Religious Education Notes

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FRANCISTOWN SENIOR SECONDARY SCHOOL
DEPARTMENT OF RELIGIOUS EDUCATION: 2015 edition
MODULE 1: INTRODUCTION TO RELIGION
TOPIC ONE: THE NATURE AND ROLE OF RELIGION IN SOCIETY
What is Religion?
There is no single definition for the term religion because different people attempted to define
religion based on their diverse religious experiences. Several definitions have been given but
none of them fully defines religion as some aspects of religion have been excluded hence it
does not give a complete picture of what religion is. Kile Jones once said that “it is apparent
that religion can be seen as a theological, anthropological and psychological phenomenon of
humankind. He further said that to define religion or to limit it to one perspective is to miss
its multifaceted nature and lose out on the complete definition’’.
The following are some of the definitions provided by different scholars for the term
religion:
Theological definition of religion:
Theology is the study of religion and religious ideas and beliefs. The theological perspective
insists that religion has to do with God or the supernatural.
 A set of beliefs involving a supernatural being, God or gods who has influence over
people’s lives and behaviour. (Isaac Barrow)
 Belief in a supernatural power / being beyond human understanding.
 Having some kind of dependency on something or someone (Friedrich
Schleiermacher).
 Religion is a set of believes which makes claims that lie beyond the realm of scientific
observation, according to some authority or personal existence with the divine.
 Religion is a set of beliefs and practices that have the function of addressing the
fundamental questions of human identity.
 Bryan Wilson explains religion as dealing with the feelings that people express when
they worship i.e. show respect to and reverence to a supernatural power.
 Religion is what a particular group, society or community believes in and practice.
Sociological definition of Religion:
Sociology explains religion in terms of its role within society.
 Karl Marx defines religion as opium for the people. This means that religion makes
people to accept the situation that they find themselves. He says it is an instrument
used to oppress people.
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 Emile Durkheim saw religion as the cement that binds society together. Through
shared believes and practices, religion creates a sense of social identity and reinforces
the moral values of the society.
 Roger Bastide defines religion as an instrument used by people to search for the
meaning and purpose of life. It helps people to have a clear understanding of life and
to live it accordingly. It gives people guidelines for their daily activities. People use
religion as an attempt to answer questions about life such as: “who am I”? “Why am I
here’’e.t.c.
Moral Definition of Religion:
 Religion is a way of life.

 It is leading a good life or recognition of all our duties as Divine commands.
Psychological Perspective:
The psychological perspective seeks to explain religion in terms of individual or collective

consciousness (and unconscious).
 Steven Pinker religious belief is a byproduct of certain evolutionary adaptations to the

human brain.
 Many scientists argue that the pervasiveness of religious beliefs is due to the existence
of a ‘god gene’. They suggest that human religious behaviour is the result of a genetic
adaptation.
 Religious supporters argue that, as creatures we are ‘hard wired’ to reach out to our
creature; God made us to love him.
An Evolutionary perspective:
 Many scientists argue that the pervasiveness of religious beliefs is due to the existence
of a ‘god gene’. They suggest that human religious behaviour is the result of a genetic
adaptation.
 Religious supporters of they argue that, as creatures we are ‘hard wired’ to reach out
to our creature; God made us to love him.
THE IMPACT OF RELIGION IN SOCIETY
The impact of religion can be both positive:
Religion gives answers to mysteries of life and helps to give meaning to life. It explains
things around us that cannot be explained by science. For example the creation myths from
almost all the religion try to explain how life has begun and what the purpose of human life
is.
It offers guidance for daily activities and so provides a certain pattern for human behavior,
acceptable moral standards by the use of ethical codes e.g. moral values like honesty, trust
and respect reduces cases or incidents of extra marital affairs that lead to diseases and crime.
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It encourages people to live morally upright lives and curbs many social ills, e.g. the Ten
Commandments in Christianity. Religion also promotes tolerance and unity, for example the
golden rule in Christianity, which states that do unto other, what you want them to do unto
you. This teaching encourages respect amongst community members. It Promotes human
rights and empowerment of women and the girl child e.g. Bahaullah’s teachings on equality
of men and women.
Religion provides a sense of belonging. Through religion many people form an identity
within their society. They do this through the performing of rituals and practices such as
worship and festivals, people will feel as part of a religious community thus they belong to a
community of believers. It acts as a second family to members and helps to bring people
together in a shared experience. At the same time religion is responsible for nourishing the
spiritual part of man through prayers, rituals, sacrifices, offerings and dedication, devotion
and trust in the upper power leading to peace , joy, comfort, security, hope and total bliss.
Religion restores hope in times of trouble, sorrow and difficulty e.g. HIV positive people are
given hope for a better life in heaven, moksha (union with a Supreme Being) and it also
provides for other people’s needs e.g. (Social, Emotional, Material, e.t.c.) People are given
basic needs e.g. alms giving in Islam, people are comforted in difficult times through prayer
and fellowship.
On the other hand, religion also plays a negative role in the community.
It can lead to fanaticism which makes people to obey blindly (blind obedience) e.g. denial to
source for health services such as contraceptives, ARV’s and immunization.
Religion has hindered scientific development and success. For example, Medical Science has
faced a lot of attacks from religious fanatics because they base their arguments in morality
and righteousness. At times religions may forbid followers to participate in politics and
therefore deny their rights..
It can make people docile and accept any situation e.g. when religious leaders gives an
instruction and the followers do not question. It also manipulates people into a certain way of
thinking e.g. giving up property and money to the church or religious leaders which may lead
to poverty thus religion can be used as a tool of suppression e.g. religious leaders can use the
teachings to oppress, victimize and terrorize.
Negates unity and a wider sense of believing e.g. I am catholic; I am a Sikh leading to
intolerance. Many religious people are intolerant towards those who do not share the same
beliefs as them thus they are obsessed with the teachings of their religions. This can result in
prejudice(having a pre-conceived idea about something), persecution and wars e.g. crusades
and Jihad; people fighting in the name of religion, leading to loss of life, destruction of homes
and refugee problems.
TOPIC TWO: DIMENSIONS OF RELIGION
These are components (features of a religion). All religions have certain features in common
which enable us to identify it as a religion. These shared features are called dimensions.
According to Ninian Smarts, there are seven dimensions of religion.
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Comparing the dimensions of Oriental and Judeo –Christian religions (as stated by
Ninian Smart)
Oriental religions are those religions that originated in the countries east of the
Mediterranean Sea. They are Hinduism, Buddhism, Sikhism and Shintoism.
Judeo – Christian religions are those religions that originated in the Middle East. These
religions are also known as the Abrahamic religions because Judaism is their mother religion.
They are Christianity, Islam and Bahai Faith.
 At times they are called Abrahamic religions because they trace their roots/ common
origin to Abraham or recognizing a spiritual tradition identified with him.
 Judaism, Christianity and Islam are monotheistic and conceive God to be a
transcendent Creator-figure and the source of moral law.
 Their sacred narratives feature many of the same figures, histories and places in each,
although they often present them with different roles, perspectives and meanings.
THE SEVEN DIMENSIONS OF RELIGION BY NINIAN SMARTS
1. DOCTRINALAND PHILOSOPHICAL DIMENSION
This refers to a set of beliefs and teachings in a religion. They provide a base or
foundation of a religion e.g. the doctrine of trinity in Christianity, the eight fold path in
Buddhism, e.t.c.
All the Judeo – Christian religions are monotheistic, that is they believe in one God. The
Oriental religions on the other hand have some differences on the issue of the Supreme
Being e.g. Sikhs are monotheistic, Hindus are polytheistic, that is, they believe in many
Gods while Buddhists are atheists, that is, they do not believe in a Supreme Being but
rather follow the teachings of Siddhartha Gautama (the Buddha).
All the Judeo – Christian religions believe in life after death, that is, death in not the end
but an entry into a new life – a spiritual life. All the Oriental religions on the other hand
believe in the concept of samsara which is the cycle of birth, death and rebirth. Hindus
believe that their actions (karma) affect what happens to their soul when it is reborn. If
one lives a bad life, ones next life will be a step down. Hindus believe that if one lives a
good life their souls will eventually become pure and therefore break from the cycle of
samsara, this is called moksha where they will be reunited with that of Brahman. Sikhs
also believe that the cycle of samsara continues until one’s soul becomes close enough to
God to be reunited with God forever. Buddhists on the other hand do not believe that a
person has a soul unlike in Hinduism and Sikhism. They believe that the cycle of samsara
continues until a person reaches enlightenment. At this point the person will be freed
from the cycle and this is called nirvana.
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2. NARRATIVE AND MYTHIC DIMENSION
This deals with myths in a religion. Myths are stories which explain mysteries of life or
that which is beyond human understanding. This incorporates the stories that form the
starting point for a great deal of religious teaching. The Christian bible and the Sikh Guru
Granth sahib are examples of texts that belong to the narrative and mythic dimension.
Both Judeo – Christian and Oriental religions have stories of how the universe came into
being. Judeo – Christian religions emphasize on the Supreme Being as the creator of the
universe. Baha’I Faith differs a little with the other Judeo – Christian religions on the
creation of human beings. They accommodate the scientific view of creation as they
believe that science and religion complement each other.
Oriental religions on the other hand have stories which differ according to the three
religions. For example, Hindu creation is done by one of the Hindu trimuti (three gods),
Brahma while in Buddhism creation is done by a strong force called Panku. Sikhism just
like the Judeo – Christian religions emphasize on the Supreme Being as the creator of
everything.
3. ETHICAL AND LEGAL DIMENSION
These are rules / codes of conduct that govern the behavior of the adherents. The right
and wrong within a religion that set a standard of behavior. They help to build a good
relationship between followers and other people. This dimension covers the religious
rules and laws, customs, taboos or values, codes of conduct that stem from the narrative
and doctrinal aspects of each tradition.
All Judeo – Christian and Oriental religions emphasize on the following rules:
- No stealing.
- No killing.
- No sex before marriage.
- No adultery.
- No intoxicants.
- Honesty.
- Compassion.
- Faithfulness e.t.c.
Specific religions have ethical codes peculiar to them e.g. the Ten Commandments in
Christianity, the Shariah law in Islam, The eight fold path and the five precepts in
Buddhism. However, the oriental religions have a code of conduct which is peculiar to
them, the concept of ahimsa which is non – violence to all living things. They have great
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respect for all forms of life hence some of them are vegetarians, they do not kill animals
for meat.
4. RITUAL AND PRACTICAL DIMENSION
This deals with activities done in a religion. It is a series of activities performed in a

certain pattern to express one’s faith. It deals with people’s outward behavior, a symbolic
way of communicating a deeper meaning in a practical way. This covers acts of worship,
both private and corporate, prayer, preaching, sacrifice and meditation. Examples include
the celebration of the Eucharist in Christianity. Some of the religious activities run across
all the religions. For example pilgrimage, festivals, e.t.c.
All the Judeo – Christian religions and Oriental religions go for pilgrimage and they have
festivals.
Religion Place of pilgrim Festivals
Christianity Jerusalem, Rome, Moria in Christmas, Easter.

South Africa
Islam Makkah Id – ul – Fitr, Id – ul – adha.
Baha’i Faith Haifa, Bahji Naw – Ruz
Hinduism Holy rivers e.g. river Ganges, Diwali, Holi.

Puri, Varanasi, Dwarka
Budrinath
Buddhism Bodh Gaya Wesak, Songkran

Kushinagara Esala perahera
Nepal, Sri lanka Kathina
Sikhism Golden temple at Amristar Baisakhi

Nankana Sahib Diwali
In Judeo – Christian religions only Christianity has a ritual which marks full
membership into the Christian church. Some churches use baptism while others use
confirmation ceremony to affirm one’s membership. All the Oriental religions have
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rituals where they affirm people’s membership into the religion. One must go through
certain rituals in order to become a full member of the religion, e.g.
Religion Ritual
Hinduism Sacred thread ceremony (Upanayana)
Buddhism Coming of age
Sikhism Initiation into Khalsa society
In Hinduism boys who belong to the three higher castes go through the sacred
ceremony. This is the time when a boy becomes a full member of the religion. He is
given a sacred thread which he wears for the rest of his life. The thread is changed
during a certain festival. The boy goes through some lessons or training in preparation
for the ceremony.
In Buddhism parents send their sons to the monastery to live with the monks and
receive education on religious matters. After some months of training they make
promises to follow the teachings of the Buddha.
In Sikhism, the Sikhs who are ready to make a full lifelong commitment to the Sikh
faith go through the Amrit Sanskar ceremony. The ceremony is concluded by the Panj
piare (the five well respected members of the Khalsa). The initiates stand before the
Panj piare and promise to follow the principles of the Sikh religion at all times.
All the Judeo – Christian religions bury the dead while in Oriental religions they
cremate the dead except in Buddhism where they may have a choice of cremation or
burial.
All the Oriental religions practice meditation where they control their minds so that
they can concentrate during worship. While in Judeo – Christian religions meditation
is not emphasized except in Baha’i Faith where they meditate during the nineteen
days of fasting.
6. THE SOCIAL AND INSTITUTIONAL DIMENSION
Fellowship – the idea of people coming together as a group. Religion is a social and
corporate thing. It is about how they interact and relate with each other, it gives them
identity, sense of sharing, communal life.
Both Oriental and Judeo – Christian religions have religious communities which bring
them together and give them a sense of belonging. In all these religions adherents may
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worship as individuals or in groups. The religious communities unite the adherents of

their respective religions. The following are religious communities of the Judeo –
Christian and Oriental religions.
Religion Religious Communities
Christianity Church, congregation
Islam Ummah
Baha’i Faith Baha’i community
Hinduism Caste e.g. Brahmins, untouchables e.t.c.
Sikhism Khalsa
Buddhism Sangha
5. EXPERIENTIAL AND EMOTIONAL DIMENSION
This is the inner experience of the presence of the Supernatural being or power which may
influence and change people’s lives. These experiences may come in the form of visions,
dreams and revelations and may happen while worshipping e.g. praying, singing, meditation,
e.t.c. The Supreme Being brings together religious phenomena ranging from conversion
experiences to shamanistic trances. Such experiences are frequently taken as a private
affirmation of the individuals’ faith
In all the Judeo – Christian religions people have an encounter with God in different ways
such as in dreams and visions, e.g.
In Christianity Saul who was later known as Paul had a personal encounter with Jesus. Saul
was an anti – Christ who hated and persecuted Christians. One day on his way to Damascus
to persecute Christians he had an encounter with Jesus. He was struck by lightning and fell
down. He heard a voice calling and saying to him, ‘Why do you persecute me? And he
replied by saying ‘who are you lord? And the voice answered, ‘I am Jesus whom you are
persecuting’. At this time Saul experienced the presence of Jesus and he became a changed
person. He became the greatest apostle of Jesus who preached and taught the word of God
and established Christian congregations in different places.
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In Islam, Prophet Muhammad had an encounter with Allah through angel Gabriel. While he
was meditating at mount Hira he had a vision of angel Gabriel who appeared to him with
words written on a piece of cloth and asked him to recite. The words were written down and
later compiled in a book called the Qur’an, the holy book of Islam.
In Baha’i Faith, Bahaullah experienced the presence of God while he was in prison. He
became aware that he was the promised messenger of God. It is said that the Holy Spirit
appeared to him and told him to deliver people from bondage. He was faced with many
challenges but he continued to preach about Baha’i Faith.
On the other hand the oriental religions differ from the Judeo – Christian religions except in
Sikhism which has the same personal encounter with God as the Judeo – Christian religions.
In Sikhism, Guru Nanak had a personal encounter with God while bathing in a river in the
morning. He disappeared and people thought that he had drowned. He appeared after three
days and told people that he was with God who gave him a message to preach to the people.
It is said that when he appeared the first him he said was that ‘there is neither Hindu nor
Muslim’. He told people that he had a vision in which he learned that the way people live is
more important than just following a religion and that people must know God.
In Hinduism followers experience the presence of the deities through prayer, meditation and
worship. They use images of the deities when they worship, pray or meditate. These images
are respected and honoured as if they are alive. They are given some offerings and sacrifices.
It is believed that the deities represent a tiny part of Brahman, hence the respect.
Buddhists have an experience of something unusual when they reach enlightenment and be
freed from the cycle of samsara.
7. MATERIAL
This involves physical features and tangible objects of a religion. These include landmarks
such as mountains, rivers, trees and caves; buildings used as places of worship, holy books,
and religious artefacts. Examples of the material dimension:
RELIGION SACRED SACRED SACRED SYMBOLS

OBJECTS PLACES LITERATURE
Christianity Font, prayer Church/temple Bible The cross and

beads, pulpit, the crucifix.
altar, icons, e.t.c.
Islam Minbar, prayer Mosque Qur’an Crescent

mats, prayer moon and
beads, kaba, star
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niche, e.t.c.
Bahai Faith Seven valleys, The Baha’i Kitab-i-Aqdas, Tablets The nine
hidden words, center/temple of Bahaullah pointed star
e.t.c.
Hinduism River ganges, the Mandri Vedas, Upanishads. Lotus flower,

statues of gods Aum
and goddesses,
sacred fire, e.t.c
Sikhism 5k’s, turban, Gurdwara Guru Granth Sahib Khanda

chauri, takht,
e.t.c.
Buddhism Statues of the Monastery, Triptika, Pali canon Wheel of life

Buddha, prayer Buddhi temple
wheels,
stupas,malas.
2.4 EXAMINE COMMON FEATURES WITHIN AFRICAN TRADITIONAL

RELIGION AND HINDUISM? ( ref world religions page 94-95)
African Traditional Religion Hinduism
1. No founder 1. No founder
- Evolved from the lifestyle/ customs of the - Evolved from the lifestyle / culture of the
people and can only be practised within the people and can only be practised within the
cultural context of its followers so it has not cultural context of its followers so it has not
strained to attract converts from outside its strained to attract converts from outside its
cultural unit. cultural unit.
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2. One supreme being- Modimo 2. One supreme being Brahman
- Belief in ancestors who are actively - Trimurti and other deities- each god is the
involved in the lives of people- Modimo is reflection of the universal spirit Brahman.
worshipped through the ancestors. One can choose one god concerning certain
issues.
-Ancestor veneration.
-Offer food to their gods and goddesses.
- Shrines-which are centre of family
religious life, used for pouring libation, - Family shrines- usually decorated with
performing family rituals, sacrificing and pictures and statues of their gods, family
making offerings and saying prayers. members light a lamb and pray together
each day at the shrines
- Mountains and rivers as sacred places
- Mountains and rivers as sacred places e.g
river garges and Hi malaya mountain are
regarded as homes of the gods.
3. Botho ( discipline) 3. Discipline- karma
- Socialisation- roles different and clearly - Roles of boys and girls clearly laid out.
laid out.
- Initiation schools ( bogwera, bojale)

- Sacred thread ceremony (upanayana)
4. Live in extended families. 4. Live in extended families.
- Arranged marriages. - Arranged marriages
-Payment of dowry -Payment of dowry
2.5 INVESTIGATE HOW ETHICAL DIMENSIONS ENHANCE SOCIAL

HARMONY (ref :Nkomazana page 21)
This covers religious rules and laws that stem from the narrative and doctrinal aspects of
each tradition. The ethical dimension covers the rules of conduct of a religion which
govern followers on how they should behave towards one another and the environment. It
provides moral values which regulates and harmonize human life. It is this dimension of
religion which tells us what is right and wrong, what is good and bad, what is just and
unjust and what are virtues and vices. By following the various laws or the
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commandments, the believer seeks to lead a virtuous life. In the Christian bible there are
the beatitudes and in Islam there is the sharia law.
- If followed these rules of conduct help to build good relationships between followers
and other people.
- Cases of crime may be reduced, through observing laws such as not stealing, killing,
e.t.c.
- Encouraged virtues such as fairness, compassion, empathy, caring, e.t.c.
- Encourages people to be responsible for others who are less privileged through
practices such as mafisa in ATR in Botswana, almsgiving (Zakat) in Islam.
- Unites people and make the world a better place to live in.
- Encourage the spirit of cooperation, e.g. the golden rule in Christianity.
- Help to resolve conflicts and other challenges in life, e.g. no revenge in Christianity.
- Encourage moral uprightness, e.g. the eight fold path in Buddhism; right action avoids
immoral behaviours such as stealing, sexual immorality, e.t.c.
- Respect is emphasized in all religions which harmony in society.
- Baha’i Faith encourages tolerance and emphasize on equality of all people. For
example; in
i. CHRISTANITY----Honor your father and mother, do not murder, and do not

steal e.t.c.
ii. ISLAM----the Quran also say, God commands justice, kindness and giving to
near relatives while he forbids sexual misconduct, impropriety and insolence.
iii. BUDDHISM----do not kill, do not steal, do not misuse sex, do not use wrong
speech, do not take harmful drugs
iv. HINDUISM----do forgive, be clean ,be kind restrain from sexuality and do not be
lazy, do not be lustful, do not be angry, do not be violent, do not be greedy, do not
be aggressive
DISCUSS THE DIMENSION WHICH MAKES BUDDHISM AND BAHAI FAITH

DIFFERENT FROM OTHER RELIGIONS?
Buddhism
Unlike other religions, Buddhism does not believe in a Supreme Being but in the teachings of
Siddhartha Gautama, which if followed will bring change on an individual’s life: the
Buddha’s main teaching was made up of what is known as; the Three Universal Truths, the
Four Noble Truths and the Eight fold paths.
i. The Three Universal Truths

a. Anicca(Impermanence)
b. Dukkha( Suffering/unsatisfactoriness)
c. Anatta(No Self)
ii. Five Precepts:

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1. Do not kill.
2. Do not steal.
3. Do not engage in sexual misconduct.
4. Do not lie.
5. Do not use intoxicants.
iii. The Four Noble Truths
a. People experience life as suffering—nobody escapes the pain of sickness, conflict,

separation and death. This is to be comprehended.
b. he taught that the reason why people suffer is because they spend their time wanting
and wishing for things like power ,pleasure ,wealth ,security ,beauty e.t.c. suffering is
caused by desire.he described it as a fire that burns up people. This is to be
abandoned.
c. If people could truly give up their desire—they would reach peace and enlightenment.
He said lack of desire opens the human heart to love and compassion for all
creation because people can look at each other and the world without jealousy, greed
or possessiveness.
d. So how does one end suffering which is also desire? This is difficult and most people
never manage, but the BUDDHA described how it was possible through the;
iv. EIGHTFOLD PATH. The path of cessation of desire and this is to be practiced.
The eight fold path is usually shown as a wheel with eight spokes and each spoke shows what
is necessary for enlightenment.
1. The Right views / view point

This is knowing the difference between good and bad and the effects of your actions e.g
understanding the noble truths.
2. Right intentions
Doing things for the right reasons without expecting reward or recognition e.g trying to act
considerably.
3. Right speech
Non-abusive speech, language, and speaking without causing harm or offence to others e.g
avoiding anger, lies, gossip.
4.Right action
Acting in a socially considerate way to others.Having equanimity for all human beings.
Never hurting or disturbing others e.g. loving honestly, and not harming living things (many
Buddhists are vegetarians)
5.Right livelihood
Not earning a living through suffering of others e.g. not selling alcohol ,weapons ,meat ,and
avoiding jobs which harm anyone.
6.Right effort
Striving to perfect your spiritual path rather than improving your material wealth e.g. trying
hard to overcome desire and attachment.
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7. Right mindfulness
Having awareness of your thoughts and actions so that you live in harmony with the world
e.g. thinking before speech or actions.
8.Right concentration
Practicing medication to gain liberation or NIRVANA ,freeing the mind of distractions,
leading to enlightenment and nirvana.
-All the Buddhists, emphasize self-perfection in reaching enlightenment (end suffering)

rather than dependence on an outside force.
-Whatever their ‘cultural backgrounds’, believe that understanding these truths and
abandoning all negative views to develop only good qualities will bring peace and happiness
in life.
-Eventually when perfected, this will lead to the eternal peace and happiness of
enlightenment or BUDDHAHOOD.
BAHAI FAITH
They believe in:
i) the Three Oneness’s which are the following:
a) The oneness of mankind

Mankind is one. All members of the human family, all were created by the same father and
all are dear to him (the unity in diversity of human kind)
b) The oneness of god

They believe that god is a transcendent being meaning extremely great, supreme. All people
have believed in a mysterious high power in the universe. This power or Supreme Being has
called by many titles-God, Jehovah, Allah e.t.c. all of which are names for the one who is the
creator and lord of the universe.
c) The oneness of religion

Bahaullah explains that the religion of God is one religion that has been taught by many
manifestations.
ii. The essential unity of religion.

