church I -g:g.1" T Y P “ “ S;1 P G D -* C * to “ : ,fl g 'I ■ ■ I" t' ": ■l I." L - iJ ■.D, -I ". g° g l g Q s _g t g I g. ■g \ ■ I ,1 I .1 ^ Mosque with minaret P p _f _ .- s I ^ (G. I" ; .s.. :■>" J ^ - )\ \ I I I ! 32 _ ■ ■ 1._ I- i I g: - g g g" g. 1 s: _ g g ^ I in ■ - = ,G" - I “ C g -; I i - s g MOSQUES The structure of a mosque in Islam - a prayer building - developed already during the time of the first successors of Muhammad. Most mosques have a special minaret tower from which believers are called to prayer. Every mosque must have a niche (mihrab), always facing Mecca, the holy city for Muslims. This niche indicates where Muslims should face during prayer. Some mosques also have a platform on which the preacher stands. There are no paintings, sculptures or any images of living beings in the mosque; it is decorated only with special inscriptions (usually verses from the Koran) and various ornaments. The imam leads the prayers in the mosque. During prayer, believers line up in rows behind the imam. Believers must enter the mosque without shoes, so the floor there is covered with mats and carpets. Muslims are required to perform ablution before prayer, and it is advisable to stand for prayer in clean clothes. For those who need ablution, there is always an equipped place in the sword - g I- ^ " g g - I" \ 3. s! 1 I basics of WORLD RELIGIOUS CULTURES lessons 12*13 ti. balcony or at the end of the hall behind the curtain. Women's clothing should cover their entire body, except for the face and hands. BUDDHIST SACRED STRUCTURES As you already know, the body of the Buddha was burned on a funeral pyre, and his ashes were placed in special structures by the disciples - stupas. Initially there were eight stupas, and it was they who became the object of worship of Buddhists. Then stupas began to be built, usually to store other relics, and in honor of memorable events in the history of Buddhism. Initially, the stupas consisted of three parts - a stepped base, a massive central part and a roof in the form of a multi-tiered umbrella. But then they began to build more and more complex stupas, they turned into tall multi-tiered buildings called pagodas. The Buddhist temple inside is a large rectangular hall. An altar is installed in front of the images of deities - a cloth-covered table on which various ritual objects are placed. Above the platform, where Buddhist monks sit during services, multi-colored ribbons, fabric cylinders, silk scarves, umbrellas, balls filled with aromatic herbs and lanterns of various shapes and colors hang from the ceiling. When entering a Buddhist temple, people must remove their headdress. In the temple you can sit on benches or on the floor. It is believed that during the service it is best to walk around the temple in the direction of the sun, that is, from left to right, while trying not to turn your back to the altar. I g. " S % ^ " I s- 4 ■ E /■ ■ ^ g " t * ■ I .1 ■ » b.44 h- "1 ■ r I r t One of the oldest Buddhist stupas Why do you think Are there special rules of conduct in churches? ✓ Why did people start creating sacred structures? Could they do without them? Why is the synagogue not considered a temple among the Jews? V"What is an icon? Together with your elders, describe in writing one of the Christian or Jewish religious buildings located in your village, city, or other place. Explain the purpose of the different parts of this sacred building. ✓ How should a Muslim behave in a mosque? V" How did they arise Buddhist temples? Together with your elders, describe in writing one of the Muslim or Buddhist religious buildings located in your village, city, or other place. Explain the purpose of the different parts of this sacred structure. ■ ". ■" % f w iP ! ■ Ш Ш Ш |M ■-■ I*" -"ll "-“u’* * » ^ ■: h’ I ". o ‘i ‘i ^ " ; >.- I a «Ч ^4 » V Х -^ ■ ■“ Х ■ . "L ■ i* I Pl^l ■ к Ш % Ш Ш Ш I Ш ■>» /*■ fw,';;-!", .■ -■ » I I p“ ■o " '. V =■" ■>■■ L. -V- ?-;'ch Ш-ьг V ;■- .■■ V/i "L ■! =1 " t"" ■' What role does art play in different religions. What forms of art are characteristic of traditional religions in Russia. I. "VV .-^1 /V-.- > 'V . ■■ .1 I l f g. HH 1 F . _ * ^ h* r I: . - l.! " *: Г,.v ■ ■ . . ‘ * I ■. - .-■■) ■ ■ ■ / * . " ■■ G-. ■ . 1 ■;:7. m; H t ^ I i " y/-! -i V "r !■ ■ ^ " i . 7 "■-! ^iI? -" ■■ ■■ ... ■ ■ ' / . !■ a l-Z^ - 'i _-V Г ■■'i * * ■ ■* ■“V' * * *■ i" I* ^ i* Ib" " " ; ' ; ■ . > \" ■ " - ■ / ■ " > 11 "." V- j: - . . ■ g g >. ■ « I .* h g ■ > I I I t * ■*. LI. “ g ■ ■■-■III "v 1! ■, N ■- 7 ■ 1 -G n 7 ^: . "V;, !\^ ^i U-b! y "■ l y // I 1 ■. ■■- "t 1 ■; - .■."■ ". ■ ■: ■. ■-. -■ t\- ■X. > H > I . ■: . >! ^ / : ^ $ : : . fS i I = . . .■■v/i ".L ■: :; ■! -■; ".v ■-. B* S S S ■■.. . I ‘^"j I j I I ■" IiIb.bIbb. B_B_B|B If: sV-.:- V^ ";- >5-V " 77V ■! yyjj 1 U * ^ * t "t"" ■■ - h" 7 ■ V ’ h" in" ’* ’’ :■ :■ . !■ X . vr "il .- "* "S Г I* У ■" »" J J ‘ Г J “ ! " Jfc Ch 7:■! 'L.".u!" .* Y;■ L J / ■ ^ ® ■" * I ■ .■ I ‘ P B-" 1* B* y* in p . 1 -B " - ВС " : \K^: -t^-M-VB" i\-"b-"i l"■l " Ш* \, 1 > " у I* *1 " -■ E7iWl- i ■ > ■. .*;S:7 H _ (L\- ". 4"'' 1 r m L SH LY m 11 i Vi ■ " ■ *y.\* "L~1 K h' !" ■ I:■ .4: W- « l 4 " 0 > 1 V G1 ■ 11 1 >1 . _ Part I:::! : 11 - I I J » i I I - J L I, ■. V- . I I y - J I \ i . t: I K* M \ V.": "V 1 v"bVyV.* ->'! GG.*. ' 1V:-| * ■ Ъ Ш *." I "■ I "| I H I ■- " i I *.■* . ' y. I " .* X s b" ■? f -b' H -b "i 11 "■ 1 ;■ i \ ■ L ■ ■. ■ 'I- -. -■"■'>. ■. ■1 "I “! 7 --U" ■. g H ■; 1 V , .vViJJit- MMOb" i,! -(\% ■у-."L. -, 1.4"."." ■ J .*.■ I "! 'i-.v, .■ - -- B* -U.Luv" >,"b> y.B* v:- v.* m " SHSHSHSHSHSHSHHI'SHSHLL PVP ■ V«B ■ " * I " ■ * I *1 l%S"i i I ** Ш ■.■■."". II iri : ■'.L * * L Sh Sh t^f ^Lsht"ShShShsh" Sh Sh "■" " ■ . -* ."*ch1H""chach" I-. ■ . ■ . ■ . in ,* b"b ■b^.* a* "^B* in * 7 7 7 ■ 'l - in «А:■ . >.в.ч^у ly.i .*. 1, (I 7. > “ -''V Ш m Ф Ш m Ш Ш Ш W Ф Ш Ш > % Ш И Ш Ш «"ft Hi ■ ■ * ■■^Ap^pp^ippp «Р ji I ■■ ^ B* B* .* .■ B* 1 ■. В.ЧЧ I ■■■« I i I -B - I "*1 iL: ■. ■/ > -V ■ ■ i " ■: L- L ■ 4 ■ m ■iTigiinti"i.i ! Ш Ш Л % Ш. у V ■> V"-7 LLU v-ava:-: ■■. : \" i g ■, N * ". -■ ■- ■ *. L « .■ . I a y ■;:■ / ; ■ V: v' : .vy. -v'U ": P*B ■ ■ "*■ L ^ m L n "Til. Ш Ш ■ ■ p ■ LR I m L m *4 *■* m Ш / / . 7. Ch. u.: Ch u - / ^■ h U- ■ V^.y. i \ ;'b - , in in Creative works of students You do a lot Dear friends! The school year is coming to an end . learned about history, culture and traditions, moral foundations of different religions. To consolidate the material covered before the summer holidays, you need to do the following for Denmark independently, in pairs or groups: 1. Complete the rows of words: a) Abraham, Promised Land ... b) the Magi, Bethlehem... c) Arabia, Mecca... d) palace, Gautama... 2. What unites the words of each row? a) Koran, hafiz, mosque; b) altar, icon, fresco ; c) Torah, menorah, kippah. 3. Determine and say which of the following applies to Judaism, Christianity, Buddhism, Islam. Torah, apostle, stupa, rabbi, mosque, icon, mantra, altar, kippah, lama, seven-branched candlestick, imam, deacon, hafiz. Judaism Christianity Islam Buddhism 4. Using the words below. Write articles for a historical encyclopedia. Determine the topics of your articles. Moses, Bethlehem, tablets, suras, Jerusalem, minaret. Buddha, Mary, imam, Mecca, calligraphy, pagoda, icon. Sinai, priest, crucifix, apostles, Egypt, prayer, altar, mantra. I ' , > ■ 1 » ■ .■ f t ■ - * I. i I e " a I . f 'i foundations of WORLD RELIGIOUS CULTURES Determine which religions these objects belong to Determine which religions these buildings belong to ■-,■ ■.■ -L ■ I ■- ."■- ■.■ H ■ - ■ I l I ■■■■-.■■. -.■.-,■ ■ ^ ",o-1 v;;-: ::■ viV":,": ■ -:s H, ■ - I ,■ I , ■ I " V I ■, * " 1 ;: /■, s -x;/.■: h ■■ p" ^ ,* I p' - "p H " H ■ . I ■ . ", ■ P p" ,■ I ■ I ", "p ■- " ■ _* - I ■ r I " ■ I. t. [ .1 - ""J yy. U:- i - Ш I r ^ L ■■ ■." "i ■- - :■ ,■ ■ je "f-: V"" r C - -■ ■vv:-: ^:ViX ■-- "l > -"ll" ■■."-■■. ■-- "l I . g _ "p S "a" I I \h: ■;V I . ■> "i 11- ■:■■.: I . 'p *p " ■ I % V -p - _ '- RF IPV4PP I *■ "l "" "l ■%■"," ■" . " ." I " ■ . ■ % . ._ ShrH; Ш ________________________________________________ Ш ^ i" ■ ШШ. ■: .^.-p K-: wvi \^k\■yn ■ :- :■ i4"i y_ РШЧР ■ iРвр YOU WILL FIND OUT. V|- r,--p ■ -:-1 l.hch." " ■ULUU |■■:ch’l"^:-L\" l u/1 '.- I >" ■" Si ? .-.V gty h,.--.\ I ■-! "■.\ ■( I J J У "Л "s."i" П Г.1 I ""^||">' "."Ау a^..■:V * ":,V yy i-l iX - ^ How in Rus' they chose a new faith, when and why they chose Christianity. ^ What role did Orthodoxy play in the history of Russia. il What role did people professing the Catholic and Protestant faiths, Islam, Judaism, Buddhism play in the history of Russia. ■"■О "" ■ \USH --tv '- y (\t>... y w"w* y U/: ■-ЧЧ1Л" pcs. " r - . ' I I -r* I I R ■r- ■-r": %--"%h"- > ■:= ■/ Baptism of Prince Vladimir. Artist V. M. Vasnetsov ■- ■ % ". ■ .■ L Gu 40J .1 .g I I" g ■" STORY ABOUT THE CHOICE OF FAITH On At the dawn of the history of our country, in the city of Kiev, which was then the capital of the state of Russia, Prince Vladimir ruled. In the ancient chronicle “The Tale of Bygone Years” there is a story about the choice of a new faith. To Vladimir, who, like the majority of the inhabitants of Rus', then adhered to traditional beliefs, Ambassadors from other nations came and told him about their faith. Muslims came from the country of Bulgaria, located at that time in the Middle Volga region. Then Jews from the Khazars, a country that then existed in the lower reaches of the Volga and in the North Caucasus, visited Kiev. After this, Christians from Western European countries appeared before Vladimir. And finally, a Greek philosopher, a minister of the Orthodox Church from Byzantium, arrived. All the ambassadors told Vladimir and his entourage about their faith. They called on the prince and his people to join their tradition. From this story we learn that at the very early stage of the history of our country, its inhabitants were familiar with the religions that exist in our country today - Christianity, Islam, Judaism. Prince Vladimir and his assistants faced a long choice: which religious cultural world should the young but already strong power join? The prince himself sent his ambassadors to different countries. For 1 ■ t ■ ■ basics of WORLD RELIGIOUS CULTURES shiashsh shyaaaasha* ■■ 1Ш ashazhashka bimi ! aa sh a.a a a sh a a a ■ shm lm ■■ 1shaaaat aaa a ■ ashaava aaai vGshshLapLshShsholL Baptism of the people of Kiev. On their return, artist K. V. Lebedev shared their impressions of the religious customs and rituals they had seen. Most of all they liked the service in the Byzantine Church of Hagia Sophia. As a result, the choice was made in favor of Christianity. Moreover, Christianity was adopted from Byzantium, the most powerful and culturally developed country in the world at that time. This happened in 988. First, Prince Vladimir himself was baptized. Then the Byzantine clergy baptized all the Kievites who came to the river at the call of Vladimir. Soon the inhabitants of all other Russian cities and villages adopted Christianity. ORTHODOX CHRISTIANITY IN THE HISTORY OF RUSSIA The Church has played a vital role in the life of our country for centuries. Let's see what her contribution was to the culture, identity and prosperity of Russia in different periods of its history. ■ I ■ g. I ': ■ ■I .. I W \ " ■ I g I ь w w g i.. y "I ' . g H / g" t. I "Idol of the ancient Slavs" depicting the four gods Christianity did not immediately spread throughout the vast borders of Rus'. In some areas, traditional beliefs persisted for a long time. People believed in gods who personified various forces of nature: the god Perun was considered the god of thunder and war, Veles patronized livestock and trade, Mokosh - fertility and agriculture. Traditional The beliefs of some peoples of Russia have survived to this day. For example, among the Mari, priests perform rituals of worship in sacred groves. The indigenous peoples of Siberia also retain traditional beliefs. According to their ideas, shamans can communicate with the spirits of their ancestors. r 41 \shsh ■ S I ' ь ь % Ш ■г - - w 1 t r u - a I I. to I g f >£.tf j. . b b . 1 L A. u ^ . 1^* >. . : L* 1 t ^ . 