Teaching methods in RE

The issue of teaching methods or strategies in the current RE syllabuses (2044 and 2046) needs to be seriously considered, especially as it relates to Zambian multireligious secondary schools. According to Groové (1992:325-328), teaching strategies are referred to as methods or techniques of presenting the content to pupils in an effective manner so that their needs are met.

3.5.3.1. Co-operative Learning

Cruickshank (1995:209) defines co-operative learning as an instructional procedure whereby learners work together in small groups and are rewarded for their collective accomplishments. In co-operative learning, the learners’ tasks are to either collectively learn or master a content previously presented by the teacher or complete a teacher-assigned project. The success of this method, especially in multi-faith RE, causes pupils to work together for both the individual and the common good of the class. Additionally, regardless of their religious backgrounds, pupils tend to get to know and trust each other as they work together

3.5.3.2. Role Playing

Role-playing is the unrehearsed, dramatic enactment of a human conflict situation by two or more persons for the purpose of analysis by the group (Ford 1963:74).

The success of this method is indicated by the effectiveness of inquiry and discovery learning. It is also used to: clarify and demonstrate various attitudes and concepts; prepare for real situations (such as practising interview procedures to be used in a survey); plan and try out strategies for resolving problems; test out hypothetical situations to problems; and practise responsibility and other skills in a multireligious class (Callahan & Clark 1988:259).

The notion that learning is more meaningful, more thorough, and therefore more usable when pupils seek out and discover knowledge, rather than just being passive receivers of knowledge is very important in the learning process. This type of method provides some advantage to a multireligious context. Such an approach to education was used a lot by Socrates, Rousseau, Pestalozzi, and Dewey (Callahan & Clark 1988: 252). Cruickshank (1995:220) defines discovery learning as learning that takes place when students are presented with different experiences from which they are asked to derive meaning and understanding.

The advantage of this method to a multireligious context is that it offers good motivation to the pupil as s/he discovers things for him/herself. Secondly, it challenges the pupil and gives opportunity to learn and practice intellectual skills, to learn to think rationally, to see relationships and disciplinary structures, to understand the intellectual process, and to learn how to learn (Cruickshank 1995:221ff). In the Bible, Jesus never provided straight answers when using this method to challenge the disciples’ thinking. Rather, the disciples were challenged to find answers for themselves.

3.5.3.4. Research Project

A research project can be an effective practical method used in the teaching of RE in a multireligious class. Through research, a pupil can work individually or in a group investigating a religious problem in his/her own community in order to find his/her own solution to that problem. Callahan & Clark (1988:243) say that though research projects are best for academically talented learners, even learners with little education can effectively accomplish and gain something through this method. Additionally, African children work well together since African culture is much less individualistic than Western culture. The RE teacher could assign a research project to several pupils of different religious backgrounds for them to work together and then award them a common grade.

Griffith (1985:248-252) mentions some of the traditional methods that may be adapted to the teaching-learning process in multireligious education, especially in Africa. These are proverbs and folktales, music and dance, drama, and stories.

In African tradition, proverbs and folktales are very important methods used by older people to transmit or communicate knowledge, attitudes, values and beliefs to young people. A lesson was given about a special occasion or experience through a proverb or folktale. Any incident in life, for example, the encountering of a lion or some other fearsome animal during a walk in the bush was turned into a lesson and resulted in telling a proverb or a folktale. The learner did not easily forget the lesson given in this way. In multireligious education, this method may be beneficial to some pupils who come from an African traditional religious background. Therefore, using this kind of method enhances the effective learning of religious issues by Zambian pupils as it makes use of the pupils’ known context.

3.5.3.6. Music and Dance

Music and dance play a vital role in a pupil’s religious education. In African tradition a child was taught the history, tradition, and religion of his/her family and clan through music and dance. The older children received much of their social and religious education by image and ritual, the rhythm of the dance and the words of the ceremonial practices. Because music plays a major role in African tradition, teaching can bring in new and creative approaches by employing music widely for teaching RE in a multireligious context.

