"Welcome to EdTechAfterDark! Our community was born out of discussions for a rich EdChat type gathering for those of us who are thinking about the digital edu-landscape long after the sun has gone down. For us night owls, when the clock strikes 10PM EST, you’ll find us on Twitter over at #edtechafterdark. All are welcome! Our discussions range from our philosophies about EdTech, digital best practices, and simply sharing our stories." --www.edtechafterdark.com
Welcome to #EdTechAfterDark! Tonight I'll be leading a discussion on the seemingly unending debates surrounding religion, education, and if/when they should meet.
Hey y’all I’m caitlin, 2nd grade teacher in @ManorISD at a @newtechnetwork school. My favorite one word band is...the Beatles? Does that count? If not, then maybe Heart. #EdTechAfterDark
Keri, NYC, ESL teacher and founder of #ECSchat, and... wow I literally can't think of any favorites that consist of only one word and I'm spending way too long on this intro #edtechafterdark I'll figure it out before the chat is over
That being said, after class I answer questions about religion all the time. In class, I teach about it. After class, sure, I'll help you interpret something or chat about something. #EdTechAfterDark
A1: teach religion in philosophy classes. Teach morals in every class. You don’t need a religion to teach students how to be good people. #EdTechAfterDark
Hi, #edtechafterdark. I'm Brian. I teach middle-school students English in Colorado. One-named bands? Religion in education? All solidly outside my comfort zone, though this GIF seems fitting:
A1: I believe the human experience is an important subject of study in our schools and, as such, religion is part of that experience. However, the handling of content must pass the Lemon Test. #edtechafterdark
A1. I teach my own kids the word. I don’t feel that the state should teach religion because they may not be doctrinally strong. & it may infringe on the rights of others unless it is approved by individual parents. #EdTechAfterDark
This is like when you stump the kids with an open ended Do Now question and they're off task all period long because they can't come up with a good response #EdTechAfterDark
A2: teaching about religion presents multiple religions from a non-biased, informative standpoint. Teach religion is presenting one way as the way and excludes anyone who believes differently as wrong or other. #EdTechAfterDark
A2: Teaching religion goes into the specific details about a religion or religions. Instead of looking at the basics and getting the facts, which would be teaching about religion, direct teaching leads to beliefs being discussed and “preaching” taking place. #edtechafterdark
A2: See, this is where I can't make up my mind. History teachers for example should be able (read: qualified) to teach about religion but recently one asked me if Ramadan is like the Muslim Christmas or if it's just the "fasting thing". I was like 😬#EdTechAfterDark
Joining in...
Religion is a major component of the history of human experience. Absolutely it belongs in schools, as a course of study (integrated into various subjects). But it shouldn’t be taught as gospel. #EdTechAfterDark A1
A2: Discussing a religion’s historical impact, fundamental tenets, or key figures is teaching ABOUT religion, but enforcing a religion’s “thou shouts”, urging others to repent, and/or inviting them to church/synagogue/mosque is teaching religion #edtechafterdark
A2 When you teach about religion you make sure you teach about many different religions using an unbias opinion. When you teach religion you are making someone have the same opinion you do. #edtechafterdark
A2. This is a slippery slope, it really boils down to the true intent of the teacher. This impacts how the subject is presented & reinforced. The curriculum would have to be throughly vetted to ensure no bias occurs. #EdTechAfterDark
A2 Retreating to my safe zone of grammar & mechanics with this rhetorical question: Is there a difference between teaching religions (plural, comparative, informational) versus religion (singular, spotlighted, privileged)? #edtechafterdark
A1: Religion has arguably had a greater impact on the world than any other concept. It is vital to have a baseline understanding of religion in its historical context. Stick to the facts and you're good #EdTechAfterDark
A lack of expertise in religions outside of your own is a major problem in tackling the content with equity. In these times, leaning on the community is key. I remember in my HS World Religions class we took a field trip to houses of worship. It was great. #EdTechAfterDark
A1: Religion doesn’t have a place in public schools. But if people insist it should be, all major religions should be taught. Not just the “Christian” variety. #EdTechAfterDark
A2: Teaching religion is focusing on one particular religion with the goal of conversion.
