K TO 12 BASIC EDUCATION CURRICULUM SENIOR

HIGH SCHOOL – ACADEMIC TRACK

Grade: 12 Semester: 1st or 2nd
Subject Title: Introduction to World Religions and Belief Systems No. of Hours/ Semester: 80 hours/ semester
Pre-requisite:

Subject Description: The course explores the main tenets and practices of major world religions: Judaism, Christianity, Islam, Hinduism, Theravada Buddhism, Mahayana
Buddhism, Confucianism, Taoism and Shintoism. It aims to help learners understand the historical contexts of nine religions, appreciate their uniqueness and similarities and
promote mutual understanding among believers of different faiths. They are expected to demonstrate understanding and appreciation of one’s faith and that of others.

CONTEN CONTENT PERFORMANC LEARNING CODE TIME TEACHING ASSESSMEN VALUES REFERENCE
T STANDARD E STANDARD COMPETENCY ALLOTMEN STRATEGIES T INTEGRATIO / LEARNING
T N MATERIALS
1. The learner The learner 1.1. Give an example Personal “Religiosity of Respect for
Definition demonstrates prepares of a belief system or Insights My Fiends” other Religions
of Terms understandin character a worldview
g of belief sketches of a Group/Individual Formative Faith
system or person who is Communicate her* HUMSS_WRB12 Activity Assessment
worldview*, spiritual but understanding of - Acceptance of
Religion, not religious her religion I/IIIa-1.1 Critical Diversity
Spirituality, and a person ___ Thinking
Philosophy of * Refers to all questions
who is
Religion, and religious but genders
Theology. not spiritual. 1.2. Differentiate
religion from:
___ a. Spirituality
*The
b. Theology
elements of
c. Philosophy of
religion,
Religion
belief system
and
Differentiate between HUMSS_WRB12
spirituality
religion as humans’ -
must be
way to God, theology I/IIIa-1.2
discussed
as a study of God’s
here.
way to humans and
philosophy as a
reflection of humans’
lived experience of
God
1.3. Infer that:
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 K TO 12 BASIC EDUCATION CURRICULUM SENIOR
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a. A belief
system or
worldview is
a particular
way of
ordering the
realities of
one’s world.
b. Religion is the
pursuit of
transformatio
n guided by a
sacred belief
system.
c. Spirituality is
one’s
integrative HUMSS_WRB12
view of life. It -
involves a I/IIIa-1.3
quest for the
meaning and
ultimate value
of life as
opposed to
an
instrumentalis
t or
materialistic
attitude to
life.
The elements of
religion are: (a)
reflects an effort to
elevate their whole
self to a higher

CONTEN CONTENT PERFORMANC LEARNING CODE TIME TEACHING ASSESSMEN VALUES REFERENCES
T STANDARD E STANDARD COMPETENCY ALLOTMEN STRATEGIE T INTEGRATIO /
T S N LEARNING
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 K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
MATERIALS
dimension of
existence, (b) a
framework of
transcendent
beliefs, (c) text or
scriptures, (d)
rituals, and (e)
sacred spaces
(e.g., church,
temple, mosque,
synagogue).

Understanding the
worldview of each
of the world’s
major religions is
critical in
appreciating their
rituals and
practices. These
worldviews are:
All is one
(Monistic)
1. Many Gods
(Polytheistic)
2. One God
(Monotheistic
)
3. No God
(Atheistic)

The elements of
spirituality are: (a)
holistic (fully
integrated view to
life), (b) quest for
meaning (including
the purpose of life),
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 K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
(c) quest for the
sacred (beliefs
about God), and
(d) suggests a self-
reflective existence.
1.4. Prepare
character sketches
of a person who is
HUMSS_WRB12
spiritual but not
-
religious and a
I/IIIa-1.4
person who is
religious but not
spiritual
2. How The learner The learner 2.1. Cite regions or HUMSS_WRB12 Lecture Concept Religion
World demonstrates conducts a group places where - Mapping Awareness
Religions understandin activity that specific religions I/IIIb-2.1 Reflection
Began g of historical demonstrates the evolved Paper Essay Religion
and influence of a Sensitivity
2.2. Analyze the HUMSS_WRB12
geographical religion in a Video Analysis
culture of the -
contexts of certain culture. region that gave I/IIIb-2.2
the different Group Activity
rise to specific
religions.
religions
2.3. Explain how HUMSS_WRB12
geography -
influences religion I/IIIb-2.3
and religion affects
culture
2.4. Conduct a
group activity that
HUMSS_WRB12
demonstrates the
-
influence of a
I/IIIb-2.4
religion in a certain
culture
3.1. Identify the HUMSS_WRB12 Lecture Short Quiz Open
3. Positive The learner The learner positive and - mindedness
and demonstrates gathers print or negative effects of I/IIIc-3.1 Group/ Cut pictures
Negative understandin webbased religions Individual from magazines Religion

