T.

S 2019

FORM 4 FAMILY AND

RELIGIOUS STUDIES
LESSON NOTES
04

These are just lesson notes and they are not exhaustive. They should therefore not be considered as
the chief resource or used as a reference text.
 CONCEPT OF RELIGION
By the end of the topic learners should be able to:
1. Explain how religions are globally distributed.

Global distribution of religions

Fig 1.1.0

shows world distribution of religions

Christianity

 It is the world’s largest religion with an estimated 2.3 billion adherents around
the world.
 Christianity constitutes an estimated 31% of the world’s population.
 About a quarter of the global Christian population is believed to be in Europe.
 Christianity is the predominant religion in Europe, America, Sub Saharan Africa
and Australia.
 Roman Catholic hold for over half of all Christians worldwide.
 The Roman Catholic Church is the dominant form of Christianity in places such
as:
o Latin America.
o Western Europe.

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 o Central Europe
o Central Africa.
o Southern Africa.
 Christianity is the major religion in Philippines.
 Protestantism has about nine hundred million believers.
 It is the main branch of Christianity in Northern Europe, North America and
Southern Africa.

Islam

 Adherents of Islam constitute the world’s second largest religious group.

 Islam has an estimated 1.8 billion followers, making about 24% of the world
population.
 Islam is the dominant religion in the central Asia, Indonesia, Middle East, south
Asia, North Africa and some other parts of Asia.
 South Asia contains the highest number of Muslims in the world.
 Muslims are a majority in Pakistan and Bangladesh but not India.
 About 15% of Muslims reside in sub-Saharan Africa and sizeable Muslim
communities are also found in America, China, Europe, Philippines and Russia.
 Western Europe hosts large Muslim immigrant communities and Islam is the
second largest religion after Christianity.

Judaism

 Jewish population has an estimated 14.41 million followers of the world’s

population.
 Israel and United States account for 83% of the Jewish population.
 A total of 98 countries host 17% of Jewish followers.
 Europe, including the Asian territories of the Russian Republic and Turkey
account for about 12% of the total.
 About 2% of the world’s Jews live in Africa and Oceania.

Traditional Religions

 About 400 million people practice various folk or Indigenous Religions

including African Indigenous Religion.
 59% of Macau people practice folk religion.
 In sub-Saharan Africa many of those who indicated that they are committed
to Christianity and Islam also incorporate elements of African Indigenous
Religion into their lives.
 90% of the folk religionists are found in Asia-pacific religion.
 Between 2% and 3% of the folk religionists are found in Latin America and the
Caribbean.

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Other religions

 Other religions include:

o Buddhism
o Confucianism
o Baha’i faith
o Sikhism
o Rastafarianism
 These religion constitute 39, 1% of the world’s total population. There are
other small religions not mentioned above which also make up this group.

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 INDIGENOUS RELIGION
By the end of the topic learners should be able to:
1. Identify the rites of passage in Indigenous Religion.
2. Describe the regalia in Indigenous Religion.
3. Identify sacred days in Indigenous Religion.
4. Describe the significance of sacred days in Indigenous Religion.

Rites of passage in Indigenous Religion

 Rite is a religious performance that is done to mark the transition from one
stage to another.
 It can also be referred to as religious practices that dramatize the belief of
people.
 An example of a rite are the rites of passage.
 Rites of passage mark the transition of a person from one status to another
within the society, which is from childhood to adulthood.
 Rites of passage in Indigenous Religion are also known as life cycle rituals.
 These rituals are conducted from birth to death in every individual’s life.
 They include:
a. Birth rituals
b. Initiation or pubertal rituals
c. Marriage rituals
d. Death rituals

Birth rituals

 These are rituals conducted before and after the birth of a child.
 They are also conducted for pregnant women to ensure the growth of the
foetus.
 Birth rituals involve:

Masungiro

 This rite is conducted when a married woman falls pregnant for the first time.
During the last trimester of the pregnancy, she is returned to her parents’
house until she gives birth.
 A short ceremony is held and the husband slaughters a male goat which is
prepared for everyone.
 A portion of the goat meat is cooked with herbs.

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  The female goat remains the property of the mother-in-law.

Protection rituals

 These rituals include taboos to be observed and charms to be used by

pregnant women.
 There are some duties that pregnant women are not allowed to undertake. For
example, it is a taboo for pregnant women to visit graveyards. Disobedience
results in the child being born blind or crippled.
 Protection rituals for pregnant women include the wearing of charms for safe
delivery. In this case, traditional doctors are called to assist in preparation for
the birth.

Initiation

 After giving birth to a child, both the mother and the newly born child
undergo a welcoming ceremony held by their family members.
 The baby’s hair is cut as a sign of purification, separation from the mother and
symbolising individuality.
 The umbilical cord is buried in the ground as a sign that the child is now part
of the family.
 The place where the umbilical cord is buried, becomes the child’s home.

Naming

 Naming of the child is another important birth ritual.

 The child is either named after the grandfather, father, grandmother, aunt or
given a Shona or Ndebele name with a meaning in their day to day living.

Betrothal and marriage rituals

 Betrothal ritual is an initiation that marks the preparation for marriage.

 Marriage is a sacred duty in which every individual is expected to fulfil.
 In Indigenous Religion, marriage rituals are the meeting point for the three
parts of human life which are the departed, living and those to be born.
 It is through marriage that the human race continues to exist, marriage is
therefore a religious obligation.
 There are many types of marriages in Indigenous Religion such as eloping.
 The most accepted ritual is the arranged marriage.
 There are procedures followed during a marriage rite, such as:

The proposal

 The proposal is made to the girl through her parents or guardian.

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  The aunt is the one responsible for giving advice to the girl on marriage issues
whilst the boy’s uncle advices the boy on marriage issues.
 When the girl accepts the proposal, the two exchange marriage promises.
They exchange a token.
 If the two fail to get married they are expected to return the token.

Payment of bride price, lobola or roora

 Payment of bride price (amalobolo in Ndebele or roora in Shona

and mahadi in Sotho) to the bride’s family is the important ritual in
Indigenous Religion.
 Proceedings of the payment of lobola are conducted by the middleman who
is called munyai or usodombo.
 The mother is given a part of the money as a token of appreciation for giving
birth and looking after the girl while she was still a baby.
 The larger share is given to the father.
 Part of the payment is done in form of cattle.
 One cow is given to the mother and it is the father who decides on the
number of cattle he wants.
 The other part of lobola is paid in groceries.

Giving away of the daughter

 After the bride price payment, the husband’s family conducts another
marriage ritual welcoming their daughter-in-law.
 The girl’s aunt with a few relatives accompany the girl to her husband’s house.
 The girl who is now the wife will be covered by a cloth and she is supposed to
walk slowly until she is given a token of appreciation before entering her
husband’s homestead.
 She is welcomed into the husband’s home by a group of relatives singing and
dancing.
 The following morning, the aunt along with the bride wake up early to do all
the household chores.
 After all these activities, the bride is handed to her husband with white sheets
which should provide evidence that she was still pure in terms of virginity.
 If the bride was defiled the husband is supposed to buy a cloth and tie a
penny on its corner or cut it in-between.
 In the case that the bride was found pure the husband was obliged to pay a
cow in appreciation to the parents of the bride in the form of cattle.

Death rituals

 These are rituals conducted in preparation of burying the deceased.

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  Death rituals are also conducted to allow the deceased to be welcomed into
the spiritual world.
 In Indigenous Religion, it is believed that death is a transition from one form
of being to another.

The stages of the death rituals are as follows:

Preparation of the deceased’s body

 Preparation of the body involves the folding ritual and the last bath.
 Folding of the corpse include eyelid and mouth closure. It is done by the
elders present at the time of death.
 Hands are folded as well as legs and the body is covered with a cloth or a
blanket.
 The corpse is bathed using clean water and traditional medicine.
 The corpse is shaved and nails are cut off.
 Traditionally, the family friend and the niece or nephew are the people who
are responsible for the last bath.
 Other individuals are not allowed to touch the corpse in case misfortune
might fall on their families.
 Children, pregnant women, witches and wizards are not allowed to get close
to the corpse.
 Close relatives to the deceased usually shave their heads. This is believed to
be an indication that death does not destroy life rather it symbolises the
continuity of life.
 Mourning rituals are performed by the whole community.
 Neighbours are expected to attend the funeral as a way of expressing their
sympathy. They also express their condolences by a hand shake to everyone
present.
 Before burial another ritual of marking the grave is conducted.
 Marking of the grave is done by the father or a close relative.
 If a proper burial is not conducted, it is believed that the spirit of the deceased
will be wandering and not accepted in the ancestral world.
 The death rituals make one qualify to be part of the ancestral world.

Visiting a diviner

 The elders visit a diviner to seek the cause of the death.

 They may be given charms to bury at their homestead as protection from evil
doers.

Welcoming home the spirit of the deceased

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  A year after the burial, a ceremony to welcome home the spirit of the dead is
conducted.
 The ceremony is a symbolic action of bringing back the spirit so that the
deceased becomes a family ancestral spirit looking after his or her family.
 Kurova guva in Shona or ukubuyisa in Ndebele or khutla in Sotho ritual
qualifies the deceased to be an ancestor.
 People who would have lived a morally upright life are the only ones allowed
to receive this death rite.

Distribution of belongings

 This ritual involves the distribution of the deceased person’s possessions

including his children, wives and all as his personal belongings.
 In some places, this ritual is performed a day after the burial of the corpse.
Important items like walking sticks and a few clothes are kept until the ritual
of welcoming home the spirit is conducted.
 If the deceased was the family head, the wife of the deceased is supposed to
apply oil on the forehead of the one she chooses to be her husband from the
male family members.
 When a woman dies, distribution of her belongings is performed.
 Her aunt and young sisters inherit all the kitchen and bedroom belongings
such as plates, stoves and the bed.
 In Indigenous Religion, it is believed that the belongings of a woman are
sacred and if they are not inherited by her family members they cause
misfortune in the family or to her children.
 If the husband to the deceased had completed paying the bride price, he is
given his wife’s nieces as a way of replacing the wife.

ATTIRE IN INDIGENOUS RELIGION

Regalia in Indigenous Religion
 Traditional attire worn in Indigenous Religion differs from one society to the
other and it depends on the social position of a person.
 The attire which is worn at a marriage ceremony differs from the attire worn at
a funeral.
 The attire of a chief is also different from the attire of a traditional healer.
 Traditional dress for the women differs with age and marital status.

Popular traditional dress code

 People first made clothing out of animal skins.

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  They made sandals, fur shawls and loincloths (kilts).
 The loin cloths were different from one place to the other.
 Small boys and girls would wear the front loin only.
 Jewellery was first made using ostrich egg shells, dried wild fruits, seashells
and feathers.
 With the coming of Portuguese traders and colonisation, the dress code for
both men and women advanced.
 The Portuguese came with cloth and jewellery for minerals and ivory.
 Men and women began to wrap around cloths they traded until further
advancement when the Portuguese came with clothes.
 Married women are expected to wear long dresses or skirts as a way of
showing respect to the in-laws.
 It is custom that women should wear a head wrap at all gatherings including
funerals.
 Women in Indigenous Religion put on ornaments such as necklaces, earrings
and bracelets.
 A bereaved woman should wear black clothes until the ritual of welcoming
home the spirit of the dead is conducted.

Fig 2.2.0

Women dress code during the Stone Age

 The Ndebele people also wear different types of attire on different occasions.
 Married women also wear a small blanket they carry on their shoulders, which
is decorated with beads.

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  Women wear a headgear as a sign of respect for their husband.

Beads and ornaments

 Tribes in Zimbabwe are well known for wearing charms and beads.
 These tribes were, and still are, excellent bead workers.
 Their beadwork is remarkable for its variety colours and intricate designs.
 Beadwork became a cultural icon for the Ndebele as well as the BaTonga, as
they did in their mural art.
 Beaded attire is considered a sign of wealth and beauty.

Fig 2.2.1

beaded necklace

Sacred attire in Indigenous Religion

 Sacred attire is a unique and special type of dressing worn by a specific group
of people usually religious and community leaders.
 It also includes different clothes worn by people on special occasions such as
funerals, bira or ukuthethela and traditional dancing ceremonies.

Attire for chiefs

 Prior the colonisation period, chiefs in Africa used to wear clothes made from
animal skins such as the lion, elephant, leopard or any other powerful animal.

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  Due to modernity, chiefs in Zimbabwe now have a different attire.
 In Matabeleland, some chiefs still wear animal skins on top of their modern
suites or clothing as a way of upholding their culture.

Fig 2.2.2

Ndebele chiefs

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Fig 2.2.3

Zimbabwean chiefs’ regalia

Attire for traditional healers

 Their garments are mostly found in red, white and black colour.
 Traditional healers also wear clothes made from animal skin.
 Traditional healers also wear skirts made from animal hides.
 Adding on to their attire, traditional leaders wear bracelets and beads whilst
others wear anklets.
 They also wear a hat made from bird feathers.
 Spirit mediums also wear black and white clothes.

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Fig 2.2.4

A
hat made from bird feathers
Fig 2.2.5

Traditional healer wearing black and white

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Fig 2.2.6

Traditional healer wearing red, black and white cloth

Fig 2.2.7

Spirit mediums dress code

Traditional dancers attire

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  The Ndebele imbube dancers dress differently from muchongoyo dancers.
 All traditional dancers put on animal skins, traditional skirts, head gears,
necklaces and wrist bands and leg rattles.

Fig 2.2.8

Spirit mediums dress code

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Fig 2.2.9

Shona mbira traditional dancers

SACRED DAYS IN INDIGENOUS RELIGION

Sacred days in Indigenous Religion
 These days vary from place to place.
 Chisi (Sunday, Wednesday, Thursday and Friday)
 First day of the first rains.
 Burial day
 Celebrating the first fruit (bira or inxwala)
 The month of November.

