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JOURNEYING WITH PUPILS BENARES AND MAKKAH The following ideas for work on a theme of Journeys and Sacred Places have been written by Alan Brown, John Rankin and Mary Hayward , members of the Shap Working Party. These units of work are extracts from the teacher’s book, RE Topics in the Primary School, published by Longmans. ISBN 058200334-2 of which they are the authors. They offer some practical approaches to the primary school teacher. JOURNEYS AIMS The aims of this unit are to develop the pupils’ awareness of what it means to go on a journey and to explore different sorts of journey. INFORMATION Some religions place great emphasis on pilgrimage Islam does so particularly - while for others it may be important but not unduly so. Many Jews try to visit Israel (as do many Christians) but there are often shorter journeys too. In Britain some Christians will visit Iona, Walsingham or Lindisfarne; or they may go further afield to Taize or Lourdes. Some Hindus in India try to visit Benares (now called Varanasi), some Sikhs journey to Amritsar. For Muslims one of the main ambitions is to make the pilgrimage to Makkah (called Hajj) and about two million visit Makkah during Dhul Hijjah each year. There are journeys within religions: Muhammad travels from Makkah to Medina, Abraham goes from Ur to Canaan, Jesus travels around Israel, Gautama travels throughout India as does Guru Nanak. APPROACHES The pupils’ first-hand experience of journeys seems to be the most effective way of preparing children to develop an understanding of ‘religious journeys’. One could begin with journeys the pupils make: to school, to a friend, to a relative. How long are these journeys? Are they walking distance? Do you travel in a train/bus/car? Sometimes journeys involve staying away from home what do you take with you? What would you think is important to take? These, and other questions the teacher can develop are largely descriptive. The effective element also needs to be considered. Do you like travelling? Are you car-sick/sea-sick? What did you feel like when you first went on a boat or flew in a plane? Is it worth making journeys? Was it a long journey? Very hot? What is the alternative and would you prefer it? ACTIVITIES 1. Pupils can paint/draw and write about their journeys. There is also the dramatic aspect of an imaginary classroom, journey – sitting in the coach, packing bags and so on. Perhaps the topic could follow up (or prepare for) a class outing. 2. There are other sorts of journey – blood going around the body; growing older; journeys of letters and parcels; rivers; moving house; changing schools or moving to a different class – all of which fit into different topic work. 3. Then there are similar descriptive and effective activities about special places. Where do you like to go ? Why? What associations doe it have ? Is it a friend, a relative ? Some happy times? Would you like to return ? Are there places you don’t like visiting and why? Are there journeys you are allowed to do alone ? If not, who goes with you ? SACRED PLACES BENARES AIMS The aim of the unit is to widen pupils’ knowledge and understanding in developing awareness of places sacred to people in another part of the world. They will also learn some basic aspects of Hinduism such as the sense of God being everywhere; the idea of rebirth and how that relates to funeral ceremonies; and perhaps a simple idea of moksha (liberation or salvation). INFORMATION It is important to encourage children to ‘move out’ in their thinking from their immediate environment, and a place is something concrete which they can easily focus on. As a sacred place, Benares (Varanasi) is the greatest centre of pilgrimage in India. Many things can make a place sacred. For the people who come, it is because they feel it to be a place where heaven and earth come together and therefore where they can more easily renew themselves spiritually. It is principally the river Ganges which makes Benares sacred, for Ganges is held to be a goddess. Not only is Benares thought to be a good place to renew oneself but it is an especially good place to send one’s dead relatives on their spiritual journey from earth. For pupils of Indian/Hindu origin, the study will be an acknowledgement of their cultural inheritance. Note that for this unit it is essential to obtain pictures of Benares. These are to be found in most books on India. The pictures should show the ghats (steps) on the river, both those used for bathing and those for cremation. Benares is for millions of Hindus the most sacred city in India. It