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Ethics and Religious Culture

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A need to build respect and tolerance in a diverse society ... to understand Qu bec society through sharing the culture and religious heritage of Qu bec ... – PowerPoint PPT presentation

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Title: Ethics and Religious Culture


1
Ethics and Religious Culture
  • an overview - 2008

2
Agenda
  • a little background
  • activities
  • program overview
  • the teachers role
  • questions
  • resources

3
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.

4
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.

5
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.

6
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

7
  • 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

8
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

9
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
Drafting of Ethics and Religious Culture Program     Expiration of notwithstanding clause    
Drafting of Ethics and Religious Culture Program Producing Learning and Evaluation Situations ERC Teacher Training Expiration of notwithstanding clause    
Drafting of Ethics and Religious Culture Program     Expiration of notwithstanding clause    
Drafting of Ethics and Religious Culture Program Field Testing - 8 Quebec Schools ERC facilitator field-testing Expiration of notwithstanding clause    
Drafting of Ethics and Religious Culture Program     Expiration of notwithstanding clause    
Drafting of Ethics and Religious Culture Program Producing competency levels by cycles (elementary)   Expiration of notwithstanding clause    
Drafting of Ethics and Religious Culture Program     Expiration of notwithstanding clause    
Drafting of Ethics and Religious Culture Program Producing scales of competency levels (secondary)   Expiration of notwithstanding clause    
10
Objectives of the ERC Program
  • Recognition of others
  • all people possess equal value and dignity
  • how we see ourselves and others
  • 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

11
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
12
Activity
  • A Choice for Kaila

13
Think, pair, share
INSERT IMAGE
  • How important are ethics in todays society?

14
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

15
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 (Aesops 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

16
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.

17
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

18
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

19
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

20
Think, pair, share
INSERT IMAGE
  • What are some examples of the phenomenon of
    religion?

21
Competency 2 (phenomenon of religion) Elementary
themes
  • Cycle 1 Cycle 2 Cycle 3
  • Religious practices in the community
  • Forms of religious expression in the young
    persons environment
  • Religions in society and the world
  • Religious values and norms
  • Family celebrations
  • Stories that have touched people

22
Competency 2 (phenomenon of religion) Secondary
themes
  • Cycle 1 Cycle 2
  • Quebecs 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

23
Competency 3 Engages in dialogue
  • Key Features
  • Organizes his/her thinking
  • Interacts with others
  • Develops a point of view

24
Think, pair, share
INSERT IMAGE
  • How do you nurture dialogue in your classroom?

25
INTERVIEW
CONVERSATION
NARRATION
DISCUSSION
DELIBERATION
DEBATE
26
Competency 3 (dialogue)
  • Cycle 1 Cycle 2 Cycle 3

Conversation Discussion Narration Deliberation
  • Conversation
  • Discussion
  • Narration
  • Deliberation
  • Interview
  • Conversation
  • Discussion
  • Narration
  • Deliberation
  • Interview
  • Debate

27
Dialogue - Secondary
Cycle 1 Cycle 2
  • Conversation
  • Discussion
  • Narration
  • Deliberation
  • Interview
  • Debate
  • Panel
  • Conversation
  • Discussion
  • Narration
  • Deliberation
  • Interview
  • Debate
  • Panel

28
Means for developing a point of view
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
29
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
30
I cannot be me without you and we cannot be us
without them, and together we have a
future Philip Carter
31
ACTIVITY
  • A Choice for Kailaa closer look

32
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
33
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 ones decisions, actions and
    relationship to the world
  • What it isnt
  • Isolated moral lessons
  • An application of rules without reflection
  • Just a course in problem solving

34
Religious Culture - the elements of a religion
including sacred texts, beliefs, teachings,
rituals, rules, places of worship, works of art,
etc.
  • What it isnt
  • Analysis of questions through a single religious
    tradition
  • A course in religion
  • A course in the history of religion
  • Confessional instruction
  • 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 Québecs religious heritage and respects
    current contributors to our society

35
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 isnt
  • Yackfest
  • Unbridled improvisation
  • An automatic acceptance that all opinions are of
    equal value

36
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

37
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

38
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

39
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

40
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

41
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

42
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?

43
Questions?
  • Geoffrey Hipps - Consultant ghipps_at_swlauriersb.q
    c.ca
  • Dawn Uniat Consultant
  • duniat_at_swlauriersb.qc.ca
  • Lys Chisholm Laurentian
  • Johanne Ethier Hillcrest
  • Teresa Oppedisano PETES
  • Rhonda Gibson LTM
  • Lise Speeckaert - Mountainview

44
Resources for professional development
  • http//www.ecr.qc.ca/
  • http//www.learnquebec.ca/en/content/curriculum/pe
    rsonal_dev/erc/
  • Religious Literacy by Stephan Prothero, published
    by HarperCollins
  • Débat  Éthique, culture religieuse, dialogue by
    Georges Leroux

45
Web Resources - Religion
  • http//www.worldalmanacforkids.com/explore/religio
    n.
  • http//www.woodlands-junior.kent.sch.uk/homework/R
    eligion.html http//library.thinkquest.org/28505/
  • http//www.pbs.org/wnet/religionandethics/teachers
    /plans.html1
  • http//annettelamb.com/42explore/religion.htm
  • http//www.barefootsworld.net/religion.html
  • http//www.uri.org/kids/other_conf.htm

46
Web Resources - Ethics
  • http//www.pbs.org/wnet/religionandethics/teachers
    /plans.html1
  • http//www.pbs.org/endgame/home.php
  • http//pbskids.org/arthur/games/yougottobekidding/
    index.html
  • http//www.charactercounts.org/howto/teaching-tool
    s.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-introto
    c.htm
  • http//www.ethics.org.au/

47
Web Resources - Dialogue
  • http//www.goodcharacter.com/Article_3.html
  • http//www.goodcharacter.com/dilemma/dilemma.html
  • http//www.ullerymanagement.com/art_of_dialogue.ht
    m
  • http//209.85.207.104/search?qcacheoJg9AM_jPAcJ
    www.learninggroup.org/jun06dialoguecircles.docdia
    loguecircleshlenctclnkcd4
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