Introductory description

n/a

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

10 Units

1. What is dialogue? – dialogue v monologue; dialogue as context, orientation and activity; dialogue with diffrence [online self-introductions]
2. Dialogue in curriculum and classroom – relating dialogical models of learning to own educational context and pedagogies
3. Structuring inter faith dialogue for deep learning – using the four strands ‘dialogue of life’; ‘dialogue of social involvement’, ‘theological dialogue’, ‘dialogue of experience’
4. Dialogue of religious languages [online seminar]– faithfulness in religious dialogue; individual faith and communal faith; questions of witness; responding to sensitivities of own religious context; including minority perspectives
5. Dialogues between religious and secular – bridging the conceptual gap
6. Dialogue with and between scriptures
7. Dialogue across distances – religious dialogue using electronic communication; concept of online community [online seminar]
8. Developing young people’s dialogue skills – supporting young people in initiating exchanges and formulating responses
9. Analysing dialogue for higher dialogical levels - Telling; Assessment; POV; Explanation; Response questions; Affirmation; Criticism; Association; Differentiation; Agreement; Disagreement; Revision
10. Reflecting on own dialogue project in relation to Module learning – [online tutorials]

Learning outcomes

By the end of the module, students should be able to:

• Reflect on their own professional practice
• Participate confidently in academic and professional discussions combining theory and practice
• Use a variety of online learning tools
• Produce plans for and evaluations of lessons that combine theoretical, professional and practical knowledge.

Indicative reading list

Fancourt, N. (2009) Reflexive Assessment: The Interpretive Approach and Classroom Assessment, in J. Ipgrave, R. Jackson and K. O’Grady (eds.) Religious Education research through a Community of Practice (Münster: Waxmann)
Ford, D. F. and Pecknold, C.C., eds, (2006) 'The Promise of Scriptural Reasoning' (Oxford: Blackwells,)
Greggs, Tom (2010) Inter-faith Pedagogy for Muslims and Christians: Scriptural Reasoning and Christian and Muslim Youth Work in Discourse; Learning and Teaching in Philosophical and Religious Studies Volume 9, No.2, Spring 2010
Ipgrave, J. (2009) The language of friendship and identity: children’s communication choices in an inter faith exchange in British Journal of Religious Education vol 31 No. 3
Jackson, R., (1997) 'Religious Education: An Interpretive Approach' (London: Hodder and Stoughton)
Jackson, R., (2004) 'Rethinking Religious Education and Plurality: Issues in Diversity and Pedagogy' (London: Routledge Falmer)
McKenna, U., Ipgrave, J. and Jackson, R. (2008) 'Interfaith Dialogue by Email in Primary Schools: An Evaluation of the Building E-Bridges Project' (Münster, Waxmann)
Mercer, N. & Littleton, K. (2007) 'Dialogue and the Development of Children’s Thinking. A sociocultural approach' . London : Routledge.

View reading list on Talis Aspire

Subject specific skills

reflect upon and evaluate differing models of dialogue and the philosophical, educational or theological principles that underpin these

demonstrate a knowledge and understanding of differing concepts of inter-faith dialogue

constructively critique theoretical and empirical claims for the value of interfaith dialogue

apply principles derived from one or more models of interfaith dialogue to create opportunities for dialogue in an educational setting

integrate theoretical propositions, empirical findings and professional insights to discuss issues related to inter-faith dialogue

Transferable skills

• Analysis and decision making
• Communication skills
• Critical thinking
• Emotional intelligence
• Intellectual ability
• Planning and organisational skills
• Reasoning
• Using IT effectively