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Transcript of Ethics and Religious Culture an overview - 2008. Agenda a little background activities program...
Ethics and Religious Culture
an overview - 2008
Agenda
a little background activities program overview the teacher’s role questions resources
Session I Objectives –
We want you to have an overview of the program. an understanding of the competencies. an understanding of the ‘aim’ of the new
program. an opportunity to ask questions. an opportunity to reflect.
Spring – 2008: ERC Session II
Lead teachers released from each school Ethics and Religious Culture – Session II
The primary focus of this workshop is to allow teachers to work with Learning and Evaluation Situations specifically designed for the new ERC program. We will review the competencies, explain the components of an LES and look at supporting material. Various supporting resources will be presented.
It is time to elect a world leader, and your vote counts.
Candidate A: Associates with crooked politicians, and consults with astrologists. He's had two mistresses. He also chain smokes and drinks 8 to 10 martinis a day.
Candidate B: He was kicked out of office twice, sleeps until noon, used opium in college and drinks a quart of whiskey every evening.
Candidate C: He is a decorated war hero. He's a vegetarian, doesn't smoke, drinks an occasional beer and hasn't had any extramarital affairs.
Who did you vote for?Candidate A: Associates with crooked politicians, and consults with astrologists. He's had two mistresses. He also chain smokes and drinks 8 to 10 martinis a day. Franklin D. Roosevelt
Candidate B: He was kicked out of office twice, sleeps until noon, used opium in college and drinks a quart of whiskey every evening. Winston Churchill
Candidate C: He is a decorated war hero. He's a vegetarian, doesn't smoke, drinks an occasional beer and hasn't had any extramarital affairs. Adolph Hitler
The primary role of any group of persons, ethnic group, nation, humanity as a whole is to form persons or, rather, to create the conditions that enable persons to make themselves.
Albert Jacquard
Background: Reasons for change
A need to build respect and tolerance in a diverse society
A need for a program that is common to all students – and fits well into the QEP
Provide students with tools to understand Québec society through sharing the culture and religious heritage of Québec
Open the minds of students to other aspects of Québec society
A need to provide teachers with a program that reflects their freedom of conscience and religion
2005-2006 2006-2007 2007-2008 July 1, 2008 2008-2009 2009-2010
Drafting of Ethics and Religious Culture
Program
Validation of program: Elementary Secondary Cycles
One and Two
Training of ERC facilitators
Last year of elective
system (CRM, PRM, ME)
Expiration of notwithstanding
clause
Compulsory implementation
of the ERC program:
Elementary; Secondary
Cycle 1; Secondary
Cycle 2/Year 2
Compulsory implementation
of the ERC program:
Secondary Cycle 2/Year 3
Producing Learning and Evaluation
Situations
ERC TeacherTraining
Field Testing - 8 Quebec Schools
ERC facilitator field-testing
Producing competency levels
by cycles (elementary)
Producing scales of competency levels
(secondary)
Objectives of the ERC Program
1. Recognition of others …all people possess equal value and dignity …how we see ourselves and others
2. Pursuit of the common good …the search, along with others, for common values, the
promotion of projects that foster the community life; respect for democratic principles and ideals specific to Québec society
ERC Competencies
Reflects on ethical questions
Demonstrates an understanding of the phenomenon of religion
Engages in dialogue
RECOGNITION OF OTHERS
PURSUIT OF THE COMMON GOOD
Activity
A Choice for K’aila
Think, pair, share
How important are ethics in today’s society?
Competency 1: Reflects on ethical questions
Key Features
Grasps a situation from an ethical point of view
Examines several cultural, moral, religious, scientific or social references
Evaluates possible options or actions
Morals and Ethics Values
is a concept that describes the beliefs of an individual or culture
Morals of or relating to principles of right and wrong in behavior expressing or teaching a conception of right behavior
(Aesop’s Fables) decision based on a norm
Ethics a major branch of philosophy; the study of values and
customs of a person or group the discipline dealing with what is good or bad and with
moral duty and obligation
Ethics
…critically reflecting on the meaning of conduct and on the values and norms that the members of a given society or group adopt in order to guide or regulate their conduct.
