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Southwark Education Agreed Syllabus for Religious Education Non-statutory units Page: 1

What this unit contains Hindu beliefs and stories about creation. The symbol, Aum. The roots of Hinduism in rural India. Hindu attitudes towards animals, especially cows / bulls.Hindu attitudes to environmental concerns and ways that Hindus work to support the environment.

Where the unit fits and how it builds upon previous learning

This is the third Unit of Hinduism in the Primary phase. It builds on existing knowledge about Hindu beliefs about God and the respect shown to animal life.

Extension activities and further thinking

Consider links between Hindu beliefs about creation and belief in reincarnation. Reflect on similarities and differences in beliefs about how the world began. Create a set of individual rules about how to behave towards life on the planet. Research environmental charities on the Internet and see how many can be found that link to religious

beliefs about responsibility for the planet being given to humans by God.

Vocabulary

Hinduism Hindu createcreationenvironment

ShivaAumBrahmaVishnu lotus

serpentcowprotectprotectionTemple

Mandirbullox

SMSC/Citizenship

Animal rights. Human responsibility for the environment. Concept of a creator. Environmental education.

Hinduism Part 2 Unit 3 Title: Hinduism and the Environment Year:


Unit 3 Session 1

Learning objectivesAT1

AT2

Suggested teaching activities Focus for assessment Sensitivities, points to note resources

Pupils should: consider how the

world began;

know the Hindu symbol Aum and that it represents the first sound of creation;

know how to write, draw and pronounce Aum.

Put pupils in groups to consider how the world might have begun. (If this subject has been addressed in other faiths you can revisit those beliefs that pupils already know to directly introduce the topic of Hindu beliefs about creation. If this is the first time creation beliefs have been studied in any religion, then spend some time exploring pupils’ own beliefs and suggestions.) Feed back to the class.

Explain that this unit will find out a Hindu story about creation and look at how Hindus treat the world because of that story.

Show pupils the Aum symbol and discuss its shape and where pupils might have seen it (e.g. on Videos showing Hindu homes and Temples).

Explain how this symbol is very special to Hindus, the most important symbol they have. Play the audio track or a video demonstrating the sound that this symbol represents or demonstrate it to the pupils. Explain that Hindus believe it is the sound of the universe being created and is said at the start of prayers and rituals. Practice saying Aum.

Draw and decorate the Aum symbol and explain what it means to Hindus

Resources Aum symbol‘My Hindu Life’ pages 26 & 27My Hindu Life pages 16 & 17The Heart of Hinduism `primary pack Audio CD Track 3 ‘Aum’

NB it may be helpful to point out that the symbol looks a bit like the figure 3 and is made up of 3 sounds.

Hinduism Part 2 Unit 3 Title: Hinduism and the Environment Year:Hinduism Part 2 Unit 3 Title: Hinduism and the Environment Year:


Unit 3 Session 2


AT2


Pupils should: know that Hindus

have a variety of stories about the beginning of the universe;

know one of the Hindu creation stories;

know the 6 types of living being according to Hindu creation stories.

Recall knowledge from previous lesson about the Aum sound. Talk about how there are many different examples of stories explaining how the world began.

At a level appropriate to pupils’ age / abilities read them the story of how Hindus believe Lords Vishnu and Brahma were involved in creation.

Unpick the story into stages and sequence it. Give each pupil part of the story to describe in detail. Then, working in groups, pupils can collect a set of sequenced descriptions of part of the story and illustrate in some way, capturing the atmosphere of the moment. This could be done as collage, watercolour, pastel or printing.

Display writing and illustrations.

Resources:How the World came to be from Hindu Stories by Anita Ganeri. Isbn 0 237 52032 XVideo: Creation StoriesThe Heart of Hinduism primary pack Audio CD Track 19 ‘Creation story’Images of Vishnu and BrahmaA Hindu Creation story sheet.‘Creation from the Bhagavad Purana’ by Ananta Shakti DasIsbn 0 9522 686 7 1

NB. the 6 categories of living things are:1) The aquatics2) Plant life3) Insects & reptiles4) Birds5) Mammals6) Humans



Unit 3 Sessions 3 & 4


AT2


Pupils should: know about the

Hindu concept of ahimsa – respect for life;

relate the beliefs of Hindus about the sanctity of life to real situations.