- The central message of Baha’i Faith is one unity and the breaking down of traditional
barriers of race, class and creed.
- God is believed to be TRANSCENDENT and UNKNOWABLE but manifest in his
creation, has provided revelations to mankind via a series of divine messengers
whose common purpose has been to bring humankind to spiritual maturity.
- Each of these messengers has been the founder of the world’s great religions.
iii. Individual investigation of the truth

- In the past, faith was often blind and unquestioning.
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- People believed in something because their family, friends or religious leaders

believed.
- They did not think and pray and investigate truth for themselves. This type of faith is
no longer acceptable.
- Bahaullah teaches that each person must investigate truth for himself and come to his
own conclusion without relying on someone else’s thinking.
iv.Emphasis on work to eliminate extreme poverty.
v. Science and religion, complement each other.
 Both Buddhism and Bahai-Faith are so much concerned with the concept of self or an
individual finding truth on his own rather than depending on an outside force.
ORIGINS OF DIFFERENT RELIGIONS
ORIGINS OF CHRISTIANITY, BAHAI FAITH, SIKHISM AND ISLAM
DIFFERENT RELIGIONS FOUND IN BOTSWANA
African traditional religion in BotswanaBaha’i faith

SikhismChristianity
IslamHinduism
Buddhism
SOCIO-ECONOMIC AND POLITICAL FACTORS THAT LED TO THE ORIGINS

OF CHRISTIANITY, BAHAI FAITH, SIKHISM AND ISLAM RELIGIONS
1.CHRISTIANITY
i. SOCIO-ECONOMIC AND POLITICAL FACTORS WHICH LED TO THE

ORIGIN OF CHRISIANITY
Christianity was founded by a man called Jesus Christ. Jesus Christ was born in a village
called Bethlehem in Judea (modern day Israel) almost 2000 years ago. His earthly parents
were Mary and Joseph. According to the bible, Jesus’ birth was a miracle. An angel appeared
to his mother Mary, a virgin engaged to Joseph and told her that she was going to conceive
by the power of the Holy Spirit and give birth to God’s son. The angel told Joseph to marry
Mary and name the baby Jesus which means ‘saviour’.
Jesus was born into a Jewish family at a time when the Roman ruled Palestine. He grew up
practicing pure Jewish traditions and customs. Jesus was born when King Herod ruled. Herod
felt threatened by the birth of Jesus and ordered the killing of all children up to the age of two
years old. Mary and Joseph escaped to Egypt with Jesus and lived there for a while. They
returned to Nazareth after the death of Herod.
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For some years John the Baptist had been predicting the coming of the messiah who would
save the Jews from the oppression of foreign rulers. By the time of Jesus the messiah was
used to refer to a man that God would send to drive out the Romans and restore Israel to the
greatness it had enjoyed during the time of King David. When Jesus was 30 years old, he was
baptized in the river Jordan by John the Baptist and stayed in the wilderness and fasted for 40
days and 40 nights and was tempted by the Devil. At Jesus’ baptism, God said, ‘This is my
son, the beloved, whom I have approved’. After his baptism, Jesus started preaching about
the kingdom of God. He preached about God and encouraged people to change their immoral
behavior. He healed the sick, cast out demons and raised people from the dead. He taught
people to love one another, to be kind and forgiving. In his sermons he referred to himself as
the son of God and the promised messiah who has come to set the captives and the poor free.
Sometimes Jesus interpreted the scriptures differently to the way the Jewish did. Jesus was
displeased with the Jewish leaders. He explained the scriptures and in most cases tried to
show that what the Pharisees preached was either not true or practical. He explained that the
Pharisees concentrated too much on keeping the Jewish laws without trying to follow God’s
word.
He showed no discrimination in his relationships with people. His messages appealed to the
poor, those regarded as outcasts and those who felt oppressed by the Pharisees and the Jewish
leadership. He did all these things to teach people how they should live and to show that he
really is God’s son. Jesus chose twelve apostles to help him in his ministry. In the three years
of preaching he attracted a large following. This posed a threat to the Jewish religious
leaders.
His teachings upset both the Romans and the Jewish leaders. The Romans thought he wanted
to overthrow their government while Jewish leaders thought he was trying to make them look
silly in the eyes of the people. They felt that he encouraged people to break the religious laws
or weaken the Jewish religion. The chief priest and elders in Jerusalem accused Jesus of
misleading people by his teachings and calling himself a messiah. They decided to arrested
Jesus and have him tried by the Governor, Pontius Pilate. At the age of 33 Jesus was arrested,
tried and sentenced to death through crucifixion. The Bible says Jesus rose the dead after
three days. After his resurrection, he lived for forty days on earth before he ascended to
heaven.
The resistance of Jesus and his followers led to the development of Christianity. The
persecution of the followers of Jesus Christ after his death meant that many fled to Jerusalem
and to the surrounding towns to spread his teachings. In this way the teachings of Jesus were
spread to other areas. Today Christianity is one of the world’s major religions and churches
are found all over the world.
ii. Socio – economic factors
- Performance of miracles such as healing lepers, paralytic man.

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- He showed great concern for the poor, who were made to suffer by those in authority;
they were made to pay heavy taxes, oppressed and some worked as slaves. He openly
condemned acts of oppression and the rich who manipulated the poor. He said that
they were not part of the Kingdom of God. Some changed their wicked ways and this
also brought happiness to the poor.
- Jesus made it a point of helping social outcasts, non-Jews and women.
- He also forgave sins which the Jews believed only God could.
- He taught about the coming of the Kingdom, which is open to all people, including
tax collectors, prostitutes, the poor, as long as they have faith, this was something not
thought of before his coming.
iii. Political Factors
- The Jews were waiting for the Messiah who was already predicted.
- They expected the messiah to be a political leader, who would liberate them from
foreign rule, as they were oppressed under the Roman rule
- Those who believed him to be the promised deliverer of the Jewish people and the
savior of the world broke away from Judaism and became Christians.
- Jesus condemned some Jewish teachings and traditions.
- The chief priest and elders in Jerusalem accused Jesus of misleading people by his
teachings and calling himself the messiah.
- Jesus was a threat to the leadership which was already there and their people, the
Romans thought that Jesus wanted to overthrow their government while the Jewish
people thought that he wanted to make them look silly in the eyes of the people
because of his new teachings and beliefs. They plotted to kill him and his killing
became the doctrine of Christianity.
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2. BAHAI FAITH
i.SOCIO-ECONOMIC AND POLITICAL FACTORS WHICH LED TO THE ORIGIN

OF BAHAI FAITH
Bahai Faith was founded in the 1860’s in Persia (now called Iran) by Mirza Husayn – Ali –
Nuri who came to be known as “Bahaullah” an Arabic name which means the “Glory of
God”.
Mirza Husayn – Ali – Nuri was born on the 12 November 1817 in Tehran, Persia (now
known as Iran). His father, Mirza Buzurg was a wealthy government minister. In 1835 he got
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married to a daughter of another wealthy man and they had three children, a son, Abdul Baha
born in 1844, a daughter, Bahiyyih, born in 1846 and another son, Mihdi born in 1848.
Bahaullah was given an offer to become a minister in the Persian government but he declined
it and chose to dedicate his life to charity work. His generosity and kindness earned him the
name “father of the poor”.
However, the faith’s origin dates back to 1844 when Siyyid Ali – Muhammad (the Bab
meaning the Gate) declared himself a gateway or messenger of God. The Bab told people that
he had been sent to prepare the way for another great messenger of God who would lead
humankind to a peaceful era. The Bab started a religion called Babism and recruited Mirza
Husayn – Ali – Nuri as one of his followers. The Babi religion gained popularity but did not
last long as the followers suffered much persecution. The Bab was imprisoned and martyred
(put to death for his religious beliefs) in 1850.
After the Bab’s execution Mirza Husayn – Ali – Nuri was imprisoned twice with other Babis.
The government and the religious leaders wanted them to be sentenced to death. Because of
his charity work and high social position, Bahaullah was not killed. Instead he was put in a
dungeon in Tehran called the “Black pit”. While he was in the pit, Bahaullah said that God
revealed that he was God’s chosen messenger foretold by the Bab.
After four months, he was released from the Black pit and kept in different prisons, while in
prison, Bahaullah wrote more than 100 books, the most Holy Book being the Kitab – I –
Aqdas. In 1863, Bahaullah declared that he was God’s promised one as foretold by the Bab.
He was often imprisoned or sent into exile by the government. He died in Akka on 29 May
1892 at 75 years old. In his will, he chose his eldest son, Abdul Baha, as the Bahai
community leader and interpreter of his writings.
ii. Socio-Economic factors:
- He was against the religious oppression imposed on people during his time in his
homeland, Iran.
- He wanted people to know that religion is one, humanity is one and God is for us all
and different religions only mark different stages in the history of human beings.
- He was against immorality such as gambling, violence, substance abuse and back
biting.
- His exile helped him to carry the message to different places.
- God revealed to him, in the dungeon (a black pit underground) called Siyachal,
making him aware that he is the promised one, who is to bring in a new age of
universal peace. His message was of the coming of the new society one identity by
high moral standards and purity of hearts.
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- He wanted to eliminate all prejudice p[. .;ms.
iii. Political Factors:
- He wanted to establish world peace.
- This message angered both the religious and government leaders who saw it as
dangerous, heresy and a threat to their position. He was arrested and imprisoned
several times and accused of trying to assassinate the Shah.
- God revealed to him, in the dungeon (a black pit underground) called Siyachal,
making him aware that he is the promised one, who is to bring in a new age of
universal peace. His message was of the coming of the new society one identity by
high moral standards and purity of hearts.
3. SIKHISM

ORIGIN OF SIKHISM
The Sikh faith was revealed through the messengers who lived in North India between 1469
and 1707 CE. These men were called Sikh gurus. The political circumstances of the
sixteenth-century and seventeenth-century in India resulted in a movement within Hinduism
emerging as an independent religion. The Hindu religion society was divided into caste
system (social class system):
- Brahmins – priests (higher class)

- Kshatryas – warriors, members of commercial or administrative class of the hindu
society.
- Vapyas – workers
- Sudras – unskilled workers
- Untouchables – lower class
The Sikh gurus were all Kshatryas, therefore they had the right to study the Vedas but not to
teach it. However they insisted that their revelation came direct from God, not from the
Vedas and that it was he who gave them the message to preach, and authority to proclaim it.
The essence of their preaching was that there is only one God, who is the creator and
sustainer of all life. People of all classes, Brahmis and Shundras, men and women, rich and
the poor, are equally in his care and may receive enlightment and spiritual liberation in this
present life. God takes the initiative in bringing people spiritual freedom. All they have to do
is respond to his grace with faithful obedience. Such people should live useful existence as
house holders, serving God through worship, honest hard work, and being generous to the
poor and the needy.
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Sikhism began in the Punjab region of north – west India and it is regarded as one of the
youngest world religions. It started with the teachings of Guru Nanak, the first Sikh guru. He
belonged to a middle class Hindu family and received a fairly good education. He was
married and had two sons. Guru Nanak was born in Talwindi village in Pakistan. Talwindi
was already under Muslim rule and when
Nanak grew up as a Hindu but had Muslim friends. He worked for a Muslim shop owner as
an accountant. In his service he learned about a religion of Islam. This meant the he had
knowledge of both Hinduism and Islam.
Nanak was known to have disliked most Hindu practices. He was not happy about the social
issues that were prevailing at that time, for example the issue of the social classes and the sati
practice. He did not belief in showing religion outwardly. He felt that true religion was more
about one’s attitude to God than how you presented yourself.
One morning while having a bath in the local river before the dawn prayers, Nanak
disappeared. Three days later, when all hopes of discovering him alive had gone, he re-
appeared. He told his friends that he has been taken to God’s court and there, he was given a
cup of nectar to drink, with the instructions that he should rejoice in God’s name and teach
others to do the same. The message was that there is no Hindu or Muslim, in other words all
people are equal and should be given the same respect, true worship means that we should
live as brothers and sisters, as this is what it means to know God. He was told to spend the
rest of his lifetime teaching people, calling them to true worship. After this experience,
Nanak and his friend went travelling throughout India singing songs of praise to God and
teaching. This earned him the title Guru which is only given to respected teachers of religion
in India. The guru left his work as an accountant to become a full time preacher, helping men
and women to know the God who was quietly present in their hearts. Guru Nanak’s
missionary journeys occupied the next twenty years of his life, until about 1521. He then
settled down in a village called Kartarpur and there he established the first Sikh community.
The word Sikh comes from a Punjab verb, sikhna, meaning to learn and was the name that
came to be applied to the disciples of Guru Nanak who gathered around him to receive his
teachings.
Before his death, Nanak chose his friend Lehna as his successor and gave him the name
Angad. Eight other gurus were appointed in succession. Before the tenth guru died, Guru
Gobind Singh died he declared that there would be no other gurus. Instead, the teachings of
the ten gurus were compiled into the sacred book, the Guru Granth Sahib. As the name
implies, it is seen and treated with great respect as it continues the Sikh tradition.
- Guru Nanak did not like the caste system which classified people according to social
groups.
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- He was not happy with the inequality that existed between men and women.
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- Was also against the Sati system, where the widow had to throw her-self in her
husband burial fire.
- Was also against the killing of the girl child and the payment of the dowry (how it
was done).
- To defend the rights of all who are wrongfully oppressed or persecuted irrespective of
religion colour, caste or creed.
- Was against the forced conversion of the Hindus to Islam by the Mughal authorities.
*note: The conflict between the Muslims (Mughal) and Hindus/Sikhs led to the Sikhs
developing a political identity.
4. ISLAM

ORIGIN OF ISLAM
Many years after Judaism was established and about 600 years after the birth of Christianity,
Islam was founded in the Arabian Peninsula. People in this area were mostly traders and their
trading took them to distant places hence constantly interacting with different people,
exchanging ideas and skills. Then they became aware of other religions such as Judaism and
Christianity. They were influenced by many ideas of the Jews in Canaan from where they
learnt about the belief in one God and some embraced it.
Islam was founded by an Arab man, Prophet Muhammad who was born in the city of Mecca
in Saudi Arabia in the year 570 CE. He was an orphan and was poor. Muhammad was a good
and upright person, very honest and hard working, kind and responsible and as a result he
was liked by everyone in Mecca. He was also a very religious person who spent most of his
time meditating. Most of the people who lived in Mecca were traders. It was a trade centre
and a shrine was built in Mecca called the Ka’ba dedicated to one God, thus Mecca became a
holy city.
Local leaders became corrupt and the Ka’ba, which was meant to be dedicated to one God,
became the centre of trade for idols. This depressed Muhammad. He was against what he felt
was a lack of moral behavior among his people. The people of Arabia worshipped idols and
made sacrifices to them, gambled, spent most of their time drinking alcohol and fighting, the
rich ill – treated the poor, women and children and some prostituted themselves, they were
involved in many tribal disputes and warfare which led to cruelties and bloodshed. There was
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corruption and theft and most people were motivated by greed and the result was that a few
people were very rich and many were very, very poor. He also did not support the class
system and the poor treatment of those who were regarded as lower classes.
Muhammad was concerned about how bad most of the community was. Because of the
distressing situation, he fasted and prayed and one day angel Gabriel appeared to him with a
message from Allah and also appeared to him several times and gave him massages which
were later compiled into a book known as the Qur’an. The messages were about how people
should live.
Muhammad shared his experiences with the people in his town. His friend, Abu Baker and
his wife, Khadijah were the only ones who believed what he told them. The leaders and other
influential people rejected his teachings. This is because he condemned the very practices
from which the leaders profited. He attacked their low morals and their treatment of poor
people. The leaders punished those who accepted his message and even plotted to kill him. In
the year 622ce he fled from Mecca to Medina, a journey called the Hijra. He preached the
same message to the people of Medina who listened to him and accepted his message. Peace
finally came to a town that had had a history of conflicts and fights. The belief in one God
brought unity to the town. The year 622ce marked the beginning of Islam as a religion.
By 630ce, Muhammad had a large number of followers. He persuaded his followers to march
with him back to Mecca where he waged Jihad (a holy war) to stop people from doing the
things that were wrong. The idols in the Kab’a were destroyed and then Mecca was
established as the centre of Islam and the followers came to be known as Muslims.

GamblingViolence
Illtreatment of the poorOppression of women and girl child
Idol worshipAlcohol abuse
Prostitution

- Strong opposition from those in leadership
- He went back to Mecca and fought with the help of the people of Medina
- He threw idols out of the Kab’a and turned it into a sacred place for the Muslims.
- Enmity between people of certain tribes who wanted to be in control of the Kab’a.
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REASONS FOR THE PROLIFERATION OF RELIGIONS IN BOTSWANA
Proliferation of religions means the sudden increase in the number of religions.
Some of the factors which helped the spread of world religions to other parts of Botswana are
as follows:
 RELIGIOUS FREEDOM
In Botswana, there is freedom of worship. People are free to practice their religion in
any part of the country. The constitution of Botswana says that every religious
community may establish its own place of worship.
 RELIGIOUS TOLERANCE
Freedom of worship has helped people tolerate other people’s religions. Although
Christianity was established before other world religions, relations between the
different religions are generally good and friendly.
 MIGRATION
There are people who have moved from their countries to Botswana for one reason or
another. These people brought their religion with them which they started practicing
and spreading around the country e.g. some of the followers came in the country to do
business and through their interaction with the villagers some Batswana became
interested in their beliefs and practices and were converted to these religions.
 CONVERTING RELIGIONS
There is no law stopping people from converting others to their religious faith in
Botswana. Some world religions have been preaching their doctrines to Batswana to
convert them to their religions.
 SOCIO – ECONOMIC PROJECTS
Belief in Christianity, Islam and Baha’i Faith has spread because these religions have
developed projects to help the people of Botswana, especially the underprivileged and
people with special needs e.g. Christian priests and followers of the Baha’i Faith visit
clinics and hospitals and conduct morning prayers for patients, Muslims give food to
the old and the poor every Friday at their shops.
 SPIRITUAL HUNGER AND THE RELEVANCE OF THE NEW RELIGIOUS

BELIEFS AND TEACHINGS TO BOTSWANA culture
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Religions like Christianity, Islam and Baha’i Faith applied their teachings to the
Setswana culture so that Batswana would be able to understand the teachings better.
Mnay Batswana therefore felt comfortable with the teachings of these religions and
became followers. For example, Muslim men are allowed to marry more than one
wife. This teaching is similar to the ebelief in polygamy in traditional Botswana
culture. Many of the world religions also share a belief in life after death. These
teachings made sense to many Batswana and this encouraged them to convert.
 LACK OF HEALTHCARE FACILITIES
Some Christian church denominations (e.g. the Seventh Day Adventist Church, the
Dutch Reformed Church and the London Missionary Society) built healthcare
facilities in the form of hospitals at Kanye, Mochudi and Molepolole. These include
Kanye Seventh Day Adventist Hospital, the Deborah Retief Hospital at Mochudi and
the Scottish Livingstone Hospital at Molepolole. Nurses were trained to work at these
hospitals.
 ILLITERACY
WHEN THE FIRST Christian missionaries came to Botswana, a great number of

Batswana were illiterate. Missionaries had to teach Batswana how to read and write so
that they could read the Bble and understand the teachings for themselves. Christian
missionaries built schools in Botswana to educate the people. Examples of these
schools include: St Joseph’s College at Kgale and Mater Spei College which were
built by the Roman Catholic Church. The London Missionary Society built Moeding
College and Maun Senior Secondary School. Teachers were also trained to teach in
these schools.
Muslims also built schools in Botswana such as Al Nur in Gaborone. Followers of the
Bahai Faith have built schools such as Rainbow Primary School and New Era School.
These schools have helped the religions that built them to become more firmly
established in Botswana.
Also note the following
The Constitution provides for freedom of religion, and the Government generally respected
this right in practice. The Government at all levels sought to protect this right in full and did
not tolerate its abuse, either by governmental or private actors.
There is no 43. Although it is common for government meetings to begin with a Christian
prayer, members of other religious groups are not excluded from leading non-Christian
prayers at such occasions. The Constitution also provides for the protection of the rights and
freedoms of other persons, including the right to observe and practice any religion without
the unsolicited intervention of members of any other religion.
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All organizations, including religious groups, must register with the Government. To register,
a group submits its constitution to the Registrar of Societies section of the Ministry of Labour
and Home Affairs. The registration process takes 4 to 6 months to complete, on average.
There are no legal benefits for registered organizations, although an organization must be
registered before it can conduct business, sign contracts, or open an account in a local bank.
Any person who holds an official position in, manages, or assists in the management of an
unregistered organization is liable to a fine of up to $166 (Pula 1,000) and/or up to 7 years in
prison. Any member of an unregistered society is liable to penalties including fines up to $83
(Pula 500) and/or up to three years in prison.
Sixty-nine religious groups registered from July 2006 to May 2007; however, during this
same period 256 religious groups began the process of registration but had their applications
terminated. The applications were automatically terminated after the failure to submit
required forms, fees, or constitution within 90 days, as the law mandates. No religious
organization was deregistered during the reporting period.
Religious education is part of the curriculum in public schools; it emphasizes Christianity but
addresses other religious groups in the country. The Constitution provides that every religious
community may establish places for religious instruction at the community's expense. The
Constitution prohibits forced religious instruction, forced participation in religious
ceremonies, or taking oaths that run counter to an individual's religious beliefs.
There are no laws against proselytizing.
Only Christian holy days are recognized as public holidays. These include Good Friday,
Easter Monday, Ascension Day, and Christmas Day. However, members of other religious
groups are allowed to commemorate their religious holidays without government
interference.
Restrictions on religious freedom
Government policy and practice contributed to the generally free practice of religion.The
Constitution provides for the suspension of religious freedom in the interest of national
defense, public safety, public order, public morality, or public health. However, any
suspension of religious freedom by the Government must be deemed "reasonably justifiable
in a democratic society."
There were no reports of religious prisoners or detainees in the country.
Forced religious conversion
There were no reports of forced religious conversion, including of minor U.S. citizens who
had been abducted or illegally removed from the United States, or of the refusal to allow such
citizens to be returned to the United States.
Societal attitudes and discrimination
During the reporting period, there were no indications of tension between the religious
communities. Several religious groups were in the process of registering an official interfaith
26
council which was expected to include representatives of Christian, Muslim, Hindu, and
Baha'i groups.
1Z
DEPARTMENT OF RELIGIOUS EDUCATION: 2015 edition
MODULE 2- AFRICAN TRADITIONAL RELIGION IN BOTSWANA
TOPIC 1
Specific Objective 1
The concept of African Traditional Religion (Mbiti -page 11)
1. It is a way of life of the people. It is a product of African culture. Culture is that

complex whole which includes knowledge, belief, art, morals, law, custom and any
other capabilities and habits acquired by man as a member of society.” It refers to the
ways of life of the members of a group or of groups within a society.( African
traditional religions and culture in Botswana page 14-15 )
2. The culture and the religion are one that is one can never divorce or separate religion
from culture. The religion is part and parcel of the African heritage which goes back
many thousands of years, therefore it does not stand on its own as a separate
institution.
3. It centers around the following:

a. Beliefs; They believe in the one God who is called Modimo and they also
believe in ancestors etc
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b. Norms, Values and Morals

c. Customs and Practices
d. Religious officials etc
4. It has no founder. It is the product of the thinking and experiences of our fore-fathers
who formed religious ideas, beliefs and practices etc…
5. It is a religion that belongs to the African people; therefore a person must be born into
a particular African community in order to be able to be a follower. The people
outside the cultural unit can’t be converted to the religion as it is so much removed
from their geographical and cultural setting.
6. The religion does not have any sacred literature/holy books because it was passed on
by the word of mouth.
Ways in which African Traditional Religion expresses itself? (Mbiti page 20-33)
 ATR is’ found in Rituals in the rituals, Ceremonies and festivals of the people.
- Africans like to celebrate life. They celebrate events in the life of the
individual and the community. These include occasions like the birth of a
child, the giving of names, circumcision and other ceremonies like;
marriage, harvest festivals, praying for rain and even death is celebrated.
 It is found in Shrines, Sacred Places and Religious Objects.
- There are many of these. Some shrines belong to a family, such as those
connected with departed members of the family or their graves.
- Others belong to the community, and these are often in the groves, rocks,
caves, hills, mountains and under certain trees.
- People respect such places, and in some societies no bird, animal or human
being killed if it or s/he is hiding in such places.
- At the shrines and sacred places, people make or bring sacrifices and
offerings such as animals, fowls, food etc.
- Prayers are also made there. They regard such places as holy and sacred
places where people meet with God and ancestors.
- Some of these religious places are man-made and may be large enough to
look like a big house (which is called a temple)
 African Religion is found in Art and Symbols.
- African art expresses religious ideas.
- It is found in stools, wood, calabashes, stones, domestic animals and
human bodies etc It is also expressed in the form of masks and carvings on
wood, stones and ivory.
- Symbols are often found where art is found, since they are part of art.
- Each people have its own symbols whose meanings are generally known
to almost every one. But they are other symbols which can only be
interpreted by a few individuals.
- Religious symbols help to communicate and strengthen the religious ideas.
 African Religion is found in Music and Dance.
- A lot of African music and dance deal with religious ideas and practices.
- The religious rituals, ceremonies and festivals are always accompanied by
music, singing and dancing.
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- Music gives outlet to the emotional expressions of the religious life, and it
is a powerful means of communication in African Traditional life.
- It helps to unite the singing or the dancing group and to express its
fellowship and participation in life.
 It is found in Proverbs, Riddles and wise sayings:
- Proverbs provides us with a rich source of African wisdom and some of
these proverbs are religious.
- They do contain religious beliefs, ideas, morals and warnings.
- They speak about God, the world, man, human relations, the nature of
things and so on.
- They are set within the cultural and social environment of the people who
have produced them and use them.
- Riddles are used mainly for entertainment and stimulating people’s
thinking.
- Some of them also contain religious ideas
- Wise sayings are often about the world in general, viewed from religious
and moral perspectives.
 It is found in names of people and places.
- Many African names of people have meanings. These meanings are often
religious.
- They are given to mark religious ideas and experiences.
- People with such names are in effect religious carriers.
 It is found in myths and Legends.
- Since there was no writing among the African people, traditional wisdom
and experiences and history were passed down by word of mouth therefore
stories, legends and myths became a very important source of information
and means of communication.
- Many religious ideas are found in these oral ways of communication, and
every African people have plenty of such stories and myth.
- For the reason, when people listen to them, or read about them, they are
listening to the African religious ideas, which may be found in them, and
many religious ideas are readily taught and spread through the form of
stories, legends and myths.
 It is found in Beliefs and Customs
- Beliefs are an essential part of religion.
- Customs are not always religious but many contain religious ideas.
- Religion helps to strengthen and perpetuate some of the customs, and in
turn the customs do the same to religion.
- Beliefs and customs often go together. They cover all areas of life.
- Beliefs generally deal with religious ideas; customs deal with what people
normally approve of and do.
- They have a lot of influence on people. Burt some believes can be and
often are false, yet people stick to them firmly and act accordingly.
- Therefore it is important to understand people’s beliefs well, because it is
this belief which influences their behavior.
 There are many areas of African life where we find traditional religion, therefore it is
found in all aspects of life. It influences all areas of life. African Traditional Religion
has been largely responsible for shaping the character and culture of African peoples
throughout the centuries. Even if it does not have sacred literature, it is written
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everywhere in the life of the people. To be an African, in the traditional setting is to

be truly religious.
TOPIC 2
Beliefs and Practices in A.T.R in Botswana.
There is a Belief;
- in the higher God commonly known as Modimo

