Multifaith Education Australia
Resources for SRI Educators
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Together for Humanity recently held its inaugural Victorian Youth Summit at the University of Melbourne, with students from 15 schools from across Victoria’s Government, Catholic and Independent sectors attending.
While the summit was the first to be held in Victoria, five summits have taken place in NSW since 2016 and another NSW-based summit is scheduled for Thursday 19 October 2023 at Parliament of NSW and St Stephen’s Uniting Church, Sydney.
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Religion has been an integral part of human civilization for centuries, playing a significant role in shaping cultures, values, and social structures across different societies. It provides individuals with a framework for understanding the world, defining their beliefs, and influencing their behavior. In this article, we will explore the ways in which religion shapes various aspects of society and examine case studies from different religious traditions.
Continue reading “How Religion Shapes Cultures, Values, and Social Structures in Different Societies”
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A new, ground-breaking report will be published dealing with the importance of Special Religious Education/Instruction, known colloquially as scripture classes. The report presents five important values that will bring integration and less bullying in schools.
Continue reading “Launch of Special Religious Instruction Book”
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Educators, desperate to offset the mental health impacts of COVID on students, are taking up mindfulness programs to address the wellbeing needs of students. But is the cheery praise for mindfulness based on expert evidence?
It’s becoming a staple within Australian education – from preschool to universities. The Smiling Mind Primary School Program, for example, has been rolled out to 445 schools across NSW, including 13 specialist schools, and is gaining increased direct funding support from government.
Many in education – including educators, school leaders and policy-makers – have welcomed mindfulness and are excited about what mindfulness may hold for education. But is enthusiasm for mindfulness outpacing the evidence in its favour? Do applications of mindfulness in education retain an overly narrow account of what mindfulness is? If we are using mindfulness with young people, what is it best used for?
Continue reading “Is the cheery praise for mindfulness based on expert evidence?”
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The Golden Rule Poster is now being distributed in multiple languages for Educators. There are 13 religions on the poster.
Continue reading “Golden Rule Poster”
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Ahimsa means non-violence, and was the foundation of the life and work of Mahatma Gandhi. Ahimsa is a human value. The significance of values lies thus: Behaviour is based on choices; choices are guided by values. The Ahimsa Center offers a non-violence curriculum for grades K-12.
Continue reading “Ahimsa Studies Center – studies of non-violence”
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The Sikh place of worship is called a Gurduara. It has a distinct architecture, and is often a two story building; upstairs may be used for worship, and downstairs may house the ablution areas and the langaar, the food hall.
Continue reading “The Sikh Place of Worship”
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Our mission of strengthening relations between people of different faiths and beliefs is more important than ever. As I look back at the year, I ask myself how well are we positioned to take up the challenge of reconnecting communities and building social cohesion? Have we retained sufficient momentum and creativity to respond well to a context shaped by the pandemic and Brexit? I see five signs of hope.
Continue reading “Teachers Reflect: Interfaith Dialogue and signs of hope”
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The Asia Education Foundation has provided a virtual cultural tour of several temples and places of worship in East Java, Malaysia. The tour is curated by high school students, in English.
Continue reading “Virtual Cultural Tour”
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The Jubilee Centre for Character and Virtues, based at the University of Birmingham conducted two surveys of Religious Education teachers about their faith and the impact of Religious Education on the character formation of students, as well as the faith (or non-faith) of the Religious Education teachers. What follows is reflections and excerpts from this report.
Continue reading “Reflections by Religious Education Teachers on Character”