lies in the northern plain of the left bank of the river Ganges, on a great curve of the river. The Ganges is a sacred river itself. For a Hindu, to visit Benares is to be cleansed of the sins of thousands of past rebirths. Devout Hindus would choose to end their days here. To be cremated in Benares, the crossing place between heaven and earth, and to have one’s ashes scattered on the Ganges, is thought to ensure an end to the constant round of rebirths. Two important elements in Hindu worship are much in evidence here, fire and water. Benares is not only sacred to Hindus however. Near the city the Budda preached his first sermon (in the deer park at Sarnath) and Mahavira the founder of the Jains also came here. The scope of the study is very wide. You will have to judge how much of Hindu beliefs and practice it is appropriate to explain in the circumstances of your class. However, it will be necessary to explain the following: 1. 2. 3. 4. Hindus worship many gods, although these are seen as expressions of one all-inclusive transcendent ‘Brahman’. Gods are usually ‘paired’ male and female: Shiva Parvati; Vishnu – Lakshmi; Vishnu has nine avatars or incarnations. The most famous are Krishna (Radha) and Rama (Sita). The river Ganges is itself a female goddess. Hindus in common with many others believe in rebirth, that is, that when we die our soul takes on another birth. This, it is taught, happens thousands and thousands of times. However, the aim is to find one’s way out of this cycle of rebirths by various means, one being by the faithful performance of ritual acts. Death rites are by cremation. The body is burned on a funeral pyre of wood. This can be an expensive investment for poor people. The steep sandy river banks are made firm with huge stone platforms and flights of steps (ghats) down to the water. There are more than 50 of these, some up to 15 metres high. It is on the platforms of certain ghats that cremations take place. The ‘burning ghats’ are maintained by a traditional community called the Doams. 5. Bathing in the river Ganges is considered to be beneficial to the soul and pilgrims come from all over India (and the world) to bathe here. Dawn is considered the best time. All bathe together, men and women and whatever their caste or position in society. ‘More than thirteen languages and an unaccountable number of dialects fill theair with a babble that is comforting in its passive tone. Here Brahmins in dazzling white dhotis bathe alongside lepers, bloated merchants next to high court judges and doctors. Here are villagers, workers in coal mines and steel plants, beggars, Hindus from north and south, and from overseas. Side by side they submerge themselves in the Ganges, performing a regular ritual or realizing the dream of a lifetime’ Thames and Hudson 1985, (Henry Wilson, Benares, p.15) APPROACHES 1. 2. 3. The unit could be an aspect of a geographical study of India. In this case one would move from the physical feature of the river Ganges to its religious significance and the specific manifestations of Benares. Every book on Hinduism or on India which has pictures will have a picture of the ghats at Benares. Some of the most impressive photographs come from this fascinating spot. So a beginning could be made by studying a picture or a poster of Benares and trying to see how much can be elicited by the pupils own observations. Some teachers have hesitations about initiating discussions about death in the classroom, and indeed it is necessary to be sensitive about this. However, many have discovered that their pupils are eager to discuss it and are more matter of fact than older people. Hindus believe we all have an eternal soul which, when we die, is reborn again in another body and that we bring with us the consequences of our previous lives. The ceremony of cremation and the spreading of the ashes on the sacred river are related to this understanding. Discussion of this can lead to a look at Benares itself. This unit could be related to the notion of a pilgrimage or making a journey. Hindus travel vast distances just to be able to visit Benares and bathe there in the Ganges. 4. ACTIVITIES 1. When dealing with a place which is far away, it is advisable to develop the children’s use of maps. It is sometimes said that children find it difficult to understand a map. Some may, but there is everything to be gained from trying to develop their understanding. So, placing Benares on a map of India has its value. The spot could be surrounded by some illustrations of activities which take place there. 