1 I. u b a / A. d L .d: .. " G. k. b .c a j . c. : . . ZJ . A 4. J ^ I Cyril and Methodius, Icon 1 / C I: I I I St. Sophia Cathedral in Kiev, Its appearance has changed significantly over time due to reconstructions. I St. Sophia Cathedral in Novgorod the Great from the very beginning the church enjoyed the support of Russian princes, especially Vladimir and his son Yaroslav the Wise. Under their patronage, the church hierarchy was established in Russia. At the head of the church was the Metropolitan , who lived in Kiev. Church regions (dioceses) headed by bishops were subordinate to him. With the advent of Christianity in Rus', the first schools were created. They taught reading and writing from church books. These books were written in the Slavic language, the alphabet for which is a hundred years old. years before this, the brothers Cyril and Methodius were created. They also translated many of the books from Greek into the Slavic language. This is how Slavic writing began and the literature of the three East Slavic peoples of Russian, Ukrainian, and Belarusian was born. Soon after the Baptism of Russia, the first beautiful churches were built ( for example, the Hagia Sophia Cathedrals in Kiev and Novgorod). Metropolitans, bishops and priests enjoyed high authority in society. They often reconciled Russian princes who quarreled and fought with each other. in the 13th century A terrible disaster befell Rus' - the invasion of foreign conquerors - the Mongols. Their rule over Russia lasted until the end of the 15th century. In those difficult times, the church played a huge role in the life of the people. Russian metropolitans were often advisors to Russian princes. In the XIV century. Metropolitan Alexei was the ruler of the Moscow principality during the childhood of his prince. Monasteries began to play a special role in the life of the country. The wonderful Saint Sergius of Radonezh (1314-1392) became known throughout Rus'. He lived with his parents in the small town of Radonezh, which is why he received such a nickname. Even in his youth, he decided to become a monk and settled alone on a wooded mountain north of Moscow. Soon a small group of students gathered around him. This is how the Trinity-Sergius Monastery arose, which became the spiritual center of all Rus'. The disciples of St. Sergius (it is customary to call a holy monk a monk) dispersed to the most remote regions of the Russian land. The monasteries they founded brought Christianity to tribes unfamiliar with it. In addition, they developed uninhabited lands, thereby creating the basis for the future economic recovery of the country. When the moment came for a decisive battle with the conquerors, it was Prince Dmitry Donskoy who went to Sergius to receive a blessing before the famous battle on the Kulikovo Field. After the liberation of the country, the church took an important place in the life of the people and the Russian state. Bishops and priests took part in the work of Zemsky Councils, which made the most important decisions on life; ■ K ■■ G "-" t ■■ ■ X. ■" ‘5 * ■ " " l 1 - ■ I; -G ] "■ - ^ ■ ^11 - Monastery in Muscovite Rus'. Artist A. M. Vasnetsov and Sergius of Radonezh. Image on the cover of the 15th century. Blessing of Dmitry Donskoy by Sergius of Radonezh. Artist A. N. Novoskoltsev Of" No. "SS |0> & ShMZh. 43 I ■: ■■ -■ : . h V i.:i; ■ i"."; I " ■ I: ! . " ■" " ■ ■ :■ ■ "■ - A*...y l-y ^ h T n in I IT 1 Sh Sh Sh Sh l t 1 Sh t Sh L t Sh t Ш 1 IIIBBI 1 I Ъ ■ I The first dated Russian printed book “Apostle” published by Ivan Fedorov is part of the New Testament of no country. From 1542 to 1563, Metropolitan Macarius was at the head of the Russian Church. He did a lot to distribute books and enlightenment. Under his leadership, a collection of all the books that were then read in Rus' was compiled. It was under the patronage of Metropolitan Macarius that the first Russian book printer, Deacon Ivan Fedorov, began working in Moscow. From that moment on, books in our country, primarily the Holy Scriptures, began not to be copied by hand, but printed in printing houses. But relations between church and state were not cloudless. Under Tsar Ivan the Terrible, Metropolitan Philip openly denounced the Tsar for reprisals against innocent people. For this, the king threw him into prison, where Philip was killed. g-1 > f Patriarch Hermogenes in prison. Artist P.P. Chistyakov in 1589 the patriarchate was established in Russia. The head of the Russian Church was the Patriarch, and not the Metropolitan. This title was also recognized by other Orthodox Churches, which became a sign of recognition on their part of the importance of the Russian Church. During the Time of Troubles at the beginning of the 17th century. Patriarch of the Russian Church Hermogenes addressed the inhabitants of the country with appeals to ban the faith and expel the invaders of other faiths. For this he was imprisoned in a monastery, where he died of hunger. Orthodox monasteries stood up to defend the national interests of the country. The Trinity-Sergius Monastery stood in 1608-1610. A 16-month siege by enemy troops. During the siege, the monks of the monastery sent letters to different lands of the Russian state, calling on their fellow citizens to stand up for the faith and the Fatherland. The calls of Hermogenes and the Trinity monks played their role \ V \ \ I h foundations of the WORLD RELIGIOUS CULTURES lessons 18*19: Ъ « ■ В~1~Ъ l's -im 7 ът as /к 7*i 7^ ■ 7~f g ~ь 7 1 "*7 w"c ^ t in T~B 1~i ia 7 t t~v W~7^7 b in 7 1 i Ш 7б 7 1 Ш ■ В С В 7 7 7~В B ^r"bBbB^i^i В B-fc В*7 7~Б~^ ^i's I It ^ 7~7~7 ^ 1^В~|Ч~а^ (Гв17? (Т^Ъ7^!в1^;^ВЗк Л S В ■ J 7 t B"? Defense of the Trinity-Sergius Monastery. Artist V.P. Vereshchagin role - the national liberation war took on a nationwide character. In 1612, the militia led by Kuzma Minin and Dmitry Pozharsky liberated Moscow. In memory of the victory on Red Square in Moscow, the Kazan Cathedral was built and on November 4, the day when the militia captured part of Moscow, a celebration was established in honor of the Kazan Icon of the Mother of God - with this The icon was brought to Moscow by the militia of Minin and Pozharsky. Nowadays, November 4 is also celebrated as a state holiday. In the second half of the 17th century, reforms were carried out in the Russian Church that brought its services and customs closer to the services and customs of the Greek Church. This caused The protest of some of the believers led to a phenomenon called the church schism. Those who did not accept the new customs began to be called Old Believers or Old Believers. Since the 17th century, Russian tsars tried to limit the independence of the church. In the 18th century, under Peter I, this policy acquired - I V I "t * L" L I ■ ■L ■ I ■ g ^ l ■ \ ^ % G G ■ . l * _ g _ ^ ■I" t I ■ ■ \ f g. ■" to the Kazan Cathedral on Red Square in Moscow ^ ■ I i The Tsarist government persecuted the Old Believers for a long time. Despite this, they always remained faithful sons of their Fatherland. The Old Believers made a huge contribution to the development of Russian industry. Many Old Believer families stood at the origins of Russian entrepreneurship and were actively involved in charitable and philanthropic activities. They built entire blocks of houses for workers, public hospitals and shelters, libraries, museums and art galleries. 11a ■’ y S ‘ k. * t ■ H I F ■S __ *1. V. "■:■■ ! .V >■., . ■ ^V " - ■- ■ I ■- I "i ■ I f -- 1 ■ J S■■!-'■! ■"■ L -■ "! ^■. ■ ■!■■ V ■ >■." ^ ■ V";■ ■ >\ i:■:: ■ A ^ l" i' wG ^ r ■ I .L ■ , p I I I t ■ ■Ch_hG in ■ «h ■ chr* I ch1 I ** "■ -"■. ■- I ■ ■ - ■. ■ , ■ I " I" I I ■ -■ I ■" ■ ■■.*,■, % . ' I" p j H ■ ■ Ш Ш r Ш m m m Ш m w m m m P ■ ■ p 0 r * ""P I V 4F*P ■"h! > H ■ U ^ -"L ■:Vv'V;: ■! ^ H f ■; ■/■- I" ^ i * L-" i ■- ■" > -■ ■ ■ I ^ - ■ G - g % ■ P ■ "L ■CH^RF p| "P CH I p pa^ap Ш m Ш m m m ■ PP^P ■ I CR P _P CH IPP pp pp ppp ■ p P1**RF IPpa* ■ ■ ,■ I I I ^ I ■ ■ ■ I " ■. 'l p -." p %-■■.■, % ■- p "^ I I % I ■. ■- I ". ■. ■ p ■ . ■■ . >SV ■ " Г^>р'л"/-- р HH [ ■ \K": t I ^ " ^ S" Р ■ ■ h_" r "V " " ^ Р « h^* r^ ^1 H » ■ Ch_r ■■1Р^^»РЧ ■. II Ch ■: g I i".-ch". " (.- 1:L ■: |-.- U,- -.■ .■." ^tty ^^ "i" I "p I I ■llvvy I -,- ; p" - ".g -" g ■" ■ ^ I "iV"" I I ■ Bishop Innokenty (Veniaminov) was an outstanding missionary in America, Kamchatka and Siberia. He began his journey as a simple priest. During his preaching, he created a written language for the Aleut language and translated the Gospel into it . At the end of his life, he became the Moscow Metropolitan. No less famous was Bishop Nikolai (Kasatkin)^ who lived in Japan for more than 50 years and actually became the founder of the Japanese Orthodox Church. He translated the Bible and Orthodox worship into Japanese, and also founded the “Society of Translators ", which introduced the Japanese to Russian and other religious and artistic literature. ■. I % "-I-X to V Y I I I *Ji I I I S" >/ I ^ / I tmsh ШШШЧ УУ.) 1.14:! ■L!"\"| g." I I G--| ■, ■ I V- pcs^ w:iM:i ;; \u: :;C:; I -■ I ■_ ■■. Bishop Innocent. The icon had a systematic character. Peter abolished Russian patriarchate (it was restored only in 1917), instead of Patriarch K, the church began to be governed by a state body - the Synod. At the same time, the 18th-19th centuries gave the Russian Church many outstanding figures and saints. At this time, the first translation of the Bible into Russian (the so-called synodal translation). Four Theological Academies appeared in Russia, providing higher theological education. The preaching of Christianity developed both in Russia and abroad. In the 20th century, the church, like representatives of other religions of Russia, had a difficult fate. In 1917, a revolution occurred in Russia, the tsar was overthrown, soon the Bolshevik party, which was very hostile towards any religion, seized power in the country. All religions were persecuted. Orthodox churches were closed and destroyed, icons and Church utensils were destroyed, many believers and members of the clergy were killed or died in custody. However, the church survived, and today we see many people returning to the faith. OTHER CHRISTIAN CONFESSIONS Already from the story about the choice of faith, we know that since ancient times the inhabitants of Rus' were familiar with different religious traditions. One such tradition was Western Christianity. The fact is that in the middle of the 11th century. The Christian Church was divided into Eastern and Western. This happened due to differences in religious customs. and also because of political differences. The Eastern Church began to be called Right-ihiri"iriih"iri I,* I I 46 M| I*. iiiiii-iMMitli basics of WORLD RELIGIOUS CULTURES lessons 18*19 glorious (which means “correctly, truly teaching about God”), and the Western - the Catholic Church (literally translated this means “universal, spread throughout the whole world”). Rus', like other countries that were part of the sphere of influence of Byzantium (Bulgaria, Serbia, Greece, Georgia, etc.), became part of the Orthodox world. Later, in the 16th century, Protestants separated from the Catholic Church and simplified its teachings and rituals. Western Christians have long lived in Russia. Already in the 17th century. in Moscow and a number of other cities there were “German settlements” where Catholics and Protestants settled. They began to play a particularly important role in our country in the 18th-19th centuries. Peter I and other emperors eagerly invited foreign specialists, artists, and musicians to Russia. The number of Catholics and Protestants in Russia increased after the annexation of Ukraine, Belarus, and the Baltic lands. Representatives of Western Christian confessions have made a great contribution to the development of the culture of our country. For example, Italian arch- Dr. F. P. Haaz at the bedside of a patient Catholic Church in St. Petersburg;1 1L. in the 19th century In Moscow there lived a Catholic doctor Fyodor Petrovich Gaaz (1780-1853), who was popularly nicknamed the “holy doctor”. He received this nickname because he selflessly helped those whom society excluded from its ranks - prisoners. He dedicated his entire life to easing the lot of prisoners and exiles. He ensured that the elderly and sick were freed from iron shackles, as well as the abolition of shaving half of the head of women. On his initiative, a prison hospital and a school for the children of prisoners were opened. Dr. Haaz constantly received and supplied medicines to poor patients. He fought for the abolition of the right of landowners to exile serfs. All his savings went to charity. tectors back in the late 15th and early 16th centuries. Protestant church in Tomsk f Armenian church in Sochi - 1^. ^ IllZL Jl - -A, IV Entrance to the oldest mosque in Russia in the city of Derbent in the North Caucasus, a brick Kremlin was erected in Moscow. Later they built the most beautiful buildings in St. Petersburg: the Winter Palace. Smolny Institute, Mikhailovsky Castle and many others. One of the districts of Moscow - Lefortovo - is named after the Protestant F. Lefort, military leader and closest associate of Peter I. In the second half of the 18th century. Thousands of Protestants from Germany moved to Russia and started model farms on the banks of the Volga. Many Armenians have lived in Russia for a long time. Most of them belong to the Armenian Apostolic Church. According to legend, Christianity was brought to Armenia by the apostles Thaddeus and Bartholomew, which is why the Armenian Church is called “apostolic.” In the 19th century part of the territory where the Armenians lived became part of the Russian Empire. The Armenian Church has its own ritual characteristics, and its doctrine differs from the doctrine of the Orthodox Churches (Russian, Greek, Serbian, Bulgarian, etc.). ISLAM Muslims have long lived on the territory of modern Russia. As you remember, during the time of Prince Vladimir, the Muslim state of Bulgaria existed on the Volga. Even earlier, Islam began to spread among the inhabitants of the North Caucasus. In the 16th century The Russian state included peoples whose religion was Islam. At that time, Russian Muslims lived mainly in the Volga region and the Urals. In the 19th century Russia included the North Caucasus and Azerbaijan, where the majority of residents were also Muslims. Muslims have done a lot for the prosperity of our country. In particular, they \t ^ " 48 a. '_р_. Lfl-j J foundations of the WORLD RELIGIOUS CULTURES rv A Aft m d«ft-ftM « ft« ■ Ш-Л ШШЧ ft Ша « ft1 ft m ■ Aft il * " - i li 1 I L j fl In old Kazan, the Artist F. Khalikov developed trade relations between Russia and eastern countries, in which the majority of the population also professed Islam. So, in the middle of the 18th century. near Orenburg, the settlement of Seitova Sloboda, or Seitov Posad, arose (now it is the village of Tatarskaya Kargala, Orenburg region). It was founded by a wealthy merchant from the Kazan province, Sagit Aitov Khayalin. The name of the village came from his name. It was a large village inhabited mainly by Muslim merchants. Using the trust and support of the Russian government, the Tatar merchants of Seitova Sloboda tried to establish trade relations between Russia and Central Asia through Orenburg. They built a wide trading network in Russia and Central Asia. This trading network played a major role in the transmission of religious, cultural and educational information. Through it, Russian influence spread to the territories of neighboring Muslim countries. Seitova Sloboda Mosque (Kargaly). From a photograph of the 19th century I I - ir_ ■ Бу Х. I р - ■ i Р_"-_ ^i =:IG:I>t"rr >\I"::Г hз^_■!; -il-w: ■ ; Jp"i -"V". n I"l .V". I. ■ ."m /II i""": J s ^ У ) " - "1nn!:l^!" l] n ;3:J, ;I V, ■:I I! V. V: G. * _■ ■! j. Vachg ****■■*■■ ^ r* I .