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 K TO 12 BASIC EDUCATION CURRICULUM SENIOR
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Effect of g of effects articles, photos, 3.2. Provide HUMSS_WRB12 Activity or newspaper Sensitivity
Religions of Religions: editorial, etc. evidence that - which reflect the
positive and showing the religion brought I/IIIc-3.2 Journal said effects and
negative. positive or about an event in make a collage
negative effects history on a 1/8
of religion. illustration
3.3. Justify that HUMSS_WRB12
board.
religion can have -
positive or negative I/IIIc-3.3
effects on society

CONTEN CONTENT PERFORMANC LEARNING CODE TIME TEACHING ASSESSMEN VALUES REFERENCES
T STANDARD E STANDARD COMPETENC ALLOTEN STRATEGIE T INTEGRATIO /
Y T S N LEARNING
MATERIALS
3.4. Gather HUMSS_WRB12
print or web- -
based articles, I/IIIc-3.4
photos,
editorials, etc.
showing the
positive or
negative effects
of religion
4. The learner The learner 4.1. Recite the Oral RecitationStage- play of Being a
Judaism demonstrates identifies a story Ten Exodus monotheistic
understanding of from the Old Commandment HUMSS_WRB12 Lecture person
the elements of Testament that s as stated in - Interview 10
Judaism: demonstrates the the Old I/IIId-4.1 Movie Analysis people from the Importance of
Jewish belief in Testament school and ask having only one
a. Founders: one God (e.g. (Exodus 20) Essay them several God
Abraham (2000 Story of questions
4.2. Identify a HUMSS_WRB12 Journal regarding
B.C.) and/or Samson). Jewish custom -
Moses (1391- Judaism.
or tradition I/IIId-4.2
1271 B.C.) b.
demonstrated
Sacred texts:
in a movie (e.g.
Torah, Poetry,
Fiddler in the
Prophets, Talmud,
Roof, Ten

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 K TO 12 BASIC EDUCATION CURRICULUM SENIOR
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Mishnah Commandment
c. Doctrines: Ten s, Ben Hur)
Commandments, 4.3. Justify: The
618 Rules core teaching of
d. God: Judaism is the
Yahweh/Jehovah covenant of one HUMSS_WRB12
e. Sects: Orthodox, God with a -
Conservative, chosen people I/IIId-4.3
Reform Liberal vs. other people
f. Issues: with many
Antisemitism, gods.
Zionism,
4.4. Identify a
Holocaust
story from the
Old Testament
that HUMSS_WRB12
demonstrates -
the Jewish I/IIId-4.4
belief in one
God (e.g. Story
of Samson)
5. The learner The learner 5.1. Recite the Trivia Role- Play about Obedience
Christianity demonstrates interviews a Apostle’s Creed, HUMSS_WRB12 the Prodigal Son
understanding of Christian parent The Lord’s - Lecture Humility
the elements of or couple on why Prayer or the I/IIIe-f-5.1 Reflection paper
Christianity: they are Beatitudes Journal
Christians and Debate on the
a. Founder: Jesus what beliefs and 5.2. Interpret Recitationorigin of the
HUMSS_WRB12
Christ (c. 7 BC- practices they the Parable of of Universe.
-
30 A.D.) adhere to. the Prodigal Apostle’s (One group will
I/IIIe-f-5.2
b. Sacred Son Creed defend the
texts: Bible (Old “Story of
5.3. Explain: HUMSS_WRB12 Bible Verse Creation” while
Testament and The core - Hunting another group
New Testament) teaching of I/IIIe-f-5.3 will defend the
c. Doctrines: Christianity is Big Bang
Trinity, Virgin Birth, the message Theory.
Deity of Christ, that a loving
Resurrection, Last
God sent His
Judgment
begotten Son in
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 K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
d: God: Trinity order to
(Father, Son and redeem
Holy Spirit) humankind
e. Sects: from eternal
Roman damnation.
Catholic,
Greek/Eastern
Orthodox,
Protestantism 5.4. Interview a
, etc. Christian parent
f. Issue or couple on
s: HUMSS_WRB12
why they are
Ecumenism, -
Christians and
Sexuality I/IIIe-f-5.4
what beliefs
issues (e.g., and practices
contraception, they adhere to
homosexuality,
ordination of
women)