2. One way of gaining a sense of where it is might be to find out how to get there – to plan the routes and timetables as if one were a travel agent. 3. If the resources are available, some work could be done on Hindu gods – on Vishnu or the goddess Ganga. Alternatively a project on the river Ganges including some reflections on the value of a river might be interesting. 4. Some art work on the elements of fire and water would focus on two major aspects of the rituals at Benares. PILGRIMAGE TO MAKKAJI (HAJJ) AIMS This unit will help children to discover the importance of Makkah in Muslim belief and practice, and through looking at the pilgrimage to Makkah to reflect on what it means to be a Muslim. INFORMATION To make the pilgrimage to Makkah just once in a lifetime is the duty of every Muslim who can afford the journey. It is estimated that some two million Muslims now travel to Makkah each year to fulfil this duty. They come from every quarter - from Africa and the Middle East; from Pakistan, Bangladesh, and India; from Iran, Central Asia, and the Chinese border lands; from Malaysia and Indonesia, Turkey and Yugoslavia; from Mauritius, Trinidad and Surinam; and from the United States and the British Isles. To begin to list the countries immediately points to the worldwide appeal of Islam, as well as its capacity to bring together people of many nationalities, and to bring them together with a single purpose - worship of one God. THE SPIRIT OF HAJJ In discovering Hajj with children, it is crucial to catch the excitement - setting out after years of saving, putting on the pilgrim dress, touching down in Jeddah, acquiring your pilgrim’s visa and waiting for your guide to take you to Makkah ... and then glimpsing the ka’ba encircled by thousands of pilgrims, for the first time. Alongside the excitement, something of the spirit of Hajj needs to emerge too: a spirit of sacrifice is the essence of Hajj. In past centuries the journey to Makkah was full of dangers and could take many months; some travellers would never return. Today travel is easier and speedier, but this spirit still prevails in the giving up of personal comfort, pride in dress; and frequently also in doing without the companionship of family and friends and without the distinctions that can arise through wealth and education. The simple dress adopted by those on Hajj points to equality and brotherhood, a visible reminder that all are equal before God, whatever their race or colour or personal status in life. To go to Makkah is also to follow in the footsteps of Muhammad who restored the Ka’ba for the worship of one God and made the pilgrimage to Makkah himself. MAKKAH Each day when Muslims pray they will find the direction of Makkah and face that way. When a mosque is built it must be aligned in that direction and when a Muslim is buried the face must be turned towards Makkah. A Muslim home may have pictures of Makkah and the Ka’ba, and in some countries those who have made the journey to Makkah may paint a picture of the Ka’ba over the door or on the wall of their home. For Muslims, Mecca has a long history: In Muslim belief it is the place where Abraham and Ishmael built the first house for the worship of one God. This house is known as the Ka’ba, a word which means a ‘cube-shaped structure’. The Ka’ba today is covered with a black cloth (kiswah) richly embroidered in gold with Arabic calligraphy. This is renewed each year at the time of the Hajj. Many of the places visited on the pilgrimage are associated with the story of Abraham. Abraham is important for Jews, Christians and Muslims. He believed in one God, and the story of Abraham and the destruction of his father’s idols is told by Jews and Muslims. It would make a useful introduction to Abraham’s thinking about God. An appropriate story can be found in The Life of the Prophet Muhammad by L Azzam and A Gouveurneur, Islamic Texts Society 1985. pp 5 - 8) Makkah is also the place of Muhammad’s birth. For Muslims he is the prophet whom God sent in answer to Abraham’s and Ishmael’s prayer. It was in the hills outside the city that Muhammad was called to be God’s messenger and prophet. Here he received his first revelation and message from God, and experienced rejection by the Makkans. The migration of Muhammad and some seventy followers to Medina in 622 CE marked a turning point for the Muslims. In Medina they grew in strength and faith, and in 630 CE Muhammad was able to return to Makkah. He restored the Ka’ba to the worship of one God and removed the idols which the people had placed there. THE PILGRIMAGE (HAJJ) The Hajj takes place in Dhul Hijjah - the twelfth month of the Muslim calendar. Setting out on