■ - ". % ^ . I ■ . " , ■ , I ■ I - , ". " ■ _ . __* - I I I -- l' -■ ■ r ■ ■_ "f i - ii lib P»4i|BibiJ ;i-^ ' . ■ X .1^ L:■:■ j ■i-.- ": . \ s-- ;■ / V:. I ' - -■ I i Г"^ : >.:>■ .-V ■ i >: , I;■ : ■ ;■ O' ■-- "i > -"ll" ■■."-■■. ■-- "i I . Г _ "p S "jF_ iin I P P ■ I r I /rv"l"iVi;"; -v ■ - , v4". ■-% U^"-L 1>:■ f-- L." ^ k sh: Religious rituals kfv k. ■;V I. ■> "i 11- ■:■■. : . 1 9 Ch sch sh 9 pcs h ■■■ _________ I ^ ■ I » »:-1’i‘,- g I IX" v,."_ ■; ".".". V","■ :-L" i ■ |4 ■■ *|v* ■> ""CHG ****■■*■■ -■ -L " ■! ".-Yi " t "I "l ^ pap m Ш Ш m Ш m ; ^:■■;:■■.■ :■■ ■; ". > 1." "■/ -: V i" ■ _l . g _ S "a." ■ . ■ . ■ Shchshshsh Shshshsh shsh msh. L What are pilgrimages. What are relics and relics. About the main shrines of the world religions GII. I I I ■g I Jerusalem is called the “city of three religions.” Why do you think? I \ ■ \ \ N \ Pilgrimages ■ and shrines about many religions of the world, pilgrimage plays an important role. Pilgrimage is a journey for the purpose of worshiping some object or place that is especially sacred for believers of a given religion GII. PILGRIMAGES IN CHRISTIANITY In Christianity pilgrimage arose at a very early stage of its history. The main object of pilgrimage was the burial place of Jesus Christ - the Holy Sepulcher in Jerusalem. A temple was built over this place, which is called the Church of the Holy Sepulcher. But the concept of shrine also extended to other areas associated with life and the death of Jesus. Therefore, for Christians, the city of Jerusalem itself became sacred - the Church of the Holy Sepulcher in Jerusalem \ I 1 g foundations of the WORLD RELIGIOUS CULTURES tl VN p || I V Salim, and Bethlehem, where Jesus was born, and other places. This entire territory is called the Holy Land. Other places in the world have also become centers of pilgrimage for many Christians. Usually these are the places where some kind of relic is located - a shrine especially preserved and revered by believers. The most valuable relics were items associated with the life of Jesus: parts of the cross on which Jesus was crucified, his clothes, the shroud in which he was wrapped after death. In addition, relics are considered shrines. Mosh;i are the remains of the bodies of deceased people. Believers worship the prayers of those who were known for their righteous lives and are therefore recognized as saints by the Christian Church. The custom of worshiping them has become traditional for Christians. Pilgrimages can also be made to icons. PILGRIMAGES IN ISLAM For Muslims, the pilgrimage to the city of Mecca - the Hajj - is extremely important. It is considered one of the pillars of the Muslim faith. ^J Every Muslim is obliged to perform the Hajj at least once in his life, but only if he has the opportunity to undertake such a journey. l. A- ■ ■ ■ LVZh1 iniilii”-- At a certain time, several million believers from all over the world gather in Mecca, sacred to all Muslims, who, as a sign of equality and approaching God, dress in pieces of white cloth and perform together the rituals of pilgrimage. It is in Mecca that the main shrine of Muslims is located - the Kaaba temple. ■ . ^ 1 J * h S t / . .1 t ■ * » 1^ \ >. I V ■. I b 4 4 IP" ■ g. ■ “L" L and ‘ -f ‘ I ’: ■ .. I . Х I r" ^ % m > ■v ■ ■»■ 1 "S S ‘ b i. . . » ^ ‘p m i" ■S ^ Х Worship of the Orthodox shrine of the Kaaba "■.i ■■ ▼Л4 -! G! |>b. d The Kaaba Temple is an almost cubic building, which is covered with a veil with sayings from the Koran embroidered on it. There are no PRAYERS inside the temple, only lamps are lit here. The Kaaba is called the “House of Allah”; all Muslims direct THEIR gaze here during PRAYER. g l 1^ llri aaS. T* - y* ?iWhr.= I VWiw* LF* NG-*1".~|Ge"№*e! HI I. M-iTirs.l I ( ( * II I ' I . I 1 “ r r r y y y ; r ■" r " i r ■. I " in t I r *. , 's -! I * I " . I I U . 'I ! ■ "I *. J I I . I I ■.".IV *. . V,; ■ .;s .... Ф I 9 "I 1 3 t ft ' I 5 ' I I . i 1 fa I t ft " m " ■ p I ■: 1 " (I r " " -■ " V . \ G | " = II . 1 . I. -■ I 4 . I I: ? "V r* V " " " "p I ' 1 ”l " I Ш II ". *t ll p - .1 . " ; * e ' i' j I . . * " I . * . S P ■ I: i*) I J " C ft I ; 1^ j" !i . : I* I i i V' ■ ft I « I I I ft c“ I * "ft * * M \ I 8 6 I .■ Dome of the Rock Mosque in Jerusalem \ \ i I » I a f I S ! ! g.1' >*s' in " I S -Ch.' 1 I I I " irVrvi^ / |*^»рбВяарр|Ср^^ I aa ■ " to si ^ bbj >■ b. "1=-b ■B-aBllJa__au "*"* . I b" .1 F G.4 " I i' ■-;I i" ! i -I * “ I I I "i I a I “aft ft I ft 1 ft n i a ■ ft * \ \ >, I V in ■. 8 I ■. I ) J . . ' I 'i I » l" I I g f 'i' r: i" "■ "b' I I I a ■ r I ". in Ip i a'> ^ ' l' b" “i I I \ f I ^GOSHNRESYO In Hinduism, one of the centers of pilgrimage is the ancient city of Varanasi (formerly Benares). Pilgrims coming to Varanasi must necessarily perform the ritual of ablution in the sacred for all Hindus the Ganges River. They put on their best clothes, bring flowers and sweets with them and give them to the river. The entire bank of the Ganges is built up with special slopes to the river, each of which represents an entire temple complex. There are more than 100 of them in Varanasi. During the Hajj, the Kaaba is the starting and ending point of visit during the Hajj. Pilgrims walk around this temple seven times, imitating the movement of angels around Vsevyng-nego. After the establishment of Islam in Arabia, a huge mosque called the “Forbidden” (“Holy”) grew up around the Kaaba. Most of it is in the open air. “Radiant Medina” is the second holiest city of Muslims. Prophet Muhammad is buried here. Muhammad's tomb is located in the Prophet's Mosque in Medina. This mosque was built near the house of Muhammad, and later the house became part of the mosque. Now the Prophet's Mosque - K" is one of the largest in the world; up to 700 thousand people can pray in it at the same time. Many pilgrims visit it after completing all the rituals of the Hajj. The third most important shrine of Islam is located in Jerusalem. This is a whole complex of buildings. It includes a majestic temple called the Dome of the Rock (Qubbat al-Sakhra), ■ . J E i. ". ch g (I I V " foundations of WORLD RELIGIOUS CULTURES and the “Most Distant” Mosque (al-Masjid al-Aqsa). PILGRIMAGES IN JUDAISM Jews consider their main shrine the city of Jerusalem, where the Jerusalem Temple was previously located. Thousands of their believers flock to the preserved fragment of the Temple, which was called the Wailing Wall. Here Jews perform personal and communal prayers, conduct rites of entry into the Jewish community. In the vicinity of Jerusalem there are also the graves of biblical forefathers, who are revered not only by Jews, but also by Christians and Muslims. Some groups of Jews, the places of life and graves of outstanding teachers are especially revered.PILGRIMAGES IN BUDDHISM Pilgrimages in Buddhism (nakhor) began with the worship of the remains of the Buddha, which, as you remember, were divided into eight parts and placed in special stupas. They can be made at any time year, once a year or once every 12 years with the goal of cleansing oneself from worldly defilement, accumulating “merits” on the path to enlightenment, receiving the blessing of a holy ascetic, or becoming accustomed to the holiness of a sacred object or holy place. The most sacred places in Buddhism are the four places where the main events of the Buddha's life took place: the place where he was born; where enlightenment came to him; where he preached his first sermon; and finally, the place where he died. But in general, pilgrimages play a smaller role in Buddhism than in other religions. Wailing Wall in Jerusalem Bodhgaya is a center of pilgrimage for Buddhists, a city in India. In this place Buddha achieved enlightenment ■"D! And shniya ^ What is a pilgrimage? ^ What is the main object of pilgrimage for Christians? Name the main relics of Christianity. ^Where are the shrines located? Muslims? What are they called? What and why enjoys paramount veneration in Judaism? ✓"What events in the history of Buddhism are the main centers of their pilgrimages associated with? i/i-. V. ■ vr S f: ^ \ ^ -L ■ I ■- . “■ ^"■ ■■ H ■ - ■ I l I ^ ":-l ■Mlf: ■ :■■.■ v;;-: if v:V-,": ■ "s \ L ^ r V ■ /U; - I ./ "j*"i ■ i: "S H ■- I ,■ I , ■ I ■. _■ V I ■, p i .1 ". ^ !" ■ y. . "V-c l _■: ■ PP p h Ш m p“W ■. -- i‘ -■ f _ ■ ■ r ■_ "f . *■""_■ "i. "r -f-i"-- % ; :V; i;t -i Ш r. ■_!. GV_1. Vi g V i ■ I *. ■ ' ^ P P ;■":■" I■ ■ ^ """O"," j. I,. ■ "■ I '■""i"" "t "■:"■■ ршр aV| apa: ^:■■;:■■.■■■ :-.v / L "4 j . i 'i . ."i >; L N I I I . g _ S "a". ■;v I . 0\ 11- >"n "" ■i4" V"/ . s V % " . ".■ "l % - - L % *. ■ -■ %H"G|O." "-.■ :■ Vir>>\', "-.vX ""i i (i-11 ■, ____ ■: I i *. ^-! -. > ^>4" -*■ 11 .." ) "X"""#; Ш t ^ у;И ■ .I. J i-i i-iv w L (W ^ v ; YOU Yium 0 main holidays of the Jews. What holidays do Christians have? What are Eid al-Fitr and Eid al-Adha for Muslims. What holidays do Buddhists have. S V- V ■■ 3 -^ ." I H - > J i ". i I J. " E U. A h" J"- -.- I - J -- "I - V J "■-.-! 3 L ?- J d - ^ f I Г Wl ■ "_ -fWA " .1, I - -Г. - ■ -■ I . ■! J- У I "I .■V" I "I I ^ % I ! I _ ! * - II ji,: I. I Bo time of the Jewish holiday I. I. p "- ■■. ■" I _ I I I ' :'r V. . :i "I: h 11 1 a:li"3-:i: :"l 62 ~b "r 11 xG \= V H ! I y II ! 1 H "-" cm; il Holidays and calendars Apart from everyday rituals and pilgrimages, every religion has rituals associated with those days that are celebrated by believers of this religion in memory of some of the most important events for them or some saint. These are holidays and festive rituals. HOLIDAYS OF JUDAISM The main holiday of Judaism is Passover (Easter). On this day, believers remember the liberation of the people from Egyptian slavery and the flight to the Promised Land. The celebration of Passover lasts seven days. During the holiday it is forbidden to eat leavened bread. Instead, they eat matzah - bread prepared without yeast. This tradition is due to the fact that, according to the Bible, the Jews fled from Egypt in a hurry and did not have time to leaven the dough, so they baked unleavened cakes. The holiday begins with a feast held in accordance with strict ritual. All dishes on the table have a symbolic meaning: bitter greens recall the bitterness of slavery, a dish of grated apples, dates, nuts and wine is reminiscent of the clay from which the Jews made bricks for Egyptian houses. 