Significance of the sacred days in Indigenous Religion

 Sacred days are important in uniting people in societies, hence the reason why
they are observed throughout the nation.
 The other significance of sacred days is to honour ancestors for the blessings
they have given to people.
 Dead people are very important in Indigenous Religion as they connect the
living and the dead, hence no form of work is supposed to be done on the
day of burial.

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  It is also important in appreciating the work done by the ancestors for
protecting people.
 The sacred day after the first rains is to thank ancestors for the rains.
 It is done to pass knowledge on African culture from one generation to
another.
 The sacred days are set aside to maintain the good relations between the
ancestors and the living.
 The day of burial is sacred because it symbolizes connection of the deceased
to the land of the ancestors.
 Sacred days are important for passing knowledge from one generation to the
other.
 For fellowship purposes between people in the society, for example their
meetings during festivals and ceremonies.

First day of the first rains

 It is done to thank the ancestors for the rains.

 To maintain good relations between the ancestors and the living.
 To show respect to the ancestors.

Burial day

 Considered sacred because it shows connection between the living and the
ancestors.
 It shows connection between people and the land.
 The importance of the burial day is to show the sacredness of land.
 There are hours in which the body is allowed to be laid down.
 Every member of the society is obliged to attend a burial.

Chisi (Friday, Wednesday and Sunday)

 These days are set aside for the ancestors to rest and it depends on the place.
For example in Shona they honour Friday and Thursday as their sacred days.
 In the Ndebele culture Wednesday is the day that has been set aside to thank
the ancestors for blessing people.
 The day is also set aside to thank the ancestors for provision of the rains.
 Its importance is to thank the ancestors for blessing people, for example
through rains.
 This day is set aside to thank the ancestors for protecting people.
 It is set aside to maintain good relations between the ancestors and the living.
 It is set aside to serve a purpose of uniting people through identity.

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Appeasement of the ancestors

 This day is set aside to thank the ancestors for protecting the yields from all
sorts of devourers.
 It is set aside to thank the ancestors for blessing people with the harvest.
 For appeasing the ancestors. For example bira or inxwala which is the
celebration of the first fruits and thanking the ancestors for good harvests.

The month of November

 This month is set aside to thank the ancestor for blessing people. It is
considered as the month of rest for believers.
 All the rituals related to the ancestral connection are seized
 It is also set aside to thank the ancestors for protecting people from all
dangers that might have befallen them.
 It is set aside for protection of natural resources such as goats which are
believed to produce more during this month.
 If the ancestors are resting people should not conduct rituals.

JUDAISM
By the end of the topic learners should be able to:
1. Identify the rites of passage in Judaism.
2. Identify sacred attire in Judaism.
3. Describe the significance of sacred attire in Judaism.
4. State sacred days in Judaism.
5. Describe the significance of sacred days in Judaism.

Rites of passage in Judaism

a. Birth
b. Death
c. Circumcision
d. Baptism
e. Marriage

Various rites of passage in Judaism

Birth rite

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  In Judaism birth rites are divided into naming, circumcision, presentation in
the temple and purification.

Circumcision

 It refers to the removal of the foreskin after seven days of birth.

 This is done as a symbolic way of showing the covenant that was made
between Abraham and God.
 During circumcision the baby boy is named and the verses from the Torah are
read.
 The father then recites a thanks-giving prayer at the ceremony.
 The rite of circumcision is found in the Torah as instructed to Abraham the
patriarch of Judaism. (Genesis 17:10-14 and Leviticus 12:3)

Naming rite

 The boy child is named after being circumcised or during circumcision.

 The child is then dedicated to God through giving a gift of at least five shekels
and he or she gets named.
 The verse is read from the Torah during the naming rite. The girl child is
named during the reading of the Torah.
 A blessing for health is read and declared upon the child and the mother.

Purification rite

 According to Leviticus 12:2 a woman is kept away from performing duties for
seven days if she is having a baby boy and fourteen days if it is a girl child.
 The mother and the baby should separate from the father.
 The mother and the baby remained impure for thirty-three days after the birth
of the male child and sixty-six days for the female child.
 A child is blessed during the reading of the Torah by his father in the
synagogue.

Presentation in the temple

 The mother was to bring a lamb and a young pigeon or a turtle-dove after the
stipulated days for a burnt-offering and sin offering. If the parents were poor
and not able to bring a lamb they could bring either two turtle-doves or two
young pigeons.

Marriage rite

 Marriage is referred to as the Kidushin. It is the foundation of the Jewish life

cycle.

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  It allows two people to pass from the stage of being in a relationship to being
a religiously acceptable couple.
 It is conducted by the Rabbi.
 In the Jewish contract (Ketuba) the veil is placed over the bride`s face by the
groom.
 This is traced back to Rebecca who had her head covered with the veil when
she was presented to Isaac.
 The wedding takes place under the Chuppah which is a tapestry attached to
four poles to make a covering or a shed.
 It is conducted under the Chuppah to symbolize a home and stable marriage.
 The Rabbi blesses the wedding through reciting blessings to the couple.
 The drinking of a cup of wine is done in the temple accompanied by words of
consecration.

―Behold you are consecrated to me by this ring according to the Law of Moses…‖

 The groom then breaks a glass symbolizing that they should take part in fixing
the imperfect world.

Baptism rite

 In Judaism baptism was done in a pool.

 Immersion in water was a sign of spiritual cleansing and purification from sin.
 Baptism is conducted by priests before conducting their divine service.
 Immersion in water was also conducted to a bride before her wedding.
 Baptism was done to new converts in Judaism.
 It is done as a sign of the covenant between Abraham and people.

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Fig 3.1.0

Baptism in water

Death

 Under the death rite there is also the mourning rite. They are divided into two
thus for the deceased and the relatives of the deceased. There are customs
conducted to show respect for the dead and others to comfort the living.
 During the mourning rite the family is left alone to make arrangements on the
burial.
 During the time of mourning the bereaved are not allowed to perform normal
duties.
 Death is viewed as natural in Judaism.
 It is referred to as a time of pain.
 When a person dies in Judaism the eyes are closed. The body is covered and
laid down on the floor.
 Candles are lit next to the body and the corpse should not be left alone until it
is buried. This was done as a sign of respect to the deceased.
 A group of the Jewish holy society known as the chevra kadisha washes the
body.
 The body is cleaned thoroughly and wrapped in a simple plain linen shroud or
wrapped in a tallit.
 The body of the deceased is not viewed by all people to avoid enemies from
viewing her or him.
 After burial mourners are prohibited from wearing jewellery.

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  Mourners are not allowed to leave their homes during the period of mourning
and this is called the shivah process.
 Services are conducted to comfort the mourners.
 The mourner`s prayer called the Kadish is recited.
 Mourners have a special meal prepared for the family in honour of the
deceased.

ATTIRE IN JUDAISM
Sacred attire in Judaism
Fig 3.2.0

Examples of Jewish sacred attire

 Every piece of attire in Judaism serves a particular purpose. Men have their
own attire which is different from that of women.
 Ceremonies like weddings, funerals and prayer meetings also have some
different regalia.
 Attire in Judaism is a symbol of commitment and identity.

Kittel

 It is a white robe made of cotton.

 The robe is worn by men on special occasions like weddings.

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  The robe has no pockets hence it is also used as men’s burial attire.

Fig 3.2.1

The kittel

 Men can also wear the robe on Jewish holidays like the Yom Kippur, Rosh
Hashanah and when leading special services like the Passover.
 Its white colour represents purity and love.

Sheitel

 This is a wig worn by married Jewish women as per the requirement of

covering the head for women.
 Women are allowed to wear a scarf or a hat in place of the sheitel.

Gartel

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Fig 3.2.2

A gartel

 This is a belt used by Jewish men during prayer.

 Gartels are provided in white or black colours and are used in special
occasions like the Yom Kippur.
 It is tied on the waist.
 It is used to separate the upper body from the body as required by Jewish
customs every time God’s name is mentioned.

Bekishe

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Fig 3.2.3

Bekishe

 This is a long black silk coat worn on Shabbat (Sabbath), Jewish holidays and
celebrations such as weddings.
 It can also be worn during morning and afternoon prayer services.

Tichel

 It is a headgear worn by Jewish women.

 It can be a scarf or any wrap used to cover the head as a religious
requirement.
 Tichels differ from one Jewish society to another but are a requirement for
Jewish women.
 Under Jewish customs, a married woman’s hair should be seen by her
husband only.

Kippar

This is a headgear worn by Jewish men and boys. Some women also wear a kippar in
modern societies.

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Fig 3.2.4

A kippar

 It is worn during prayer, meals, when reciting blessing and studying Jewish
religious texts.
 Some men always put on a kippar.
 Other head gears include the spodik and shtreimels.

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Fig 3.2.5

A spodik

Tallit

 This is a large shawl made of wool.

 It is regalia for prayer.
 The tallit was prescribed in the Torah. (Numbers 15)
 Men wear the tallit during morning prayers.
 The wearing of the tallit as religious attire differs from one Jewish society to
another.

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Fig 3.2.6

Tallit

SACRED DAYS IN JUDAISM

Sacred days in Judaism

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Fig 3.3.0

Jewish sacred days

Yom Kippur

 Known as the Day of Atonement.

 It is a Jewish festival.
 It is held on the tenth day of the seventh month known as Tishri in the Hebrew
calendar.
 The festival begins around sunset on that day and goes into the next days.
The festival lasts for about twenty five hours.
 Devoted Jews usually fast through Yom Kippur or attend prayers in the
synagogue.
 The day is set aside for prayer, repentance, fasting and sacrificial offering in
some cases.
 This is the day where the Jews ask for forgiveness of sins from God.

Rosh Hashanah

 It is known as the Jewish New year.

 It comes on the first and second days of the month Tishri (September or
October).
 It is referred to as the birth of the universe as Jews celebrate God’s creation of
Adam and Eve who represent human beings.

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  The day is coupled with candle lighting in the evenings, festive meals and long
prayer services.

The shofar (ram’s horn) is sounded in the morning and Jews are supposed to desist
from any form of work.

Fig 3.3.1

A shofar

 A ram’s horn is sounded in remembrance of the binding of Isaac by his father

Abraham.
 A ram took the place of Isaac as an offering to God.

Shabbat or Sabbath

It is the seventh day of the week set aside for rest.

"Remember the Sabbath day by keeping it holy."- Exodus 20:8

 The day is taken from God’s act when he created the heaven and earth for six
days and rested on the seventh day.
 Religious Jews are not allowed to do any form of physical work on this day
and are to focus on their spiritual life while resting.
 Sabbath day starts just before sunset on Friday and continues into Saturday
night.

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  Believers light candles and recite a blessing.
 Jewish societies may differ on what can or cannot be done on the Sabbath day
but they all observe the day as commanded by God in the Ten
Commandments.

Sukkoth

 It is a Jewish holiday held on the fifteenth of the seventh month Tishrei.

 Sukkoth is also known as the Feast of Booths or Feast of Tabernacles.
 During this festival, religious Jews celebrated and thank God for giving shelter
to them in the wilderness period when they were travelling from Egypt to
Canaan.
 Sukkoth lasts for nine days and Jews prepare booths in the bush where they
camp in remembrance of their wilderness period.
 A booth is a temporary shelter made from tree branches.

Fig 3.3.2

Booth

Passover

 This is a ceremony set aside for the commemoration of God’s deliverance of

the Israelites from Egyptian bondage in the book of Exodus.
 The angel of the Lord was instructed to kill all first born sons in Egypt but
spare those of the Israelites. The angel therefore passed over the houses of

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 the Israelites and thus they derived their name for the feast from the act of
passing over of the angel.

Other sacred days include:

 Feast of weeks
 Rosh chadesh (The New month.)
 Hanukkah (festival of lights.)
 Purim

CHRISTIANITY
By the end of the topic learners should be able to:
1. Identify the rites of passage in Christianity.
2. Identify sacred days in Christianity.
3. Describe the significance of sacred days in Christianity.

Rites of passage
 Christians have ceremonies to mark changes that occur from one stage of life
to another.
 Many Christians call these rites of passage sacraments because they provide
one with a spiritual guidance to living a religious life.
 The three most common sacraments in Christian faith are concern: baptism,
marriage and death.

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Fig 4.1.1

Rites of passage in Christianity

Birth

 The first ceremony that Christians go through is related to birth.

 The process consists of the naming ceremony, dedication and baptism.

Naming ceremony

 The family and relatives of the newly born child gather in a church to welcome
the child.
 The pastor or leader utters words of blessings which are repeated either by
the congregation or the parents.
 The parents of the child may choose a Bible verse to be read out loud to their
child.
 It is on this occasion that the name of the child is announced to everyone
publicly.
 The parents may receive gifts from people who would have attended the
ceremony.

Dedication

 A Christian family prays dedicating their child’s future to God.

 The parents will make a dedication that their child will live under God’s will.
 It is the duty of the parents to raise their child in a Godly manner.

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  When the child is mature enough to make their own decisions, the parents’
duty and responsibility will be over.

Baptism

 Every Christian is expected to participate in this rite.

 In some Christian churches, a candle is lit symbolising that Jesus has lightened
this earth.
 Other Christians believe that the candle they lit symbolise a cross over from
the life of darkness to a life full of light led by Jesus Christ.
 If the baptism is for an infant, the child is sprinkled or immersed in water.
 Baptism symbolises the washing away of sins.
 The parents make vows, promising to raise the child in obedience to God’s
word.
 When an older person wants to get baptised, they begin by confessing their
sins and then get immersed in water or sprinkled water on the forehead.