Teaching about religion is about broadening the knowledge of the students #EdTechAfterDark
This isn't just about religion, is it? E.G., A lack of expertise in ____ outside of your own is a major problem in tackling content with equity. #edtechafterdark
A lack of expertise in religions outside of your own is a major problem in tackling the content with equity. In these times, leaning on the community is key. I remember in my HS World Religions class we took a field trip to houses of worship. It was great. #EdTechAfterDark
A2: Jon from Irvine “teaching about religion” is just like all other disciplines. The content is really a vehicle for critical thinking and communication skill development. “Teaching religion” is attempting to indoctrinate. #EdTechAfterDark
I think they’re both secular approaches to teaching religion, but one is about the sociology of religion vs. the specifics of particular religions. #EdTechAfterDark
And in general, it seems to me that those who want religion taught, really want Christianity taught. Propose courses in Islam, Native American beliefs, Buddhism, Hinduism, etc. and watch them howl. #EdTechAfterDark
A3: Students should always be free to share their perspectives. I draw the line at distributing pamphlets in class (happened once). If you want to do that, do it outside of class. Nothing wrong with stating that your values come from your religion, though. #edtechafterdark
1) I love that you used a League gif.
2) I participated in a similar type of class and I grew so much as a person. I’m thankful every day for being introduced to a world of love and morals. #EdTechAfterDark
A3: If Ss have connections to make, then those should be made regardless of its correlation to religion. Ts should not ask too many follow ups but affirm the Ss participation. There are so many possibilities to make with character education besides religion. #edtechafterdark
A3. I do not believe that teaching a student to be a good person is the same as teaching religion in schools. You are simply helping build traits that will allow that student to be successful in their future. #edtechafterdark
A3: Students should not be discouraged from sharing their beliefs with others. We need to train citizens that can listen and empathize with believers of all types. Students should not be preachy though, about religion or anything else for that matter. #edtechafterdark
A3: I would have a hard time encouraging anyone in my school to personally discuss their religion in class. I think it’s fine if students bring it up. You can teach good character without involving religion. #edtechafterdark
A3, but not really. The phrase, "teach values," does beg questions like: Whose? And: To what end? Especially if we're brave enough to wade into waters potentially muddied by implicit biases. #edtechafterdark
This is a very tricky one. I’ve seen teaching where all beliefs are said to be of equal worth to all. That’s effectively dismissing them all for everyone. #EdTechAfterDark
Likewise, I see a student allowing themselves to be vulnerable enough to share something as personal as religious beliefs as affirmations n that my students feel that their learning environment is a safe one. What an opportunity to model acceptance and empathy. #EdTechAfterDark
A3: a Dad & daughter walk into a cathedral. Girl asks, “who are they?” Pointing to stained glass windows. Dad says, “they’re saints.” Girls pauses.
“Oooh,” she says. “Saints are people the light shines through.”
You don’t have to speak your faith to live it. #EdTechAfterDark
As a vehicle for critical thinking, it means we shouldn't be afraid to say "Are you sure that's true? Can you cite a source? Where does it say that?" Let kids do the analysis on their own. #edtechafterdark
A2: Jon from Irvine “teaching about religion” is just like all other disciplines. The content is really a vehicle for critical thinking and communication skill development. “Teaching religion” is attempting to indoctrinate. #EdTechAfterDark
A4: Minimizing the chat/topic to avoid issues. I often allowed Ss to share out something but if it involved religion, I moved on after S finished. #edtechafterdark
A3. I think Ss & staff should not be encouraged nor discouraged but Ts should not use this as an opportunity to proselytize Ss. If the Ss wants to share then I think it is ok. (Freedom of speech for both). #EdTechAfterDark
A4: One way is to create your own ethical structure in the classroom that circumscribes all discourse and that all students must follow that does not allow mistreatment. Content wise, covering the “universal” aspects of all religions is helpful as well. #EdTechAfterDark
A4: Don't tolerate this. This is why we need to have open dialogue about religion. I would never let a student say something untrue about any religion - that's an immediate "cite your source" moment for me at the HS level. #edtechafterdark
A4 Given the community-building that's inherent foundation of learning at school, ostracism (or the threat of it) for any reason merits being addressed in constructive, restorative ways. Both proactively &, if necessary, reactively. #edtechafterdark
A4: From the start, focus on teaching kids to value and respect each other as human beings.
Constantly remind them that we are all much more alike than we are different.