50 days after Passover comes Sha-vuot (Pentecost) - a holiday celebrated in memory of God giving the Ten Commandments to Moses on Mount Sinai. On this day, according to tradition, synagogues are decorated with flowers and green branches. Since the holiday is associated with the foundations of the WORLD RELIGIOUS CULTURES with the giving of the Torah, teaching children Jewish traditions usually begins on Shavuot. During the holiday, it is customary to consume dairy products in food and abstain from meat. Traditionally, a dish of milk and honey and cheesecakes are served at the festive table. During their forty-year wandering through the Sinai desert, the Jews lived in huts, so on the next holiday - Sukkot (the holiday of the merchants) they must build a hut sukkah and, if possible, live in it for some time. Hanukkah is celebrated in memory of the miracle that occurred after the victory of the Jews in the uprising against the foreign king Antiochus, who once ruled Palestine. The rebels managed to capture Jerusalem, and they decided to consecrate the Temple, desecrated by the king. To carry out the multi-day cleansing ritual, special olive oil was needed, but only one vessel was found in the temple, which would be enough for one day. But, according to legend, a miracle happened: a lamp filled with oil burned for 8 days. Therefore, the holiday dedicated to this event is celebrated for 8 days. On its first day they light one candle, on the second - two, and so on until the eighth day, in.V. * ^ i i У- ^ -А t i ■■ ■■ The joyful holiday of Purim is associated with the memory of the miraculous deliverance of the Jews from extermination planned by the villain Haman. This story is told in one of the biblical books. During the celebration of Purim, when the name of Haman is mentioned, everyone present begins to make noise and crackle with special rattles. On the festive table on this day, special triangular cookies are served, which are called “Haman’s ears.” G' who will light eight candles. HOLIDAYS OF CHRISTIANITY ■G The main holidays of Christians are associated with the events of the life of Jesus Christ - this is Christmas (the birthday of Jesus) and the Resurrection of Christ - Easter. Believers prepare for these two holidays by observing multi-day fasts. The fast before Christmas is called Christmas, and before Easter - the Great Fast. Usually during fasting, many w liti Ik? Jewish casket with incense La^:.L a B, shM. t ъ. . > I "J L1 I 4 L. *l 1. Kulich procession! ■7 k g \\ I I 'I I v: Orthodox cross %- *1." 1Ъ I" J,* h" I "" - '" l ■ ■ > ■ ]\ " \ Christians do not eat meat and dairy foods, and abstain from entertainment (for example, they do not watch TV). But abstaining from writing is not the main thing, it should only help a person become better during fasting, help the believer in his work on himself. The week before Easter is called Holy Week. These days we remember the last days of Jesus Christ, spent in Jerusalem, and his preaching. The Last Supper (dinner) with the disciples, at which the sacrament of the Eucharist (Maundy Thursday), the arrest and crucifixion (Good Friday) was established. Easter always falls on Sunday. Her worship takes place at night. It opens with a solemn procession around the church, followed by Matins and Liturgy. The entire next week is called Easter or bright. The remembrance of Easter events continues until the Feast of the Ascension, which is celebrated on Thursday on the fortieth day after Easter. According to the Orthodox interpretation, on this day Christ ascended into heaven and sat down on the right side of God the Father. He ordered his disciples not to leave Jerusalem until the Comforter, that is, the Holy Spirit, came to them. In I L [ fundamentals of the WORLD RELIGIOUS CULTURES lessons 23*24 This happened on the day of Pentecost (50 days after Easter). The apostles, on whom, according to the Gospels, the Holy Spirit descended in the form of tongues of flame, received the gifts of miracles and healing and began to preach the Gospel. This day is considered the birthday of the Christian Church. In Rus', this holiday began to be called Trinity. The Nativity of Christ is celebrated on December 25 (January 7), and Epiphany (Epiphany) is celebrated on January 6 (19). In ancient times, Christmas and Epiphany were celebrated together. They still retain much in common in worship and are connected by special times, “holy days” (popularly called “Christmastide”). The ancient common name for these two festivals is Epiphany, for by celebrating the birth of Christ and his baptism, Christians celebrate the coming of God into the world. In addition to these two, Christians celebrate many other holidays related to the life of Jesus, his mother the Virgin Mary and his disciples. The Orthodox, Armenian, and Catholic churches also celebrate the memory of certain saints every day. ISLAMIC HOLIDAYS The main holiday of Muslims is Kurban Bayram. It is celebrated in memory of how Abraham was ready to sacrifice his son to God, but this was not required. In memory of this event, Muslims must slaughter a sheep or ram. On these days, Muslims visit the mosque, where they perform holiday prayers and generously distribute alms. The holiday lasts three days, during which it is customary to ask your loved ones for forgiveness for bad deeds, visit the graves of ancestors and relatives, pay visits to friends, put on new clothes, arrange treats, and give gifts. "-l SH ISHREOO According to the tradition of the Russian Church, during the Easter week, everyone can climb the bell tower and RING the bells. At Easter, believers usually paint eggs. The main dish is Easter - a dish made from cottage cheese and placed in a special form, and Easter cakes. % % Russian Christmas card from the early 20th century. Sacrifice of Abraham (Ibrahim), Ancient drawing 65 Gsh 1 ■■ ."o I "N" h"| I. G-:-: I ;m.1b l I%v~^ ■.>! №■ fciriJbi «g ■- ^■«albH11b.1^^1ввП «Т(»а>:b|1Г1кв^>1Л.|.ка»Г »3>^«лПВ а в I ^ l - » 7, ' g r'» *. * \ " \ g" ;" ■* I I in' *" ! l t .* During the holiday of Eid al-Adha Muslims in Kenya during the holiday Another holiday of Muslims - Eid al-Fitr - is called small holiday (as opposed to the great holiday of Eid al-Fitr). It is celebrated in honor of the end of the 30-day fast in the month of Ramadan. In Islam, fasting during the month of Ramadan is considered one of the pillars of faith. In our country, this fast is called raza. For a whole month, Muslims do not eat, drink, inhale aromas or smoke during the daytime, and also give up all pleasures in order to think only about God and godly deeds. Eid al-Fitr is celebrated for three days. Night on Eid al-Adha is desirable spend without sleep, in prayer to Allah. On Eid al-Adha, obligatory general prayers are established, which can take place both in the mosque and in special open areas. Muslims put on the best clothes, go to visit with gifts, try to have fun, prepare traditional dishes with which exchange with neighbors. These days it is customary to decorate houses with garlands and ribbons. On the eve of the holiday, alms are distributed. Muslims also celebrate Mawlid (the birthday of the Prophet Muhammad). It is accompanied by the reading of prayers and sermons in the mosque and the houses of believers, and solemn processions. BUDDHISM HOLIDAYS Buddhist holidays often vary depending on the country in which they are celebrated. The most important holiday of all Buddhist holidays is considered to be the day of birth, enlightenment and departure from the earthly world of Buddha (Donchod). It is celebrated in May -. r-d -b. -Г> -L..- » 66 basics of WORLD RELIGIOUS CULTURES lessons 23*24 June for seven days. On the days of this holiday, solemn prayers are held in all monasteries and processions and processions are organized. Many vow to observe a strict fast and remain silent for the entire seven days, which symbolizes the importance of abstinence in Buddhist practice and at the same time remembering the Buddha. A characteristic ritual of the holiday is the washing of Buddha statues with sweetened water (or tea) and showering them with flowers. On this day, it is customary to decorate temples and light lanterns at nightfall, which symbolizes enlightenment coming to this world. Among Buddhists, not all believers usually fast, but only monks. In many Buddhist countries, fasting occurs during a specific period, such as the rainy season, as is practiced in Southeast Asian countries. The fast usually lasts three to four months. Sagaalgan - the Buddhist New Year - begins on the first new moon after the Sun enters the constellation called Aquarius in the Western tradition (no earlier than January 21 and no later than February 19). Buddhists live according to the lunar calendar, which does not coincide with the European one. During the 15 days of this holiday, a great prayer service is performed, dedicated to the 15 miracles that the Buddha performed in order to shame those who doubted his teaching. According to Buddhist tradition. Before leaving for Nirvana, Buddha called all the animals to him, but only Mouse, Cow, Tiger, Hare, Dragon, Snake, Horse, Sheep, Monkey, Chicken, Dog and Pig came to say goodbye to him. In gratitude, the Buddha gave each of these animals one year to rule, and the years were given in exactly the order in which the animals came to the Buddha. This is how the famous 12-year “animal cycle” appeared. ;■ V. l g I W M \ I I H ■ ■ ■ I I 1.1: h"lO* 1.1 !i!i ""h? U.I.‘s. I .4 I g!_ .3 I "■-A ■ ■ H " 1^. .*.1 "G-. I During the Buddhist holiday III JBII .|J» v._i". I:-.i.i a ■ .. " 11-* 11.L L\ Lm J Ш l"L.. 4 . J" whether I L. _ i"ll I 11 ,■ I. .■ . .■ J^ ■ « .-I ^1"-: I ■■■■" I " "i ' -1" I ■ ■ I I I 3 I H ■ . J . If _j_i 11 ilijK ill -- f . Ш " and I I." OiUANiIOE I"ll I l^h-lYii"" ■) -"iM j " J j" " "j. "j" .1 What is the meaning of the holidays of traditional religions in Russia? | -V - - ">--5 ■ ■" 1 "i I a ■ , 3 ■ j 1j .. c " 1 m ^ .1 Wi- "; v" 1" ". ■ > .1 VO.\" ■r.V ■ Г34; Г"! 1": \\n: \i4\i" SH. "L" 11 s-J ■ I Hi-: I: mj I: - iM a ,■ 11 a - :■ I -.1 11 "3": 2 H \i li!: chz I! la^ I f: Vi:"V K SHNIYA. . I H H I “ I: I ■ % :" j ^ ■ . I^I a"." ■: c" II ‘I- :i -I. .1 i !" F ■: 11. CH1L ^ I. ■: I . ■ I ■. 4 ■. :■ 11 I .■ h’ H G j| M 13 "ll ! I i \i -. ■ ■ . " ■ .4 . "to J H I. Ill. g r I P ■ D. What events are the main holidays of the Jews associated with? Tell us about them. What events are the main holidays of the Christians associated with? Prepare messages about them. Z" What holidays are celebrated by Muslims? Z"What is the most important holiday in Buddhism? Z" Talk to your elders and tell them what religious holidays are customary to celebrate in your family, in your group. ^■! .! "l."! ■ i "|.: I _ l." .1.4.4 S .1.1 |" .V.."J l-.". I >. II I F / " ■ ■ F 1, I ' I ' -I ■ I ■ 4 1 .1 ■ *i I " . ■1.1 jJ" I U\". , l> ■ ! ", : Х11‘: I ■ \ , ! I . ^ V" 4^ I I 1 If I ■ 5-1 I, ■ ■ a ".". ’j * ■ I : \X\ ■ :-?j .1: h!-1" r .V ■ I 4- ■"i Y.">-.::"V ‘h"." 4 ■. 11 >. " i . : . ■ I " I ., ■ I ■ II -■j ■i’- I jli ■ ■■ ■ 11 . ; : J I V .V"4.-..‘l. "0:■ ? ""V! i..v-.^-.|-i. I ". ■ I -. ." I " , - . g h f ■_ . " - g W t I |" .- |"1 ■ "| l ^ " V ■ '.Vi-"L.: ■-■ I I " ■/ %" V "1 I ■" ■ ■ -" I ■ >: ^. I"; ■ _~i. "■ _" ■ L; g l 1 _|. . ‘. ": hh V^ .V-.,../; ^>,: ^ V... - V- i:■. - :: -; V yj ‘■Z s r"-"/ ■/"- 11 * , -. If ,r ■■ . l"_l/ Ш^. I ^ L:-;v: O^.SS,".‘4. ■ U:-" Г i z" ■" ■ "- ■" h S I "| I I Z: \-y-n YOU WILL KNOW I *- % I - р р ■ W Ш Ш Ш W Ф Ш_ Ш Ш: :■ Г." ".II 1 I ’. I S r". H I II "II r‘ g \ \ I I "l I ? h / h" -L 1. V-■■". .■■/; : O- |" -■ ■ "■. V |’ I g I ■ IJ ^ : I .:; ■■ .“I i-1 -.Vj ■ _% i" G\Zhsh\‘ . . o I.V V."-- :: .G. ■ch I ■| ■. % h Ush It GU. GU. "): . G " ■. "■ "r^-^G [ g ■ " y y I L" . y - - y" y,J They say that the Prophet Muhammad had a neighbor who did not like him and tried to harm him in every possible way. One day a neighbor fell ill, and Muhammad came to see him. The neighbor was surprised and asked why he was doing this. “You are my neighbor, and I am obliged to take care of you,” Muhammad replied. \ I \ \ V WITH thy whole soul and with all thy mind,” and the second is “thou shalt love thy neighbor as thyself” (Gospel of Matthew, chapter 22, verses 37, 39). The commandments of love for God and neighbor became the basis of all moral teaching of the Christian Church. It is interesting that the Jewish sages of that era thought in a similar way. They say that one day a non-Christian came to the sage Hillel and agreed to accept Judaism if the teacher could very briefly explain to him the essence of Jewish law. Hillel replied: “Do not do to your neighbor what is unpleasant to you - this is the essence of the entire Torah, everything else is just commentary.” MORAL TEACHINGS OF ISLAM Muslims believe that man is the basis of creation, its ultimate goal and highest value. The Koran directly declares human life to be the highest value - a person does not have the right to arbitrarily take the life of anyone, including himself, and the murder of one person is equivalent to the destruction of all humanity! Islam enjoins people to love each other and treat each other as they would like to be treated. It is necessary to treat parents with respect and provide them with a dignified old age. The Prophet Muhammad liked to repeat: “Paradise is under the feet of our mothers.” Thus, he emphasized the need for special veneration of the mother. The Prophet Muhammad, by his example, also established a large number of moral rules that are mandatory for Muslims, for example, the ban on drinking alcohol. foundations of the world's religious cultures, for example, the Prophet emphasized the need for good neighborly relations and showed their importance by personal example. TEACHING ABOUT HUMAN BEHAVIOR IN BUDDHISM In Buddhism, the basis of human behavior is responsibility for others. Buddhists believe that in order for a person to achieve happiness, he must make other people happy. Along with Buddha, Buddhists also revere other deities (bodhisattvas). Bodhisattvas indulge in asceticism both on the monastic path and on the path of the layman, but not for themselves, but