Ethics and Religious Culture an overview

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

July 1, 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 Teacher Training 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 Conversation Discussion Narration Deliberation Conversation Discussion Narration Deliberation Interview Conversation Discussion Narration Deliberation Interview Debate

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

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 1 Elementary Cycle 2 Elementary Cycle 3 Secondary Cycle 1 Secondary Cycle 2 Judgment 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 you and 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: Dawn Uniat – Consultant: Lys Chisholm – Laurentian Johanne Ethier – Hillcrest Teresa Oppedisano – PETES Rhonda Gibson – LTM Lise Speeckaert - Mountainview

Resources for professional development um/personal_dev/erc/ um/personal_dev/erc/ Religious Literacy by Stephan Prothero, published by HarperCollins Débat : Éthique, culture religieuse, dialogue by Georges Leroux

Web Resources - Religion junior.kent.sch.uk/homework/Religion.html junior.kent.sch.uk/homework/Religion.html

Web Resources - Ethics l#

Web Resources - Dialogue ww.learninggroup.org/jun06dialoguecircles.doc+dialogue +circles&hl=en&ct=clnk&cd=4 ww.learninggroup.org/jun06dialoguecircles.doc+dialogue +circles&hl=en&ct=clnk&cd=4