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.
Pedagogical Approaches
Homepage > Teachers’ Guide > Pedagogical Approaches
New pedagogical approaches to teach history of religion
Multidisciplinary Pedagogical Approaches to Teach History of Religions
4. Peer Learning in Teaching History of Religions
Peer learning is not a single, undifferentiated educational strategy. It encompasses a broad sweep of activities. For example, researchers from the University of Ulster identified 10 different models of peer learning (Griffiths, Housten and Lazenbatt, 1995). These ranged from the traditional proctor model, in which senior students tutor junior students, to the more innovative learning cells, in which students in the same year form partnerships to assist each other with both course content and personal concerns. Other models involved discussion seminars, private study groups, parrainage (a buddy system) or counseling, peer-assessment schemes, collaborative project or laboratory work, projects in different-sized (cascading) groups, workplace mentoring and community activities. Usually Peer‐to‐peer learning involves individuals of nearly the same age, or bound by a common special interest in the process of sharing experiences and knowledge with one another. It can occur intentionally – through facilitated formal opportunities, such as peer‐to‐peer learning groups, or unintentionally – through informal and usually accidental learning. The educational approach combines non‐formal and informal learning strategies. The peer‐to‐peer learning occurs amongst equals, in which case the messages are far more easily accepted, assimilated and internalized. That makes it a form of learning with the most sustainable results. This approach can be further developed into Cultural peer learning (CPL), where:
- An educational approach technique involves peers in teaching and learning desired culture-related skills;
- An educational approach technique involves peers in learning about different cultures and the diversity of cultures.
- An educational approach technique involves peers of different cultural backgrounds in learning desired cultural competencies AND intercultural competencies by cultural activities.
Online Resources
- Josef Huber, Intercultural competence for all The guide discusses how teachers can work to prepare students for living in a heterogeneous world
- Anne Frawley-Mangan, Drama and religion, a match made in heavenThe article discusses the use of drama as an approach to teaching religion. It is given as a resource here since the theatrical approach is one of the most common approaches used in peer learning
Practical Activity
- Bridging religious cultures through peer learning The practical activity describes how a peer-learning approach can be put into practice with regard to teaching the history of religions.