Competency 1 (ethical questions) Elementary themes
Cycle 1 Cycle 2 Cycle 3
•The needs of humans and other living beings•Requirements associated with interdependence: humans and other living beings
•Interpersonal relations in groups•Requirements of belonging to a group
•Individuals as members of society•Requirements of life in society
Competency 1 (ethical questions) Secondary themes
Cycle 1 Cycle 2
•Freedom•Autonomy•Social Order
•Tolerance•The future of humanity•Justice•The ambivalence of human beings
Competency 2: Demonstrates an understanding of the phenomenon of religion
Key Features
Explores forms of religious expression Makes connections between forms of
religious expression and the social and cultural environment
Considers various ways of thinking, being and acting
What are some examples of the phenomenon of religion?
Think, pair, share
Competency 2 (phenomenon of religion) Elementary themes
Cycle 1 Cycle 2 Cycle 3•Family celebrations•Stories that have touched people
•Religious practices in the community•Forms of religious expression in the young persons environment
•Religions in society and the world•Religious values and norms
Competency 2 (phenomenon of religion) Secondary themes
Cycle 1 Cycle 2
•Quebec’s religious heritage•Key elements of religious tradition•Representations of the divine and of mythical and supernatural beings
•Religions down through time•Existential questions•Religious experience•Religious references in art and culture
Competency 3: Engages in dialogue
Key Features
Organizes his/her thinking Interacts with others Develops a point of view
Think, pair, share
How do you nurture dialogue in your classroom?
CONVERSATION
DISCUSSION
NARRATION
DELIBERATION
INTERVIEW
DEBATE
Competency 3 (dialogue)
Cycle 1 Cycle 2 Cycle 3
ConversationDiscussionNarration Deliberation
ConversationDiscussionNarration Deliberation Interview
ConversationDiscussionNarration DeliberationInterview Debate
Dialogue - Secondary
Cycle 1 Cycle 2
ConversationDiscussionNarration DeliberationInterviewDebatePanel
ConversationDiscussionNarration DeliberationInterviewDebatePanel
Elementary
Cycle 1
Elementary
Cycle 2
Elementary
Cycle 3
Secondary
Cycle 1
Secondary
Cycle 2
Description
Comparison
Description
Comparison
Synthesis
Explanation
Description
Comparison
Synthesis
Explanation
Justification
Description
Comparison
Synthesis
Explanation
Justification
Description
Comparison
Synthesis
Explanation
Justification
Means for developing a point of view
Means for examining a point of view
Elementary
Cycle 1Elementary
Cycle 2
Elementary
Cycle 3
Secondary
Cycle 1
Secondary
Cycle 2Judgment of: preference
prescription
Judgment of:
preference
prescription
reality
Judgment of:
preference
prescription
reality
value
Judgment of:
preference
prescription
reality
value
Judgment of:
preference
prescription
reality
value
I cannot be me without youand we cannot be us without them,and together we have a future
Philip Carter
ACTIVITY
A Choice for K’aila…a closer
look
ERC Competencies
Reflects on ethical questions
Demonstrates an understanding of the phenomenon of religion
Engages in dialogue
RECOGNITION OF OTHERS
PURSUIT OF THE COMMON GOOD
Ethics – critically reflecting on the meaning of conduct and on the values and norms that the members of a given society or group adopt in order to guide or regulate their conduct.
What it is
Reflection on the meaning and aim of the values and norms that guide our action
Reflection on issues concerning our community life in order to find a solution
Enable students to become more capable of backing up their ideas, and points of view
Give meaning to one’s decisions, actions and relationship to the world
What it isn’t
Isolated moral lessons An application of rules without
reflection Just a course in problem
solving
Religious Culture - the elements of a religion including sacred texts, beliefs, teachings, rituals, rules, places of worship, works of art, etc.
