LIVINGSTONE INTERNATIONAL

UNIVERSITY

SCHOOL OF EDUCATION
GROUP WORK

COURSE UNIT : CROSS CUTTING ISSUES IN

------------------------------------------EDUCATION

Participants : Mabonga Alex

Kasibini Nicholas
Mutalu Ambrose

QN 1 MUTALU AMBROSE
WHY RELIGIOUS EDUCATION IS CONSIDERED A CROSS CUTTING ISSUE?

What is religious Education?

 Religious education refers to the teaching and learning about religious beliefs, practices,
values and traditions. It aims to impart knowledge about different faiths, their historical
and cultural contexts and how they shape individual and societal values.

Definition of cross cutting issues in education.

 Religious education refers to the teaching and learning about religious beliefs, practices,
values and traditions. It aims to impart knowledge about different faiths, their historical
and cultural contexts and how they shape individual and societal values.

Why religious education is considered a cross cutting issue in education

 Moral and ethical development;

 Religious education helps in shaping students moral compass, teaching them values like
honesty, integrity and respect. In Uganda with its diverse religious traditions fostering
ethical values helps to reduce corruption and unethical practices in society for example
many Ugandan schools incorporate religious students to instill good moral behavior in
them hence aiming to curb indiscipline and negative social behaviors.
 Promotion of religious tolerance;
 Uganda is home of many religions for example Islam and Christianity so it promotes
respect and understanding among different faith which helps to reduce religious conflicts
for example it encourages peaceful coexistence among the students.
 National unity and cohesion;
 It plays a role in fostering national unity by promoting values like peace, love and
community spirit.
 Encouraging of positive behaviors in schools; It helps to reduce negative behaviors
bullying and drug abuse by instilling values of kindness and self-discipline.
 Development of critical thinking; It encourages students to think critically about ethical
dilemmas, societal norms and their personal beliefs hence fostering a well-rounded
intellectual development.
 Support for mental health; In Uganda where mental health resources are limited,
religious education can offer a framework of hope, purpose and resilience which is
crucial for the students well being for example religious teachings on dealing with stress,
grief and anxiety are incorporated in school counseling programs.
 Gender equality and women’s empowerment; It addresses issues by promoting
equality and respect for women hence countering traditional norms that might undermine
women's rights for example some religious groups in Uganda advocate for women’s
education and empowerment which aligns with the global gender equality rights.

 Promotion of social justice; Religious teachings on justice, fairness and equity can
motivate students to work for their society because it helps them to advocate for human
rights and fairness.

 Personal discipline ; It often promotes self discipline, humility and respect for authority
which are critical for personal development and order in society.

 Guidance for adolescence; It provides guidance on issues relevant to youth for example
peer pressure, relationships and life choices.

 Spiritual development; it provides principles of peace and reconciliation which are

essential in preventing and resolving conflicts in communities.
QNS 2. By Mabonga Alex

Describe different forms of religion that can be found in Uganda school setting.

1. Christianity:
Many schools in Uganda have a strong Christian influence with practices such as prayers
and religious studies. Christianity is a monotheistic religion centered around the life,
teachings, death, and resurrection of Jesus of Nazareth, who is believed by Christians to
be the Son of God. The central text of Christianity is the Bible, which consists of the Old
Testament (primarily Jewish scriptures) and the New Testament (primarily about Jesus’
life and teachings.

Key beliefs in Christianity include:

 Trinity: The belief that God exists as three distinct persons: the Father, the Son (Jesus
Christ), and the Holy Spirit.
 Salvation: The belief that humans are sinful and need salvation from God. This is
achieved through faith in Jesus Christ and his sacrifice on the cross.
 Resurrection: The belief that Jesus Christ died, was buried, and rose from the dead.
 Second Coming: The belief that Jesus Christ will return to Earth at the end of time to
judge the living and the dead.

Christianity is the world's largest religion, with over 2 billion followers worldwide. It has had a
profound impact on Western culture, shaping art, music, philosophy, and law.

2. Islam:
 Some schools cater to Muslim students and incorporate Islamic teachings and practices
into their curriculum. For example kawempe Muslim school , hamdan girls school and
shiro Islamic schools.
Islam is a monotheistic religion centered on the belief in one God, Allah, and the
teachings of the Prophet Muhammad as revealed in the Quran, the holy scripture of
Islam.

The central tenets of Islam are the Five Pillars:

 Shahada: The declaration of faith, stating that there is no god but God (Allah), and
Muhammad is His messenger.
 Salat: Performing ritual prayers five times a day, facing the Kaaba in Mecca.
 Zakat: Giving to charity as a percentage of one's wealth.
 Sawm: Fasting during the month of Ramadan.
 Hajj: Making a pilgrimage to Mecca if physically and financially able.


Major Sects of Islam

While Islam is united by its core beliefs and practices, there are several major sects within it,
each with its own unique interpretations and practices. Here are the three main sects:

Sunni Islam

* Majority sect: Representing around 85-90% of the world's Muslims.

 Succession: Believes that the successor to the Prophet Muhammad should be chosen
by the Muslim community.
 Schools of thought: Follows one of four primary schools of law: Hanafi, Maliki,
Shafi'i, or Hanbali.

Shia Islam

 Minority sect: Representing around 10-15% of the world's Muslims.

 Succession: Believes that the successor to the Prophet Muhammad should be from
his family, specifically the descendants of Ali, his cousin and son-in-law.
3. Traditional African religions: In certain schools, aspects of traditional African religions
may be observed, including rituals and ceremonies.