CONTENT CONTENT PERFORMANCE LEARNING CODE TIME TEACHING ASSESSMENT VALUES REFERENCES/
STANDARD STANDARD COMPETENC ALLOTMENT STRATEGIE INTEGRATIO LEARNING
Y S N MATERIALS

6. Islam The learner The learner 6.1. Read the HUMSS_WRB12 Lecture Undertake a Respect for
demonstrates conducts a panel opening lines of - poster- making gender
understanding of discussion on Qur’an I/IIIg-h-6.1 Journal contest to inequality
the elements of Muslim beliefs and preferably from spread
Islam: practices (when an English awareness on
possible inviting a version Islam.

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 K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
a. Founder: Muslim).
Prophet 6.2. Retell the
Muhammad HUMSS_WRB12
life and times of
(570-632 -
Prophet
A.D.) I/IIIg-h-6.2
Muhammad
b. Sacred texts:
Qur’an,
6.3. Explain:
Hadith
The core
c. Doctrines:
teaching of
Five Pillars of Islam is there is
Islam HUMSS_WRB12
only one God
(Shahadah- -
and Muhammad
declaring I/IIIg-h-6.3
is His final and
there is no greatest
other god but messenger.
Allah and
Muhammad is
His
messenger, 6.4. Conduct a HUMSS_WRB12
Salat-ritual panel discussion -
prayer five on Muslim I/IIIg-h-6.4
times a day, beliefs and
Sawm-fasting practices (when
during possible invite a
Ramadan, Muslim)
Zakat-alms
giving to the
poor, and
Hajjpilgrimag
e to Mecca at
least once in
a lifetime)
d. God: Allah
e. Practitioners:
Sunni, Shi’ite,
Sufi
f. Issues:
Gender
Inequality,
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 K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
Militant Islam,
Migration
7. The learner The learner 7.1. Identify the HUMSS_WRB12 Graphic Morality
Comparativ demonstrates conducts a group uniqueness and - Organizer
e Analysis understanding of research on the similarities of I/IIIi-7.1 Gender
the three religions doctrines of each Judaism, Concept Sensitivity
in the aspects of of the three Christianity and Mapping Essay on how
origin, morality, religions and Islam the position of
purpose, destiny, compares them in Lecture women in the
7.2. Provide
and views on the aspects of evidence that three
women. Journal Abrahamic
origin, morality, Judaism,
purpose, destiny, HUMSS_WRB12 religions may
Christianity and
and views on - be improved.
Islam share
women. I/IIIi-7.2
common roots
Complete a
from Patriarch Venn Diagram
Abraham by writing
7.3. Justify that down
Judaism, differences and
Christianity and similarities of
Islam, as HUMSS_WRB12 Christianity
monotheistic - and Islam.
religions, have I/IIIi-7.3
largely
influenced the
world today.
7.4. Conduct a HUMSS_WRB12
group research -
on the I/IIIi-7.4
doctrines of
each of the
three religions
and compare
them in the
aspects of
origin,
morality,
purpose,
destiny, and
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 K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
views on
women
8. Hinduism The learner The learner HUMSS_WRB12 Online quiz Report about
demonstrates simulates a - one of the four
understanding of particular yoga I/IIIj- Lecture yogas.
the elements of and writes a 8.1. Recite the II/IVa8.1
Hinduism: reflection paper Trivia Simulation
creation story in
on her insights Rig Veda Journal Reflection
Paper

