 |
What We Believe - Introduction
‘What we believe’ is shorter than ‘What we do’ and longer than ‘Who we are’. Of the three chapters in the Jewish Way of Life CD-Rom, it contains the most abstract material—about God; prayer; Jewish actions and values; the Torah; and Israel. Yet the programme presents the material in an appropriately accessible way by:
- emphasising physical actions and artefacts that are an expression of Jewish beliefs and values
- eliciting emotions that are evoked by these actions and artefacts
- inviting pupils to reflect and respond—giving them an opportunity to ‘learn from a religion’.
Within the ‘What we believe’ chapter, ‘Jewish actions and values’ is the most substantial section because:
- The greater extent of the material reflects Jewish priorities and emphases on ethical action.
- The content of this section is the most universal and therefore gives the greatest number of pupils the opportunity of ‘learning from’ the Jewish way of life.
- This section gives you the greatest possibilities to forge links with other areas of the curriculum.
God
While titled ‘God’, this section also explains and explores Jewish beliefs about the Messiah and the afterlife. In addition, the importance of ethical action, Torah and Israel (to each of which a section in this chapter is devoted) are flagged up here.
The ‘Jews believe’ element expresses beliefs and values through the eyes of Jews of both genders, and a range of ages and backgrounds. The ‘I believe’ activity encourages pupils to respond to ethical and existential questions and to think through reasons for their responses. Because this is an educational activity, it does not interrogate pupils directly; rather, it permits pupils to take the stance of a person they know or even of a fictional character.
Prayer
This section explores the meaning of prayer for Jews, along with some of the tangibles of Jewish prayer—what Jews wear while praying (at least some of the time) and also some of the content of Jewish prayers. It may be beneficial to link this section of the chapter with ‘Shabbat’ and ‘Synagogue’ in the ‘What we do’ chapter.
Here, there is no questioning of pupils about their thoughts and feelings on prayer and no activities to compose prayers: it is entirely non-intrusive.
Jewish Actions and Values
This is the most weighty of the five sections in the ‘What we believe’ chapter, with the most complex structure. You’re recommended to navigate this section—even more than any other—by and for yourself, before your pupils come to it.
There is material on the Jewish approach to ethics as a whole and a word-puzzle based on the Ten Commandments. (Note that the wording and the divisions in the text differ from some Christian version.)
Under mitzvot (commandments), four windows lead pupils into specific Jewish action-values: the meaning of charity; welcoming newcomers; caring for the environment; and relating to other religions. Behind these windows, there is interactive material and specific learning activities.
Torah
As with prayer, this section focuses more on the tangibles associated with the Torah more than the concept of the Torah. There is a brief extract of a Torah reading and interactive images of the artefacts used with a Torah scroll. Both of these elements link well with ‘Bar Mitzvah’ and ‘Shabbat’ in the ‘What we do’ chapter and, to some extent, with ‘Prayer’ in this chapter.
‘X marks the spot!’ focuses interactively on the narrative element of the Torah—the stories of the patriarchs and matriarchs, and of the early Israelites. After exploring this metaphorical journey, there is a digital quiz.
Israel
Here the emphasis is on the nature of the Land of Israel, especially Jerusalem, and its significance for Jews, as well as for Christians and Muslims. Israel is referred to as the Jewish homeland but there is otherwise no overtly political material.
‘Land of layers’ presents the history of settlement in the land from ancient times to the present day through interaction with a virtual archaeological mound. With ‘Make an Israel slide show!’, pupils can consolidate their learning and reinforce their presentational skills.