for the sake of saving others. They deny the desire for personal gain and renounce nirvana in order to be reborn again and again for the sake of liberating all sentient beings from suffering. Buddhists believe that anyone can become a bodhisattva. Buddhists have five moral precepts. They are very simple, and their implementation does not require excessive effort from a person. The commandments include not intentionally killing any living creature, not stealing, not lying, not committing adultery, and not drinking alcohol. Buddhists list all possible forms of murder, including killing with one's own hand and killing by order. They also consider anger as a source of all violence completely unacceptable. Buddhism places special emphasis on the need to have compassion for all living beings. Buddhists, as you already know, believe that the human soul is born on earth many times in a variety of forms, therefore the very first rule of morality is considered non-harm not only to other people, but also to animals. Bodhisattva statue Followers of one of the Indian religions - the Jains - believe that harm should not be caused not only to people and animals, but also to insects and plants. The most zealous Jains tie special bandages around their mouths so as not to accidentally inhale small insects, and do not go outside at dusk for fear of stepping on a living creature in the dark. All Jains usually voluntarily take upon themselves five main vows: not to harm living things (ahimsa), not to steal, not to commit adultery, not to covet, and to be sincere and pious in speech. and knowledge What are the commandments? What do they teach? h/"Who in Islam is considered the basis of creation, its ultimate goal and highest value? What does this mean? How do you understand the words of the Prophet Muhammad: “Paradise is under the feet of our mothers”? ^ What is considered the basis of human behavior in Buddhism? uxtm^lx ^ 71 ПШ1Ш i/i- . % ■ v r . i" ■ ■: ^ ^ ■ . ’ I " r % I , ■ . ■ ^ Ш j .- ■ g ■ I I ■ " r ■ - ■- J ■.- :-.■! ■-■ " g. -V: - I .--.i ,> ,■ -1 [ I | -■ ■-! P apav* ■ ■ Ш m Ш m Ш 4*BH - !■ ^ Ш m m Ш ■"H Shch Shch ShShShShShSht\shsh m V ■ ■ |4 ! ■ "Ip" _P« ■ HP ■p"""l"ll "■ g r I / . . I ■ , " , ■ p p" ^ 1 , "r ■ "-."III " ■ I .1. I .1 - ' .■ "*_■■ "I"l ■■"!"■■ -- ■ f.;- f L 1" L \ -p "-.'i f. ■' I . - .4 I '-I ■, ■- L V ^1 'i - jfl:■ V "".'r *pI ■-, J P Ш F ■ I - CH P * ^ CH PH CHRN I*-', I I .' p .■ -■ I ^ I I ' p I ■;xi . ">l 11- ' ■ > ' J V: y' I . f. » rG Ch, » , Ch, I. 'p ■- I ■ , % r ■ I -p V ' p " / iViVr-fyiV.^ ________________ Х I1 >>р',-,"l p ХЧ\ -Ш 4> i >> I (Ч I' .- I ^■: *p-: r*C-!L > :-v , L- 11 /.-рЧ-."-.xvi-M ■- i / -■ :: 1.5;: ;LC' 'I'J ■ - - v% ■ - ^ -^P '. ■- Vi:?. H H I I p~ h^: you ymm h How different religions teach mercy, compassion and helping people. ■ L V ^ ■: ii'l V: I' I I \ |U ^ /■ t -IF. ■ i: /.XJV L:■ :■ .=:j \ / ■vVi'f 'J .' rj -■' I I ■■,' . - J ШШШШ_____________. _________ V ■- »p H % H I I p' GG/ V "-P- » L I II : k), g V'L P .-: r' --D. '.' ■ 1*^4 Ш ^ Ш Ш Ш Ш Ш Ш *|b| . ■ ^ l" ■' p ■ ■ рЧ I I I -I-* ^1. w w -m sch p m m » pT I ^ sch ushSHU to me.” -■ P pf Ts* .■ p-,% ■ill H *IH* « sh’'^rschshshkG. ■-■.! J- MCH- i E i i: 1 i "-Ч '- \ry. And the King will answer them: “Truly I say to you: so irl\::VXr. - 1..V..they did this to one of these least of my brothers (to one of the people), then they did ■: -i ;;■, ib f/y^ :) ■ ■ '■'(I I ■ 'V ! : ■.',)■■■ l' . ■ .у ■> ШУ ■■' h ■■.'■'I':.' ■' \ '. ■ . Vi^""|f'/V||f4t-= v i u ■ ui. i.im ■ p > - C«i|%|bL|l. I aS .F H >-C . -: H H H ■ - I I ■- I I I -■ H 44 shsh? >: ■ ■: s L How did you understand the meaning of the parable of the Last Judgment? ■'■ . ' _______________________________________________________ ■!> ■■' O ■')■ -U- G g ^ g' |' N I g N H ■ I t t Sh t r sh: ' '. ■ : ■ '. ■'.* i t i:= ■: ■■= ■■-. 4-^ : U. ' L Mercy is the care of the weak , mutual assistance and charity, caring for one's neighbors, kindness play a vital role in human life. In religious traditions, they are reinforced by the belief that God is infinitely merciful, caring for people as if they were his children. Many religions teach that man was created in the image and likeness of God. Jews consider intra-communal charity, the giving of alms, very important. One of the most important elements of the Christian faith is the idea that God is all-good and all-merciful. His Son, Jesus Christ, repeatedly taught His followers that they should give people have everything they have. But Jesus did not simply call not to be greedy. Since in His teaching the covenant of love for God and the covenant of love for man are of equal importance, Jesus taught His followers that every good or, conversely, bad act The act we perform towards another person is directed towards God. This is clearly stated in the parable of Jesus Christ, which in the Christian tradition is called the “Parable of the Last Judgment.” Fulfilling the behest of its founder. For many centuries, the Christian Church has been helping the sick, the homeless, the poor, children, the disabled, those in trouble, those in prison... It builds hospitals and orphanages. Islam pays a lot of attention to issues of mercy. There are different forms of expression. I L - .-i-'' ^ ■| ■ J I* . ■ >> * l f ' i ■ I foundations of WORLD RELIGIOUS CULTURES ■FJT ^ L.t- ^ "TJrT'^ TTi.T « ft * ■ J 4 gtt I^..vr ■m-^tgg TG" J 4 U J k. . I m p p f . viii f4 n l srirch*. hh 1hh1 f. i wr n sch NOI to the first people Adam and Eve. Childlessness, in turn, was considered a huge punishment, tantamount to death. Islam views marriage as an obligation and numerous offspring as a sign of God's favor. According to Islam, a married man has preference over a devout Muslim living outside marriage. Before reaching adulthood, the mother plays a large role in raising children, and after reaching adulthood, the father plays a large role in raising boys. Thus, the child perceives everything that both parents can give. We remember that the biblical Ten Commandments ordered a person to honor his father and mother, therefore, in all religions that go back to the biblical tradition, great importance is attached to honoring parents and respecting them. For example, the Prophet Muhammad loved, as you remember, to repeat that “paradise is under the feet of our mothers.” These words of his well reflect the attitude of all Muslims towards their parents. You remember that in Buddhism all believers are divided into those who belong to the monastic community, the sangha, and those who are outside it. For lay people, family is the most important part of their lives. It is believed that marriage should be concluded not only for the happiness of two, but also for the sake of the interests of the community. After all, one of the main purposes of a family is responsibility and care - for children, for parents. about monks. Therefore, maternal love, which surrounds everyone with warmth and care, is perceived in Buddhism as the ideal of human relationships. Mosque in Ufa I I Buddhist temple in the village of Aginskoye, Trans-Baikal Territory ■ U.S1 Why do you think family is considered one of the most important values in all religions? and zshnia r*.! Why is the family called the small Church in Orthodoxy? How should people live in a Christian marriage? What is the significance of marriage in Judaism and Islam? ✓'What is the meaning of marriage in Buddhism? ilmshii^ I _ s: ■ ■:. [. t L yy .Uу ■:.'.-l\ '. i"i L " I ■■■■■.'■/-'.-1 V if -^/V'S:;:■ ■■ V:-'t ' p'- i ■ ■«■ 1 I ' , -% L - d ■ I JH . i _■ ■f-: ^ ' ' -■' V:.;-- Ш W m ^ Ш ГВ ПР ■ P I ■ P ■ ■ ■■ ^ I % : >.:>■ ,-v ■ , I; ■ : ■ ;■ O' ■-- 'i> -'ll' ■■.'-■■. ■-- 'i I . g_'p S "a". ■;V I . ■> 'i 11- ■:■■.: .1 ■ -.4-, Ch ' , % 'p -p ' . - I .- ,- ■■,'■> i I -".'.I ■... III WOULD Yium . 'i'V'l -■'' .V'l ШШ:-.K'. I > .' 1-,' -■■ I I ■■. ,' . - t > ', p ■. ■ % '. , t p- I -■ I -■:■ I > :-i-|>.'i> | I \L. p 1 How duty, freedom, responsibility, work are understood in different religions. DU l 1Sh-tu......... g I -^ |' ■" р^ I ' "“II II ''L h' .' G.*-■. ■■ .4 |'/| ■р I I I I ^ 11-. ■ g ■ I ; .■ J Р r- - ■ ^ -р t \ >р"-р'» |Ч I II hЛ 'С р' . 'ч "р' Х р'» |Ч 1114:§5!:-: 4V'."i'JI: . '^.1 I f I > 11 I I: 11 "p I I . 1 ■* Debt, freedom, responsibility, work In this lesson we will talk about very important, but difficult concepts, such as freedom, duty, responsibility, work. Let's find out how these concepts are viewed in the country's traditional Nantea religions. Christianity, Islam and Judaism say that a person is internally free. Of course, he is influenced by a variety of external circumstances: the environment, living conditions, political situation, his education, etc. But still, in the end, a person himself has the opportunity to choose one path or another, only he decides, believes whether he is God or not. At the same time, there is an assistant in the human soul, whom believers consider to be a kind of voice of God. This voice may be quiet, we may not listen to it, but it is always with us, it is the voice of conscience. It is very important to learn to hear the voice of conscience and obey it. This is one of our main responsibilities. At the same time, freedom imposes great responsibility on a person. The Bible directly says that before the Fall, man had to participate in God’s plan for all creation, to take care of the Earth, plants and animals. Man retained this power over the rest of the world even after the Fall. Work is the main duty of every Christian. Labor strengthens a person's will and ennobles him. Work must be treated honestly and kindly - 1 1 basics of the world's religious cultures shjn vzh sh azh ■ ' !-■ vanazhzhazhzhzhzhzhzhzhzhvzh' conscientiously. Christianity does not divide work into “black” and “white”. It only requires that the work be honest and beneficial. Judaism also teaches to honor work, to take part in personal physical or spiritual labor in social activities. Therefore, it is necessary to take care of our strengths and abilities and improve them in every possible way. Judaism condemns all idle pleasure not based on work, idleness in the hope of the help of others. According to the teachings of Islam, man is the best creation of the Almighty. God created him as his successor on Earth. Despite the fact that everything is in the hands of the Almighty, man has free will and choice. This places a huge responsibility on him. He must be aware of his purpose and behave in accordance with it. Islam encourages everyone to take an active position in life. Escaping from the world is not condoned in Islamic teachings. A person must actively participate in the life of society and fully fulfill his destiny: start a family, have children, work. Such a life is understood as pleasing to God. Buddhism preaches renunciation of the world and forbids monks to work - they are obliged to live only by alms. The laity are supposed to work, but they have to work just enough to provide themselves with a minimum of life. Excessive work generated by the desire for well-being can lead to the emergence in a person of other passions that interfere with his better rebirth. 77 \ШШ ■ ■■ r, r t t Shch ■ Ch Shch shShShShShchrSh "l\shsh t Ch % ' . “, I .■ I . ■ I . ^ - ■ - ' I P II ■;■ , S , > , I ^ . I ■ . ', ■ , . -, h I ■ _____ * - I I I » Sh t t w 9 sh sh t ■■ I ■ I Sh.' , 'in ■. t G. - . ' I . - - h j^m ' :V■'.' ■ h '. \ \[y\ >' CH I - ■ . ■ . v" h- % " - r' Lana r a ■ w in v| ■-' :-1" I ;;.jcWhile hearts are alive for honor, |vV/^A^|:.Vv My friend, let’s dedicate the beautiful impulses of our souls to the fatherland! (A.S. Pushkin) Love and respect for the Fatherland Dear friends! You got acquainted with the great spiritual heritage that for many centuries one generation of their compatriots passed on to another. You learned about religion, spiritual ideals, moral standards of our ancestors, what they believed in, how they lived, supporting each other and helping to each other. “Believe that everything was not in vain: our songs, our fairy tales, our incredible victories, our suffering - do not give this for a sniff of tobacco... We knew how to live. Remember this. Be human!” - such a testament was left to us by the outstanding writer and actor V. M. Shukshin. In the 7th-10th centuries, in the space from the Volga to the Dnieper, there was a state of Khazaria, many of whose inhabitants professed Judaism. In the city of Derbent (Dagestan), the first mosque was built, with which the history of Islam began in our country. In 988, Prince Vladimir baptized Rus' - Orthodoxy came to our land. In the 17th century, Buryats and Kalmyks entered our state, who brought with them is Buddhism. Since the 18th century In Russia, non-religious culture began to spread widely and a tradition of secular ethics began to form. This is how the spiritual traditions of Russia took shape. Our culture grew and strengthened, nourished by different spiritual traditions. Traditions are like roots. The more roots and the deeper they are, the stronger the tree trunk and the thicker its crown. foundations of the WORLD RELIGIOUS CULTURES 1G - g.'.'g. r.'i:“:“i

