Staging Simulations

Clearly, religious practices and worship are better observed than described. Ideally, they would be seen in their proper context, practised by members of the believing community, but as this is not usually possible, particularly in the case of religions other than Christianity, a simulation by the teacher is the next best option. Some religions lend themselves to simulation more than others. Buddhist worship, for example, having few artefacts and centring on experience rather than ritual, is difficult and possibly misleading to simulate, whereas Judaism, with its rich imagery and dramatic liturgy is much easier.

METHOD

a) Festivals

It is not always possible or proper to simulate festivals, as one of the key elements of a festival is community involvement which entails celebration of beliefs. However, some parts of some festivals can be simulated; e.g. the religious ceremony at the heart of the festival which gives meaning to its observance.

In Judaism, the Seder meal at Pesach is a good choice to simulate. Here the teacher may take the pupils through the order of the meal,and can involve the pupils in trying some of the food, asking the four questions and searching for the Afikomen (piece of matzot).Hanukkah could involve the telling of the story and the lighting of the candles with the hearing of an appropriate prayer.

In Christianity, the Ash Wednesday service with the imposition of ashes could be simulated.( It is particularly important that Christian ceremonies are simulated by the teacher occasionally - even if a willing vicar is available - so that the distinction between worship and RE is clearly drawn.)

In Hinduism, Divali can be simulated through the re-telling of the story, a puja demonstration and the lighting of divas. Holi can follow a similar pattern (Try using party poppers instead of paint!)

b) Worship

Worship is much easier to simulate as it involves both actions and liturgy.

In Hinduism, a shrine could be set up and puja could be simulated with the teacher offering flowers and food to the murti and lighting an incense stick and an arti lamp. Appropriate prayers could be included. The food could then be bhared.

In Buddhism, a shrine can also be set up with a Buddha-rupa and the offerings of light, incense and flowers The pupils may use the shrine as a focus for a stilling exercise.

In Christianity, the service of Holy Communion can be simulated and pupils may share some food together in the classroom. ( It can be bread and a drink or simply some biscuits or chocolates.)

In Islam, the teacher might demonstrate theprayer movements (using a willing volunteer!) while reading the prayers.

In Judaism, the Sabbath services lend themselves to simulation. The Friday night meal in the home and the Sabbath service in the synagogue can be demonstrated with the appropriate artefacts and prayers and readings.

In Sikhism, veneration to the Guru Granth Sahib can be shown by bowing and the offering of gifts, some readings of the hymns can be given and Kara parshad shared.

c) Rites of Passage

Initiation and marriage rites are the most appropriate to simulate as they involve the use of artefacts and defined ritual and liturgy. Pupils may take more of an active part in these simulations, particularly in the making of vows. This should be distinguished from drama by careful adherence to the words of the service and explanations by the teacher. The marriage service from all the religious traditions lends itself to simulation and Bar/ Bat Mitzvah in Judaism, Baptism and Confirmation in Christianity, The Amrit ceremony in Sikhism, Sacred Thread in Hinduism and the Birth Ceremony in Islam would all be valuably taught in this way.

POSSIBLE PITFALLS

a) Simulations do depend on the confidence of the teacher and should only be attempted if the teacher feels comfortable with this approach.

b) Simulations involve an appropriate and sensitive use of artefacts to be a valuable learning experience.

c) A simulation is enacted by the teacher to demonstrate the order and significance of the religious actions in the sacred event. Do not presume the personal involvement of the pupils in the activity. We are seeking in RE to introduce the pupils to religious experience, not to make them committed believers. Maybe, through a sensitive use of simulation, they may develop their understanding, and find echoes of their own experience.

RESOURCES

Praying their Faith - pub.CEM ISBN 0-85100-051-8

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