CONTEN CONTENT PERFORMANC LEARNING CODE TIME TEACHING ASSESSMENN VALUES REFERENCES/LEARNI
T STANDARD E STANDARD COMPETENC ALLOTMEN STRATEGIE T INTEGRATIO NG MATERIALS
Y T S N

on Hinduism.
a. Founder 8.2. Identify
s: Aryans (1500 the names of
B.C.) the major
HUMSS_WRB1
b. Sacred Hindu deities
2-
texts: Vedas, as well as their
I/IIIj-
Upanishads and corresponding
II/IVa8.2
Bhagavad-Gita functions or
c. Doctrine powers
s: Dharma-duty,
Kamapleasure,
Artha-wealth, 8.3. Explain: HUMSS_WRB1
Mokshaliberation The core 2-
, Brahman, teaching of I/IIIj-
Atman, the Hinduism is II/IVa8.3
Identification of the attainment
Brahman and of liberation in
Atman, the Four the
Yogas (Yoga of identification
Knowledge, of Atman and
Yoga of Work, Brahman
Yoga of through the

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 K TO 12 BASIC EDUCATION CURRICULUM SENIOR
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Devotion or Four Yogas.
Love, and Yoga
of
Psychological
8.4. Simulate a
Exercises)
d. Gods: particular yoga
33 million gods and write a HUMSS_WRB1
and goddesses reflection 2-
e. Issues: paper on your I/IIIj-
Gender insights on II/IVa8.4
Inequality, Caste Hinduism
System, Poverty
9. The learner The learner 9.1. State the HUMSS_WRB1
Theravada demonstrates evaluates the Four Noble 2-
Buddhism understandin Eightfold Path in Truths and the II/IVb-9.1
g of the terms of how it Eight-fold path
elements of achieves the 9.2. Give
Theravada Middle Way. examples of
Buddhism: situations that
demonstrate
a. Founder HUMSS_WRB1
cravings which
: Siddhartha 2-
may lead to
Gautama II/IVb-9.2
suffering
(563-483 B.C.) according to
b. Sacred Theravada
texts: Tripitaka Buddhism
c. Doctrine
s: Four Noble 9.3. Explain: HUMSS_WRB1
Truths, Eight- The core 2-
fold Path, Law of teaching of II/IVb-9.3
Dependent Theravada
Origination and Buddhism is
The that life is
Impermanence suffering;
of Things suffering is
d. God: due to craving;
non-theistic there is a way
e. Issue: to overcome
craving; and
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Territory conflict the way to
in overcome
Mainland craving is the
Southeast Asia Eight-fold
Path, the
Middle Way
(between
pleasure and
mortification).
9.4. Evaluate
the Eight-fold
HUMSS_WRB1
Path in terms
2-
of how it
II/IVb-9.4
achieves the
Middle Way
10. The learner The learner 10.1. State the
Mahayana demonstrates draws the insight three levels of
Buddhism understanding of from the acts of perfection of
the elements of generosity of Tzu Mahayana
Mahayana Chi Foundation Buddhism HUMSS_WRB1
Buddhism: that reflect the (moral 2-
core teaching of discipline, II/IVc-10.1
Mahayana cultivation of
virtue, and
altruistic
conduct)

