When U.S. citizens travel to Indonesia, it is hard for the majority of them to understand the country's culture and people. This project outlines some of the major fallacies individuals have when in Indonesia, and how they can avoid them by studying ahead of time. The project begins by requiring the individuals to plan their trip properly, know…

One reason for a lack of religious literacy among undergraduates and members of society at large is the virtual absence of religion in high school textbooks. Thirty high school textbooks approved for use in North Carolina in the fields of United States and world history, economics, home economics, and biology were reviewed. The review revealed the…

This anthology presents seven articles that focus on the integration of ethical and spiritual concerns into the academic curriculum. The argument is made for the inclusion of ethical and religious concerns in the study of subjects such as literature, history, foreign languages and cultures, and science. The articles include: "The Voice of the…

The largest mass women's movement of the 19th century was the women's mission movement. Initially, in the early 1800s, the concerns the mission societies addressed were mainly parochial, such as raising money to support young men in their theological studies. Gradually, women's mission societies began expanding their interests to a more public…

This seventh grade activity asks students to gather data that will help them understand and appreciate the Islamic way of life and to learn to feel comfortable living with a Muslim family in Syria during the second semester of the school year. The activity states each student will be interviewed by a Fulbright official, expected to keep a…

This lesson about Islam and the Koran is intended for grade 6 or 7 core classrooms. The lesson plan uses the story of Joseph (not Joseph, the father of Jesus, but Joseph who was abandoned by his brothers in a pit) as told in the Koran. The lesson plan does not provide a translation of the story but indicates where one can be found on the Internet.…

To uphold constitutionally approved teaching about religion (and refrain from unconstitutional religious indoctrination), schools are advised to adopt an approach that is academic, not devotional. Other responsibilities include, making sure that students' beliefs--especially those who are not religious or are otherwise in the minority--are never…

Compares assumptions regarding teaching about religions found in a 1959 report with those held by contemporary advocates of religion studies. Explores ways of preparing future teachers to handle teaching about religions. Urges teachers to be aware of students' religious perspectives. Suggests using reference to religions in textbooks, legal cases…

Describes the schools established and operated by the Dutch Reformed Church in the Netherlands from the sixteenth to the twentieth centuries. Contends that the neo-Calvinists created a form of moral education consistent with their religious beliefs. Argues that ordinary citizens were still broadened intellectually and socially by these schools.…

Discusses the teaching of religion in the elementary classroom. Suggests activities and discusses cautions and concerns, dealing with absolutism, using religious literature, and parental rights. Compares teaching about religion with teaching for religious observance. (CMK)

Proposes a new role for middle school teachers in the aftermath of the September 11, 2001 terrorist attacks. This role involves reexamination of curriculum content in world cultures, geography, history, and comparative religions to give students a fuller idea of their place in the world and the concepts of justice and fairness as practiced in the…

Suggests a playful approach to religious education that is not dismissive of orthodox points of view. Notes the literary, theological, and pedagogical aspects of the book of Job. Discusses the use of irony in teaching. Rejects any single approach's claim to exclusive truth about God. (DSK)

Presents guidelines for balancing teaching about religions in middle schools and a bias-free atmosphere. Guidelines include: teach religion as a cultural constant that can be integrated across the curriculum; use long-range curriculum planning incorporating best teaching practices into diversity topics; use inclusive language when addressing…

This paper is a reflection on the two most significant challenges that I have faced teaching the introductory course in Islam. The first is the challenge of teaching Islam after September 11, 2001, the events of which gave rise to such pedagogical questions as how much and in what ways the course syllabus should change, and in particular how we…

In this essay I reflect on my experience thus far of teaching Islam as a non-Muslim at Metropolitan State University and at the University of St. Thomas in Minneapolis and St. Paul, Minnesota. I begin by narrating a conversation about conversation that I had with one of my Muslim students. Then I introduce the theme of multiplicity as a way of…