- in ancestors/Badimo
- in the spirits, these spirits are of three types:
there are spirits of natural things such as hills, trees, rocks and springs.
there are spirits of people’s ancestors.
there are free spirits who haunt places or people.
- in the power traditional healers and diviners
- in life after death
- in which craft
- in Bad luck e.g. Fa dinkgwana di thubega, Badimo ba a bo ba go foraletse. (proverb)
- Ghosts
- Boswagadi
- Sejeso (Epigastric pains)
b) Their Practices include the following;
- rain making ceremonies

- rite2s of passage ;Birth e.g. botsetse jwa go rafola le go tshola ngwana , Initiation
ceremonies e.g. circumcision , marriage e.g. patlo, bogadi and death e.g. rituals
associated with Boswagadi
- polygamy
- ancestor veneration
- child naming
- burial rites
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Unity and Diversity of ATR in Botswana.
There is unity in the beliefs and diversity is seen more in terms of practices .e.g.
 Unity is brought by the:
Common Background i.e. common origin (originates from the lifestyle of the
people) and the
Social Institutions e.g. the family, the society and the common beliefs (may also be
as a result of the common background).
 Diversity is brought by the:

- Geographical location e.g. people in Maun eat fish and tswii as there is a perennial
river, Kalangas in the North East, eat delele, zenbgwe and mophane worms because of
the amount of rain that fall as compared to the South. e.t.c
- Social, Political and Economic Development e.g. Politics has a way of bringing
about changes in our way of life and religion also has the same effect.
- Non-Negro influence e.g. external contacts with people from other countries/locality.
Note: Diversity is as a result of the geographical location, stages of social and

political development and the influence of outsiders; external contacts.
Examples:
UNITY DIVERSITY
1. Believe in the Supreme-Being and 1. Call him by different names
ancestors.
2. Singing and Dancing 2. Types of dances; Kalangas - Ndazula,
Bakwena - phathisi, Balete - Setapa etc
3. Africans are a patriarchal society thus The intensity of the roles of different sexes
the man is the head of the family and and expectations differ per geographical
political authority mirrors political location
authority.
4. Rites of Passage: Birth, initiation -The way they perform the rituals differs as
ceremonies, marriage and death rituals per tribe and location.
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5. Language; communication is easy to -Tswana dialect differs as a result of the

many Tswana speaking tribes. geographical location.
The relevance of ATR’s Beliefs and Practices to contemporary Botswana.
NOTE: In answering this question, you refer to the beliefs and practices
mentioned above and show how they are relevant or not relevant today, giving
your own reasons.
 The student should identify the beliefs and practices and then analyze their relevance.
 students should be aware of the emerging issues and should use them for or The
against in support of their arguments e.g. Teenage pregnancy, HIV/AIDS, More
women than men thus a lot of them are unmarried (polygamy eased the situation),
modern lifestyle (high cost of living), Gender inequality, moral decay, poverty etc. for
example:
CIRCUMCISION
-Creates a cultural,social and religious identity for young ones.

-Reduces the chances of being affected with STD’S eg HIV/AIDS
-To show its relevance the government through the ministry of health has embarked on a
serious campaign to promote safe male circumcision and conscietize people on its benefits.
PAYMENT OF BOGADI
-Bogadi is still relevant in Botswana today because it is a ritual where the labour of a woman
and her child bearing capabilities are recognised and transferred in marriage to the family of
her husband.
-It strengthens the marriage bond between the marrying couple.
-Payment of bogadi helps in stabilising marriages because it gives the woman the assurance
that she is being valued by her husband and her in-laws.
-It is through payment of bogadi that a bond of affinity is created between the two groups-a
concrete cement for marriage which binds husband and wife together as well as their
families.
INITIATION SCHOOLS
-Relevant because there are still educational

-Initiates are taught norms and values of the society
-It creates unity and cooperation among initiates since they share secrets, and are identified as
members of mophato-age regiment
It cultivates courage,bravery,perseverance,cultural values which enable initiates to protect the
weak and face challenges of life as a collective force
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-It influences initiates to be obedient to authority and elders and treasure their culture, social
and religious norms and moral values, thus preserving their culture.
PRACTICING BOTHO
Botho is a national principle

-It creates peace and harmony in the society as well as cooperation for which are needed to
curb todays social ills like crime,corruption and selfishness.( for more information, refer to
Topic 4: specific Objective 6)
ANCESTOR VENERATION
-Some believe that is still relevant today because their dead see them,visit them at night in
dreams,guide them and warn them against wrong doing-they in return pray to God through
them for help and remember and honour them in different ways.
-Some Batswana still have family and communal shrines where they pray,pour libation and
offer sacrifices.
-Some name their children after dead relatives and parents.
Remembering and honouring of the dead is very important today because it can inspire
people to improve the quality of their own lives,in the process creating peace and social
harmony in the society.
BOTSETSI
-Rituals regarding confinement are still practiced in contemporary Botswana eg Batlokwa

have intricate rituals of seclusion.Among this group of people,as soon as the child is born a
piece of wood is placed in-front of the house where the child and the mother are in
seclusion.This piece of wood is called mopakwana.This was meant to give the woman a
chance to recuperate and to protect the infant from some illness that visitors might have.It
also helps the woman to rest and recover from pregnancy and pains of delivery.
MAFISA
-Still relevant because it promotes the spirit of sharing amongst community members.
-It is the best solution to eradicate poverty-the poor are loaned cattle to produce food for
themselves.
-It promotes human dignity since those who do not have their needs catered for.
TOPIC 3
Sacred Objects and Places
Specific Objective 1.0

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Sacredness:
- Is attached to anything that is considered to be holy, either tangible or symbolic.

- From the oxford advanced leaner’s dictionary, is defined as; connected with God
or a god considered to-be holy.
The Significance of the Sacred Places in A.T.R in Botswana.
a) Sacred Places include the following:
- Hills e.g Tsodilo hills

- Ancestral shrines-this is a place where ancestor veneration is conducted e.g.
under a designated tree, hill ,mountain
- Rivers
- Rocks
- Family kgotla
- Water holes and caves
-
Significance
 Religious places;
- They are not for common or careless use, because they are considered to be
sacred and holy. Some are man-made (those that have been constructed or
adapted for the purpose of usage or for inspiring specific religious feelings.
e.g. temples, altars, shrines and graves)and others are taken over in their
natural form.
- Family and personal shrines are used for pouring libations, placing bits of
food, performing family rituals, sacrificing and making offerings and saying
prayers while natural places like grooves and forests are for communal use or
the focus of communal faith, values and sentiments.
- They are the center of the family religious life.
- They symbolize the meeting point between the visible and the invisible world.
- They regard them as places where they feel the symbolic presence of God.
 Family and personal shrines are used for pouring libations, placing bits of food,
performing family rituals, sacrificing and making offerings and saying prayers.
- They are the centre of family religious life. e.g.
- They symbolize the meeting point between the visible and the invisible world.
- Ancestral shrines are places where people have contact with Modimo through
ancestors by praying.
- They venerate ancestors through offerings and pouring libation
- Introduce new born babies to Badimo or Modimo especially those named after
Badimo.
Natural places
 They include groves and forests, trees, waterfalls and rivers etc.
- They are symbolically the meeting point between the heavens or sky and the
earth and therefore of the visible and the invisible worlds.
- People use them for rituals, ceremonies, sacrifices, offerings and praying.
- Such places are not put to common use; these would desecrate them.
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- These public religious places are the focus of communal faith, values and
sentiments.
- Almost nothing else generates religious sentiments as readily as do religious
places.
- This is because people regard them as sacred and there-fore as places where
they feel the symbolic presence of God.
Rivers, lakes and waterfalls.
 In many parts of Africa, these are regarded with religious awe.
- People make sacrifices and take offerings there, as a sign of wishing to be in
harmony with their waters, especially if they wish to fish in them or cross
them.
- In some cases it is believed that there is a spirit inhabiting such rivers, lakes
or waterfalls; there-fore it is necessary to come to terms before using the lake
or the river in question.
 In some places it is believed that the spirits of the dead dwell there.
- In that case people feel close to the departed through coming close to the
waterfalls.
 Water is used in many rituals in Africa.
- It symbolizes purification and cleansing, not only of bodily but also of
mystical impurities contracted through broken taboos, the commitment of
crime, and contamination by evil magic or curse.
Note: when so used, water becomes a religious object.
The Significance of the Sacred Objects in A.T.R in Botswana (Amanze; chapter 14)
a) Sacred Objects
- Divining tablets (ditaola)

- Pounding mortar (kika)
- A whisk ( seditse)
- A horn ( lonaka)
- Clay pot (nkgwana)
- Charm (muti)
b) Their significance
 Personal Religious Objects.

- Some are intended to ward off evil magic, others to discourage thieves from
stealing, some are concrete reminders of the living dead, and some simply
assist the person in performing religious rituals or saying his prayers.
 Ritual Objects;
- Examples of objects such objects are; ritual drums, sacred stools like those
used for the coronation of a new chief/king, rain making stones (often believed
to have fallen from the sky) etc
- They are considered to be sacred and hence very powerful. These are normally
kept put of ordinary reach, and communal one’s may be housed in the home of
the ritual leader. In bringing them out to the public and taking them away,
much ceremony is observed.
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- They are the external concrete symbols of the internal ideas, values which are
demonstrated in the ritual.
- They add to the stature of the office bearer as people are not to touch them
under normal circumstances.
- Much trouble is taken when making them, where certain colours and numbers,
which are used for religious rituals and ceremonies, are considered.
 Objects for Offerings and Sacrifices;
- The many objects that are used for offerings and sacrifices automatically
become religious objects e.g. domesticand wild animals and a number of
things such as food stuff.
- They are the concrete expression of human intentions towards God and the
invisible world.
- They show that, as the priest of the universe, man can and does use almost
everything for a religious purpose.
- Through them the invisible world penetrates the invisible world, and man
symbolically presents or offers the visible world to the invisible world.
Taboos associated with Sacred Places, Sacred Objects, Plants and Animal life.
Definition of the Term; Taboo
1. The system in some religions in which certain actions must not be done and certain
objects must not be touched because they have great spiritual importance. (page 147-
Mbiti: Introduction to African traditional Religion).
2. Something forbidden for religious reasons and because it is against the social
customs.
3. A cultural or religious custom that does not allow people to do, use or talk about a
particular thing as they find it offensive and or embarrassing.
a. Taboos associated with sacred Places (Pages 338)
- People were not supposed to visit sacred places without the permission of the chief
otherwise something bad would happen to that person e.g. Tswapong hills and
Lentswe la Baratani.
- During the rainmaking ceremonies only girls and boys who have not yet reached
puberty stage will be sent to fetch water in small clay pots and the calabashes from the
well.( page 321 AMANZE)
- Women who are on their menstruation periods are not allowed to enter the sacred
places.
b. Taboos associated with sacred Plants (Page 338)

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- Among the Bakgatla the Morula tree and others like Mokgalo , Motopi,
Mogonono were not cut at all especially during the rainy seasons as they
believed to bring bad omen to the harvest.
- Among the Bakhurutshe the first fruits of the harvest were given to young
boys and girls who have not yet reached puberty to eat first as it was believed
that when the children were happy it was an indication that God was also
happy.
c. Taboos associated with sacred Animals (Page 309)
- Among the Bahurutshe in Shoshong, Girraffe and a Buffalo were not supposed
to be killed unless the permission is sought from the chief.
- Among the Balete the python and the bull were not supposed to be killed
especially in the rainy season as they were believed to bring hail stone. The
other animals which were not supposed to be killed are Eland, Gemsbok.
- Owl was not supposed to be killed as it was believed to bring bad luck.
d. Taboos associated with sacred Objects (Mbiti Page 145)
- They are not supposed to be touched by anybody except the office bearer
whether he is a priest, king medicine men or rain maker.
The Impact of Modern Development on Sacred Places.
Positive:
i. Preservation of the sacred places e.g. Tswapong Hills and Lentswe la Baratani.
The areas are conserved in order for them not to lose their original natural face.
ii. Tourist destination e.g. Gcwihaba caves and Tsodilo Hills, thus earning income to
the natives of the locality and in turn to the country.
Negative:
i. Relocation of graves to cater for modern development e.g. Dikgathong Dam,

Shoshong Senior Secondary School and Mphuthe CJSS.
ii. Construction of roads and government institutions destroyed the sacred places.
iii. Due to modern development, the sacred places lose their sacredness.
iv. Some of the areas have been turned into entertainment places thus have lost their
sacredness or intended purposes e.g Domboshaba Hills
Totemism
i. Totemism is an animal, part of an animal, a plant, part of a plant or an object with a

sacred or spiritual connection to a particular tribe and such an animal or plant is
respected and is not killed, eaten, cut or used in any way.
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ii. A system of religious beliefs which attributes divine properties to a particular type of
animal or plant by A. Gideons; page 596.
iii. Examples of totems in Botswana: Bangwato-Phuti (duicker), Bakwena-Kwena
(Crocodile), Batlokwa-Tlhakadu (Ant -bear), Bakgatla-Kgabo (monkey) and some of
the Kalangas- Chibelo (Mmutla-Hare) etc
The Role of Totemism in Contemporary Botswana.
 It is a conservation strategy: helps in conserving animal and plant life. Since the
animal and the plant are not cut or even killed, these help in preserving the life of
the animal and plant life. It also adds value to the tourism industry. This is as a
result of the conservation of animals and plants.
 A sign of identity among Batswana. It is still regarded as an emblem or a proof of
family or clan to which one belongs to or the group belongs to.
- This is because a totem is a symbol-a sacred symbol.
- It is a flag, a sign by which each clan/ family/ group of people. It is a sign of
authenticating the group to which one was a family member in the community.
- Animal and plant life is respected, honoured and revered by the group.
 It is a mechanism that binds the community/tribe together as a kinship unit, the

members of which have a mystical or religious relationship.
- This is because it expresses the strong need for a collective sentiment.
- Its members are dramatically bonded together with an endearing (lasting for a
long time) organization that is rooted in history and provides security and
understanding of the word.
- It gives one a sense of belonging to a community.
- Helps young people to know their roots e,g. Among The Bangwato, who have
the duicker as their totem and its story with Kgosi Kgama.
 A totem has a religious aspect as it is considered sacred. The totem of any person
is regarded as the same as himself. This is based on the fact that since the person
bears the name of the totem, it is also assumed that it implies the identity of
nature.
TOPIC FOUR
The teachings on the Origins, Purpose and Meaning of Life.
The teachings are found in myths, legends, riddles, folktales, taboos, wise sayings/ proverbs
etc…
i. Origin of life:
There are many mythical stories trying to explain the origin of life. They differ according to
tribes and the common one is the story of Matsieng. There is the element of the creator
somewhere.
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ii. The Purpose and Meaning of life:
a. Purpose:
- The creator gave us stewardship role- to take care of creation e.g. taking care
of the environment by the observation of taboos.( there are some animals that
are to be eaten only by the Kings/Chiefs.
- Procreation i.e. marriage meant to continue life.
- Have control over what has been created- use it and not to misuse.
- Magnify the greatness of the creative force / creator.
b. Meaning:
- There is an element of sacredness i.e. life is sacred therefore needs protection

- Life is precious and need to be respected.
- It is a mystery: so complex, has so many un-answered questions.
- It is a gift from Modimo, one is blessed with life.
- Life is external- life after death.
Specific Objectives 2
The place and role of a Human Beings’ in the Cosmos.
- Man is at the centre of the universe. He plays a pivotal role.

- Taking care of the environment (stewardship). This is shown through the
taboos, totems etc…
- Procreation-shown through marriage; to live meant to transmit life.
The Role of Men and Women in the Teachings of ATR.
- Roles of men and women were clearly distinguished. It had to do with physical well-
being e.g. men stronger than women and so given heavier tasks. The roles of both
male and female were complimentary.
Men Women
1. Head of the family. 1. Women played a subordinate / sub-servant

-Had authority in the family as head of role to that of a man. They took instructions from
families. their husbands, fathers and brothers if not
-They were the ones involved in decision married.
making. There is the Setswana saying: Ga di - She had considerable influence and power
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etelelwe ke tse dinamagadi. particularly in all that concerns teaching

- Men had unlimited power in the family. He traditional values to children, taboos, culture,
may decide to take another wife. customs etc…
- Was responsible for performing family - There were responsible for child bearing.
rituals.
- He provided guidance and discipline in the
family e.g. he guided boys and taught them
typical male roles.
2. He inherited and maintained the family 2. She was also responsible for the house hold
estates. chores e.g. sweeping, caring for the young ones
- He provided the material needs of the etc…
family that is food, clothing and shelter.
3. Men did masculine tasks like hunting and 3. Some women were traditional healers, most of
ploughing. whom specialized in healing infants ailments.
- The Impact of the ATR teaching on men and women relationships in modern day
Botswana.
i. The issue of Socialization: Modern day Botswana did not just develop from a
vacuum. Some trends still exist from the past. Women are still inferior. They cannot
make decisions. E.g.
a. Mosadi tshwene o jewa matsogo shows that a woman has to provide service to
the family. This has a negative impact on the girl child for they have been
socialized into thinking that they are those professions that cannot be done
equally well with both sexes.
b. Monna selepe o a faapanelwa: This impact negatively for it encourages men to
be promiscuous thus increasing the rate on HIV infections.
ii. Political set up: Cabinet/MP; women seem to accept that these positions are for men
only. Even women themselves seem to believe that they cannot make it in the political
setup e.g. Setswana saying: Ga di etelelwe pele ke tse di namagadi. Most women are
not willing to vote into power fellow females because of the ATR teachings.
iii. Patriarchal societies; still rooted in the past. E.g.

a. Ga di etelelwe pele ke dinamagadi e.g. just recently, in the BDF, women were
invited to join the defense force and we still have girls who are not confident
in doing male dominated professions.
The Moral Teachings of ATR in Botswana.
i. Moral values were transmitted orally from parents to children.

ii. Parents and the community are moral educators.
iii. The teachings are derived from the proverbs, idioms taboos, songs and folk tales. E.g.
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a. Maitseo namane ya moroba. (Good behaviour is a very important thing).

b. Susu elela suswana, go re suswana a tle a go e lele. ( If you honor the young ones they
will honor you more …)
c. E re o tlhalefa ngaka le bolotse o bo tlhalefe. ( It teaches against cheating)
d. E e anyang e laletse e ruta e maleng. (Parents should demonstrate good behaviour
always for their children copies them)
e. Lore lo o jwa lo sale metsi. (teach children good behaviour when still young)
f. Moremogolo go betlwa wa taola, wa motho oa ipetla
g. Phokoje go tshela o o dithetsenyane. (Use your intelligence in order to survive.)
h. Do good to others: do unto others as you would like them to do to you.
i. Botho: all about relating well. Help us do things the right way.
j. taboos: one cannot marry one’s sister (incest)
k. Idiom (maele) e.g. Go bopela yo mongwe kgomo ya mmopa ( to say a lie about
someone)
l. Folk lore e.g. mmutla, the hare; small but very clever
- Sananapo
- Chiwele
- Noga le motho
(Refer to page 246-261; Chapter 11: Amanze)
The Importance and Effects of Botho to the Botswana society.
What is Botho?
1. Botho is a National principle. According to Vision 2016,the concept of Botho refers

to; the concept of a person who has a well-rounded character, who is well mannered,
courteous, disciplined and who realizes his/her potential both as an individual and as a
part of the community to which he/she belongs.
2. Botho defines a process of earning respect by first giving it and to gain empowerment
by empowering others.
3. It is a product of socialization and social intergration therefore it is a product of one’s
social location.
4. Botho is also a deeply spiritual concept in that for a person to be considered an
ancestor upon his/her death they must have been perceived as one who was endured
with golden attributes of Botho in his/her earthly life.
Importance of BOTHO:
1. The philosophy of Botho conveys the following shared values; morality, humanness,
compassion, care, understanding, empathy, respect, discipline, sympathy, love, humility,
kindness and tolerance.
2. Botho is about sharing, hospitality and honesty.
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3. Where there is Botho; human life is perceived as sacred, indispensable and irreplaceable.
No one is allowed to ill-treat and trample on the rights of others under any circumstances.
Proverbs about Botho.
i. Montsamaisa bosigo ke mo leboga bosele.

ii. Motho ke motho ka batho. ( No man is an island)
iii. Ngwana yo osa utlweng molao wa batsadi o utlwa wa manong.
Effects of Botho
Positive
1. Helping those in need e.g feeding the hungry

2. Molaletsa, mafisa, majako show botho. These shows communal spirit.
3. Botho unites us; makes people tolerant of each other.
4. Makes us to have harmony/ be a peaceful nation.
5. Reduction of crime
6. Make us responsive to issues such as illness/ sickness of other people
7. Botho helps curb generational relationships.
8. Reductions of social ills such as prostitution, rape, adultery as people are able to
appreciate each other.
9. Poverty eradication e.g. ploughing of chiefs’ field first. In times of hunger people can
be given food from the chiefs’ fields.
Negative
i. Encourages culture of laziness/ dependency syndrome.

ii. Compromises security as people take advantage of hospitality e.g. bopelonomi bo
bolaile mmamasiloanoka.
iii. Exploitation by others who takes advantage of one’s goodness.
(Reference: Shapera, Mbiti, Mogapi, Setialoane: images of God in Sotho Tswana,

Amanze; page 125- 132; Amanze
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MODULE THREE
TOPIC 1
The Early Christian Missionaries in Botswana and the Mission Stations they Founded.
Missionary Mission Station
1. Robert Moffart Established a mission station in Shoshong in

the year 1824
2. Dr Livingstone Arrived in 1847 in Bechuanaland and
established a mission station at Kolobeng,
Kweneng area around Molepolole.
3. Rev Christopher Schulenburg Took over from Robert Moffart’s mission at

