Choose any TWO of the following forms and give both the name and explanation. Three options are provided here for study.

• Non-voluntary/passive euthanasia: This means ending someone's life painlessly when the person is unable to ask for death, but there is sound medical reason for thinking that they would want to die.
• Voluntary/active euthanasia: This refers to a situation in which a person who is terminally ill and dying in pain asks another person to end their life painlessly.
• Assisted suicide/dying: This refers to providing a terminally ill person with the means to commit suicide.

For each of the two forms selected, make sure that you identify the form and explain what it means.

Advantages – learn the points below and select any TWO:

• People who are terminally ill and have no relief from excruciating pain may be relieved from their suffering.
• It may assist people who are too weak to ask for voluntary euthanasia.
• It may assist people who cannot respond to treatment because of organ failure.
• It may ease the stress of people who have been bedridden for a very long time.
• Medical treatment is very expensive, and resources could be used for people who have a better chance of recovery.
• The family may be relieved from helplessly watching a loved one suffer.

Disadvantages – learn the points below and select any TWO:

• Conflict may arise because family members have different opinions and beliefs.
• Family members may choose euthanasia or assisted suicide for economic or inheritance reasons and may benefit from the inheritance.
• Some people may regret the decision later, which can lead to unresolved grief and guilt.
• Unscrupulous doctors could use euthanasia as an excuse for organ harvesting.
• Euthanasia and assisted suicide may signal to other family members that choosing death is acceptable and may lead to suicides.
• Doctors may refuse to perform euthanasia because of their religious beliefs.

The question asks for TWO advantages and TWO disadvantages. State each point clearly; do not give four advantages instead of including disadvantages.

Christianity

Christianity is generally against euthanasia because it values the sanctity of life. Christians believe that life is created by God and that its sacredness is taught in the Word of God. Human beings therefore should not interfere with life or decide when another person should die. It is God, rather than human beings, who determines the time of death. In this view, choosing euthanasia places a person on the same level as God, an attitude condemned in the Bible. Euthanasia is consequently regarded as murder in the Christian faith.

The Bible asks, “Why should you die before your time?” (Ecclesiastes 7:17). This is understood to mean that euthanasia is against God's will because it causes a person to die before their time. Psalm 139:16 teaches that the days formed for each person are written in God's book, supporting the belief that God alone determines the time of death. The commandment “Thou shall not commit murder” (Exodus 20:13) is also understood as forbidding euthanasia.

Hinduism

There are different opinions about euthanasia in Hinduism because Hindu traditions are not all the same. Hindus embrace the belief in karma: every action has consequences, and those consequences may appear only in a later reincarnation. Some Hindus believe that practising euthanasia will have negative consequences for the soul. They also believe that the suffering a person experiences in the present life may be the result of actions in a past life. If a person tries to avoid the consequences of karma by taking action to end suffering, they may have to face those consequences later. However, some Hindus believe that there are circumstances in which hastening death can be justified.

Islam

Islamic teachings prohibit euthanasia because life is regarded as a sacred trust from God. This belief is based on the teaching that Allah alone determines life and death. The Qur'an states: “As no human being can die save by Allah's leave, at a term preordained” (Qur'an 3:115). Islam teaches that Allah gives life and has absolute authority to take it away. Each soul has an appointed term, and no one can add to that term once it has expired.

The sanctity of life is reinforced by the instruction: “Do not take life which Allah made sacred, other than cause of justice.” The Qur'an also prohibits causing self-destruction or suicide. For these reasons, euthanasia and assisted suicide are prohibited in Islam.

How to use this answer: The question requires any TWO religions. Choose two that you have studied and develop their teachings in connected paragraphs. The guidelines allow a maximum of 10 marks for either religion, so do not try to write all three religions in the examination.

Any THREE of the following principles may be stated:

• Restore compassion to the centre of morality and religion.
• Ensure that young people receive accurate and relevant information about traditions, religions and cultures.
• Return to the principle that violence, hatred or disdain is illegitimate in any interpretation of scripture.
• Encourage a positive appreciation of cultural and religious diversity.
• Develop informed empathy with the suffering of all human beings, including people who are regarded as enemies.

State three distinct principles. Each point should communicate a separate idea.

Interreligious relationships in South Africa show many positive signs. Much is being done to encourage good relationships between religions in our multifaith and diverse society. Representatives of different religions are invited to participate in state functions, such as the opening of Parliament and the inauguration of the State President. Religious leaders also take part in public occasions such as Human Rights Day and Heritage Day. These opportunities allow different religious communities to be recognised and included in the life of the country.