Marriage

 In a Christian marriage, the husband and wife devote themselves to one

another.
 Most Christians believe that this sacrament is a natural representation of the
relationship between Christ and his church.
 The traditional wedding ceremony, which usually takes place in a church, is
probably familiar.
 Among Christians in Zimbabwe, the process of marriage starts with bride price
payment to the girl’s parents and completed by a wedding ceremony.
 After the wedding ceremony, the couple is allowed to live together as
husband and wife.
 The bride is escorted down the aisle by her parents and entrusted to the
groom.
 At the altar the bride and groom exchange vows and rings.

Death

 It is regarded as the final stage of life.

 Christians believe that Christ’s resurrection is proof that death can be a
passage to eternal life.
 Most Christians believe that after death, people will be judged according to
how they led their lives while they lived on earth.
 Those who would have repented and lived justly will go to heaven.
 Other Christian denominations such as the Roman Catholic believe that when
a person is terminally ill, they should confess their sins before death.
 The unrepentant and sinful will suffer in hell.

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  Christian funeral customs vary throughout the world, in some countries
mourning and prayer precedes the funeral.
 The funeral ceremony usually includes prayers and speeches.
 Sometimes the body is displayed before burial or cremation.

SACRED DAYS
Sacred days in Christianity
 Sacred days in Christianity are holy days set aside to celebrate the birth, life,
death and resurrection of Jesus Christ, these include:

Lent

 The period of forty days before Easter.

 It starts on Ash Wednesday where some Christians separate themselves from
food and their hobbies dedicating their time to prayer and the word of God.
 Lent is mostly observed by Christians from Roman Catholic, orthodox
churches and some protestant denominations.

Ash Wednesday

 This is a Christian sacred day for prayer and fasting.

 Christians commemorate repentance.
 It is the first day of Lent.
 Believers rub ashes onto their foreheads on this day.
 Believers reflect on their life and celebrate their repentance.

Palm Sunday

 The Sunday before Easter where Christians remember Christ’s journey to

Jerusalem before he died.
 Christians will be remembering the period when Jesus rode on a donkey into
Jerusalem and people in the city spreading palm branches on the ground
before him as a sign of kingship.

Maundy Thursday

 Thursday before Easter, Christians celebrate it in remembrance of the last

supper Jesus had with his disciples.

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Good Friday

 The Friday before Easter, Christians remember the death of Jesus Christ on the
cross.
 Good Friday is very important to Christians as they remember the day Jesus
willingly suffered and died for their sins.
 His death brought grace, relief and salvation.
 His sacrifice made salvation and forgiveness to be poured on all nations.
 Christians believe that without the blood of Jesus shed on the cross, every
human being deserved to be in hell hence this day is worth celebrating.
 Christians received divine forgiveness, mercy and peace because Jesus
willingly took their punishment.
 To Christians, Good Friday marks the day when wrath and mercy met at the
cross.

Easter Sunday

 A Sunday set aside in March or April when Christians celebrate the

resurrection of Jesus Christ. This is a very important event for the Christians.
 Jesus’ resurrection is evidence of his power and authority over life and death.
 Christians believe that Jesus resurrected from the dead, three days after his
death on the cross.

Sabbath

 A day of rest and prayer.

 It was adopted by Christians from Judaism where God worked for six days and
rested on the seventh day.
 Christians observe different days as Sabbath. Some observe Friday, others
Saturday whilst some observe Sunday as their Sabbath.

Christmas

 Most Christians believe that the 25th December is the day when Jesus Christ
was born.
 It is believed to be the day which God came to earth in human form as Jesus
therefore most Christians celebrate this day with joy.
 Jesus is God’s son and He came as the saviour to all Christians.
 On this day, many Christian believers exchange gifts.
 Christmas is marked by love and happiness.
 Some Christian families take this day as an opportunity to have family get
together meals whilst others dedicate this time to prayer and fasting.

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The significance of sacred days in Christianity
 Sacred days act as a reminder of the important Christian events that
happened in the past.
 A sign of commitment to the religion.
 For fellowship.
 Unity of the people.
 Strengthening and reviving each other.
 Days of worship.

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 ISLAM
By the end of the topic learners should be able to:
1. Identify the rites of passage in Islam.
2. Describe the regalia in Islam.
3. Identify the sacred days in Islam.
4. Describe the significance of sacred days in Islam.

Rites of passage in Islam

 Rites of passage in Islam are divided into three categories and these are:
1. Births rites
2. Pubertal rites
3. Death rites
 The most important Islamic rites of passage are circumcision and marriage.
 They indicate the end of childhood and initiation into the culturally and
religiously defined roles of adulthood.

Births rites
 There are four birth rituals in Islam which are:
i. Call for prayer.
ii. Naming ceremony.
iii. Circumcision rite.
iv. Shaving ceremony.

Call for prayer (Adhan)

 Adhan is the Islamic call for prayer and the words of Adhan are :

―There is no God but Allah, and Muhammad is his prophet‖.

 The call for prayer is whispered into the ears of every newly born child in
Islam.
 Muslims believe that every person who comes into the world should know and
respect the Adhan.
 In this ritual, the child is given a teaspoon of honey. This is done because
Muslims believe that the first taste of a child should be sweet.

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Fig 5.1.1

Adhan whispered into a baby’s ears

Naming the child (Tasmiyah)

 This rite is also known as the naming ritual.

 According to Muslims, a child should be named on the seventh day after birth
with the help of a religious leader.
 If the child was already named, the name is announced publicly on the
seventh day after its birth during the naming ceremony by a religious leader.

Circumcision (Khitan)

 Circumcision is a Muslim ritual whereby a boy's foreskin of the penis is

removed by cutting.
 The main reason for the act is to display purity.
 Circumcision is also known as tahara which means purification.
 Muslims believe that the foreskin stores and traps urine which results in
diseases, therefore, to avoid all risks the boy's foreskin should be removed.
 Muslims also believe that every individual should be clean before praying
hence circumcision is another way of maintaining cleanliness.
 In Islam, parents are encouraged to circumcise their sons on the seventh day
after birth although circumcision is not enforced.

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Shaving ceremony

 On the seventh day after the child’s birth, another rite is conducted.
 The child’s hair is shaved and weighed. The family is expected to give gold or
silver of the same weight to charity.
 During this rite, a sacrificial animal is slaughtered.
 Prayers are made asking Allah to protect the child from evil doers in the
current world and in the world to come.
 After this ceremony, a community meal is held with relatives, friends
and neighbours.

Pubertal rites
Circumcision

 Male circumcision is the most widely observed rite of passage in Islam.

 In Islam circumcision is done when a child is seven days or between the age of
three and fifteen.
 In some other parts of the Islamic society a boy can be circumcised after he
has successfully managed to recite and memorize the first Quran recitation.
 Circumcision is commonly held during the month of Muhammad’s birthday
and is accompanied by festive celebrations and Quran recitation.
 Circumcision symbolizes purification. It is also an indication of change from
childhood to adulthood.

Marriage

 The wedding is an important pubertal rite in Islam.

 It marks changes from being a boy or girl to a woman or man.
 In Islam marriage is viewed as a religious obligation or a contract between the
couple and Allah.
 They believe that the purpose of marriage is to preserve the religion through
procreation.
 A family is expected to be righteous.
 Islamic weddings vary according to the culture of the country.
 Marriages are officiated by a cleric.
 The following rituals are followed:

Meher-

this is a gift which is paid by the groom to the bride.

Nikah-

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this is the signing of the marriage contract.

Vows and blessings

 Couple exchange vows and blessings. They also recite the first chapter of the
Quran as part of their vows so that Allah may bless their union.

Death rites
 These are rituals which every Muslim is expected to undergo at death.
 Among Muslims, a funeral prayer is known as janazah.
 When a person dies, the eyes and mouth are closed.
 The arms, legs and hands are stretched out in alignment with the body.
 When the death message is announced to the relatives, they are not allowed
to mourn during the funeral.
 The body is washed thoroughly to remove urine, stool or blood. This is done
for purification purposes.
 Cleaning the deceased’s body is known as ghusl and it is performed by
relatives of the same sex with the deceased.
 The body is wrapped using a white cotton cloth known as the kafan. Usually
men are wrapped using three pieces of the kafan whilst women use five pieces
of cloth.
 The body of the deceased is laid in the grave on its right side, facing Mecca.
 A person sitting next to the body reads the Koran.
 An Imam leads the funeral service. The body is carried to the graveyard by
four men while friends and relatives follow.
 Relatives to the deceased are then allowed to mourn for forty days.
 Family members wear black clothes.
 Widows are expected to hold longer mourning periods.
 Forty days after burial, the Muslims hold a memorial service for the deceased.

ATTIRE IN ISLAM
Attire in Islam
 Muslims are required to pay attention to their appearance making sure that
their dressing is decent, presentable and clean especially when going to the
mosque.

The Qur’an states that,

―Children of Adam, wear your best clothes to every mosque.‖ (Surat Al-A‛raaf, 7:31)

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  Islam considers all types of clothing lawful as long as they do not exceed the
bounds set in the Islamic teachings.
 Prophet Muhammad was against clothes that interrupt the acts of worship,
such as the prayer and fasting, which are governed by the principle of
restriction. Sunna An-Nasaa:2559 says,

―Eat, drink, dress and give charity, but without extravagance or arrogance.‖

Men’s Dress code

 The Quran and Sunna guides Muslims on dress code.

Quran 24:30 says:

“Say to the believing men that they should lower their gaze and protect their
private parts.”

 It is compulsory for every Muslim men to cover the middle part of their body
from the navel to the knees.
 Muslim men are discouraged from wearing clothes that resemble non-Islamic
culture.
 Men in Islam are forbidden from wearing clothes that pertain to women’s
dressing.
 It is not acceptable for Muslim men to wear tight clothing or clothes made
from see-through garments.
 Prophet Muhammad prohibited men from wearing clothes made from silk, or
jewellery made from gold.

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Fig 5.2.0

Islamic thobe for men

Fig 5.2.1

Islamic headscarf and head rope

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Women’s dress code

 Muslim women are required to wear clothes that cover their arms and legs as
a way of maintaining dignity and honour.
 The covering of the whole body is called hijab.
 Muslim women are expected to cover their bodies in public areas.
 The main purpose of headgear or veil (hijab) is to cover intimate body parts
(Awrah).
 Awrah refers to private parts of the body.
 Some Muslim women wear garments which cover the whole body and face
exposing the eyes only whilst others cover the body except face and hands

Fig 5.2.2

Dress code for Muslim women

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Fig 5.2.3

Muslim children dress code

Types of head scarves

The hijab

 This type of veil consist of two scarves which cover head and neck.

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Fig 5.2.4
Muslim women dressed in hijab
The niqab

 It covers the entire body including the head and face.

 The niqab has an opening left for the eyes.

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Fig 5.2.5

A Muslim dressed in a niqab

The chador

 It is a full-body-length shawl held closed at the neck by hand or pin.

 It covers the head and the body except for the face.
 Chadors are commonly found in the Middle East, specifically in Iran.

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Fig 5.2.6 Muslim dressed in a chador
The burqa

 It is a full-body veil. The wearer’s entire face and body are covered and one
sees through a mesh screen over the eyes.
 It is commonly worn in Afghanistan and Pakistan.

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Fig 5.2.7

Muslim women dressed in burqa

Forbidden types of clothes

 Muslims are expected to cover their private parts with appropriate clothing as
directed by the Quran:

“Children of Adam! We have sent down clothing to you to conceal your private
parts”. (Surat Al-Araaf 7:26)

 The Quran prohibit women from wearing clothes which reveal their neck,
breast, arms, thighs and legs.
 Islam teaches against the wearing of tight clothes or clothes that reveal inner
garments.
 In many predominantly Muslim countries, men's traditional dress is a loose
robe, covering the body from the neck to the ankles.
 The overall appearance of a person should be dignified and modesty.
 Shiny and fancy clothes are discouraged as it is believed that they not a sign
of modesty.
 Prophet Muhammad discouraged Muslims from wearing old ragged clothes
with the intention of gaining sympathy from others.
 Islam encourages people to be proud of their religion and culture. Muslims
are highly discouraged from wearing clothes that pertain to another religion,
culture or sex.

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  For this reason, Muslim men are forbidden from wearing gold or silk, as these
are considered to be feminine accessories.

SACRED DAYS IN ISLAM

Sacred days in Islam
 Friday
 Eid- al Adha or festival of the sacrifice
 The month of Ramadan
 Eid ul Fitr (I Shawal) or festival of the breaking of the fast
 Ashura (The month of Muharam)
 Al-Hijra
 The hajj or holy pilgrimage
 Day of Arafat
 Mawlid an-Nabi

Significance of Sacred days in Islam

Friday

 Muslims honour Friday because they declared it the first day of creation.
 It is regarded as the day when the Lord created the heavens and the earth.
 Also, Friday is important in the sense that Muslims believe that it is the day
when resurrection will take place even though there is no exact date.
 It is also a day of honouring the judgement which is to come.
 It also serves a purpose of purification to the Muslims so that they gain mercy
from Allah.
 It is a day of conducting services at the masjid.

Eid-ul Adha (The feast of sacrifice)

 It is the month of celebrating the faith of Ibrahim (Abraham) when he was told
to sacrifice his son.
 On this day the Muslims sacrifice their animals especially sheep.
 The sheep is a symbol of Ibrahim`s sacrifice.
 The Muslims celebrate the willingness to sacrifice anything for the will of God.
 This day is honoured as it is regarded as a day of making special requests and
fasting.
 This is also a day of remembering Hijra which is the annual Muslim festival.
 Hijra refers to the day when Muhammad flee to Medina.