Shoshong. John Mckenzie took over Robert
Moffart’s mission.
4. Henry William Muller Established a mission station at Liteyane.
5. Hepburn Established missionary work among the
Batawana and converted Chief Moremi to
Christianity.
6. Jurgen Heinrich Schroder, Heinrich Williem Established a mission station at Liteyane near
Muller and Johann H. Herbst Dithubaruba in 1857.
The Early Missionaries Spread Christianity.
They used various strategies or tactics to spread Christianity among Batswana. Some of these
strategies are:
They used various strategies or tactics to spread Christianity among Batswana. Some of these
strategies are:
They created good relations with the chiefs (dikgosi) and worked very hard to convert dikgosi to
Christianity.They became advisors and interpreters to some dikgosi e.g. Dr David Livingstone became
a good friend of Kgosi Sechele of the Bakwena and taught him to read and write. In 1895, the three
chiefs, Khama the third, Bathoen and Sebele were accompanied by Rev Willoughby when they
travelled to England to protest against plans by the British government to allow the British South
African Company to rule Bechuanaland. Supported Batswana against their enemies e.g Dr David
Livingstone helped Sechele to negotiate the release of his brother when he was kidnapped by the
Ndebeles.
The missionaries hoped that Christian dikgosi would influence their people to convert to Christianity.
They succeeded in converting some of them. Dr David Livingstone converted Kgosi Sechele of the
Bakwena to Christianity. Sechele would persuade his people to attend David Livingstone prayer
services. The German Lutheran Missionaries worked among the Bangwato and converted Khama the
44
third and his brother Kgamane to Christianity. Khama the third barned customs such as bogadi, rain-
making, initiation and beer drinking among the Bangwato.
Missionaries built churches in different parts of Botswana, particularly in big villages such as
Ramotswa, Shoshong and Mochudi. They also trained Batswana evangelist to help them preach and
spread the gospel. For e.g. the London Missionary Society had a Motswana evangelist called Sebobi
in Kanye who preached and spread Christianity in the area.
They built schools thus introducing western education to attract people to Christianity. The main
subjects taught were Bible study, reading and writing. They wanted people to be able to read the
Bible. They also taught other skills such as sowing, building, carpentry, vegetable gardening and
cooking. As time went on they translated the Bible into Setswana. It was done to enable the natives to
read the bible themselves and to understand the word of God better.
They built hospitals. To provide western medicine so that people would abandon traditional doctors
and medicine, which missionaries despised as evil and unchristian. E.g. David Livingstone was a
medical doctor who treated people with different diseases with his medicines. This made him very
popular amongst the local people. By being kind and caring, missionaries made friends with the
people and could easily talk to them about the Bible and God.
Brought trade and commerce: guns, clothing, mirrors, tobacco and cigarettes etc
The Problems Encountered by Missionaries in Spreading Christianity.
1. Frequent tribal wars e.g. fighting between rivals for succession to a throne
2. Different climate and local conditions, tropical sun and many tropical diseases.
3. Communication was difficult because of no roads and no postal systems.
4. No common language, so communication was difficult
5. The journey from Europe to Africa took much longer since there were neither aeroplanes nor
steam ships.
6. A number of missionaries lost their lives due to ship wreck.
7. The missionaries came from different cultures and found it hard to understand the Tswana
culture.
Batswana’s Response to Christianity.
1. Conversion of chief made it easy for the conversion of others. It was easy for Batswana to
accept Christianity after dikgosi such as Kgosi Sechele of the Bakwena and Kgosi Khama the
third and his brother Kgamane of the Bangwato converted to Christianity.
2. Some people responded easily to the Old Testament as it was similar to their culture e.g.
polygamy.
3. Batswana responded positively for they wanted to benefit from the following; guns, medicine,
education and technological advancement.
4. Some were converted but fell back to traditional culture because they were afraid of the wrath
of ancestors.
5. There was some resistance by some ethnic groups because they thought this will cause
friction with their ancestors e.g. Letsholathebe of Batawana.
6. There was a rift between the leaders and their people. E.g. Khama the Third who discontinued
the practice of bogadi. Sechele of Bakwena had to divorce his second wife. (Refer to the
History of Christianity in Botswana; from antiquity to the present by Elizabeth Isechei, page
117-118).
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7. Missionary support against their enemies. Early missionaries supported Batswana against
their enemies such as the Boers. E.g. Robert Moffat, a missionary helped Kgosi Sechele the
first to negotiate with Mzilikazi for the return of his brother in law, Macheng whom he
captured in 1842. D Livingstone helped Sechele to buy guns and ammunition for the
Bakwena to fight off the Boers attacks.
8. Some people were not happy as their land was given to the missionaries to set up their
mission stations.
The Impact of Christianity on the Tswana culture.
POSITIVE NEGATIVE
1. Built schools, trained teachers and -Taught against initiation schools e.g bogwera
introduced modern/formal education. and bojale
2. Built hospitals, trained nurses and introduced -Taught against the healing powers of
modern medicine. traditional doctors.
3. Civilization; new methods of farming and

irrigation of land.
4. Some aspects of African culture were
denounsed e.g. rain making, African music and
dance, bogadi, ancestor veneration, bogadi,
bojalwa jwa setso, polygamy etc
TOPIC 2
General Objective 1
The Factors that led to the rise of African Initiated / Independent Churches in Botswana.(AIC’s)
Types of Christian Denominations.
Mainline Churches Pentecostal Churches African Independent/ Initiated

Churches
They were introduced by They are based on the story in -AIC’s are churches found in Africa by
British, European and the Bible (Acts 2: 1-21). The Africans, for Africans.
American missionary Holy spirit is the main focus -They are established in three main ways;
societies and are still part of of their religious practices 1. By breaking away from mainline and
the original or parent and beliefs. Pentecostal churches.
churches that established 2. By breaking away from other AIC’s.
them in Botswana 3. By starting new churches with no links
to mainline, pentecostal or other AIC’s.
-They are self financing and self
governing.
-Their beliefs and worship practices
include aspects of African Traditional
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Religion and Christianity. E.g. they believe

in God or Modimo and that God or
Modimo created the universe. Followers
also believe in ancestral spirits.
-AIC’s are gender inclusive. Both men and
women have leadership position in the
churches.
-AIC’s believe that prayer can heal the
sick. Prayer can also help followers with
other problems such as infertility and poor
harvests.
E.G. Anglican Church E.G. African Evangelical E.G. ZCC

-Dutch Reformed Church -Family of God -Spiritual Healing Church
-Roman Catholic Church etc -Bible Life Missionaries etc -Nazareth Church of Botswana. etc
The Factors that led to the rise of AIC’s in Botswana.
a. The desire to be independent; wanted to be free from mission control.

b. Introduced by migrant labourers; mostly from South Africa. Our grandparents worked in
South Africa in mines and came in contact with the new Christian churches and upon
returning to the country they introduced it.
c. Meet the peoples spiritual needs/gifts (as they were denied by the missionaries) and social
needs; to provide forms of worship that satisfied both Spiritual and Emotional and to enable
Christianity to cover every area of human life and fulfill all human needs. This is because
Christianity as it was focused on the faith aspect.
d. The need to express Christianity in the context of one’s culture where they will be able to feel
at home; faith healing, divination, prophesy and also preserving other aspects of African
culture.
e. Power struggle/ conflict between church leaders; conflicts over how best to run the affairs of
the church (between AIC’s and AIC’s). There were also some disagreements over religious
laws, practices, and ways of worshipping and interpretation of the Bible. For example, at what
age and how should a person be baptized.
f. AIC’s came as a result of the rejection of missionary views of African culture and religion.
g. Literacy: members were able to read the Bible for themselves.
h. The AIC’s also exist in their own right as Christian institution that have responded to the call
of God or inspiration of God’s words (some came into being because the founders
experienced visions e.g. Nazareth- Sebina, Eloi, etc
i. Financial matters; some AIC’s started because of financial issues in the church. E.g. Mr Blind
Toteng left his church, Holy Free Corner Church because of the misunderstanding he had
with the bishop about the use of the church money. Mrs Mmolotsi was a pastor in the church
wha wa ordained by Christinah Nku, the founder and spiritual leader of St John’s Apostolic
Church. She was sent to open a branch in Francistown where she failed to raise enough funds
to support the church at Matsiloje. This conflict forced Mrs Mmolotsi to break away from the
church in 1958.
(Refer to: African Christianity in Botswana; pages 62-88)
Assess the Contribution of the AIC’s lives in Botswana.
1. Healing is allowed e.g. drinking of ‘ditaela’ in ZCC, the use of sewatsho in St John.
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2. Moral support is given to members who are bereaved; wedding are attended in large numbers
etc
3. Preservation of African cultures e.g. offering of sacrifices, birth and death rites.
4. Spirituality is encouraged; members are free to express their right.
General Objective 2
The Influence of African traditional beliefs on AIC’s
1. The performing of birth, puberty, marriage and death rites e.g. burial customs: go thapa ka
mosimama – to remove bad luck.
2. Beating of drums: Believe that drums are used to evoke the spirits.
3. Belief in ancestral spirits: they bless or they punish.
4. Healing powers: drinking concoctions like medicine e.g. the use of sewacho ( it is made from
certain tree barks and burnt together with news papers. in St John and ditaela in ZCC. Others
use the Bible to divine instead of divination bones.
5. Shaving the head- symbolizes new life.
6. Observing farming rites such as the blessing of the seeds before planting and harvest rituals.
7. Some followers practice polygamy.
The Influence of Christianity on ATR
1. The decline in rain making; one of the most important functions of a king/ chief.
a. Missionaries criticized traditional rainmakers but could not pray for rain themselves.
b. Kgosi Sechele was baptized in 1848 and he renounced rain making in a time of drought.
c. Irrigation gradually made the rain making role of the ruler unnecessary.
2. Many Tswana were alienated by the violence and racism of white Christians.
a. Many tribes were once a united community and became divided due to the chiefs accepting
the new religion and imposing it to their people. E.g. the division between Kgama and his
father was so bitter that it led to a civil war.
3. Christian and western ideas caused major changes in the religious and social life’s of Tswana
tribes.
a. Christian kings, such as Kgama, made Christianity a national religion, though Christians were
a small minority.
b. Traditional planting and harvest festivals were readily given a Christian form.
c. By the 1940s, the name and the concept of the Christian God, had replaced the traditional
Modimo and the ancestor cult had almost disappeared.
d. By the early 20th century, all the major Sotho and Tswana states had Christian kings;
Christianity had become a quasi-official and such various practices, such as the observance of
Sunday, were legally enforced.
e. The wearing of western dress instead of the traditional attire.
f. Monogamy was encouraged e.g. Kgosi Sechele was baptized in 1848, he sent away all his
wives and remained with the first one.
g. The missionaries were hostile to herding and favoured commercial agriculture instead, and
advocated private enterprise.
h. The Kwena ruler, Sechele, was candid about the factors that attracted him to Christianity: ‘his
reasons were, a missionary could help him in sickness, mend his gun, and teach him to read
and ‘nthuta bothale (teach me wisdom).
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NOTE: Christianity plus African Traditional Religion gave birth to AIC’s. (Reference: A
history of Christianity in Botswana by Elizabeth Isechei-page 117-118)
TOPIC 3
The Contribution of the Christian Churches in Education, Health and Communication.
1. Education: Built schools, trained teachers and introduced literacy.

2. Health: Built hospitals, trained nurses, introduced modern medicine and healing.
3. Communication: televised and radio programmes.
4. Dissemination of information on emergency issues through seminars, youth, workshops etc
Discuss the Role played by the Christian Churches in Politics.
1. Some missionaries encouraged their members to vote while others did not.
2. Dikgosi are no longer religious leaders as it was in the past, there are political leaders/
exercise political authority.
3. New laws banned certain customs that missionaries said were unchristian. For example,
Khama the third banned customs such as bogadi, rain making, initiation ceremonies, beer
drinking and polygamy among the Bangwato. Khama the third even even stopped drinking
alcohol. Bathoen of the Bangwaketse, Sebele of the Bakwena and the Mathiba of the Batawna
banned initiation ceremonies.
4. -Christian dikgosi had to lead by examples. Theycould not marry more than one wife. For
example, to become a Christian, Kgosi Sechele of the Bakwena had to give up some of his
wives and kept only one.
5. at present |Botswana has no state or official religion. However, the influence of Christianity
on political life can be seen in the following e.g. only Christian holidays are public holidays.
These are Good Fridays, Easter Monday, Ascension Day and Christmas Day. Government
offices are closed on Sunday, this is the Christian Sabbath and most Christians worship on
this day. Many government business meetings and public celebrations begin with a Christian
prayer.
6. Some church leaders take part in politics / political activities e.g. Rev Dr Seakgosing (MP and
Minister of Health).
7. Ealier in the 1960’s, some missionaries accompanied chiefs who went to Britain to ask for a
protectorate.
8. They redused the power of the chiefs.
9. Helped to reconcile differences among people.
10. / nb
11. Some support government initiaves e.g. the anti alcohol campaign.
12. The church encouraged the multi party democracy as it was actively involved in the drafting
of the constitution.
The Role of the Christian Churches in combating Violence against Women, Inequalities between Men
and Women, Corruption and Abuse.
1. YWCA plays a great role in rehabilitating the girl child.

2. Women are leaders, prophets in AIC’s.
3. They advocate for the equality of both man and woman. (Gen 1:26-31.)
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4. They teach that husbands are to love their wives as Christ has loved the church. (Ephesians 5:
21-26) thus they discourage violence against women.
5. They are against corruption; use teachings, laws, commandments, statutes and directives e.g.
1 Kings 24 (Naboth’s vine yard), Deuteronomy, Leviticus etc
6. Offers counseling, cares for street kids, shelters for abused women, caring for the needy and
empowerment of women e.g. Etsha: The church encourages women to make baskets, sell
them on their behalf and later give them their dues. In Mochudi, there’s a craft school for a
girl child. Bible Life, has a shelter for street kids.
TOPIC 4
The Concept of Ecumenism.
a. It is the movement within Christianity that aims at (quotes; the recovery in thought, in action,
and in organization of the true unity between the church’s mission to the world and the church
obligation to the world, and the church’s obligation to be one.
b. It is the promotion of unity and cooperation between distinct religious groups or
denominations of Christianity.
c. Ecumenism is the promotion of unity or cooperation between distinct religious groups or
denomination of Christianity.
d. Ecumenism should not be confused with interfaith pluralism. (Interfaith strives for greater
mutual respect, toleration and cooperation among world religions.)
e. It is the spirit of charity and understanding which should exist between Christians. (CLT;
C17)
f. It is the coming together from different denominations in a given locality to discuss matters of
common concern of spiritual and social significance. They put aside their theological
differences to achieve some kind of convergence.
How it was formed?
1. It began at around 1960’s with the World Council of Churches. (For more points read CLT-
C17).
2. In Botswana the movements compromised their essential Doctrines such as:
-Justification by faith alone.
-Undiluted preaching from God’s words.
3. Until independence in Botswana, the AIC’s were not trusted as they were viewed with
suspicion by the mission churches and the colonial government.
The Ecumenical Movements in Botswana.
 Botswana Christian Counil

 Evangelical Fellowsip of Botswana
 Botswana spiritual council
 Organization of African Independent Churches OF Southern Africa
 Bible Society of Botswana
 Ministers Fraternal
The Role played by Ecumenical Movements in Botswana.

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1. They are concerned with;

- alcohol abuse
- drugs
- crime
- poverty
- organizing evangelism campaigns
- giving cloths to the need
- building mortuaries,
- organizing prayer groups and a host of other ecumenical activities.
2. Botswana Christian Council (BCC) was responsible for Dukwi refugee camp during the
liberation war in Zimbabwe. It assisted a number of refugees.
3. Assisted in the development of education. E.g. schools for secretarial training.
The Importance of Unity and Dialogue among Christians.
1. Encourages tolerance
2. Minimizes conflicts
3. Aids in cooperation between different denominations and their members.
4. Churches; to understand each other better.
5. Promote peace and harmony.
6. Enhance morality in society.
7. Sharing ideas-learning from one another
8. Gives true witness – a fulfillment of the scriptures.
9. Get focused on important issues; one vision, one goal
10. Members speak with one voice
Bibliograghy
1. Chirenje, History of Northern Botswana.

2. Rev. J. D Hepburn, Missionary Researches and Travels, No 7: twenty years in Khama’s Country
and pioneering among the Batawana of Lake Ngami.
3. Amanze, J.N. (1998) African Christianity in Botswana, Mambo Press, Gweru. ISBN: 0 86922 713
0
4. Mogapi G and Timile D. Religious Education – A fresh start ISBN: 97899912-489-1-2
5. Amanze, J.N. History of Ecumenical Movement in Africa, Pula Press ISBN: 991261 717
6. Tlou T; History of Botswana.
7. Parsons N. A New History of Southern Africa.
8. Abosi C.O and Kandju- Muranga I, Education in Botswana-a reading text (p 16-22, mission school
in Bechuanaland)
9. Shilling K; A History of Southern Africa
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MODULE 4 :Christian Values in Today’s World.
Topic 1; Love
Specific objective 1: Christian Teachings about love.
Definition of the Term Love:
Love is a commitment to care about someone. There are 4 distinct words for love in Greek:
a. Agape; Brotherly love described in 1Cor 13. Active feeling of benevolence towards
the other person.
b. Eros; Passionate love/intimate love e.g. between husband and wife, boyfriend and
girlfriend. (Ephesians 5:25)
c. Philia; Love for our nearest and dearest, e.g. between friends, family members. (John
15:13, John 11: 36
d. Storge: Natural love/affection. E.g. between parents and children.
Note:The Bible was originally written in Greek thus the need to discuss the 4 distinct
words for love.
Christian teachings about love.
- Christian teachings emphasize the love for God and fellow men.
- This teaching is based on the 10 Commandments, which deals with the relationship
between God and man. The first 3 commandments are concerned with God and men
while the remaining seven deals with man and man.
- The main teaching is found in Deuteronomy 6: 4-9(Hear, O, Israel, the Lord our God
is one Lord and you shall love the lord your God with all your heart, with all your
soul and with all your might and you shall love your neighbor as yourself) and
Leviticus 19: 18 (…but you shall love your neighbor as yourself : I am the Lord.)
- Matthew 5: 17 where Jesus teaches that; think not that I have come to abolish the law
and the prophets; “ I have come not to abolish them but to fulfill them” this Biblical
text, links the New Testament teaching on love to the Old Testament teachings.
- John 3: 16 (For God so loved the world, that he gave his only son, that who-ever
believes in him shall not perish), this new testament text gives the relationship that
has always existed.
- In Matthew 7:12, is the golden rule that which emphasizes that, ‘Do unto others what
you will like them to do unto you’ and Luke 6: 27-38.
- The foundation of Christian life and all relationships: 1 John 4: 7-8 and 1 John 4: 19-
20 (God is love)
- The greatest commandment of the Lord: John 13:34-35(Love as Christ did).
- Love is the basis of man’s salvation: John 10:10. (The thief comes only to steal, kill
and destroy. I came that they may have life and have it abundantly)
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- Experience of eternal life here and now: Luke 10: 25-28. (…You shall the Lord your
God with all your heart, soul and strength and with all your mind and your neighbor
as yourself)
- Love must be genuine and unconditional: Romans 12: 9-21.(Love one another with
brotherly affection…)
- Description of love by Paul: 1 Corinthians 13 (Love is patient and kind…’Read from
the Bible).
Specific objective 2: Jesus Christ demonstrated the principle of love through his
teaching and life.
Note: Teachers and students are encouraged to read the texts from the Bible.
Jesus’ demonstration of love through his teachings;
- The parable of the Good Samaritan: Luke 10: 25-37. In this parable, Jesus conveys to
his listeners the unlimited nature of the duty of love. Jesus is challenging people to go
beyond the security and demands of the law. Note: neighbor refers to anyone of any
race even your enemy.
- The parable of the sheep and the goats: Matthew 25: 31-46. In here people are urged
to show practical love-active love.
- The parable of the good shepherd: John 10:1-18. In this parable Jesus teaches us that,
as a good shepherd one should be ready and willing to sacrifice his life for others.
- Love your enemies: Matthew 5: 43: Jesus taught that Love your enemies and pray for
those who persecute you. He asked God to forgive his executioners and enemies, who
he said did not understand what they were doing.(Luke 23: 34)
- The prodigal son: Luke 15: 11-35. It teaches us we should forgive those who have
wronged us, for it takes great love to forgive.
Jesus’ demonstration of love through his life;
Note: If possible give students the background information on the biblical texts.
His passion and death:
 His love for God and mankind: john 15:9-13

 Mankind is reconciled to God through Christ: john 3: 16
 The parable of the good shepherd: John 10:1-18. Christ is the good shepherd who
loves his people to the point of giving his life for them.
His Miracles:
 He delivered people from all kinds of affliction they suffered.

 He healed the sick: Mark 5: 25-30, Mark 10: 46-52, Mark 2: 1-12 and Luke 17: 11-14
He raised the dead:
 Luke 7: 11-17, Mark 5: 21-24 and 35-43 and John 11: 1-44 (the story of Lazarus)
His care for the needy:
 He fed the hungry: Mark 6: 30-42 and Mark 8: 1-10.

He forgave sinners:
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 He dined with tax collectors. (Tax collectors were despised by the Jews because they
worked for the Roman rulers who were the enemies of the Jews) Luke 19: 1-10
 The adulterous: John 8: 1-11
 The prostitutes: Luke 7: 36-50
In his relationship with people regardless of their social status, race and sex:
 He spoke with women who had bad reputation: john 4:27 and Luke 4:36-38
 He spoke with non-Jews and healed their people: Matthew 8: 5-13 and 15: 21-28.
Specific objective 3: Ways in which love is expresses in modern society.
- There are many organizations that have been set up by Christians in order to help
people in need. e.g. Charity works- donation made to SOS and the Red Cross and
- Caring for the sick through hospices
- It is also done through the exchange of gifts,
- Showing love for others and visiting the prisoners.
- Wedding rings; there are symbols of love and affection.
Note: i. Matthew 25: 13-30 can be used as the basis of discussion.

ii. Romans 12 can also be used to show qualities that Christians should have.
iii. 1 Corinthians 13 can also be used as well as the beatitudes in Matthew 5: 1-10.
Instruction to teachers: give students assignment on this specific objective: they are to
come up with the names of the organizations and their mandates.
Topic 2; Loyalty
Specific objective 1: Loyalty has to do with:
- Faithfulness or commitment to a person, country, group or ideas.

