Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Division of Pasig City
Development Team of the Module
Writer: Jenorie P. San Agustin
Editor: Julius Cezar Napallatan Reviewer: Rowena D. Roxas Coordinator: Maria Criselda M. Reyes Management Team: Ma. Evalou Concepcion A. Agustin OIC-Schools Division Superintendent Carolina T. Rivera, CESE OIC-Assistant Schools Division Superintendent Manuel A. Laguerta EdD Chief Curriculum Implementation Division Victor M. Javena, Ed. D. Chief - School Governance and Operations Division Education Program Supervisors 1. Librada L. Agon, Ed. D., EPP/TLE 2. Liza A. Alvarez, Science 3. Bernard R. Balitao, Araling Panlipunan 4. Joselito E. Calios, English 5. Norlyn D. Conde, Ed. D., MAPEH 6. Wilma Q. Del Rosario, LRMS 7. Ma. Teresita E. Herrera, Ed. D., Filipino 8. Perlita M. Ignacio, Ph. D., ESP/SPED 9. Dulce O. Santos, Ed. D., Kinder/MTB 10. Teresita P. Tagulao, Ed. D., Mathematics Printed in the Philippines by ________________________ Department of Education – Division of Pasig City Office Address: Caruncho Avenue, San Nicolas, Pasig City Telefax: E-mail Address
2 English for Academic and Professional Purposes
Quarter 3 Self-Learning Module12 Preparing a Concept Paper: Religion
3 Introductory Message For the Facilitator:
Welcome to the English for Academic and Professional Purposes: Self-Learning
Module 12 on Preparing Concept Paper: Religion!
This Self-Learning Module was collaboratively designed, developed and
reviewed by educators from the Schools Division Office of Pasig City headed by its Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A. Agustin, in partnership with the City Government of Pasig through its mayor, Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K to 12 Curriculum using the Most Essential Learning Competencies (MELC) in developing this instructional resource.
This learning material hopes to engage the learners in guided and independent learning activities at their own pace and time. Further, this also aims to help learners acquire the needed 21st century skills especially the 5 Cs, namely: Communication, Collaboration, Creativity, Critical Thinking, and Character while taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the module:
Notes to the Teacher
This contains helpful tips or strategies that will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Moreover, you are expected to encourage and assist the learners as they do the tasks included in the module.
4 For the Learner:
Welcome to the English for Academic and Professional Purposes: Self-
Learning Module on Preparing a Concept Paper: Religion!
This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning material while being an active learner.
This module has the following parts and corresponding icons:
Expectations - This points to the set of knowledge and skills
that you will learn after completing the module.
Pretest - This measures your prior knowledge about the lesson
at hand.
Recap - This part of the module provides a review of concepts
and skills that you already know about a previous lesson.
Lesson - This section discusses the topic in the module.
Activities - This is a set of activities that you need to perform.
Wrap-Up - This section summarizes the concepts and
application of the lesson.
Valuing - This part integrates a desirable moral value in the
lesson.
Posttest - This measures how much you have learned from the entire module.
5 EXPECTATION
This is your self-instructional learner module in English 12. All the activities provided in this lesson will help you learn and understand: Concept Paper: Religion
PRETEST
Direction: Put ✓ if the statement relates to Religion and X if it is not.
_____ 1. Hinduism includes the worship of many gods and the belief that after you die you return to life in a different form. _____ 2. Catholicism comprises the faith, practice, or system of Catholic Christianity. _____ 3. The Bible is a sacred scripture of Christians comprising the Old Testament and New Testament. _____ 4. The legislative branch of the government is responsible to the making of laws. _____ 5. The martial law imposed by the government throughout the city stopped the riots.
RECAP
We have learned that an important academic paper that the student
must learn to read and write critically is the concept paper. Presenting samples of brief as well as full-blown concept papers from different areas of knowledge, this does not only clarify what a concept paper is and its contents, but also foregrounds the values it communicates, the strategies that may be employed in reading and writing, and the characteristics of a well-written concept paper.
6 LESSON
‘Acceptance of religious diversity leads to peace’
By: Cyril John Barlongo
RELIGIOUS extremism and
violence in some parts of the world have been causing deaths and displacements of thousands of people, destroying properties and stunting the respective countries’ economy. In the Philippines different religious beliefs are also breeding violence to a certain extent.
To discuss the current concerns
of Islam and Christianity on religious extremisms and violence, an interreligious dialogue between Muslims and Christians was held on Wednesday at the University of Santo Tomas (UST) in Manila. The conference was titled “The Approach of Islam and Christianity Toward Religious Extremism and Violence.”
“We must admit in all honesty that their [Muslims and Christians] grief and actions are rooted in their misjudgments of the principles of their religions,” Prof. Rasoul Rasoulipour, high consultant of Center for Interreligious Dialogue and Civilization, dean at the Department of Letters and Human Sciences in Kharazmi University, and head of Department of Theology at Shahid Motahari University, Tehran, Iran, said at the conference.
Rasoulipour said the problem the world is facing is a clash of misconceptions,
instead of a clash of civilizations.
Interreligious dialogue plays a very serious role. To have a constructive
discourse, we need to take into consideration a dialogue between Christianity and Islam, he said.
Prof. Bagher Talebi of the University of the Religions of Qom, Iran, agrees. “Interreligious dialogue promotes peace among human beings. There would be no peace between religions without this kind of dialogue,” Talebi said at the conference.
One major cause of extremism and violence is terrorism, a complex
phenomenon that requires united effort by everyone who believes in peace and goodwill, Rasoulipour said.
