Designing a Course to Educate About Religion and Culture - Assignment Example

Analytical Report on a Designed Analytical Report on a Designed Part I: Project Memo In the first part of the structure of the course, the information provided illustrates the essential domains and usefulness of this course. For many years, the people of the world have co-exist irrespective with different believes surrounding religion and culture. These are vital elements of life that directs how people live, behave and perceive the material universe. The matter of religion, however, has been of very sensitive nature and many have fallen victims of disobeying the doctrines of a religion’s teachings or for being a member of a different religion. Religion is basically the most powerful tool in the world today. It consumes people from the deep depths of their being and once it conquers the spirit, no one can be convinced otherwise other than the teachings and nature of the God that religion is identified with (Milenovic, 2013). This course in this first part demonstrates how it will be of great essence to the world that technology has reduced to a global village. People need to come into perspective of comprehending, perceiving and understanding the nature, usefulness and respect of other peoples religions. For this reason, therefore, one would not hesitate to notice that it is of a noble course for this course to be created and taught to all schools in the world (Milenovic, 2013). For many reasons this argument is valid. To start with, even though men have inhabited, colonized and co-existed in the world, there have been many religious differences that have resulted from the diversity of religion. People tend to identify themselves with those they share similar qualities and beliefs with, which has created great bridges among the various religious groups in the world. The part indicates clearly that the course will be available for everyone, which definitely defines is as that of cohesive importance. To break it down further, from the ancient times of the 9th century, wars have ensued due to religious differences, by the tenth century, the crusade wars began between Christian and Muslims: a war that still goes on indirectly in these modern times! This course intends to educate children that they are all equal beings and that there is nothing wrong in believing the God they worship. All religions’ utmost objective is to set up a world conducive to human growth, development, perfection and well being. There is a supreme being in all religions and they are all good; they all teach and encourage positivity within societies (Milenovic, 2013). Since people especially the young who rarely understand the matters of life in a more comprehensive insight have always discriminated and negatively stereotyped peers over their religions, this course will definitely contribute a lot towards making a world a better place. The course will definitely facilitate tolerance to other people’s religions and surrounding culture such as praying patterns, modes of dressing, delicacies and even predominant language of the religion. When people can co-exist this way, it would reasonably appeal to every God behind every religion Another aspect of the design of this course that one can fine interestingly intriguing is its positioning. The course is meant to educate high school students. This demonstrates high level sensitivity, accuracy and thoughtfulness. At this stage of academic pursuit, the target group is neither too young to understand nor are they too old to be bent. When people get deeply submerged into their doctrines, they become rigid to the beliefs that control their lives and they can hardly listen to other people points of belief as far as religion is concerned (Milenovic, 2013). On the other hand, when people are too young in their comprehensive ability, they will hardly understand the concept and the whole course would just create more confusion. Therefore, the curriculum positioning of the study of the course is thoughtfully appropriate. Part II: Project Proposal In the project synopsis and description part of the second part of this design further explains why it is necessary to teach this subject in schools. The main focus in this part, however, demonstrates much concern about discrimination students tend to show against their own especially in high schools where this subject design is set to commence. Most of the students in deed understand nothing about their schoolmates’ religion. All they see is that they are different from them. What they don’t realize is that they are same and equal in all human dimensions. Some students indeed are oblivious of the existence of some religion on earth (Feinberg, 2013). In fact, this design will educate the students on the places and countries of their world. At this point, the course would ensure that there is nothing as beautiful in the world as diversity. There is great beauty in difference, just as there is beauty in a bouquet of different shades and texture of flowers. Embracing diversity is embracing unity and the course will definitely make reaching this place of great beauty a possibility. Discrimination is the worst thing that can ever happen in schools. The introduction of this course in schools is vital since there are no subjects taught in schools that can approach peaceful co-existence like a blend of all the good teachings of the world brought together. The world is mean economically and politically and by introducing a concept like this, everyone from all generation would appreciate each other fully. Most of the religious practices control the entire culture of their: Islam, Buddhism, Hinduism and Jainism are examples of religions that instil the cultural conduct of the people (Durham, Ferrari & Santoro, 2008). The action plan of this course/project is manageable and efficient. It occurs for forty five minutes five days a week, which fairly allows the execution of other subjects. Another consideration that must be taken into account when implementing the course is that various educators have to be brought to hear the idea, its postulates and encompassments. Rules have to be set for this new course so it may fit within the existing curriculum with less discordance. This is clearly illustrated in this part. Through the process, numerous activities undertaken to orientate the students and new teachers, among other necessary undertakings are showcased. Only after the importance of the course is found valid and things are set like placing of teachers and student orientation, will the idea be put to test (Lester & Roberts, 2009). The plan is well distributed in the grant chart provided in the design, which will run for a period from 1st October and 2nd November. This project is well planned and the proposal expresses the best of it. It is definitely a wonderful initiative that will obviously bring a lot of positive changes not only to the schools but to the community as well. Well good and godly character likes the ones depicted to be project are instilled in students at their high school age; they will transfer this positivity to their communities which will enhance unity and cohesion among the people of the world (Feinberg, 2013). Part III The project and course plan in this part works on how to get the message to the students and the concerned educators that would make. The main theme here would be establishing