Recall what pupils know: about the soul placed in all aspects of life at

creation; that all items in creation have a spark of God

in them; Hindu attitudes to creatures and other human

beings; Hindus treat animals and especially the cow

with respect.

Find out about how Hindus treat cows by investigating the caring for cows project at New Vrindavan and / or the Cow protection programme at Bhaktivedanta Manor. Read the Caring for cows and What is Cow protection? Information sheets. Discuss what these mean for the daily life of Hindus and for a society run on Hindu lines.

Show pupils a section of Video showing how cows roam free in India.

Present the group outcomes to the class in lesson 4 and then, as a class, make a set of agreed rules for how the class believe human beings should treat the planet.

(Continued on next page)

ResourcesVideo showing cows in IndiaInformation sheets:Caring for cows The Ox- Power & Cow-Protection Project, Bhaktivedanta Manor (temple), Hertfordshire, England, UKAssisi declaration sheet.Newspapers and news magazines

The Assisi declaration may be a useful additional information text for the most able



Unit 3 Sessions 3 & 4 continued



AT2



(Continued from previous page)

Assessment TaskThe relationship between humans and the earth is very complex. Taking into consideration the views of Hindus as seen in the information sheets and the video footage, working in pairs:

a) Select and collect items from the newspapers that would demonstrate or run contrary to Hindu views of caring for creation;

b) Make a presentation incorporating these, explaining your choices and how they affirm or contradict Hindu values about creation;

c) Link to the Hindu creation story;d) Add a definition of Ahimsa to your display;e) State your own views about how animals

should be treated.

Assessment LevelsLevel 2 Attainment target 1Pupils use religious words and phrases to identify some features of religion and its importance for some people. They begin to show awareness of similarities in religions. Pupils suggest meanings for religious actions and symbols. They identify how religion is expressed in different ways. Attainment target 2Pupils ask, and respond sensitively to, questions about their own and others’ experiences and feelings. They recognise that some questions cause people to wonder and are difficult to answer.

Level 3 Attainment target 1Pupils use a developing religious vocabulary to describe some key features of religions. They make links between beliefs and sources, including religious stories and sacred texts. They begin to identify the impact religion has on believers’ lives. They describe some forms of religious expression. Attainment target 2Pupils ask important questions about religion and beliefs, making links between their own and others’ responses. They make links between values and commitments, and their own attitudes and behaviour.




AT2


Pupils should: put knowledge

about Hindu beliefs about creation into practice.

As a class design a ‘Faith Garden’ where people might spend time in tranquillity meditating or reflecting on the beauty of nature. Your faith garden should reflect spiritual and community values. It should appeal to the senses. It can incorporate faith symbols from as many faiths as you like alongside Hinduism and may include plants from different countries that may be related to the faiths concerned.

Somewhere in the garden should be statements from the religions featured, relating to the environment and how humanity should treat it.

Pupils could be grouped with each group focusing on a different area or faith. The garden should be designed as a place of rest, peace and tranquillity.

If possible the final design could be suggested to the school council as potentially providing ideas for an area in the school grounds. Alternatively it could become a multi-media presentation to explain to another class / classes or local community groups the way that the final design meets the brief given.

ResourcesBooks and website addresses relating to plants. Books about faiths and faith symbols.

http://www.reep.org/


Southwark Education Agreed Syllabus for Religious Education Information sheet

Unit 3 Session 1

Aum

Hinduism Part 2 Unit 3 Title: Hinduism and the Environment


Unit 3 Session 2

A Hindu Creation StoryThere was no heaven, no earth and no space between. A dark ocean lapped against the shores of emptiness and floating on the waters was a giant cobra, Ananta the king of serpents. Resting on his endless coils lay God, Lord Vishnu, protected by the mighty serpent. Everything was peaceful, still and silent. Nothing moved.

