Religious Education Religious education should ensure that students are exposed to a broad range of religious traditions and to the non-religious interpretation of life. It has a particular part to play in the curriculum in the promotion of tolerance and mutual understanding. It seeks to develop in students the skills to engage in meaningful dialogue with those of other, or of no, religious traditions. (Syllabus, p 4) The syllabus for Religious Education, at both junior and senior cycle, places great emphasis on the value of religious diversity and on mutual respect for people of all beliefs. One of the primary aims of Religious Education is to provide students with a framework for encountering and engaging with a variety of religious traditions in Ireland and elsewhere. Both its content and its aims are compatible with the content and values of intercultural education. Religious Education aims to foster an awareness of the human search for meaning that is common to all peoples and encourages students to recognize different responses to that search in different cultures and contexts. It also explores how religious traditions have contributed to the culture we live in and continue to have an impact on human behaviour and lifestyle. It seeks to develop in students the skills to engage in meaningful dialogue with those of other, or of no, religious traditions. As such, it can play an important role in the curriculum in the promotion of respect and mutual understanding. A detailed audit of the opportunities for including intercultural themes in R.E. as well as sample lessons can be found on the CD-ROM and at www.ncca.ie.
IDENTITY AND BELONGING SIMILARITY AND DIFFERENCE HUMAN RIGHTS AND RESPONSIBILITIES DISCRIMINATION AND EQUALITY CONFLICT AND CONFLICT RESOLUTION Section A Communities of Faith Section C Major World Religions Section F The Moral Challenge Section B Christianity Section A Communities of Faith Part 1 - Different types of communities Discuss the different kinds of communities to which students belong school, sporting, town, parish, etc. and why they are important. Discuss the personal opportunities and challenges involved in living in community with people from different faiths and cultures. Part 3 Churches and religious groups found in Ireland today Research the churches and religious groups found in Ireland today. A good starting point might be www.cso.ie or www.materdei.ie/logos. Exemplar 22. Explore the relationships between different communities of faith in Ireland today. Explore a major world religion and the impact of this religion of its followers today and on others. Have an awareness of the links between the chosen major world religion and other major world religions, including Christianity Visit a place of worship to learn about the beliefs and symbols of a faith tradition other than one s own. Invite a member of a major world religion to talk to the class about his/her beliefs and practices. Map out the global distribution of followers of the major world religions and display in class. (See www.adherents.com) Part 1 Exploring the connection between action and consequences, rights and responsibilities. All people have rights and all people have a responsibility to protect human rights. Discuss those groups whose rights are in special need of protection. Discuss ways that people of faith promote the rights of others. Part 4 - Exploring concepts of justice, peace, stewardship, respect, etc, as they relate to moral decision-making. Examine through roleplay how a religious person might approach specific examples of justice, peace, respect, etc. For example, how a religious person might respond to someone arriving in Ireland for the first time from another culture or how s/he might respond to someone who is making Part 3 Jesus treatment of the outsider, women, the poor, the despised. Discuss the similarities and differences between how Christians respond today to excluded groups in society and the example of Jesus. Describe incidences and experiences of discrimination in student s own lives. Draw up a classroom charter for inclusive behaviour. Invite a visitor to speak to the class about their work in promoting justice and equality. E.g. Pavee Point, Irish Refugee Council, Enable Ireland, etc. Part 4 Interfaith dialogue, sectarianism, religious conflict. Explore the meaning and consequences of sectarianism in Ireland and elsewhere. Identify some examples of conflict as a result of religious difference. Exemplar 22. Investigate one example of religious and political conflict in the world today, its origins and some possible solutions. Practice skills of peaceful negotiation with students. Exemplars 26 and 27. Section B Christianity Part 4 be able to recognise moments of conflict in the life of Jesus. Discuss ways that Jesus dealt with conflict
IDENTITY AND BELONGING SIMILARITY AND DIFFERENCE HUMAN RIGHTS AND RESPONSIBILITIES DISCRIMINATION AND EQUALITY CONFLICT AND CONFLICT RESOLUTION Section D The Question of Faith Part 1 Be able to identify evidence of religious belief in stories from two religious traditions. Section E The Celebration of Faith Part 4 Be aware of the place of sign and symbol in human life and in religious traditions. Section D The Question of Faith: Part 1 Identifying the characteristics of religious belief and practice in other parts of the world and differences between religion in Europe and religion elsewhere. Organise group projects on religious practice in different parts of the world Section E The Celebration of Faith. Part 2 The Experience of Worship Participate in or observe an experience of worship in a religious tradition with which one is not already familiar. Section E Part 5 Have an understanding of the importance of prayer in the lives of individuals and in different religious traditions. fun of another person because of being different. Section A Communities of Faith: Part 1 The human need to live in community and the tensions between the needs of the group and the needs of the individual. Discuss examples of when individual rights and community/group rights might be in conflict. Exemplar 22.
