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About the Book
This book guides students to complete the (2023–2027) Victorian Certificate of Education study of Texts and Traditions Units 1 & 2. Its teaching and learning
sequence is developed around the areas of study and the outcomes of these units.
This text provides opportunities for students to show their knowledge with ‘test your understanding’ questions as well as providing a range of different activities in order to apply their knowledge to the text, to practically demonstrate skills or to creatively connect to the material. There is also a chapter summary, revision activities and a glossary at the end of every chapter.
Overview of Chapters
In Unit 1 ‘Texts in Traditions’ there is a focus on ‘the importance of the sacred texts to the tradition’, looking at how the sacred texts in both Judaism and Christianity were developed and accepted, as well as exploring the different literary forms used within these sacred texts. In exploring ‘the exegesis of texts’ and how to interpret scripture, there is a discussion of exegetical features, as well as a practical discussion of how to undertake an exegesis, through a study of the Book of Ruth. Finally, in studying the ‘sacred texts and the later traditions’, there is an analysis of how different cultural experiences, media, performances, artworks and writings have explored the notion of religion and key religious figures, such as Jesus and Mary Magdalene.
In Unit 2 ‘Texts in Societies’ there is an emphasis on ‘sacred texts in the past’, exploring the historical context of the sacred writings that we read, focusing on King David and Bathsheba, Tamar and Amnon and the Haemorrhaging woman and Jairus’ daughter, then using this knowledge to develop research and essay writing skills. In looking at ‘sacred texts today’, there is a focus on racism, sexism and anti-Semitism, looking at these social issues, from a historical, contemporary and religious perspective. Finally, in comparing religious traditions, there is an outline of the nine aspects of religion for Catholicism, Christianity, Judaism, Islam, Buddhism, Hinduism and Sikhism, as well as a discussion of how these different religions approached the ethical issues of euthanasia and capital punishment.
Unit 1 Texts and Traditions
Chapter 1 – Area of Study 1: The Importance of the Sacred Texts to the Tradition
This chapter introduces students to the nature of the Bible as a collection of texts. It explores the formation of the Jewish sacred texts as being shaped by their geographical connections to Egypt and Sumer and their experience of the Babylonian Exile. The acceptance of the Jewish religious texts were very much formed by their experiences after the First Jewish-Roman War. It explores the formation of the Christian sacred texts as being shaped by their Jewish heritage and the desire to record the life of Jesus, when his second coming is delayed. The acceptance of the Christian religious canon was formed by the acceptance of Christianity itself, by the Roman Emperor Constantine. This chapter also introduces the nature of literary forms and discusses a number of them including: Myths, Laws, Epistles and Maxims, explaining how these were used and why.
Chapter 2 – Area of Study 2: Exegesis of the Text
This chapter introduces students to an understanding of exegesis as biblical interpretation, with details given about the different exegetical features such as: literary context, socio-historical context, literary forms, language techniques, themes and audience. There is a short discussion about exegetical criticism and how students can utilise this in their reading of biblical passages. This chapter is primarily focused on using the skills of exegesis on a study of the Book of Ruth, considering the historical context of the Time of Judges, the position of women, and understanding how Moabites were viewed and how this impacts on a reading of the text.
Chapter 3 – Area of Study 3: Sacred Texts and the Later Tradition
This chapter introduces students to the idea that later communities can create their own interpretations and understandings of sacred texts. It looks at the purpose of interpretation and different types of creative interpretations that have been taken in the past. Students are encouraged to look at the Eucharist as an interpretation of the Last Supper and the Last Supper itself, as an interpretation of Passover. There is an opportunity to study a film text such ‘The Matrix’ or ‘The Lion, the Witch and the Wardrobe’ in order to consider how they are used as interpretations of sacred texts and religious figures. Finally, students are given the opportunity to look at the different ways in which both Jesus and Mary Magdalene have been seen and represented.
Unit 2 Texts in Societies
Chapter 4 – Area of Study 1: Sacred Texts in the Past
This chapter allows students to really focus on the historical context of the sacred scriptures that they are focusing on, in order to see how this has shaped the writing and our understanding of it. Firstly, there is the opportunity to consider the Golden Age of Israel, when King David was ruling and his deeds were recorded in the Book of Samuel I and II, focusing on the stories of David and Bathsheba and Tamar and Amnon. Then there is the opportunity to consider life in the first century and provide a new reading of the Haemorrhaging woman and Jairus’ daughter in the Gospel of Luke. This leads into an opportunity to develop research skills and offer essay writing scaffolds in order to help students develop their writing in this area.
Chapter 5: – Area of Study 2: Sacred Texts Today
This chapter explores three key social issues in our modern world: racism, sexism and anti-Semitism. With each of these key social issues there is an exploration of the topic itself, before a discussion of the historical context in which this issue first emerged. The role that religion has played in this area is discussed in a chronological manner, considering both the problematic issues in the past and a new understanding of these issues today. With all three social issues there is an understanding of new solutions that have been emerging in our religious communities in order to promote an understanding of tolerance and inclusion.
Chapter 6: – Area of Study 3: Comparing Religious Traditions
This chapter begins by outlining the nine aspects of religion for Christianity, Catholicism, Judaism, Sikhism, Buddhism, Hinduism and Islam. This allows students to gain a deeper understanding of each religion by focusing on their shared features: spiritual experiences, ethics, social structures, symbols, rituals, text, sacred stories, beliefs and spaces / places / times and artefacts. Then there is an exploration of the nature of ethics and morals, as well as a focus on the religious or secular authorities that people choose to turn to for advice in these areas. Finally, students will consider two ethical issues, euthanasia and capital punishment, considering how the different religious groups and the secular world would approach these two issues.
About the Author
Rachel Towns (BA, BLitt (Hons), GradDipEd (Sec), MA (Theol), GradDip (Writ).) is an experienced teacher of Religious Education and has worked extensively on curriculum for the Religious Education programs in a Melbourne Catholic Secondary School. She has a keen interest in religious history, the ancient world, the role of women and biblical literature. She has previously published Texts and Traditions Units 3 & 4: The Gospel According to Luke (available through Amazon), as part of her passionate interest in encouraging students to undertake studies in this area. Rachel’s objective as a Religious Education teacher is to help young people to gain a wider understanding of the religion that they are engaging with, to consider the world that the sacred text was written in and shaped by, to become aware of the power of words and most importantly to continually think, question and wonder.
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Texts and Traditions