Then, from the depths of the sea a humming sound began, ‘Aum’.

The sound grew and spread, filling the emptiness and throbbing with energy. ‘Aum’

Vishnu awoke. It was time. The long night had ended and as the dawn began to break, from Vishnu's navel grew a magnificent white lotus flower. In the middle of the lotus blossom asleep lay Lord Brahma, the Creator. While Brahma slept nothing existed.

Vishnu spoke, 'Awake! It is time to begin.'

As Lord Vishnu spoke a mighty wind swept up the waters and Lord Vishnu and the serpent king vanished.

Brahma awoke and began to create the world. He remained in the lotus flower boat, floating and tossing on the great ocean. Then he stood, raised his arms and calmed the winds. He split the lotus flower into three, making one part into the heavens, another part into the earth and the third part into the sky. In that moment the world had begun.

Brahma created grass, flowers, trees and plants of all kinds to cover the new earth. To these he gave the sense of touch. Next he created the animals and the insects, large and small, to live on the land. Some had fur, some had skin, some had scales, some were armoured, some were tiny and some huge, some timid and some fierce. He made birds fly in the air and fish swim in the sea. To all these creatures, he gave the senses of touch and smell. He gave them the power to see, hear and move.



Now Brahma made someone to care for the world, someone to enjoy it and take care of it Brahma created a new and different creature made as male and female. The man was called Manu, wise and the woman was called Shatarupa, mysterious.

Manu and Shatarupa had been created out of Lord Brahma himself. They walked off into the world Brahma had given them to take over their new responsibilities.

Hindus believe that a part of God’s spirit can be found in all creation. It gives creation life. Hindus also believe that the world will continue to exist until Brahma falls asleep again. At that point it will cease to exist and all will return to God again until Brahma awakes once again.




Caring for CowsAn ancient prayer states:

O’ Lord of Lords, You are the well-wisher of the cows and brahmanas, and You are the well-wisher of the entire human society and the world.(Visnu Purana 1.19.65)

The protection of the cows and the bulls is very important in Hinduism. The cow is though of as a “mother” because she provides milk for human society and the bull is a “father” because the bull helps plough the land to produce crops.

Cows’ milk is an important form of nutrition, especially for children. A wide variety of sweets and other foods are produced from milk. Ghee, or butter oil, is used in cooking and frying vegetables and grains.

Ghee is also used for worship in the temples and is poured on the sacred fire during special ceremonies. Ghee is very special because it remains fresh indefinitely without refrigeration.

In ancient times, when Lord Krishna resided in Vrindavan, He personally tended to and protected the cows, as well as maintained the peacefulness and the natural beauty of this rural village where he grew up.

These days in New Vrindavan, the residents try to apply this same principle of cow protection and even have an “Adopt A Cow” program. Their cows are never to be sold and shipped off to slaughterhouses.

The cow protection program at New Vrindavan started with one cow in 1969 and had risen to 400 by 1989. For the first ten years of the project the cows were milked by hand. The cow barn was in the middle of the community at Bahulaban and the cows were a very important part of community life. Every day all the residents knew how much milk the cows had produced.

In the early 1980’s, the community built a new worship and residential complex 3 miles up the road. A large dairy facility was also built near the new complex. At this time they started to increase the herd’s size and set



up an automated milking parlour that processed the milk of the 80 or so milking cows (out of a total herd of 400). Most of the milk was sold to a local dairy company, as the community needed only a fraction of the milk. However this new project did not survive and the team have reduced their project and brought it back to the heart of the community.

The community maintains a herd of about 160 cows, including 10 who are milked. The milking cows are housed in a new and smaller dairy facility right by the temple and living complex. The devotees again milk the cows by hand and their milk is used in the community.

In Hinduism killing cows is banned and those that no longer produce milk are not slaughtered, they are retired.




