This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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History of Religions
History of the 3 Monotheistic religions (Judaism, Christianity and Islam) and of the main different Christianity confessions (Roman Catholicism, Eastern Catholicism and Eastern Orthodoxy, Anglicanism and Protestantism)
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Pedagogical Approaches
New pedagogical approaches to teach history of religion
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Role of Religions in Civilization
How to didactically promote among students of different confessions, the capacity of a critical analysis and understanding of the role played by religions in the history of mankind
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Interreligious Students’ Competences
Set of teaching contents, to be used by teachers to highlight and valorize the universal values of tolerance and universalisms that all Monotheistic religions and religious texts contain to promote and sustain mutual understanding among students
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Managing Multi-Religious Classes
Teaching Sources to help teachers dealing with multicultural and multi-religious classes
Map
An interactive didactical map interactive didactical map giving access to sites with a religious relevance.-
Introduction
A comparative review of the liturgical celebrations, ceremonies and dietary rules existing in the different religions.
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Celebrations
Description and comparative analysis of the celebrations of different religions and confessions
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Ceremonies
Description and comparative analysis of the ceremonies of different religions and confessions
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Dietary Rules
Description and comparative analysis of the dietary rules of different religions and confessions
Events
The Pathway through Religions project has been promoted trough conferences and articles.
Conferences
The Pathway through Religions project was presented in a number of events in order to report about the activities carried out and the results achieved
Press Review
The Pathway through Religions project partnership made contacts with web sites focusing on the fields of educationPartnership
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Contractual Partners
From this section it is possible to access to a description of each contractual partner of the Pathway through Religions project.
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Schools
From this section it is possible to access to the information about the schools involved in the Pathway through Religions Project in the European countries involved.
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Associated Partners
As a result of the exploitation activity a number of associated partners officially joined the project in order to contribute to the improvement of the project impact on their target groups and to ensure the project sustainability by continuing using the project deliverables in the next years.
This section of the Pathway through Religions portal provides administrative information for the project contractual partners and for the European Commission and it is password protected.
Map
Homepage > ReligiousSite Map > Map
An interactive didactical map interactive didactical map giving access to sites with a religious relevance.
Back to the Religious Sites List
London Fo Guang Shan
84 Margaret Street, London, W1W 8TD
WEB SITE http://londonfgs.org.uk/
RELIGIONS Buddhism
DESCRIPTION OF THE RELIGIOUS SITE
DESCRIPTION
London Fo Guang Shan Temple aspires to create a Pure Land on Earth. Housed in a Grade II* listed building in the central of London city, London Fo Guang Shan Temple is a remarkable example of high Victorian polychromatic architecture by one of the UK’s most significant Victorian architects, William Butterfield. Only a few minutes away from Oxford Street, the Temple provides a sanctuary from the stresses of urban life. Spanning four floors, the Temple consists of the Main Shrine, two additional Shrines for Avalokitesvara (Guan Yin Pusa) Bodhisattva and for Ksitigarbha (Zi Zang Pusa) Bodhisttva, A meditation hall, a refectory and a library.
HISTORICAL RELEVANCE
Established in 1992, London Fo Guang Shan Temple is an active centre of Buddhist worship and teaching in the Mahayana tradition. It is one of the 200 worldwide branches of Fo Guang Shan Monastery founded in Taiwan by Venerable Master Hsing Yun in 1967.
In the same year, the Buddha’s Light International Association (BLIA) London was born. This is a Lay Buddhists group also formed by Venerable Master Hsing Yun for lay practitioners to join in the propagation of the Buddha’s teachings under the guidance of monastics. The BLIA headquarter is in Los Angeles, California, USA. In every temple of Fo Guang Shan in the world, there is a BLIA chaprter within it to assist the temple in spreading the Dharma.
INTER-RELIGIOUS RELEVANCE
The Temple propagates the Dharma (Buddhist Teachings) of Humanistic Buddhism advocated by the Venerable Master. Humanistic Buddhism is a modern Buddhist philosophy. Its goal is to live the Bodhisattva way. Bodhisattvas are energetic and enlighten beings who strive to help us liberate ourselves. Humanistic Buddhism places strong emphasis on making Buddhism relevant in contemporary society by bringing it into all aspects of our daily lives.
RELIGIOUS INFLUENCE
Over two decades, London Fo Guang Shan Temple and its affiliated association have actively fulfilled their role in spreading the Dharma of Humanistic Buddhism based on the four principles initiated by the Venerable Master:
• Propagating Dharma through Cultural Activities
• Fostering talents through education
• Benefiting society through Philanthropic Programme
• Purifying human hearts and minds through Buddhist practices
HOW TO USE WITH THE STUDENTS
REFERENCE TO THE GUIDELINE
- History and Philosophy of Religions - Religion and the Concept of God
- Multidisciplinary Pedagogical Approaches to Teach History of Religions - Teaching Religion through the Personal Experiences of Prophets and Saints
- Multidisciplinary Pedagogical Approaches to Teach History of Religions - Teaching Religions through Visual Arts (Paintings, Sculpture, Architecture)
- Building Students’ Interreligious Competences in Communication and Adaptation in a Cross-Cultural Environment - Comparing Religious Differences, Prejudices and Stereotypes
- Building Students’ Interreligious Competences in Communication and Adaptation in a Cross-Cultural Environment - Religion as a Source of Inclusion and Peace
- Building Students’ Interreligious Competences in Communication and Adaptation in a Cross-Cultural Environment - Making Judgements – The Role of Religion and Cultural Traditions
- Managing Multicultural and Multi-Religious Classes - Supportive Learning Environment
MEDIA RESOURCES
VIDEOS
LINKS