Work program for the course “Fundamentals of religious cultures and secular ethics”

(module “Fundamentals of world religious cultures”)

(for fourth grade)

The work program of the educational subject “Fundamentals of Religious Cultures and Secular Ethics” (module “Fundamentals of World Religious Cultures”) is compiled in accordance with the requirements of the Federal State General Education Standard for Primary General Education, an exemplary program for"Fundamentals of religious cultures and secular ethics." [Compiled by: scientists of the Russian Academy of Sciences, the Russian Academy of Education, the Federal Institute for Educational Development, the Academy for Advanced Training and Professional Retraining of Education Workers, representatives of religious denominations]and based on programs developed by the authors R.B. Amirov, O.V. Voskresensky, T.M. Gorbacheva and others, edited by Shaposhnikova T.D. taking into account interdisciplinary and intradisciplinary connections, the logic of the educational process, the task of developing the ability to learn in younger schoolchildren. The program is aimed at achieving the planned results, implementing a program for the formation of universal educational activities.

Explanatory note

General characteristics and value guidelines of the content of the academic subject

Issues related to the introduction of spiritual, moral, cultural topics into the school curriculum, considered within the framework of the cultural approach, are especially important, since the nature of a secular school is determined, among other things, by its relations with the social environment, religious associations, recognition of freedom of religion and worldview of participants in the educational process. The demand for modern education, which solves the problems of spiritual and moral education of Russian citizens, remains too significant. The modern national educational ideal is a highly moral, creative, competent citizen of Russia, who accepts the fate of the Fatherland as his own, aware of responsibility for the present and future of his country, rooted in the spiritual and cultural traditions of a multinational people

Russian Federation.

In this regard, it becomes especially relevant to include in the school curriculum the course “Fundamentals of Religious Cultures and Secular Ethics,” which is comprehensive in nature and represents the five most important national spiritual traditions - Orthodoxy, Islam, Buddhism, Judaism, and secular ethics.

The introduction of the subject “Fundamentals of Religious Cultures and Secular Ethics” should be the first step towards restoring in new conditions, based on the principles of humanism, morality, and traditional spirituality, the socio-pedagogical partnership of the school, family, state, and public in the education of children and youth.

Pedagogical support for the self-determination of an individual, the development of his abilities, talent, the transfer of systemic scientific knowledge, abilities, skills and competencies necessary for successful socialization do not in themselves create sufficient conditions for the free development and social maturity of the individual. A person is not free if he does not distinguish good from evil, does not value life, work, family, other people, society, the Fatherland, that is, everything in which a person morally asserts himself and his personality develops. Knowledge of science and ignorance of good, a sharp mind and a deaf heart pose a threat to a person, limit and deform his personal development.

Spiritual and moral education of the personality of a citizen of Russia is a pedagogically organized process of assimilation and acceptance by students of basic national values that have a hierarchical structure and complex organization. The bearers of these values are the multinational people of the Russian Federation, the state, family, cultural and territorial communities, traditional Russian religious associations (Christian, primarily in the form of Russian Orthodoxy, Islamic, Judaic, Buddhist), and the world community.

The ORKSE training course is cultural and is aimed at developing in 10-11 year old schoolchildren ideas about the moral ideals and values that form the basis of the religious and secular traditions of the multinational culture of Russia, at understanding their significance in the life of modern society, as well as their involvement in them.The basic cultural concepts of the training course - “cultural tradition”, “worldview”, “spirituality (spirituality)” and “morality” - are the unifying principle for all the concepts that form the basis of the course (religious or non-religious).

The new course is designed to update the content of general education on the issue of improving the child’s personality on the principles of humanism in close connection with religious and universal values.Teaching knowledge about the basics of religious cultures and secular ethics is intended to play an important role not only in expanding the student’s educational horizons, but also in the educational process of forming a decent, honest, worthy citizen who observes the Constitution and laws of the Russian Federation, respects its cultural traditions, and is ready for intercultural and interfaith dialogue for social cohesion.

Purpose of the ORKSE training course

Formation of motivation in younger teenagers for conscious moral behavior based on knowledge and respect for the cultural and religious traditions of the multinational people of Russia, as well as for dialogue with representatives of other cultures and worldviews.

Objectives of the ORKSE training course

1. Acquaintance of students with the basics of Orthodox, Muslim, Buddhist, Jewish cultures, the foundations of world religious cultures and secular ethics;

2. Development of the younger teenager’s ideas about the importance of moral norms and values for a decent life for the individual, family, and society;

3. Generalization of knowledge, concepts and ideas about spiritual culture and morality received by students in primary school, and the formation of their value-semantic worldview foundations, ensuring a holistic perception of national history and culture when studying humanitarian subjects at the primary school level;

4. Developing the abilities of primary schoolchildren to communicate in a multi-ethnic and multi-religious environment on the basis of mutual respect and dialogue in the name of social peace and harmony.

The training course creates the initial conditions for students to master Russian culture as an integral, original phenomenon of world culture; understanding of religious, cultural diversity and historical, national-state, spiritual unity of Russian life.

Mastering the educational content included in the training course should ensure:

formation of initial ideas about the foundations of religious cultures and secular ethics;

developing a respectful attitude towards different spiritual and secular traditions;

the formation of an initial idea of the domestic religious and cultural tradition as the spiritual basis of the multinational, multi-confessional people of Russia;

Key ideas of the program.

Spiritual and moral development and education of the personality of a Russian citizen;

Spiritual values and moral ideals in human life and society.

Spiritual traditions of the multinational people of Russia.

