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Religion and Young People

Religion and Young People. By Lavan.M and Sami.S. Key vocab. Generation gap – Lack of understanding between people of different ages Marginalisation – Treating someone or a group as unimportant or insignificant Peer pressure – being influenced/pressured by people of the same age

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Religion and Young People

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  1. Religion and Young People By Lavan.M and Sami.S

  2. Key vocab • Generation gap – Lack of understanding between people of different ages • Marginalisation – Treating someone or a group as unimportant or insignificant • Peer pressure – being influenced/pressured by people of the same age • Secular society – a society which isn’t driven by religious/spiritual ideas • Empowerment – to feel enabled or confident for doing something • Purpose – the reason behind something • Brotherhood/Sisterhood – a community of people linked to a common interest

  3. Birth ceremonies (Hinduism) • Jatakarma happens as soon after birth as possible. • Ghee is mixed with honey, and placed on the baby’s tongue – this is in the hope that the baby will have a good nature • The name of the Ultimate Reality (Brahman) is whispered into the baby’s ear by the father, welcoming the child into the faith.

  4. Birth ceremonies (continued) • Namakarana is the naming ceremony, occurring on the 10-12th day after birth • The baby is dressed in new clothes, and is taken to the temple (or a Brahmin comes to the house) • An astrologer will read out the horoscope prepared after the child’s birth, and the name will be announced • Songs and hymns are sung to show happiness, and many families will also offer a fire sacrifice.

  5. The Sacred Thread ceremony In Hinduism, the sacred thread ceremony takes place at the age of twelve, around a sacred fire. Puja, meaning worship, is conducted, and then the boy is presented with his sacred thread. It is a series of cotton threads twined together. The priest then places the thread on the boy, going from the left shoulder to the right hip. He is allowed to recite religious passages and conduct rituals and is ready for the marriage stage of his life.

  6. Young people and rights • The United Nations’ declaration includes; every child is entitled to a name and nationality and that they should be the first to receive aid in a disaster, which means anything like earthquakes or hurricanes. • In the UK however there are restrictions to what children can legally do. For example when you are 13, you can only get a part time job, but even then the hours are severely restricted. You can get a full time job at 16, but it is not until 18 where you are considered as an adult. At 18, you can vote, sue or be sued and you are able to go to an adult prison.

  7. Religious studies as a subject in schools For Against • It is the only opportunity to learn about people from different faiths • Helps overcome ignorance and prejudice • Helps people to understand ethical issues • Some people might not get religious teaching outside school • We live in an increasingly multicultural society, and so the need to know about religion is becoming greater • What you believe has a great impact on how you live your life, so studying about your beliefs must be important in school • Young people should not be pressurised • Everybody should be allowed to make up their own minds whether or not they want to know about religion • Religion is personal thing, and should remain private • Religion is not always taught well in school, it should be left to religious leaders

  8. Young people and religion • Festivals are a big part in religion, enjoyed by people of all ages. Festivals teach children stories as well as having a party atmosphere. • Many religions put on fun activities for children. These mix a social setting with religion. • Religion also gives young people a chance to worship and find answers to questions in life. It may give them a sense of belonging.

  9. Faith schools For Against • To help people be educated in the faith • To remember the culture/identity of a particular religious group in society • A parent should have the freedom to choose which type of school their children go too • Faith schools have higher moral values compared to non-faith schools • Some say that faith schools promote division rather than community cohesion • There may be a danger of teaching being biased in faith schools, as opposed to state schools • Pupils should never be pressured to believe a particular view

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