- Allegiance to what you do (to God and fellowmen)
- Being honest, reliable, trust worthy and dependable (to Christian faith/God)
- Is the quality of being faithful to one’s parents, friends, principles or a country.
- It involves a special feeling and commitment which binds a person to someone or
something.
Specific objective 2: Ways in which Christian’s express loyalty to God.
Loyalty to God:
 It is expressed through worship, doing the will of God e.g. the 3 temptations of Jesus
(Matthew 4: 1-11).
 The story of Job also shows loyalty to God.
 The martyrs are also a very good example of loyalty to God. e.g.
1. The Christians in the early centuries during the Roman emperor were loyal citizens;
they paid their taxes promptly, they prayed to those who governed them and they
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lived quiet and law abiding lives. Yet they had one quarrel with the Roman State, the
Emperors claimed to be divine and they received worship and did the other pagan
Gods. Everyone was required to sacrifice to the emperor and this was done to
strengthen loyalty to the state. As long as people did these, they might worship
whatever God’s they chose. The Christians insisted that they was only one God and
they refused to sacrifice to the Emperor. As a result, the Christians suffered
persecution because of their loyalty to Christ and the oneness of God.
2. In Uganda, the Christians were martyred because of their Religious beliefs. The
Christians refused to gratify the Kabaka’s (kings) wishes when he asked them to
engage in homosexual activities with him. But the real crime the Christians had done
was to question his absolute authority.
3. In Kenya’s Kikuyu country, during the Mau-Mau emergency in 1952-1953, quite a
number of Christians refused to have anything to do with the violent methods being
used. No one had any doubt the Kikuyu had been grievously wronged by those who
had taken their land and who had refused to listen to their case. The kikuyu Christians
chose to follow the teachings of Jesus on non- violence.
Note:Christianity has clear teachings on Loyalty to God and to country, especially

when this two comes into conflict. Christians should encourage social harmony by
being loyal citizens to their country and obeying the laws of the state. But if the state
or the ruler demands are to be placed above Gods, then loyalty to God must come
first.
 Exodus 24: 1-11: The making of the Unique Covenant/Sinai Covenant. This comes
immediately after the Israelites were given the Decalogue (Ten Commandments) and
the covenant law. It is the description of how the covenant was made and sealed in
which God showed his Loyalty to the Israelites. The Israelites declared their
willingness to abide by the laws to show their commitment or loyalty to God.
 Exodus 20: 1-17: The Decalogue: By following the 10 commandments the Jews /
Israelites showed loyalty to God.
 Deuteronomy 6: 4-9: by following the Shema, the greatest Jewish Prayer; this
describes a response of a whole person to God in a relationship to love.
 Joshua 1: 8; by meditating on the law, by reading the holy Books as commanded in
Joshua 1:8.
 Micah 6: 6-8; according to the prophet, loyalty to god is expressed by acting justly,
loving kindness and walking humbly with God.
Loyalty to fellow men.
 Jesus himself showed love. By performing the many miracles that he did he was
loyal to his fellowmen. e.g.
- he delivered people from all kinds of afflictions they suffered; he healed the sick;
Mark 5: 25-30, mark 10: 46-52, Mark 2: 1-12 and Luke 17: 11-14. Christians
today use these biblical verses to heal the sick
- John 13: 34-35: By these all men will know that you have love… thus loving
fellowmen is how Christians express their loyalty to fellowmen.
- He fed the hungry: Mark 6: 30-42 and Mark 8: 1-10; Christians follow the
example of Jesus by giving food to the hungry.
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 When Loyalty to authority conflicts with loyalty to God, loyalty to God takes
precedence: Daniel 6:1-28, 3:1-30 and Matthew 22: 15-22.
Note: Christians follow the teachings of Jesus, and by being loyal to his teachings
(acting upon the promises they made), they express loyalty to their fellowmen by caring
for the sick, giving aid to those who need it, healing the sick.
 (Students may be given as an assignment question on loyalty to God and

fellow men. The focus should be on what Christians are doing today and
the evidence that is there?)
Specific objective 3: Christian understanding of loyalty in society.
- Christian’s realize that they are people who possess dual citizenship. They are
citizens of the earthly country and citizens of the Kingdom of God but when the
two conflict loyalty to God has to take precedence.
- CLT- P143-144: Christians recognize the duty of respecting lawful authority.
They must not obey blindly however without trying to understand and evaluate.
They may have to foster political action to change laws which may no longer
promote the good of the people e.g. Martin Luther King (jr) in the 1960’s.
- Since the Christian loyalty is especially to the commitment of love, he can’t
ignore a situation in which his fellow man is suffering; he can’t uphold structures
and systems that are unjust.
- The church seeks to work with local government to build the human community
and to corporate and help them to keep true to their ideals, in this way we are true
to our double citizenship.
- Christian loyalty however is to persons rather to any systems, if any system does
not allow a person to be loyal to God, to himself and to his fellow men, then we
must work to change the system to enable us to be true to God and to men.
- The Christian understanding of loyalty is expressed by responsibility,
commitment, faithfulness, honesty and reliability it is also by paying taxes, voting
and adopting kids. This is shown in various scriptures e.g.
i. Loyalty to rulers: 1 Timothy 2:1-2 (we should pray for them)

ii. Loyalty to friends: 1 Samuel 23: 1-5, Matthew 26: 33 and Romans 3:1
iii. Loyalty to one’s nation: Judges 4
iv. Loyalty to the master: Joseph and Potiphar (Genesis 36: 6-8), Matthew 6: 24,
Ephesians 6: 5
v. Loyalties in the family
vi. Between husband and wife: Ephesians 5: 21-30.
vii.
Specific objective 4: Importance of Loyalty in Christianity.
- It promotes unity.
- Enables us to have good relationships.
- Brings peace and harmony.
- Helps in building and strengthening relationship.
- It strengthens faith.
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Topic 3; Justice and Peace
Specific objective 1: The meaning of Justice and Peace.
Justice: The fair and equal treatment of people. It has to do with the respect for mutual rights
of people.
Peace: A situation or a period of time where there’s no war or violence in a country or an

area. It is also a stage of being calm or quite, a state of living in friendship without conflict.
The presence of justice brings about peace, harmony among people, absence of hostility and
war, being reconciled to God and inward experience of forgiveness and confession.
Specific objective 2: Biblical teachings on issues of Justice and Peace.
i. Harmonious Relationship: Exodus 23:1-8, Laws of justice and mercy.

- Do not spread false reports, Do not help a guilty person by being a malicious
witness.
- Do not follow the crowd in doing wrong. When you give testimony in a law-
suit, do not pervert justice by siding with the crowd and do not show
favouritism to a poor person in a law-suit etc
ii. Peace: Psalm 23: The lord is my shepherd, I lack nothing. He makes me lie down in
green pastures, he leads me besides quite waters… (simply put, it means that those
who have a relationship with Gods and live by his commandments and directives will
experience peace for God will guide, provide and protect them.)
iii. Justice: Isaiah 11: 1-10. A shoot will come from the stump of Jesse; from his roots, a
branch will bear fruits. The spirit of the Lord will rest on him- the spirit of wisdom
and understanding, the spirit of counsel and of might, the spirit of knowledge and fear
of the Lord…with righteousness he will judge the needy, with justice he will give
decisions for the poor of the earth…( A shoot referred to in the text is Jesus Christ,
being the son of God, he will ensure that all will receive the love of God and be
treated equally.)
iv. Acceptable human Relationship: Isaiah 58:1-12 (Justice), Amos 5: 7-15 (Justice)
and Zechariah 7:8-9 (Justice)
v. Injustice separates man from God. Isaiah 58:1-12 (Justice), Amos 5: 7-15 (Justice)
vi. God turns a deaf ear to prayers of the unjust. (2 Chronicles 7: 14)
vii. Injustices that negate peace: -Exploitation of workers ( Jeremiah 22: 13-17, Exodus
1: 8-14 and Exodus 5: 7-19)
viii. Oppression of the poor.
ix. Taking bribes in administration of justice.

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x. Biblical teaching about justice and peace: 2 Samuel 12; 1-15, Matthew 5: 1-11 and
Matthew 5: 17-48, 1 Kings 21
Specific objective 3: The contributions of Christians to Justice and Peace in society.
 Some Christians took part in liberation of their nations.

 They campaigned for equality between the blacks and the whites. e.g.
zz
i. Jesse Jackson.
ii. Martin Luther King Jr
 Born in January 15, 1929 and Died April 4, 1968.

 He was an American clergyman, activist and prominent leader in the African-
American Civil rights movement.
 He is best known for his role in the advancement of civil rights in the United States
and the rest of the world, using non violent methods, following the teachings of
Mohandas Karamchand Gandhi.
 As a civil rights activist, he led the 1955 Montgomery Bus Boycott and helped found
the Southern Christian leadership Conference (SCLC) in 1957, serving as its first
president.
 His efforts led to the 1963 March on Washington, where he delivered his, “I Have a
Dream” speech.
 In 1964, Martin Luther King became the youngest person to receive the Nobel Peace
Prize for his work to end racial segregation and racial discrimination though civil
disobedience and other non-violent means.
 By the time of his death in 1968, he has refocused his efforts on ending poverty and
stopping Vietnam War.
 He was assassinated on April 4, 1968, in Memphis, Tennessee.
His Work
 On December, 1955, Martin Luther King led the Montgomery Bus Boycott which
lasted for 385 days. Kings was arrested during the campaign, which ended with a
United States District Court ruling that ended racial segregation on all Montgomery
public buses.
 The Southern Christian leadership Conference (SCLC) mandate was founded to
harness the moral authority and organizing power of black churches to conduct non-
violent protests in the service of civil rights reform.
 Gandhi’s nonviolent techniques were useful to Kings Campaign.
 He organized and led marches for blacks’ right to vote, desegregation, labour rights
and other basic civil rights. Most of these rights were successfully enacted into the
law of the United States with the passage of the Civil Rights Act of 1964 and the 1965
Voting Rights Act.
 He organised a March, for Jobs and Freedom, in Washington August 1963. The march
made specific demands: an end to racial segregation in public schools; meaningful
civil rights legislation, including a law prohibiting racial discrimination in
employment; protection of civil rights workers from police brutality; a $2 minimum
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wage for all workers; and self government for Washington, D.C, then it was governed
by Congressional Committee.
 In 1965, King also was opposed to the Vietnam War on the grounds that it took
money and resources that could have been spent on social services like the War on
Poverty. The United States Congress was more and more on the military and less and
less on the anti-poverty programs at the same time.
 In 1968, King organized the “Poor People’s Campaign” to discuss issues of economic
justice where he demanded economic aid the poorest communities of the United
States.
iii. Allan Boesak
Allan Aubrey Boesak (born 23 February 1946[1] in Kakamas, Northern Cape) is a South
African Dutch Reformed Church cleric and politician and anti-apartheid activist.
Boesak won the 1985 Robert F. Kennedy Human Rights Award given annually by the Robert
F. Kennedy Center for Justice and Human Rights to an individual or group whose courageous
activism is at the heart of the human rights movement and in the spirit of Robert F. Kennedy's
vision and legacy.
Theologian, cleric and activist
He rose to prominence during the 1980s, as an outspoken critic and opponent of the National
Party's policies and played a major anti-apartheid activist role as a patron of the United
Democratic Front (UDF) from 1983 to 1991. In 1991, Boesak was elected chairman of the
Western Cape region of the African National Congress (ANC).
In 2008, Boesak publicly challenged the South African leadership to remember why they
joined all races to create a non-racial South Africa. In the annual Ashley Kriel Memorial
Youth Lecture, Boesak suggested that the ANC was well down the slippery slope of ethnicity
preferences and "had brought back the hated system of racial categorization."
Also in 2008, while serving as the Moderator of the Cape Synod of the Uniting Reformed
Church in Southern Africa,[6] Boesak, to the shock of many senior church leaders,[7]
announced that he would resign all of his positions within the church because of the church's
discriminatory position on homosexuality and gay and lesbian persons.
Boesak invoked the anti-apartheid 1986 Belhar Declaration, which lambasts all forms of
discrimination, to say that the church should welcome gays and lesbians and begin to perform
gay marriage ceremonies and appoint gay clergy.
Dr. Boesak had originally come out in favour of same-sex marriage in 2004, a year before
South Africa's Constitutional Court ruled that the denial of marriage rights to gay people was
discriminatory and violated the country's constitution.[9][10]
Boesak voiced his views on the Zimbabwe crisis, calling on citizens of the stricken country to
rise up in opposition to President Robert Mugabe and his authoritarian ruling party. He also
censured Mbeki for failing in his role as the Southern African Development Community's
official mediator to heed the churches' call for a peace-keeping force.[12]
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In June 2013, Christian Theological Seminary and Butler University in Indianapolis, Indiana
appointed Boesak as The Desmond Tutu Chair for Peace, Global Justice, and Reconciliation
Studies, a new four-year position held jointly with both institutions.[14]
iv. Frank Chikani.
v. Desmond Tutu
Desmond Mpilo Tutu (born 7 October 1931) is a South African social rights activist and
retired Anglican bishop who rose to worldwide fame during the 1980s as an opponent of
apartheid. He has campaigned to fight HIV/AIDS, tuberculosis, poverty, racism, sexism
etc.He received the Nobel Peace Prize in 1984; the Sydney Peace Prize in 1999; the Gandhi
Peace Prize in 2007;[1] and the Presidential Medal of Freedom in 2009.
Role during apartheid
In 1976, the protests in Soweto, also known as the Soweto Riots, against the government's
use of Afrikaans as the compulsory language of instruction in black schools became an
uprising against apartheid.
From then on Tutu supported an economic boycott of his country. He organised peaceful
marches which brought 30,000 people onto the streets of Cape Town.
Tutu was Bishop of Lesotho from 1976 until 1978, when he became Secretary-General of the
South African Council of Churches. From this position, he was able to continue his work
against apartheid with agreement from nearly all churches.
Tutu consistently advocated reconciliation between all parties involved in apartheid.
Tutu's opposition to apartheid was vigorous and unequivocal, and he was outspoken both in
South Africa and abroad.
He often compared apartheid to Nazism; as a result the government twice revoked his
passport, and he was jailed briefly in 1980 after a protest march.
It was thought by many that Tutu's increasing international reputation and his rigorous
advocacy of non-violence protected him from harsher penalties.
Tutu was also harsh in his criticism of the violent tactics of some anti-apartheid groups such
as the African National Congress and denounced terrorism and Communism.
When a new constitution was proposed for South Africa in 1983 to defend against the anti-
apartheid movement, Tutu helped form the National Forum Committee to fight the
constitutional changes.[20]
Tutu's work as a mediator to prevent all-out racial war was evident at the funeral of South
African Communist Party leader Chris Hani in 1993. Tutu spurred a crowd of 120,000 to
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repeat after him the chants, over and over: "We will be free!", "All of us!", "Black and white
together!"[21]
Role since apartheid
After the fall of apartheid, Tutu headed the Truth and Reconciliation Commission. He retired
as Archbishop of Cape Town in 1996.
Tutu is generally credited with coining the term Rainbow Nation as a metaphor for post-
apartheid South Africa after 1994 under African National Congress rule.
The expression has since entered mainstream consciousness to describe South Africa's ethnic
diversity.
Since his retirement, Tutu has worked as a global activist on issues pertaining to democracy,
freedom and human rights. He is the patron of the Institute for Justice and Reconciliation. In
this role he presents the annual South African Reconciliation Award.
In 2006, Tutu launched a global campaign, organised by Plan, to ensure that all children are
registered at birth, as an unregistered child did not officially exist and was vulnerable to
traffickers and during disasters.[25]
Tutu had announced he would retire from public life when he turned 79 in October 2010.
Role in South Africa
Tutu is widely regarded as "South Africa's moral conscience"[27] and has been described by
former President of South Africa Nelson Mandela as "sometimes strident, often tender, never
afraid and seldom without humour, Desmond Tutu's voice will always be the voice of the
voiceless".[24]
Since his retirement, Tutu has worked to critique the new South African government. Tutu
has been vocal in condemnation of corruption, the ineffectiveness of the ANC-led
government to deal with poverty, and the recent outbreaks of xenophobic violence in some
townships in South Africa.
On 10 May 2013, Tutu said he would no longer be able to vote for the African National
Congress, citing inequality, violence, and corruption. "The ANC was very good at leading us
in the struggle to be free from oppression," Archbishop Tutu wrote, "But it doesn't seem to
me now that a freedom-fighting unit can easily make the transition to becoming a political
party." He sharply criticised the decision of the South African government to delay the
issuance of a visa to the Dalai Lama, accusing the government of "kowtowing to China".[29]
Continued economic stratification and political corruption
Tutu made a stinging attack on South Africa's political élite, saying the country was "sitting
on a powder keg"[32] because of its failure to alleviate poverty a decade after apartheid's end.
Tutu also said that attempts to boost black economic ownership were benefiting only an elite
minority, while political "kowtowing" within the ruling ANC was hampering democracy.
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Tutu asked, "What is black empowerment when it seems to benefit not the vast majority but
an elite that tends to be recycled?"[32]
Tutu criticised politicians for debating whether to give the poor an income grant of $16 (£12)
a month and said the idea should be seriously considered.
Tutu has often spoken in support of the Basic Income Grant (BIG) which has so far been
defeated in parliament.
Tutu warned of corruption shortly after the re-election of the African National Congress
government of South Africa, saying that they "stopped the gravy train just long enough to get
on themselves."
Gay rights
In the debate about Anglican views of homosexuality, Tutu has opposed traditional Christian
disapproval of homosexuality.
Tutu has remarked that it is sad the church is spending time disagreeing on sexual orientation
"when we face so many devastating problems – poverty, HIV/AIDS, war and conflict".[113]
Tutu has increased his criticism of conservative attitudes to homosexuality within his own
church, equating homophobia with racism, saying at a conference in Nairobi that he is
"deeply disturbed that in the face of some of the most horrendous problems facing Africa, we
concentrate on 'what do I do in bed with whom'".
Tutu accused the church of being obsessed with homosexuality and declared: "If God, as they
say, is homophobic, I wouldn't worship that God."[115] Tutu has said that in future anti-gay
laws would be regarded as just as wrong as apartheid laws.[116]
Tutu has lent his name to the fight against homophobia in Africa and around the world. He
stated at the launching of the book Sex, Love and Homophobia that homophobia is a "crime
against humanity" and "every bit as unjust" as apartheid.
He added that "we struggled against apartheid in South Africa, supported by people the world
over, because black people were being blamed and made to suffer for something we could do
nothing about; our very skins... It is the same with sexual orientation. It is a given."[117]
In July 2013, Tutu said that he would rather go to hell than a homophobic heaven:
“ I would refuse to go to a homophobic heaven. No, I would say sorry, I mean I

would much rather go to the other place. I would not worship a God who is
homophobic and that is how deeply I feel about this. I am as passionate about this
campaign as I ever was about apartheid. For me, it is at the same level. ”
Women's rights
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On 8 March 2009, Tutu joined the "Africa for women's rights". In 2012, Desmond Tutu urged
men and boys to challenge harmful traditions and protect the rights of girls and women, with
this quote: "I call on men and boys everywhere to take a stand against the mistreatment of
girls and women. It is by standing up for the rights of girls and women that we truly measure
up as men."
Family planning
In 1994, Tutu said that he approved of artificial contraception and that abortion was
acceptable in a number of situations, such as incest and rape.
He accepted the full legalisation of abortion in South Africa, in 1996, despite some personal
reservations.
Assisted suicide
Tutu came out in support of assisted suicide on July 2014, stating that life shouldn't be
preserved "at any cost".
He also said that laws that deny the right to assisted suicide remove the dying their "human
right to dignity". He gave the example of Nelson Mandela, which long and painful illness was
in his opinion "an affront to Madiba's dignity". Tutu stated that he didn't want to be in a
similar situation; to have his own life "prolonged artificially".
vi. Mother Theresa
 Blessed Mother Theresa of Calcutta was born Agnes Gonxha Bojaxhiu on the 26th of
August 1910 and died on the 5th of September 1997.
 Mother Theresa founded the Missionaries of Charity, a Roman Catholic religious

congregation which in 2012 consisted of over 4500 sisters and is active in 133
countries. Members of the order must adhere to the vows of chastity, poverty and
obedience and the fourth vow, to give “whole hearted and Free service to the poor of
the poorest”. The missionaries of charity at the time of her death had 610 missions in
123 countries including hospices and homes for people with HIV/AIDS, leprosy and
tuberculosis, soup kitchens, children’s and family counselling programmes,
orphanages and schools.
 For over 50 years, she ministered to the poor, sick, orphaned and dying, while guiding
the Missionaries of Charity’s expansion. She was the recipient of numerous honours
including the Nobel Peace Prize. She refused the conventional ceremonial banquet
given to laureates, and asked that the $192 000 funds be given to the poor in India.
Mother Theresa stated that earthly rewards were important only if they helped her,
help the world’s needy.
 She began her missionary work with the poor in 1948. She started a school in Motijhi
and started to tend to the needs of the destitute and starving. In 1950, she was given
permission by the Vatican to start the diocesan congregation that would become the
Missionaries of Charity. Its mission was to care for, in her own words, “the hungry,
63
the naked, the crippled, the blind, the disabled, aged, alcoholics, the poor and
homeless, and the victims of floods, epidemics and famine.
 In 1952, Mother Theresa opened the first Home for the dying. With the help of the
Indian officials, she converted an abandoned Hindu temple into the Kalighat Home
for the dying, a free hospice for the poor. Those brought to the hospice, received
medical attention and were afforded the opportunity to die with dignity according to
their faith; Muslims were read the Qur’an, Hindus received water from the Ganges
and Catholics received the last rites. She also opened a home for those suffering from
leprosy. The Missionaries of charity also established several leprosy outreach clinics
providing medication, bandages and food.
 In 1955, she opened the Children’s home of the Immaculate Heart, as a haven for
orphans and the homeless youth.
 In 1982, at the height of the Siege in Beirut, she rescued 37 children trapped in a
frontline hospital by brokering a temporary cease fire between the Israeli army and
Palestinian guerrillas. Accompanied by Red Cross workers, she travelled through the
war zone to the devastated hospital to evacuate the young patients. She also travelled
to assist and minister to the hungry in Ethiopia, radiation victims at Chernobyl and
earth quake victims in Armenia.
vii. Martin Luther.
Topic 4: Salvation
Specific Objective 1: What is meant by salvation?
- According to Christianity salvation is the state to be saved from the power of evil
(Oxford dictionary).
- It has to do with freedom from bondage from sin.
- To be rescued from calamity or the wrath of God.
- Ultimate redemption from sin and reconciliation to God.
Specific Objective 2: Biblical teachings on salvation.

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 Repentance- Luke 19:1-10; if one repents, one receives salvation.

 Forgiveness- 2 Corinthians 5: 17-19; God reconciled us through Christ and gave us
the ministry of reconciliation and Luke 18: 9-14 (The Pharisee and the tax collector);
the tax collector identifies himself as a sinner in need of God’s mercy. He believes
that God can forgive sins.
 Knowledge of God.
 Gift of eternal life- John 3: 16-17 (a man being born again)
 Christian Life- Romans 12:1-8
 Luke 3: 16 (John teaches that he baptizes with water and Jesus the Christ baptizes
with fire/holy spirit.
 Paul’s conversion- Act 9.
Specific Objective 3: Christian beliefs about eternal life.
1. Jesus had victory over death- 1 Corinthians 15: 1-58 (St Paul taught that the
resurrection of Jesus from the dead heralds the resurrection of the dead and to deny
the resurrection of Jesus Christ is to deny the resurrection of the dead)
2. Jesus had shared man’s horror of death: we see him grieve when he learns the
death of his friend Lazarus (John 11: 32-37 and 43-44) through the miracles of raising
dead people to life which Jesus performed, Christians believe in the resurrection of
the dead.
3. The dead shall resurrect- Daniel 12: 1-4 (the righteous to everlasting life and the
evil to everlasting shame.
4. There will be judgement for all mankind- Matthew 25: 31-46
5. There is Heaven (experience of love and full communion with God and our fellow
men) and Hell (lack of love and communion with God and our fellow men). CLT
Book 2; Unending life.
6. The gift of eternal life comes to us through the son and is a present reality which
we experience-John 5: 19-24.Anyone who believes in the son (Jesus Christ), has
eternal life- John 3:6. “I’m the resurrection and the life; he who believes in me,
though he die, yet he shall live- John 11:25
Specific objective 4: Assess the relevance of salvation in modern society.
This deals with impact of salvation on society.
Positive Negative
- Brings man closer to God- man is - Narrows the scope; may lead to blind
reconciled to God through Christ and that obedience:
helps man to relate well with his fellowmen. -Leads to fundamentalism (the practice of
-Promotes good relationships in the
following very strictly the basic rules and
community; adhering to the ethical codes
and teachings e.g the 10 commandments teaching of any religion.)
may lead to the curbing of crime and the -Fundamentalism may also lead to:
golden rule in Christianity which  Intolerance which may lead to
encourages respect for all religious wars e.g. Nigeria and
65
Egypt. War lead to economic crises

e.g. investors will not be interested
in coming to a fighting nation
-Prejudice; the relationship between
-Maintains peace and order in society
members of different Christian
(Enhances political stability)
denominations in Botswana.
-Intolerance, leading to religious wars e.g.
Nigeria
Brings man closer to God- man is Can lead to economic crises e.g. investors
reconciled to God through Christ and that will not be interested in coming to a fighting
helps man to relate well with his fellowmen. nation
Topic 5: Authority
Specific objective 1: The Biblical interpretation of authority.
Definition of the term, ‘Authority’: It is the ability, power or right to control and command
the affairs of a particular group of people. Authority is not intended for power, dictatorial
control or prestige, but for a community based service.
- Today the word authority is used to refer to people with official functions in
society and for persons who have special abilities and talents.
- Important to authority is obedience-which means being willing to listen to what others
or someone is saying or to follow the rules of society.
- People in authority ensure good order, plan and organize the activities of the society
and guide the planning and organization of activities which may be initiated by their
subjects.
- Unlike power which is based on force and coercion, authority is based on consensus
and reasoned agreement.(The three year J.C. Religious Education Revision Notes,
page 49)
The Biblical interpretation of authority:
The Old Testament:
- Through-out the bible God’s authority is acknowledged as supreme, he is the ultimate

authority for others. E.g. Exodus 3: 16-20, Isaiah 44: 6-8 and Psalm 136.
- God is acknowledged as the author of life and acts to free his people.
- God used his authority in saving and protecting his people, not in dominating them.
This understanding on God’s authority was unique to the Israelites.
- Christians believe that God rules over the entire universe and controls it.
The New Testament:
- Jesus authority is from the father (God) and he brought in a new type of leadership;
that is of service thus Christians believe that;
 He forgives and justifies man. Romans 3: 21-26
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- Christians are called to submit to the headship of Christ and the authority of the Bible.
Romans 8: 14 and 2 Timothy 3: 16
Authority is service for the enrichment, not the domination, of men. e.g.
i. Christ is the good shepherd who loves his people to the point of dying for them.
( John 10:10)
ii. He did not come to rule but to serve. His message was stressed when he washed
the feet of his disciples and told them to do the same for each other. (John 13:1-
15)
iii. Christians are called to use their gifts for the service of the community, which is to
lead all men to full humanity. ( 2 Corinthians 10 and Ephesians 4)
Authority in the Family is emphasized.
- Children are to obey their parents. (Ephesians 6:1-4)

- Wives are to be submissive to the authority of their husbands.
- Servants are to be submissive to their masters. (Ephesians 6: 5-9)
- Husbands are to be head of the families. (Ephesians 5: 21)
- Authority to the government: those in authority are to be respected and given co-
operation. (Romans 13: 1-4, 1 Peter 2: 1-4, 1 Peter 2: 14-15, 1 Peter 2: 13-14)
 For Christians all power comes from God who is the creator. He shares his authority
with man who exercises it in the spirit of loving service.
Specific objective 2: The importance of authority in Society.
 Authority’s task is to make people free. It is necessary in any society, to live

together cooperatively. In modern society, if it is to reflect the authority of the past,
the underlying idea of consensus (members of a group meet to discuss the issue at
hand, when they reach a common opinion, or consensus; they take a single decision
on which everyone agrees. The chief or leader then sees to it that the decision is
carried out. He does not reach the decision alone; he acts on the common consensus)
need to be maintained, in other words what is said at village level need to be
translated in to the national policy. What the leader does is to serve the needs and
desires of people. Then the leader need to see to it that the decision taken is not
ignored but implemented.
However attempts are sometimes made in modern African states to justify

‘authoritarian rule’ by comparing it to African tradition; that decisions taken and
proclaimed by the chief may not be questioned. This kind of argument is sometimes
used to silence opposition. It is true that decisions in African past were not afterwards
questioned. Yet there is an essential difference between the kind of decision taken by
traditional authority and those taken by modern governments. Traditional authority
took ad hoc decisions (arranged or happening when necessary and not planned in
advance) for each particular case. That is there were executive and once and for all
decisions such as; who was at fault in a dispute, when a war expedition should be
mounted, who should be given an office. Such decisions can-not be easily reversed.
 Authority is also used to guide e.g.