What it is
Understanding of meaning and scope of diverse religions expressions (rites, texts, sacred objects, etc.) here and in the world
Fosters the recognition of diversity
Respects Québec’s religious heritage and respects current contributors to our society
What it isn’t
Analysis of questions through a single religious tradition
A course in religion A course in the history of
religion Confessional instruction
Dialogue - a reciprocal conversation between two or
more entities. (Wikipedia) What it is
Taking into account two interactive dimensions: self-reflection & interpersonal exchange
A rigorous approach to analyze ethics and religious culture with respect to community life
What it isn’t
Yackfest Unbridled improvisation An automatic acceptance
that all opinions are of equal value
Broad Areas of Learning
Health and Well Being Choices on living habits have consequences on self
and others Career Planning and Entrepreneurship
General nature of activities lead to an awareness of preferences, interests and aptitudes
Roles and responsibilities of group members Environmental Awareness & Consumer Rights and
Responsibilities Interdependence between people and other living
beings
Broad Areas of Learning
Media Literacy Situations that touch on the media – messages
presented, how subjects are handled, etc. Presenting ideas, opinions, convictions using
appropriate media Citizenship and Community Life
Developing the skills to make informed decisions and dialogue
Cross-Curricular Competencies
Intellectual (use information, to solve problems) What are the jobs in the family? What are the jobs in the
class? Methodological (use ICT)
Make a class-picture book (digital) Make a class job list
Personal and Social (construct his or her identity) How do you help at home? How do you help in the class?
Communication-Related Sharing roles between classmates Looking at other cultures
The Role of the Teacher
Accompany and guide students in their reflections on ethical questions, in understanding the phenomenon of religion and engaging in dialogue
Cultural broker or mediator – build bridges between the past, present and future
Maintain a critical distance regarding own world views
The Role of the Teacher
Show professional judgment imbued with objectivity and impartiality – and in order to help students develop their point of view, abstain from sharing theirs
Promote an environment that allows learning in meaningful contexts, promote student questioning and dialogue
Attend to differentiated instruction to support students with special needs
ESD Recommendations
Remember that for the first years this will be new to all students.
Keep the competency manifestations and the themes at the forefront of your planning
Many students may not know how to dialogue – opportunity for differentiation
Encourage varied resources Give yourself, and the program a chance
Questions for you -
How does this program contribute to the development of young people in a pluralistic society?
How does this program contribute to our democratic society?
Does this program equally respect the majority and minority?
Questions?
Geoffrey Hipps - Consultant: [email protected]
Dawn Uniat – Consultant:[email protected]
Lys Chisholm – Laurentian Johanne Ethier – Hillcrest Teresa Oppedisano – PETES Rhonda Gibson – LTM Lise Speeckaert - Mountainview
Resources for professional development http://www.ecr.qc.ca/ http://www.learnquebec.ca/en/content/
curriculum/personal_dev/erc/ Religious Literacy by Stephan Prothero,
published by HarperCollins Débat : Éthique, culture religieuse, dialogue
by Georges Leroux
Web Resources - Religion
http://www.worldalmanacforkids.com/explore/religion. http://www.woodlands-junior.kent.sch.uk/homework/
Religion.htmlhttp://library.thinkquest.org/28505/
http://www.pbs.org/wnet/religionandethics/teachers/plans.html#1
http://annettelamb.com/42explore/religion.htm http://www.barefootsworld.net/religion.html http://www.uri.org/kids/other_conf.htm
Web Resources - Ethics
http://www.pbs.org/wnet/religionandethics/teachers/plans.html#1
http://www.pbs.org/endgame/home.php http://pbskids.org/arthur/games/yougottobekidding/index.html http://www.charactercounts.org/howto/teaching-tools.htm http://www.42explore2.com/character.htm http://online.sfsu.edu/~rone/Environ/Enviroethics.htm http://www.teachingstories.org/ http://www.heartwoodethics.org/ http://www.josephsoninstitute.org/MED/MED-intro+toc.htm http://www.ethics.org.au/
Web Resources - Dialogue
http://www.goodcharacter.com/Article_3.html http://www.goodcharacter.com/dilemma/dilemma.html http://www.ullerymanagement.com/art_of_dialogue.htm http://209.85.207.104/search?
q=cache:oJg9AM_jPAcJ:www.learninggroup.org/jun06dialoguecircles.doc+dialogue+circles&hl=en&ct=clnk&cd=4