3.5.3.7. Drama

Drama is another method that can be effective in teaching RE in a multireligious setting. Drama is not done for entertainment or as a novelty, but to provide an enriching educational experience for learners. Lefever (1985:89) asserts that the primary aim in using drama is not to cram knowledge into pupils’ heads, but to help them apply and use what they have learned. This is vital in teaching RE in Zambian multireligious secondary schools. Henze (2003:9) concludes that drama has often been used in RE as an activity to reach out to pupils and that it is one of the more relevant methods of learning in Zambian schools.

3.5.3.8. Story-telling

A story can be another teaching strategy in the multireligious context. It is a very important teaching tool in Africa where most of the informal learning takes place. Using story-telling in RE helps to communicate religious information to pupils from diverse religious groups.

Lefever (1985:180,190,201) states that the story-telling method is important because it influences a learner’s attitude and values, outlook, beliefs and conduct. Claims have frequently been made for the way literature sharpens a reader’s critical intelligence and refines his/her sensibilities.

Other teaching strategies that may be useful in a multireligious class are: 3.5.3.9. Case Study

A case study is an account of a problem situation, including sufficient detail to make it possible for pupils of diverse religious backgrounds, to analyse the religious problems involved. It may be presented in writing, orally, dramatically, on film, or as a recording (Ford 1963:760).

The case study could be used beneficially in RE by allowing pupils to select and define a religious topic or problem to investigate in their context. The religious topic or problem should be a specific or relevant case related to their lessons. After doing their research, pupils can share their findings and conclusions with others during class discussion time. This may enhance learning in a multireligious situation.

3.5.3.10. Question and Answer

Questioning is probably a key technique that can be used in teaching RE in multireligious education. It can be used for so many purposes that it is hard to see how a teacher can succeed unless s/he is a skilful questioner. The RE teacher needs to learn the rationale for different questioning techniques in order to guide the pupils into meaningful learning. Questions should not be so simple that only a single correct answer can be given. Rather questions should be broad enough to require pupils to think and to provide original answers. It helps to broaden the scope of religious learning and stimulates interaction and involvement among pupils (Callahan & Clark 1988:182-190).

The discussion method is utilised by a teacher and students when they converse to share information, ideas, or opinions or engage in resolving a problem. It is not a situation where a teacher asks a question and students answer and then the teacher asks another question. This is a method where all members of the group actively participate in the topic being discussed (Cruickshank 1995:174). Lierop (1992:175) adds that group discussion is disciplined and purposeful thinking and speaking for the purpose of solving some problem, and with the intention of arriving at some mutual understanding regarding that problem. Discussion in RE provides an opportunity to exchange religious ideas on a co-operative basis by trying to find a solution to a problem of common interest. Kitshoff (1985:41) affirms that this method is more suitable for secondary school classes. Matsaung (1999:204) asserts that the success of this method is vindicated in the form of open conversation and interaction as each participant can comment, ask questions and respond to comments made by other participants.

3.5.3.12. Problem-solving

This method was advocated by John Dewey, who stated that a syllabus should be based on educational problems. He defined a problem as anything that gives rise to doubt or uncertainty. The problem that Dewey promoted had to meet two rigorous criteria: (1) the problem to be studied had to be important to the culture; and (2) the problem had to be important and relevant to the students (Orlich et al 1990:305).

Implicit within the framework of problem-solving is the concept of “experience”. This concept assumes that the religious activities suggested in the RE syllabus will produce certain desirable traits or behaviour in the pupils so that they are better able to function in their multireligious society. Furthermore, the religious experiences provided by RE should articulate the religious content and the process of knowing. Both knowing what is known and knowing how to know are important objectives for pupils in a multireligious context.

3.5.3.13. Field/Educational Trips

A field or educational trip is another method the RE teacher can utilize to help pupils of different religious faiths gain religious knowledge. This method gives the teacher and pupils opportunity to visit a church, mosque, synagogue, or mission station where pupils will be able to see, hear, and ask questions about religious tradition, liturgy, or the role of “holy

men/women”. After the visit pupils should report their findings including what they liked and disliked (Kitshoff 1991:39).