Teaching Tolerance & Religious Diversity Through Art

For years there have been debates across school boards about whether or not religion should be part of the curriculum, and if it is part of curriculum how it should be taught. If you look at both sides of the argument from an objective point of view, it can be hard to know exactly where you stand. On the one hand, religion is a part of history and is deeply intertwined with human culture. On the other hand, classrooms have become religiously and culturally diverse, and teaching specific religions can lead to a whole mess of problems for those students who don’t fall into those faiths, or don’t follow any particular tradition.

In my own personal experience, the debate has left the state of religious education in limbo. Schools teach just enough religion for it to be considered a religion class, but not enough for students to truly understand what religion is really about.

Ray Williams noticed this trend 12 years ago in North Carolina. Founding director of the Five Faiths Project, a community-based initiative that creates curricular resources for teaching about world religions in schools, Williams says the problems started in 1989 when the state mandated that North Carolina schools teach about various influences of world religions. Teachers were wary of appearing to proselytize when teaching familiar faiths, and were even less comfortable teaching unfamiliar faiths.

Religion class became a minefield. In the effort to make topics of religion “safe”, Williams observes, "the curriculum becomes watered down with overly generalized and simplistic material."

But where does this leave us? Should religion be taught in schools? And if so, what is the best approach?

Unfortunately I do not have all of the answers, just opinions. However, initiatives like the Five Faiths Project, and Teaching Tolerance I believe are on the right track. Both organizations provide resources to schools for teaching world religions through art from a perspective that respects religious diversity, and promotes tolerance.

On the Teaching Tolerance website, Williams offers 4 simple guidelines for teaching religious diversity through art.

1. Start with the art
Williams recommends using works of art as a jumping-off point for group discussions of religious traditions.

“Choose artworks with a strong visual impact from different faith traditions and introduce them in a logical sequence based on geographical, historical or thematic connections (for example, compare and contrast Jewish, Christian and Islamic art of the Middle East, or explore the image of the tree in various faith traditions),” says Williams.

Speculative interpretations by students should be avoided. Williams notes the importance of offering accurate information, or having the students research the tradition’s beliefs.

2. Tell stories
When observing a work of art depicting a character or figure of religious importance such as Jesus Christ or Buddha, Williams recommends using that opportunity to tell stories from that tradition.

“Treat all religious narratives with equal objectivity, thoroughness and respect. Don't assume that your students already know the story of Jesus' birth, for example, and don't invite students to "make up their own stories" about the reason for Ganesha's elephant head. Remember that both are accounts of individuals who have the status of divinity in the eyes of millions,” Williams adds.

When students question the truth of such stories, acknowledge that many religious stories cannot be proven as a scientific fact. Explain that many of these stories depict miraculous events accepted “on faith” and are spiritual truths of great significance for millions of people.

3. Watch your language
Choose your vocabulary wisely. Avoid using “us and them” language and avoid using honorific titles when referencing sacred figures. For example, say “Mary” instead of “the Virgin Mary”. Williams also recommends that when talking about religious sculptures, avoid using the term “idol”, which has a negative association in some faiths. Instead of using terms such as “myth”, “tale”, “fable”, or “legend” when referring to religious narratives, use “religious stories”. Furthermore, refer to the faith itself as a “religion” rather than “mythology” or “cult”.

4. Solicit insider perspectives
Invite religiously diverse guest commentators to tell stories and answer questions. Williams notes that it is important that the speaker clearly understands that their role is to teach about their religion, and to avoid engaging the group in prayer or persuasion.

One of the best ways to teach about different religions is to visit their places of worship. If possible, Williams suggests taking students on field trips. Prior to the excursion, be sure to brief the students on worship etiquette and the meaning of various rituals.

Website: www.tolerance.org