67
Parents; they help their children to become independent. Parents are qualified by their
own human maturity to guide their children towards what is good and away from
what are harmful. Parents have authority in the family. As long as children can’t be
responsible for their own destiny, their parents’ guide them in order to educate them
independence. Parents are knowledgeable in the family since they have experience
which comes with age. The knowledgeable person has the ability and the right to
speak about those things which he knows. A person who is more knowledgeable than
most in a particular area of human understanding is called an expert or a specialist.
His opinions are respected and listened to because he is considered to be ‘an
authority’
Just as parents; teachers exercise their authority to help to develop to new freedom
and independence. Teachers with their specialized knowledge and experience enable
others to overcome ignorance, and so develop in freedom.
 To maintain peace and order in the society; we live together in a community. To do

this well, we need good order. Good order requires planning and organization thus we
have people who are given such tasks e.g. civil leaders have the task of coordinating
the efforts and resources for the common good. As society becomes more complex, it
requires a more complex organization to regulate and order all its elements. For
example, in our school, we have the school-head, his deputy, the Hoh’s and teachers
being in authority, they have been given the task of planning and coordinating the
activities that are related to teaching and learning in school. They maintain order in
the school and class room level. Without them, they wouldn’t be any effective
teaching and learning going on because everyone would be doing as they sees fit.
(Ref: Christian Living Today- Book 1- pages 107-110)(CLT-Book 1; Service)
G
Specific objective 3: Qualities of a good leader.
- He/she must have characteristics suitable to the purpose of the group.

- Must have sufficient intelligence to lead the group, e.g. inter-personal skills, good
listening skills.
- Must be willing and able to accept the role of the leadership, e.g. must be cooperative.
- Must be able and willing to share the needs, feeling and desires of the group, e.g. must
have the interest of the team at heart.

DEPARTMENT OF RELIGIOUS EDUCATION
68
MODULE 5
Topic 1: The Family
Specific objective 1: Different types of family structures in the A.T.R and Christianity.
Definition of Family: A group of people related to one another by blood, adoption and
assimilation. It forms the basic unit of social organization and it is difficult to imagine how
human society could function without it.
1. ATR in Botswana:
a. Extended Family: It consists of parents, children, grand-parents and other

relatives such as uncles, aunts and cousins. There are two types of extended
families: Patrilineal (is the family situation, in which status and property are
inherited through the paternal, father’s line) and Matrilineal (it is through the
maternal, mother’ line).
b. Nuclear family: Consists of parents and their children. Other family members
(grand-parents, uncles and aunts) however lived in close proximity.
c. Single parents: This is where-by either a man or a woman raises children alone
due to divorce, death of one of the spouse and desertion.
d. Spiritual Family: Relationship with the ‘living dead’.
2. Christianity.
a. Nuclear family is the ideal. ( Matthew 2: 13-14)

b. Single parent family; because of the death of the other partner e.g. the widow of
Nain and divorce e.g. 1 Corinthians 7: 15
c. Extended family – Luke 2: 44
d. Spiritual Family; unlike in ATR, it has to do with the relationship of people of the
same religion, not the ancestors/living dead (Mark 3).
e. Blended Family – David married Abigail. (1 Samuel 25: 39-42)
Specific objective 2: The importance of family relationships in Christianity and African

traditional Religion in Botswana.
1. ATR in Botswana.
- In ATR, family relations are very important.

- Though other types of families are experienced, the ideal type of family was
the extended family. In this extended family, parents were not alone in
raising up children.
- There was cooperation and co responsibility in family affairs.
- It provides protection and care to members.
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- It is in the family where individuals are taught norms and values of the
community through socialization. The way the child behaves and acts reflects
back to the family.
2. Christianity.
- To teach children appropriate Christian way of life. (Proverbs 22:6).

- Provides emotional support.
- Material support is also provided.
- Provides a sense of belonging and identity.
- Spiritual elders; helps members to grow spiritually by providing spiritual
guidance to its members.
- Promotes harmony, mutual understanding, love and respect. (Ephesians 5: 21
to 6:1-5)
Specific objective 3: Ways of strengthening family ties.
- Through family activities such as; re-unions, celebrations, dining together, performing
rituals, working and playing together.
- Community practices e.g. traditional ones are; molaletsa, majako, mafisa etc
- Collective responsibility and cooperation; family members, performing their duties
and roles as expected.
- Sharing of bride wealth in ATR.
- Support given to members in times of need.
- Worshipping and fellowship.
Topic 2: Marriage
Specific objective 1: The value of marriage in ATR and in Christianity.
Marriage: It is a legal union between a man and a woman to be husband and wife. There are
three types of marriages being;
i. Polygamy (the custom or practice of having more than one wife at the same time).
There are two types of polygamous marriage.
a. Simultaneous polygamy: the husband is living with and supporting two or
more wives and their children.
b. Successive polygamy: the man takes another wife without officially dismissing
his previous wife/wives. He nevertheless deserts her/them and does not live or
support them.
ii. Polyandry (the custom or practice of having more than one husband at the same time).
iii. Monogamy (the custom or practice of being married to only one husband or wife.)
Value of marriage in ATR and Christianity
The values are related for the two religions.

- For procreation.
70
Companionship between the husband and the wife.

Brings status to both the husband and the wife.
Brings pride as it is a sign of complete maturity to adulthood.
- It unites families and communities

It is the cement of the communities
It helps to bring rival groups or tribes together.
Shared responsibility of bringing up children
Extends the family name.
Specific Objective 2: The process of marriage in ATR and in Christianity.
African traditional religion: Christianity
i. Choice of partner; arranged marriages i. Choice of partner (personal choice is

were common / character of the bride and preferred); it is guided by love and
family is important when selecting the understanding.
bride. It involves identification of the family
by either the boy or one of the parents.
In some societies there is bethrothal (go ii. Courtship
tlhoma lethokwa)
ii. Negotiations; for bride wealth (bogadi) iii.. Negotiations
iii. Payment of bride wealth. iv. Premarital counseling
iv. Marriage rites and customs (this may v. Marriage takes place in God’ presence
vary) and the Christian community is a witness
v. Wedding celebration vi. The minister solemnizes the marriage.
vi. vows are exchanged
Specific Objective 3: The challenges facing marriage in both African traditional religion
and Christianity.
Christianity Traditional African Religion
i. Un-faithfulness. i. Polygamous marriage;

-Possibility of transmission of diseases.
-Peace and harmony is compromised.
-Economic challenges are experienced in
this type of marriage.
ii. Divorce. ii. Unfaithfulness

iii. Failure to adhere to Christian teachings. iii. Incompatibility as a result of an arranged
marriage: Love may not develop.
iv. Interfaith marriages. iv. Parent’s interference - Extended family
involves themselves into the affairs of the
married couple.
v. Incompatibility v. Irresponsible partner e.g sekopa sa monna
v. Human rights issues; the empowerment
71
of women disrupts the family setup as

taught by St Paul in Ephesians 5:1(The
husband is considered to be head of the
family.) Human rights advocate for equality
of sexes, the husband and the wife.
vi. Substance abuse
Specific Objective 4: Ways of sustaining marriage.
Pre and post counseling on:
i. Consultation between partners/ communication between partners.

-Openness to one another.
-Compromise.
ii. Upholding marriage values such as;

- Loving, respecting and honouring each other.
-Forgiving one another
-Humility / being humble.
iii. Conjugal rights (sex in marriage)
Topic 3: Gender Equality
Specific Objective 1: The roles of men and women as reflected in ATR and Christianity.
Gender; The fact of being male or female.
Equality; the fact of being equal in rights, status and advantages .etc.
- Gender Inequality/bias: when one gender is treated more fairly than another; (Longman
Dictionary) thus gender equality has to do with the fair treatment of sexes.
Christianity Botswana Traditional Religion
Men and Women Men Women

1. Head of the family. 1. Women had considerable
1. Family headship is given to men -Had authority in the family as head influence and power particularly
however, in the New Testament, of families. in all that concerns teaching
women are empowered. (Ephesians -They were the ones involved in traditional values to children,
6: 5) decision making. There is the taboos, culture, customs etc…
Setswana saying: Ga di etelelwe ke
tse dinamagadi.
2. Both genders are treated as 2. He provided the material needs of 2. She was also responsible for
equals. (Galatians 3). the family that is food, clothing and the house hold chores e.g.
shelter. sweeping, caring for the young
ones etc…
3. Women had a major role in the 3. He protected the family, making 3. Some women were traditional
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spreading of Christianity. E.g. sure that it was secure from outside healers, most of whom
Priscilla in Acts 18:1-8 and verse attacks. specialized in healing infants
26. Some still do today by ailments.
performing religious duties along-
side men e.g. they lead during
worship and prayer and they can
even be ordained as priests.
4. Some husbands and wives help 4. Men had unlimited power in the 4. There were responsible for
each other carry out house hold family. He may decide to take child bearing.
chores such as cooking and another wife.
cleaning the house.
5. They care for the children 5 Men did masculine tasks like 5. There were sub servant to their
together. hunting and ploughing. male counter parts; took
instructions from their husbands.
6. Jesus Christ recognized the 6. He provided guidance and
dignity of women; he associated discipline in the family.
with them and spoke to them in
public.
7. He guided boys and taught them
typical male roles.
8. Was responsible for performing
family rituals.
9. He inherited and maintained the
family estates.
(Religion for All, Book 2; pages 159-161 and 177)
Specific Objective 2: The changing roles of men and women in the changing society.
- There is a general recognition of equality.

- Technology has created jobs which can be equally filled by men and women.
- In schools boys share the same role as students e.g. follow the same lessons,
prepare for the same examinations.
- The Universal Declaration of human rights has affirmed the dignity and worth of
the human person and equal rights of men and women.
- Women are not just valued for mother- hood but natural gifts are also appreciated.
- Newly African countries have recognized a woman’s right to vote.
(CLT 2- page 70)
Specific Objective 3: The changing religious roles of men and women in modern society.
- Women have founded churches e.g Mme Mma Nku, founder of St John Apostolic
church, Bishop Virginia Lucas, founder of Glory Healing Church and Pastor
Irene, Bishop Nleya of St Annah, Mpinini Mpatane of Lefika le le sa Kgotleng
Church in Kgapamadi.
- Ordination of women; the Dutch Reformed Church. Appointed to conduct funeral
services.
- Acceptance of women contribution in the church. They no longer play a passive
role but are active in the day to day running of the church.
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Specific Objective 4: The importance of equality between men and women.
- Empowerment of women in taking active roles in the development of the country.

- Promotes tolerance and cooperation.
- Promotes mutual understanding.
- Allows dialogue
MODULE 6: OTHER RELIGIONS IN BOTSWANA
TOPIC 1: The coming of other Religions in Botswana.
Specific Objective 1: Factors which influenced the establishment of:

ISLAM
Islam was brought to Botswana by Traders around 1882.It was brought by an Indian called
Bhana who settled in Moshupa and started trading between Moshupa and Molepolole. He
bought shops and started selling things to the villagers. More Indian Muslims floaded in
Botswana and amongst them Banu Vahed who bought shops from Bhana and started to
trade. Through this a Muslim Community started in Moshupa and Molepolole and then later
Ramotswa.The Traders started to establish their religion through interaction with the
villagers.
Ramotswa then became the center where most Muslims met to carry out their activities.They
celebrated their festivals such as the Eid-ul-Fitr and Eid-ul-Adha. The Islamic centre was
built in Lobatse in 1967 followed by a Mosque in Gaborone in 1980.Most Muslims in
Botswana are found in cities and towns like Lobatse,Francistown,Selebi-Phikwe and
Maun.There are a few in small villages and remote parts of Botswana such as Rasesa and
Manyana.There are also a few in semi-Urban villages like Serowe, Mochudi,
Molepolole ,Moshupa, Thamaga ,Kanye, Palapye and Jwaneng.
HINDUISM
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Hindu families began to settle in Botswana in the 1890s.In 1972 more Hindus came to
Botswana from Zambia and other African countries to trade and open businesses.Hindu
settlers from India brought Hinduism to Botswana.When they first came they used to meet in
their individual homes.Individuals would take turns to hold prayer services in their homes.In
1979 the Hindus formed and registered the Hindu society.The main aim of the society was to
keep the Hindu tradition alive and enable Hindus to carry out their religious activities.Hindu
temples or Mandris are open to all people whether Hindu or not.Everyone can attend Hindu
festivals and ceremonies. There are two Hindu Crematoriums in the country, one in Gaborone
and another in Francistown.
Hinduism is not widely spread in Botswana. Most followers are found in Gaborone ,Selebi-
Phikwe ,Francistown and Lobatse.Few are found in villages such as Serowe,
Palapye ,Mahalapye, Kanye and Mochudi. Hindus has about 2000 followers living in various
parts of Botswana.
OTHER FACTORS THAT MIGHT HAVE LED TO THE ESTABLISHMENT OF

HINDUISM AND ISLAM
Religious freedom: There is freedom of worship in Botswana. People are free to practice
their Religions. The constitution allows religious communities to establish its own place of
worship.
Religious Tolerance: Freedom of worship made people to tolerate/accept other people’s

religions. All religions perceived as good.
Migration: People have moved from other countries to Botswana and so they brought with
them their religions.
Converting religions: No law stopping people from converting to other religions (Bahai-
Faith)
CHALLENGES FACED BY ISLAM AND HINDUISM DURING THEIR

ESTABLISHMENT IN BOTSWANA
Cultural differences
Batswana already had their African Traditional Religion and Christianity which was
introduced to them before other religions.So when Hinduism and Islam were introduced to
them it became very difficult for Batswana to accept these religions because they were
content with their traditional religion and Christianity. Some religious beliefs and practices of
Islam and Hinduism were found to be very strange by Batswana.eg cremation was found to
be very strange by Batswana as they were already used to the burying of the dead.Again the
shariah law in Islam where when a person/believer is found guilty of theft have their hands
cut or in a situation where one has committed adultery the person may be stoned to death or
given 100 lashes according to the Quran
Lack of trust:
Most of the Indians who came to Botswana were business people so Batswana were not
comfortable with their stay in Botswana. This brought a lot of suspicion that may be the
Indians wanted to take their land and steal their minerals. The chiefs and the Tswana
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community at large did not trust most of the Indians who came to Botswana hence made it
difficult for them to accept their religions.
Language differences/Poor communication

There was a problem of language differences, the Muslims and Hindus who came to
Botswana could not communicate with Batswana who were unable to speak English. It was
therefore difficult for Batswana to understand the teachings of these religions because of
language barrier.
Illiteracy
Batswana were not educated when the two religions were introduced to them so they could
not read or write. It was then difficult for them to understand what the Muslims and Hindus
were teaching in their religions.
Non-converting and non-evangelical Religions

Hinduism and Islam are non-converting religions so this made it difficult for Batswana to
accept them as they were already introduced to Christianity which was a converting religion
and also evangelical in nature. Again because the two religions are not evangelical in nature
made it difficult to reach other parts of Botswana.
Lack of amenities (poor transport/communication

The followers of the new religions were unable to reach people living in the most remote
areas of Botswana due to lack of proper means of communication. Most of the roads were
not tarred and also there was no electricity and other services. Today Islam and Hinduism are
mostly found in urban and semi-urban areas.
Indigenous Batswana Muslims vs. Predominantly Indian Muslims

One of the sensitive matters that debated on the radio and TV during the course of 2003 was
the slaughtering of chickens, sheep and cows according to the religious laws laid down by the
Islam.(halaal meat)There has been much ignorance about the rationale behind this,and this
led to a lopsided debate that resulted in an impasse.(deadlock)Batswana criticized the
Muslims for dominating the meat market by imposing their rules and regulations without
considering the society at large. They argued that their monopolization of the market meant
that they gained financially from it, and thus benefit more from the lucrative market than the
rest of the society.
Relationship between Indigenous Batswana Muslims and Predominantly Indian

Muslims
Indigenous Batswana Muslims criticized Indian Muslims for discriminating against them, and
for not creating enough opportunities for them to make up the ranks within the BMA. The
BMA which was led by Sat tar Dada who is a strong and influential member of the ruling
party defended itself but gave no adequate response as to how it is structuring itself to create
the opportunities.
The importance of religious pluralism in Botswana (Islam and Hinduism)

Religious Pluralism
 The prevalence/co-existence of more than one religion in an area.
 The belief that one can overcome religious differences between different religions and
denominational conflicts within the same religion.
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 The acceptance of the concept that two or more religions with mutually exclusive
truth claims are equally valid.
The concept of religious pluralism is very essential in Botswana today. There are many
different religions found in Botswana some of them are Buddhism, Hinduism, Bahai-
Faith, Sikhism, Christianity,BTR and others. The curriculum of Primary and Secondary
schools in Botswana has Religious Education included among subjects to be taught to
learners from all corners of Botswana and other parts of the world.
The inclusion of Religious Education has helped learners acquire knowledge about the
different religions found in Botswana and this knowledge assist them in understanding the
teachings and practices of these various religions. By being knowledgeable on these
religions the learners are able to appreciate that these religions exist and that they are
different.
Promote Tolerance
Among the pillars of vision 2016,there is one that encourages the nation to be moral and
tolerant nation. The existence of various religions promote tolerance in the sense that as
Batswana learn and understand the different religions they tend to appreciate and accept
that each and every religion contains some truth hence should be respected. This helps
believers in different religions to disagree respectfully among the different religions.
Promote social, economic and political development

Most of the religious people who established the different religions from other parts of the
world in Botswana were traders or business people so when they came to Botswana they
improved the economic, political and social lives of Batswana positively and significantly
as they built shops, schools and hospitals which improved the lives of Batswana. For
instance the Hindus and Muslims who came to Botswana contributed to the economic
development of Botswana by building shops and schools.
Wider choice for would be followers

The existence of various religions in Botswana also gives the people in Botswana a
chance to choose religion of their own choice and also change religions if there are not
satisfied with those that they have been following or subscribing to.
Pluralism in Hinduism
Hinduism is among the oldest of religions and India has been a multi-religious and
pluralist society. Hinduism regards other religions as nana panthers- which means
innumerable paths for spiritual realization. It regards the choice of a panther as a matter of
personal choice. Hinduism like Buddhism and Jainism, it believes that neither is their
truth exclusive nor they are in possession of an exclusive method of spiritual realization.
They assert that truth is one but is interpreted differently by the learned. This is explained
through its doctrine of adhikara bheda which states that, the extent of truth known to us is
directly proportional to our ability. Besides upholding the view that each religion grasps
truth according to its reach, Hinduism is able to maintain a cordial relationship with other
religions. Hinduism has no theological difficulties in accepting degrees of truth in other
religions. It emphasizes that everyone actually worships the same God, whether one
knows it or not.
Pluralism in Islam
Islamism’s views on pluralism are found on the Qu,ran.For an example,Sarah al-maidah
verse 48 states;
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If Allah so willed he would have made you single people,but his plan is to test each of
you separately, in what he has given to each of you;so strive in all virtues as in a race The
goal of you is to Allah. It is he that will show the truth of the matter in which ye dispute.
(Quran 5:48)
“Let there be no compulsion in religion;Truth stands out clear from Error”Verse 2:256 of
Surat Al-bagarah.
RELIGIOUS BELIFFS AND PRACTICES
ISLAMIC BELIEFS
(a) The belief in the oneness of Allah: Muslims belief that Allah is one(Taw hid)They
believe that there is only one God.”He is God, the one and the only;God,the
eternal,Absolute;He begetter not, nor is he begotten, and there is none like unto him”.
Muslims believe that creation of everything in the universe is brought into being by
God’s sheer command “Be’ and so it is” and that the purpose of existence is to love
and serve God. God is viewed as a personal God who responds whenever a person in
need or distress calls him. There are no intermediaries, such as clergy to contact God
as we are nearer to him.
(b) They believe in prophet Muhammad as the seal/final prophet that Allah has ever sent.
(c) Muslims believe that the scriptures written in the Quran are the actual words spoken
by Allah, therefore Muslims still memorize the Quran as the final message to
humanity.
(d) The belief in Angels: Belief in Angels is fundamental to the faith of Islam.According
to the Quran, angels do not possess free will,and worship God in a total
obedience.Angels duties include communicating revelations from God,glorifying
God,recording every persons actions,and taking a persons soul at the time of
death.They are also thought to intercede on man,s behalf.The quran describe angels as
“messengers with wings-two or three,or four(pairs)
(e) Belief in Revelations:The Islamic holy books are records which most Muslims
believe were dictated by God to various prophets.The quran literally means “Reading
or Recitation” is viewed by Muslims as the final revelation and literal word of God
and is widely regarded as the finest piece of literature work in the Arabic
language.Muslim believe that the verses of the Quran were revealed to Muhammad by
God through angel Gabriel.
(f) Belief in Prophets: Muslims identify the prophets of Islam as those humans chosen
by God to be his messengers. Muslims believe that prophets are human and not
divine, though some are able to perform miracles to prove their claim. Islamic
theology says that all of God’s messengers preach the message of Islam-submission to
the will of Allah. The Quran mentions the names of numerous figures considered
Prophets in Islam, including Adam, Noah, Abraham, Moses and Jesus, among others.
Muslims believe that God finally sent Muhammad (seal of the prophets) to convey the
divine message to the whole world.
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(g) Belief in Ressurection & Judgement:Belief in the “day of resurrection” is also

crucial for the Muslims.They believe the time of resurrection is preordained by God
but unknown to man.The Quran emphasizes bodily resurrection,a break from the pre-
Islamic Arabian understanding of death.Muslims believe that all mankind will be
judged on their good and bad deeds.The Quran lists several sins that can condemn a
person to hell, such as disbelief,dishonesty.However,the Quran makes it clear that
God will forgive the sins of those who repent if he so wills.Good deeds,such as
charity and prayer will be rewarded with entry to heaven as a place of joy and
bliss,with Quran references describing its features and physical pleasures to come.
(h) Belief in predestination: In accordance with the Islamic belief in predestination

destiny, or divine decree or preordainment, God has full knowledge and control over
all that occurs. This is explained in Quran verses such as”say:’Nothing will happen to
us except what Allah has decreed for us; He is our protector’…For Muslims
everything in the world that occurs, good or evil, has been preordained and nothing
can happen unless permitted by God. According to Muslims theologians, although
events are pre-ordained, man possess free will in that he has the faculty to choose
between right and wrong, and is thus responsible for his actions.
ISLAMIC MAIN PRACTICES
Islamic religious concepts and practices include the five pillars of Islam, which are
basic concepts and obligatory acts of worship, and following Islamic law, which
touches on virtually every aspect of life and society, providing guidance on
multifarious topics from baking and welfare, to warfare and the environment.
THE FIVE PILLARS OF ISLAM
(a) The shahadah(testimony or confession of faith)
It is the basic creed of Islam and it must be recited under oath with the specific
statement “I testify there are no deities other than Allah alone and I testify that
Muhammad is messenger of Allah. ‘This statement is a foundation for all other
beliefs and practices in Islam. Muslims must repeat the shahadah in prayer, and
non Muslims wishing to convert to Islam are required to recite the creed.
(b) Salat(prayer)
Ritual prayers called salat must be performed five times a day.Salat is intended to
focus the mind on God, and is seen as a personal communication with him that
expresses gratitude and worship.Salat is compulsory but flexibility in the specifics
is allowed depending on circumstances. Prayer is recited in the Arabic language
and consists of verses from the Quran. The prayer is done five times a day.
Although the main purpose of the Mosque is to serve as a place of prayer, it is also
important to the Muslims community as a place to meet and study.
(c) Zakat and Sadaqah(alms giving)
Zakat is giving a fixed portion of accumulated wealth(2.5%) by those who can

afford it to help the poor or the needy, and to assist the spread of Islam. It is
considered a religious obligation(as opposed to voluntary charity)that well-off
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owe to the needy because their wealth is seen as a trust from God’s bounty’’.The
Quran and the hadith also suggest that a Muslim give even more as an act of
voluntary alms-giving which is sadaqah.This can be given to charity at any time.
The donation should be made in secret.
(d) Hajj(Pilgrimage)
The pilgrimage is during the Islamic month of Dhu al-Hijjah in the city of
Mecca.Every able bodied Muslim who can afford it must make the pilgrimage to
Mecca at least once in his or her life time.Rituals of the Hajj include walking
seven times around the Kaaba,touching the black stone if possible,walking or
running seven times between Mount Safa and Mount Marwah,and symbolically
stoning the devil in Mina.
HINDU MAIN BELIEFS
Belief in the concept of trinity:Brahman is three forms-Brahma who is the least

admired and worshipped.This god is always shown with four heads to represent
the four Vedas.The un popularity stems from the story that he used his four heads
to search for his daughter who had hidden from him when he wanted to seduce
him.
Vishnu is the preserver of life who, as the god of love and kindness, is dedicated
to preserving these qualities. Vishnu has immense concern for the human race
which he has shown appearing on earth as avatar(a form of God descended to
earth)Hindu traditions record nine occasions in which Vishnu has visited the earth
in either human or animal form. The idea of Vishnu appearing on earth is very
important to Hindus since it suggest to them that God is keeping a watchful eye on
what is happening.
Shiva, the destroyer, is most popular of the gods. Shiva is a mixture of

characteristics. He is the god of death, destruction and deseases,yet he is also the
god of dance and reproduction. He is both terrible and mild. Most of the Hindu
sees these characteristics among themselves, so they feel very much at home with
Shiva. Statues of Shiva often show him with four hands to demonstrate his
supreme power over life, death, good and evil. He is the Lord of dance, whose
energy keeps the universe in motion.
Belief in Reincarnation (Samsara):Whereas the Christians believe we only live

an earthly life once, Hindus believe that you will be reborn until you become
perfect ie.Reincarnation, the flow of life through many existences. Hindus try to
live good lives so that each time they are reborn they are a step closer to
Moksha,or complete union and peace with God. This endless cycle of rebirths is
called Samsara, and Hindus believe that after death the soul, Atman, moves to a
new body.
Belief in Dharma:
Hindus believe you must worship God, but the most important is how you live.
You must do what is right and correct for you and this is called dharma. Hindus
also believe that if do good, good will happen to you, if you do bad, bad will
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happen to you. This is called dharma. The practice of dharma gives an experience
of peace, joy, strength and tranquility within ones self and makes life disciplined.
Belief in Moksha
In Hinduism moksha is the release of the soul from a cycle of births. It is one of the four
acceptable goals of life, according to Hinduism. But for people seeking spiritual
advancement, it is the ultimate goal of life. To attain moksha,a persons actions must be pure
in order for those actions to have pure effects. An individual must break the cycle of karma
and samsara to be free of the burden of life. Such spiritual release is only possible when an
individual has a true knowledge of the illusion of life.
HOW RELIGIOUS PRACTICES OF HINDUISM AND ISLAM CONTRIBUTE TO

