Students will bring differences.
They will bring many different religious beliefs and understandings of life. This will be expressed in their different worldviews or plausibility structures, that may or may not be conscious. These frameworks will affect their individual understanding of life, what gives them meaning and the coherence of their culture. It will also frame the decisions they make (Newbigin, 2014, p.100).
A worldview is a person’s way of understanding, experiencing and responding to the world. It can be described as a philosophy of life or an approach to life. This includes how a person understands the nature of reality and their own place in the world. A person’s worldview is likely to influence and be influenced by their beliefs, values, behaviours, experiences, identities and commitments (Commission on Religious Education, 2018, p.3).
This article is part of a three-part series on storytelling.
Augustine argued that human beings are story-shaped people, stretched between what ought to be and what will be. What is it about a story that is so powerful?
The aim of this and the future articles is to draw to attention the current research on moral or character development and to suggest that one powerful tool we can use in our classrooms as we seek to help our students develop a moral character based on Biblical truth is story telling. The first article looks at ‘the why’ of storytelling, the second article discusses the research of the social psychologist Jonathan Haidt who looks at where moral responses in a person come from – the head or the heart – and gives some insights into ‘the how’ of developing moral character. The third article outlines the successful use of story in graduate and post-graduate classes to engage students in ethical debate and decision making but to also challenge and change values.
Posted by Marilyn Cole 2 years ago
This is Part Four of a six-part series that will look at Kara Martin's book, 'Workship: How to use your work to worship God.' Kara Martin is the keynote speaker at EdComm's annual Integral Project Dinner on October 25.
'Because God is who he is, we cannot be indifferent when his truth and law are flouted, but because man is who he is, we cannot try to impose them by force' (Stott, 1984).
It seems intuitive to the believer that God intended through instruction in the Law to define morality, and to lead humankind to 'the right and the good' (Orr, 2007). However, today, the whole Christian ethic is under attack (Barclay, 1971). This challenge is coming not so much from other religions but from those out of the Judeo-Christian tradition who favour post-modernism. Some will go so far as to say there is no natural law or common morality. Each person's morality is of equal standing, since truth is relative and knowledge is really a matter of interpretation. Issues in the public arena are then said to be 'morally neutral' (Orr, 2007).
Posted by Gail Staples 2 years ago
Has the art of respectfully discussing ideas been lost? This question was raised in the article Disagreeing Well, written by Stephen Kinsella, that discussed four foundational attitudes: the first three - listen well, maintain an open mind, and respect the person – apply to schools in general; the fourth - give reason for the hope you have – has particular application for discussion about the Christian faith.
Posted by Kara Martin 2 years ago
The concept of faith impacting on work has been in the news lately, with Scott Morrison’s faith being seen as a threat to democracy.
Well-known atheist Jane Caro tweeted that “Theocracies are terrifying, particularly for women and anyone who is different in any way. They are never democratic because they favour one group above all others - those who worship the ‘right’ god.”
Posted by John Dickson 5 years ago
A framework for thinking about enhancing the positive influence of Christianity in an Anglican schoolBy John Dickson, 2014 Introduction: What is a Christian Anglican School? This paper offers a framework...