Intercultural Understanding and Religion Programme of Studies: Intercultural understanding and religion. Target group: Level of the unit: Entrance requirements: Number of ECTS credits: 30 Competences to be developed: critical awareness of the dimensions of his/her own cultural identity. critical thinking and individual reflection. creating a secure learning environment which fosters self-expression, marked by tolerance, empathy, and sensitivity to different cultural and religious sources of human diversity. intercultural communicative competence and the ability to communicate with others and enter into a dialogue. capacity to explore various expressions of faith and interpretations of life, and sensitivity meeting delicate and controversial issues raised. awareness of different representations of diversity. awareness of cultural and minority issues (home/family issues, gender, dietary) in education. planning, implementing and evaluating teaching of religion, philosophy and ethics in primary education in intercultural settings. Module 1: Culture, religion and society Target group: Level of the unit: Entrance requirements: Number of ECTS credits: 10 Competences to be developed:
- awareness of the processes which produce culture and religions and their dynamics. - awareness of the influence of religion and world views on cultural values - cultural literacy. - communicative skills in a culturally diverse setting. Learning outcomes After this module the student should be able to: Explain and discuss central theories on culture, identity, and ethnicity. Discuss selected issues in sociology of religion. Understand theories of intercultural and religious literacy, and show their relevance for teaching primary school in and international and diverse setting. Educational activities Assessment The teaching is carried out in an interaction between introductions by the lecturer, group work, and presentations by students followed by feedback, class discussions, exercises, analysis and putting into perspective the material studied. One study product covering the aim and central knowledge and proficiency areas of the module. The study product forms the basis for the final exam of the whole course (30 ECTS) Estimated student work time in hours 60 60 60 Examine notions of pluralism, multiculturalism, diversity and political trends, 60
particularly in relation to education. Compare practices and policies of religious and intercultural education in Europe. 60 Suggested readings (or equivalent) for Module 1: Fenn, Richard K. (2001) The Blackwell Companion to Sociology of Religion. (Oxford: Blackwell. Jackson, Robert (2003) International perspectives on Citizenship, Education and Religious Diversity. London: RoutledgeFalmer. Heimbrock, Hans Günter et.al. (eds). (2001) Towards Religious Competence: Diversity as a Challenge for Education in Europe. Münster: Lit Verlag. Keast, John (ed.) (2007) Religious Diversity and Intercultural Education: a Reference Book for Schools. Strasbourg: Council of Europe Publishing. McGuire, Meredith (1997) Religion. The Social Context. Belmont: Wadsworth. Nesbitt, Eleanor (2004) Intercultural Education. Ethnographic and Religious Approaches. Brighton: Sussex Academic Press. Woodrow, Derek et al. Eds. (1997) Intercultural education: Theories, Policies and Practice. Aldershot: Ashgate. Module 2. Major religions in Europe Target group: Level of the unit: Entrance requirements: Number of ECTS credits:
Competences to be developed: ability to encourage pupils to be sensitive to religion and the religious dimensions of life. awareness of various dimensions of religion in relation both to the individual, the religious community and society as a whole. analyse, assess and discuss assertions with a religious content with a view teach religion at primary level in an international and diverse setting. relate to the importance of major world religions to the core values in the European context. Learning outcomes After this module the student should be able to Explain theories of religions and dimensions and aspects of religious life and practice. Discuss religious and intrareligious diversity. Describe history, central beliefs and practices of major world religions in the modern world with an emphasis on European situation Discuss the cultural and historical influence of major world religions and their various directions. Educational activities Assessment The teaching is carried out in an interaction between introductions by the lecturer, group work, and presentations by students followed by feedback, class discussions, exercises, One study product covering the aim and central knowledge and proficiency areas of the module. The study product forms the basis for the Estimated student work time in hours 20 20 160
