EDD401

Unit 5
RELIGION
Activity 1: What is the point of religion?
Write down your own answer to this question. Be honest.
How would you describe
yourself in terms of your
religion?
What do religion mean to you?
Is it an important aspect of your
life/lifestyle?
Justify your response.
What is the point of religion?
To answer our existential questions
To give our lives meaning and purpose
To know right from wrong, moral from immoral
The h e e f e g fac a e ea dc a , a e ce, e a ce,
h ,a df g e e Da a La a
Studying and Teaching Religion
People come to the study of religions with assumptions based on their own religion
Assumptions like all religions must have a holy text or worship a divine being
Become aware that some characteristics are shared, others not
Often teachers take one of two approaches:
1. De e g : e e d ha d ha e a e a e a a
2. Be loyal to own convictions: try to convince everyone else of own view
The Policy on Religion and Education (2003) Multi-religious Approach (link on ECI)
How can we teach religion?
It is important to start with a strong sense of identity (Who am I?)
D ha e he fac a f a , he e a h a d he de a d g e a a
religion that you do not belong to in such a way that its adherents or followers will be happy
h he a ha bee d e?
Formative or informative?
Refers to two opposite approaches to religious education
Be a a e ha b each g , ec g e a g ( f a e) ed ea g
aga g (f a e) a a c a fa h
Of e eache a ache e e he e he dd e
The Informative Approach
This approach can be applied to the teaching of various diversity issues
G ee d epoche ea b ac e g e b ac e e d f a
while - does not mean forgetting own beliefs but rather becoming aware of own
presuppositions and points of departure
Balance self-respect with respect for others
T de a d he he
Some steps to teaching religion
B h eache a d de bac g d a e a a ab e e ce e:
Start with the perceptions of your students
Be aware of their religious diversity
Discrimination can be very subtle watch out for it
Encourage students to speak freely, confidently about own beliefs
Learning should be cooperative, reciprocal process
Allow students practical experiences e.g. visiting a holy place/festival, inviting speakers
from the community
Try to create an atmosphere and opportunity for dialogue
Some points to consider
The aim is not to tell others what to believe
Exploring religions does encourage thinking critically and creatively about matters of values
and beliefs
Can facilitate personal growth
Lea g ab a he e g d e ea c e one can appreciate the beauty
f he e e be ef h e e a g e e
Online Activity: World Religions
Watch the short YouTube video The five major
world religions John Bellaimey from the Ted-Ed
(2013) platform.
The link to this video is given below and can also
be found on ECI
youtu.be/m6dCxo7t_aE?t=12
Following this, make notes on various similarities
and differences between the five major world
religions discussed in the video.
Use these notes to develop your own informative
notes on these religions that you might be able to
use in the classroom.
Activity 2: Religion in the Classroom
This assignment caused a debate about whether
it was in line with current policy regarding the
teaching of religions in the classroom.
With the Policy on Religion and Education (2003)
in mind, why do you think this assignment is
problematic?
Prescribed and recommended readings
Adams, M., Bell, L.A. and Griffin, P. (eds). 2007. Teaching for Diversity
and Social Justice. 2nd edn. New York: Routledge.
Department of Basic Education. 2003. National Policy on Religion and
Education. [online]. Available at: http://www.dhet.gov.za/. [Accessed on 08 July 2019].
Jee ah, N. (ed ). Re g a d Sch . Ed ca R gh f Lea e , Pa e a d Ed ca
Education Rights Project. Book 5. [online]. Available at:
http://media.wix.com/ugd/2c9640_6763ac87588229b943d3b535b936e1ee.pdf. [Accessed on
08 July 2019].
Elion, B. and Strieman, M. 2006. Clues to Culture: South Africa's bestselling intercultural guide.
4th revised edn. Cape Town: One Life Media CC:
Jarvis, J. 2009. Teacher Identity in a Context of Religious Diversity. Alternation Special Edition
3, pp. 157-176.
Tagg, J. 2004. Wh Lea ? Wha e a ea be each g de . I : About Campus, 9(1),
pp. 2-10.