The spiritual unity of the people of Russia and the moral values that unite us;

Education as a factor in the spiritual and moral consolidation of Russian society, its unity in the face of external and internal challenges;

The new Russian school as a factor ensuring the sociocultural modernization of Russian society;

The individual is at the center of state educational policy, ensuring educational rights and the opportunity to fulfill human responsibilities;

Open education as a value-technological context for constructing the educational process;

New “educational culture” of the teacher (learning through activity, competency-based approach, project technologies, development of a research culture and independence, etc.);

Forms, methods, technologies of training

Forms of organization of the educational process:

Group work on a project, practice of business games, analysis of critical situations, practical skills training

Methods:

Problem-based learning (problem presentation, partially search or heuristic, research)

Organization of educational and cognitive activities (verbal, visual, practical; analytical, synthetic, analytical-synthetic, inductive, deductive; reproductive, problem-search; independent work and guided work).

Stimulation and motivation (stimulating learning: educational discussions, creating emotional and moral situations; stimulating duty and responsibility: persuasion, making demands, rewards, punishments).

Control and self-control (individual survey, frontal survey, oral knowledge test, written tests, written self-control).

Independent cognitive activity (preparing students to perceive new material, students mastering new knowledge, consolidating and improving acquired knowledge and skills, developing and improving skills; working with a book; working according to a given model, constructive, requiring a creative approach)

Training technologies:

Personally oriented education, game, information, activity methods, development of general educational skills

Requirements for the level of training of students

Schoolchildren’s mastery of the educational content of the educational content “Fundamentals of World Religious Cultures” should ensure:

understanding the meaning of morality, morally responsible behavior in human life and society;

formation of initial ideas about the foundations of religious cultures;

acquaintance with the values: Fatherland, morality, duty, mercy, peacefulness, and their understanding as the basis of the traditional culture of the multinational people of Russia;

strengthening by means of education the continuity of generations based on the preservation and development of cultural and spiritual values.

Teaching children according to the program of the module “Fundamentals of World Religious Cultures” should be aimed at achieving the following personal, meta-subject and subject results of mastering the content.

Requirements for personal results:

Formation of the foundations of Russian civic identity, a sense of pride in one’s Motherland;

Forming an image of the world as united and holistic with a diversity of cultures, nationalities, religions, instilling trust and respect for the history and culture of all peoples;

Development of independence and personal responsibility for one’s actions based on ideas about moral standards, social justice and freedom;

Development of ethnic feelings as regulators of moral behavior;

Fostering goodwill and emotional and moral responsiveness, understanding and empathy for the feelings of other people; development of initial forms of regulation of one’s emotional states;

Development of cooperation skills with adults and peers in various social situations, the ability to avoid creating conflicts and find ways out of controversial situations;

Having motivation to work, work for results, and take care of material and spiritual values.

Requirements for meta-subject results :

mastering the ability to accept and maintain the goals and objectives of educational activities, as well as find means of its implementation;

formation of skills to plan, control and evaluate educational activities in accordance with the task and the conditions for its implementation; determine the most effective ways to achieve results; make appropriate adjustments to their implementation based on the assessment and taking into account the nature of the errors; understand the reasons for the success/failure of educational activities;

adequate use of speech and information and communication technologies to solve various communicative and cognitive tasks;

ability to carry out information search to complete educational tasks;

mastering the skills of meaningful reading of texts of various styles and genres, conscious construction of speech utterances in accordance with communication tasks;

mastering the logical actions of analysis, synthesis, comparison, generalization of classification, establishing analogies and cause-and-effect relationships, constructing reasoning, referring to known concepts;

willingness to listen to the interlocutor, conduct a dialogue, recognize the possibility of the existence of different points of view and the right of everyone to have their own; express your opinion and argue your point of view and assessment of events;

determining a common goal and ways to achieve it, the ability to agree on the distribution of roles in joint activities; adequately assess your own behavior and the behavior of others.

Requirements for subject results:

knowledge, understanding and acceptance by students of the values: Fatherland, morality, duty, mercy, peace, as the foundations of the cultural traditions of the multinational people of Russia;

familiarity with the basics of secular and religious morality, understanding their importance in building constructive relationships in society;

formation of initial ideas about religious culture and their role in the history and modernity of Russia;

awareness of the value of morality and spirituality in human life.

The program includes the following sections:

Introduction to the new subject ORKSE

Beliefs of different peoples in myths, legends and tales

Judaism

Christianity

Islam

Buddhism

"Golden Rules of Morality"

When studying the foundations of world religious cultures, marks are not given. To determine the level of spiritual and moral education of schoolchildren studying world religious cultures, parents of schoolchildren can be invited to the initial and final lessons, who will determine how necessary and important it is for their children to master the national culture.

Forms of control

A form of intermediate control is the completion of tests and various creative tasks. The form of final control is the protection of projects.

The course is designed for 34 hours of lectures and practical classes in the 4th grade.

4th grade (34 hours)

Introduction to the new subject ORKSE (3 hours)

Russia is our Motherland. Spiritual values of humanity. Culture. Religion.
Not quite an ordinary lesson. Congress in Astana. “We wish every person peace.”

Beliefs of different peoples in myths, legends and tales (5 hours)

Ancient beliefs and religious cults. Sandy's story about the beliefs of the indigenous people of Australia. Alex's story about the beliefs of the indigenous people of America. Akiko talks about the mythology and culture of Japan. Sasha talks about the beliefs of the ancient Slavs.

Judaism (5 hours)

The concept of God in Judaism. The world and man in Judaism. Torah and commandments. What does the Jewish Law say? Religious rites and rituals in Judaism.

Christianity (6 hours)

The concept of God and the world in Christianity. The concept of man in Christianity. The Bible is the holy book of Christians. Orthodoxy. Catholicism. Protestantism.

Islam (5 hours)

The concept of God and the world in Islam. Prophet Muhammad. Quran and Sunnah. Pillars of Islam. Holidays of Islam. Holy cities and buildings of Islam.

Buddhism (4 hours)

Life of Buddha. Buddha's teachings. Spiritual guides and sacred buildings of Buddhism. Sacred texts of Buddhism.

“Behavior of the results” (6 hours)

"The Golden Rule of Morality." Not quite an ordinary lesson. Interesting conversation. Final presentation of the results of educational, research and project activities of students.

Calendar and thematic planning of the module “Fundamentals of World Religious Cultures”
(4th grade, 34 hours)

Russia as a state.

Russia as part of planet Earth.

Ideas about the world in ancient times. Image of the world tree. Historical connection between generations.

A.K. Tolstoy “The Land of Ottic and Dedich.”

The importance of family in the life of a person and humanity.

Pedigree. Family tree.

Homeland, state, image of the world tree, family, family tree.

PD: Constructing a family tree diagram.

Culture and spiritual values of humanity. Common spiritual values of the peoples inhabiting Russia.

Religion. Ancient ideas about the Universe and gods. Pagan beliefs. The most common religions in the modern world and traditional for Russia: Christianity, Islam, Judaism, Buddhism.

Religious culture: religious texts, religious rituals, religious art. Sacred texts, structures and objects, religious practices of different religions.

Eternal questions of humanity. Religion and Science.

Ethics as part of philosophy. Moral Law

in secular and religious life.

Variable content : dialogue between religious figures in the modern world.

Culture, spiritual values,

religion, faith, paganism, ethics, philosophy, moral law, traditions.

Spiritual values, customs,

traditions, philosophy, ethics.

Lesson 3. Topic: Not quite an ordinary lesson. Congress in Astana. “We wish every person peace”

Religious differences

and wars. The position of religious leaders in the modern world. Congress of World and Traditional Leaders

religions in Astana.

Representatives of various religions on the need for peaceful dialogue. Unity of world leaders

religions in the most important issues of peaceful coexistence. The importance of education and enlightenment in achieving mutual understanding. Address of the participants of the III Congress of Leaders of World and Traditional Religions to the world community.

Congress of leaders of world and traditional religions, dialogue, mutual understanding.

TR: Miniature essay “What am I

I want to wish the people of the whole world..."

Studying the culture of the past using scientific methods. Archeology and archaeological finds. Mythology and literary sources.

Ancient religious cults. Cult of the Mother Goddess. Cults of nature worship.

Fetishes and objects of religious worship. Rituals and rituals. Rite of initiation.

Religious practices. Shamanism.

Variable content: mythology about the creation and structure of the world. Ancient deities and characters of myths and legends. Myths of African peoples “Antelope and turtle”, “Sleep test”.

Myths, legends, tales, fetish, rite, ritual, shamanism.

Archaeology, archaeologist, cult,

rite, ritual.

TR: Illustrations for the lesson

Geographical and natural features of Australia. Life of the Australian Aborigines. Ideas about the world and man among the Australian aborigines. The legend of the boomerang.

Variable content : boomerang and its symbolic meaning

Aborigines, picture of the world.

Aborigines.

UID: History, culture and nature of Australia.

Geographical and natural features of North and South America. Native American people. Civilizations of the Mayans, Aztecs, Incas. Features of Mayan mythology. Sacred buildings of ancient civilizations of North and South America. Legend of the Sun.
Variable content : Aztec calendar and “Stone of the Sun”.

Maya, Aztecs, Incas, civilization.

Civilization.

UID: Culture of ancient civilizations of North and South America.

Geographical and natural features of Japan. Tradition and modernity. Attitude to nature in Japanese culture.
Shintoism. Features of the cult and Shinto shrines.
Japanese calendar. The legend about the mouse who was the first to see the sun.
Variable content : depiction of deities in Japanese tradition. Daruma doll.

Shintoism.

Exotic, exotic.

UI: Dolls in Japanese traditional culture.

Cult of nature in beliefs
ancient Slavs, objects of veneration: trees, water, sun, fire. The image of an ideal kingdom and the image of a wild forest. Leshy and water goblin. Animals and birds revered by the Slavs. Slavic temples and idols.
Variable content : deities of Slavic mythology. Slavic myths.

Slavs, temple, idols.

Compatriot, idol.

UID: Beliefs of the ancient Slavs in Russian folklore.

Section 3. Judaism

Judaism. Belief in one God. Prohibition on pronouncing the name of God and depicting God. Concepts of God in Judaism.
Symbols of Judaism: Magen David and Menorah.
Variable content : a parable about why God cannot be seen.

Judaism, Jews, Magen David, Menorah.

Judaism, Jews.

UID: Geographical and natural features, cultural and historical attractions.

Ideas about the creation of the world and man in Judaism. Shabbat.
Ideas about the soul, mind and free will in the Jewish tradition. The meaning of actions and attitude to work in Judaism. Man's responsibility for himself and the world around him.
The meaning of family and marriage in the Jewish tradition.
Relationships between children and parents in a traditional Jewish family. Responsibilities of family members.
Variable content : attitude towards wealth and poverty in Judaism
traditions.

Shabbat, Torah, soul.
Intermodule connections: religious ideas
about the origin of the world and man.

Free will.

The Torah as Jewish religious law. The Pentateuch and its contents.
Sefer Torah. Rules for writing, storing and reading the Torah.
The history of the giving of the Torah to the Jewish people.
The exodus of the Jews from Egypt, the path to the Promised Land. Prophet Moses. The holidays of Passover, Sukkot and Shavuot.
The Ten Commandments as the basis of the Covenant. Contents and meaning of the Ten Commandments.
Tablets of the Covenant and Ark of the Covenant. Construction and destruction of the Jerusalem Temple. Wall
Crying.
Variable content : the path of the Jews to the Promised Land, a miracle with manna from heaven.

Torah, Pentateuch, Promised Land, prophet, commandments, Testament.
Intermodule communications : prophets in various religious cultures; commandments.

Prophet.

WID: Prophet Moses.

Hillel's rule. Jewish
sages about the essence of Judaism. The meaning of the commandment to love one's neighbor.
Belief in the coming of the Messiah and the Kingdom of Justice.
The meaning and meaning of charity in the Jewish tradition.
Torah study and attitude to learning and knowledge in the Jewish tradition. Rules of kashrut.
Attitude to nature and living beings in Judaism.
Variable content : rules of charity in Judaism.

Messiah, tzedakah, kashrut.
Intermodule communications : Hillel's "golden rule".

Charity.

Life cycle rituals in Judaism: Brit Milah, Bar and Bat Mitzvah, wedding.
Synagogue. The origin and purpose of the synagogue, the difference between a synagogue and a temple. The significance of the synagogue in religious and everyday Jewish life
communities. Exterior and interior decoration of the synagogue. Rules of conduct in the synagogue. Rules for prayer in the synagogue. Rabbis and their role in the religious and daily life of the Jewish community.
Variable content : features of vestment
to perform prayer in the Jewish tradition. Jewish parables.

Bar and bat mitzvah, synagogue, rabbi.
Intermodule communications : ceremonies, rituals, sacred buildings.

Coming of age, community.

UID: Traditional Jewish holidays.

