Sinclair Community CollegeMiriam Rosalyn Diamond, PhD

The Collaboration for LearningOctober 15, 2010

When Religion Surfaces in Class: From Conflict

to Engagement

Agenda

Why religion?Why religion? - Why does it come up in context of - Why does it come up in context of

other subjects?other subjects? - What is religious literacy - What is religious literacy

and why should we and why should we care?care? - Why is religion a “difficult” topic?- Why is religion a “difficult” topic?

What we can do when religion surfaces What we can do when religion surfaces in discussionin discussion

- Faculty reactions, responsibilities- Faculty reactions, responsibilities - Student responses, and responsibilities- Student responses, and responsibilities- Fostering learning amid differing - Fostering learning amid differing viewpointsviewpoints

Sample – interfaith dialogueSample – interfaith dialogueMoving ahead/planningMoving ahead/planning

Discussions about religion can involve:

- atheists- agnostics- “wounded believers”- secular humanists- “spiritual but not religious”

Current students- outspoken, freely disagree, express perspectives

Nash and Baskette, 2008

Religious Literacy

“The religiously literate person is knowledgeable about religion,

including its place in human experience

and its impact on our world” - Center for Religious Literacy

The situationThe situation ABC News/Washington Post Poll -ABC News/Washington Post Poll -

55%55% of Americans feel they haveof Americans feel they have

inadequateinadequate knowledge ofknowledge of Islam.Islam. (Polling Report, 2009)(Polling Report, 2009)

NearlyNearly 50%50% werewere unable to unable to identifyidentify thethe Muslim holy bookMuslim holy book oror name for God name for God (Pew Research Center, 2009 & 2010)(Pew Research Center, 2009 & 2010)

2010 Pew Survey:Only about 50% of Americans questioned

knew:

- if Golden Rule is in 10 Commandments (55%)

- Maimonides’ (8%) , Joseph Smith’s (51%) and the Dalai Lama’s (47%) religions

- role Martin Luther played in relig. (46%)- names of the 4 Gospels (45%)

Faculty concerns about discussing religion

in secular studies class Overcoming student resistance/fear of

contradicting view of how universe functions

Dealing with emotions Fostering environment where students

struggle with new/different ideas Addressing misconceptions

re: scientific method/ways of knowing

Educators themselves should have some literacy – or at least know what questions to ask and credible resources to use.

What faculty can do

Understand student perspective Foster student development Address our own reactions Identify means and resources

Understanding student perspective

Trautvetter, 2006, Midwestern Non-Sectarian University survey of all levels

% Students Who Considered it Appropriate for Faculty to Discuss

Religion in ClassPersonal Relig beliefs

Any Relig Beliefs

Any Class 19 38

Certain Classes

69 82

Office Hours 51 55

Advising 42 48

Fostering student development

According to William Perry, students enter college holding one of four Positions

I. DualismII. MultiplicityIII. RelativismIV. Commitment- At any one time, there is likely to be

a mix of these positions in a room.

I. Dualism

Good vs. Bad, Right versus Wrong, We versus Them.

There are Right Answers to be learned and memorized. Professor’s role is to convey these. Knowledge is quantitative.

Power is externally conferred, residing in authority, title. Unquestioning obedience is the norm.

Quotes: “What’s THE answer?” “I’m right. If you disagree with me, you must

be wrong.”

II. Multiplicity

The legitimacy of different perspectives is acknowledged. Each is given equal weight.

This perspective discourages disputes and debates.

Quotes: "everyone is entitled to their opinion“ “On the one hand…on the other hand…”

III.Relativism

Different perspectives have different levels of validity. Evidence and arguments need to be presented and examined.

Students at this point can (want to) reflect deeply, metacognate, and assess ideas – including their own.

Anyone’s ideas – including those of faculty - are up for discussion

Knowledge is qualitative, context-dependent.

May have difficulty making decisions.

IV. Commitment

Stance is chosen after critical thinking, questioning and evaluating personal priorities (“soul searching”).

Aligns behavior with principles.

Goal = developing and acting from a coherent set of values . (Integrity)

Constant re-evaluation. Not fixed.

Student Responses may include…

Temporizing/Deflection – pausing; taking a step back before moving ahead – often seen as disengagement or mechanically going through the motions.

Retreat “Fight” – hunkering down in the position. The

“other” is viewed as a threat, particularly if they come across as hostile.

