This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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History of Religions
History of the 3 Monotheistic religions (Judaism, Christianity and Islam) and of the main different Christianity confessions (Roman Catholicism, Eastern Catholicism and Eastern Orthodoxy, Anglicanism and Protestantism)
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Pedagogical Approaches
New pedagogical approaches to teach history of religion
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Role of Religions in Civilization
How to didactically promote among students of different confessions, the capacity of a critical analysis and understanding of the role played by religions in the history of mankind
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Interreligious Students’ Competences
Set of teaching contents, to be used by teachers to highlight and valorize the universal values of tolerance and universalisms that all Monotheistic religions and religious texts contain to promote and sustain mutual understanding among students
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Managing Multi-Religious Classes
Teaching Sources to help teachers dealing with multicultural and multi-religious classes
Map
An interactive didactical map interactive didactical map giving access to sites with a religious relevance.-
Introduction
A comparative review of the liturgical celebrations, ceremonies and dietary rules existing in the different religions.
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Celebrations
Description and comparative analysis of the celebrations of different religions and confessions
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Ceremonies
Description and comparative analysis of the ceremonies of different religions and confessions
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Dietary Rules
Description and comparative analysis of the dietary rules of different religions and confessions
Events
The Pathway through Religions project has been promoted trough conferences and articles.
Conferences
The Pathway through Religions project was presented in a number of events in order to report about the activities carried out and the results achieved
Press Review
The Pathway through Religions project partnership made contacts with web sites focusing on the fields of educationPartnership
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Contractual Partners
From this section it is possible to access to a description of each contractual partner of the Pathway through Religions project.
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Schools
From this section it is possible to access to the information about the schools involved in the Pathway through Religions Project in the European countries involved.
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Associated Partners
As a result of the exploitation activity a number of associated partners officially joined the project in order to contribute to the improvement of the project impact on their target groups and to ensure the project sustainability by continuing using the project deliverables in the next years.
This section of the Pathway through Religions portal provides administrative information for the project contractual partners and for the European Commission and it is password protected.
Map
Homepage > ReligiousSite Map > Map
An interactive didactical map interactive didactical map giving access to sites with a religious relevance.
Back to the Religious Sites List
Abu Bakr Mosque
1A, Mawson Road, Cambridge CB1 2DZ
WEB SITE http://www.cambridgemosque.com/
RELIGIONS Islam
DESCRIPTION OF THE RELIGIOUS SITE
DESCRIPTION
Abu Bakr Mosque is located in Mill Road area which is one of the most diverse areas in Cambridge. Religious places for Christian, Muslim and Hindu community members have co-existed along Mill Road for a long time. Abu Bakr mosque also known as THE CAMBRIDGE MOSQUE is the oldest mosque in Cambridge since 1981.
HISTORICAL RELEVANCE
The main vision of Abu Bakr Mosque is to create an environment for the Muslim community in Cambridge that will allow them to worship and access community development initiatives in the areas of health, education, employment, social and cultural interaction.
INTER-RELIGIOUS RELEVANCE
The Mosque has created a harmonious environment and promoted the enhancement of human values, spiritual attainment and faith in the Almighty, through providing the community around Cambridge with a focal point for a range of spiritual, social, cultural, educational and training activities.
The Mosque has created unity through religion and improved and enhanced skills, knowledge and capacity of the community to espouse values of diversity, tolerance and moderation. It has promoted interfaith dialogue with other religious groups, by reaching out and acting as a resource centre for the local communities, voluntary and statutory agencies and the wider community as a whole.
The doors of the mosque is not only open for muslims but also for all other communities. Mosque visits are most welcome.
RELIGIOUS INFLUENCE
This Mosque has created an environment for the Muslim community in Cambridge that allowed them to worship and access community development initiatives in the areas of health, education, employment, social and cultural interaction.
It has helped the community thrive and to build, strengthen and sustain individual family and community life.
The mosque has facilitated the personal and social development of young people by engaging them in all aspects of a young person’s development – personal, social, educational, political, cultural, spiritual, physical, and vocational.
HOW TO USE WITH THE STUDENTS
Direct visit
Virtual visit http://www.cambridge-mosque.com/
Virtual visit http://www.cambridge-mosque.com/
REFERENCE TO THE GUIDELINE
- History and Philosophy of Religions - Islam
- Building Students’ Interreligious Competences in Communication and Adaptation in a Cross-Cultural Environment - Comparing Religious Differences, Prejudices and Stereotypes
- Building Students’ Interreligious Competences in Communication and Adaptation in a Cross-Cultural Environment - Religion as a Source of Exclusion and Conflict
- Building Students’ Interreligious Competences in Communication and Adaptation in a Cross-Cultural Environment - Religion as a Source of Inclusion and Peace
- Building Students’ Interreligious Competences in Communication and Adaptation in a Cross-Cultural Environment - Interfaith Map of the Local Community
- Building Students’ Interreligious Competences in Communication and Adaptation in a Cross-Cultural Environment - Recognizing and Developing the Positive Potential
- Building Students’ Interreligious Competences in Communication and Adaptation in a Cross-Cultural Environment - Making Judgements – The Role of Religion and Cultural Traditions
- Building Students’ Interreligious Competences in Communication and Adaptation in a Cross-Cultural Environment - Religious Education through Drama
- Managing Multicultural and Multi-Religious Classes - Supportive Learning Environment
- Managing Multicultural and Multi-Religious Classes - Emphatic Communication
- Managing Multicultural and Multi-Religious Classes - Cooperative Learning
- Managing Multicultural and Multi-Religious Classes - Use of Distancing and Simulation
- Managing Multicultural and Multi-Religious Classes - Interpretative Approach
- Managing Multicultural and Multi-Religious Classes - Family Involvement
- Managing Multicultural and Multi-Religious Classes - Teacher Training
