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: 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

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