Discuss various influences and importance of religious expressions in the life of child, in particular with regard to narratives, rituals, symbols and music. analysis and putting into perspective the material studied. final exam of the whole course (30 ECTS) Discuss the relationship between Judaism, Christianity and Islam in Europe Explain basic characteristics of religious academic methods, e.g. critical, comparative, sociological method. Describe and successfully employ approaches to teaching religious education (such as phenomenological, interpretive, dialogical and contextual, systematic and comparative approaches), and discuss their relevance for teaching in primary schools in 10 70
international and diverse settings. Understand central issues relating to religion and migration 20 Suggested readings (or equivalent) for Module 2: Abu-Rabi. Ibrahim M., ed. (2006) Blackwell introduction to Contemporary Islamic Thought. London: Blackwell. Bates, Dennis, et al, eds. (2006) Education, Religion and Society. Essays in Honour of John M. Hull. London: Routledge. Berg, Herbert, ed. (2003) Method and Theory in the Study of Islamic Origins. Brill. McGrath, Alister E. (2006) Christianity an Introduction. London: Blackwell. Schreiner, Peter, et al. (eds.) (2007) Good Practice in Religious Education in Europe. Examples and Perspectives of Primary Schools. Münster: Lit Verlag. Woodhead, Linda, ed. (2002) Religions in the Modern World. London: Routledge. Module 3: Ethics and Philosophy of European culture Target group:
Level of the unit: Entrance requirements: Number of ECTS credits: 10 Competences to be developed: analysing, assessing and discuss assertions with a philosophical content with a view to carry out the teaching of philosophy and ethics at the premises of the school. formulate and process philosophical and ethical questions that are significant to the primary school pupils. Learning outcomes After this module the student should be able to: Educational activities Assessment Estimated student work time in hours Consider and analyse ethical dilemmas with a starting point in current questions of individual or collective, international and global relevance. Explain basic ethical concepts and their importance in relation to educational and professional ideals. Describe various ethical positions and discuss their opportunities and limitations. Discuss the relationship between religious, cultural, ethical and existential questions in the conflict between tradition and modernity The teaching is carried out in an interaction between introductions by the lecturer, group work, and presentations by students followed by feedback, class discussions, exercises, analysis One study product covering the aim and central knowledge and proficiency areas of the module.
as well in international and intercultural settings. Understand and describe basic philosophical Perceptions/standpoints, including philosophy of life. Describe opportunities and limitations of various philosophical perceptions. and putting into perspective the material studied. The study product forms the basis for the final exam of the whole course (30 ECTS) Understand and discuss concepts such as globalism, nationalism, androcentrism, eurocentrism, racism, equality, and inclusion in relation to international and intercultural education and professional teaching practice. Explain, discuss, and successfully employ methods of leading and practicing philosophical conversations with primary school children, and other methods that foster critical thinking. Describe the history of ideas of Human Rights,
the international conventions of Human rights, and the convention of the rights of the child. Discuss pluralism and universalism of values in local and global perspectives with specific reference to education and moral education. Demonstrate and discuss various approaches to teaching about values, and about Human rights and the rights of the child. Describe and understand nonreligious outlooks on life including humanism, Marxism, existentialism, feminism and atheism. Suggested readings (or equivalent) for Module 3: Cam, Philip (2006) 20 Thinking Tools. Cambewell, Vic.: Australian Council for Educational Research. Garcia-Moriyon, F., Rebollo, I. & Colom, R. 2005. Evaluating Philosophy for Children: A Meta-Analysis. Thinking. The Journal of Philosophy for Children 17:4, 14-22.Gearon, Liam (2003) The Human Rights Handbook: A Global Perspecitve for Education. Stoke on Trent: Trentham Books Kenny, Anhony (2006) An Illustrated Brief History of Western Philosophy. London: Blackwell. Kohan, W. 2002. Education, Philosophy and Childhood: The Need to Think an Encounter. Thinking. The Journal of Philosophy for Children, 16:1, 4-11. Kohlberg, Lawrence (1981) The Philosophy of Moral Development: Essays on Moral Development (Volume 1), San Francisco: Harper & Row
Vestager, Margrethe (2000) Values in practice. Undervisningsministeriet, Denmark. Available online at: www.filovision.k-nettet.dk Terasa, Anna. Islamic Philosophy.2006