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Lailat al Qadr (27 Ramadan)

 This day is sacred because it is the night when the Quran was revealed by
Allah to prophet Muhammad.
 The significance of this day is even explained in the Quran. Quran 97:3
explains that this month is better than a thousand of months.
 This month is significant in the sense that the angels come down from heaven
to earth to address matters concerning the believers.
 During this month people spend their time on prayer. They even make all
night prayers reciting the Quran.
 It is also significant in the sense that people are forgiven their sins.
 This is evidenced by the belief that Allah said that those who ask for
forgiveness of their sins in faith will be forgiven and rewarded accordingly.
 This month is very important since it is a month of doing righteous before the
eyes of the Lord.
 The Quran says that Allah completed his favour upon the Muslims and has
chosen Islam as their religion. (Quran 5v3).
 This sacred day serves a purpose of purification.

Eid ul Fitr (Shawal)

 This is done at the end of the month of Ramadan which is the month of
fasting.
 This is celebrated by all Muslims. It is important for thanksgiving to Allah for
taking them throughout the fasting and granting them self-control.
 This is done when the moon sets its light.
 It is very important since it maintains good relations between Allah and his
people.

Al-Hijra (Islamic New Year)

 This is also known as Muharram.

 This festival is very crucial since it marks the beginning of the growth of Islam
into the world as a religion of faith.
 It is also important since it means moving from sin to good life required by
Allah.
 It also symbolizes faith in living a new life in Allah.

The hajj

 It is one of the most important religious pillars of Islamic religion.

 It is performed by the guests of Allah for the reasons of saving people.
 It means going to visit an important place in Islamic religion.
 This is the rite which is performed at the city of Mecca.

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  It serves the purpose of bringing humility amongst the Muslims.
 It is also intended to bring unity amongst the Muslims.

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 RELIGION, FAMILY AND IDENTITY
By the end of the topic learners should be able to:
1. Identify various agents of cultural change.
2. Explain how change in culture is affecting the nature of the family.
3. Describe the role of the family in promoting national values.
4. Illustrate the significance of religion in promoting national values and good
citizenship.
5. Explain the role of Indigenous Religion in fostering African identity.

Cultural change
 Culture refers to the norms, values, attitudes and behaviour of people in a
society.
 Cultural change means modification of the existing norms, values, attitudes
and behaviour of the people from the past into new procedures.

Agents of cultural change

 Western education
 Globalization
 Urbanization
 Technology
 Women rights
 Migration
 Acculturation
 Diffusion of cultural attributes
 Assimilation

Effects of cultural change at family level

Western Education

 It has reduced the value of informal education in educating children.

 It emphasizes on economic development rather than social development.
 Western education has led to diffusion of culture, for example, through the
issue of human rights.
 Western education has diffused African culture, for instance through dress
code.

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Migration

 Disturbed unity amongst members of the family. For example through

promoting adopted Western culture, for example, the wenela or wenera issue
where people went to work in South Africa in mines and brought back the
whites’ dress code.
 It also disturbs African family values and customs and promotes Western
culture.
 Leads to increase in families headed by women since it reduces the value of
marriage.
 It led to influence of Western culture which was adopted through migration of
Africans to workplaces in other countries.

Urbanization

 People move to look for jobs and end up secluding their families.
 It also promotes cultural diffusion since urbanization promotes Western
education rather than informal education.
 Leads to promotion of nuclear families which is against African culture.

Technology

 It promotes disunity amongst families as families no longer spend much time

together.
 Technology undermines the importance of informal education.
 Technology has led people to shift focus from family social development to
economic development within families. For example this has led to creation of
social classes.
 It has become the major source of cultural diffusion since one culture is being
promoted, thus Western culture.
 Eliminates the spirit of unity, for example, teamwork (mushandirapamwe in
Shona or ilima in Ndebele or ho sebetsa hammoho in Sotho) which promoted
unity amongst Africans in the era before technological advancement.

Westernization

 It has destroyed the African culture of inheritance (Lefa in Sotho or ukungena

in Ndebele or kugara nhaka in Shona).
 This has led to the emergence of many churches which have played a crucial
role in diffusing family culture through religious teachings against arranged
marriage, polygamy and cultural practices from the West found in the Bible.
 Westernization brought the issue of employment which has led African culture
to be viewed as less important amongst families.

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INDIGENOUS RELIGION AND AFRICAN
IDENTITY
Role of family in promoting national values
Teaching on proper behaviour

 This family value promotes peace and love as national values.

 The family is responsible for teaching children proper behaviour so that they
become peaceful people who are able to live in harmony with others.
 This helps people to be peace loving citizens.
 If the family encourages good values the values of the nation are promoted
because a good citizen is the one who have good expected and acceptable
values.
 For example peace and harmony can be acquired by the citizens of the nation
through being taught at family level.

Providing financial support for education

 Informal education is provided through the family and this promotes the
national value of producing citizens who are educated and competent.
 This promotes the national value of producing educated citizens.
 If the family educates children the national desire is of educating the nation is
achieved.

Maintenance of proper behaviour

 Responsibility is a value which is promoted at family level in order to produce

an individual who will fully comply with the values of the nation.
 For an individual to be accountable they should be taught at family through
maintaining proper behaviour.
 Honesty is a value needed by a nation. However the society is the one which
can mould a citizen who is trustworthy and reliable through influencing
proper behaviour.

Unhu, Ubuntu or Vumunhu

 Love and care are values taught at family level and these have a great positive
impact in promoting national values.
 The family teaches the aspect of Unhu, Ubuntu or Vumunhu as a way of
promoting unity amongst citizens of a country.

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  For one to be able to have love for other people he or she should be taught at
family level in order to achieve that as a national value.
 Unhu, Ubuntu or Vumunhu promotes love for one another.
 It also promotes respect for one another.

Dress code

 This value is taught at family level as a way of promoting proper behaviour

which is acceptable within the nation.
 The family promotes the issue of dress code as a way of promoting identity
which is a way of achieving the national value which encourages citizens to
value their identity.
 It promotes the value of identity amongst people within the nation which then
promotes unity as a national value.

Significance of religion in promoting national values

 Religion promotes unity and peace amongst people as values desired by the
nation.
 It provides the spirit of Unhu or Ubuntu amongst citizens of a nation. For
instance attending rituals and ceremonies shows care for each other.
 Religion promotes respect for each other within the nation. For example
respect for leaders and elders is encouraged through religion.
 It encourages equality. Equal treatment without segregation by race and
ethnicity is encouraged through religion.
 Religion is important in promoting peace amongst citizens of a country.
 Compassion is also encouraged as a national value. This is done through
providing for the needy such as orphans and the disabled.

Role of religion in fostering African Identity

 Religion promotes identity through attire.
 The different types of attires show different groups of people.
 Religious practices can also show identity.
 Religion can show identity through songs and dances.
 Way of worship. For example the way different groups conduct their worship
ceremonies.
 Symbols from different religious groups also explain identity. For example the
Ndebele head gear.

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Fig 6.2.0

Ndebele attire
Fig 6.2.1

Shona dancing attire

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 RELIGION, RIGHTS AND SOCIAL
RESPONSIBILITY
By the end of the topic learners should be able to:
1. Identify advantages and disadvantages of freedom of worship.
2. Demonstrate the relationship between rights and social responsibilities.
3. Explain the role of religion in shaping leadership styles.

Worship
 To express respect, love and admiration for God.
 In many religions, it is done through:
 Praying
 Singing
 Dancing
 Participating in religious functions, ceremonies and festivals.
 Following religious teachings.

What is freedom of worship?

 It is the right to pray or join a religion that one wants without constrains.
 Freedom of worship include the right to conduct religious activities or to
change religious beliefs willingly.

Advantages of freedom of worship

 It reduces discrimination on religions.

 Any person can follow their religion without being forced.
 It unites people despite having different beliefs.
 It encourages peace, tolerance and respect.
 It promotes stability in a pluralistic society which is a society where people
believe in different religions and they tolerate each other.
 It promotes economic prosperity, good health and prolonged democracy
because people will be united.

Disadvantages of freedom of worship

 Creates division-allowing people to have freedom of worship can be a weapon

to division and segregation. People from the same religion may associate as a
group avoiding others from a different religion.
 Promotes discrimination-freedom of worship may lead to discrimination as
some people may feel like their beliefs are important than others.

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  Nature may be disturbed for instance when some religions fail to take
cognisance of scientific factors to preserve the environment because their
religion does not allow them to engage in science.
 Inconveniencing others.
 Conflict- people may argue in defence of their religions.
 It leads to creation of social classes.

LEADERSHIP, RIGHTS AND

RESPONSIBILITY
What are rights?
 These are laws that give one the power to do and think in a certain way.
 An example is freedom of choice, right to health and life. Every citizen has the
right to life therefore those who kill others are punished by the state.
 The following are some of the rights in Zimbabwe:

Fig 11.2.0

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What are responsibilities?
 These are what every member of society is expected to do for example
parents have the responsibility to take care of their families through paying
school fees, providing shelter and food.
 Learners also have the responsibility to write their homework and attend
school.

Examples of responsibilities
Fig 11.2.1

Examples of responsibilities

Relationship between rights and responsibilities

 Every citizen has rights and responsibilities (duties) that they are to perform.
 Every right comes with a responsibility.
 It is the responsibility of every citizen to respect other people’s rights.
 Rights and responsibilities are agreed on by the community.
 Rights are monitored and guaranteed by the state and responsibilities are
guaranteed by the community.
 One’s right is a responsibility for the other. For example the right to life gives
citizens a responsibility to avoid killing any individual.
 Responsibilities must be done with full respect of rights.

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  One’s right must not infringe (disturb) on other people’s rights.

RELIGION AND LEVELS OF LEADERSHIP

Leadership styles
Autocratic leadership

 Orders, rules and regulations come from the leader.

 Final decisions are made by the boss and may not be challenged by any
subject.
 A leader may or may not consult his subjects for their views on anything.
 This type of leadership is influenced by the issue of divine right of leaders in
religion which asserts that leaders are chosen and anointed by God the
Supreme Being.
 Religion holds that whatever leaders think and do is God’s will and this
influences some leaders to do as they please and claim that they are leading
the way God wants when it is not so.

Democratic leadership

 In democratic leadership the leader is there but he or she only facilitates

processes.
 Decisions are taken through voting by members.
 The views of group members are very important.
 God wants people to have peace and religion promotes peace through
democracy which makes every member have a sense of belonging when their
opinion is considered.

Transformational leadership

 This is leadership that is inspired by change and development.

 Group members are inspired by new challenges.

Team leadership

 Under this type of leadership, everyone is a leader and has the idea of where
the team is headed and is inspired to work and contribute to the team to
achieve what is agreed upon.
 No one monitors the progress but people must act responsibly.

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Facilitative leadership

 This is where people work in groups and have a leader who is drawn from
amongst the other subjects.
 The facilitator is usually familiar with other subjects and the close relationship
may help improve relations amongst subjects.

Laissez-faire leadership

 There is minimum supervision. People do as they wish and are expected to act
responsibly. Religion therefore influences people to have self-control and do
what is expected of them in a morally acceptable manner.

Role of religion in levels of leadership

 Religion monitors the activities of leaders and how they lead.
 Confronts leaders when they deviate from the values and norms of the
society.
 Predicts the future through foretelling and forth telling.
 Deals with the dark side of leadership and addresses any element of wrong
doing in leadership.
 Influences and guides leadership principles.
 Encourages freedom, democracy and protects the rights of the general
populace.
 Influencing harmony, social cohesion where everyone participates in
community activities happily, caring and love.
 Religion is a symbol of unity.
 Religion cultivates respect for leaders through the concept of divine right of
leaders. Various religious groups agree that political leaders are chosen by
God and therefore their words, actions and the way they lead are a directive
from God. This helps leaders to lead without opposition as leaders are claim
to have been divinely appointed to rule.
 Anointing and inauguration of leaders in Islam, Judaism, Christianity and
Indigenous Religion is done by religious practitioners.
 Teaching leaders to be compassionate and considerate for their subjects.

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 RELIGION AND EDUCATION
By the end of the topic learners should be able to:
1. Assess the role of religion in nation building.
2. Explain the role played by various religions in the development of educational and
human resource capacity building.
3. Examine the negative impact of religion on education.

Positive role of education in nation building

Construction of learning institutions

 Religious groups partake in the building of schools, universities and colleges

around the country as part of nation building.
 Mission schools in Zimbabwe were largely constructed by the Christian
religion.
 Christian missionary organisations in Zimbabwe include:

Fig 7.1.0

Examples of Christian institutions

Examples of Christian missionary schools in Zimbabwe

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  Matopo High School by Brethren In Christ Church
 Regina Mundi High School by Roman Catholic Church
 Gateway High School by Presbyterian Church
 St Ignatius College by Roman Catholic Church
 St James Mission School by Anglican Church
 Lundi Mission by Free Methodist Church in Zimbabwe

Building of clinics and hospitals

 Religious institutions take part in building of clinics and hospitals that help
those who face health problems.
 Clinics help to cope with diseases like HIV and AIDS among others.
 Religious institutions help in training teachers and nurses who in turn provide
educational and health services to the nation.

For peace and stability in the nation

 Religion through its values of tolerance, love, care, concern helps cultivate a
spirit of unity among citizens in Zimbabwe.
 The values and teachings of Islam, Christianity, Indigenous religion and
Judaism are part of the Zimbabwean curriculum and are learnt from primary,
through secondary to tertiary level.
 Religious values and teachings teach learners to resolve differences and
disagreements.

Religion is a health alternative for the nation.

 Religious practitioners in Islam, Christianity, Judaism and Indigenous Religion

have the power to heal diseases.
 The power to heal diseases produces physically and mentally able citizens and
citizens for the nation.