CONTEN CONTENT PERFORMANC LEARNING CODE TIME TEACING ASSESSME VALUES REFERENCES/LEARN
T STANDARD E STANDARD COMPETEN ALLOTME STRATEGI NT INTEGRATI ING MATERIALS
CY NT ES ON
a. Founder: Buddhism. 10.2. Give
Siddhartha examples of
HUMSS_WRB
Gautama acts of
12-
(563-483 B.C.) generosity of
II/IVc-10.2
b. Sacred Mahayana
texts: Sutras Buddhists
c. Doctrines:
Four Noble 10.3. Explain: HUMSS_WRB
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Truths, Eight-fold The core
Path, The Six teaching of
Perfections to Mahayana
become a Buddhism is
Bodhisattva to seek
(generosity, complete
morality, 12-
enlightenmen
patience, II/IVc-10.3
t for the
perseverance, benefit of all
meditation, and living beings
insight) through
d. God: non- insight and
theistic compassion.
e. Issues:
Tibet invasion, 10.4. Draw
Engaged activism the insight
f. Universali from the acts
ty and growth of of generosity
sects: of Tzu Chi HUMSS_WRB
Development of Foundation 12-
Buddhism to Zen that reflect II/IVc-10.4
(Chan) Buddhism the core
as the fruit of its teaching of
encounter with Mahayana
Taoism. Buddhism
11. The learner The learner 11.1. Identify
Comparati demonstrates conducts an the
ve Analysis understanding of interview on the uniqueness
the three doctrines of each and
religions/philosop of the three similarities of HUMSS_WRB
hies in the religions/philosop Hinduism, 12-
aspects of origin, hies and Theravada II/IVd-11.1
morality, purpose, compares them in Buddhism
destiny, and the aspects of and
views on women. origin, morality, Mahayana
purpose, destiny, Buddhism
and views on 11.2. Provide
women. HUMSS_WRB
evidence that 12-
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 K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
Hinduism,
Theravada
Buddhism
and
Mahayana
II/IVd-11.2
Buddhism
share
common
roots from
India
11.3. Justify
that
Hinduism,
Theravada
Buddhism
and
HUMSS_WRB
Mahayana
12-
Buddhism, as
II/IVd-11.3
Vedic
religions,
have largely
influenced
the world
today.
11.4. HUMSS_WRB
Conduct an 12-
interview on II/IVd-11.4
the doctrines
of each of
the three
religions and
compare
them in the
aspects of
origin,
morality,
purpose,
destiny, and
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 K TO 12 BASIC EDUCATION CURRICULUM SENIOR
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views on
women
12. The learner The learner 12.1.
Confuciani demonstrates presents a Describe the
sm understanding of character sketch five basic
the elements of of a person who relationships
Confucianism: personifies the (king to
Confucian virtues. subject,
a. Founder: HUMSS_WRB
father to
Confucius (551- 12-
son, husband
479 B.C.) II/IVe-12.1
to wife, elder
brother to
younger
brother and
friend to
friend)
12.2. Give HUMSS_WRB
examples of 12-
acts showing II/IVe-12.2
filial piety in
the family,
community
and society

CONTENT CONTENT PERFORMANC LEARNING CODE TIME TEACHING ASSESSMEN VALUES REFERENCES
STANDARD E STANDARD COMPETENCY ALLOTMEN STRATEGIE T INTEGRATIO / LEARNING
T S M MATERIALS
b. Sacred 12.3. Explain: The HUMSS_WRB1
texts: Confucian core teaching of 2-
Classics Confucianism is to II/IVe-12.3
c. Doctrine be a “gentleman”
s: Mandate of by following the
Heaven, T”ien, moral way
Human nature consisting of the
as originally virtues of love,
good (Mencius) righteousness,
or evil (Hsun wisdom, propriety
Tze), and loyalty in order
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 K TO 12 BASIC EDUCATION CURRICULUM SENIOR
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Rectification of to promote
Names, The harmony in society.
Moral Way
consisting of five
cardinal
virtues, Filial
Piety, and 12.4. Present a
Ancestor character sketch of HUMSS_WRB1
Worship a person who 2-
d. God: personifies the II/IVe-12.4
Heaven Confucian virtues
e. Issues:
Gender
inequality,
Authoritarianism
13. Taoism The learner The learner 13.1. State that HUMSS_WRB1
demonstrates identifies the “Tao is the origin of 2-
understanding of things she can all beings whose II/IVf-g-13.1
the elements of do without by essence is nothing”
Taoism: making an 13.2. Give HUMSS_WRB1
a. Founder inventory of examples of acts 2-
: Lao Tzu (604 personal showing love and II/IVf-g-13.2
B.C. - ?) belongings (e.g. respect of nature
b. Sacred things in the and the
texts: Tao Te bedroom) and environment
Ching, writes a
13.3. Explain: The HUMSS_WRB1
Book of Chuang reflection on
core teaching of 2-
Tze Taoism based on
Taoism is becoming II/IVf-g-13.3
c. Doctrine the result of the
one with ‘Tao.’
s: Wu-Wei, Law inventory.
of 13.4. Identify the HUMSS_WRB1
Reversion, things she can do 2-
Following nature without by making II/IVf-g-13.4
d. Tao as an inventory of
the Origin of all personal
Beings, belongings (e.g.
unnameable and things in the
eternal bedroom) and write
e. Issues: a reflection on
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 K TO 12 BASIC EDUCATION CURRICULUM SENIOR
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Inaction,
Superstitious Taoism based on
practices, the result of the
Environmentalis inventory
m
14. The learner The learner HUMSS_WRB1
14.1. Narrate the
Shintoism demonstrates interprets the 2-
Kojiki creation story
understanding of Kojiki creation II/IVh-14.1
the elements of story creatively. 14.2. Explain why
Shintoism: HUMSS_WRB1
is it important for
2-
Japanese people to
a. Founder II/IVh-14.2
worship gods
s: Prehistoric
14.3. Evaluate: The
Animists of
core teaching of
Japan
Shintoism is to
b. Sacred HUMSS_WRB1
worship the
texts: Kojiki and 2-
ancestors and
Nihongi II/IVh-14.3
c. Doctrine forces of nature to
s: belief in kami, achieve harmony in
divinity of all dimensions.
emperors
d. Gods:
kami (animist
and nature 14.4. Interpret the HUMSS_WRB1
spirits) Kojiki creation story 2-
e. Issues: creatively II/IVh-14.4
Shrine visits of
Japanese prime
ministers
15. The learner The learner 15.1. Identify the HUMSS_WRB1
Comparativ compares the prepares a uniqueness and 2-
e Analysis three religions in multimedia similarities of II/IVi-15.1
the aspects of presentation on Confucianism,
origin, morality, the perceptions Taoism and
purpose, of people from Shintoism
destiny, and all