the pilgrimage Hajj means to set out with a definite purpose - is an emotional occasion and pilgrims take leave of families and friends with prayers at the mosque. Their preparations will have started long before this. Those who wish to travel to Makkah must be in good health, free of debt, and able to support families at home whilst they are away. They will already have purchased their pilgrim dress; for men this is two pieces of white seamless cloth and simple backless sandals to indicate simplicity of life. Men’s heads are left uncovered as a sign of humility. Women have no prescribed dress; they will dress discreetly and often in white - but their faces should remain uncovered. The pilgrim dress must be put on before reaching Jeddah in Saudi Arabia, for being a pilgrim demands personal consecration. This is shown in other ways too, for example no perfume will be used, suggesting that the enjoyment of ordinary life is left behind. No forms of life - plant or animal or insect - must be harmed within the sacred territory of Makkah, thus recognising that all belongs to God and fostering respect for the created world. Peace and harmony must be the hallmarks in relations with others. All that distracts and detracts from the worship of God must be set aside. Pilgrims normally approach Makkah with a guide, who will make sure they know exactly how to carry out the rites of Hajj. When they arrive in Makkah they will go first to the Ka’ba and walk round it seven times in an anti-clockwise direction, and try to touch the sacred stone. The great prayer of the pilgrim: ‘Here am I. O God, at Thy Command, here am I’ will be on everyone’s lips. A covered passageway goes from the Great Mosque to the running water of Zamzam and the hills of as-Safa and al-Marwa. The pilgrims will recall the story of Hagar and Ishmael as they climb these hills and drink the water of Zamzam. Together these actions comprise the lesser pilgrimage or umra which can take place at any time of year, but they have become part of the Hajj too. The most important ceremony of the Hajj takes place on 9th Dhul Hijjah at Arafat - a huge barren plain capable of holding thousands of pilgrims. Here the pilgrims gather at noon for the ceremony of standing before God. A small hill called the ‘Mount of Mercy’ rises from the plain. The thousands of pilgrims stand on the plain until sunset recalling their wrongdoings and declaring their repentance. At sunset they must move to Muzdalifah, ready to go next day to Mina. At Mina stand three stone pillars marking places where Ishmael resisted Satan. The pilgrims collect small stones to throw at the pillars, thus affirming their rejection of evil too. This 10th day of Dhul Hijjah is also Eid ul Adha, the Festival of Sacrifice. Here at Mina pilgrims sacrifice an animal; its meat will be shared with the poor. The festival recalls the great sacrifice Abraham was. prepared to make for God. In Islam the story is told of Abraham dreaming that he was to sacrifice his most precious thing. He knew this to be Ishmael, his son. As he was about to make the sacrifice, God intervened and provided a ram for sacrifice. For Muslims the sacrifice at Mina points to the spirit of sacrifice which should characterise a Muslim’s life. Festivities will continue until the 13th day of Dhul Hijjah. Throughout the Muslim world those who are not on pilgrimage will also celebrate this festival. Where families are waiting for the return of pilgrims, the celebrations may be extended, and friends and relatives will gather to welcome the return of the pilgrims - who may now add the title Hajji to their names. APPROACHES 1. Encourage children to talk about ‘the place which is special for me’. Discuss feelings when planning to go there; feelings when there, when leaving. How do they remember the place afterwards? (What about scrap books/photographs/souvenirs?) Note too that children may have quite local places which are ‘special’ - this allows for those who simply don’t go anywhere. Think about places they hope to visit one day. 2. If you can obtain good pictures of Makkah and other places visited on the pilgrimage (see Resources) use them as stimulus for introducing Hajj. A picture of the Ka’ba and pilgrims might prompt the following questions: What do the children notice about the people? (Dress in common; shared movement) What shape is the building they can see? (Cube - introduce its name) What clues are there about its importance? (People walk round it; kiswah; set inside great courtyard) Notice the crowds. What does it feel like to be among such crowds? Begin to introduce a pilgrim’s experience of Makkah.