We all have feelings, dreams, thoughts, and fears. #EdTechAfterDark
A4: By acknowledging and recognizing different religions and honoring student/family belief systems, treating with respect ourselves, we model this for students. #1stamendment#edtechafterdark
Beliefs are taught, whether intentional or not. Christianity, atheism, secular humanism. Everyone indoctrinates. There’s no freedom from religion in schools. #EdTechAfterDark
A4: Celebrate all religions! Teach about each one during its holiday, treat each religion as a celebration of culture and personal growth. We do @GetKahoot quizzes on each celebration and students love when they are the expert on their faith! #EdTechAfterDark
A4. By establishing a school/class environment based on relationship building & mutual respect. Just like all classes these expectations must be taught & reinforced regularly. #EdTechAfterDark
The problem is we’re seeing religion used as excuses not to follow these values, which needn’t be tied to religion in the first place. Teach the historical connections between religions and values but don’t claim they’re one and the same. #EdTechAfterDark A3
A5: Kind of a stretch, but around the holidays, my Ss do research about holidays around the world. As well, they are offered extra credit to look up the religion and impact it may have on others. #edtechafterdark
A5: As with any topic with hundreds or thousands of possibilities, one will never do all of them (or even one of them) much justice... Touch upon a few, and share that there are LOTS of them out there... Try to make everyone happy, and no one will be... #EdTechAfterDark
I try to cover “minority” religions in the context of their “major” origins. Allow students to do projects that explore minority religious positions and teach their peers. Discuss religious thinking thematically. God, for example can be a theme. #EdTechAfterDark
A5: Learn before you teach. If the best you can do is give a packet or a worksheet, do your research and talk to real people. Bring in guests. Connect online. But do it justice. #edtechafterdark
A5: The religious landscape of the world is constantly evolving, so your lessons have to follow suit.
Time spent should be proportional to practicing population. Be sure to include a few lessons on lesser practiced ones to cover the bases. #EdTechAfterDark
A5: Intentionality. Being aware. Knowing our students & their values. (in general)
I’m my #APHuGe Ss are expected to understand the basics of many world religions, & the concepts of Branch, Denomination, and Sect where they apply. #bigresponsibility#damgerzone#EdTechAfterDark
A5 I'd start by backing up train to purpose station, which might help me & students determine what religions we're learning about in class & why; along w/which 1s might be left out due to practical constraints; & which 1s might be left out at 1st but shouldn't be #edtechafterdark
And in general, it seems to me that those who want religion taught, really want Christianity taught. Propose courses in Islam, Native American beliefs, Buddhism, Hinduism, etc. and watch them howl. #EdTechAfterDark
A5. Tough question! This would include different denominations in the same religion as well. If you can’t include all of them then you should not include any of them or you are showing favoritism. #EdTechAfterDark
Yes! I love reminding my students that I know plenty of atheists who are excellent citizens, rule followers, and are among the most ethical people I know. You don’t have to be religious to be a decent human being #edtechafterdark
A3: Yes, these are tenants of many religions but they have value in themselves alone. These are tenets of being a good human being and supersede religion. We are privileged to teach these to Ss.
A6: Had this issue with health class. Students used to cut that class (I told them to go back) and bring me the worksheets because they wanted someone who shared their beliefs to explain it. It was a tough situation but they felt more comfortable that way #edtechafterdark
A6: Focus on the teaching aspect and learning facts/information and it should be ok. Diving deep into content information will lead to conflict/issues with a content being taught. #EdTechAfterDark
A6: WOW Alex! You are on fire tonight! I don’t like the idea of decontextualized skills, but I would allow them to “reconfextualize” it. Identify the skill being taught and allow the student to choose different content to access the skill. #edtechafterdark
Don’t shy from addressing religious discrimination, including that in the name of “security.” Even aside from that, simply value all students every day. #EdTechAfterDark
They didn't want to NOT learn, they just wanted to learn from someone who they felt safe talking to. They felt uncomfortable in co-ed health classes. I empathized so I taught them what they needed to know as long as they attended the class and came to me at lunch #edtechafterdark
There's a difference, though, between teaching about concepts and indoctrinating. It's up to Ts to understand that and work to always be on the right side of that line. #EdTechAfterDark
A6: Toughest question ever. In my #APHuGe class, it would be very difficult for Ss who were exempt from certain content to pass the Unit Assessment & the portions of the AP exam to do w/ religion. I have generally had this convo with Ps & they made exception. #EdTechAfterDark
A6 Amateur mediator in me says: Start w/dialogue including student & family to delineate objections alongside learning goals, then explore how needle between those points might still be threaded to everyone's (compromised) satisfaction. #edtechafterdark
