<p>Knowledge Organiser on Jung covering the WJEC/EDUACS A2 Spec (i have one on FREUD 2)</p>
<p>COVERS EVERYTHING NEEDED ON THIS TOPIC</p>
<p>First Page (blow up to A3) covers:</p>
<p>Religious belief as a product of the human mind – Carl Jung:<br />
Religion necessary for personal growth with reference to: collective unconscious; individuation; archetypes; the God within.<br />
Supportive evidence including recognition of religion as a source of comfort and promotion of positive personal and social mind sets arising from religious belief.</p>
<p>Second Page covers more A02 material with:</p>
<p>Challenges including lack of empirical evidence for Jungian concepts and reductionist views regarding religious belief arising from acceptance of Jung’s ideas</p>
<p>Plus a comparison of Jung and Freud</p>
<p>**A2 Philosophy of Religion: 3 Knowledge Organisers covering: **</p>
<p>Theme : Challenges to religious belief – Religious belief as a product of the human mind.</p>
<p>Organiser 1: A Religious belief as a product of the human mind – Sigmund Freud:<br />
Religion as an illusion and/or a neurosis with reference to collective neurosis; primal horde; Oedipus complex; wish fulfilment and reaction against helplessness.<br />
Supportive evidence including reference to redirection of guilt complexes and reference to instinctive desires deriving from evolutionary basis (Charles Darwin).<br />
Challenges including lack of anthropological evidence for primal horde; no firm psychological evidence for universal Oedipus complex; evidence basis too narrow.</p>
<p>Organiser 2: Religious belief as a product of the human mind – Carl Jung: Religion necessary for personal growth with reference to: collective unconscious; individuation; archetypes; the God within.<br />
Supportive evidence including recognition of religion as a source of comfort and promotion of positive personal and social mind sets arising from religious belief.<br />
Challenges including lack of empirical evidence for Jungian concepts and reductionist views regarding religious belief arising from acceptance of Jung’s ideas.</p>
<p>Orgainser 3": Issues relating to rejection of religion: Atheism:<br />
Rejection of belief in deities; the difference between agnosticism and atheism; the rise of New Atheism (antitheism); its main criticisms of religion: non-thinking; infantile worldview; impedes scientific progress.<br />
Religious responses to the challenge of New Atheism: rejection by religious groups of New Atheist claims regarding incompatibility of science and religion; increase in fundamentalist religious activity relating to morality and community; increase in religious apologists in media.</p>
<p>NEW ATHEISM KNOWLEDGHE ORGANISER - COVERS EVERYTHING FOR THIS THEME TOGETHER WITH SOME A02 TYPE RESPONSES.</p>
<p>Issues relating to rejection of religion: Atheism:<br />
Rejection of belief in deities; the difference between agnosticism and atheism; the rise of New Atheism (antitheism); its main criticisms of religion: non-thinking; infantile worldview; impedes scientific progress.<br />
Religious responses to the challenge of New Atheism: rejection by religious groups of New Atheist claims regarding incompatibility of science and religion; increase in fundamentalist religious activity relating to morality and community; increase in religious apologists in the media</p>
<p>This lesson explores the story of Cain and Abel and then unpacks the emotional impact of feelings of Jealousy.</p>
<p>a. A bell task<br />
b. LO Slide<br />
c. An embedded animation of Cain and Abel<br />
d. A storyboard re-ordering task<br />
e. Paired Task - what makes me jealous?<br />
f. An ELSA type activity around feelings of jealously<br />
g. An embedded song about Cain and Abel to finish</p>
<p>Resource contains PPT Lesson and 2 worksheets.</p>
<p>REVISION KNOWLEDGE ORGANISER ON FREUD COVERING THE ENTIRE A2 SPEC FOR WJEC EDUCAS<br />
NEW SPECIFICATION.</p>
<p>THE FIRST PAGE COVERS THE SPEC AND THE SECOND PAGE AS A COMPARISON OF FRED/JUNG AND 2 ESSAY PLANS A01/A02</p>
<p>COVERING:</p>
<p>Religious belief as a product of the human mind – Sigmund Freud:<br />
Religion as an illusion and/or a neurosis with reference to collective neurosis; primal horde; Oedipus complex; wish fulfilment and reaction against helplessness.<br />
Supportive evidence including reference to redirection of guilt complexes and reference to instinctive desires deriving from evolutionary basis (Charles Darwin)<br />
Challenges including lack of anthropological evidence for primal horde; no firm psychological evidence for universal Oedipus complex; evidence basis too narrow</p>
<p>A full lesson with two embedded videos<br />
A task with relaxing meditative video on the 7 days of creation<br />
Encouraging students to use their imagination<br />
Options given for written tasks for students to do including<br />
Poetry<br />
Storyboard<br />
A full lesson that promotes discussion<br />
Download, click and go.</p>
Christian Persecution Lesson: Lesson prepared for Inspection<br />
<br />
Full lesson in the PPT<br />
Case Studies and Sheets for students (differentiated)<br />
Layers of Inference Starter<br />