 Baganda: The Baganda people, who inhabit the Buganda region, have a complex
religious system involving the worship of multiple deities, including Katonda (the
supreme being), Ganda (the earth goddess), and Kintu (the first king). They also believe in
ancestral spirits and the power of divination.

4. Hinduism:
There are schools in Uganda that are affiliated with Hindu traditions and may include
teachings related to Hinduism. For eample the Hindu religious centre in kampala.
Hinduism is a polytheistic religion with its origins in ancient India. It is characterized by
its diverse beliefs, practices, and philosophical traditions.While there is no central creed or
unifying authority, Hinduism is often defined by its adherence to the Vedas, a collection of
sacred texts, and its emphasis on dharma (righteousness), karma (action and its
consequences), and reincarnation.

5. Buddhism:
 Although not as common, some schools may offer teachings or activities related to
Buddhism, particularly in international or diverse school settings.
Buddhism is a religion and philosophy that originated in India around the 5th century
BCE. It is based on the teachings of Siddhartha Gautama, who is known as the Buddha
(meaning "Awakened One"). The Buddha's teachings emphasize the attainment of
enlightenment, which is a state of spiritual liberation from suffering.

Key Beliefs and Practices

 The Four Noble Truths:
 Life is suffering.
 Suffering is caused by desire.
 Suffering can be ended by eliminating desire.
 The path to the end of suffering is the Eightfold Path.
 The Eightfold Path: This is a practical guide for achieving enlightenment. It includes
elements such as right view, right intention, right speech, right action, right livelihood,
right effort, right mindfulness, and right concentration.
 Karma and Reincarnation: Buddhists believe in karma, the law of cause and effect. Good
deeds lead to good consequences, while bad deeds lead to bad consequences.
Reincarnation is the belief that after death, a person is reborn into another life, based on
their karma.

6. Judaism:

In a few cases, schools may have students from Jewish backgrounds, and may accommodate
Jewish religious practices.

Judaism is a monotheistic religion with a rich history dating back thousands of years. It is
primarily practiced by Jewish people, who believe in one God, known as Yahweh or Jehovah.
The Torah, which consists of the first five books of the Hebrew Bible, is considered the most
sacred text in Judaism.

Key Beliefs and Practices:

 Monotheism: Judaism is strictly monotheistic, emphasizing the belief in one God.

 Torah: The Torah is the most sacred text in Judaism, containing the laws, commandments,
and stories that form the foundation of Jewish religious life.
 Mitzvot: These are the commandments that Jewish people are obligated to follow. They
cover a wide range of areas, including worship, morality, and social justice.
 Shabbat: The Sabbath, observed from Friday sundown to Saturday sundown, is a day of
rest and spiritual renewal.
  Synagogue: The synagogue is the center of Jewish religious life, where prayers, studies,
and community gatherings take place

7. Bahá'í Faith:

Some schools may have students from Bahá'í families and may incorporate teachings from the
Bahá'í faith.

Baha’I Faith is a relatively young religion founded in the 19th century by Baha’u’llah, a Persian
nobleman who claimed to be the messenger of God. It is a monotheistic religion that emphasizes
the unity of all religions and the oneness of humanity.

Key Beliefs and Practices:

 Unity of Religions: Baha’I Faith believes that all major religions are manifestations of
one God and that they share the same core teachings.
 Oneness of Humanity: Baha’is believes that all people are equal before God and that they
should strive for unity and harmony.
 Baha’u’llah: Baha’is believe that Baha’u’llah is the latest messenger of God, fulfilling the
prophecies of other religions.
 Spiritual Development: Baha’is believe that the goal of life is spiritual development and
the attainment of knowledge of God.
 Service to Humanity: Baha’is are encouraged to serve their communities and work for the
betterment of society.

8. Sikhism:

 In schools with a diverse student body, there may be Sikh students, and the school may
acknowledge Sikh religious practices.
  Sikhism is a monotheistic religion founded in the 15th century in the Punjab region of
India. It is characterized by its emphasis on equality, service to humanity, and meditation.

o Key Beliefs and Practices:

 One God: Sikhs believe in one God, known as Waheguru, who is formless and timeless.
 Ten Gurus: The Sikh faith is based on the teachings of ten Sikh Gurus, who are
considered divine messengers of God.
 Sikhism is a monotheistic religion founded in the 15th century in the Punjab region of
India. It is characterized by its emphasis on equality, service to humanity, and meditation.

Key Beliefs and Practices:

 One God: Sikhs believe in one God, known as Waheguru, who is formless and timeless.
 Ten Gurus: The Sikh faith is based on the teachings of ten Sikh Gurus, who are
considered divine messengers of God.
 Sri Guru Granth Sahib: This is the holy book of Sikhism, containing the writings of the
Sikh Gurus and other spiritual figures.
 Five Ks: Sikh men and women are traditionally identified by five distinctive symbols,
known as the Five Ks: Kesh (uncut hair), Kangha (comb), Kara (bracelet), Kirpan
(sword), and Kachera (undergarment).

Sikhism is a unique religion that combines elements of Hinduism and Islam. It is a

progressive faith that emphasizes equality, tolerance, and service to others. Sikhs are
known for their strong sense of community and their commitment to social justice.

Reference

 Kamya, R., (2013). “Religious Education and Ethical leadership in Ugandan schools.”
 Turyagyagyenda , J., (2015). “The impact of religious education on social development in
Ugandan Secondary Schools.”
 Kagoda, A.M, (2011). Religion and Education in Uganda: A historical perspective.”