Members of different religions also come together for interfaith services and talks. Through these activities, people can learn more about one another and develop greater understanding and respect. Many religious non-governmental organisations (NGOs) serve vulnerable people voluntarily, regardless of those people's religious beliefs. This practical service helps build relationships across religious boundaries.

The government can also call on the National Religious Leaders' Forum (NRLF), an advisory body made up of religious leaders. This provides a way for religious communities to contribute to discussions about issues affecting the country. There is also a view that South Africa has greater respect, tolerance and understanding of other religions than many other countries. So far, the country has not experienced a major religious conflict.

Overall, these initiatives suggest that interreligious relationships in South Africa are developing in a healthy direction. Interfaith participation, public recognition of different religions, service to vulnerable communities and cooperation with religious leaders all help to promote respect and understanding.

An evaluation should do more than list examples: explain what these examples show about the state of relationships and finish with an overall judgement.

Choose ONE religion. The marking guidelines provide Christianity and Taoism as examples. Both are presented below for revision. In the examination, discuss both headings with reference to the same religion.

Example 1: Christianity

2.1.1 The nature of the world

According to Christianity, nothing but God existed in the beginning. The world did not exist before God brought it into being.

The Book of Genesis teaches that God created the world and the universe in six days and rested on the seventh day.

After the Holy Trinity had completed the creation, the world was perfect.

Humans, marine life, animals and plants all belong to God. The whole of creation is therefore understood as God's property.

The whole universe is sustained by the power of God's word. Creation continues to depend on God for its existence.

In the Christian account presented in the guidelines, the world is subject to the governance of humanity.

The process of creation is still continuing.

2.1.2 The place and responsibility of humanity in the world

Christians believe that human beings were created in the image of God. This gives humanity a distinctive place within creation.

Adam and Eve were instructed to look after the Garden of Eden and the whole of creation. This establishes care for the world as part of humanity's responsibility.

Human beings are regarded as God's representatives on earth. They have a role to carry out within the world on God's behalf.

God has appointed human beings to look after His property, the world. Humanity's position therefore includes responsibility for the world that belongs to God.

Human beings are accountable to God for the way they carry out this responsibility.

Humans are regarded as being above the rest of creation because they were created in God's image.

Christians believe that human beings are the rulers of the earth. This position is connected to their responsibility to govern and care for the world.

Example 2: Taoism

2.1.1 The nature of the world

In Taoism, the world and everything in it comes into being automatically as part of the activity of the Tao. The world is understood as emerging through the activity of the Tao.

This coming into being is not planned, but it is also not unplanned. The process is not described as the result of a deliberate plan.

The Tao did not intend for the world to exist, but it also did not intend for the world not to exist. The world is therefore understood as arising through the activity of the Tao rather than through a decision to create it.

The world emerged as a tiny speck in the enormous “bowl” of creation while the Tao continued on its path.

The Taoist view of the universe is based very much on observation of the natural and human world. The world is understood by paying attention to the processes that can be observed.

Like the universe as a whole, the world consists of processes of creation and destruction. These processes form part of the continuing activity of the universe.

The observable world consists of opposites that alternate between one another. These complementary opposites are known as Yin and Yang.

2.1.2 The place and responsibility of humanity in the world

The Tao does not have a plan, and it does not give human life a purpose or plan. Human existence is therefore not presented as part of a specific plan for humanity.

Human beings are regarded as a tiny, microscopic by-product of the Tao's creative activity. They are only a very small part of the much greater activity of the Tao.

Human beings are not considered special or in charge of the world. Taoism does not place humanity above the rest of the universe as its ruler.

Human beings are not needed to look after the world because the universe will continue whether humans look after it or not. The ongoing activity of the universe does not depend on human beings.

Human beings have the potential to destroy only a very small part of creation. Their influence is limited when compared with the vastness of the creative activity of the Tao.

Even if that small part is destroyed, the incredible and bountiful creative activity of the Tao will continue. The wider process of creation is not dependent on the survival or actions of human beings.

To live a worthwhile life, a person should live in harmony with the Tao. This means that the appropriate way of living is to be in harmony with the way of the Tao.

The examples above follow the religions and points supplied in the marking guidelines. Other relevant responses may be credited. Each separate teaching has been developed in its own paragraph so that learners can see and practise a complete examination point.

Inspiration refers to the breath or power of an extraordinary being taking control of the breath of a person. In religion, it is understood as an experience through which a person receives influence or guidance from a power beyond the ordinary human world.

Inspiration is an important normative source in many religions. This means that it can help shape the teachings, beliefs and practices that guide the lives of religious followers.

The founding figures of many religions are believed to have been inspired by a higher power or wisdom. Their religious messages and teachings are understood by their followers as having come through this inspiration.

Such individuals felt that they had received a revelation from an extraordinary being. Their experiences of revelation became important to the development of the religions associated with them.

