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.
Interreligious Students’ Competences
Homepage > Teachers’ Guide > Interreligious Students’ Competences
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
Building Students’ Interreligious Competences in Communication
and Adaptation in a Cross-Cultural Environment
6. Making Judgements – The Role of Religion and Cultural Traditions
The aim of this section is to develop reflection on the role that religious traditions play in shaping the students’ minds and their judgment, which, in turn, direct individual and collective behaviours. The relationship between individual and collective rights is a particularly delicate knot due to two different dynamics that are markedly intertwined in European societies:
A) The fast social, economic and technological evolution has profoundly altered the relationship between generations, even within indigenous families or older emigration contexts, especially for what concerns moral and religious values, even when lifestyles are rather similar. This has generated a series of differences (and sometimes cross-prejudice) between the elderly, adults, and young people, which often make dialogue and the effective transmission of values from one generation to the other very difficult. The concept of authority has strongly collapsed, while new educational models have been introduced with wide margins of freedom and autonomy for young people.
B) The first dynamic was superimposed on the one originating from the substantial migratory flows, which led to the shaping of immigrant communities that have an identity and a religious connotation distinct from that of the indigenous population. Especially where social and cultural integration has been / is weak, "multicultural"- but only partially "intercultural" - communities have been formed. Such communities identify in their cultural identity a reason of internal cohesion and support for the individual components (often expressed by the maintenance of the original language or religious practices). This does not only increase the diversity of cultural expressions (language, music, eating habits and gastronomy, clothing, religious practices and rites, festivities), but also the moral principles and the ethical and juridical norms that guide people's lives (with respect to fundamental questions), such as the relationship between man and woman, the education of children, the exercise of authority, the conception of sexuality, work, the use of money, the relationship with the state and with the institutions .... Hence other issues are raised, like the different type of "right" to be followed (ius soli, ius culturae, ius sanguinis,.) and the problem of socio-political affiliation (should the behaviour within the family and social context be regulated with respect to the culture of the country of origin, or of the country of new settlement?)
According to these dynamics, the school activity can take into consideration a series of real cases and from their analysis it should go back to the moral principles and the rules according to which students think and formulate judgments. Thus it will be possible to identify the reasons for the different opinions expressed by people of different generations (dynamics A) and / or different backgrounds and communities of reference (dynamics B).
A) The fast social, economic and technological evolution has profoundly altered the relationship between generations, even within indigenous families or older emigration contexts, especially for what concerns moral and religious values, even when lifestyles are rather similar. This has generated a series of differences (and sometimes cross-prejudice) between the elderly, adults, and young people, which often make dialogue and the effective transmission of values from one generation to the other very difficult. The concept of authority has strongly collapsed, while new educational models have been introduced with wide margins of freedom and autonomy for young people.
B) The first dynamic was superimposed on the one originating from the substantial migratory flows, which led to the shaping of immigrant communities that have an identity and a religious connotation distinct from that of the indigenous population. Especially where social and cultural integration has been / is weak, "multicultural"- but only partially "intercultural" - communities have been formed. Such communities identify in their cultural identity a reason of internal cohesion and support for the individual components (often expressed by the maintenance of the original language or religious practices). This does not only increase the diversity of cultural expressions (language, music, eating habits and gastronomy, clothing, religious practices and rites, festivities), but also the moral principles and the ethical and juridical norms that guide people's lives (with respect to fundamental questions), such as the relationship between man and woman, the education of children, the exercise of authority, the conception of sexuality, work, the use of money, the relationship with the state and with the institutions .... Hence other issues are raised, like the different type of "right" to be followed (ius soli, ius culturae, ius sanguinis,.) and the problem of socio-political affiliation (should the behaviour within the family and social context be regulated with respect to the culture of the country of origin, or of the country of new settlement?)
According to these dynamics, the school activity can take into consideration a series of real cases and from their analysis it should go back to the moral principles and the rules according to which students think and formulate judgments. Thus it will be possible to identify the reasons for the different opinions expressed by people of different generations (dynamics A) and / or different backgrounds and communities of reference (dynamics B).
Online Resources
- Multireligious cohabitationSite dedicated to bringing new models of multi-religious cohabitation, provides a roadmap for helping to bridge the religious and cultural chasms that divide the world.
- Mutual respect and pluralism Builds mutual respect and pluralism among young people from different religious traditions by empowering them to work together to serve others.
- UNESCO’s point of view
- Intercultural and Interreligious DialogueProjects and experiences to deepen the topic
- Educare al dialogo interreligioso della scuola primariaThe text deals with the experience of education in interreligious dialogue in primary school
- Luigia Tatiana Porcelli, La gestione della diversità in ambito scolasticoThe article of the social psychologist T. Porcelli addresses the dynamics of class management for an education to diversity
- Franca Zadra, Convivere nella diversità. Competenze interculturali e strumenti didattici per una scuola inclusiva.The essay offers a methodological and teaching framework for a school that aims to promote coexistence in diversity, through the development of intercultural skills and teaching tools.
- A.Albini, Il dialogo e il pluralismo religioso a scuolaMaterials of the conference on intercultural and interreligious education at school
- Marco Dal Corso, Ripensare l’identità - I frutti puri impazziscono The text connects education to religious pluralism and changes in identity in a multicultural society
- A.Vescovi, Il dialogo interreligiosoPresentation of a course on interreligious dialogue, with bibliography
- Unesco, Investire nella diversità culturale e nel dialogo interculturaleUNESCO world report on the challenges of cultural diversity
Practical Activity
- Between innovation and traditionThe activity consists of a survey of the students in their families and their respective religious communities in order to know the most relevant traditions, the moral judgments on a selection of themes (previously identified in the class under the guidance of the teacher), and the relationship of all the previous aspects with the laws of the country.