Escape– avoid thinking about the issues at all, not

firmly committed to any specific stance (“flight”, denial)

This can be a difficult and emotional process!

“…one of the significant facets of understanding is when the intellectual AND the emotional are privileged”

- “disorienting moments” for students, the core of their beliefs seems shaken.

- Patricia Owen-Smith

Emotional reactions should be recognized and articulated – in constructive ways.

Professor’s role is to help make connections with cognitive learning.

- Patricia Owen-Smith

What is role/responsibility of students in their learning?

Help develop and maintain learning space - Safe environment

-Small groups, circles - Use computers, paper/pens to

express visually, in accordance with learning

style- Put aside cell phones,

distractions(cont.)Nash, et al, Singham, Lee

Role/responsibility of students in their learning (cont.)

In discussion:- Get to know each other - Share without (fear of)

confrontation/disrespect - Follow rules of engagement:

-> Nash, et al, Singham, Lee

Guidelines for Engagement

Explain, clarify, rephrase, respect, and affirm

Evoke, don’t invoke, or provoke Support without retort Attribute the best motive Flow...and let it go (don’t fight or flee)

cont….

Adapted from: Nash and Baskette, 2008

Guidelines, cont.

Look for the truth in what you oppose and the error in what you espouse

Speak for yourself and not for some group

Know when, how to say “ouch” Take time to reflect, process,

write about feelings and reactionsAdapted from: Nash and Baskette, 2008

Techniques for Students

- Articulate their own learning goals - Learn language for:

- discussing their beliefs and customs- broaching “hot” topics- disagreeing/clarifying others’ misperceptions (prejudices?)- asking when curious/to confirm- encouraging silent membersto speak up

Chickering & Nash

Engaging in Critical Thinking, Meta-cognition

- Explore “why they believe what they believe “

- Discuss HOW they think, in addition to what

- Seek “kernal of truth”, value in other perspectives

- Learn to live w/paradox – there may not be one universal correct stance for some issues

Nash et al, Rosier, Singham, D. Warren

Engaging in Critical Thinking – cont.

Engage in reflection (written, verbal, small group)

“One new idea/insight I got today was_______”

“ A question has come up for me is __________”

“ Where we could go from here is__________”

“I had difficulty grappling with _______today”

“ _______ was easier to discuss than I expected”

Nash et al, Rosier, Singham, Warren

Role/responsibility of faculty in discussing religion

Prepare for the Unexpected – Dealing with your own emotions

- Don’t take it personally- Get distance:

- “go to the balcony”/ “Listen for the song beneath

the words” (L.Warren)- “How fascinating” (B.

Zander)- Allow yourself to come back to

the topic another day

Role/responsibility of faculty in discussing religion

- Note in syllabus opening discussions that “hot”/sensitive-controversial topics may be raised (and guidelines)

- Get to know students - Acknowledge diverse

perspectives/viewpts- Model providing sources of comments- Admit when you are unsure or could

have misspoken

Faculty Role (cont.)

- Engage students in exploring WHY a topic is controversial.

- Share your target learning outcomes for lesson.(e.g Fink model – cognitive –interpers’l-relat’l)

- Distinguish how we “know” things in different disciplines:

(scientific method, logic, intuitive/faith,“sacred” teachings/tradition, experience)

- “Provide a framework for how an educated person (even a religious one) approaches such a (cognitive) task” (Rosier)

Techniques Current events discussions (student identified) Cases Role play Papers (wikis, blogs) showing different

perspectives Journaling Service Learning with processing Campus events Culture-arts Multi-media (films, speakers, field trips) Dialogue/Small Group structured discussions

Adapted from Trautvetter, 2008

Resources to enhance our own comfort with the topic/ religious literacy

Campus chaplains, religion faculty, clergy

Credible documentaries Interfaith dialogue (book, movie…)

groups Custom-sharing opportunities with

others (ceremonies, foods, music, clothes)

Credible books Guest speakers, panels

Helping Students Hear Other Perspectives

Know about your own belief system.

Recognize conflicting opinions even among respected authorities.

Exposure, active listening to others. Cont-

William Perry

Helping Students Hear Other Perspectives – cont.

Provide evidence to support positions (e.g “The Bible says...” – exactly what verses?)

Recognize how context (regional, historical) influences perspective

Metacognate – become aware of their own thinking, reasoning

- William Perry