What is Cow Protection?(Adapted from: http://www.iscowp.com/cowprotection/protect.html)

Hearing the term "Cow Protection," people typically have one of two reactions. Some think protection is for endangered species, and since there are lots of cows, it's better to concentrate on whales. Others think it may be some pagan worship of animals.

THE ACTUAL PHILOSOPHICAL REASON FOR COW PROTECTION IS VERY SIMPLE:

Hindus believe that all living entities should be protected from slaughter and other violence at the hands of humans. Not only cows, but also animals have souls the same as we do. All are children of God, all are dear to Him.

With this view in mind, it can be seen that slaughter is a form of MURDER.

The cow is our MOTHER. Hindu philosophy teaches there are 7 mothers:

1) the birth mother;2) the nurse;3) the wife of the priest;4) the wife of the king; 5) the wife of the guru (teacher or spiritual teacher); 6) the earth; 7) the cow.

The cow is considered one of our 7 mothers because she gives her milk to nourish us.

Hindus believe that all mothers hold a position of respect, and since one does not kill and eat one's mother, the cow should not be killed and eaten. Likewise, the bull is our father because he can plough the earth to produce food grains. One does not kill and eat one's father and mother - not even when they are old and less economically useful.


http://www.iscowp.com/cowprotection/protect.html



The Hindu section of the Assisi Declaration

Humans are not separate from nature. All objects in the universe, beings and non-beings are pervaded by the same spiritual power.

The human race is not seen as something apart from the earth… Nature is sacred and God is expressed through all its forms. Reverence for life is an essential principle as is ahimsa (non-violence).

Nature cannot be destroyed without humanity destroying itself.

God is not outside creation.



Unit 3 Sessions 3 & 4 Please note that the project is open to school groups, as one feature of the temple community.

The Ox-Power & Cow-Protection ProjectBhaktivedanta Manor (temple), Hertfordshire, England, UK

The following is an interview with the manager of this project, Shyamasundara Das.

Shyamasundara was in the Royal Marines before joining the Bhaktivedanta community in 1982. He is now married with three children and lives in Hertfordshire.

1. Q: When did the programme begin and how?

A: The Cow Protection project at Bhaktivedanta Manor has been running since1973. It was started under the direction of the Hindu saint who started ISKCON (A.C. Bhaktivedanta Swami). He requested his disciples to increase the herd until we have 150 cows and bulls. He also asked us to buy the land needed for that size of herd.

Bhaktivedanta Manor is Europe’s first Cow-protection Project.

2. Q: How long have you been involved, and what is your role?

A: I have been the Cow-protection Project Manager since 1993

3. Q: What changes have you seen over the years?

A: One big difference between 2003 and 1973 is the amount of land for the cows. In 1973, we owned 17 acres. The cows and oxen used 7 acres. Now, in 2003, the temple has 77 acres of land, and 60 acres are used for the cattle.

The number of farm buildings also increased. We now have one large cowshed, a hay barn and one shed for the equipment, such as the



ploughs. We are now planning some wonderful new buildings. Guests will be able to watch the animals

(for example when they are being milked) without disturbing them. The new buildings will be for 60 animals and all their food and equipment.

Since 1973, we have acquired much ox-powered farm machinery. This includes ploughs, tilling equipment, seed drills, hay mowers, hay tenders, and a number of carts and wagons. At the centre of this equipment is an ox-powered treadmill. As the oxen move round in circles, they drive equipment, such as for milling flour.

4. Q: How many cows and oxen do you now have?

A: 15 cows and 14 oxen

5. Q: What do you use the bulls for?

A: Pulling a wagon for tours of the project. This includes school groups.

Ploughing and cultivating the landHay makingTransporting and spreading manure as fertiliserGeneral farm transport

6. Q: What do you use the cows for (e.g. where does the milk go)?

A: The milk goes to the temple kitchens. One of the main uses is to prepare milk-sweets (such as barfi). These are used in the worship, and are offered to the deities (murtis) every day.

Milk is also used in cooking for the people in the community (the priests, the students, and others who live in the temple or nearby).