Examples of religious figures associated with inspiration include Moses, Jesus Christ, Abraham, Prophet Muhammad, Buddha and Bahá'u'lláh. These figures have inspired many generations of followers.

The followers of these figures accept their inspiration as having been direct and immediate. This acceptance gives their teachings religious significance and authority within their respective traditions.

Inspiration is also a powerful motivation for the followers of a religion. It can encourage believers to remain committed to their faith and to put religious teachings into practice.

Inspiration is not limited to the founding figures of religions. Contemporary inspiration may continue over time and serve to unite worshippers with their Creator.

In African Traditional Religion (ATR), mediums and diviners communicate with the spiritual realm through inspiration. This illustrates how inspiration can be part of continuing religious communication and practice.

Overall, inspiration plays an important role in religion because it is associated with revelation, the development of normative teachings, the influence of founding figures, the motivation of followers and ongoing connection with the spiritual realm.

This response develops the separate points in the marking guidelines as individual paragraphs. The final paragraph draws the ideas together to provide an overall discussion.

Choose any THREE principles. Each principle is named and explained in its own paragraph below.

Grammar and historical context: Historical facts should be used when interpreting a sacred text, and the rules of grammar should be applied. Considering the historical background and the way the text is written helps the reader interpret it in its proper context.

Clearest meaning: The interpreter should take the literal meaning of the text when this is its clearest meaning. The wording should be understood plainly rather than being given an unnecessarily complicated interpretation.

Plan, purpose and context: A piece of writing should be viewed as a whole. The reader should consider the plan or structure of the writing, the author's purpose in writing it and the context of the particular passage being studied. These considerations help prevent a passage from being interpreted in isolation from the rest of the text.

Meaning of words / etymology: The meaning of words can change over time and may differ from place to place. An interpreter should therefore investigate the original meaning of words as they were used in the normative source.

Figurative meaning / language: Figurative and non-literal meanings must be taken into account when interpreting sacred texts. Some expressions are not intended to be understood literally, so the interpreter must consider whether figurative language is being used.

Other sacred texts: Sacred texts may be used to interpret other sacred texts. A passage can therefore be understood by considering what is taught in other parts of the relevant sacred literature.

In the examination, select THREE principles. For each one, name the principle and explain how it guides the interpretation of sacred texts.

You may choose any one religion and name two of its branches. The marking guidelines provide the following examples:

Example 1: African Traditional Religion (ATR)

• AmaZulu
• Aka
• Yoruba

Example 2: Buddhism

• Theravada Buddhism
• Mahayana Buddhism
• Tibetan Buddhism
• Zen Buddhism

Any two branches from one of the examples above may be named. The branches selected here should be the same branches discussed in Question 3.1.2.

Study one of the two examples below. The examples are provided as alternatives. In the examination, discuss the branches you named in 3.1.1, and keep your chosen religion consistent.

Example 1: African Traditional Religion (ATR)

(a) Teachings/Beliefs

AmaZulu: The AmaZulu believe in and acknowledge the existence of a Supreme Being called uMvelinqangi. This is a central belief in their understanding of the divine.

The AmaZulu teach that uMvelinqangi's status is so high that people cannot approach him directly. This explains why communication with him takes place through the ancestors.

Communication with uMvelinqangi is therefore done through the ancestors, who act as intermediaries between human beings and the Supreme Being.

The AmaZulu also believe in a feminine goddess called uNomkhubulwane. This goddess forms part of their religious understanding of the spiritual world.

Aka: The Aka believe in a creator spirit called Bembe. Bembe is understood as the spirit responsible for creation.

They teach that Bembe retired after the act of creation. This means that Bembe is associated with the beginning of creation but is not described as continuing to take an active role in it.

The Aka also believe in a forest spirit called Dzengi. This spirit is connected to the forest and to their hunting activities.

They teach that Dzengi assists them in the successful hunting of elephants. This belief links the spiritual world with an important activity in their lives.

Yoruba: The Yoruba believe that Olodumare is the creator spirit. Olodumare therefore has a central position in their understanding of creation.

They teach that each human being possesses a fate or destiny. A person's life is understood in relation to this individual destiny.

The Yoruba also teach that life is cyclical, involving reincarnation in human form. This means that existence is understood as a cycle rather than as a single, unrepeatable life.

The aim of reincarnation is spiritual improvement. Reincarnation is therefore connected to the possibility of spiritual development.

They teach that good spirits become one with Olodumare. This describes the spiritual outcome for good spirits in Yoruba belief.

(b) Practices

AmaZulu: The AmaZulu burn incense when communicating with the ancestors. This is one of the practices through which they make contact with the ancestral world.

