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.
Managing Multi-Religious Classes
Homepage > Teachers’ Guide > Managing Multi-Religious Classes
Teaching Sources to help teachers dealing with multicultural and multi-religious classes
Managing Multicultural and Multi-Religious Classes
3. Cooperative Learning
Promoting tolerance and reciprocity and fighting discrimination in the classroom depends on the kind of educational approach that is used. Properly structured competition can be a healthy and effective way to motivate students to perform. However, when it becomes a permanent feature of the learning environment, it harbors inequality, envy and rivalry. Competitive situations are zero-sum games, where only the winners are rewarded, while low achievers are discouraged and may even lose face.
In contrast, cooperative learning methods encourage pro-social behavior and cultivate trust and acceptance of others. Cooperative learning puts students in win-win situations, which motivates them to work together and help each other. In this way they aspire for one another to succeed, not to fail. Teachers should strive to build a spirit of teamwork and participation in their classes, so that students come to appreciate one another and to cooperate for mutual benefit.
In cooperative learning pupils work collaboratively in small groups to achieve a common goal. This nurtures autonomy, participation, respect and communication.
When success and involvement are interconnected in the group activity, a structure and an attitude of positive interdependence emerges. Team members rely on each other and realize they can only succeed by working together. This helps the development of academic and social skills while encouraging mutual support, empathy and peer learning.
The potential for a meaningful learning experience increases in diverse groups. It is especially important to have this in mind when addressing issues related to the diversity of beliefs or moral values. Students from different cultural or religious backgrounds could learn more from each other if they are put together in mixed groups. However, diversity does not automatically generate understanding and tolerance. It is important that the teacher sets the ground rules and is ready to intervene when needed. Students must learn to address controversy and allow an exchange of opinions in order to develop tolerance, critical thinking and conflict resolution skills.
It is crucial to allow all pupils to play a role in the group that enhances their respective skills and strengths. Such empowerment allows students to realize that their contributions are essential for the success of the group. Personal skills and knowledge are valuable for the group and become an incentive for integration. As everyone has a part to play for the group to succeed, a sense of personal responsibility emerges alongside shared group accountability.
To come full circle, the cooperative learning experience concludes with a stage of reflection. Ample time for sharing should be provided. Each student is invited to examine and evaluate the process, the outcome and to give constructive feedback to other group members. This activity promotes free expression and recognition of the plurality of views held in the classroom. It also enhances the quality of reasoning of the pupils and helps them to integrate new insights.
In contrast, cooperative learning methods encourage pro-social behavior and cultivate trust and acceptance of others. Cooperative learning puts students in win-win situations, which motivates them to work together and help each other. In this way they aspire for one another to succeed, not to fail. Teachers should strive to build a spirit of teamwork and participation in their classes, so that students come to appreciate one another and to cooperate for mutual benefit.
In cooperative learning pupils work collaboratively in small groups to achieve a common goal. This nurtures autonomy, participation, respect and communication.
When success and involvement are interconnected in the group activity, a structure and an attitude of positive interdependence emerges. Team members rely on each other and realize they can only succeed by working together. This helps the development of academic and social skills while encouraging mutual support, empathy and peer learning.
The potential for a meaningful learning experience increases in diverse groups. It is especially important to have this in mind when addressing issues related to the diversity of beliefs or moral values. Students from different cultural or religious backgrounds could learn more from each other if they are put together in mixed groups. However, diversity does not automatically generate understanding and tolerance. It is important that the teacher sets the ground rules and is ready to intervene when needed. Students must learn to address controversy and allow an exchange of opinions in order to develop tolerance, critical thinking and conflict resolution skills.
It is crucial to allow all pupils to play a role in the group that enhances their respective skills and strengths. Such empowerment allows students to realize that their contributions are essential for the success of the group. Personal skills and knowledge are valuable for the group and become an incentive for integration. As everyone has a part to play for the group to succeed, a sense of personal responsibility emerges alongside shared group accountability.
To come full circle, the cooperative learning experience concludes with a stage of reflection. Ample time for sharing should be provided. Each student is invited to examine and evaluate the process, the outcome and to give constructive feedback to other group members. This activity promotes free expression and recognition of the plurality of views held in the classroom. It also enhances the quality of reasoning of the pupils and helps them to integrate new insights.
Online Resources
- An Overview Of Cooperative LearningIn-depth overview of cooperative learning. This article discusses the theoretical foundations of the approach, the basic elements of cooperation, different types and strategies of cooperative learning and examines key research findings.
- Effectively Managing the Cooperative ClassroomA comprehensive guide to designing, managing, and assessing effective cooperative learning activities. The article discusses interventions for poorly functioning groups and strategies that can have a transformative effect on a class.
- The Jigsaw ClassroomThe Jigsaw Classroom is a cooperative learning technique that reduces conflict among school children, promotes better learning, improves student motivation, and increases enjoyment of the learning experience.
Practical Activity
- World CafèThis activity presents the central beliefs and the intertwined histories of the five major world religions. Working collaboratively, students explore fundamental questions about religion.