Religious communities 21 SUBJECT AREA INTERCULTURAL THEMES Religious Education Section A Part 3 Identity and belonging Section C- Part 3 Section E Part 1 Approaches and methodologies Level Research, group work, survey Junior cycle COMMENT Students investigate the features of one religious community in their area. 1. Begin by asking the students to name as many religious groups as they are aware of in their local community. 2. Explain to the students that over the next couple of classes they will be investigating the variety of religious groups that are present in their community. 3. The students first task is to produce a complete list of the religious groups represented in their community. They might use a variety of sources to complete this maps, directories, books, local library, the internet. Alternatively, they might survey students in the school to find our how many different religious groups are represented in the class/school/town with due sensitivity to the right to privacy regarding people s beliefs. From this a map showing the different religions can be produced. 4. The students next task is to research a particular religious community in some detail. 5. Agree with the class what they would want to know about each religion. This might include: Place of worship, number of followers, times of services, special activities for adults and young people, places of significance, times of significance, how the religious groups care for others, how they are organised, main beliefs, origin. 6. Arrange the class into small groups. Each group will investigate one religious community using the questions agreed above. They might use notice-boards, newsletters or magazines to find out some this information or they may choose to use the internet or interview a religious leader. 7. Groups report back on what they have learned. 8. Discuss how the human need to belong to a community can take many different forms. Discuss similarities and differences between religious traditions in the community and reasons for them. It is important to stress the commonalities of different traditions while respecting the diversity that may also exist. 1
Religious communities 21 EXTENSION ACTIVITIES Based on the research gathered the students might produce a book offering an overview of the religious communities in their local area. Some students could design a cover for the book, others could write an introduction. The book could be placed in the school or local library. Write an article for a local paper or school magazine on religious diversity. Invite people from the different religious communities to talk about their experiences. USEFUL WEBSITES www.local.ie, www.bbc.co.uk/education - good section on world religions. www.logos.ie - lesson plans for all areas of the Junior Certificate R.E. syllabus. www.galwayeducationcentre.ie - lesson plans under Religious Education resources. www.adherents.com 2
Human rights and religious freedom 22 SUBJECT AREA INTERCULTURAL THEMES Religious Education Section A Part 1 Human rights and responsibilities Section F Part 5 Conflict and conflict resolution Approaches and methodologies Level Class discussion, group work, role-play. Junior cycle COMMENT This lesson focuses on the relationship between the rights of the individual and the rights of the community. It also affords opportunities to explore some aspects of the relationship between personal morality and state law and situations where conflict might arise. In discussing the case studies it is important that they are dealt with sensitively and with an attitude of openness to the views of others. AIM To explore the relationship between the rights of the individual and the rights of the community. STEPS: 1. Divide the class into small groups and distribute a different case-study to each group. Explain that when they have had an opportunity to read it quietly they will then have 10 minutes for group discussion based on the questions provided with each story. 2. Ask a reporter from each group to summarise each case study and the issues that they discussed. 3. Invite the class to identify how the three stories are similar. 4. Discuss: In each case study what has caused the conflict? How was the conflict dealt with? How might it have been dealt with differently? As Ireland becomes more multicultural how do you think we can best deal with increased diversity of beliefs? How can the rights of individuals to religious freedom be balanced against the rights of the wider group/community? 1