Religious institutions are agents of socialisation.

 For a learner to be a responsible citizen, he/she to go through learning from

home.
 Religion helps shape the spiritual part of a human being through lessons of
love and care and the value of life.

Counselling

 Religion may provide counselling and career guidance for learners who are
emotionally disturbed or those who need direction in terms of professions in
life.

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  Believers are always taught to choose professions and survival skills which are
morally acceptable such as nursing, building among others.

Taking care of the orphans, widows, disabled and disadvantaged

 Religious institutions in Zimbabwe run children’s homes, old people’s homes,

care centres for the disadvantaged in the society.
 This ensures safety and comfort for those who are not able to provide for
themselves.
 Religious institutions supply food, clothing, shelter, sports training facilities for
the widows, disabled, orphans and any disadvantaged people in Zimbabwean.

Spreading education and civilization around the world

 The Western type of education in Zimbabwe came through religious groups

and individuals such as missionaries who first taught people how to read and
write in various mission stations like Inyathi, Hope Fountain and Empandeni.
 Missionaries in their quest to educate Zimbabweans improved the countries’
infrastructure through building schools and universities.

RELIGION AND ESTABLISHMENT OF

INSTITUTIONS AND CAPACITY BUILDING
Role of religion in development of education
 Building educational institutions.
 Establishing Non-Governmental Organisations that meet the educational
needs of the learners in the country.

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Fig 7.2.0

Examples of non-governmental organisations

 Providing educational funding through scholarships that help families which

are unable to fund for their children’s education.
 Building educational institutions like schools and universities.
 Provision of special material for special needs education. Religious institutions
usually set apart some of their funds for charity to educational institutions for
the disabled. These range from wheelchairs, crutches, brail for the blind
among other specified resources. This helps develop the capacity of the
disabled as they are also talented in many things.
 Donations that range from food aid, clothing, furniture and stationery.
 Career guidance for the learners.
 Educating on matters of sanitation, health and hygiene that helps learners
reach their full capacity without obstacles. Religious institutions achieve this
through providing proper shelter for learners, for example Children’s homes,
improving the living and learning conditions of learners in schools through
mission schools for a conducive living and learning environments.
 Modernising educational institutions to meet generational education needs.
Religious groups may donate advanced and modern technology for examples
computers.

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NEGATIVE IMPACT OF RELIGION ON
EDUCATION
Negative impact of religion on education
 Religion controls the education system for example, the Zimbabwean old
educational curriculum was Christian dominated which undermined other
religions like Islam, Judaism and Indigenous Religion.
 Through religious teachings that are patriarchal, most of the subjects were
masculine in nature, for example, building and metalwork which are usually
favoured by boys than girls.
 Learners may adopt Western education which may tend to dilute culture.
 Religion can be a source of conflict in the educational fraternity. Learners may
label each other, for example, certain activities from a different religion may
be regarded as unethical by the other religion. Learners may attack each
other’s religious practices in a learning institution which might affect the
freedom and right to practice one’s religion at school.
 Religion may limit learners into one set of beliefs especially if a school was
built by a particular church. This may affect interaction and relations as some
learners who believe in other religions may be forced to practice one religion
chosen by the learning institution.
 Religious beliefs may shape gender mainstreaming where women may be
looked down upon through beliefs of submission to men. Election of leaders
like prefects at school may favour boys than girls as learning institutions tend
to promote the patriarchal society adopted from religious teachings.
 Religion tends to indoctrinate believers which may hinder tolerance as some
learners may find it difficult to accept other people’s religious beliefs and
practices.

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 RELIGION AND GENDER ROLES
By the end of the topic learners should be able to:
1. Identify what various religions say on gender.
2. Explain gender roles in various religions.
3. Identify forms of gender based violence.
4. Identify causes of gender based violence.
5. State possible religious ways of solving gender based violence.

Gender
 Gender refers to the socially constructed characteristics and roles of men and
women in society.
 Gender is not uniform. It varies from place to place and over time.

Gender roles
 These are roles culturally defined as appropriate to men or women in a
society.

Basic gender roles and characteristics of men and

women in Zimbabwe
Men Women
Domestic Men take care of finances and do home Women are expected to look after
behaviour repairs. children, cook and clean the home.
Men are expected to be emotionally Women are expected to be caring,
Personality strong, sensitive, gentle, aggressive, dependent, friendly, submissive,
traits active, logical, independent and passive, emotional, passionate and
dominant. nurturing.
Men take up more challenging jobs Women take up light jobs such as,
Occupation such as being a pilot, doctor or an teaching, nursing and secretarial
engineer. positions.
Tab 8.1.0 Basic gender roles and characteristics

Gender in Various Religions

Gender roles in Christianity

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  The Bible teaches that men and women were created as equal beings before
God but with different functions in the home and church.
 Men are seen as leaders at home and church.
 The husband is expected to work and provide for his family while the wife is
his helper.
 Women are expected to look after children and perform household chores
such as cleaning, laundry and cooking.
 The Bible teaches that women can participate in business to run their families
through examples of notable women who were successful in business and in
their spiritual lives. For example, Lydia who was a seller of purple cloth (Acts
16:14 )
 Men are instructed to love their wives (1 Peter 3:7) and wives are taught to be
submissive to their husbands (Colossians 3:18).
 However, with the change in civilisation and modernity, Christianity has
elevated the role of women.
 Today some Christian denominations ordain women to be preachers and
church leaders.
 Such churches quote Galatians 3:28 which says there is neither male nor
female for all are one in Christ therefore they ordain both men and women to
work, lead and preach in the house of God.

Gender roles in Indigenous Religion

 Indigenous Religion regard women as important in childbearing and

upbringing of children.
 Being a good wife and a caring mother is a major role of women in
Indigenous religion.
 Women are seen as weaker beings therefore cannot hold high political
positions.
 Women are expected to be dependent on men from childhood to adulthood.
 Men are expected to provide for the family.
 Men assume leadership roles in the family and community.
 However, due to changes in culture, women in Indigenous Religion now hold
higher political positions and they work to provide for their families.
 As changes occur in gender roles and characteristics, women in Indigenous
Religion are always expected to be submissive to men.

Gender roles in Islam

 Muslims believe that men and women were created as equal spiritual beings.
 Women are expected to be obedient wives and mothers staying within the
home always.

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  Some Muslim groups believe that it is wrong for a woman to take roles like
leadership which are associated with men as it separates her from her God
given purpose of caring for the family.
 Men lead the family.
 However, other Muslim groups believe that Prophet Muhammad encouraged
women to engage in business and to possess wealth.

Gender roles in Judaism

 Gender roles of men and women are different and they are all important. They
complement each other.
 Men assume leadership roles in economic and religious affairs.
 Women’s primary role is to be mothers and wives.
 It is the role of women to be keepers of the household.
 Proverbs 31 explains the qualities expected from a good wife among the Jews.

Proverbs 31
She looks for wool, and flax, and works willingly with her hands. She rises while
it is yet night, and gives meat to her household, and a portion to her
maidens. She is full of strength. She makes fine linen, and sells it; and delivers
girdles unto the merchant. She looks well after her household.

Similarities and differences on gender roles in different

religions
 Christianity and Islam regard men and women as equal spiritual beings.
 In all the religions men are usually regarded as leaders at home, in politics and
in religious affairs.
 The primary role of women in most religions is to be a wife, mother and
household keeper.
 In most religions such as Christianity, Indigenous Religion and Judaism men
are the chief provider financially whilst women play the role of being a
helpmate.
 Traditional gender roles in Christianity, Indigenous Religion, Islam and Judaism
have been affected by modernity and civilisation.

GENDER BASED VIOLENCE

Forms of gender based violence
 Gender-based violence are words or actions of violence against a man or
woman motivated by imbalances in sex and power.

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  It can occur to women, girls, men and boys.
 Gender based violence mainly occur to women and girls.
 Gender based violence is divided into two categories which are:
 Direct-involves physical and psychological violence.
 Indirect –found in traditional values, religious-cultural norms, laws or policies.

Fig 8.4.0

Types of violence

Domestic violence

 Domestic violence includes punching, threats, name calling, sexual assault,

harassment or physical assault within a home.

Physical violence

 Physical abuse may include spitting, scratching, biting, grabbing, shaking,

shoving, pushing, restraining, throwing, twisting, slapping, punching, choking,
burning.
 The use of weapons such as household objects, knives and guns against each
other is also physical abuse.

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Fig 8.2.1

Physical abuse against a man

Sexual violence

 Sexual violence is when an individual is forced into sexual activities using

force, threats or being taken advantage of. The perpetrator of a sexual assault
may be a date, an acquaintance, a friend, a family member, an intimate
partner or former intimate partner, or a complete stranger.
 Men, boys, women and girls can be victims of sexual violence.
 Forms of sexual violence include:
 sexual slavery
 sexual harassment (including demands for sex in exchange for a job
promotion or advancement or higher school marks or grades)
 trafficking for the purpose of sexual exploitation
 forced exposure to pornography
 forced pregnancy
 forced sterilization
 forced abortion
 forced marriage
 female genital mutilation
 virginity tests

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Psychological violence

This form of violence involves exposing an individual to behaviour that may cause
depression, stress or anxiety. There are different types of psychological assaults
which are:

Threats of violence and harm

 These include suicide threats, stalking, displaying weapons, and hostage

taking or suicide attempts.

Emotional violence

 Emotional abuse consists of verbal attacks and humiliations from a parent,

family member, friend, co-worker, community member or a stranger.
 Emotional abuse may also include humiliating the victim in front of family,
friends or strangers.
 A continuous use of harsh words such as crazy, incompetent may result in low
self-esteem, depression or stress. However, not all verbal insults between
partners are acts of violence.

Intentional distortion of important information

 This includes distortion of information, lying or withholding information. For

example lying to a partner about their legal rights or the outcomes of medical
conditions.

Use of children

 Some abusive acts are directed against or involve children in order to control
or punish the parent.
 In some cases, a parent, sibling or guardian may blackmail a child, instructing
them to lie, steal or spy in order to get financial support.

Economic Violence

 Perpetrators of gender based violence may control victims by controlling their

access to family resources such as time, transportation, food, clothing, shelter,
insurance, and money.

Causes of gender based violence

 Cultural and social norms on gender for example, in most societies men are
understood to be aggressive, powerful, unemotional and controlling whilst

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 women are said to be passive, submissive, weak, emotional, powerless and
dependant on men.
 Patriarchal societies where men are dominant in domestic, economic,
religious, social and political affairs.
 Religious practices.
 Poverty or low socio-economic status.
 Unemployment
 Isolation of women.
 Marital conflict
 Control over wealth and decision making powers.
 Low resistance to peer pressure.

Religious ways of solving gender based violence

 Empowering women and girls through starting income generating projects
and providing scholarships.
 Advocate for the enforcement of laws that protect community members.
 Create multi-religious centres where victims of violence can receive assistance.
 Preach, teach and provide information on gender based violence as a way of
raising awareness.
 Religious leaders should preach and teach about love and peace within the
family and in the community with emphasis on the concept of morality and
unhu or ubuntu.
 Religions should advocate for a free gender based violence environment
through encouraging law enforcement agents such as police, traditional
leaders and members of the community to promote zero tolerance to any
form of violence.
 All religions should participate by promoting gender empowerment strategies
in the Poverty Reduction Strategy Programmes.

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 RELIGION, ETHICS, HEALTH AND
SEXUALITY
By the end of the topic learners should be able to:
1. Summarise morals and values from Indigenous Religion.
2. Examine morals and values from different religions.
3. Examine principles of Unhu or Ubuntu derived from Indigenous Religion.
4. Assess the contributions of Indigenous Religion to Unhu or Ubuntu.
5. Explain how religious beliefs help shape societal attitudes on femininity and
masculinity.
6. Describe how religious beliefs influence people with health conditions.

Morals from Indigenous Religion

 Compassion
 Honesty
 Trust
 Empathy
 Respect
 Integrity
 Kindness
 Not cheating
 Telling the truth
 Not stealing
 It is wrong to kill someone
 Being generous
 Politeness
 Tolerance
 Fairness

Values from Indigenous Religion

Social values

 These are beliefs that are practiced regularly by an Indigenous society.

 The values are usually done according to the demands of a season, occasion
or circumstance.
 These include festivals like the festival of the first fruits, dances like
Muchongoyo, Mbende, Amabhiza and other social gatherings which are for
celebration or social cohesion.
 Social practices usually hand in hand with political, economic, moral and
religious values, for example, the rain making ceremony which must be

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 conducted when there is need. Believers gather in a shrine like Njelele and
pray for rains. After receiving the rains they should dance in celebration and to
show gratitude to the ancestors.
 Social values discipline believers as they are supposed to do certain things in
the correct time.

Religious values

 Every activity in Indigenous Religion is associated with the supernatural that is

the Supreme Being or God.
 God is portrayed as the Supreme Being and is invisible. God is the one who
has authority over human beings and believers place a lot of value in Him and
the ancestors who are believed to be the mediators between believers and
God.
 Believers in Indigenous Religion agree that there are good and bad spirits and
therefore there is need to communicate with God the Supreme Being and thus
place value in God who is the one who deals with bad spirits.
 Indigenous Religion places value on spiritual significance which gives
protection from evil forces.
 Offending other believers is punished by God. Killing is an offence which may
be dealt with through bad luck.
 Diviners and sorcerers are believed to have the ability to expose all those who
commit offences.

Moral values

 These are beliefs that guide believers on what is wrong and right. The reward
for doing right is long life while wrong doing brings curses.
 Examples of unwanted social practices are adultery, stealing and killing among
other immoral behaviours.
 Those who do immoral activities are shunned by the society. Believers avoid
the person or their family as punishment for evil doing.

