Ethics and Religious Culture

1. Ethics and Religious Culture an overview-2008

2. Agenda • a little background • activities • program overview • the teacher’s role • questions • resources

3. 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.

4. 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.

5. 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.

6. 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

7. 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

8. 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

10. Objectives of the ERC Program • Recognition of others • …all people possess equal value and dignity • …how we see ourselves and others • 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 Québecsociety

11. ERC Competencies RECOGNITION OF OTHERS Reflects on ethicalquestions Demonstrates an understanding of the phenomenon of religion Engages in dialogue PURSUIT OF THE COMMON GOOD

12. Activity A Choice for K’aila

14. Think, pair, share • How important are ethics in today’s society?

15. 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

16. 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

17. 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.

18. 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

19. 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

21. 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

22. Think, pair, share • What are some examples of the phenomenon of religion?

24. Competency 2 (phenomenon of religion)Elementary themes Cycle 1 Cycle 2 Cycle 3 • Religious practices in the community • Forms of religious expression in the young persons environment • Religions in society and the world • Religious values and norms • Family celebrations • Stories that have touched people

25. 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

27. Competency 3: Engages in dialogue Key Features • Organizes his/her thinking • Interacts with others • Develops a point of view

28. Think, pair, share • How do you nurture dialogue in your classroom?

29. INTERVIEW CONVERSATION NARRATION DISCUSSION DELIBERATION DEBATE

30. Competency 3 (dialogue) Cycle 1 Cycle 2 Cycle 3 Conversation Discussion Narration Deliberation • Conversation • Discussion • Narration • Deliberation • Interview • Conversation • Discussion • Narration • Deliberation • Interview • Debate

31. Dialogue - Secondary Cycle 1 Cycle 2 • Conversation • Discussion • Narration • Deliberation • Interview • Debate • Panel • Conversation • Discussion • Narration • Deliberation • Interview • Debate • Panel

32. Means for developing a point of view

33. Means for examining a point of view

34. I cannot be me without you and we cannot be us without them, and together we have a future Philip Carter

35. ACTIVITY A Choice for K’aila…a closer look

36. ERC Competencies RECOGNITION OF OTHERS Reflects on ethicalquestions Demonstrates an understanding of the phenomenon of religion Engages in dialogue PURSUIT OF THE COMMON GOOD

37. 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 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.

38. 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 Religious Culture - the elements of a religion including sacred texts, beliefs, teachings, rituals, rules, places of worship, works of art, etc.

39. 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 Dialogue - a reciprocal conversation between two or more entities. (Wikipedia)

40. 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

41. 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

42. 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

43. 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

44. 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

45. 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

46. 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?

47. Questions? • Geoffrey Hipps - Consultant: ghipps@swlauriersb.qc.ca • Dawn Uniat – Consultant: duniat@swlauriersb.qc.ca • Lys Chisholm – Laurentian • Johanne Ethier – Hillcrest • Teresa Oppedisano – PETES • Rhonda Gibson – LTM • Lise Speeckaert - Mountainview

48. 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

49. 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

50. 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/