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HSC Foundation Study 3
(Studies of Religion II only)
The focus of this study is religion and media and the expression of religious and other belief systems, with specific reference to Australian society.
Students learn about:
religion and its use of print and electronic media to propagate a point of view:
– how religious views are/can be communicated, eg documentary; talkback; dedicated newspapers, brochures and journals; regular column; editorial
– how religious media are used as vehicles for/of religious conversion
the print and electronic media treatment of religious traditions, issues and personalities
– the concepts of neutrality, bias and objectivity/subjectivity
– dimensions of traditions/issues/personalities which make these worthy of media interest, for example:
- extraordinariness
- controversy
- counter to prevailing broader culture
– media presentation of religious personalities, traditions and issues and whether such coverage is accurate and representative, for example:
- treatment of religious personalities, with reference to the ratio of male/female coverage
- treatment of religious traditions, with reference to the coverage of traditions other than Christianity
- treatment of religious issues, with reference to the ratio of explicitly ethical as opposed to non-ethical issues
– the media as a vehicle for promoting religious understanding and tolerance, eg coverage of national/international religious festivals, feasts and events.
Students learn to:
recognise the media as an important vehicle in the promotion of religion in Australia.
Students learn about:
the nature and variety of beliefs of those who do not embrace a religious perspective of life:
– the trend in the ‘no religion’ category from census data from the 1961 census to the present
– various secular and ‘non-religious’ perspectives that exist in Australian society. Study of perspectives must include atheism, agnosticism and humanism.
Students learn to:
examine the place and importance of beliefs and belief systems in human experience
compare and contrast the beliefs and action/activity of ONE secular/non-religious perspective with that of ONE religious tradition considering at least the following (where perspectives are relevant and clear on this/these issue(s)):
- beliefs:
- the origin of the universe
- life after physical death
- the view of the human person
- material accumulation and possessions
- action/activity:
- environmental concerns and sustainability
- social responsibility
- community involvement and outreach
- daily/weekly/monthly/yearly rhythms of life
- rites of passage.
(Studies of Religion II only)
The focus of this study is religion and media and the expression of religious and other belief systems, with specific reference to Australian society.
Students learn about:
religion and its use of print and electronic media to propagate a point of view:
– how religious views are/can be communicated, eg documentary; talkback; dedicated newspapers, brochures and journals; regular column; editorial
– how religious media are used as vehicles for/of religious conversion
the print and electronic media treatment of religious traditions, issues and personalities
– the concepts of neutrality, bias and objectivity/subjectivity
– dimensions of traditions/issues/personalities which make these worthy of media interest, for example:
- extraordinariness
- controversy
- counter to prevailing broader culture
– media presentation of religious personalities, traditions and issues and whether such coverage is accurate and representative, for example:
- treatment of religious personalities, with reference to the ratio of male/female coverage
- treatment of religious traditions, with reference to the coverage of traditions other than Christianity
- treatment of religious issues, with reference to the ratio of explicitly ethical as opposed to non-ethical issues
– the media as a vehicle for promoting religious understanding and tolerance, eg coverage of national/international religious festivals, feasts and events.
Students learn to:
recognise the media as an important vehicle in the promotion of religion in Australia.
Students learn about:
the nature and variety of beliefs of those who do not embrace a religious perspective of life:
– the trend in the ‘no religion’ category from census data from the 1961 census to the present
– various secular and ‘non-religious’ perspectives that exist in Australian society. Study of perspectives must include atheism, agnosticism and humanism.
Students learn to:
examine the place and importance of beliefs and belief systems in human experience
compare and contrast the beliefs and action/activity of ONE secular/non-religious perspective with that of ONE religious tradition considering at least the following (where perspectives are relevant and clear on this/these issue(s)):
- beliefs:
- the origin of the universe
- life after physical death
- the view of the human person
- material accumulation and possessions
- action/activity:
- environmental concerns and sustainability
- social responsibility
- community involvement and outreach
- daily/weekly/monthly/yearly rhythms of life
- rites of passage.
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