When illness or misfortune occurs, they consult a traditional healer or diviner. The consultation helps them seek guidance about the difficulty they are experiencing.

During natural disasters or drought, uNomkhubulwana, the goddess, is approached through a pilgrimage to the mountains. This practice is associated with seeking help during serious environmental difficulties.

The AmaZulu practise a “brought back” ceremony in which the deceased is established as an ancestor after a year. The ceremony marks the deceased person's recognition as an ancestor.

Aka: The Aka dance and sing in honour of Dzengi. These activities are ways of showing respect to the forest spirit.

When they go hunting, they perform a ritual involving the slaughter of an animal to communicate with the animal spirit. The ritual forms part of their religious practice connected to hunting.

The Aka consult ngangas, who are traditional healers, when they have to make difficult decisions. These consultations provide spiritual guidance.

When illness or a crisis occurs in the family or community, the ngangas are consulted. Their role is therefore important during times of difficulty.

Yoruba: Yoruba religious practices focus on Ori Orun/Olorun. This focus forms part of the way they express and practise their religion.

Spiritual contact is made through various intermediaries, including Orisas, who are lesser divinities. These intermediaries help connect people with the spiritual realm.

Each town has its own oris/orisha and a temple dedicated to it. The local temple provides a place for religious devotion connected to that orisha.

Sincere meditation and veneration strengthen a person's links with the spiritual realm. These practices help maintain the relationship between the human and spiritual worlds.

Example 2: Buddhism

(a) Teachings/Beliefs

Theravada Buddhism: Theravada Buddhism believes in the doctrine of anatman. This doctrine is an important part of its understanding of the self.

“Anatman” means that the ego or self prevents a person from becoming enlightened and reaching Nirvana. Overcoming attachment to the ego or self is therefore connected to the attainment of enlightenment.

Theravada Buddhism teaches that enlightenment comes through an individual's own efforts, rather than through the intervention of other beings or gods. The individual must therefore follow the path to enlightenment through personal effort.

Mahayana Buddhism: This branch believes that there is no such thing as an individual, autonomous self. Instead, all beings are connected.

Followers of Mahayana Buddhism believe in collective enlightenment. Enlightenment is understood in relation to the wider community of living beings rather than only as an individual achievement.

Mahayana Buddhism teaches that compassion for all living things is the motivation for enlightenment. The concern for other beings is therefore central to the spiritual path.

Followers are taught to become Bodhisattvas. A Bodhisattva is one who places themselves at the service of the enlightenment of others.

Tibetan Buddhism: Followers of Tibetan Buddhism believe in the reincarnation of the lineage of certain lamas, or teachers, such as the Dalai Lama. This belief connects spiritual leadership with the continuation of a lineage through reincarnation.

They believe that Buddha can appear in human form. This allows for the understanding that Buddha may be present in a human manifestation.

They believe in a pantheon of Buddhas, Bodhisattvas and dharma protectors. These figures form part of the spiritual world recognised in Tibetan Buddhism.

Zen Buddhism: Zen Buddhists teach that direct communication, rather than scriptural study, is the way of experiencing enlightenment. Direct experience is therefore emphasised in their approach.

They believe that Zen is a way of life and not solely a state of consciousness. Zen is thus understood as something that shapes how a person lives, rather than only as an inner state.

They believe that Buddha can assume a human form, such as in the person of Padmasambhava, who is identified in the guidelines as the one who brought Zen Buddhism to Tibet.

(b) Practices

Theravada Buddhism: Monks live in monasteries, beg for their food and meditate for most of the day. These practices form an important part of monastic life.

Theravada monks also assist and cooperate with lay people during important life events such as births, weddings and funerals. This shows the relationship between monks and the wider Buddhist community.

Building stupas, which are tower-like structures, is a widespread practice in Theravada Buddhism. These structures form part of the religious landscape and practice.

Most practices are performed in the home, although individual and communal meditation and chanting also take place in temples. Religious practice therefore occurs in both private and communal settings.

At temples, followers leave offerings of food, incense, candles and flowers in front of a statue of Buddha. These offerings are part of their devotional practice.

Mahayana Buddhism: Mahayana Buddhists practise more rituals than Theravada Buddhists, including prostrating themselves. This is one way in which their religious practices differ.

According to the marking guidelines, only people who live in monasteries are allowed to practise meditation. This is identified as a distinction in the practices of this branch.

Lay people are allowed to practise chanting and prayer. These practices provide ways for people outside monasteries to participate in religious life.

Tibetan Buddhism: Practices include meditation, rituals and chanting. These activities are part of the religious life of Tibetan Buddhists.

Tibetan Buddhists use methods such as trances to recover hidden, ancient scriptures. This is a distinctive practice identified in the guidelines.