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 K TO 12 BASIC EDUCATION CURRICULUM SENIOR
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views on walks of life on 15.2. Provide
women. the doctrines of evidence that
each of the three Confucianism,
HUMSS_WRB1
religions and Taoism and
2-
compares them Shintoism share
II/IVi-15.2
in the aspects of common traits in
individual, viewing nature and
family, society, ancestors
government and 15.3. Justify that
nature. Confucianism,
Taoism and
Shintoism as East HUMSS_WRB1
Asian 2-
religions/philosophi II/IVi-15.3
es have largely
influenced the
world today.
15.4. Prepare a
multimedia
presentation on the
perceptions of
people from all
walks of life on the
doctrines of each HUMSS_WRB1
of the three 2-
religions and II/IVi-15.4
compare them in
the aspects of
individual, family,
society,
government and
nature
16. The learner The learners Simulate a panel HUMSS_WRB1
Synthesis summarizes the simulates a panel discussion of inter- 2-
significance of discussion of religious dialogue II/IVj-16
religion and the inter-religious that reflects the
basic similarities dialogue that following:
of all religions reflects the
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discussed within following:
the semester. a. the
a. the meaning and
meaning and ultimate value of
ultimate value of life
life b. how one is
b. how one to relate to one’s
is to relate to self, family, society
one’s self, and nature
family, society c. the way to
and nature c. achieve personal
the way to happiness and
achieve personal fulfilment
happiness and
fulfilment

COMPARATIVE ANALYSIS TEMPLATE OF JUDAISM, CHRISTIANITY AND ISLAM

RELIGION JUDAISM CHRISTIANITY ISLAM
Origin of the Universe and
Humankind
Morality

Purpose

Destiny

Views on Women

COMPARATIVE ANALYSIS TEMPLATE OF HINDUISM, THERAVADA BUDDHISM AND MAHAYANA BUDDHISM

RELIGION HINDUISM THERAVADA BUDDHISM MAHAYANA BUDDHISM
Origin of the Universe and
Humankind
Morality

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Purpose

Destiny

Views on Women

COMPARATIVE ANALYSIS TEMPLATE OF CONFUCIANISM, TAOISM AND SHINTOISM

RELIGION CONFUCIANISM TAOISM SHINTOISM
Origin of the Universe and
Humankind
Morality