THE ALLIVIATION OF SOCIAL ILLS IN BOTSWANA.(poverty, diseases-HIV
&AIDS, Disasters)
ISLAM
Zakat or Alms giving: It is the giving a fixed portion(2.5%) of one’s wealth to charity,
generally to the poor and needy. This practice is applied to Batswana community at large as a
service to Allah and fellowmen. The contributions are used to help the poor and the needy.
Muslims have contributed to the lives of Batswana through their association called Panjetani
Muslim Association (PMA)They have provided financial assistance to disabled persons from
time to time. Some Muslims like Satar Dada have built clinics and day care centres in
Botswana.
Sharia law: Combats indiscipline and crime. Children are to show kindness to parents.
Parents are not to kill or abort their children because of poverty. No indulgence in shameful
acts, either openly or in secret. Not to take human life, except through the process of law. Not
to touch an orphans wealth, except to improve it.Sharia defines day to day moral and social
aspects which are the human side of religion.
In reducing the spread of sexual transmitted diseases such as HIV/AIDS Muslims quote the
Surah 17:32 which states that, “Come not near to the unlawful sexual intercourse. This law
also applies to issues of fornication, adultery, rape, incest and teenage pregnancy. The listed
actions are strictly prohibited in Islam.If one is found guilty of such acts the punishment is
severe depending on whether you are married or not. The punishment ranges from
lashing/flogging to capital punishment.
In Islam divorce is greatly discouraged.The prophet Muhammad said that of all things
divorce is mostly disliked by Allah.Divorce laws and proceedings have been described in
detail in the Quran to safeguard the interest of the wife and the children.
The consumption of alcohol is totally prohibited in Islam irrespective of whether it is a social

drink or more. Islam does not only prohibit the consumption of alcohol, but also the
manufacturing,selling,carrying and buying thereof
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.Islam believes that alcohol is the leading cause for degradation of the moral and social values
in society. This can be reduced by increasing the price of alcohol and closing of brewing
industries.
Muslims discourage crime because they believe that crime is the leading cause for the
degradation of the moral and social value in the society. Crime can be reduced by alms
giving. Those who are caught stealing can have their hands chopped/cut off so this assists in
preventing people from stealing.
HINDUISM
In Hinduism there are many festivals performed i.e. Diwali,Holi,Dassehra and

Saraswati.These festivals allow all the people in the Community to come together and this
promote religious tolerance and appreciation of other people. During these festivals there is
exchange of gifts and this helps the underprivileged with goods that they cannot afford hence
helping in reducing poverty.
Ahimsa is one of the practices in Hinduism where people are taught to respect all forms of
life. The belief assists in protecting all living things that is to say no violence. Nobody has the
right to perform any form of killing.eg suicide, murder, manslaughter, etcThe practice help
Hindus in alleviation of social ills such as those already stated above.
Another practice in Hinduism is pilgrimage where people go and visit their holy place for a
period of time. During this time people come together to share and experience love, support
as well as education about life in general.
Meditation/Yoga: This practice helps people to have discipline or self control. Here Hindus
believe that yoga/meditation offers a way to clear head and calm the thoughts. They also
believe that during this period they are able to surrender themselves to God by controlling
their thoughts and their bodies. This can help alleviate social ills such as sexual abuse, crime
and others as people will be focusing only on God and their inner self.
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Specific Objective 2: Challenges faced by the religions during their establishment in

Botswana.
 Buddhism- It does not subscribe to God and thus the challenge was to lure Batswana
to it.
 Hinduism- The Believe in many gods made it unattractive to many Batswana who
already had ATR and Christianity.
 Islam- The challenge of the already established religions like ATR and Christianity.
 Baha’i Faith- The challenge of the already established religions.
Note: The above religions are not evangelical in nature.
What is Religious Pluralism?
 Religious pluralism is an attitude or policy regarding the diversity of religious belief

systems co – existing in society.
 A condition of a harmonious co – existence between adherents of different religions
or religious denominations.
 It revolves around the central idea of different belief systems working together.
 It also means the effort between different denominations and faiths to form an overall
spiritual community.
The Importance of Religious Pluralism
 Choice for would be followers knowledgeable about other religions and their value
systems.
 Freedom of worship
 Encourages tolerance.
Topic 2: Religious Beliefs and Practices
Specific Objective 1: The main religious beliefs of;
1. Buddhism
2. Hinduism
3. Islam
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4. Bahai Faith
NOTE: Refer to the Hand outs on the Dimensions of Religions.
Specific Objective 2:How religions practises contribute to the alleviation of social ills in
Botswana.
What are the Social ills?
Examples of some of the social ills found in Botswana:

 Crime, Suicide, Prostitution, Passion Killings, Rape, Adultery, Pornography, Poverty,
Addiction: Drugs and Alcoholism, Juvenile Delinquency, Orphans due to the
HIV/AIDS pandemic, Disasters e.g. drought, floods, Diseases.
1. Buddhism
a. Self Reflection: Helps one to avoid suffering

b. The Eight Fold Path: - Right thinking; helps alliavate social ills like crime.
- Right speech; always saying positive comments and statements
- Right actions; alliavate issues of HIV/AIDS, adultery, rape e.t.c
2. Hinduism
a. Meditation (any form of a family of practices in which practitioners train their mind or
self induce a mode of self consciousness to realize some benefits; helps people with the
aspect of ‘self control’.
b. Yoga: A physical, mental and spiritual discipline originating in Ancient India. The goal of
Yoga or the person practicing yoga is the attainment of the state of perfect spiritual insight
and tranquility. A serious practitioner of yoga takes upon themselves a life of austere self
discipline.The assumption is someone who has attained the state of perfect, spiritual insight
will never be involved or partake in any negative activity that may increase the social ills.
c. Samskaras: Are a series of sacraments, sacrifices and rituals that serves as rites of passage
and mark the stages of the human life and to signify entry to a particular Ashrama. It
signifies the cultural heritage and upbringing in modern Hindu. When used in communication
denoting the upbringing of a Hindu, it is said that a boy with good samskara does right and it
is supposed that he will not fall in sin. i.e. lust, anger and wine.
d. The concept of Ahinsa; no violence.
3. Islam
a. Zakat: Alms giving to the extended family and all humanity. It is seen as service to Allah.
b. Sharia Law: combat indiscipline
c. Ramadan: fasting, Self control
4. Bahai-Faith
a. Fasting, meditation, the Naw-ruz festival promotes unity.

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b. The religion accommodates other religions and as such promotes tolerance (no wars) and
spiritual transformation.
c. Doing charity works in times of need; giving to the Bahai Fund.
Topic 3: Values in Relationships
Specific Objective 1: Various Forms of Human relationships.
 Husband and wife (marriage), Siblings, Extended family, Clan, Tribe, Nation,
Homosexuality.
Specific Objective 2: The important elements (values) in any human relationship.
 Love
 Trust
 Respect
 Honesty
 Reliability
 Generosity (giving of material support to those in need.) etc
Note: Should be able to explain them.
Specific Objective 3: How religions respond to the issues of sexual abuse and teenage
pregnancy.
1. Buddhism
- No sexual misconduct (third precept) in the eight fold path. The cycle of rebirth helps
fight things like alcohol, sexual abuse; how one lives now determines ones next life.
2. Hinduism
- Chastity (the principle or state of not having sex) until marriage.
- Hindus believe in reincarnation and it is wrong to have a baby when you know it will
suffer because you can’t look after it. The suffering you let it born into gives you bad
karma for your own future.
3. Islam
- No premarital sex, chastity until marriage, severe punishment on teenage pregnancy/
sexual abuse, issues of pornography shunned in all forms; dressing modesty for both
sexes.
- Have classes (Mandrash) for socialization.
4. Bahai Faith
- Chastity: they have classes on life style.
TOPIC 4: Marriage and Family Life.
Specific Objective 1: What is marriage?

 Also called matrimony or wedlock, is a social union or legal contract between people
that creates kinship.
 It is usually an institution in which interpersonal relationships, usually intimate and
sexual, are acknowledged.
 Such a union is often formalized via a wedding ceremony.
 Many cultures limit marriage to two persons of the same sex, but some allow forms of
polygamous marriage, and some recognize same sex marriage.
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Specific Objectives 2-6:
1. Buddhism
Marriage and family relationships. Buddhism is not a family-centered religion. For a variety
of reasons, it does not possess doctrinal standards or institutionalized models of the family.
Some of these reasons include the role of renunciation, detachment, and the individual's
pursuit of enlightenment. The virtue of renunciation derives from Siddhartha's Great Going
Forth, at which point he forsook his family and familial obligations as son, husband, and
father. The monastic lifestyle and the role of the religious community (sangha) formalized
the renouncing of familial relationships. The goal of detachment also impinges negatively
upon family life. The inherent nature of families and family relationships produces
attachments that constitute formidable obstacles to achieving detachment from worldly affairs
and desires. Finally, the practices for pursuing enlightenment are adult-oriented disciplines
requiring significant amounts of time and effort in solitary study and meditation. Although
these three factors adversely affect the role of family life, the vast majority of Buddhists are
lay people with immediate and extended families.
Because Buddhism does not espouse any particular form of the family or family
relationships, Buddhist family life generally reflects pre-existing cultural and religious
values, customs, and socially sanctioned modes of expression. Within Asian Buddhist
cultures, this typically translates into a traditional, patriarchal family structure with clearly
defined familial roles. Buddhism's primary contribution to the family consists of five ethical
prescriptions that inform all aspects of family life, including marriage, roles and expectations,
sexuality, children, and divorce. Originally composed by the Buddha for families and laity
not capable of adopting monasticism, the Five Precepts are binding ethical mandates
promoting personal virtues. They are (1) abstaining from harming living beings; (2)
abstaining from taking what is not given; (3) abstaining from sexual misconduct; (4)
abstaining from false speech; and (5) abstaining from intoxicants. Although none of these
precepts directly addresses the family, by governing social and interpersonal relationships
they provide an ethical framework for family life.
Buddhism does not regard marriage as a religious act, duty, or obligation. Instead, marriage is
viewed as a civic or secular matter. Therefore, wedding ceremonies are not considered
religious events, and Buddhist monks do not officiate during the service. Monks may,
however, attend weddings, and they often pronounce blessings and recite protective rites for
the couple. Depending upon cultural traditions, marriages are either arranged between two
families, as in many Eastern cultures, or decided upon and entered into between two
consenting adults, as in the West. While monogamy is the principle form of marriage,
Buddhism does not prohibit other forms, such as polygamy, polyandry, and group marriages.
In fact, although not common, marriages of each of these types have existed within Asian
cultures. Again, it is important to remember that the mode of marriage depends not upon a
particular Buddhist ideal or teaching but upon pre-existing and prevailing cultural attitudes.
Neither the Buddha nor Buddhist texts give specific instructions on marriage and family life.
There is, however, a great deal of commentary offering advice on how marital and family life
can be lived happily. The emphasis within family life in Buddhist ethics rests upon the proper
roles and responsibilities that characterize the husband-wife relationship and the parent-child
relationship. Husbands and wives are to cultivate respect, honor, and faithfulness towards one
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another. Parents are responsible for inculcating Buddhist ethics and practices in their children
and, in turn, children are expected to be obedient and to preserve the traditions of the family.
One of the primary means by which parents teach their children Buddhist beliefs and values
is through participation in the life of religious community (sangha). Typically, in Buddhist
homes, families erect a small shrine displaying a statue of the Buddha. Some families set
aside an entire shrine room. Before the Buddha shrine, families conduct daily, short religious
services, especially on full moon and festival days. During these services, members of the
family make devotional offerings of food, flowers, candles, and incense to the Buddha. They
also, through recitation, commit themselves to the Three Refuges ("I take refuge in the
Buddha. I take refuge in the Dharma. I take refuge in the Sangha.") and to Buddhist ethical
precepts. Outside of the home, religious instruction consists of regular attendance at religious
services and participation in religious festivals.
Divorce, although uncommon for Buddhists, is not prohibited. It is expected, however, that if
a couple enters into marriage and adheres to Buddhism's ethical prescriptions for marital and
family life, that divorce becomes a non-issue. If, however, a couple refuses to follow the
ethical prescriptions, is unable to live in peace, harmony, and mutuality with one another, or
in the event of extreme circumstances, such as adultery or violence, it is preferable for the
marriage to be broken than for the marriage to destroy the couple or the family.
Although Buddhism is generally viewed as fairly permissive in terms of marriage, sexuality

(non-procreative sex, including homosexuality, is not condemned), and divorce, it is
important to note that Buddhism condemns abortion as the taking of life. Although abortion
is not absolutely forbidden, Buddhism generally considers life to begin at conception and
views terminating pregnancy as a violation of the first ethical principle.
Rites of passage. Buddhism possesses few official rites of passage. Most often such events
are cultural rituals with little distinctive Buddhist presence or involvement. Like marriage,
this characteristic is due to the perception that many rites of passage are social, civic, or
secular affairs. For example, Buddhist monks may attend birthing or naming ceremonies;
however their role rarely extends beyond reading sacred texts or making blessing
pronouncements. There are two noteworthy exceptions to this general rule: ordination and
death.
Buddhist males and females may seek ordination for life or, more commonly, for briefer
designated periods of time. Ordination ceremonies and vows serve several purposes. They
bestow the ordinand's family with karmic merit and honor, they reflect the highest aspirations
of Buddhist life, and they signify entrance into adulthood and the larger society.
Note: As in all Buddhist teachings, the institution of marriage is considered a

personal and individual concern. It is not considered a religious duty or a sacrament
ordained in heaven.
2. Hinduism and Marriage
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A Marriage vow
I take hold of your hand for good fortune, so that with
me, your husband, you may attain to old age. The gods,
Bhaga, Aryaman, Savitur and Pushan gave you to me for
leading the life of a householder. (Rig Veda X. 85.36)
A marriage blessing
Bounteous Indra, endow this bride with great sons and
fortune. Give her ten sons and make the husband the
eleventh. (Rig Veda X.85.46)
While Tying the Sacred Thread

O maiden of many auspicious qualities, I tie this sacred
thread around your neck for my long life. May you live
happily for a hundred years!
Marriage For Money

A marriage of the demons (asuras) results when money is
taken in exchange for the bride. (Yagnavalkya Smriti)
According to Hinduism, marriage (vivaha) between two

persons is a sacred relationship that is not limited to this
life alone. It extends across seven or more lives, during
which the couple help each other progress spiritually.
The adage that marriages are made in heaven is very
much true in case of Hinduism. Two souls come together
and marry because their karmas are intertwined and they
have to resolve many things together upon earth in order
to ensure their mutual salvation.
The relationship between a couple is essentially a

relationship of the souls. It is not necessary that their
gender roles are fixed for ever. Some times they may
switch roles and the husband may become the wife and
the wife the husband. Sometimes they may also
temporarily part their ways and come together again after
one or two lives in a grand reunion.
Marriage in Hinduism is a sacred relationship. It is both

an obligatory duty (dharma) and a samskara (sacrament).
Unless a person renounces life and accepts the life of a
renouncer (sanyasi), he is expected to marry and lead a
householder's life. It is an essential aspect of the four
ashramas (brahmacharya, grihastha, vanaprastha and
sanyasa)1and the four aims (purusharthas) of human life,
namely, dharma, artha (wealth), kama (sensuous
pleasures) and moksha (salvation). For a Hindu woman
marriage marks the end of her life as a maiden. She has
to leave her parent's home to begin life anew in her her
husband's house, amidst new people and new
surroundings. After marriage her relationship with her
parents remain formal and minimal. Marriage therefore
become a matter of anxiety and stress for many women,
till they become familiar with their new surroundings and
the new people in their lives. The early stages of
marriage is a make or break situation in case of many. It
is also the period during which the bride either becomes
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3. Islam
The parents have the responsibility to guide the young so that they don’t go astray.
4. Bahai Faith
Bahá'í marriage
Bahá'í marriage is union of a man and a woman. Its purpose is mainly spiritual and is to foster
harmony, fellowship and unity between the two partners. The Bahá'í teachings on marriage call it a
fortress for well-being and salvation and place marriage and the family as the foundation of the
structure of human society.
Spiritual nature
The Bahá'í teachings on marriage see it as an eternal bond that survives past the lives of the partners
in the physical life, and into the spiritual worlds. Thus the teachings stress that during courting the
partners must take the utmost care to become acquainted with each other's character. Furthermore, the
husband and wife should be united not only physically, but also spiritually, so that they can improve
the spiritual life of each other, and that they can spiritually advance towards God.
Engagement
For the two partners to become engaged they must obtain consent of all living biological parents.
Before getting married, the parents cannot interfere with the selection of the person their child wants
to get married to, but to be engaged all living parents must give approval of the marriage. The purpose
of this law is to foster unity between the two families, since the Bahá'í teachings see marriage and the
family as the foundation of the structure and society, and having disunity between two families is not
conducive to that. The consent of all parents is needed even if one of the partners is not a Bahá'í.
Bahá'ís see this aspect of Bahá'í marriage as combining marriages practices from the East and West;
[citation needed]
in the East arranged marriage is common, and in the west marriages sometimes go forward
with no input from the parents. The Bahá'í marriage gives full freedom of the individuals to select
their partner, but places certain gratitude and respect to the parents.
"A couple should study each other's character and spend time getting to know each
other before they decide to marry, and when they do marry it should be with the
intention of establishing an eternal bond." [1]
Waiting period
From the time that the consent of all parents is obtained to the time of the marriage ceremony should
not exceed 95 days. The 95-day period of engagement is currently applicable only to Persian
believers. [2]
Ceremony
The Bahá'í marriage ceremony is done differently in each culture. The only compulsory part of the
wedding is the reading of the wedding vows prescribed by Bahá'u'lláh which both the groom and the
bride read,
We will all, verily, abide by the Will of God.[3]

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in the presence of two witnesses.
Most Bahá'í marriage ceremonies consist of the reading of Bahá'í writings, prayers and music
followed by a talk about the spiritual nature of Bahá'í marriage, and then the reading of the vows.
Laws
There are a number of laws that concern Bahá'í marriage
 Marriage is not obligatory, but is highly recommended.

 Marriage is defined between a man and a woman (see Homosexuality and Bahá'í
Faith).
 Only married couples may engage in sexual activity.
 Both partners must be at least 15 years of age at the time of engagement. (The civil
laws of their country must be obeyed)
 Marriage is conditional on the consent of both parties and their parents.
 Marriage with non-Bahá'ís is permitted (see Interreligious marriage).
 The period of engagement must not exceed ninety-five days. (Not currently
universally applicable)
 A marriage should condition a payment of a dowry. The payment, if the husband lives
in a city, is nineteen mithqáls (approx. 2.22 troy ounces) of pure gold, and if the
husband lives outside a city the same amount in silver. Bahá'u'lláh also set a
maximum permitted dowry amount of 95 mithqáls (approx. 11.1 troy ounces). (Not
currently universally applicable)
Children and parenting
Following the natural and appropriate extension of the union of marriage, children, whether adopted
or biological, should be raised in this same spiritual atmosphere. Formal duties exist between parents
and children (of education and obedience, training and respect.) Second to discovering God for
oneself is respect for one's parents. Reversing the degradation of women and children is a subject of
much attention in the Bahá'í Faith.
Note: The adherents of the faith are free to incorporate any cultural practices.
Specific Objective 3: Importance of marriage and family life in Religions.

1. Buddhism
2. Hinduism
3. Islam
 Islam also commends marriage, with the age of marriage being whenever the
individuals feel ready, financially and emotionally.
 In Islam, polygamy is allowed while polyandry is not, with the specific limitation that
men can only have no more than four wives at any one time, with the requirement that
they are able and willing to partition their time and wealth equally among the
respective wives.
 For a Muslim wedding to take place, the bride and her guardian must both agree on
the marriage. Should either the guardian or the girl disagree on the marriage, it may
not legally take place. In essence, while the guardian/father of the girl has no right to
force her to marry, he has the right to stop a marriage from taking place,[citation needed]
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given that his reasons are valid. The professed purpose of this practice is to ensure
that a woman finds a suitable partner whom she has chosen not out of sheer emotion.
 From an Islamic (Sharia) law perspective, the minimum requirements and
responsibilities in a Muslim marriage are that the groom provide living expenses
(housing, clothing, food, maintenance) to the bride, and in return, the bride's main
responsibility is raising children to be proper Muslims. All other rights and
responsibilities are to be decided between the husband and wife, and may even be
included as stipulations in the marriage contract before the marriage actually takes
place, so long as they do not go against the minimum requirements of the marriage.
 In Sunni Islammarriage must take place in the presence of at least two reliable
witnesses, with the consent of the guardian of the bride and the consent of both the
bride and the groom. Following the marriage, the couple may consummate the
marriage. To create a religious contract between them, it is sufficient that a man and a
woman indicate an intention to marry each other and recite the requisite words in
front of a suitable Muslim, nowadays priest will be asked to officiate. The wedding
party usually follows but can be held days, or months later, whenever the couple and
their families want to, however there can be no concealment of the marriage as it is
regarded as public notification due to the requirement of witnesses.
 In Shia Islam, marriage may take place without the presence of witnesses as is often
the case in temporary mutta marriage (prohibited in Sunni Islam), but with the consent
of both the bride and the groom. Following the marriage they may consummate their
marriage
4. Bahai-Faith
Specific Objective 4: Effects of religion on marriage and family life.