7. Q: Some people say that milk is bad for us. How do you respond to this?

A: It depends whom you listen to! I recently heard a radio programme where it said that milk products can help us to lose weight. Many doctors say it provides calcium and is good for teeth and bones. Our holy books say that milk contains all the vitamins needed for a balanced diet.

We are all strictly vegetarian. Meat is very high in fat. So, drinking milk and eating milk products is not unhealthy for vegetarians. In fact, drinking milk is a non-violent way of getting the useful fats that most people get in their diet by eating meat.

We believe that it is by God’s arrangement that so many products can be made from milk. These include cream, cheese, yoghurt, butter, buttermilk and ghee (butter-oil).

8. Q: Some also say that milking cows is a form of exploitation. Do youthink they are correct?

A: God has created a balanced world where there are connections between all living beings. We say that God has made a relationship between cows and humans. Cows and bulls are protected by man (or at least they should be) and in return the cows give milk and bulls give their power.

Those who care for cows know that the cow gives more milk than her calf needs. This is nature’s arrangement - cows’ milk is not just for the calf but also for humans.

When a person takes all the milk from the cow and doesn't give any to the calf, that is exploitation. Cows, like all of us, want to be loved. Those who work here with cows enjoy looking after them. There are benefits for both cows and humans in this relationship.

If a cow has stopped giving milk and is sent to the slaughterhouse, then that is exploitation. Here at Bhaktivedanta Manor, we care for the cows and bulls even after they have stopped giving milk or they are too old to work. This is a sign of care and consideration. It is wrong to



see animals simply in terms of profit, and to slaughter them in their old age or when it no longer suits us to keep them alive.

9. Q: Many textbooks write "Hindu people worship cows". Is this true?

A: When we offer respects to someone, especially someone we love, that’s what we in our tradition mean by ‘worship’. God is there in everyone. He is not separate from our lives, demanding that we only worship Him and that we neglect to worship what is dear to him. If you say you love me but don’t show love to my children or my dog, then do you really love me? We must worship God, but also those things that God likes.

Krishna likes the cows. They are gentle creatures. They are like our mother because they give milk. It is very important to respect your mother. Hindus also believe that Nature and the earth are mothers –they nourish and look after us.

Hindus also believe that harming animals, especially cows, brings us bad luck (bad karma) and if we treat them well, then our lives will become happy and prosperous. If we want a peaceful world, then we must give up all types of violence.

10. Q: What equipment do you have at your farm (e.g. is it old ormodern)?

A: Most equipment is modern because we have found that the older, antique tools are not easy to repair or replace. There are still many companies that manufacture the machines we need; they usually supply farmers in Africa and other countries where animals are still used instead of tractors. In the USA, there are some Christian farm communities that use horses and we have bought some of their equipment.

11. Q: What is the philosophy behind your project?

A: We want to produce all our own milk and food, for the pleasure of the temple deities as well as for the residents and for visitors.

We also practice the idea of ahimsa (non-violence). The soul is present in all living beings. Animals feel pleasure and pain just as we do. If we really understand this, then we cannot do harm to anyone.



The cows will be cared for throughout their whole lives. We will never sell or give away a cow or bull unless they will be treated properly

Calves are allowed to drink milk directly from their mothers until their weaning age of around 5 to 7 months. Cows are hand milked. We want to grow as much of our own food as possible

12. Q: How is your project connected with education?

A: On average 4 or 5 schools per week visit Bhaktivedanta Manor to learn about Hinduism. Part of the experience is to tour the farm by ox-cart. The schools are taught about the importance of the cow to

Hindus and can meet them face-to-face. Our cows are much more peaceful that those who know they are going to be killed.

There is a college at Bhaktivedanta Manor and many students get trained to work with the cows and oxen. There is also a nursery and a primary school at Bhaktivedanta Manor. The farm makes it a more interesting school and helps pupils see the hand of God in our everyday lives. Having cows and oxen around creates a very pleasant atmosphere.


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