world religions pilot course: critical thinking and conceptual enquiry

World Religions Pilot Course: critical thinking and conceptual enquiry

© International Baccalaureate Organization 2007

Helen James & Clive Erricker

Helen : Subject Area Manager for world religions based in the IB offices in Cardiff.

Email: [email protected]

Clive: Hampshire County Inspector for religious education, pilot examiner for world religions

Email: [email protected]


The Hexagon Diagram


IB World Religions

Importance of studying world religions in 21st century

Affective and critical aspects of student development


Place in IB Diploma Programme

IBO mission statement: fostering “ intercultural understanding and respect”

Learner profile: “open minded and principled”

Group 3: “encouraging the systematic and critical study of human experience and behaviour”


Development of the Pilot Course

Running for two years-first cohort of students has just gone through the examination session

Currently six schools -4 in the US,1 in UK and 1 in Brazil. September 2008-1 US school and 1 school in India will join

Meetings twice a year to develop the guide and to set questions for the examinations

Two meetings for teachers a year focusing on: amends to the guide; teaching and learning strategies; training in examination technique


Aims of the course

Promote an enquiring, empathetic approach to the study of religion

Develop an informed understanding of the diversity of world religions

Foster a respectful awareness of the significance of the beliefs of the faith member

Encourage a global appreciation of the issues surrounding religious and spiritual beliefs, controversies and movements in the world today


Assessment objectives

Define, understand and use concepts associated with particular world religions

Demonstrate knowledge and understanding of a range of world religions reflecting different traditions

Demonstrate how the key concepts of a religion are expressed in the behaviour of believers

Evaluate the reliability of evidence and the appropriateness of a chosen method of research


Syllabus: Part 1

Introduction to world religions- five religions to be chosen from a choice of nine, at least one from each column:

Hinduism Judaism Taoism

Buddhism Christianity Jainism

Sikhism Islam Baha’i Faith


Syllabus: Part 1

Study of each religion guided by three fundamental questions:

What is the human condition?Where are we going?How do we get there?


Syllabus: Part 2

In-depth studies- two world religions to be chosen from a choice of six, each chosen from a different column:

Hinduism Judaism

Buddhism Christianity

Sikhism Islam


Syllabus: Part 2

In depth studies are approached through themes using key questions

Approach is analytical not descriptive-achieved by the understanding and application of key concepts


Syllabus: Part 3

Written analysis based on an investigative study

The investigation should be a visit, interview secondary and/or primary research

Any religion can be the focus of the study


Examples of Internal Assessments

How do a typical Roman Catholic mass and a typical Shabbat morning service compare and contrast with one another?

What is the link between the physical space of a mosque and the practice of Muslim prayer, including the presence or absence of objects or decoration?

What were the reasons for the dietary restrictions of the Jewish faith?


Teaching the syllabus

Identifying the conceptual heart

Students should be developing skills through an enquiry process


Conceptual development

Is not: an extension of knowledge and understanding

Does not: involve teaching to extend knowledge and

understanding

Does: involve setting up learning on the basis of explicit

conceptual engagement


Assessment

Paper 1: stimulus response question testing knowledge and understanding of the five religions studied for the introduction

Paper 2: essay questions testing critical thinking and evaluation of in-depth studies

Internal assessment developing research skills and critical reflection on research methods


Descriptor for a grade 6

Very good performance demonstrates:

detailed knowledge and understanding ability to analyse, evaluate and synthesise knowledge

and concepts consistent evidence of critical thinking


Descriptor for a grade 7

Excellent performance demonstrates:

conceptual awareness insight and knowledge and understanding which are

evident in the skills of critical thinking the ability to analyse and evaluate evidence the ability to synthesize knowledge and concepts


Student comments

United World College of the Atlantic: “ How can you ever hope to understand other cultures

if you do not understand the beliefs that motivate them?”

“I want a better cultural and theological understanding of the world, and to dispel any misconceptions that I hold with regard to other religions”.

“World religions has enabled me to focus on not only the differences but also the similarities that exist between different religions”.


Student comments

James Robinson School: “IB world religions is a class in which for the first time I

felt as if my eyes were truly opened to the world and the diversity that it contains. I believe that it is essential for a true seeker of an international diploma to take this class. Not only does the course broaden the mind and open doors into uncharted territory but it also encourages a sense of empathy and understanding for others”.

world religions pilot course: critical thinking and conceptual enquiry

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