Tibetan Buddhist monks wear orange robes in their temples. This is part of the visible religious practice and appearance of the monks.

Zen Buddhism: Zen Buddhists practise meditation in order to attain enlightenment. Meditation is therefore central to their spiritual practice.

They choose Zen teachers to guide students in meditation and in performing rituals. The teacher has an important role in guiding the student's religious development.

They practise dharma transmission, which means passing Buddha's teachings from the master to the students. This practice maintains the transmission of teachings between generations.

The marking guidelines state that a maximum of eight marks may be awarded for either branch in 3.1.2. Use the examples as alternatives and focus on the two branches actually named in 3.1.1.

Choose ONE example. The marking guidelines provide Hinduism and Christianity as alternatives.

Example 1: Hinduism

Many scholars argue that Hinduism is not a single religion, but an umbrella term for a number of similar beliefs and practices. This helps explain why there are different traditions within Hinduism.

The differences within Hinduism are geographical as well as differences in interpretation. Religious beliefs and practices have therefore developed differently in different places and communities.

This diversity can be seen in the use of different languages and in the different gods worshipped across the Indian subcontinent. These geographical and cultural differences contribute to the variety within Hinduism.

However, there was no breakaway movement in Hinduism, and reformers worked within the overall system. This meant that changes and new interpretations developed within Hinduism rather than necessarily forming separate religions.

The only possible exception identified in the guidelines is Buddhism, which developed its own identity.

In the nineteenth century, when India was under British rule, traditional Hindu beliefs and practices were reassessed. This reassessment was part of the historical development of Hinduism during that period.

The reassessment resulted from the exposure of Hindu culture to Western science, culture and history. Contact with these ideas encouraged people to reconsider aspects of traditional beliefs and practices.

Traditional Hinduism was represented in groups such as the Brahmo Samaj and Arya Samaj. These groups formed part of the religious responses and developments within Hinduism.

In the twentieth century, modernist movements emerged, including the Divine Life Society and the International Society for Krishna Consciousness (ISKCON). These movements are further examples of the development of different approaches within Hinduism.

Example 2: Christianity

After the crucifixion of Christ, the Church was unified, but it had two main subgroups in its early years. These were the Eastern and Western traditions.

The Eastern tradition was associated with Constantinople, while the Western tradition was associated with Rome. These two centres became important in the development of different Christian traditions.

At about 1054, the two subgroups officially separated. This event became a major historical division within Christianity.

The separation occurred because the supreme authority of the Pope in Rome was challenged by Constantinople. Disagreement over church authority was therefore one of the main causes of the split.

Another difference concerned the status of the Holy Spirit in the Trinity. Disagreement about this religious teaching also contributed to the division.

The Rome-based church became known as the Roman Catholic Church. The eastern branch became known as the Eastern Orthodox Church, also referred to as the Greek or Russian Orthodox Church.

In the fifteenth century, the Roman Catholic Church was challenged by reformers, or Protestants. This reform movement led to further internal divisions within Christianity.

A major disagreement concerned the supreme authority of the Pope. Reformers challenged the Pope's authority, which was one of the important issues behind the Protestant Reformation.

Another major issue was corruption among Catholic office bearers. This contributed to criticism of the Roman Catholic Church and calls for reform.

The Catholic practice of penance was also disputed. In this practice, a person's sins were pardoned by making a donation to the Church, and this became another issue of disagreement.

Each of the three major branches has further subdivisions, totalling over 33 000 according to the World Christian Encyclopaedia cited in the marking guidelines.

In the examination, choose either Hinduism or Christianity and explain the historical development in a logical sequence. Do not combine the two examples into one answer.

Choose ONE example. The marking guidelines provide Islam and Buddhism as alternatives.

Example 1: Islam

Muslims believe that Allah revealed His final message for humanity to Prophet Muhammad through the archangel Gabriel. This revelation is the basis of the sacred text of Islam.

The Prophet Muhammad could not read or write, so he shared the revelations with his followers orally. The message was therefore communicated to the early Muslim community by recitation and speech.

The followers of Muhammad wrote the revelations down. In this way, the revelations that had been communicated orally were preserved in written form.

The text containing all these revelations became known as the Qur'an. It is the central sacred text of Islam.

The Qur'an is regarded as the Word of God. Muslims therefore understand it not simply as a human composition, but as the message revealed by Allah.

The Qur'an was revealed to Prophet Muhammad over a period of 23 years. Its development as a revealed text took place over this extended period.

Just before he died, the Prophet had recited the entire Qur'an from memory. This is an important part of the account of how the Qur'an was preserved.

The Word of God was revealed to the Prophet in Arabic. Many Muslims believe that the Qur'an cannot be translated without losing its meaning, which is why the original Arabic text has particular importance.