Purpose

Destiny

Views on Women

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GLOSSARY

Belief system or worldview A particular way of ordering the realities of one’s world.
Religion The pursuit of transformation guided by a sacred belief system.
Spirituality One’s integrative view of life; involves a quest for the meaning and ultimate value of life as opposed to an instrumentalist or materialistic
attitude to life.
Judaism The core teaching of Judaism is the covenant of one God with a chosen people vs. other people with many gods.
Christianity The core teaching of Christianity is the message that a loving God sent His begotten Son in order to redeem humankind from eternal
damnation.
Islam The core teaching of Islam is there is only one God and Muhammad is His final and greatest messenger.
Hinduism The core teaching of Hinduism is the attainment of liberation in the identification of Atman and Brahman through the Four Yogas.
Theravada Buddhism The core teaching of Theravada Buddhism is that life is suffering; suffering is due to craving; there is a way to overcome craving; and
the way to overcome craving is the Eight-fold Path, the Middle Way (between pleasure and mortification).
Mahayana Buddhism The core teaching of Mahayana Buddhism is to seek complete enlightenment for the benefit of all living beings through insight and
compassion.
Confucianism The core teaching of Confucianism is to be a “gentleman” by following the moral way consisting of the virtues of love, righteousness,
wisdom, propriety and loyalty in order to promote harmony in society.
Taoism The core teaching of Taoism is becoming one with ‘Tao.’
Shintoism The core teaching of Shintoism is to worship the ancestors and forces of nature to achieve harmony in all dimensions.

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References

Catoir, John T. (1993). World Religions: Beliefs Behind Today’s Headlines. Makati: St. Paul Publications.

Gaer, Joseph. (1956). How the Great Religions Began. New York: The New American Library, Inc.

Keown, Damien. (2005). Buddhist Ethics: A Very Short Introduction . New York: Oxford University Press, Inc.

Lewis, John. (1968). The Religions of the World Made Simple. New York: Doubleday & Company, Inc.

Markham, Ian S. & Christy Lohr. (eds.). (2009). A World Religions Reader. West Sussex: Wiley-Blackwell.

Partridge Christopher (3rd ed.) (2005). The World’s Religions (The New Lion Handbook). Oxford: Lion Hudson.

Saint-Laurent, George E. (2000). Spirituality and World Religions. California: Mayfield Publishing Company.

Sheldrake, Philip. (2012). Spirituality: A Very Short Introduction. Oxford: University Press.

Smith, Huston. (1958). The Religions of Man. New York: Harper & Row, Publishers.

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 K TO 12 BASIC EDUCATION CURRICULUM SENIOR
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CODE BOOK LEGEND

SAMPLE CODE: HUMSS_WRB12-I/IIIa-1.1

LEGEND SAMPLE

Humanities and Social Sciences

Track/ Strand
Strand

underscore_

First Entry
Introduction to World Religions and
HUMSS_WRB12
Track/ Strand Subject
Belief Systems

Grade Level 12

-
Roman Numeral
*Zero if no specific quarter Quarter First Quarter/Third Quarter I/III
Lowercase Letter
*Put a hyphen (-) in between letters to indicate Week Week 1 a
more than a specific week
-

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 K TO 12 BASIC EDUCATION CURRICULUM SENIOR
HIGH SCHOOL – ACADEMIC TRACK
Give an example of a belief system
or a worldview
Arabic Number Competency 1.1
Communicate her understanding of
her religion

References:

Archer, Peter. Religion 101. (Avon, Massachusetts: Adams Media, 2004).

Catoir, John T. World Religions. (Makati: St. Paul Publication, 1992).

Coogan, Michael D., ed. Eastern Religions. (London: Duncan Baird Publishers, 2005).

Gaer, Joseph. How the Great Religions Began. (New York: Signet Classics, 1956).

Kimball, Charles. When Religion Becomes Evil. (New York: Harper, 2003).

Partridge, Christopher, ed. The New Lion Handbook, The World's Religions. 3rd ed. (Oxford: Lion Hudson, 2005).

Saint-Laurent, George E. Spirituality and World Religions, A Comparative Introduction . (London: Mayfield Publishing, 2000).

Sheldrake, Philip. Spirituality, A Very Short Introduction . Great Clarendon Street.(Oxford University Press, United Kingdom,
2012).

Smith, Huston. The Religions of Man. (New York: Perennial Library, Harper & Row, 1965).

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