Transcript Ethics and Religious Culture

Ethics and Religious
Culture
an overview - 2008
Agenda
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a little background
activities
program overview
the teacher’s role
questions
resources
Session I Objectives –
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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.
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Spring – 2008: ERC Session II
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Lead teachers released from each school
Ethics and Religious Culture – Session II
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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
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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
Validation of
program: Elementary
Secondary Cycles
One and Two
Training of ERC
facilitators
Drafting of
Ethics and
Religious
Culture
Program
2007-2008
Last year of
elective
system (CRM,
PRM, ME)
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)
July 1, 2008
Expiration of
notwithstanding
clause
2008-2009
2009-2010
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
Objectives of the ERC Program
1.
Recognition of others
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…all people possess equal value and dignity
…how we see ourselves and others
Pursuit of the common good
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…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
RECOGNITION OF OTHERS
Reflects on ethical
questions
Demonstrates an understanding
of the phenomenon of religion
Engages in dialogue
PURSUIT OF THE COMMON GOOD
Activity
A Choice for K’aila
Think, pair, share
INSERT IMAGE
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How important are ethics in today’s
society?
Competency 1: Reflects on ethical
questions
Key Features
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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
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Values
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Morals
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is a concept that describes the beliefs of an individual or
culture
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
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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
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…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
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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
Think, pair, share
INSERT IMAGE
 What
are some examples of the
phenomenon of religion?
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
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Organizes his/her thinking
Interacts with others
Develops a point of view
Think, pair, share
INSERT IMAGE
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How do you nurture dialogue in your
classroom?
INTERVIEW
CONVERSATION
NARRATION
DISCUSSION
DELIBERATION
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
Means for developing a point of
view
Elementary
Elementary
Elementary
Secondary
Secondary
Cycle 1
Cycle 2
Cycle 3
Cycle 1
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 examining a point of view
Elementary
Elementary
Elementary
Secondary
Secondary
Cycle 1
Cycle 2
Cycle 3
Cycle 1
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
RECOGNITION OF OTHERS
Reflects on ethical
questions
Demonstrates an understanding
of the phenomenon of religion
Engages in dialogue
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
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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
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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
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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
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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
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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
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Yackfest
Unbridled improvisation
An automatic acceptance
that all opinions are of
equal value
Broad Areas of Learning
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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
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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
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Intellectual (use information, to solve problems)
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Methodological (use ICT)
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Make a class-picture book (digital)
Make a class job list
Personal and Social (construct his or her identity)
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What are the jobs in the family? What are the jobs in the
class?
How do you help at home? How do you help in the class?
Communication-Related
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Sharing roles between classmates
Looking at other cultures
The Role of the Teacher
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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
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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
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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 
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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?
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Geoffrey Hipps - Consultant:
[email protected]
Dawn Uniat – Consultant:
[email protected]
Lys Chisholm – Laurentian
Johanne Ethier – Hillcrest
Teresa Oppedisano – PETES
Rhonda Gibson – LTM
Lise Speeckaert - Mountainview
Resources for professional
development
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http://www.ecr.qc.ca/
http://www.learnquebec.ca/en/content/curricul
um/personal_dev/erc/
Religious Literacy by Stephan Prothero,
published by HarperCollins
Débat : Éthique, culture religieuse, dialogue
by Georges Leroux
Web Resources - Religion
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http://www.worldalmanacforkids.com/explore/religion.
http://www.woodlandsjunior.kent.sch.uk/homework/Religion.html
http://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
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http://www.pbs.org/wnet/religionandethics/teachers/plans.htm
l#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
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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:w
ww.learninggroup.org/jun06dialoguecircles.doc+dialogue
+circles&hl=en&ct=clnk&cd=4