Education Studies 2 EDSB172

Unit 4: Sociological Perspectives as a Critical Issue

Religion Education and religious tolerance

Authentic learning environments

CANNED
 PGCE EDSB172 LECTURE PLAN: UNIT 4

Mode of delivery subject Preparation/

Units
to change Independent Study
CANNED UNIT 4 … continued ESSF2 Course Reader : Zaaiman, J. 2018. Religion. In
Stewart, P. and Zaaiman, J. (eds.). Sociology: A Concise
• Religion Education and religious tolerance
South African Introduction. 2nd edn. Cape Town: Juta. pp.
• Authentic learning environments 137-162.
Outcomes

• Understand Religion Education

• Unpack the concept religious tolerance

• Understand characteristics of an authentic learning environment

Introduction

• In a diverse classroom setting there will be diverse religious beliefs and practices,
and it is not our job as educators to impose one or another religion onto our
learners.
• For this reason, we identify in general terms of what religion is, and discuss why
religion is an important element of society, before moving on to discuss six major
world religions that can/should be discussed in a diverse classroom.
• These discussions act to solidify our engagements around teaching controversial
issues in the classroom, as well as teaching in a diverse classroom setting.
What is religion?

Religion can generally be understood through the following eight aspects:

1. belief system: a system for interpreting and understanding the universe and
our place in it, sometimes referred to as a 'worldview’;
2. community: the belief system is shared, and ideals are practiced by a group of
people, called a community;
3. central myth: important stories are retold/re-enacted;
4. ritual: beliefs are made real and re-enacted through ceremonies;
What is religion? Continued…

5. ethics: rules guiding behaviour which can be viewed as given by the

divine/socially generated;

6. characteristic of emotional experience: certain emotional experiences are

associated with religion, for example, guilt, awe, devotion, inner peace;

7. material expression: physical elements of religions, for example, statues,

ritual objects, flowers, clothing, incense, architecture;

8. sacredness: distinctions are made between that which is 'sacred' and that
which is 'ordinary’, for example, through wearing different clothing,
language use, etc.
Religious Tolerance

• To recognise and respect (other’s beliefs, practices, etc.)

• Informative Approach

• Block biases and assumptions

• Be aware of diversity
What is the point of religion?

The above question seeks to answer why individuals and communities all over the
world follow religious systems.

It is important to acknowledge that while there are different religious practices, and
that these may differ in terms of beliefs and rituals; most religion exists for the
following core reasons:
• to answer our existential questions and give our lives meaning and purpose;
• know right from wrong, moral from immoral.
Studying and Teaching Religion
People come to the study of religions with assumptions based on their own religious
beliefs and practices. Some assumptions include that 'all religions must have a holy
text or worship a divine being'. Through the study of religion, we become aware that
some characteristics are shared across religions and, others are not.

In terms of the teaching of religion in a diverse classroom, two common approaches

exist: educators will deny their own religion i.e. they will pretend that they do not
have a personal view at all; and educators will be loyal to their own convictions i.e.
they will try to convince learners of their own view.

The Policy on Religion and Education (2003) – Multi-religious Approach (link on

CANVAS)
What is the point of religion? Continued…
While both views have validity in certain contexts, it must be understood that it is
not the role of the educator, in a diverse and multicultural setting, to convince
learners of their own religious views and practices.

In fact, educators are required to employ a multi-religious approach to the teaching

of religion, as espoused in the Religion and Education Policy (2003).
How then can we teach religion in a multicultural classroom?

It is a difficult task, which is made no easier by the fact that religion and emotions
are often very closely related thus making teaching religion often problematic. In
order to engage this, an educator must have a strong sense of themselves and their
identity. A good starting point for an educator who must include the teaching of
religion in their classroom is the following:

Do I have the factual information, the empathy and sufficient understanding to

explain a religion that I do not belong to in such a way that its followers will be
happy with the way it has been taught?
How then can we teach religion in a multicultural classroom?
Continued…
Educators should be aware that by 'teaching', 'lecturing' or 'explaining' (informative) we do
not mean 'nurturing' or 'propagating' (formative) any particular faith. Importantly, often
educator's approaches lie somewhere in the middle.

A useful approach, associated with the informative approach, and appropriate to

multicultural education, comes from a branch of phenomenological research and is called
epoché. The origin of the word is Greek which literally means 'bracketing' or 'suspending'.
Therefore, this approach involves blocking one's biases and assumptions in order to
explain/engage a phenomenon (social/scientific, etc.) in terms of its own inherent system of
meaning.

This approach can be useful in teaching a variety of controversial issues in the classroom.
Thus, in practice an educator may set aside their own religious beliefs in order to teach a
religion that they do not follow/practice, without bias or prejudice.
Two common approaches exist in relation to religious education
FORMATIVE INFORMATIVE

Educator actively promotes a religious view. It aims to give knowledge/facts only.

It has a spiritual function and religious practice Prepare learners for multi-cultural and diverse
forms part of the lesson (for example prayer). societies.

It can be considered indoctrination. All religions receive the same time/attention. There
is no doctrine.
How then can we teach religion in a multicultural classroom?
Continued…
In this system, both educators' and learners' backgrounds are a valuable resource to use.
For instance, you could:

• Start with the perceptions of your own learners;

• Be aware of their religious diversity;
• Watch out for discrimination, even if it is subtle;
• Encourage learners to speak freely and confidently about their own beliefs;
• Co-operative and reciprocal learning;
• Allow learners practical experiences e.g. visiting various holy places or inviting various speakers
from the community; and try to create an atmosphere and opportunity for interest and dialogue.

Importantly, the aim is not to tell others what to believe or how to believe, but rather to
acknowledge that exploring a variety of religions enables critical thinking while encouraging learners
to engage creatively about matters of values and beliefs. Such teaching also facilitates personal
growth, as it allows members of a diverse community (i.e. the classroom) to appreciate the beauty of
other beliefs and practices.
6 Major Religions

• Buddhism;
• Judaism;
• African traditional religions;
• Hinduism;
• Christianity and
• Islam.
Characteristics of Authentic Learning Environments
• Have real world relevance and are not simply classroom based.
• Provide opportunities for collaboration and to examine the problem from different
perspectives using a variety of resources.
• Require learners to reflect on their social and individual learning experiences and the integration of
content from several disciplines and lead to outcomes beyond the specific learning objectives.
• Integrate assessment into the activities rather than employing external tests in an effort to be
reflective of similar real world assessments.
• Lead to the creation of a polished product with value in their own right outside of simply earning a
mark.
• Allow competing solutions and a diversity of outcomes instead of one single correct answer.
References
Dodge, B. 2007. Webquest.org [online]. Available at: http://webquest.org/index.php. [Accessed on
25 January 2008]

Donovan, M.S., Bransford, J.D., & Pellegrino, J.W. (Eds.). 1999. How people learn: Bridging research
and practice. Washington, DC: National Academy Press

Driscoll. M.P. 2005. Psychology of Learning for Instruction (pp. 153 - 182; Ch. 5 - Situated Cognition).
Toronto, ON: Pearson

Dunlap, J.C. 1999. Rich environments for active learning on the web: Guidelines and examples.
Honolulu: WebNet99 World Conference on the WWW and Internet Proceedings. (ERIC Document
Reproductive Service No.ED448709).
References
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: 157 – 176.

Meier, C. and Hartell, C. 2009. 'Handling cultural diversity in education in South Africa'.
SA-eDUC Journal, 6(2): 180 – 192.