The Qur'an is regarded as the supreme scripture of Islam. It holds the highest position among Islamic sacred texts.

After the Qur'an, the most important text is the Hadith. It has an important place in Islamic religious life after the Qur'an.

The Hadith contains the sayings of the Prophet. These sayings are important because they preserve what the Prophet said.

The Hadith also shows the examples set by the Prophet. It therefore provides accounts of the Prophet's example for Muslims to consider.

Example 2: Buddhism

Buddha's central teachings were written down in the Threefold Canon. These texts are known as the Tripitaka.

The first part is the Vinaya Pitaka. It describes the code of conduct expected of Buddhist monks and nuns, setting out rules for their religious life.

The second part is the Sutta Pitaka. It relates stories from Buddha's life and contains the teachings of the Buddha.

The Sutta describes its main characters, the setting and the reason why it was first preached. These details help explain the circumstances in which a teaching was originally delivered.

The Sutta also has its own internal literary context and its own explanation of what it is about. This context helps readers understand the content and meaning of the teaching.

The third part is the Abhidhamma Pitaka. It contains philosophy, poetry and commentary on doctrines.

In the examination, discuss either the Islamic sacred texts or the Buddhist Tripitaka. Explain both the origin and the development or contents of the text, using the relevant details from the example you select.

According to the Big Bang theory, scientists do not know what existed before the Big Bang. The theory therefore does not provide an explanation of what came before this event.

The theory states that there was an enormous explosion in space and that, within seconds, the universe appeared and expanded to an enormous size.

The Big Bang happened about 13,7 billion years ago. This is the approximate time given for the beginning of the universe according to this theory.

The Big Bang theory states that the process of creation took a split second. The initial event and rapid development of the universe are central to the explanation.

Small temperature differences in the initial explosion resulted in the formation of matter and energy. These differences contributed to the development of the material universe.

The matter that formed then condensed and produced stars and galaxies. This explains how large structures in the universe developed from the matter created in the early stages.

Scientists believe that the universe is still expanding. Expansion is therefore not described only as an event in the distant past, but as a process that continues.

It is not known whether or how the universe will end. The theory, as presented in the guidelines, does not give a definite explanation of the universe's final fate.

(a) Hinduism

To Hindus, the universe is the Creator. The universe is therefore understood as having a divine nature rather than being separate from the Creator.

The Creator has existed and will exist for all time. The Creator is understood as eternal and not limited to a particular beginning or end.

The Creator has no limitation and is therefore not described as “he”, “she” or anything else. This expresses the belief that the Creator cannot be restricted by human categories.

The Creator exists in either an active or a passive state. These two states describe different conditions in the existence and activity of the Creator.

When the Creator is at rest, the universe has no form and is undifferentiated. In this passive state, the universe does not appear as a world made up of distinct forms.

After a long time, the Creator stirs and becomes active. At this point, some parts of the universe become different from other parts, and “creation” begins.

Therefore, Hinduism accepts the Big Bang Theory. The account in the guidelines connects the active phase of the Creator and the beginning of differentiated creation with acceptance of the theory.

(b) Taoism

In Taoism, the world and everything in it comes into being automatically as part of the activity of the Tao. The world emerges through the activity of the Tao rather than through a deliberate act of creation by a personal creator.

This process is not planned, but it is also not unplanned. Taoism therefore does not describe the emergence of the world as the result of a specific plan.

The Tao did not intend the world to exist, but it also did not intend the world not to exist. The world comes into being as part of the ongoing activity of the Tao.

Taoists do not contradict the Big Bang Theory. Their understanding of the world can therefore exist alongside the scientific account of the universe's beginning.

Scientifically, the world was not created by any God or gods, but happened by chance. This scientific description is presented in the guidelines as compatible with the Taoist understanding.

The world simply emerged as a tiny speck in the enormous “bowl” of creation as the Tao continued on its path. This describes the world as a small part of the much greater activity of the Tao.

According to Taoism, the world consists of processes of creation and destruction. These processes are part of the continuing way in which the world and universe operate.

The Taoist view of the universe is based very much on observation of the natural and human world. Taoist understanding therefore pays attention to the patterns and processes found in the world.

The Big Bang Theory is also based on observation of the natural and human world. The guidelines connect the observational basis of both perspectives.

Hence, Taoism accepts the Big Bang Theory. Its understanding of the Tao and the ongoing processes of the universe does not require it to reject the scientific explanation.

The question asks for a critical discussion of both religions. Keep Hinduism and Taoism in separate sections and explain each teaching as an independent paragraph.

The scientific explanation of how human beings came into existence is based on Charles Darwin's theory of evolution. This theory explains the development of human beings through a long process of biological change.

