Editor’s Note: This blog post was written in response to a request from a participant in our spring webinar with the Tanenbaum Center for Interreligious Understanding, Religious Diversity in the Classroom: Applications for High School Educators. Click here to watch the recording via a free registration process.
Have you ever had to teach a subject you weren’t very familiar with? Outside of class, you were reading the textbook just ahead of your students, asking other teachers and community members for help and looking for digestible summaries of topics when trying to prepare. During the trainings and webinars that Tanenbaum provides, it’s clear many participant teachers feel this way about teaching the major world religions. They often ask for more information and have said that their lack of knowledge about different religions prevents them from broaching the subject at all.
Teaching about religion may sound difficult if you do not have a background in religious studies or a personal affiliation. But TT and Tanenbaum believe that educators are completely capable of addressing religious diversity in a respectful, informed way—expert or not! What’s more, teaching about religious and nonreligious identities helps students develop religious literacy—a vital skill for the 21st century.
Developing religious literacy includes a basic understanding of the histories, central texts, beliefs, practices and contemporary manifestations of several of the world’s religious traditions, as they arose out of and continue to shape particular social, historical and cultural contexts. This literacy equips our students with the ability to get along and work with a diversity of identities.
According to Tanenbaum’s education consultant, Kim Keiserman, “As teachers, we have to become accustomed to learning new things along with our students. We may know some things in our subject area very well, and other areas are less familiar to us.” When teaching about diverse beliefs, which serve as important personal identity markers for billions of people, it is not possible to know the practices and traditions of every person. Tanenbaum’s World Religions Fact Sheet gives teachers a general overview of the world’s major religions, but when it comes to teaching about religious diversity, the method of presenting information may be equally as important as your personal mastery of the topic, maybe even more so. Fact sheets like this one show the vast diversity and scale of the major world religions, which may seem intimidating at first. As with all subjects, your knowledge and comfort with teaching about religion can grow over time.
We emphasize that teachers don’t have to be “experts” as long as they follow good practices:
a safe, inclusive classroom environment when discussing religious differences by
following Tanenbaum’s Seven Principles
for Inclusive Education.
- Communicate with parents about the learning objectives, explaining that their children will
be learning about religious
differences, not being indoctrinated into different religions.
- Allow students to
explore their own identities,
recognizing that the more they understand themselves, the more they can
- Learn alongside your
students with up-close exposure to diverse traditions. Expose them to the “lived religion” of real
people by allowing them to read primary sources and personal stories, interact
with guest speakers, interview community members and take field trips to houses
- Explore the
commonalities among different belief systems, as well as the differences. Tanenbaum’s Shared Visions project reminds us that the
world’s religions share many core values. Read shared visions on the value of education
- Examine your assumptions about religion. The American Academy of Religions suggests that teachers “examine what assumptions they harbor about religion generally and religious traditions in particular.” Teachers who are aware of their own biases will be better able to overcome them and present facts and ideas in an objective manner.
In a previous blog post, we encouraged teachers to coach students to “be honest about the limits of our understanding. … While we can learn a lot about them, we cannot completely understand the lived experiences of people or how their belief system influences their identity and daily lives.” This advice is relevant for teachers as well. As you discuss religious traditions in the classroom, be wary of the “burden of being a spokesperson”—the assumption that any one person’s perspective represents the experiences or beliefs of an entire group. Just as we may not know all of the answers to questions about a particular faith, no one person can be expected to speak as the authority on his or her faith tradition.
Navigating the teaching of world religions can be hard for teachers who are used to having all the right answers about a particular topic. However, the study of religious diversity provides an excellent opportunity to model attitudes of respectful curiosity to students. If you don’t assume you already know everything about a group of people, then you will be less likely to form stereotypes or hurtful generalizations. With this attitude in mind, students can follow suit.
Fowler is the managing director of programs at the Tanenbaum Center for Interreligious Understanding. He would like to acknowledge the significant contribution of Rachel Sumption to this blog post.