Section 4. Christianity

Christianity and its spread in the world.
The main directions of Christianity: Orthodoxy, Catholicism, Protestantism.
Concepts of God in Christianity. Bible.
Ideas about the creation of the world and man in Christianity. Christian ideas about the soul. Man's responsibility for himself and the world around him. Jesus Christ, his life and deeds according to Christian tradition.
Variable content : the history of the emergence and time of the emergence of Christianity.

Christianity, Bible.
Intermodule communications : ideas about the creation of the world and man in various religious cultures.

Universe.

The first people Adam and Eve.
Christian ideas about sin. Jesus Christ is the Savior.
Basic commandments of Christianity. Commandments about love for God and neighbor. Human life and dignity as the most important values of the Christian religion. Christian idea of self-improvement. The parable of footprints in the sand.
Variable content : the fall of Adam and Eve and expulsion from paradise.

Salvation, love.

Intermodule communications : commandments, the idea of sin in various religious cultures, love as the basis of life and spiritual self-improvement.

Sin, commandments, valor, patriotism.

TR: Craft “Like People”
express their love."

Books of the Bible. Translations of the Bible into languages of the world. The role of the Bible in the development of writing. The origin of Slavic writing, Cyril and Methodius.
Contents of the Old Testament. Contents of the New Testament.
Adoption of Christianity in Rus'. Spread of Orthodoxy.
Variable content : evangelists and apostles.

Bible, Old Testament and New Testament.

Bible.

Lesson 17. Topic: Orthodoxy

Orthodox Church. Rules of life for Orthodox believers.
Orthodox church: appearance and internal structure.
Orthodox worship. Orthodox prayers. Rules for prayer in the temple.
Orthodox clergy and clergy.
Orthodox icons, veneration of icons by believers.
Orthodox holidays: Christmas, Easter.
Variable content : the language of Orthodox worship.

Orthodoxy, church, clergy, clergy, icon.
Intermodule communications : Orthodoxy.

Patriarch, clergy,
clergy.

UID: Traditional Orthodox holidays.

Lesson 18. Topic: Catholicism

Vatican State and the Pope
Roman. Catholic clergy and clergy.
Veneration of the Virgin Mary. The image of the Virgin Mary in fine art.
Catholic art.
Features of Catholic worship.
Architecture of Catholic cathedrals, appearance and interior decoration.
Variable content : organ and organ music in Catholic worship.

Catholicism, Vatican

Catholicism.

OID: Vatican State.

Lesson 19. Topic: Protestantism

Origin of Protestantism. The meaning of Holy Scripture in Protestantism. Preaching and missionary activities of Protestant pastors.
Protestant sacred buildings, appearance and interior decoration.
Features of Protestant worship. The diversity of Protestant churches, the main differences between them. Spread of Protestantism
in the world.
Variable content : Protestant charitable organizations and their activities.

Protestantism, missionary,
Baptism, Lutheranism, Adventism.

Protestantism, preacher,
missionary.

Section 5. Islam

Islam. Muslims. Spread of Islam in the world. Concepts of God in Islam. Prohibition on the image of God.
The Koran is about the creation of the Universe, life and people.
Human rights and responsibilities. Human responsibility for the environment. A statement about the equality of all people before Allah.
Variable content : the idea of equality between men and women in Islam.

Islam, Muslims, Koran.
Intermodule communications : ideas about the origin of the world and life in different religious cultures; Islam.

Angels, genies.

The first people Adam and Chava.
Prophets in Islam. Prophet Muhammad - “seal of the prophets”.
The life story of the prophet Muhammad. Teachings and sermons of the Prophet Muhammad.
Defense of the Motherland in the value system of Islam. Jihad, the correct interpretation of the concept of “jihad”.
Variable content : labor in the value system of Islam.

Prophet, jihad.

Self improvement.

UID: The Great Patriotic War in the history of Russia.

Lesson 22. Topic: Quran and Sunnah

Koran - holy book
Muslims Sunnah is a legend about the life of the Prophet Muhammad. The meaning of the Quran and Sunnah in the religious and everyday life of Muslims.
Islamic religious figures, their role in the life of the Muslim community. The importance of teaching and knowledge in the value system of Islam. Great Islamic scholars.
Laws of mutual respect, religious tolerance, good neighborliness and hospitality in Islam.
Variable content : Islamic medicine.

Koran, Sunnah.

Hospitality.

Five pillars of Islam. Shahada.
Prayer, rules of prayer.
Fasting in the month of Ramadan, prohibitions and permissions during fasting. Eid al-Fitr holiday.
Zakat, its significance in the life of the Muslim community.
Hajj, the tradition of pilgrimage to the shrines of Islam. Eid al-Fitr holiday.
Variable content : Joint prayer of Muslims in the mosque.

Shahada, prayer, Ramadan, Eid al-Adha, zakat, hajj, Eid al-Adha.

Alms.

Mecca, Al-Haram Mosque,
Kaaba. Black stone and legends about its origin.
Medina, migration of the Prophet Muhammad from Mecca to Medina. Prophet's Mosque, tomb of the Prophet Muhammad.
Jerusalem, Al-Aqsa Mosque.
Mosque, exterior and interior decoration.
Symbols of Islam. Rules of behavior in the mosque.
Variable content : calligraphy in the artistic culture of Islam. Islamic parables.

Mecca, Kaaba, Medina, mosque.

Calligraphy, panels, frieze.

UID: Sacred buildings of Islam on the territory
Russia.

Section 6. Buddhism

Lesson 25. Topic: Life of Buddha

Buddhism is the oldest world religion. Birth, childhood and youth of Siddhartha. Four meetings. Trials of Siddhartha
in the jungle. The decision to choose the middle path.
Enlightenment. The concept of the circle of reincarnation in Buddhism.
Buddha's sermons, Buddha's first listeners.
Variable content : followers and disciples of Buddha. The first Buddhist monasteries and universities.

Buddhism, middle way, enlightenment.
Intermodule connections: Buddhism.

The middle way.

Lesson 26. Topic: Buddha's Teachings

Four Noble Truths
Buddhism. The Eightfold Path to Relief from Suffering.
Law of karma. A person's responsibility for his actions, thoughts and words. Conditions for the accumulation of positive karma. Nirvana.
Jatakas are stories about the rebirths of Buddha.
Ideas about samsara.
The principle of ahimsa is non-violence based on love and kindness.
Three jewels of Buddhism: Buddha, teaching, community of monks.
Variable content: eight symbols of Buddhist teachings. Wheel of samsara.

Four noble truths, karma, nirvana, jataka, samsara, three jewels of Buddhism.

Noble truths, symbol.

Spread of Buddhism.
Lamas and their role in the religious and everyday life of Buddhists. Buddhist temples.
Buddhist monasteries, appearance and internal structure. Potala, appearance and internal structure and decoration. Sacred Buddhist buildings on the territory of Russia.
Variable content: stupas.

Lama, Potala, bodhisattva.

Dalai Lama, datsan, Sandalwood Buddha.

UID: Buddhist monasteries and the life of Buddhist monks. Traditional Buddhist holidays.

Tripitaka. Languages of sacred Buddhist texts. Sanskrit.
Buddhist parables and their role in transmitting the teachings of the Buddha. Parable “Just go your own way.”
The importance of teaching and knowledge in the value system of Buddhism. The principle of practical application of knowledge. The parable of the disciple and the bear's skin.
Variable content: Dhammapada and Garland
Jatak. Buddhist parables.

Tripitaka

Sanskrit.

Section 7. Summing up

General humanistic foundations of religious cultures. Human values.
Religious cultures and secular ethics about paths
human self-improvement.
"The Golden Rule of Morality" in various
religious cultures.
Living according to moral laws in modern times
world.
Variable content : N. Zabolotsky “Don’t let your soul be lazy...”.

Human values.
Intermodule connections: ethics, self-improvement
nie, religious cultures.

TR: Illustrations for the lesson.

Lesson 30. Not quite an ordinary lesson. Interesting conversation

Values that unite
various religious cultures. Beauty.
Monuments of world religious culture, their
artistic and cultural significance for modern people.
"Gold ring of Russia". Monuments of Islamic and Buddhist culture on the territory of Russia.
Jerusalem is a city of three religions.
Istanbul: Christian and Islamic sacred buildings.
Masterpieces of European Catholic
art and architecture. Vatican, Vatican Museums. Ajanta cave temples.

Beauty, culture, cultural
values.

Thematic planning

Chapter

date

Characteristics of types of activities

Section 1. Introducing a new subject

Lesson 1. Topic: Russia is our Motherland

Lesson 2. Topic: Spiritual values of humanity. Culture. Religion

Lesson 3. Topic: Congress in Astana. “We wish every person peace”

They get acquainted with a new subject and master the fundamental concepts of the course.

Get acquainted with the history of the emergence of religious beliefs, with ancient religious

cults.

Get acquainted with the history of the emergence and spread of world religions.

They study the foundations of spiritual tradition and the basic concepts of Buddhism, Judaism, Christianity

and Islam.

They learn to establish the relationship between religious culture and everyday behavior of people.

Get acquainted with the description of the contents of the holy books.

They get acquainted with the history, description and architectural and artistic features of sacred buildings.

Get acquainted with the history and traditions of the main religious holidays.

Get acquainted with the place and role of traditional religious cultures in the history of Russia.

Learn to analyze life situations, moral problems and compare them

with the norms of religious cultures.

They learn to have a tolerant attitude towards representatives of different religious and cultural traditions.

They learn to draw parallels between different religious cultures.

They learn to respond emotionally to works of art and evaluate works of art.

Improve communication skills.

Improve skills in reading and reading comprehension, answering questions

different types, constructing a coherent statement.

Improve skills in working with information sources.

Improve vocabulary and speech culture.

Form a personal and civic position on

relation to various phenomena of reality.

They form general cultural erudition.

Develop ideas about the diversity of national and religious cultures and their common value foundations.

Develop ideas about moral and spiritual values.

Develop ideas about morality and ethics.

Develop a value-based attitude towards historical and cultural monuments

Section 2. Beliefs of different peoples in myths, legends and tales

Lesson 4. Topic: Ancient beliefs and religious cults

Lesson 5. Topic: Sandy's story about the beliefs of the indigenous people of Australia

Lesson 6. Topic: Alex's story about the beliefs of the indigenous people of America

Lesson 7. Topic: Akiko talks about the mythology and culture of Japan

Lesson 8. Topic: Sasha talks about the beliefs of the ancient Slavs.

Section 3. Judaism

Lesson 9. Topic: The concept of God in Judaism

Lesson 10. Topic: Peace and man in Judaism

Lesson 11. Topic: Torah and commandments

Lesson 12. Topic: What the Jewish Law says

Lesson 13. Religious rites and rituals in Judaism

Section 4. Christianity

Lesson 14. Topic: The idea of God and the world in Christianity

Lesson 15. Topic: The concept of man in Christianity

Lesson 16. Topic: The Bible - the holy book of Christians

Lesson 17. Topic: Orthodoxy

Lesson 18. Topic: Catholicism

Lesson 19. Topic: Protestantism

Section 5. Islam

Lesson 20. Topic: The concept of God and the world in Islam

Lesson 21. Topic: Prophet Muhammad

Lesson 22. Topic: Quran and Sunnah

Lesson 23. Topic: Pillars of Islam. Islamic holidays

Lesson 24. Topic: Holy cities and buildings of Islam

Section 6. Buddhism

Lesson 25. Topic: Life of Buddha

Lesson 26. Topic: Buddha's Teachings

Lesson 27. Topic: Spiritual guides and sacred buildings of Buddhism

Lesson 28. Topic: Sacred texts of Buddhism

Section 7. Summing up

Lesson 29. Topic: “The Golden Rule of Morality”

Lesson 30. Topic: Not quite an ordinary lesson. Interesting conversation.

Lessons 31-34. Topic: Final presentation of the results of educational, research and project activities of students

Literature for students.

Amirov R.B., Voskresensky O.V., Gorbacheva T.M. and others, edited by Shaposhnikova T.D. Fundamentals of the spiritual and moral culture of the peoples of Russia. Fundamentals of religious culture and secular ethics. Foundations of world religious cultures. 4th grade (4-5): Textbook.-M.: Bustard, 2016.

Shaposhnikova T.D., Savchenko K.V. Foundations of world religious cultures. Workbook. - M.: Bustard, 2016.

Literature for teachers.

Amirov R.B., Voskresensky O.V., Gorbacheva T.M. and others. Fundamentals of the spiritual and moral culture of the peoples of Russia. Fundamentals of religious culture and secular ethics. Foundations of world religious cultures. 4th grade (4-5),: Methodological manual for teachers. - M.: Bustard, 2012.

Beglov A.L., Saplina E.V., et al. Electronic supplement to the textbook “Fundamentals of World Religious Cultures” (1CD). M. - Education, 2012

Tishkov V.A., Shaposhnikova T.D. Book for teachers. M. - Education, 2012

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