When Religion Surfaces in Class:
From Conflict
to Engagement
Sinclair Community College
Miriam Rosalyn Diamond, PhD
The Collaboration for Learning
October 15, 2010
Agenda
Why religion?
- Why does it come up in context of
other subjects?
- What is religious literacy
and why should we care?
- Why is religion a “difficult” topic?
What we can do when religion surfaces
in discussion
- Faculty reactions, responsibilities
- Student responses, and responsibilities
- Fostering learning amid differing viewpoints
Discussions about religion can involve:
- atheists
- agnostics
- “wounded believers”
- secular humanists
- “spiritual but not religious”
Current students- outspoken, freely
disagree, express perspectives
Nash and Baskette, 2008
Religious Literacy
“The religiously literate person is
knowledgeable about religion,
including its place in human experience
and its impact on our world”
- Center for Religious Literacy
The situation

ABC News/Washington Post Poll 55% of Americans feel they have
inadequate knowledge of Islam.
(Polling Report, 2009)

Nearly 50% were unable to identify
the Muslim holy book or name for
God
(Pew Research Center, 2009 & 2010)
2010 Pew Survey:
Only about 50% of Americans questioned
knew:
-
-
-
if Golden Rule is in 10 Commandments
(55%)
Maimonides’ (8%) , Joseph Smith’s (51%)
and the Dalai Lama’s (47%) religions
role Martin Luther played in relig. (46%)
names of the 4 Gospels (45%)
Faculty concerns about discussing religion
in secular studies class




Overcoming student resistance/fear of
contradicting view of how universe
functions
Dealing with emotions
Fostering environment where students
struggle with new/different ideas
Addressing misconceptions
re: scientific method/ways of knowing

Educators themselves should have some
literacy – or at least know what questions
to ask and credible resources to use.
What faculty can do




Understand student perspective
Foster student development
Address our own reactions
Identify means and resources
Understanding student perspective
% Students Who Considered it Appropriate
for Faculty to Discuss Religion in Class
Any Relig Beliefs
Any Class
Personal Relig
beliefs
19
Certain Classes
69
82
Office Hours
51
55
Advising
42
48
Trautvetter, 2006, Midwestern NonSectarian University survey of all levels
38
Fostering student development
According to William Perry, students enter college
holding one of four Positions
I. Dualism
II. Multiplicity
III. Relativism
IV. Commitment
- At any one time, there is likely to be a mix
of these positions in a room.
I. Dualism
Good vs. Bad, Right versus Wrong, We versus
Them.
 There are Right Answers to be learned and
memorized. Professor’s role is to convey these.
Knowledge is quantitative.
 Power is externally conferred, residing in
authority, title. Unquestioning obedience is the
norm.
 Quotes: “What’s THE answer?”
“I’m right. If you disagree with me, you must be
wrong.”

II. Multiplicity



The legitimacy of different perspectives is
acknowledged. Each is given equal weight.
This perspective discourages disputes and
debates.
Quotes: "everyone is entitled to their
opinion“ “On the one hand…on the other
hand…”
III.Relativism





Different perspectives have different levels of
validity. Evidence and arguments need to be
presented and examined.
Students at this point can (want to) reflect
deeply, metacognate, and assess ideas –
including their own.
Anyone’s ideas – including those of faculty - are
up for discussion
Knowledge is qualitative, context-dependent.
May have difficulty making decisions.
IV. Commitment




Stance is chosen after critical thinking,
questioning and evaluating personal priorities
(“soul searching”).
Aligns behavior with principles.
Goal = developing and acting from a coherent
set of values . (Integrity)
Constant re-evaluation. Not fixed.
Student Responses may include…
Temporizing/Deflection
– pausing; taking a step back before moving
ahead – often seen as disengagement or
mechanically going through the motions.
 Retreat
“Fight” – hunkering down in the position. The
“other” is viewed as a threat, particularly if they
come across as hostile.
 Escape
– avoid thinking about the issues at all, not firmly
committed to any specific stance (“flight”, denial)

This can be a difficult
and emotional process!
“…one of the significant facets of
understanding is when the intellectual
AND the emotional are privileged”
- “disorienting moments” for students, the
core of their beliefs seems shaken.
- Patricia Owen-Smith


