Combating Homogeneity Among Education Majors: Understanding World Religions to Teach in Culturally Diverse Classrooms Presented by Brandy B. Stark Florida Communication Association Conference October 12, 2007
Cultural Diversity: (As defined by the Global Biodiversity Strategy, 2006): A variety of multiformity of human structures, belief systems and strategies for adapting to situations in different parts of the world.
Primary diversity: Factors that do not change or cannot be controlled (age, ethnicity, gender, birthplace, etc.)
Secondary diversity: Factors subject to change (educational background, work experience, geographic location, marital status, income, and religious beliefs).
Religion: An organization and institutional group experienced with accepted faiths and beliefs. Individuals affiliated with a religion have a particular set of beliefs, behaviors and understanding of how one should behave in the world (Henderson, 2000).
Due to the issues of the United States’ policy that separates church from state, most public and many private higher educational institutes list classes relating to religion as either “elective” or as a part of a group that fulfills the Humanities requirement for an undergraduate degree.
A required World Religions study is lacking from most education majors’ programs.
As the world continues to evolve and expand into a global context, creating rising waves of immigration into America as well as shifting religious paradigms, educators can ill afford to enter a classroom without a basic working knowledge of current world religions.
The world religions have many differences, but it is my understanding that they promote the same common values: the right of human dignity, the importance of education, and to treat others as one would wish to be treated.
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