The document discusses Face to Faith, a program that aims to educate young people about different faiths and beliefs through online and classroom resources. It promotes multicultural education and global citizenship by exposing students to diverse perspectives and teaching skills like active listening, cooperation, critical thinking and religious literacy. Key aspects of the program include videoconferences connecting classrooms internationally, online discussions and blogs where students engage in respectful dialogue across differences.

2. Multicultural Education
How can Face to Faith contribute?

4. Global citizen?
Aware of their position in a
globalised world – at ease with
difference – comfortable with
the other.
Proud of their own unique
cultural heritage – a passionate
ambassador

5. The Foundation’s Model
2
Working with current leaders
Working with the next generation
Education
Providing knowledge,
analysis, skills and
competencies
Exposure
Providing an
opportunity to make
familiar the unfamiliar
Education
1
Religious prejudice,
conflict and
extremism
3
Pre-empt and prevent
prejudice, religious
conflict and extremism
Exposure
Challenge
Strategy
Goal

6. Skills.
• Active Listening
• Cooperation
• Critical Thinking
• Global Awareness
• Global Communication
• ICT Skills; 'digital citizenship'
• Leadership
• Living with difference
• Questioning
• Reflection
• Religious Literacy

7. We empower young people from around the
world – by educating them about different faiths,
beliefs and values (including those in their own
communities), through exposing them, through
technology, to a variety of different voices.

11. 32+
countries
participate in
Face to Faith
Success to date
26,245
young people engage in
the Face to Faith online
community
103,638
young people have
been taught Face to
Faith in classroom
1379
video conferences
connecting young
people across the
world
1300
schools registered
on the Face to
Faith programme

12. In class...

13. Essentials of Dialogue
– developing the key
skills
Dialogue with schools from 2
different regions – through
videoconferences, team blogging
or online learning community.
Then choose what
suits you from:
Projects.
Short standalone activities
supported by regular
scheduled videoconferences.
Issues Modules
Examine specific global issues from a variety of faith
perspectives; enables students to explore diversity
whilst challenging them to engage with their own
communities
Special Days
Short learning opportunities to
prepare for multipoint
videoconferences with special guests,
and community action
Online Learning Community
Underpins everything, giving opportunity for
consistent student dialogue through
commenting, blogs, team blogging, fora and
uploads. Regular competitions too.
A common word
explores the
teachings of
compassion.
Art of Expression
– explores different
traditions through
their art, and asks
questions about the
limits of expression.
Wealth, Poverty &
Charity. Explores a range of
ideas about responsible uses
of wealth, and how to
respond to poverty.
Environment
Explores a range of ideas
about the environment
and human responsibility.
We expect that all
schools will do…

15. When you see these
two following images
write down the first
three words that
spring to mind…

21. Module 1 / Lesson 3 / Task 2

22. 1.Student A: share your answer – fill up your
minute
2.Student B: listen but don’t interrupt.
3.Student B: begin with “I was fascinated by
what you said about…” Keep going for 30
seconds.
22

24. Dialogue

25. Face to Faith understands dialogue as an
empowering process which enables
students to encounter the other in a safe
environment; transforming the unfamiliar
into the familiar. It is profoundly
reciprocal, and rooted in an open, mutually
respectful approach.

26. 1 winner, 1 loser.
I marshal evidence to
support my point of
view, and defeat you
by the power of my
argument.
2 Winners
I learn from what you
have to say, you learn
from I have to say. We
both learn, but may
agree to differ.

27. Dimensions of Dialogue
Direction
Who are they responding to?
The facilitator – “answering
a question”.
One another across the VC
– “I’m answering your
question”
One another in the same
classroom – “I don’t agree / I
want to expand”.
Dimensions of Dialogue
Topics
What are they talking about?
Friendly Banter – “getting to
know you chit-chat”.
Issues Based Dialogue –
“what do you think about the
environment?”
Dialogue of faith & belief–
“you believe this, and I believe
that”.

28. Dimensions of Dialogue
Depth
How do we go deeper?
Basic Question & Response
Response question –
responding to what they’ve
heard.
Showing agreement and
disagreement
Revision / Synthesis;
rethinking original pov.

29. 1. 1 Person stands and is interviewed by the others for 1
minute.
2. Interviewers must use open ended questions.
3. When time is up interviewers thank interviewee.
4. Next student stands – repeat until every has done.

30. You have to listen
carefully
Questions respond
to what is being said.
Dialogue flows – it is not
“stop and start”. Dialogue
can grow.

31. Using Questions to Build
Dialogue...
http://youtu.be/idIULdd2cEk

32. Online Dialogue.

33. Limited access – only F2F Teachers and
students
Moderation – constantly by machine, also by
Foundation moderators and by teachers. All
pictures and videos.
Teach Good practice – encouraging users to
report things that make them uncomfortable.

34. How do students do online dialogue?
We want students to know that dialogue is the expected activity on the
site, and they are constantly aware of how their contributions are
dialogical through:
• Writing blogs
• Contributing to forum discussions
• Commenting frequently on one another’s work.
A good comment should either be enquiring – asking for more information
or clarification, or reflecting – talking about the ways in which this
resonates with the writer’s experience or beliefs.

35. Examples of good online dialogue

37. Example of poor online dialogue

38. Opportunities to get your students involved
• Comment on the Big
Questions blog.
• Comment or ask a question in
the Festivals Spotlight forum.
• Ask your students to write a
blog, perhaps for the “my
friend of a different faith or
belief” competition (March).
• Ask students to continue their
dialogue post VC asking any
remaining questions and
responding to any comments.

39. Team Blogging
• Team blogging gives students the opportunity to engage and converse with
their peers from around the world on global issues and shared concerns.
• Team Blogging involves 4 schools from around the world who agree to
participate in a four week blogging project together.
• Each school commits to publishing students blogs on the Online Community
for one out of the four weeks. For the remaining weeks, it is their
responsibility to be actively engaged and responding to other blogs posted by
their team blogging partner.
• Overall, we offer Team Blogging as an opportunity to practice collaboration,
active listening skills, cooperation, critical thinking and enquiry based learning.

40. helpdesk@facetofaithonline.org
@Face_to_Faith #face2faith
www.facetofaithonline.org
@TonyBlair_TBFF
www.tonyblairfaithfoundation.org