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
7. Religious Education through Drama
The last step aims to help students and teachers to combine experience with a learning and creative growth, in a collective activity that relies on specific individual skills / expressions.
Drama is an important means for the cognitive growth of students and for their education as responsible and creative subjects in society; theatrical work not only represents a means of personal and social growth, but it is also a vehicle for further study and research.
Drama emphasizes the importance of two fundamental relationships in the educational process: the one between the teacher and the student, and the one between the student and another student of the class group. Theatrical communication does not necessarily need a traditional “audience”: acting, for a student, is meaningful even just in front of his/her teacher or the other students.
Drama therefore is an extraordinary opportunity to facilitate communication and enrich it with new languages. Through drama and theatrical education students will be helped to :
Moreover, modern technologies allow to easily film and build one or more videos of the performances (from the preparation steps, to the knowledge of authors and actors, to the presentation of the contents and to the comments, to the rehearsal of the performance)
Drama is an important means for the cognitive growth of students and for their education as responsible and creative subjects in society; theatrical work not only represents a means of personal and social growth, but it is also a vehicle for further study and research.
Drama emphasizes the importance of two fundamental relationships in the educational process: the one between the teacher and the student, and the one between the student and another student of the class group. Theatrical communication does not necessarily need a traditional “audience”: acting, for a student, is meaningful even just in front of his/her teacher or the other students.
Drama therefore is an extraordinary opportunity to facilitate communication and enrich it with new languages. Through drama and theatrical education students will be helped to :
- Acquire knowledge of one's own body, self-awareness and comfort in peaceful relationships with others
- Become aware of their moods, learning to live with them responsibly
- Overcome stereotypes and prejudices towards cultural and linguistic diversity
- Prevent uncivilized attitudes generated by ignorance and aggravated by difficulty in communication
- Develop attitudes of inclusion and promote the sharing of values
Moreover, modern technologies allow to easily film and build one or more videos of the performances (from the preparation steps, to the knowledge of authors and actors, to the presentation of the contents and to the comments, to the rehearsal of the performance)
Online Resources
- Intercultural and lifelong learning based on educational dramaA paper showing general issues about the theme.
- Drama and Intercultural educationEducation and drama : general aspects
- Indicazioni strategiche per l’utilizzo delle attività teatrali a.s 2016/2017The text indicates the modalities and objectives of theatrical activity at school, connecting it to educational objectives, both on the theoretical and operational level
- Cinzia Sabbatini, La formazione con il teatro: il progetto BanchiThe article illustrates the educational project of the intercultural theatre aimed at Italians and second-generation immigrants
- Giorgia Meloni, Il teatro per la promozione del dialogo interculturale: l’esperienza di Mus-e Roma OnlusThe text, by G. Meloni, presents the function of the theatre for the promotion of intercultural dialogue, with specific reference to the possibilities of use for school.
- Verbatim theatreVerbatim theatre is a form of documentary theatre, which is based on the spoken words of real people. In its strictest form, verbatim theatre uses real people’s words only, and takes this testimony from recorded interviews. Verbatim theatre is an excellent tool for presenting personal stories in a safe manner, because the person whose story is being 'played' may remain unrevealed if he/she so wishes.
- Theatrical ActivitiesResources and examples of interreligious and intercultural theatrical activities
- Theatrical ActivitiesResources and examples of interreligious and intercultural theatrical activities
- Theatrical ActivitiesResources and examples of interreligious and intercultural theatrical activities
- Theatrical ActivitiesResources and examples of interreligious and intercultural theatrical activities
Practical Activity
- Cultures on stageAnalysis of some educational projects of intercultural theatre, in order to know and learn methodological and content ideas from past experiences.
A possible guide to the practical activity: https://www.etwinning.net/it/pub/projects/project.cfm?id=33338