Differentiated Plenary Task<br />
Clear emphasis on Challenge and Progress<br />
Literacy Task - Persuasive writing<br />
Oracy through Hot Seating Strategy
<p>In 60 minutes we will cover the topic of stress and the new stresses of sixth form in particular.</p>
<p>This resource is intended as an induction session for new Year 12 students - getting them to think about the new stresses that might come their way as sixth form students. But rather than focus on MINDFULNESS as a solution to stress, I have focussed on AGENCY and SELF|-MANAGEMENT. I believe Year 12 need to be helped to self-manage from day one and thereby balance out stressors with the resources to manage them. Mindfulness is important, but getting the message of ‘self management’ across is crucial if students are to be helped to manage the stress of A Levels.</p>
<p>There is a FULL script beaneath each slide and a worksheet.</p>
<p>The file has 2 videos embedded and is consequently 120MB. No additional preparation is needed. I am a former assistant headteacher and head of sixth form but also trained counsellor. I currently work in a faith-based setting but there is nothing faith-based about this resource.</p>
<p>Topics Covered:</p>
<p>What is stress? (with short video)<br />
What makes us stressed?<br />
What are the signs of stress? (with short video and Task)<br />
What new stresses might come our way in sixth form? (with script)<br />
How can we manage those stresses? activity)<br />
How can we develop agency and improve self-management?<br />
Self Management Story - classic Rick, Pebbles Sand with reflective task<br />
Video of Student talking about self-management (Year 12 focus but applies equally to Year 13, Rosie reflects on what she got wrong in her Year 12)<br />
Example scenario (if you have time)</p>
<p>Here is a robust double lesson introducing the topic of New Atheism.<br />
It has been fully updated with resources and contains worksheets, a video embedded.<br />
Activities have been designed so that students engage with material rather than be ‘talked at’.</p>
<p>Students have always offered hugely positive feedback on this lesson - that it has helped them get to grips with key terminology and access the subject at an appropriate level of depth.</p>
<p>A follow on series of lessons looks at the 3 objections to religion and the rebuttal from theological thinkers and apologists.</p>
<code>Here is a 29 Page Booklet produced in PPT and editatble. It prints out as an A4 booklet.
</code>
<p>29 Page BOOKLET</p>
<p>Front Cover: The Specification</p>
<p>Pages 2-4 : - Definitions with reference to James, Otto, Schleiermacher but also Hardy. Student annotation task.<br />
Features of Religious Experience.</p>
<p>Pages 4-8 The nature of religious experience with particular reference to Visions – sensory; intellectual; dreams. Case studies and student activities plentiful in this section.</p>
<p>Page 9-11 Conversion – individual/communal; sudden/gradual. Again with case studies and student tasks</p>
<p>Page 11-14 Mysticism – transcendent; ecstatic and unitive.<br />
John of the Cross (with music)<br />
Ed Miller<br />
William James</p>
<p>Page 15-21 Tersa of Avila’s Analogies<br />
Prayer – types and stages of prayer according to Teresa of Avila.<br />
A close reading of Avila’s Autobiograhy and a task on the Garden Analogy<br />
An in-depth analysis of the Mansions with a useful table<br />
Sources of wisdom task with quotes from Teresa.</p>
<p>Page 22 - Summary so far</p>
<p>Page 23 - William James Re-cap<br />
William James’ four characteristics of mystical experience: ineffable, noetic, transient and passive.</p>
<p>Page 24 - Rudolf Otto Re-Cap</p>
<p>Rudolf Otto – the concept of the numinous; mysterium tremendum; the human predisposition for religious experience.</p>
<p>Page 25-28 Challenges with reference to Franks-Davis (description-related; subject-related and object-related challenges).<br />
An evaluative question<br />
Brief mention of Freud, Feuerbachm Jung and medical challenges to Rel Exp<br />
Challenges to the objectivity and authenticity of religious experience:<br />
Claims of religious experience rejected on grounds of misunderstanding; claims delusional - possibly related to substance misuse, fantastical claims contrary to everyday experiences.<br />
Challenges: individual experiences valid even if non-verifiable; claims could be genuine – integrity of individual; one-off experiences can still be valid even if never repeated.</p>
<p>This is a RICH ppt lesson with lots of student activities of a more able and talented type to really explore prayer in the analogies of Teresa of Avila.</p>
<p>It contains everything you need to teach this topic imaginatively.</p>
<p>Students engage with the actual text of Avila’s Biography.</p>
<p>Rich in the use of Sources of Wisdom.</p>
<p>An outstanding resource to teach from.</p>
<p>This is the second in a series of six lessons on religious experience</p>
<p>In this lesson I explore Visions and Conversions</p>
<p>Embedded vidoes on Joan of Arc<br />
Conversion of St. Paul</p>
<p>The PPT is full of rich student activities and case studies. There is enough here to cover a singe to double lesson.</p>
Quick View