7 “The primary principle of each religion is human dignity. In other words, prior to considering the concept of religion we have to acknowledge that, we are all humans and that humanity is the body of nature. Respect it…dignity is inherent in humanity,” Rasoulipour said.
To address the root of these misconceptions in the Philippines, the Christian
and Islamic groups in the country are planning to organize symposia an d publish relevant materials that promote mutual understanding and respect between Islam and Christianity, and to advocate the inclusion of world religions and interreligious dialogue as a subject or course in the curriculum of secondary and tertiary education and seminaries.
They are also committed to dialogue with the Catholic Educational Association of the Philippines and the Department of Education Technical Panel on Textbook to form a commission tasked to review, evaluate and ascertain the cultural, historical and religious sensitivity of instructional materials used in all educational levels in the country.
“We, as believers, are asked to worship God. One of the best types of worshiping God is through dialogue. And we, brothers and sisters, must keep our faith with God. People are responsible to participate in this type of event [dialogue] and [make it an] occasion to see each other, meet each other, talk with each other and exchange our experiences and feelings, and to share our joys and sorrows,” Rasoulipour said.
As a citizen of this country, everybody’s participation in this interfaith dialogue
is important to fully understand and enlighten our assumptions and to have a unity of faith, he said.
“Unfortunately, the pure and beauty, faith and peace of religion are misused and abused by some acts of believers by [waging] war. Unfortunately, it has been the impression nowadays among the believers and nonbelievers that religion in society is not making peace, but making war,” Rasoulipour said. The believer, he said, “need to participate and be involved in this type of gathering, to inform our brothers and sisters that the true message and mission of all religion is peace, to talk with the nonbelievers and to inform them the message—peace.”
Acceptance of diversity is the foundation of dialogue and is essential that all
discourses demand serious attention, he added.
The dialogue was a collaboration among the Iranian Embassy in Manila,
Catholic Bishop’s Conference of the Philippines, UST, Episcopal Commission on Interreligious Dialogue and Center for Interreligious Dialogue to promote peace among religions like Islam and Christianity. I t was attended by representatives from various schools, colleges and universities, faculty members, individuals and religious leaders.
8 ACTIVITY
Activity 1
Directions: The author eloquently and elegantly described diversity in Religion in the selection that you have just read. In the idea map below, fill in the details to describe what diversity in religion is based on the selection that you have just read.
Description Idea-Map
Topic:
Detail # 1
Detail # 2
Detail # 3
Activity 2
Choose from any of the following quotes on diversity in religion. It must be a quote that you like or that struck you most.
1. ‘’Religion is the organization of spirituality into something that became the
hand maiden of conquerors. Nearly all religions were brought to people and imposed on people by conquerors, and used as the framework to control their minds.” John Henrik Clarke
2. “While I know myself as a creation of God, I am also obligated to realize and
remember that everyone else and everything else are also God's creation.” Maya Angelou
3. “Persecution is not an original feature in any religion; but it is always the
strongly marked feature of all religions established by law.” Thomas Paine
4. “Rivers, ponds, lakes and streams - they all have different names, but they all contain water. Just as religions do - they all contain truths.” Muhammad Ali
5. “Religions that teach brotherly love have been used as an excuse for persecution, and our profoundest scientific insight is made into a means of mass destruction. “Bertrand Russell.
Write a two to three-paragraph composition about the quote that you have chosen. First, brainstorm and outline your ideas using this description idea-map.
9 Topic: (the quote that you chose)
Detail # 1
Detail # 2
Detail # 3
Detail # 4
B. After brainstorming write your 3-paragraph composition here.
WRAP–UP
To wrap-up everything that we discussed in this lesson, the three important things I learned for today’s lesson are …
The primary principle of each religion is human dignity. In other words, prior to considering the concept of religion we have to acknowledge that, we are all humans and that humanity is the body of nature. Respect it, dignity is inherent in humanity.
10 Understanding leads to acceptance. When we understand, we cannot hate. Understanding allows us to stand in another person's shoes and see from their point of view. We don't have to adopt all the other religions. Understanding allows us to be respectful of another's theology and methods of worship.
The importance of understanding other religions is to allow us to realize the
beauty of faith and how each person has his or her own way of pursuing a higher spiritual fulfillment. Also, we also understand how many like Buddha, Jesus, Muhammad and Krishna, have delivered the same Word of God, which is to love one another and serve the good of all sentient beings.
On a more practical level, it helps build social cohesion and ensure that no one can use religion as a means to divide a country.
POSTTEST
After writing, revise your work. Use the following checklist in evaluating your work.
Yes No
1. Do the details explain the topic that I choose?
2. Are there enough details to explain the topic?
3. Are there irrelevant details?
4. Do the paragraphs logically connect to each other?
5. Are the sentences logically related to each other?
6. Are my opinions believable/acceptable?
7. Did I write an ending that relate to the topic?
each other. parties which is necessary to understand enables a peaceful dialogue between Detail # 3 Acceptance of diversity 4. X Detail # 2 Interreligious dialogue 3. ✓
violence and terrorism.
extremists as an excuse for spreading Detail # 1 Religious diversity is used by 2. ✓ diversity leads to peace Answers may vary Topic: Acceptance of religious 1. ✓ Posttest Activity Pretest
R E F E R E N CE BusinessMirror. BusinessMirror, July 6, 2020. https://businessmirror.com.ph/.
Azul, Kharla Jane. “Writing a Concept Paper.” LinkedIn SlideShare, September 16, 2018. https://www.slideshare.net/kharlajaneazul/writing-a-concept-paper.
