Optional theme: Knowledge and religion
Optional theme: Knowledge and religion
For many people, religion has a major impact on how they understand the world. It permeates their thinking and influences their understanding of other areas, providing a backdrop to all of the other knowledge they possess. Religions themselves also generate specific claims about knowledge, as well as competing assertions and interpretations.
This theme provides an opportunity for students to think carefully, critically and respectfully about knowledge and religion, and to reflect on the significant impact that religion has on how we view the world. Religion is often regarded as a sensitive area in which discussions should be had with caution, in part because people have very personal and deeply held convictions regarding religious matters. Yet many of the features that make religion such a contentious topic are exactly the features that make it highly engaging for students and hugely relevant for a course such as TOK.
Religion provides rich ground for TOK discussions as religions are often complex systems of beliefs, practices, assumptions and values. Religions also raise interesting issues around the exchange of knowledge between individuals and groups. Within their discussions in this theme, students are encouraged to consider the diversity of perspectives within individual religions as well as across different religions; for example, considering fundamentalist, conservative and liberal perspectives within Christianity.
An example of a particularly interesting area of discussion in relation to this theme concerns the concept of evidence. Critics often argue that religions lack convincing evidence to support their claims and beliefs. However, others argue that criticism surrounding the evidence for religious claims is misplaced, arguing that religious knowledge is an example of a kind of knowledge that is not based on empirical evidence. Indeed, in some traditions belief that is not based on evidence is seen as superior to belief that is based on evidence, as the demand for concrete evidence is seen to signify a lack of faith or a misunderstanding of the nature of religion.
Another interesting area to consider could be the relationship between religion and morality, and whether religion and ethics are inextricably linked. For example, students could consider whether religion provides a way to systematize concepts of right and wrong, or whether religious claims carry any particular obligation or responsibility for the knower.
It is crucial that discussions within this optional theme stay focused explicitly on knowledge rather than consisting of general discussions about religion. The following examples of knowledge questions can help to ensure this focus.
Scope
If knowledge is a map, what is the territory that religion represents?
What is the value of thinking about questions to which there are no definite answers?
Does religion try to resolve problems that other areas can’t resolve?
Is the point of knowledge to produce meaning and purpose in our lives?
Is certainty any more or less attainable in religion than it is in the arts or human sciences?
To what extent do scientific developments have the power to influence thinking about religion? Is faith a prerequisite for religious knowledge?
Perspectives
Can there be religious knowledge that is independent of the culture that produces it?
How has our understanding and perception of religious knowledge changed over time?
Are those outside a specific religious tradition really able to understand its key ideas?
What impact has forced religious conversion had on traditional knowledge and cultural diversity? To what extent is it legitimate for a non-believer to criticise the content of a religious belief?
To what extent do you agree that there is just as much diversity of perspectives within individual religions than there is across different religions?
Methods and tools
Are religious beliefs rational?
Can theistic beliefs be considered knowledge because they are produced by a special cognitive faculty or “divine sense”?
What is the role of analogy and metaphor in the acquisition of religious knowledge?
Do ritual and habit play a special role in the formation of religious knowledge?
What difficulties are presented by using human language to discuss religious claims?
What role do authority and testimony play in the pursuit of knowledge?
How have language developments (such as the shift from Latin to the vernacular) had an impact on access to religious knowledge?
Are faith and reason interdependent?
Ethics
Do we have an ethical responsibility to gain knowledge of different religions to help us better understand the world and those around us?
Does religion provide a way to systematize concepts of right and wrong?
Do religious knowledge claims carry any particular obligation or responsibility for the knower?
What role do religious leaders and authority figures play in influencing ethical debates?
If religion is intimately connected with ethics, should we expect those with religious knowledge to act more ethically than those without it?
Making connections to the core theme
What kinds of knowledge can be gained through introspection? (scope)
How does our own theism, atheism or agnosticism have an impact on our perspective? (perspectives)
Do you agree with Carl Sagan’s claim that “extraordinary claims require extraordinary evidence”? (methods and tools)
To what extent does religion influence social norms and values? (ethics)
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