22 Human rights and religious freedom EXTENSION ACTIVITIES Set up a role-play based on one or more of the stories and invite students to express the different characters opinions and feelings. Invite a group to simulate a Student Council meeting where the following situation is under discussion. The Student Council has received a letter from a student expressing a wish to be released from class (for 10 minutes twice a day) in order to engage in private prayer. The Student Council must discuss this request and agree a recommendation that will be taken to school management. The Student Council must weigh up all the implications of this request (e.g. are there insurance implications if a student is not supervised on school premises? What about the disruption to class? How can the rights of the individual to practice their faith be balanced against the common good?) Members of the class who are not involved in the Student Council simulation can act as observers and their job is to notice all the points raised and after 10 minutes they can add further points or comment on the debate. Investigate other examples that illustrate the conflict that can sometimes exist between personal freedom and community rights. (www.religioustolerance.org offers many examples). 2
Student Worksheet 1 22 Cross-wearing woman fights suspension Teacher s aide relieved of duty for one year due to symbol on necklace POSTED: APRIL 23, 2003 WORLDNETDAILY.COM A Pennsylvania woman is vowing to fight a one-year suspension she received for refusing to hide or remove a cross necklace she wore to work as a public-school teacher s aide. Brenda Nichol, 43, of Indiana County says she will fight the punishment in court. I got suspended April 8, 2003, for wearing a cross to work and not being willing to either remove it or tuck it in, she told the Indiana Gazette. Officials say Nichol s refusal to stop wearing the cross violates a Pennsylvania Public School Code prohibition against teachers wearing religious garb. The American Centre for Law and Justice, a public-interest law firm specializing in religious-freedom issues, will go to bat for Nichols in court. Nichols, an eight-year employee of the educational-service agency, says she has been aware of the prohibition since 1997. She says she recently was threatened with suspension twice. I am doing a lot of praying at this time, she told the Gazette. I think the public needs to know that there is a code out there that is against our freedom. Crosses and Stars of David are examples of prohibited jewellery under the state s law on public schools. Employees may wear a cross or other religious jewellery as long as it cannot be seen by others. Of the regulation, Nichol said, I could not follow that code in my heart. I could not deny Christ. Questions for discussion: 1. Why did the woman lose her job for a year? 2. Do you agree that schools and other public places should be free from religious symbols? 3. If so, how does this affect a person s right to freedom of expression? 4. Can you think of other examples where a person s culture or faith might be in conflict with the rules or regulations of a school? What is the best way of resolving this? Note: Under the First Amendment of the US constitution no one religion can be promoted over another. Different schools across the United States have interpreted this to mean different things. Some schools ban all religious symbols and clothing while others allow religious symbols and clothing to the same extent that they allow other symbols and clothing. Therefore they don t ban the wearing of jewellery, clothing or symbols of one religion while allowing those of others. 3
Student Worksheet 2 22 A Father s dilemma In February 2002, a 51 year old Jehovah s Witness father was faced with the news that his daughter was dying from acute myeloid leukaemia an illness that is invariably fatal if not aggressively treated. He had to select one of two gut-wrenching alternatives both unacceptable: to violate his religious beliefs and agree to a series of blood transfusions for his daughter; this would give her a 40 to 50% chance of living, or to stay true to his beliefs, refuse the transfusions, and let his daughter die. His name has been kept confidential in order to protect his daughter. He and the rest of his family live in Alberta, Canada. However, the same events could have happened to any Jehovah s Witness family anywhere in the world. To go against the teachings of his faith is not an easy decision for a Jehovah s Witness. Most of the parent s friends, and all of the daughter s friends are Witnesses. They are now required to shun the father. He said: I was under tremendous pressure. Because, I knew that if I went against what the church taught, that I would be excommunicated and no Jehovah s Witness would ever speak to me again, including my own family. When I made the decision with a clear conscience, I went into my daughter s hospital room. My whole family was