1. A Worldview Framework Approach
Dr. John Valk Renaissance College
A Worldview Framework Approach
Prof. Dr. Mualla Selçuk
Ankara University
Turkey
Prof. Dr. John Valk
University of New Brunswick
Canada
Worldviews, Religions and Cultures

2. Introduction: The problem: pervasive association (stereotypes)
Of religion & violence
Of Islam & violence
The challenge: develop new educational model
Develop dynamic worldviews approach (undermines stereotypes)
Engage learners
Present a dynamic understanding of Islam as a religion of peace
The result: a new journey into Islam
Comments by individual members
Value of worldview framework for Religious Education.
Conclusion
Selçuk/Valk - Skopia 2015

3. The Problem 1. Pervasive association of religion & violence
Dr. John Valk Renaissance College
The Problem 1. Pervasive association of religion & violence
Media:
Incessant displays/reports linking religion & violence
Prominent writers
Hitchens/Dawkins: Religion poisons everything
Education: Religion becomes easy identifier
Ireland: Catholics vs Protestants
Crusades: Christians vs Muslims
Confuse correlation with causation
Reality check: religion linked directly to only 17% of violent conflicts
Failures
Distortions: religion truncated
“cherry-picking” – leads to religious extremists & violence
Religion and Wars
Axelrod, Alan & Phillips, Charles Encyclopedia of Wars, Facts on File, November 2004, ISBN Deem, Richard.
 Sheiman, Bruce (2009). An Atheist Defends Religion : Why Humanity is Better Off with Religion than Without It. Alpha Books. pp. 117–118. ISBN 
Day, Vox (2008). The Irrational Atheist: Dissecting the Unholy Trinity of Dawkins, Harris, and Hitchens. BenBella Books. pp. 104–106. ISBN 
Lurie, Alan. "Is Religion the Cause of Most Wars?". Huffington Post.
"The Encyclopedia of War" by Gordon Martel (17 Jan 2012, 2912 pages)
The Myth of Religious Violence: Secular Ideology and the Roots of Modern Conflict, W. Cavanaugh, Oxford University Press, 2009. ISBN
Entick, The General History of the Later War, Volume 3, 1763, p. 110.
McGarry J, O'Leary B, 1995. Explaining Northern Ireland: Broken Images.Oxford, Blackwell
Selçuk/Valk - Skopia 2015
Worldviews, Religions and Cultures

4. The Problem: 2. Pervasive association of Islam & violence
Dr. John Valk Renaissance College
The Problem: 2. Pervasive association of Islam & violence
Media: Islam is violent
9/11; car/mosque bombings; ISIS; beheadings
Explicit/implicit presentation of extremism
Prominent writers: Islam authoritarian/patriarchal/rigid
Ayaan Hirsi Ali, Salmon Rushdie, Danish cartoons, Charlie Hebo
Education: passive model
Top down approach: prescribed answers: Islamic beliefs
Presents information: five pillars; Quran; tradition; holy sites
Failures:
Failure to engage learners
Failure to contextualize Qur’an and/or Hadith
Easily links of theology & violence
Confuse correlation with causation: see
JOSEPH LAYCOCK NOVEMBER 4, 2014
IN OK, A “CHRISTIAN” AND A “MUSLIM” DECAPITATION CHALLENGE “RELIGIOUS” VIOLENCE NARRATIVE
Selçuk/Valk - Skopia 2015
Worldviews, Religions and Cultures

5. The Challenge: 1. Engaging the learner
Challenge learners to think:
Establish meaningful connections:
Between learners own lives and religious content
“Bottom up” rather than “top down”
Respond to deepest questions and concerns
Engage challenges/questions: from religion, science, reason, culture
Let questions guide answers
Statements become questions:
E.g., two central themes of Islam: “What does it mean to believe in God?” “What does it mean to be a good person?”
No rigid/prescribed responses
Let students explore the possibilities
Requires an interdisciplinary worldviews approach
Selçuk/Valk - Skopia 2015

6. The Challenge: 2. A worldview approach to Islam
Worldview Framework
Personal/Group Identity
Religious/Cultural Dimensions
Ultimate/Existential Questions
Epistemological/Ontological Categories
Universal/Particular Beliefs, Values & Principles
Selçuk/Valk - Skopia 2015