Cameroon GCE A-Level Religious Studies study materials
Cameroon GCE A-Level Religious Studies study resources

Cameroon GCE A-Level Religious Studies: Religion, Society and Contemporary Issues

Cameroon GCE A-Level Religious Studies · Work through your exam, one topic at a time.

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Religion, Society and Contemporary Issues

This domain tests whether you can place belief inside public life: how religion relates to science, political authority, other faiths, gender relations and development. Marks come from naming a model or thinker, explaining it, and applying it to a concrete case, usually African or Cameroonian.

Religion and science

  • Ian Barbour's four models: conflict, independence (Gould's non-overlapping magisteria), dialogue, integration.
  • Flashpoints: Galileo 1633; Darwin 1859 and the evolution debate; creationism and intelligent design.
  • Cosmology: Lemaître's primeval atom; fine-tuning; the claim that Genesis 1 is theology, not physics.
  • Qur'anic concordism and its critics; ATR ecological knowledge.

Religion and politics

  • Types: theocracy, establishment, separation, secularism.
  • Liberation theology: Gutiérrez, the preferential option for the poor, base communities.
  • Islamic political thought: ummah, sharia, caliphate, Islamist movements.
  • Cameroon: Law No. 2019/014 of 19 July 2019 regulates religious congregations, requiring authorisation and ministerial oversight of worship and religious institutions; churches also act as mediators and as major providers of schools and hospitals.

Pluralism, gender, development

  • Exclusivism, inclusivism (Rahner's anonymous Christians; Nostra Aetate, 1965) and pluralism (Hick's "the Real").
  • Feminist theology: Ruether, Daly, the hermeneutics of suspicion; women's ordination; Wadud's Qur'anic hermeneutics.
  • Development: Weber's Protestant ethic thesis; the prosperity gospel critique; zakat and church social teaching; faith-based health and education.

Worked example

"Religion is a barrier to development." Set the criterion first: development as income plus human capability (Sen). For the charge: resistance to vaccination or girls' schooling, prosperity gospel diverting giving, corruption in religious institutions. Against: mission hospitals and schools, zakat, community credit, social trust. Then Weber on Protestantism and capitalism. Conclude with a verdict conditional on the criterion chosen.

Traps

  • Listing examples without stating a criterion.
  • Treating "science" or "religion" as single monolithic things.
  • Asserting secularisation as universal (Berger's desecularisation; Cox on the secular city).
  • Using "cult" or "sect" as a slur rather than a technical classification.