4. Schools in 26 Countries.
Trained more than 3000 teachers in 19 countries
Supported more than 20,000 students in 3 years
Provides resources in Arabic, Hebrew, Ukrainian,
Albanian, Italian, Spanish & French
Memoranda of Understanding with the Palestinian
Authority, & the governments of the Philippines,
Italy & Kosovo.
5. Has facilitated nearly 1000
videoconferences.
Have developed a team of 10 facilitators
around the world to cover all time zones.
Have refined our technical support provision
to minimise technical difficulties using
videoconferencing technology.
6. Secure online community.
Currently
over 15,000
students
Average visit
is to 17 pages.
Online network
supporting
3000 teachers.
Average visit is
15 minutes
Automatic & Human Moderation
13. 1.Student A: Share one short idea or
answer.
2. Student B: listen without interrupting.
3.Student B: Share one short idea or
answer.
4.Student A: listen without interrupting.
5.Keep going till time runs out!
18. 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.
19. 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.
20. • You have to listen
carefully.
• Questions respond
to what is being
said.
• Dialogue flows – it is
not “stop and start”.
• Dialogue can grow.
22. No value
judgements
The difference
between:
I do this & it is
important
I do this, and you
should too...
Don’t fear
silence
Students may need
think time.
Use a structure to
help them.
Key elements of the programme –helping young people to talk to one anotherEnabling meaningful dialogue about difficult things; Identity and Culture, but more importantly Faith & Belief.Not teaching into religion, but learning about religion – education not indoctrination. These are the most difficult – people want to avoid themThese are the most controversial & challengingThese are the most important & necessaryWe have to be honest – many western students might not prioritise Faith as part of their identity, but students elsewhere do. We seek to give them all a voice for the things that are important to them.
Face to Faith has been running for just under 4 years, in that time we’ve done a great deal Run through highlights. Emphasise MOUs are about mainstreaming the ethos & values – not necessarily the programme.
Videoconferencing – we’ve done a lot of them now – connecting students from a wide range of places. Achievement in terms of technologies, but also in terms of the subject – religion is a hot button topic in many countries. Facilitation –all VCs are facilitated – by team with two main aims;Facilitation of dialogue – developing the skills of the students, moderating, and helping. Facilitation of understanding – helping student to develop their explanations.
Also an online community to develop dialogue – not just a social network, But written into teaching materials, used to make contact before vcs and during classwork, and to continue dialogue afterwards. Centre for competitions – faith friend / Huff po. Not just a community for students, but also for teachers – an increasing amount of our teacher support, curriculum sharing and training is delivered through the site.
The technology on it’s own won’t produce effective, meaningful dialogue. There has to be a pedagogy that supports it, and which inter-relates with it. Dialogue / Debate dichotomy – one is encouraged in schools, the other is assumed to occur – we need to ensure that the skills are built in.
If we look at the world – we are pretty familiar with it. (You could mention that this is a Peter’s projection map, which emphasises the relative size of countries).But if we go round the world asking people “Is religion important in your life”, and then re-plot the map based upon their answers...
It looks like this.And of course, it becomes apparent that religion plays a big part in the lives of many people in the world. (Flick backwards and forwards between this map and the last one). If we are going to be citizens of this world (map a), then we also need to be good, understanding citizens of this world (map b). We could ask the same question in reverse – “How important is atheism, or not being religious”Which would give us this map...
The disappearance of countries here indicates that, even where we don’t find high religiosity, that doesn’t necessarily mean a rejection of religion. (Interestingly China is big in both answers – indicating that there are a lot of religious people there, and a lot of atheists too)