Political values

 Political leaders in Indigenous Religion are believed to be leading with divine

right, meaning they are chosen by God.
 What leaders do is not taken as their minds but what God wants of his people.
 Disregarding political leaders means disrespecting God himself as political
leaders are believed to be messengers of God.
 Men are heads of families, headmen are village heads while chiefs and sub-
chiefs are in charge of rulers of all villages.
 Political values are respected because they monitor moral, religious, religious
and social values in the society.

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  Believers in Indigenous Religious are expected to respect political institutions
and leaders.

Economic values

 The economy is based on farming and livestock keeping which is backed by

cooperation and hard work of the society.
 Team work in the fields is done by friends and relatives and is popularly
known as ilima in Ndebele or mushandirapamwe in Shona and sidima in
Xhosa. Team helps believers get assistance from one another when they need
it.
 Another economic value is through cattle leasing (kuronzera in Shona or ho e
tlisa in Sotho or ukuzisa in Xhosa) which helps uplift underprivileged people in
the society.
 Children are a valuable source of labour, hence those with more children tend
to produce a lot economically.

Principles of Unhu or Ubuntu derived from Indigenous

Religion
Unity

 In Indigenous Religion the spirit of Unhu or Ubuntu is shown through

solidarity.
 Gatherings and ceremonies are a sign of unity in Indigenous Religion. For
example assisting each other in doing work within the society. Sidima or ilima
is done as a way of showing unity amongst people in Indigenous Religion.

Social Cohesion

 Social cohesion is shown through attire. For example the uniformity in attire
amongst different tribes in Zimbabwe shows social cohesion.
 Intermarriages are also a sign of good relations within people in the society.
 Uniformity in the social norms and values in different societies shows social
understanding.
 Forgiveness amongst people in the society is an indication of social cohesion.
For example families have family friends who go to ask for forgiveness.

Sharing and giving

 In Indigenous Religion sharing is much recommended as a value.

 This is shown through the practices such as loaning cattle (ukuzisa, kuronzera
or ho e tlisa) especially amongst the Ndebele and Shona people.

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  Giving and providing for the needy is a sign of oneness. For instance giving to
the poor and old aged.

Compassion

 In Indigenous Religion compassion is shown through practices such as

attending funerals and gatherings.
 Contributing in funerals is a sign of compassion. For example people provide
utensils to use as well as mealie-meal in funerals as a way of showing
compassion.
 Visiting the sick and proving food to the sick is also a sign of compassion in
the society.

Dignity and respect

 The behaviour of an individual is valued in Indigenous Religion. For example,

there are socially acceptable behaviours in the society such as greeting elders.
 Dress code is valued whereby women are expected to dress in a socially
acceptable manner, for example, women are expected to cover their heads.
 Children are not allowed to be standing in the midst of elders when they are
talking to elders.
 The other value is that children should kneel down when talking to elders.

Dependency and interdependence

 Indigenous Religion values sharing. For example this is indicated through the
system of loaning cattle.
 Helping each other with draught power shows great interdependence
between people in Indigenous Religion.
 The father is the head of the family.
 Parents take care of the children and in turn children take care of their
parents.
 Failure to take care of the parents leads to curses.

Value for life

 In Indigenous Religion the life of an individual is valued. This is done through

prohibiting people from murdering each other.
 Avenging spirits are evidence that life is valued in Indigenous Religion.
 The system of paying back for the lost soul through cattle and a young girl
shows the value for life in Indigenous Religion depending on culture or the
demands of the spirit.

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Trust and concern

 In Indigenous Religion, the society values people who are trustworthy.

 Stealing is prohibited.
 When one is caught stealing he or she is ordered to pay back in a double
portion.
 The society values peace through prohibiting bad habits such as stealing in
the society.
 Trust is valued as a way of promoting peace and harmony.
 The society values people who are honest and promote a peaceful
environment in the society. Hence the society prohibits lying.
 For example if one lies he or she is compelled to pay a fee as reparation for his
or her lies.

Morals and values from various religions

Islam

 The most important ethical teaching in Islam is that Muslims should worship
only Allah according to Quran 17:23. The Muslim worship Allah through pillars
of Islam such as shahadda and salat.
 Every Muslim is obliged to pray five times a day whilst clean and at a clean
place through performing Wudu which is a ritual purification of washing dirty
in preparation for prayer.
 Islam teaches to be kind, humble and respectful to one’s parents and the
elderly.
 Islam values life hence they warn against murder and merciless killings.
 It warns people from committing adultery hence the sin is not forgivable until
death.
 They also value taking care for the needy.
 Islam forbids lying and teaches speaking the truth.
 Love for Allah, self, the relatives and neighbours is also an important value
amongst Muslims.
 The most important ethics of a Muslim are piety and humility, thus he or she
must be humble before God and people.
 Muslims also are supposed to practice charity to others, especially giving
things they love.

Judaism

 Jews use the Halakhah, a rabbinic religious law and the Torah as a source of
morals and values.
 The Jews use the Torah as the guide to morals and values.

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  Their morals and values are mainly based on the Ten Commandments or the
Decalogue.
 The Jewish values are centred on being humble, generous and caring.
 They also value love for God, self and the neighbours as supported by
Leviticus 19:19 which says:

“Love your neighbour as you love yourself”

 Offering to the poor is also important hence it is done through charity funds
from the synagogues.
 The Jews value forgiveness and the golden rule as presented in Leviticus
19:18:

“You shall not take vengeance or bear a grudge against your kinsfolk”

 The Jews also value Halakhah which provides rules such as eating, praying,
dressing, observing the Sabbath and conducting funeral rites.

Christianity

 The Bible is the primary source for Christian morals and values.
 The morals and values are mainly found on the Ten Commandments and the
Sermon on the Mount.
 Christian morals and values vary from one denomination to the other.
 They mainly derive these morals and values from the teachings of Jesus.
 The most important value is the Love for God as the only God.
 Faith in God is also important.
 The morals are mainly based on the Ten Commandments on Exodus 20:1-17.
 Other values include:
o Respect for self, parents and the elders.
o Responsibility
o Self-control
o Honesty
o Kindness and compassion
o Patience
o Peace and humility
o Forgiveness
o Love

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RELIGIOUS BELIEFS AND SEXUALITY
The contributions of Indigenous Religion to Unhu,
Ubuntu or Vumunhu
 Indigenous Religion has contributed to Unhu, Ubuntu or Vumunhu through:
o morals and values
o taboos and myths
o traditional games
o story telling
o rituals

Morals and values

 Indigenous Religion morals and values help shape good character of a person
which is known as Unhu, Ubuntu or Vumunhu.
 Every member of the society is expected to adhere to the following morals
and values:
o Sacredness of life - people should value one’s life hence they should
not kill.
o Hospitality - receiving visitors is valued hence they should be greeted,
given water and food as well as accommodation.
o Respect for the authority and the elders - every elder in the
community is a parent therefore they should be greeted with respect.
Every member of the society should show respect to his elder and
leader.
o Communalism - Indigenous religious people value working together
as a family or community. They share happiness and grief in their daily
living by attending marriage ceremonies, funerals and rituals.
o Value for the sacred - they expect people to give respect to sacred
people, sacred places, sacred animals, sacred days and objects. This is
done to maintain the relationship between human beings, God and the
ancestors.
 Indigenous Religion leaders and the community also instil morals and values
to complete the concept of Unhu or Ubuntu through strict rules such as:
o Punishment for the wrong doers
o Attending the court before the headmen and chiefs.
o Paying fine after breaking rules and taboos. For example when people
of one totem get married or have sexual intercourse they pay a white
cattle to break the relationship.

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Taboos and myths

 Taboos are rules which have been placed to protect relationships and the
environment. All these rules were put in place to complete the process of
Unhu or Ubuntu which is bound by the spiritual beings such as God and the
ancestors, and the human beings.
 Examples of taboos are:
o You should not eat whilst sleeping.
o You should not stand amongst the elders whilst they are seated.
o You should not comment on rotten fruits whilst in the forest because
you will be lost.
o If one beats their mother they may go insane. This is known as kutanda
botso in Shona.

Traditional games

 Traditional games such as playing house (mahumbwe in Shona) and hide and
seek promote communalism, good morality and hard work.
 For example hide and seek train children to live together as a family.
 Tag of war teaches them to accept defeat and success.

Rituals

 Rituals also contribute to the concept of Unhu or Ubuntu.

 There are rituals which are conducted by individuals and the ones conducted
by the whole community.
 Individual rituals such as appeasement of spirits helps in building good
relations with the ancestors.
 Every person is obliged to follow the traditional rites and rituals in order to be
called a person of good morals.
 Group or communitarian rituals such as the rain inducing ceremony and
thanksgiving are done to strengthen relationships which is the main concept
of Unhu or Ubuntu.

How do religions help shape societal attitudes on

femininity and masculinity?
 Story telling for example folktales in Indigenous Religion teach about Unhu or
Ubuntu values of concern and place value in life.
 Initiation. Females were educated on how they should deal with issues
affecting women, how to behave in the society, respect, how to take care of
their families and their husbands. Boys were also taken by grandfathers and

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 taught how to take care of women, what to expect during puberty and how
development into adulthood occurred.

Religious beliefs that shape societal attitudes on

sexuality
Religion places men above women in the social structure.

 Women in various religions are taught to be submissive to their husbands.

 Religious practitioners are largely made of males than females, for example,
prophets and traditional leaders in Indigenous Religion, Islam, Judaism and
Christianity are largely male.
 This influences the society to deem females as less effective in political and
social positions.
 Unhu or Ubuntu principles place women as subjects of men.

Marriage

 Marriage is a common phenomenon in various religions and it is usually male

to female marriages.
 Religious practitioners are the ones who bless a couple on the day of marriage
or wedding as an assurance that God is witness to the commitment.
 Religious holy books maintain that no marriage should be for free. One of the
partners has to pay a prize.
 Indigenous Religion and Unhu or Ubuntu principles maintain that it is men
who are supposed to initiate relationships for marriage to be respected.
 Women who make moves on men are regarded as loose and lacking morals.
 Indigenous Religion, Judaism and Christianity believe that men should pay the
pride price while most sections of Islam believe that women are the ones who
should pay the groom.
 Religion therefore influences the way marriage rites are performed as the
activities and conduct of the married are aligned to the values and beliefs of
the existing religion.
 People who are related by birth should not be married to each other.
 Unhu or Ubuntu values and Indigenous Religion encourages believers to have
children and multiply through marriage. Celibacy is not welcome in the society
as it hinders the multiplication of people.
 Human beings should marry human beings and no sexual contact is allowed
with animals. God the Supreme Being in every religion punishes those who
practice unchastity and bestiality.

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Sexual intercourse is for the married

 Unhu or Ubuntu values are based on abstinence from sex until marriage.
 The society may not necessarily punish those who engage in sex before
marriage but they are deemed adulterous and deviants.
 Those who engage before marriage may be disowned, shunned and assisted
to correct heir mistake so that their arrangement can be socially acceptable.
 This is done to maintain order and promote healthy relations, living together
between families in the same societies.
 Having sex with a minor, that is, someone below the age of sixteen is an
offence punishable by jail. Religious circles agree that this is rape and a
criminal offence.

Inter-marriages are not encouraged

 Religious groups always prefer that one marries within the same religion for
purposes of understanding each other. Indigenous religious people do not
allow their believers to marry from another religion as this might cause
conflict in marriage.
 Religion in such a manner influences marital relations within the same religion.
 Societies influence sexuality by encouraging and accepting only those
relations that are guided by the same beliefs in order to create bonds between
couples.

Reproduction is holy and acceptable

 Religious groups like Islam, Judaism, Christianity and Indigenous Religion

agree that all humans must reproduce but state that only those who are
married are allowed to reproduce as per God’s commandments.
 This means that a man and woman should be married.
 In Zimbabwe, woman to woman and men to men marriages (homosexuality)
are not allowed.
 Religion does not accept people who make children out of marriage and thus
the society always labels such people as adulterers and fornicators.

Men have stronger muscles than women

 Role allocation in religion is based on one’s capability. God in creation is

believed to have made men more muscular than women, hence designed to
do those duties that require energy and muscles. Examples of such roles
include building and carrying heavy stuff.
 The society prefers to use men’s masculine advantage although this does not
necessarily mean women cannot perform the same duties.

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  The society therefore does not accept men who do not help women carrying
heavy stuff.

RELIGION AND HEALTH

Examples of health conditions
 Diabetes
 AIDS
 Headaches
 Asthma
 Obesity
 Cancer

Positive influence of religion on people with health

conditions
Religion is a health alternative.

 People with physical, emotional, mental and spiritual health conditions can get
help from their religious groups through ordained religious practitioners.
 Religious practitioners lay hands and command health conditions to flee from
believers in the name of the Supreme Being.

Religion encourages love and care for everyone.

 People with health conditions benefit from religious teachings of love, care
and support in the community by everyone for everyone.
 Religious teachings emphasize on helping those with health conditions as God
rewards those who do such.
 Religion also influences those with health conditions to love, care and support
others and each other as God loves every living being.

Religion influences people to be hopeful.

 Religious beliefs in Islam, Christianity, Judaism and Indigenous Religion give

hope to those with health conditions through healing and teaching on healing
from various religious teachings that show how God the Supreme Being heals.

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Improving the health of believers

 Believers in each religion are encouraged to avoid activities that affect one’s
health condition or worsen it.
 Consumption of alcohol, abuse of drugs and premarital sex is against any
religious belief and is condemned. Healthy living given by religious
practitioners in each religion increase the life expectancy of many people and
reduces the likelihood of believers being affected and infected by diseases.
 These teachings improve the health conditions of believers and warn them
against engaging in behaviours that worsen the health conditions or put their
lives at risk.
 Various religious beliefs are against prostitution and other unwanted sexual
behaviours, hence they help reduce the chances of contracting diseases like
Acquired Immune Deficiency Syndrome (AIDS) and sexually transmitted
infections.