The theory proposes that all life evolved from primitive forms and continues to adapt and evolve. Living things are therefore understood as having developed over time from earlier forms of life.

The theory asserts that human beings evolved from an ancestor shared with apes. It does not state that modern humans evolved from the apes living today, but identifies a shared ancestor.

Darwin's theory proposes that species contain a great variety of minor differences. Individuals within a species are therefore not all exactly the same.

In the struggle for survival, variations that are better adapted are favoured, while those that are less fit struggle to survive. This process helps explain how some characteristics become more common over generations.

This process of variation and survival also applies to changes in human beings. Human development is understood as part of the wider process of evolution.

In the struggle for survival, human ancestors adapted and gradually changed over a very long period of time. The theory describes the development from earlier ancestors to human beings as a gradual process of change and adaptation.

Science offers no explanation of creation as part of a divine plan. The scientific account described in the guidelines explains human origins through evolution rather than through a religious purpose or plan.

Choose ONE example. The marking guidelines provide Christianity and Islam as alternatives. Discuss the teachings of one religion in your examination answer.

Example 1: Christianity

Traditional Christian beliefs are presented as having no connection with the theory of evolution. Traditional Christians accept the account that God created Adam and Eve as narrated in the Book of Genesis.

Traditional Christians argue that there is no evidence in history of human beings evolving from apes. They therefore reject the evolutionary explanation of human origins.

They believe that God created perfect human beings and gave them authority to rule and manage the world. This understanding differs from the scientific theory that human beings developed through a long process of evolution.

Liberal or progressive Christians have a different response. They argue that everything in the universe was created by God and that the process of evolution is also part of the Divine Plan. This view is referred to as “intelligent design” in the marking guidelines.

Progressive Christians accept the idea of guided or theistic evolution. They therefore understand evolution as a process that can take place under God's guidance.

Example 2: Islam

Islam teaches that Allah is the Creator of everything in the heavens and on earth. This belief places the origin of human beings within Allah's act of creation.

According to Islam, the first human being was Adam, whom God made from clay. This is the Islamic account of the beginning of human life.

Allah breathed His spirit into Adam, and Adam came to life. Human life is therefore understood as coming from Allah's creative action.

Eve, known as Hawwa, was then created from Adam's rib. This forms part of the traditional Islamic account of the creation of the first human beings.

Human beings were given the highest status of all Allah's creation. This teaching gives humanity a special position in the created world.

Human beings originally lived in Paradise or the Garden of Eden. This is part of the religious account of humanity's earliest existence.

Human beings were created so that they may worship Allah. Their purpose is therefore connected to their relationship with and worship of their Creator.

According to the theory of evolution, human beings were not created perfect, while the Islamic teaching described in the guidelines states that humans were created in the image of God, that is, perfect.

It is therefore clear, according to this account, that Islam rejects the notion that human beings are simply another animal that evolved from apes.

The marking guidelines provide both Christianity and Islam as examples. Select one and explain its teachings clearly. For Christianity, distinguish the traditional view from the liberal/progressive response.

Secularism refers to a separation of power between the state and religion. It means that religious institutions do not control the state, and the state is not governed by a particular religion.

Secularism arose out of the religious wars that took place in sixteenth-century Europe. These conflicts contributed to the development of the idea that political authority should be separated from religious authority.

Urbanisation, industrialisation and rationalism have all weakened religious institutions. As societies changed and developed, religious institutions became less central in some areas of public life.

The belief that human intellect is sufficient to govern society has become a popular concept. This places greater emphasis on human reasoning rather than relying on religious authority to direct society.

This development affects society as well as the individual. Secular ideas influence how communities organise public life and how individuals make decisions.

Secularism promotes self-development and independent thinking in modern society. Individuals are encouraged to think for themselves rather than depend entirely on religious institutions for guidance.

Recent advances in scientific thinking, such as cloning and genetically modified organisms, have also contributed to secularism because they raise questions about some religious teachings. Scientific developments can therefore challenge the influence of religious explanations.

These changes have contributed to a decline in religious influence. Religion has become less dominant in some areas of society than it was in the past.

Areas such as health, education, welfare, the economy and law are no longer dependent only on religious values. They increasingly rely on scientific evidence and human intellect when making decisions.

Secular world views can create a collective sense of fairness in society. People may prefer this shared approach because it does not divide citizens according to their different religious beliefs.

In a secular society, there may be less judgement of people based on religious values. Morality is not necessarily dependent on religion, and people may make moral decisions using other forms of reasoning.

However, when morality is no longer dependent on religious values, this can also lead to immorality. This is a concern raised in the marking guidelines about the possible consequences of secular views of morality.