Teachings and practises help the marriage and family life to go a long way in helping married
couples deal with issues they encounter in their marriage and family life. (Look at marriage
versus personal choice, the issue of polygamy)
NOTE: It shoud be general.
Specific Objective 5: Evaluate the rights, roles and status of men and women in
marriage from the religions studied.
 Buddhism
 Hinduism
 Islam
 Bahai-Faith
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Module 7: Religion and Global issues

Topic 1: Religion and Global Epidemics.
Specific Objective 1: Identify global epidemics
Definition of Epidemic:
 A contagious disease that spreads rapidly and widely among the population in an
area.
 An occurrence of disease that is temporarily of high prevalence. An epidemic
occurring over a wide geographical area (e.g., worldwide) is called a pandemic.
 An outbreak of a disease or illness that spreads rapidly among individuals in an area
or population at the same time.
 Affecting or tending to affect an atypically large number of individuals within a population,
community, or region at the same time.
 Spreading rapidly and extensively by infection and affecting many individuals in an
area or a population at the same time, as of a disease or illness. n.
An outbreak or unusually high occurrence of a disease or illness in a population or
area thus:
- Extremely prevalent; widespread of something.
- A temporary prevalence of a disease.
- A rapid spread or increase in the occurrence of something: an epidemic of riots.
What are Global epidemics?
Large numbers of the same disease which has affected the whole world at the same time.
Identifying Global Epidemics
 Smallpox,Black Death, Typhus , Influenza, Tuberculosis, Measles, Cholera, Chicken

pox, Cancer, SARS (Severe Acute Respiratory Syndrome), HIV/AIDS, Global
warming, Drought.
Specific Objective 2: Views of ATR on Global Epidemics
 It is attributed to the breaking of Taboos thus displeased ancestral spirits.

 Falling moral standards, therefore epidemics are a punishment to people they fail to bring
them to a proper observance of their morals.
 Health is symptomatic of a current relationship between people and their environment.
Health is not a phenomenon but part of the entire magico-religious fabrics.
 Evil forces are causes of epidemics e.g. witch-craft
 Failure to observe certain ritual, i.e. AIDS is boswagadi – failure to observe the cleansing
rituals and taboos.
Views of Christianity on Global Epidemics

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 Traditional view- it is Gods punishment for Adams disobedience and sin. (St Augustine of
Hippo).
 It is a challenge for individuals to find inner strength and faith in God.
 Man was not created in a perfect state and sinned, but rather regarded man as still in the
process of creation. God deliberately brings epidemics so that we can develop faith and
struggle to be children of God. (Iranaeus). Note: this is the interpretation of Iranaeus)
 Epidemics caused by ignorance and blindness, if people become more aware of the world
they live in and more of themselves and others, then the world will be free from epidemics.
 Epidemics are caused by selfishness and self centeredness which leads people aware from
God.
 Some are self inflicted disease caused by breaking down of morals in the society thus
encourage people to return to their religious values and believe.
Specific Objective 3: Effects of Global Epidemics in Society.
 Mortality rate increases as people lose their lives.

 Children are left as orphans
 Extreme poverty
 Cripples the economy of the country as money will be diverted to buy medicines.
 Shortage of man power or skilled man power.
 Families can break.
 Witchcraft is blamed
Specific Objective 4: Way in which religions in Botswana help during natural disasters.
What are natural disasters?
A natural disaster is a major adverse event resulting from natural processes of the Earth;
examples include floods, volcanic eruptions, earthquakes, tsunamis, and other geologic
processes. A natural disaster can cause loss of life or property damage, and typically leaves
some economic damage in its wake, the severity of which depends on the affected
population's resilience, or ability to recover.
An adverse event will not rise to the level of a disaster if it occurs in an area without
vulnerable population. E.g. In a vulnerable area, however, such as San Francisco, an
earthquake can have disastrous consequences and leave lasting damage, requiring years to
repair.
Examples of natural disasters are: Floods, drought, storms and lighting (tornado, hurricane),
volcanic eruptions, heat wave, land slide, veld fires.
Effects of natural hazards;Can lead to financial, environmental and human losses e.g Haiti, Japan
where a lot of lives were lost and lot of money needed to repair the infrastructure.
Religions provide the following:
 Shelter, clothing and food.

 They contribute money
 They provide medicines
 Man power (volunteers)
 Counselling
Specific Objective 4: How ATR responds to human suffering during epidemics.

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ATR is concerned about the holistic man - physical and spiritual. Suffering makes man incomplete.
Responses:
 They use religion to find out the cause of epidemics and to find out the right cure.
 To them, health can be restored through performing health rituals. i.e. in case of epidemics
communal health rituals are performed e.g. purification rituals
 They use talisman and amulets (objects with magical powers).
 The division between mind and body, spiritual and physical, sacred and profane has reduced
the expected impact of modern medicine on the African population in terms of their
understanding of health and disease.
How Christianity responds to human suffering during epidemics.
 Medicine has always raised ethical question in Christianity and this has resulted in some
Christians accepting the use of modern medicine while others do not accept.
 Those who use medicine see doctors as the instrument through which God heals the sick.
 Mainline churches-built hospitals (medical intervention)
 Pentecostal churches- faith healing
 AIC’s-Healing objects: Sewacho, Holy oil/water etc- influenced by the African culture.
 All Christians churches show compassion- Provide: Shelter, food, Clothing.
 They have charity organizations whose main aim is to help the poor.
References
1. Amanze, J.N. (2002) African Religions and Culture in Botswana: A comprehensive
text book.
2. Bourdillo, M. (1990) Religions and Society: A text for Africa
3. Imasongie, O. (1985) African Traditional Religion. Ibadan
4. Masolo, D.A. (1994) African Philosophy in search of identity
5. Mbiti, J. (1969) African Religions and Philosophy.
Topic 2: Religion and Justice
Specific Objective 1: How the values of Justice are expressed and promoted in;
Definition of the term, Justice:
i. The quality or fact of being just.

ii. A particular distribution of benefits and burdens fairly in accordance with a particular
conception of what to count as like cases.
iii. The administration of law according to prescribed and accepted principle.
How the values of Justice are expressed and promoted in; ISLAM.
 Teaching from the Qur’an: All are equal beforeAllah, be kind and considerate of others.
 Punishment (Sharia Law) intended to denounce injustice.
 Through practises such as:
-The Zakat (Alms giving)
- The Jihad to struggle in the name of Allah) to fight oppression.
How the values of Justice are expressed and promoted in; Buddhism.
Through observing the Five Precepts:

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 Not to take life

 Not to steal
 Not to be involved in sexual misconducts.
 Not to tell lies
 No alcohol.
… and following the Eight Fold Path:
Siddhartha Gautama used the idea of the four noble truths to explain what he understood as
enlightenment.
a) People experience life as suffering—nobody escapes the pain of sickness, conflict,
separation and death. This is to be comprehended.
b) he taught that the reason why people suffer is because they spend their time wanting and
wishing for things like power ,pleasure ,wealth ,security ,beauty e.t.c. suffering is caused by
desire.he described it as a fire that burns up people. This is to be abandoned.
c) If people could truly give up their desire—they would reach peace and enlightenment. He
said lack of desire opens the human heart to love and compassion for all creation because
people can look at each other and the world without jealousy, greed or possessiveness.
d) So how does one end suffering which is also desire? This is difficult and most people
never manage, but the Buddha described how it was possible through the Eight-Fold Path.
The path of cessation of desire and this is to be practiced.
Eight Fold Path
The eight fold path is usually shown as a wheel with eight spokes and each spoke shows what
is necessary for enlightenment.
1. The right views / view point

This is knowing the difference between good and bad and the effects of your actions e.g
understanding the noble truths.
2. Right intentions
Doing things for the right reasons without expecting reward or recognition e.g trying to act
considerably.
3. Right speech
Non-abusive speech, language, and speaking without causing harm or offence to others e.g
avoiding anger, lies, gossip.
4.Right action
Acting in a socially considerate way to others.Having equanimity for all human beings.
Never hurting or disturbing others e.g. loving honestly, and not harming living things (many
Buddhists are vegetarians)
5.Right livelihood
Not earning a living through suffering of others e.g. not selling alcohol ,weapons ,meat ,and
avoiding jobs which harm anyone.
6.Right effort
Striving to perfect your spiritual path rather than improving your material wealth e.g. trying
hard to overcome desire and attachment.
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7. Right mindfulness
Having awareness of your thoughts and actions so that you live in harmony with the world
e.g. thinking before speech or actions.
8.Right concentration
Practicing medication to gain liberation or NIRVANA ,freeing the mind of distractions,
leading to enlightenment and nirvana.
Note;
 The Buddha’s main teaching was made up of what is known as the three universal
truths, the four noble truths and eight fold paths.
 Together these are called the DHARMA
 All the Buddhists whatever their cultural backgrounds’ , believe that understanding
these truths and abandoning all negative views to develop only good qualities will
bring peace and happiness in life.
 Eventually when perfected, this will lead to the eternal peace and happiness of
enlightenment or BUDDHAHOOD.
Specific Objective 2:
Characteristics which qualify one to be a Champion of Justice in Islam and Buddhism.
Who are the Champions of Justice?
Islam
 Prophet Muhammad
 The Caliphates
 Muhammad Ali (Cassius Clay) – Civil Rights Martyr
 Malcom X
Buddhism
 Dalai Lama
 The Buddha
Characteristics of champion of Justice
 Honesty
 Compassionate
 Love
 Assertive
 Perseverance
 Selflessness
Note: Be able to explain the above characteristics.
Specific Objective 3:
How Champions of Justice in Islam and Buddhism contributed towards justice in society.
Islam
Muhammad
 Defender of the poor and the under priviledged.
 Fought wars of justice.
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 United the different tribes in Medina.

Buddhism
 Came up with teachings which can promote justice.
 Dalai Lama: taught against the social ills such as war.
References
i. Birnbaun, R. (1979) The healing Buddha. Boston: Shambala
ii. Hamilton Malcom. (1995) The Sociology of Religion.
iii. Rawls, J. (1971). A theory of Justice
Topic 3: Religious Prejudice and Fundamentalism.
Specific Objective: 1
Religious Prejudice (fore-deeming);
 Having preconceived ideas about a particular religion. It can also refer to unfounded beliefs
and may include any unreasonable attitude that is usually resistant to rational influence.
Prejudice can also be defined as a feeling, favourable or unfavorable, toward a person or
thing, prior to, or not based on actual experience.
 This usually leads to religious intolerance.
Specific Objective: 2
Prejudice in relation to Islam and Christianity
 Christianity views Islam as a religion of fundamentalist who kill in the name of religion. (The
Holy war-Jihad).
 Islam questions the following about Jesus: His divinity, birth, crucifixion, resurrection and
ascension.
 Christianity has a problem with the practice of polygamy in Islam.
Specific Objective 3: The Effects of Religious Prejudice
Negative
 Religious wars and conflicts
 Loss of life
 Religious Intolerance
 Negative attitude towards other people
 No dialoque between religions.
Positive
 Preservation of one’s religion.
 Deepens one’s faith in his religion.
Specific Objective 4: Religious Fundamentalism
What is Religious Fundamentalism?
 Is the demand for a strict adherence to a specific theological doctrine usually understood as a
reaction against Modernist theology, combined with a vigorous attark on outside threats to
their religious culture.
 The term usually has a religious connotation indicating unwavering attachment to a set of
irreducible beliefs.
 Following very strictly the rules and teachings of a religion.
Issues of Religious Fundamentalism
 Abortion
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 Homosexuality
 Feminism (or womens rights)
 Sex before marriage
 Contraception
 Religion as the basis for laws
 Teaching Religion in schools
 Science
Characteristics of religious fundamentalism
 They are counter modernist; it manifests itself as an attempt to find their refuge in arming
themselves with an identity that is rooted in a past golden age. And this identity is acted out in
an attempt to restore that golden past.
 They are generally assertive, clavorous, and often violent: e.g.
- The Hindu destruction of the Babri mosque in 1992 and its consequence bloodshed.
- The right of Jews to the Biblical lands of the West Bank (and eventually beyond), along with
the consequent bloodshed.
- The Islamic bombings.
 Intolerance: They view themselves as only one true religion and one correct way of life and
this must be defended against inroads from other religions and secularism. Religious
pluralism is a problem for the fundamentalists. The fundamentalist, whether Christian, Jew r
Moslem, will accept all but only into one exclusive ‘truth’.
 Public marks of distinction are needed t maintain their superiority and distinctive identity.
E.g. skull caps hijab, turbans, rituals, food.
 They are the chosen, the elect, and the saved: as such they are privileged or burdened with a
special mission on behalf of their deity and for the benefit of the world.
 There is an in-errant holy book, prophet or charismatic leader to whom literal obedience is
mandatory.
 Law and authority comes from God. Even civic law must derive from the holy books.
 Female sexuality must be controlled and clear impassable boundaries must be established
between men and women.
Sexuality is controlled within the structure of the patriarchal family. Women are subordinated in
marriage, reproduction, abortion, ordination, access to or emphasis on education. Female
sexuality is associated strongly with ‘animalism’ and pollution-giving rise to taboos on certain
sexual practices.
 Sexual behavior is a major concern of all fundamentalist: the fear of and opposition to
homosexuality.
Specific Objective 5: Ways of Resolving Religious Fundamentalism
 Religious dialogue: Conversing with other religious faith.

 Religious Tolerance
 Ecumenism: example, Botswana Churches Council, Minister Fraternal, Bible Society of
Botswana
 Honour internal religious pluralism: Within congregations people should understand that the
identity of faith is rooted in the free expression of varied religious beliefs and deepest
yearning.
 Celebrate Diversity: Go beyond tolerance to mutual understanding respect, appreciation for
religious traditions, symbols and beliefs which are different from own.
Topic 4: Religious Tolerance
Specific Objective 1: What is Religious Tolerance?
Toleration is ‘the practice of deliberatily allowing or permitting a thing of which one disapproves.
One can meaningfully speak of tolerating, i.e. of allowing or permitting, only if one is in a position to
disallow’.
98
It has also been defined as ‘to bear or endure’ or ‘to nourish, sustain or preserve’.
It may signify, ‘ no more than forbearance and the permission given by the adherents of a dominant
religion for other religions to exist, even though the latter are looked on with disapproval as inferior,
mistaken or harmful.
Religious Tolerance involves the following:

 Accepting, respecting and appreciating other religious beliefs which are different from our
own.
 Viewing other people’s religion as equally true.
 Not imposing your religious beliefs on other people.
 Not denying anyone the right to to exercise their religious beliefs.
 Valuing religious pluralism.
NOTE: Where there is religious tolerance there should be an appreciation that different religions
like a tree; one tree many branches. On each branch there is a light and the lights are of different
colours.
The Contributions of the World Religions towards religious tolerance.
 Ethic of Reciprocity: All world religions teach the ethic of reprocity which is often refered to
as the Golden Rule in Christianity.e.g. Christianity: The parable of the Good Samaritan who
helped a victim who was not of his religion. Jews hated and denigrated Samaritans.
 Equality of Human Beings: World religions teach that although human being may appear
different, they should be treated with equal consideration and respect.e.g.
Christianity: All are made in the image of God.
- And Love your neighbor as you love your self.
Bahai Faith teaches about the principle of unity and oneness:
- Oneness of religion; religion of God is one that has been taught by many
manifestations.
- Oneness of mankind; all are members of the human family and created by the same
creator.
- Appreciate sacred literatures from other religions.
- Promotes inter-religious marriages.
Islam teaches that all people of equal worth in the sight of Allah.
- Acknowledges that Jesus is the servant of God.
Sikhism: Even non Sikhs are welcome for worship in the Gurdwara and they can share the Langa
meal.
Specific Objective 3: The Advantages of interaction between people of different religions.
- Developing religious tolerance: As people interact they exchange knowledge about

each others religion, this can lead to a better understanding of the religions. They seek
to respect the others point of view as well as to share their own. They tolerate and
defend the others right to exist as well as welcoming the benefits to the world
rendered by other religions.
- Attitude of inclusivity: They will not see themselves as the only true religion, but will
see the worthiness of other religions.
- Edification (to improve someone’s mind and character by teaching them something):
they can be edified by what they learn from religion.
- Wider choice of religions: one can choice religion of choice, based on the teachings/
doctrines.
- It provides a common ground for a common cause.
Disadvantages of interaction between people of different religions
99
- Erosion (destruction/reduction) of belief systems.

- Conflicts between religions which may lead to war.
- Competition of adherents.
Specific Objective 4: Challenges of religious tolerance
- Unquestioningly embracing interfaith cooperation: Sometimes people may find

themselves just accepting the intolerable.
- It sets a high standard of thinking, feeling and action for an individual or society .i.e.
it calls for confrontation of fear, ignorance and hatred and calls one to have an
introspection to check for any form of predudice.
- It calls religious communities to be educated and know who they are in a world of
many different beliefs.
- It calls for participation in interfaith service projects.
Specific Objective 5: Impact of religious intolerance on social harmony
- Division of religions in society – discrimination against Muslims is on the rise in the

United States and Western Europe, there is an increasing physical violence against
religious minorities in Iraq and Pakistan, they are abducted, murdered, tortured and
raped.
- Conflicts, wars - religious intolerance has become one of the main causes of
persecution of minorities around the world e.g. fights between Christians and
Muslims in Nigeria.
- Fundamentalism (refer to the defination provided). Fundamentalism is often seen as
violent, intolerant, sturbbonly backwards, sometimes inhuman, godly and sectarian.
These traits arise because the ‘fundamentals’ of religion are held to be those morals,
behaviours and beliefs held by the earliest followers, hence, fundamentalist ideas tend
to clash with modern society and modern morality.
- No religious pluralism (religious pluralism is an attitude or policy regarding the
diversity of religious belief systems co – existing in society. A condition of a
harmonious co – existence between adherents of different religions or religious
denominations. It revolves around the central idea of different belief systems working
together. It also means the effort between different denominations and faiths to form
an overall spiritual community).
- No religious growth – Islam, Christianity and Judaism are the only three recognised
religions in Egypt, leaving the Bahai Faith with limited access to employment,
education, medical and financial services.
TOPIC 5: Religion and the environment
Specific Objective 1: Relationship between humanity and the environment
African Traditional Religion
- They belief that Modimo (in case of Batswana) is the creator of everything on earth,
this belief encourages humanity to respect and care for the environment.
- Some natural resources are used as symbols for the tribe or family (Totem) as such
those resources are respected and cared for.
- Some natural resources are associated with the ancestors and royalty, as such certain
taboos are observed .i.e. animals such as tlhware, eland (phofu), gemsbok (kukama),
leopard (nkwe) can only be killed during special occassions.
- Certain trees are used when rituals are performed. For example, during healing
rituals, death rituals, agricultural rites. These trees are used.
100
- Some natural environments are viewed as sacred places; there are the meeting places
for the invisible and visible world.
(Refer to African Traditional Religions and culture in Botswana, James Amanze pg 295 –
316.)
Christianity
- Christians are taught that they are God’s stewards on earth. They have a duty to make
sure that natural resources are shared equally and are preserved. They have certain
responsibilities towards all living things because they believe God placed them in a
position of stewards for his creation. The Bible says, ‘the Lord God took man and put
him in the Garden of Eden to work in it and take care of it. ‘Genesis 2: 15.
- Christians are taught that although they have been given the authority to rule over the
environment, the earth was made by God and still belongs to God not to humans. The
Bible says, ‘The earth is the Lord’s, and everything in it, the world, and all who live
in it. Leviticus 25; 23 says, ‘ The land must not be sold permanently because the land
is mine and you are but aliens and my tenants’
- Christianity have no liberty to do what they like with their natural environment, it is
not theirs to treat as they like, and ‘dominion’ is not synonymous with ‘Domination’
or ‘Destruction’.
- As a result of the doctrine of stewrdship Christian environmentalists oppose policies
and practices that threaten the health or survival of the planet.
Bahai Faith
-Bahai followers are taught to respect and protect the environment they live in.
-Baha’u’llah taught that all of God’s creation is inter – related. He said because other
forms of life cannot think or reason it is upon man to protect them.
- Followers of the Baha’i Faith are taught that kindness to the environment is good for
spiritual development. Spiritual development requires that people should love and
respect all forms of living and non living things.
- Followers are also encouraged to teach or train their children at a young age on how
to protect the environment.
The Bahai’s view on environmental conservation and sustanable development holds;
a) Because the natural universe is a reflection of the majestic qualities and
attributes of the Supreme being, it inspires and should be accorded the
utmost respect
b) All the creation is interconnected.
Specific Objective 2: How religious practices and beliefs affect the environment.
Negative
- Pollution of the environment e.g during pilgrimage – (healing, acts of worship)
- Soil erosion – (during pilgrimage, worship).
- Depletion of the natural environment (extinction of trees and animals species: ATR)
- Some practices affects land usage, i.e burying of the dead (ATR and Islam).
Positive
- Taboos (ATR)
- Stewards of the environment – subdue the earth (Genesis 1:28)
- Totemic animals and plants – ATR
Specific Objective 3: The contribution of religious communities in protecting the environment
- To have campaign of action to prevent issues of global warming, ozone depletion,

deforestation, desertification.
101
- Religious communities should emphasize environmental issues within their teachings.

- To promote environmental education within their religious communities.
Ohio – Japan meeting on environmental protection: world religions
- All religious leaders to emphasize environmental issues with religious teachings.

- All religious communities to commit themselves to sustainable practices and
encourage community use of their land.
- Religious leaders to recognize the need for ongoing environmental education and
training for themselves and all those engaged in religious instruction.
- To promote environmental education within their community especially among their
youth and children.
- To implement individual, community and institutional action plans at local, national
and global levels on conserving the environment.
- Religious leaders to pursue peacemaking as an essential component of conservation
action.
- To be actively involved in caring for the environment to sponsor sustainable food
production and consumption.
- To take up thechallenge of instituting fair trading practices devoid of financial,
economic and political exploitation.
- To establish and maintain a networking system that will encourage sustanable
agriculture and environmental life system.
- To act immediately, to check and review the policies on coservation issues on a
regular basis.

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1

FRANCISTOWN SENIOR SECONDARY SCHOOL

DEPARTMENT OF RELIGIOUS EDUCATION: 2015 edition

MODULE 1: INTRODUCTION TO RELIGION

TOPIC ONE: THE NATURE AND ROLE OF RELIGION IN SOCIETY

Theological definition of religion:

Sociological definition of Religion:

Sociology explains religion in terms of its role within society.

Moral Definition of Religion:

 Religion is a way of life.

The psychological perspective seeks to explain religion in terms of individual or collective

 Steven Pinker religious belief is a byproduct of certain evolutionary adaptations to the

THE IMPACT OF RELIGION IN SOCIETY

The impact of religion can be both positive:

TOPIC TWO: DIMENSIONS OF RELIGION

THE SEVEN DIMENSIONS OF RELIGION BY NINIAN SMARTS

1. DOCTRINALAND PHILOSOPHICAL DIMENSION

2. NARRATIVE AND MYTHIC DIMENSION

3. ETHICAL AND LEGAL DIMENSION

4. RITUAL AND PRACTICAL DIMENSION

This deals with activities done in a religion. It is a series of activities performed in a

Religion Place of pilgrim Festivals

Christianity Jerusalem, Rome, Moria in Christmas, Easter.

Islam Makkah Id – ul – Fitr, Id – ul – adha.

Baha’i Faith Haifa, Bahji Naw – Ruz

Hinduism Holy rivers e.g. river Ganges, Diwali, Holi.

Buddhism Bodh Gaya Wesak, Songkran

Sikhism Golden temple at Amristar Baisakhi

Hinduism Sacred thread ceremony (Upanayana)

Buddhism Coming of age

Sikhism Initiation into Khalsa society

6. THE SOCIAL AND INSTITUTIONAL DIMENSION

worship as individuals or in groups. The religious communities unite the adherents of

Religion Religious Communities

Christianity Church, congregation

Baha’i Faith Baha’i community

Hinduism Caste e.g. Brahmins, untouchables e.t.c.

5. EXPERIENTIAL AND EMOTIONAL DIMENSION

RELIGION SACRED SACRED SACRED SYMBOLS

Christianity Font, prayer Church/temple Bible The cross and

Islam Minbar, prayer Mosque Qur’an Crescent

Hinduism River ganges, the Mandri Vedas, Upanishads. Lotus flower,

Sikhism 5k’s, turban, Gurdwara Guru Granth Sahib Khanda

Buddhism Statues of the Monastery, Triptika, Pali canon Wheel of life

2.4 EXAMINE COMMON FEATURES WITHIN AFRICAN TRADITIONAL

African Traditional Religion Hinduism

2. One supreme being- Modimo 2. One supreme being Brahman

3. Botho ( discipline) 3. Discipline- karma

- Initiation schools ( bogwera, bojale)

4. Live in extended families. 4. Live in extended families.

- Arranged marriages. - Arranged marriages

-Payment of dowry -Payment of dowry

2.5 INVESTIGATE HOW ETHICAL DIMENSIONS ENHANCE SOCIAL

i. CHRISTANITY----Honor your father and mother, do not murder, and do not

DISCUSS THE DIMENSION WHICH MAKES BUDDHISM AND BAHAI FAITH

i. The Three Universal Truths

ii. Five Precepts:

iii. The Four Noble Truths

a. People experience life as suffering—nobody escapes the pain of sickness, conflict,