Dietary choices for believers

 Religious beliefs teach people to refrain from consuming foods that

complicate their health for example food with a lot of fats.
 Judaism teaches believers to refrain from eating certain meats for health
purposes. This helps those with healthy conditions to avoid perpetuating their
health conditions.
 Judaism and Christianity prohibit their followers to eat animals that die on
their own or those which are not slaughtered. They believe that they are not
good for health hence one who consume this type of animals becomes
unhealthy.

Negative influence of religion on people with health

conditions
 Religion may influence people with health conditions not to acquire medical
attention and wait upon God to heal them.
 Religious practitioners can extort money and property from people with
health conditions in return for healing or prophecy. For example prophets in
Christianity and exorcists in Indigenous Religion who claim that they remove
goblins which cause illness. Some of them take money and the sick do not
recover.
 Religion teaches that God may punish believers through imposing health
conditions. This may lead to depression and early deaths as people give up
when they think that God has abandoned them.
 Traditional healers may be untrained and as such may administer wrong
portions of medicine to someone with a health condition.

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  Religion may hinder one from being immunized which may put believers at
risk of diseases or taking preventive measures like birth control pills, leading
to unwanted pregnacies.
 Traditional medicine does not take allergies into account. In an event where
one is allergic to a particular animal and medicine, the person may get worse.

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 RELIGION AND DISABILITY
By the end of the topic learners should be able to:
1. Illustrate religious attitudes towards disability.
2. Explain religious intervention measures to disability.

Disability
 A physical or mental condition that limits a person’s movements, senses or
activities.

Examples of common disabilities

 Visual impairment
 Deaf
 Mental instability
 Brain injury
 Autism spectrum disorder
 Physical disability

A physically disabled boy playing shot put.

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Religious attitudes towards disability
 Religious people have different attitudes towards the disabled in society.
 Most religions have a negative attitude towards people with disability.
 Some Christians regard disability as a result of sin. They take it from ―Mathew
9 verse 2-7‖, where Jesus healed a paralysed man by forgiving his sins.
 Disabled people are at times subject to labelling as some people would refer
to them as ―the blind man‖, ―the deaf‖ just to mention a few.
 In most religions, disabled people are often discriminated against. They are
not ordained as preachers neither are they given leadership roles.
 The environmental setup in most places of worship such as building
structures and ablutions do not accommodate disabled people.
 Disabled people are misunderstood as people who are lacking therefore,
cannot lead nor actively participate in religious activities.
 Only a small number of disabled people are given the chance to work in
places of worship.
 In Indigenous Religion, disability was regarded as a misfortune, abomination
or work of witchcraft. Many times relatives with a disabled family member
would not want to be associated with the disabled person fearing
discrimination from the community.
 Prior to the colonisation period in Indigenous Religion, children born with a
disability were killed or the mother was banished from the society.
 However, due to civilisation and modernity most religious groups have
changed their attitude towards the disabled.
 Major religions in Zimbabwe that is Christianity, Indigenous Religion and Islam
have adopted a positive attitude towards disability.
 Religious leaders from these religions are now placing an emphasis on loving
people with disability.
 Positive scriptures and sayings have been adopted to strengthen the teaching
on loving people with disability.
 The Quran teaches Muslims that Allah loves humble people and hence the
disabled are regarded to be humble, Islamic leaders educate followers on
caring and loving the disabled.
 Some communities take it upon themselves to look after the disabled.

Religious intervention measures to disability

 There are many religious measures that have been taken by people towards
the disabled. Some of them are as follows:
 Homes have been built for the disabled were they are given attention and
care.
 Schools have been built for people who are disabled, for example, Capota
Mission which is a school for the blind in Zimbabwe.

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  People with disability are now accessing education at tertiary level. Believers in
Indigenous Religion have adopted a positive attitude of helping. In most
universities in Zimbabwe, people with disability have a special department
known as the Disability Resource Centre (DRC) where they use computers,
books or braille.
 Muslims give a certain percentage of their earnings towards charity, this is
called zakat. Zakat is used to assist the poor and disabled.
 Some Christian churches host healing and deliverance conferences were
disabled people are prayed for and others getting healed whilst others get
strengthened.
 In Indigenous Religion, when a child is born with disability rituals are
performed so as to cleanse the child from evil spirits and to appease the
ancestors.
 Many Christians pay benevolent funds which are mainly given to the poor and
disabled people as charity.
 Home visits are also being done by youths from various religious groups
donating clothes and doing household chores for people with disability.

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 RELIGION AND THE NATURAL
ENVIRONMENT
By the end of the topic learners should be able to:
1. Describe the attitudes of Judaism to the natural environment.
2. Outline the methods of preserving the environment in Judaism.
3. Describe the attitudes of Islam to the natural environment.
4. Outline the methods of preserving the natural environment in Islam.

JUDAISM AND THE NATURAL

ENVIRONMENT
Jewish views and attitudes on the natural environment
The natural environment is God’s creation

 It is believed that all natural things were created by the Supreme Being, God.
 God has power over all natural things. (Genesis 1-2)
 The Holy Bible in the Torah (first five books of the Old Testament) teaches that
human beings were given power over the natural environment.

Human beings have the duty to take care of the natural environment.

 God made human beings to be in charge of the natural environment.

 Human beings depend on the natural environment for food, health and
natural resources.
 Human beings may take care of the natural environment through watering
plants, constructing dams for water conservation, treating wild animals and
practicing animal conservation.
 Misusing the natural environment is not allowed.

Deuteronomy 20:19-20
When you lay siege to a city for a long time, fighting against it to capture it, do not
destroy its trees by putting an axe to them, because you can eat their fruit. Do not
cut them down. Are the trees in the fields human beings that you should besiege
them? However, you may cut down trees that you know are not fruit trees and use
them to build siege works until the city at war with you falls.

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  The Pentateuch teaches the Jews that they must not misuse the natural
environment even though they are supposed to use the natural environment
for their personal needs and wants.

The Jewish tradition teaches believers to preserve human life.

 Jews are obliged to keep God’s rules and laws.

 The book of Leviticus in the Torah teaches that no one should harm another
person as this is considered as sin.
 The Torah accepts that there are several chemicals that are found nowadays
but teaches people to be cautious in using them so that they do not harm the
natural environment or any living creature found on the natural environment.

The Torah is against causing unnecessary pain to animals.

 It is Jewish tradition that wildlife be preserved in every means to avoid

extinction.
 Generally, Jews are to slaughter animals for a purpose for example for food.
 Believers are to be compassionate and not have a cruel heart on animals.
 The Torah also teaches that believers should not kill both the mother and the
young ones of an animal but rather take the young ones and leave the
mother.

Deuteronomy 22:67
―If along the road, you chance upon a bird’s nest, in any tree or on the ground, with
fledglings or eggs and the mother sitting over the fledglings or on the eggs, do not
take the mother with her young. Let the mother go, and take only the young, in
order that you may fare well and have a long life.‖

The fixing and perfection of the world is in the hands of human beings.

 Jews use the Midrash (Rabbinic commentary on the Bible to educate believers
against destroying the environment.
 The verses they usually quote teach that God created the environment for
human beings and therefore human beings should avoid destroying it but try
to repair and enrich the environment.

Rabbah 7:13
―When God created the first human beings, God led them around the Garden of
Eden and said: ―Look at my works! See how beautiful they are—how excellent! For
your sake I created them all. See to it that you do not spoil and destroy my world, for
if you do, there will be no one else to repair it.‖

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Methods used to preserve the natural environment in
Judaism
 Limiting the consumption of the natural resources through biblical teachings.
 Planting trees.
 Taking care of the natural environment by watering the plants, treating the
animals and domesticating some of the animals.

ISLAM AND THE NATURAL

ENVIRONMENT
Attitudes of Muslims to the natural environment
Believers are to be the guardians of the natural environment

 Islam believers are supposed to be the trustees and watchmen over the
natural environment.
 A guardian is called a khalifa in Islam.
 All human beings should protect the environment according to Prophet
Muhammad, who said :

―Whoever plants a tree and diligently looks after it until it matures and bears fruit is
rewarded.‖

Muslims are instructed to look after the environment and not to damage or alter it.

 The message from the Prophet Muhammad explains that water is very
important in Islam.
 The Qur’an and the Sunnah emphasize on the conservation of water as all
organisms depend on it for survival.
 ―Don’t waste water even if you are on a running river.‖

Believers are expected to treat animals with dignity.

 Muslims hunt for animal skins and tusks. This leads to extinction of animals.
 However, Muslim holy book teaches believers to use animals in a controlled
manner.
 Some Muslims do not allow believers to hunt and kill animals.
 Consumption of pork is not allowed and it is considered unhealthy. This
preserves the extinction of such animals due to consumption.

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The bee and the honey.

 A whole chapter in the Qur’an is dedicated to bees. (An-Nahl 16:68-69).

 People are not supposed to disrupt honeycombs or knock down live bees.
 The Qur’an encourages people to actually plant yellow flowers to help bees
collect nectar as a way of supporting bees.

Zabiha animals

 In the Islamic law, animals like cattle and poultry may be eaten because they
are healthy and they have been made by God to be consumed. (Mai’dah 5:4)
 Muslims have a method of killing animals. The method involves covering the
animal’s eyes and reading God’s name (takbir) to help the animal to submit.
 A Zabiha animal is one that is left to roam freely to graze and be healthy as a
means of preparing to be slaughtered. This helps believers to eat healthy
meats.
 Muslims do not have to eat meat.
 Vegetarianism is an option in Islamic law and eating less meat is the best diet
although this puts pressure on vegetation.

Islam is against the cutting down of trees and destruction of plants.

Abdullah ibn Habashi

―He who cuts a lote-tree without justification, Allah will send him to Hell fire‖

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Advice and quotes from Prophet Muhammad on the
natural environment.
 A believer is like a growing tree.
 Plant a tree even if it is the last thing to do.
 Planting a tree is a renewable source of reward.
 Conserve resources even when used for routine rituals.
 Keeping the environment clean maintains the community.
 Eat a little less every day.
 Consider recycling and fixing before buying new items in order to decrease
pressure on natural resources.

RELIGION AND THE LIBERATION

STRUGGLE
By the end of the topic learners should be able to:
1. State the Indigenous Religion religious practitioners who participated in the liberation
struggle.
2. Describe the roles of Indigenous Religion religious practitioners who participated in
the liberation struggle.
3. State the Christian practitioners who participated in the liberation struggle.
4. Describe the roles of Christian religious practitioners who participated in the
liberation struggle.

Religious practitioners who participated in liberation

struggle
 A practitioner is a member of a religious institution.
 In Indigenous Religion, traditional practitioners are people with skills,
knowledge or talent in the use of herbs and spiritual powers for the benefit of
others.
 During the liberation struggle a number of religious practitioners such as
chiefs, traditional doctors and spirit mediums played a pivotal role.

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Spirit mediums who participated in the liberation struggle

Fig 12.1.0

Mbuya Nehanda and Sekuru Kaguvi

 Mbuya Nehanda
 Sekuru Kaguvi
 Mkwati
 Sekuru Chidyamawuyu

Chiefs who participated in the liberation struggle

 Khayisa Ndiweni
 Vezi Maduna
 Mtshani Khumalo
 Mashayamombe
 Seke
 Makoni
 Mangwende
 Gwabayana
 Mapondera
 Somabulana Dhlodhlo
 Rekai Tangwena
 Chiweshe

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Fig 12.1.1

Chief Rekai Tangwena

The role of Indigenous Religion religious practitioners in

the liberation struggle
Roles of spirit mediums in the liberation struggle

 Mbuya Nehanda (Charwe) spearheaded the first war against European

colonizers.
 Spirit mediums encouraged regional chiefs to resist the white man’s
domination.
 Spirit mediums spoke on behalf of God and the ancestors. For example,
Nehanda and Kaguvi were the voice of God to the people.
 Spirit mediums strengthened both the freedom fighters and the civilians. For
example, Mbuya Nehanda emphasized that people should not fear as God
would turn the colonists’ gun bullets into water.
 Mukwati, Nehanda and Kaguvi mobilised people’s resistance against foreign
assaults.
 Spirit mediums encouraged unity among the Indigenous people.
 Mbuya Nehanda instructed Indigenous people on:
 The route to use in forests.
 The type of food to eat in the forest.
 Secret and safe hiding places for the freedom fighters in the forest.

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  Mobilised people to join the liberation war.

The role of chiefs in the liberation struggle

 Chief Mashayamombe led the uprising of the Shona people.

 Chiefs worked with spirit mediums for example chief Mashayamombe worked
with Sekuru Kaguvi.
 Chiefs influenced Indigenous people to rebel against the colonisers.
 Mobilised people to help the freedom fighters with food, clothing and shelter.
 Mobilised people to gather information on the moves of the colonialists.

Traditional doctors

 Provided treatment to wounded freedom fighters.

 Provided medicine to maintain the physical wellness of the freedom fighters.

ROLE OF CHRISTIANITY IN THE

LIBERATION STRUGGLE
Roles of Christian practitioners
 A practitioner is a member of a religious institution.
 A Christian practitioner is a minister of Christianity.
 He or she is recognized officially by ordination, admission or commissioning.
 Christian practitioners hold a superior position to ordinary adherents of the
religion.

