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Learning Sumud: Acts of Meaning in Education

Explore the essence of Sumud in education through Mahmoud Darwish's poetry, evolving models of Religious Education, and the significance of personal meaning-making. Discover the impact of Sumud in post-traditional religious contexts and moral leadership. Uncover the communicative tools and approaches necessary to cultivate acts of meaning in education, emphasizing the role of personal values and connections to religious traditions. Delve into the importance of Sumud as a practice and its relevance in tumultuous contexts like Palestine, elucidating the wisdom of traditions and personal narratives in fostering resilience and hope.

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Learning Sumud: Acts of Meaning in Education

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  1. Learning Sumud: Acts of Meaning in Education The Voice of Palestine in the Renewal of Religious Education Bethlehem March 4th, 2011 Thom Geurts

  2. Survey • Mahmoud Darwish: To My End and to Its End • Religious Education in Search for Meaning • Approaching Sumud • Learning Sumud: Voices of Palestine in Post Traditional Religious Education • Moral Leadership in Learning Sumud • The Voice of Darwish: A Voice of Sumud

  3. 1. Mahmoud Darwish To My End and to Its End … (In: Why Did You Leave the Horse Alone?, Beirouth, 1995.) In Search for Sumud in Poetry …

  4. 2. Religious Education in Search for Meaning • The Traditional Model of RE • The Neo Traditional and Interreligious Model of RE • RE in the Post Traditional Context of Personal Search for Meaning

  5. 2.1 The Traditional Model of RE • Religion: Institutional Phenomenon • Aim: Socialisation of the Student in the Tradition • Content: Institutional Forms • Didactics: Cognitive Approach, Knowledge Dominates • Student: in a Recieving Role • Context: Doesn’t Influence Tradition

  6. 2.2 The Neo Traditional and Inter- Religious Model of RE Context Changes: Globalization and Religious Pluralism • Religion: Institutional Phenomenon • Communicative Aims • Content: Institutional Forms, Compared and Presented Together • Didactics: Cognitive Approach, Knowledge • Student: in a Recieving Role • Context: Influences RE Quantitative (plurality)

  7. 2.3 RE in the Post Traditional Context of Personal Search for Meaning • New Theory and Practice of Learning • Students in a Constructive Role • Learning by Doing • All Day Life Context: Constitutive for Learning (“Authentic Learning”) • Learning Competences

  8. 2.3 RE in the Context of Personal Search for Meaning 2. RE in the Context of New Learning • Student: Ultimate Concern for Meaning • Ultimate Meaning • Situated in All Day Life • Emotion and Cognition in Connection • Aim: Competences in Acts of Meaning • Traditions Implicated, to Trade is a Verb!

  9. 2.3 RE in the Post Traditional Context of Personal Search for Meaning 3. Learning Acts of Meaning in RE • Be Sensible for the Dimension of Ultimate Meaning! • Explicate Personal Values in Personal Stories of Life! • Relate Yourself to Value Communities as a Source of Values (e.g. Family, Friends, Fellow Citizens)! • Relate Yourself to Religious Traditions as a Source of Values! • Make a Moral Judgement or a Religious Opinion! • Estimate Consequences of this Judgement and Opinion!

  10. 2.3 RE in the Post Traditional Context of Personal Search for Meaning 4. Communicative Tools in RE • Ego Documents: Diaries, Letters, Photography, Poems, Songs, Stories of Life, Personal Web Sites, New Social Media • Family History, Interviews, Folklore, Poverbs, Literature, Oral History • Institutional Forms of Relgious Traditions, Narratives, Prayers • Dilemmas and Stories that Describe Problems of Meaning in Situations • Discussions, Arguments

  11. 3. Approaching Sumud The Meaning of the Word Sumud • Knowledge or Wisdom? • Concept, Value or Virtue? • Sumud Needs Us to Have a Meaning • Understanding Sumud: Permanent Process of Dynamic Interaction • Sumud is Practice • Connected with Ultimate Meaning • Sumud Implicates the Sources of Ultimate Meaning

  12. 4. Learning Sumud: Voices of Palestine in New Religious Education • Stay in Search for Ultimate Meaning • Present the Wisdom of the Religious Traditions Concerning Sumud • Explicate the Wisdom of Folklore, Cultural Habits, Art, Concerning Sumud • Develop Moral Dilemmas and Stories of Existential Questions • Look for Consequences: How to Present Sumud in a Violent Context? How to Cope with the Deadly Spiral of Violence?

  13. 5. Moral Leadership in Learning Sumud • Be Aware of Being a Role Model • Be Aware that Meaning is Not a Fixed Statue But an Open Process • Present Core Experiences of Traditions • Resist Master Stories Pushing aside Personal Stories • Present the Implicit Wisdom of Folklore, Cultural Habits • Present your Personal Story of Life as a Context of Sumud • Keep Time and Space Open for Imagination and Hope • Care for Your Self! Vocational Spirituality

  14. 5. The Voice of Darwish: A Voice of Sumud • The Language of Senses: Sensibility Connects with the Depth of Being • The Openness of Time • Emotions Connected with Real Places and Memories • Solidarity between Generations • Not Without Education!

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