the contents of the discipline. According to the designer, this part is also meant to meet certain goals and make the students reach certain expected goal at the end of the study. The main one is to make the students aware of the different religions of the world that defines the differing behaviours and perceptions of the word population (Feinberg, 2014). Apart from projecting knowledge on the various prevailing religious beliefs, the syllabus of the discipline with accordance to the design suggests that it intends to show the students the different parts of the world or regions that the religion predominates. Most of the world’s major religions predominates certain regions and this is an important step of the design that would ensure that the students relate the regions to the activities or people of the regions. It enhances understanding as far as presenting religion with its people of practice is concerned. In fact, it even justifies among the students’ fraternity certain cultures like dressing styles of their fellows. Historically, there are certain groups of individuals that religions originate from, and whose language influences the predominant language used by the followers of the religion. For instance, Hebrew is associated with the Jews, European languages for Christianity (depending on any European country’s missionary action), Hindu for Hinduism and Arabic for Islam. These languages are, therefore, treated with a lot of respect and in some religions like Islam; they are treated as holy languages. In fact, in Islam, Arabic if the name of their God, Allah (Durham, Ferrari & Santoro, 2008). These are chief aspects that must be taught through the syllabus of the designed discipline in order to meet its objectives. The design at this point, makes a major move explanatory to its establishment once again. The second subsection of this part considers the importance of involving the stakeholders actively towards the establishment of this discipline. The relevance of the discipline should be put to test, scrutinized and main areas questioned in order to understand its scope and worth, and the values it will instil on the students. This is a sure way of understanding the pros and cons of the discipline. It is apparent that as much as the discipline would improve relationship and enhance a peaceful world, it will also contribute to religious and cultural degradation (Lester & Roberts, 2009). It tends to bring the people to oneness and wipe out the existence of diversity whose importance is discussed or aforementioned in the initial paragraphs. However, it also broadens the knowledge of the students on matters of the world’s religion. In many different ways, however, the pros outnumber the cons making it an appropriate discipline for the world’s students. The step of presenting the design before the relevant authorities, parents and teachers inclusive, justifies its openness and authenticity. Part IV: Annotated Bibliography The annotated bibliography is presented on this part to put into perspective the relevance of the subject. Certain scholarly materials are used to justify the challenges and need for the subject to be taught in schools. These scholarly causes presented are of the same nature, but of different sentiments or expression of the discipline. The pre-existing published scholarly materials, therefore, provide a rich source for gathering information that will be relayed to the students. It contains five scholarly materials that are examples of good sources to start with: Durham Jr., C. W., Ferrari, S., & Santoro, S. (2008). The Toledo Guiding Principles on Teaching about Religion and Beliefs in Public Schools. Security & Human Rights, 19 (3), 229-239. This article basically is an example showcased in the annotated bibliography as one that will provide the Toledo guiding principles on how religious studies and beliefs should be studied in public schools. This would help the teaching team apply the effective measures on relaying religious knowledge to the students. Protocol must be followed and effective ways should be put on ground since most students from introduction of specific religions from tender ages develop negativity towards other religions. This article offers great assistance towards making the project a success. Feinberg, W. (2013). Teaching Religion in Public Schools: Review of Warren A. Nord, Does God Make A Difference? Educational Theory, 63 (4), 431-438. doi:10.1111/edth.12032. When it comes to teaching religion in public schools, this article approaches it with a different perspective. Legal issues are crucial to making this establishment and the teaching staff and other relevant educators, parents inclusive, should understand the constitutional mandate as regard to teaching religious studies in public schools. It’s a good article to start with in order to understand the legal implications of developing this discipline. Feinberg, W. (2014). An Assessment of Arguments for Teaching Religion in Public Schools in the United States. Religious Education, 109 (4), 394. doi:10.1080/00344087.2014.924773. The article too is a tool that verifies the need of teaching religious studies in the public schools. It highlights why it is importance and the power it has on cohesion. It is evident that it is a sure means of seeking peaceful co-existence. Lester, E., & Roberts, P. S. (2009). How teaching world religions brought a truce to the culture wars in Modesto, California. British Journal of Religious Education, 31 (3), 187-199. doi:10.1080/01416200903112219. Countries like the United States of America have prohibited teaching of the Bible and other devotional books in public schools. This is a move that was ruled by the Supreme Court in a bid to create harmony and minimize discordance among the students. It, however, in a general way supports the introduction of the discipline in the public schools since the establishment of same interests. This book generally brings in perspective the relevance of teaching the world’s religions as a combined tool. Milenovic, Z. (2013). Achieving the Objectives and Tasks of Religious Teaching in Schools Inclusive. Methodological Horizons, 8 (18), 129-141. This last article brings into open the objectives, and the tasks teaching religious studies come with. Teachers must be aware of the outcomes of their engagements and the things involved in the task. Educators should be aware of such in order to approach the initiative with caution and readiness for response whenever need be. References Durham Jr., C. W., Ferrari, S., & Santoro, S. (2008). The Toledo Guiding Principles on Teaching about Religion and Beliefs in Public Schools. Security & Human Rights, 19 (3), 229-239. Feinberg, W. (2013). Teaching Religion in Public Schools: Review of Warren A. Nord, Does God Make A Difference? Educational Theory, 63 (4), 431-438. doi:10.1111/edth.12032. Feinberg, W. (2014). An Assessment of Arguments for Teaching Religion in Public Schools in the United States. Religious Education, 109 (4), 394. doi:10.1080/00344087.2014.924773. Lester, E., & Roberts, P. S. (2009). How teaching world religions brought a truce to the culture wars in Modesto, California. British Journal of Religious Education, 31 (3), 187-199. doi:10.1080/01416200903112219. Milenovic, Z. (2013). Achieving the Objectives and Tasks of Religious Teaching in Schools Inclusive. Methodological Horizons, 8 (18), 129-141. Read More