Christian practitioners who took part in the liberation

struggle
 Missionaries
 Bishops
 Reverends
 Nuns
 Fathers or priests
 African Independent Church Leaders

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Roles
Missionaries

 Although not all, missionaries were against the Rhodesian regime. For
example, Reverend Donal Raymond Lamont was against the colonialists such
that he was imprisoned and later banished from Zimbabwe during the
colonisation period.
 During the liberation struggle, missionaries built hospitals and clinics. These
facilities assisted some of the freedom fighters who were injured.
 Dominican sisters helped with medical support and food for the guerrillas.
 However, not all missionaries supported the liberation struggle.
 Some of the missionaries collaborated with the colonialists in 1890 to impose
British rule on Zimbabwe.
 Other missionaries supported the colonialists’ intention by preaching the
docility among the Indigenous people. For example, their preaching
emphasized on the fact that this world will come to an end therefore people
should focus on their salvation rather than material possessions.
 Some missionaries misled the chiefs and kings them by providing false
interpretations of treaties. For example, Charles Helm intentionally misled
Lobengula into signing the Rudd concession which took away the king’s
sovereignty.
 During the second Chimurenga or Umvukela war missionaries such as Father
Arthur Lewis helped the whites by spreading propaganda through preaching.
 Missionaries acted as spies of the Rhodesian forces. They reported the
presence of the guerrillas to the Rhodesian government.

Bishops

 Methodist church bishops preached against the Rhodesian government

during second Chimurenga.
 Most Bishops preached against the policies of the Rhodesian government.
 Bishop Ralph Edward Dodge preached against the Rhodesian government’s
policy of detaining Indigenous people without trial.
 He encouraged Indigenous people to fight for their freedom.
 Bishop Abel Tendekayi Muzorewa and other Reverends of different churches
such as Reverend Canaan Banana, Reverend Paul Burrough and Reverend
Chikasha fought against racial discrimination and oppressive laws of the Smith
regime.
 Bishop Muzorewa also led a protest against the Land Tenure Act.
 Bishop Donald Lamont encouraged and strengthened the Indigenous people
to fight for their freedom. He fought against the Unilateral Declaration of
Independence (UDI).

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  Bishop Lamont was killed for failing to report the presence of guerrillas.

Roman Catholic Fathers

 Catholic Fathers provided the freedom fighters with food, clothes and medical
treatment.
 Nuns also provided food, accommodation and medication for the guerrillas.

African Independent Church leaders

 Johanne Masowe founder of the Gospel of God church is an example of a

Christian leader who preached peace and encouraged the fighters to use
peaceful means of gaining freedom and liberation.
 They united Indigenous people.
 Most of these leaders were against the use of the Bible believing that it made
Indigenous people passive rather than being active on issues regarding to
their freedom.
 Their aim was to liberate the Indigenous people from the clutches of the
colonialists.
 They preached to Indigenous people strengthening them to resist the
Rhodesian rule.
 They also organized political protest against colonial administration.

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RELIGION, TECHNOLOGY AND
ENTERPRISE
By the end of the topic learners should be able to:
1. Identify forms of technology.
2. Examine the forms of interaction between religion and technology.
3. Describe the positive impact of religion on enterprise.
4. Assess the negative impact of technology on enterprise.

Forms of technology
 Technology is the use of practical or mechanical sciences to industry, religion
and commerce as a way of improving efficiency.
 There are different types of technology and they include:

Communication technology

 This is a system that uses technical means to transmit information or data

from one place to another or from one person to another.
 Communication is used to convey ideas, exchange information and express
emotions.
 Communication technology tools include:
1. Telephones or cell phones.
2. Computers
3. Electronic mails.
4. Fax
 Businesses use communication technology tools to facilitate the flow of
information at a workplace, to serve customer needs and to market new
products to consumers.

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Fig 13.1.0

A cell phone

Construction technology

 These are tools used for building.

 An example of construction technological tools computer design software.
 Computer design software is used to create designs for structures on a
computer.

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Fig 13.1.1

A caterpillar machine

Information technology

 Information technology is a set of hardware and software tools used to store,

send or download information.
 Information technology tools help in providing the right people with the
correct information at the right time.

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Table 13.1.1

Information technological tool

Entertainment technology

 This is the use of technological tools for entertainment purposes.

 Technology is used in movie theatres and for creating games.
 Entertainment technology tools include radio sets, television, computer and
video games.

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Table 13.1.2

Radio

Educational technology

 This form of technology is aimed at improving learner’s performance through

the use of technological equipment.
 Educational technology tools include:
1. Social networks.
2. Web cameras.
3. Computers
4. Tablets
5. Video games
6. Cell phones

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Table 13.1.3

Learners using computers

Assistive technology

 This type of technology is used by people with disabilities to accomplish

specific tasks such as moving around, reading, and listening to mention a few.
 Examples of assistive technological tools include:
o Hearing aids.
o Wheel chairs.
o Walkers
o Crutches
o Screen readers.
o Automatic page turners.
o Book holders.

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Table 13.1.4

A racing wheelchair

Medical technology

 This is the type of technology used to support human life in hospitals. Medical
technology is used to diagnose infections, treat diseases and to make research
on diseases.
 Examples of medical technology are:
o 3D-imaging device.
o X-ray
o Micro-fibre

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Table 13.1.5

Imaging device

Business technology

 Business technology involves the use of hardware, software and services for
communication, advertising, retrieving information, storing or sending
information.
 Business technological tools include:
o Desktop computers
o Printers
o Bar code readers
o Tills
o Key boards
o Internet

Interaction between religion and technology

 Technology and religion interact in many ways, some of these ways are
positive whilst others are negative.

Positive ways in which technology interact with religion

 Technology provide an easy way of storing and updating financial records or

statistics.

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  Video cameras are used to capture religious ceremonies or church services for
future use or for the benefit of those who were absent on the day.
 Audio recorders are also used to record sermons and teachings.
 Microphones are used to enhance audio.
 Technology helps religions to publicly broadcast their teachings for people to
familiarize with the religion. For example, different religions own television
channels where they educate people.
 Projectors are large screens used for displaying scripture readings, images or
videos. It enables the adherents to clearly see what is being emphasized.
 Technology allows people who are miles away from each other to
communicate. For example, prayers can be made through a phone call.
 Technology enhances Christians, Muslims or any other religion to easily access
sacred texts on the mobile phones and laptops. Christians can access the Bible
in a language they desire.

Negative impacts of technology on religion

 The advancement of technological tools such as computers, laptops and cell
phones has eliminated the traditional way of worship and fellowship.
 Technological tools have led to religion and culture dilution through the use
of social media and internet.
 Religious-cultural dilution has led to the rise of conflicts within families and in
religious organisations.

ROLE OF RELIGION IN ENTERPRISING

Positive impact of religion in enterprising
 It creates employment.
 Promotes peace within the society through preaching the value of unity
amongst people.
 Encourages trust as a value amongst people in communities.
 Honesty is achieved through the power of religion.
 Encourages compassion through giving and attending rituals and ceremonies
as well as visiting the sick.
 Religious values reduce corruption.

Negative impact of religion on enterprise

 Sometimes people manipulate goblins to gain wealth.

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  It results in nepotism.
 Ritual sacrifices are also made as a way of gaining wealth especially in
Indigenous Religion.
 Promotes justified slavery. For example long working hours.
 Difference in religious principles may cause conflicts.

Religious Tourism
 It is travelling individually or in groups
 It creates employment.
 Brings foreign currency.
 Improves the country's economy through foreign currency.
 Creates unity amongst different people.

Work ethics brought by religion in enterprise:

Honesty and integrity

 People with good principles are required in business, for example consistency
is a value needed in business.
 People who are trustworthy are the ones needed in business.
 In business honesty is valued for the expansion of the business.

Confidence

 People who have confidence are important in business because they motivate
others.
 People with confidence always complete tasks on time and therefore they are
of great importance in the business.

Adaptability

 Religion values people who can adapt to different circumstances in business.

 The employee should be a person who can adapt to different environments at
work.

Self-motivation

 Workers should be motivated intrinsically.

 People who value their jobs are required in religious enterprise.
 Dedication and overcoming challenges is another ethic valued in religious
enterprise.

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Responsibility

 Religious enterprise values people who are dependable.

 Trustworthy is a good value in religious enterprise.
 Hard work is also a core value in business.
 Employers should be at work on time.
 In business individuals should be accountable for their actions.

Trust

 It is an important value in religious enterprise as it promotes business growth.

 Provides security to the company.

Hard work

 People who require little supervision are valued in religious enterprise.

 Creativity through implementing new ideas is also encouraged.

Role of religion in promoting enterprise

 Believers in various religions are allowed to take part in businesses.
 Religions educate believers about enterprise through inviting business people
to teach through seminars.
 Some religious groups offer capital to believers who want to start up business
projects.
 They train people in various business skills through construct business centres.

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 RELIGION AND CONFLICT
MANAGEMENT
By the end of the topic learners should be able to:
1. Levels of conflict.
2. Impact of conflict.
3. Religion and conflict management.

Levels of conflict
 There are three levels of conflict which are:
 Individual
 Group
 Organisational

 These levels can be further categorized into:

 Intrapersonal (within an individual).
 Interpersonal (between two or more people).
 Intragroup (within a group).
 Intergroup (between groups).
 Intra organisational (within an organization).

Fig 14.1.0

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Levels of conflict

Religious conflict
 Religious conflicts are made up of:
 Intra-religious conflicts.
 Inter-religious conflicts.

Religious causes of conflict

Indoctrination

 This is where religious beliefs are taught as the only truth and fact that exists
in the world.
 Indoctrinating believers may make them fail to understand that there are
different beliefs from other religions. This leads to conflict as believers may
refuse to listen and open up to other opinions from other religious circles.

Co-existence of religions

 Many societies have more than one religion. This leads to disagreements as
community members interact in the community.
 This may be about rites of passage or a wedding ceremony. Two families from
a Christian religion and Indigenous Religion may conflict on what type of
wedding to have.

Contrast between religion and culture.

 Introduction of a religion may dilute the culture. Zimbabwe was an Indigenous

religious nation before 1800s. Christianity was introduced and numerous
cultural beliefs were scrapped off due to new Christian beliefs for example the
belief in ancestors was dropped by some Zimbabweans.
 This created disagreements between traditional people and those who
adopted Christian views.

Religious deceit

 Religion may stir conflict when people feel deceived by some religious
practitioners.
 Popular in Zimbabwe are the exorcists such as ―tsikamutandas‖ who claim to
have the power to identify and deal with witches.
 Villagers usually lose their livestock in the process as a token of appreciation
for the work done by traditional doctors or n’angas.

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  The process of identifying the witches creates animosity between families as
relatives and family members are usually identified as the witches.

Different sacred days, objects and places

 Religious groups have their respective sacred days, rites of passage and sacred
places.
 In a community which has more than one religion, there may be a rise of
conflict as each believer tries to advocate for the respect of their religious
beliefs.
 Places regarded as sacred by one religious group may be regarded as grazing
land or play ground by the other.

Causes of religious conflict at national level

 Religious intolerance.
 Clash in doctrinal issues.
 Poor leadership.
 Fighting for leadership.
 Discrimination
 Ethnic or religious differences.
 Economic interest.
 Political interest.
 Attitude of superiority.

Consequences of religious conflict at national level

 Religious wars.
 Religious persecution.
 Loss of lives.
 Loss of property.
 Segregation
 Social displacements.
 Hatred
 Mistrust and fear.
 Gender violence.
 Hunger and poverty.
 Child sexual abuse.
 Destruction of sacred places.
 Forced conversions.

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Impact of religious conflict at national level
Social displacement

 People flee from the country seeking asylum in other peaceful countries.
 Families are separated and communal life is disturbed.
 Cultural values are lost in the process of resettling.

Civilian casualties

 When a country experiences war, the civilians suffer the most. They are victims
of deaths, injuries, and famine and epidemic diseases.
 People cannot move freely.

Gender violence

 Religious conflicts pave way for violence between men and women in families,
in the society and within a religion.

Child abuse

 Children become victims and targets of violence during conflicts and wars.
 Parents or guardians may neglect their duties towards children focusing on
religious matters.
 Child trafficking may become prevalent. For example, in some parts of Nigeria
where there were conflicts between the Islam and Christianity, child sexual
abuse and kidnapping became rampant.

Loss of infrastructure

 Conflicts resulting in wars may lead to the destruction of schools, hospitals

and many industrious buildings.

Reduced access to education and health care

 Conflicts bring wars and displacements which in turn affect a country’s

education system.
 Both teachers and learners may be displaced by seeking asylum in other
countries.
 Nurses and doctors may be dislocated as well.
 Victimization affects education. For example, in some central African countries,
Christian schools where forced to close by Muslim groups.

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Destruction of sacred places

 This is used as a way of provoking violence. For example, when Christian

missionaries first came to Zimbabwe, they attacked and destroyed shrines and
altars belonging to believers in Indigenous Religion.
 Muslims also destroyed Hindu temples and built mosques in medieval India.

Forced conversions

 Religious conflict is mainly used to propagate faith against the will of people
and secure their loyalty.
 Many nations were converted under the fear of punishment, death,
discrimination, arbitrary taxation, fines or persecution.

False propaganda and discrimination

 This is a form of verbal violence, which includes spreading false and negative
information about opposing religions to undermine their influence.
 This is caused by the desire of a certain religion to dominate over other
religions.
 In countries like Pakistan, believers from Christianity and Hinduism are
discriminated against. Often times they are not allowed to access medical
treatment, get employment or housing because of their choice of religion.

Role of religion in conflict management

 Religion acts as unifying factor as religious values are based on love, care,
support and oneness.
 Encouraging forgiveness and reconciliation as core teachings in every religion.
 Religious institutions have programs and services where they teach believers
how to resolve conflict.
 Religious practitioners provide counselling for couples who are having
conflict.
 Religious leaders may be mediators or intervene during war, when countries
have disagreements and when families clash.

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