World Religions Pilot Course: critical thinking and conceptual enquiry

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World Religions Pilot Course critical thinking
and conceptual enquiry
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Helen James Clive Erricker

• Helen Subject Area Manager for world religions
  based in the IB offices in Cardiff.
• Email helen.james_at_ibo.org
• Clive Hampshire County Inspector for religious
  education, pilot examiner for world religions
• Email clive.erricker_at_hants.gov.uk

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The Hexagon Diagram
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IB World Religions

• Importance of studying world religions in 21st
  century
• Affective and critical aspects of student
  development

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Place in IB Diploma Programme

• IBO mission statement fostering intercultural
  understanding and respect
• Learner profile open minded and principled
• Group 3 encouraging the systematic and critical
  study of human experience and behaviour

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Development of the Pilot Course

• Running for two years-first cohort of students
  has just gone through the examination session
• Currently six schools -4 in the US,1 in UK and 1
  in Brazil. September 2008-1 US school and 1
  school in India will join
• Meetings twice a year to develop the guide and
  to set questions for the examinations
• Two meetings for teachers a year focusing on
  amends to the guide teaching and learning
  strategies training in examination technique

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Aims of the course

• Promote an enquiring, empathetic approach to the
  study of religion
• Develop an informed understanding of the
  diversity of world religions
• Foster a respectful awareness of the significance
  of the beliefs of the faith member
• Encourage a global appreciation of the issues
  surrounding religious and spiritual beliefs,
  controversies and movements in the world today

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Assessment objectives

• Define, understand and use concepts associated
  with particular world religions
• Demonstrate knowledge and understanding of a
  range of world religions reflecting different
  traditions
• Demonstrate how the key concepts of a religion
  are expressed in the behaviour of believers
• Evaluate the reliability of evidence and the
  appropriateness of a chosen method of research

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Syllabus Part 1

• Introduction to world religions- five religions
  to be chosen from a choice of nine, at least one
  from each column

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Syllabus Part 1

• Study of each religion guided by three
  fundamental questions
• What is the human condition?
• Where are we going?
• How do we get there?

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Syllabus Part 2

• In-depth studies- two world religions to be
  chosen from a choice of six, each chosen from a
  different column

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Syllabus Part 2

• In depth studies are approached through themes
  using key questions
• Approach is analytical not descriptive-achieved
  by the understanding and application of key
  concepts

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Syllabus Part 3

• Written analysis based on an investigative study
• The investigation should be a visit, interview
  secondary and/or primary research
• Any religion can be the focus of the study

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Examples of Internal Assessments

• How do a typical Roman Catholic mass and a
  typical Shabbat morning service compare and
  contrast with one another?
• What is the link between the physical space of a
  mosque and the practice of Muslim prayer,
  including the presence or absence of objects or
  decoration?
• What were the reasons for the dietary
  restrictions of the Jewish faith?

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Teaching the syllabus

• Identifying the conceptual heart
• Students should be developing skills through an
  enquiry process

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Conceptual development

• Is not
• an extension of knowledge and understanding
• Does not
• involve teaching to extend knowledge and
  understanding
• Does
• involve setting up learning on the basis of
  explicit conceptual engagement

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Assessment

• Paper 1 stimulus response question testing
  knowledge and understanding of the five religions
  studied for the introduction
• Paper 2 essay questions testing critical
  thinking and evaluation of in-depth studies
• Internal assessment developing research skills
  and critical reflection on research methods

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Descriptor for a grade 6

• Very good performance demonstrates
• detailed knowledge and understanding
• ability to analyse, evaluate and synthesise
  knowledge and concepts
• consistent evidence of critical thinking

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Descriptor for a grade 7

• Excellent performance demonstrates
• conceptual awareness
• insight and knowledge and understanding which are
  evident in the skills of critical thinking
• the ability to analyse and evaluate evidence
• the ability to synthesize knowledge and concepts

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Student comments

• United World College of the Atlantic
• How can you ever hope to understand other
  cultures if you do not understand the beliefs
  that motivate them?
• I want a better cultural and theological
  understanding of the world, and to dispel any
  misconceptions that I hold with regard to other
  religions.
• World religions has enabled me to focus on not
  only the differences but also the similarities
  that exist between different religions.

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Student comments

• James Robinson School
• IB world religions is a class in which for the
  first time I felt as if my eyes were truly opened
  to the world and the diversity that it contains.
  I believe that it is essential for a true seeker
  of an international diploma to take this class.
  Not only does the course broaden the mind and
  open doors into uncharted territory but it also
  encourages a sense of empathy and understanding
  for others.