In affluent Western societies, some people believe that there is little need for prayer. Their comfortable circumstances may lead them to feel that prayer is not necessary in their everyday lives.

People who lead comfortable lives may think that they do not need God or gods. This sense of independence can contribute to the growing popularity of secular world views.

Unacceptable conduct by religious leaders can cause disillusionment among their followers. Examples include child abuse by Catholic priests and the exploitation of poor people by priests. Such conduct can weaken people's trust in religious institutions.

The growing influence of science has also diminished the power of religion and strengthened secularism. Scientific explanations and discoveries may lead people to rely less on religious explanations when understanding the world.

Religious influence has declined in many spheres of society, including politics. This means that political decisions are less likely to be controlled by the interests of one religious group.

Secular states promote religious freedom. People are able to follow and practise their religions without the state imposing one religion on everyone.

Secular states also promote religious tolerance. Citizens are encouraged to accept that people may hold different religious beliefs and still live together in the same society.

As a result of secular influence, no religion is officially favoured by the state. This helps prevent one religious community from receiving political advantages over others.

Peaceful coexistence becomes possible because all religions are recognised as equal. When religious communities are treated fairly, there is less reason for conflict based on state preference for one religion.

In a secular constitution, all religions may practise and worship in their own ways, provided that they do not infringe on the religious rights of others. This protects the freedom of different communities while setting a common expectation of respect for others.

Greater cooperation between religions helps prevent religious wars. When religious communities work together and respect one another, the likelihood of conflict between them is reduced.

Choose any TWO of the four secular world views below. The full set is provided so that you can prepare different possible comparisons. In the examination, compare two of the views you have studied.

Agnosticism

The term “agnostic” comes from the Greek word “gnosis”, meaning knowledge, and “a”, meaning without. The term therefore refers to being without knowledge.

Agnostics believe that it is not possible to prove or disprove the existence of God or a supernatural being. Their position is based on uncertainty about whether such existence can be known.

This view refers to uncertainty about knowledge of God. Agnosticism is therefore concerned with whether human beings can know whether God exists.

Agnostics are sceptical of religious teachings. They question claims made by religions about divine knowledge.

They reject religious doctrine, especially religions that claim to have knowledge of the divine. Their position challenges the certainty with which such religious claims are sometimes presented.

Agnostics believe that there is always some uncertainty and doubt when trying to understand the universe. They therefore do not claim to have final knowledge about the existence of God or a supernatural being.

Atheism

Atheists reject the belief that divine or supernatural powers exist. Atheism therefore does not accept the existence of such powers.

There are different degrees of atheism. The marking guidelines distinguish between strong or positive atheism and soft or neutral atheism.

Strong or positive atheists believe that there is evidence to support their atheistic views. They actively hold the position that divine or supernatural powers do not exist.

Soft or neutral atheists do not actively reject the existence of a supernatural being. Their position is less definite than that of strong atheists.

In some cases, soft atheists reject both theism and strong atheism. They do not accept the belief in God, but they also do not accept the certainty expressed by strong atheism.

This is because they feel that both world views lack proof to support their claims. They therefore remain unconvinced by either position.

Atheists often turn to science to explain the nature of the universe rather than relying on faith. Scientific explanations are preferred over religious belief as a way of understanding reality.

Materialism

Materialism teaches that nothing exists but nature. It does not accept the existence of anything beyond the natural world.

Any being that is viewed as existing beyond nature is regarded as a creature of imagination. Materialism therefore rejects supernatural beings as unreal.

Materialism forbids its followers from subjecting themselves to any spiritual dependency. It promotes reliance on the material world rather than dependence on spiritual powers.

One term associated with this view is dialectical materialism. In dialectical materialism, matter is regarded as the fundamental cause of everything.

Another term is historical materialism. This refers to the view that economics and the relationships between workers and owners form the basic structure of a community.

Contemporary physicists and neuroscientists are challenging materialist explanations of reality. This shows that materialist explanations are also subject to debate and reconsideration.

Secular Humanism

Secular humanism attaches prime importance to human beings. It places humanity at the centre of its concerns.

Secular humanism developed in the direction of a liberal view of human rights. This means that respect for human rights is an important part of its outlook.

Secular humanism is not particularly anti-religion. It does not necessarily oppose religion itself.

Secular humanism is opposed to religious education in schools, mostly because its supporters are opposed to indoctrination. The concern is that learners should not be forced to accept particular religious beliefs.

Secular humanists believe that reasoning and the scientific method are the means of finding truth. They therefore place importance on rational investigation and scientific methods.

For a comparison, select two world views and explain their teachings separately, then make the differences or similarities clear. The guidelines state that if answers are not presented in a table, learners should still receive credit for correct responses.