Teaching and Learning Practice: Faith

Teaching and Learning Practice: Faith

How could you apply the resources to your own teaching practice?

I would apply the resources to my own teaching practice as part of a assignment to explore faith identity. http://religiousliteracy.myblog.arts.ac.uk/ UAL has created a safe space to discuss issues in the relation academic and creative practice. After looking at Angela Drisdale Gordon pen portraits, which is icebreaker activity. I would also use this icebreaker activity to help create an environment where students are comfortable to share experiences, and beliefs without been pressured. As  Kwame Anthony Appiah highlights that it is important to allow students to display the meaning of ‘their’ faith and avoid societies preconceptions.  Also I would direct the students to the chaplaincy within UAL when dealing with issues associated with there pastoral needs.  As   Appiah claims that in thinking about religion, we have focused too much on what religious people believe and not enough on what religious people do.

Appiah, argues that there are three dimensions to religion. Yes, one of those dimensions is a body of belief. However, Appiah argues “we over-emphasise the importance of belief at the expense of two other dimensions: the rituals and social norms that people carry out as part of religious practice, and the communities within which religious practice takes place”. (Taken from Journalist, Sonia Sodha article from the Reith Lectures).

How could you integrate the research/work your students do on this subject into your teaching/professional practice?

I would  use  Angela Drisdale Gordon icebreaker activity to help student to research in groups, so that they can work together in their groups to create a piece of art work, that represent the diversity of their faith and spirituality.

Can you cite example? You will share yours thoughts within your groups and comment and share further resources you use in your own contest.

ace, Religion and Free Speech (Shades of Noir, 2016)

Pen Portraits (LCF), Angela Drisdale Gordon

The groundbreaking artists challenging religion through art (Dazed, 2016)

http://moodle.arts.ac.uk/pluginfile.php/695738/mod_resource/content/1/lfhe_stimulus_paper_-_modood_calhoun_32pp.pdf

http://www.bbc.com/culture/story/20140602-does-modern-art-hate-religion

 http://www.bbc.co.uk/programmes/articles/xSH963FMvDgFmGPRm86Lqk/is-the-essence-of-religion-a-belief-in-god-or-something-more

 

Discuss two things you learnt from the text.  And one question/provocation you have about the text.

Two things I learned from the text: Religion in Britain: Challenges for Higher 
Education.’ Stimulus paper (Modood & Calhoun, 2015)

This is the first time that I have read religious literacy, and I found Stimulus paper by Tariq Modood and Craig Calhoun very interesting.

Tairiq Madood essay was very much enlightening by a way of its historical content, he highlighted that Britain is seeing flourishing of religion based identities.  Whilst I might not agree with his some of views, I’m open minded and respect others and their religious beliefs.

  1. Britain is seeing a flourishing of religious or ethno-religious or religion-based identities; these are most prominent among post-immigration minorities. Identity assertions usually cause identity reactions, and this is partly happening in relation to some white non-believers beginning to describe themselves as (culturally) Christian (though not as much as in Germany)and perhaps even more asserting a reactive secularist identity (though not on the extreme scale of France).
  2. The second point is that most religions require the observance of rules of piety, and Britain is experiencing such practice-based religions re-entering the public space after quite a long period in which such religion has been eroded away or transformed into private belief. Both these trends give the impression of continuing and each has implications for the public sphere.

 

6 Replies to “Teaching and Learning Practice: Faith”

  1. Hi Lorraine,

    Thank you for sharing these resource, I look forward to exploring them.

    I too found a lot of useful information in Gordon’s ‘Pen Portraits’ case study; and I really like what you say about a community of practice being a safe space for discussion, which is something I had not considered before.

    Your thoughts reminded me of an online subject guide on Religion and Belief: http://arts.ac.libguides.com/belief. It has been developed with input of the Religion, Belief & Faith Identities in Learning and Teaching community of practice.

    Best wishes,
    Jenny.

  2. Hi Lorraine, very useful and helpful resources here, I enjoy reading your post. The study and research definitely contributed in your teaching practice, also I believe this would help the students to be more innovative and creative by respect their choice of faith.

  3. Hi Lorraine,

    Agreed about the importance of establishing a safe space early on in the learning process in order for all areas of the students’ experience to be shared. I think an ice breaker activity to establish such a space is a good idea for all tutors to adapt, regardless of their discipline.

    As you pointed out in Modood and Calhoun’s paper, the increasing diversity of the population within Britain meant a more public exposure of various practises of faith, even within the same religion. Hence the importance of inclusion of faith within the teaching and learning curriculum.

    1. Hi Martin,
      Glad hear that you agree about the importance of establishing a safe place for learning.
      students have to feel comfortable in a safe space and the ice breaker activity is fantastic it really helps.
      Yes it is very important for the inclusion of faith within teaching and learning curriculum. Thank you

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