-
Emotional reactions should be recognized
and articulated – in constructive ways.
Professor’s role is to help make
connections with cognitive learning.
Patricia Owen-Smith
What is role/responsibility of students in their
learning?
Help develop and maintain learning space
- Safe environment
-Small groups, circles
- Use computers, paper/pens to
express visually,
in accordance with learning style
- Put aside cell phones, distractions(cont.)
Nash, et al, Singham, Lee
Role/responsibility of students in their learning
(cont.)
In discussion:
- Get to know each other
- Share without (fear of)
confrontation/disrespect
- Follow rules of engagement:
->
Nash, et al, Singham, Lee
Guidelines for Engagement





Explain, clarify, rephrase, respect, and
affirm
Evoke, don’t invoke, or provoke
Support without retort
Attribute the best motive
Flow...and let it go (don’t fight or flee)
cont….
Adapted from: Nash and Baskette, 2008
Guidelines, cont.




Look for the truth in what you oppose and
the error in what you espouse
Speak for yourself
and not for some group
Know when, how to say “ouch”
Take time to reflect, process,
write about feelings and reactions
Adapted from: Nash and Baskette, 2008
Techniques for Students
- Articulate their own learning goals
- Learn language for:
- discussing their beliefs and customs
- broaching “hot” topics
- disagreeing/clarifying others’
misperceptions (prejudices?)
- asking when curious/to confirm
- encouraging silent members
to speak up
Chickering & Nash
Engaging in Critical Thinking, Meta-cognition
Explore “why they believe what they
believe “
- Discuss HOW they think, in addition to
what
- Seek “kernal of truth”, value in other
perspectives
- Learn to live w/paradox – there may not
be one universal correct stance for some
issues
-
Nash et al, Rosier, Singham, D. Warren
Engaging in Critical Thinking – cont.
Engage in reflection (written, verbal, small group)
“One new idea/insight I got today was_______”
“ A question has come up for me is __________”
“ Where we could go from here is__________”
“I had difficulty grappling with _______today”
“ _______ was easier to discuss than I expected”
Nash et al, Rosier, Singham, Warren
Role/responsibility of faculty
in discussing religion
Prepare for the Unexpected
– Dealing with your own emotions
- Don’t take it personally
- Get distance:
- “go to the balcony”/
“Listen for the song beneath the
words” (L.Warren)
- “How fascinating” (B. Zander)
- Allow yourself to come back to the
topic another day
Role/responsibility of faculty
in discussing religion
- Note in syllabus opening discussions that
“hot”/sensitive-controversial topics may be
raised (and guidelines)
- Get to know students
- Acknowledge diverse perspectives/viewpts
- Model providing sources of comments
- Admit when you are unsure or could have
misspoken
Faculty Role (cont.)
- Engage students in exploring WHY a topic is
controversial.
- Share your target learning outcomes for lesson.
(e.g Fink model – cognitive –interpers’l-relat’l)
- Distinguish how we “know” things in different
disciplines:
(scientific method, logic, intuitive/faith,“sacred”
teachings/tradition, experience)
- “Provide a framework for how an educated
person (even a religious one) approaches such
a (cognitive) task” (Rosier)
Techniques










Current events discussions (student identified)
Cases
Role play
Papers (wikis, blogs) showing different perspectives
Journaling
Service Learning with processing
Campus events
Culture-arts
Multi-media (films, speakers, field trips)
Dialogue/Small Group structured discussions
Adapted from Trautvetter, 2008
Resources to enhance our own comfort with
the topic/ religious literacy






Campus chaplains, religion faculty, clergy
Credible documentaries
Interfaith dialogue (book, movie…) groups
Custom-sharing opportunities with others
(ceremonies, foods, music, clothes)
Credible books
Guest speakers, panels
Helping Students Hear Other Perspectives
 Know
about your own belief system.
 Recognize
conflicting opinions even
among respected authorities.
 Exposure,
active listening to others.
Cont-

William Perry
Helping Students Hear Other Perspectives – cont.



Provide evidence to support positions
(e.g “The Bible says...” – exactly what verses?)
Recognize how context (regional, historical)
influences perspective
Metacognate – become aware of their own
thinking, reasoning
- William Perry