Webinar Series 2015 RE & Interfaith discussion

1. Webinar Series 2015 RE & Interfaith discussion How to sensitively discuss religious violence and terrorism in the classroom? 4.00pm - 4.45pm Thursday 10th December 2015 http://www.interfaithexplorers.com/webinars

2. www.interfaithexplorers.com • Supported by UNESCO • Helps pupils understand the world around them & respect cultural and religious diversity • Offers high quality cross-curricula resources to use with pupils at Key Stage 2 and those embarking on their Key Stage 3 transition • Supports core personal and social skills development as well as self-directed, exploratory learning • Promotes universal core values & the development of ethical thinking • Designed to compliment RE and PSHE teaching, alongside citizenship education

3. Webinars • Support teachers in their work around interfaith dialogue and RE; as well as PSHE and Citizenship learning in schools • Offers a space for teachers to come together and think about issues arising from classroom practice in these areas

4. Webinar Presenter • Claire Clinton • An experienced teacher within EYFS, Primary and Secondary education • She has over 20 years of classroom experience, and 16 years of advisory work at a national and local level • For the past 10 years has been the Religious Education Advisor for the London Borough of Newham

5. Session objectives • Show how RE can help support discussions in your schools around violence; • Understand what different religions teach about violence; • Understand principles for running sensitive discussions in the classroom

6. What religions teach on violence? (1) Judaism • Does not regard violence and war to promote justice as always wrong; • Accepts that certain kinds of war will be ethically justified: that it is sometimes morally acceptable to kill people; • Before declaring war or starting a battle there must be a genuine attempt to make peace and avoid the conflict; • Jewish law only permits combatants to be deliberately killed in war: innocent civilians must be given every opportunity to leave the field of combat before a battle starts.

7. What religions teach on violence? (2) Judaism • In much of the Old Testament God gives his clear approval to war; • He is identified as a warrior, and is shown as leading the Jews in conflict, bringing them victory, protecting them from enemy forces; • But at the same time the Old Testament is filled with Jewish longing for peace (Isaiah 2); • Peace is seen as something that comes from God and will only be fully realised when there is justice and harmony - not just between peoples, but within individual communities; • Some of the present day arguments put forward in the context of terrorism take up this idea: that there can be no real peace without justice for all; • The importance of peace to the Jewish people is emphasised by 'Shalom', the conventional greeting between Jews from the earliest times, which means 'peace'.

8. What religions teach on violence? (3) Judaism • The ancient rabbis thought that there were three types of war that a Jewish state should consider: • Obligatory wars: these are wars that God commanded Jews to fight. They include the biblical wars against the Canaanites and against the Amalekites • Defensive wars: (These are also obligatory.) If the Jewish people are attacked, they are obliged to defend themselves • Optional wars: These are wars undertaken for a good reason, and where no other form of "negotiation" remains possible

9. What religions teach on violence? (4) Christianity • Christians have a long history of refusing to take part in war. Many Christians are pacifists of various types; • These range from peace activists to those who need a great deal to convince them that war is justified; • The Christian argument for pacifism is based partly on Jesus's teaching in the Sermon on the Mount and other places, and in the example that Jesus sets Christians through his life – turn the other cheek!

10. What religions teach on violence? (5) Christianity • The Just War theory is a largely Christian philosophy that attempts to reconcile three things: • Taking human life is seriously wrong; • States have a duty to defend their citizens, and defend justice; • Protecting innocent human life and defending important moral values sometimes requires willingness to use force and violence. • The theory is not intended to justify wars but to prevent them, by showing that going to war except in certain limited circumstances is wrong, and thus motivate states to find other ways of resolving conflicts.

11. What religions teach on violence? (6) Islam • Most Muslim scholars believe that the killing of civilians is forbidden; • In their support, they cite well-known sayings of Prophet Mohammad • E.g. forbidding killing the enemy's women and children or burning down their vegetation; • What are today known as scorched earth tactics.

12. What religions teach on violence? (7) Islam • Islam bans suicide; • Islam - as most Muslims believe - is about tolerance, peace and freedom from oppression; • So it is then up to individual Muslims to make choices that do not infringe on the rights of others; • Most Muslim people find terrorism abhorrent

13. Discussing violence in the classroom

14. Handling these situations (1) • Ensure your pupils: • Know your ground rules for classroom discussions: • How do pupils ask a question? • Disagree with someone? • Talk to class or peers? • Use ‘ownership’language: e.g. ‘in my opinion’, ‘some Hindu’s…’ • Are encouraged to explore the issue, look for facts and think about where to look for answers

15. Handling these situations (2) • Teachers should: • Affirm contributions from everyone, even if you don’t agree with it • It gives you something to help them learn from • Allow for a range of answers • Correct wrong factual information • Ensure the information you give is balanced

16. Handling these situations (3) • Throw back questions for further clarification with phrases like: • What do you think? • Can you clarify this for us? • You want to keep pupils pondering • Be honest with pupils, without being ruthless • Give time for quiet reflection, or reflective writing, to allow pupils time to assimilate information

17. Handling these situations (5) • Use resources and activities available on www.interfaithexplorers.com: • 400 videos: adults and children talking about their faith as a starter to open up a topic • Taster activities: Lemon activity – good way into interfaith discussions • Teachers guidance: Advice on website on dealing with difficult issues, how to run an enquiry with respect & making choices • Use ‘newsround’ reports and website for starter films

18. Wrap up Any questions?

19. Contact us For further information about the webinar series and how Interfaith Explorers can support you visit: www.interfaithexplorers.com or contact Rokhsana Fiaz OBE Chief Executive Maimonides Interfaith Foundation rokhsana@maimonides-foundation.org