there, and I told them about my decision, saying: No matter what happens with this case, I still love you, each and every one of you. And their reply, each of them was: We hate you and we ll never speak to you again. According to the Canadian Press reporter Carol Harrington, Shunned by the Jehovah s Witnesses he once embraced, he s now a lonely man, ignored by family and friends as if he were a wondering ghost. He s been lost for almost a month, since defying his faith by agreeing to blood transfusions for his 16-year old leukaemia-stricken daughter. He phones his daughter every day. Sometimes she says, I hate you. According to Ms. Harrington: Then, there are kinder, gentler moments when she says the opposite. Note: In order to discuss this story it is important to understand that most Jehovah s Witnesses refuse to accept blood transfusions based on four Bible passages which they interpret as forbidding the consuming of blood: Gen. 9:4, Lev 17:12-14, Acts 15:29 and Acts 21:25. This has led to a number of cases where Jehovah s Witnesses have been in dispute with hospital services. In the US, Child Protective Services have sometimes intruded on the rights of parents and taken into care those children whose health or life is threatened by the lack of a blood transfusion. An adult Jehovah s Witness who willingly accepts a blood transfusion is considered to be committing a sin and might forfeit his or her eternal life. Questions for discussion: 1. The father had a difficult choice to make what was this choice? 2. How did his choice affect his life? 3. Why do you think his family were so upset? 4. Can you think of other examples where a person s faith might place them in conflict with others? 4
Student Worksheet 3 22 French headscarf ban opens rifts BY CAROLINE WYATT BBC CORRESPONDENT IN PARIS As expected, the French parliament has voted in favour of a new law to ban the wearing of Islamic headscarves in schools. And despite mass protests by French Muslims in recent weeks, the ban won by a landslide. It will not just affect Muslim girls - large Christian crosses and Jewish skullcaps are also banned, as almost certainly are Sikh turbans. After months of public debate, the vote in parliament was a brief affair. Just five minutes for each party to sum up their position on this controversial new law. Then, the vote itself - passed by 494 votes in favour, with just 36 against. This means that as long as it is approved by the upper house next month, the new law will come into effect in September, banning all obvious religious symbols from schools. President Jacques Chirac s ruling centre-right UMP party has been the driving force behind the law, which is backed by some 70% of French people. Some warn that far from uniting the country, this new measure will divide it more than ever. As the children of immigrants, they say, they have a dual identity - both French and Muslim - and they blame France for failing to accept its newer citizens. It is unjust and I am very angry, angry yes, it s not just, it s a law, a segregation, one woman told me. Another protester said: We are very upset especially with this law, we think this is very unfair against the Muslims. But this is not only a threat for Muslims but for whole French community. Others here say that that feeling of rejection or alienation could even drive some young Muslims into the arms of Islamic fundamentalists. Iranian-born writer Venus Kavoussian says that as an immigrant, she values and respects France s traditions. It s important that school stays non politic, non religious - personally I am living in France because it is a secular space, she said. But others say this will leave some young Muslim girls with little choice but to leave French state schools and seek private education elsewhere - leading to less integration, exactly the opposite of what the French government says it intends. Story from BBC NEWS: http://news.bbc.co.uk/go/pr/fr/-/1/hi/world/europe/3478895.stm Published: 02/11/2004 Note: The hijab is the name given to a scarf that covers a woman s head, neck and throat. It is traditionally worn by teenage and adult Muslim women for protection and to display modesty. Questions for discussion: 1. Why has the French government decided to ban the wearing of the hijab and other religious garb in schools? 2. Do you think it will help unite the people of France or will it lead to greater divisions? 3. Do you think it is better that schools insist upon everyone being the same or is it better to allow diversity? If so, where should schools draw the line? 4. Can you think of other examples where a person s culture or faith might be in conflict with the rules or regulations of a school? What is the best way of resolving this? 5