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Defining Religion?
Religion: general/introductory Purpose:
to explore the difficultly of and issues related to defining religion Cognitive
Skills: all of them
Learning Styles: active,
reflective, verbal, intuitive, global
Intelligences: intrapersonal,
interpersonal, linguistic
Use:
in class For: small groups Estimated
time: 15 - 30 minutes (Part I: 10 minutes, Part II: 10 - 15
minutes, Part III: 7 - 10 minutes) Materials
needed: handout:
list of definitions of religion (permission granted to use these
materials for non-profit, educational purposes only
- Laura Shulman)
Notes:
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This activity is
broken into several parts. Any or all parts can be used depending on time
available. Part I is an introduction and may be used with either or both
parts II or III.
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Part II uses "jigsaw" grouping, wherein students work
together in one group and then groups are shuffled so all students benefit
from the work done by all groups.
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This activity may also
be combined with the "What is Religion"
activity that explores the multi-dimensions of religion.
The
Activity:
Part I:
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Think & write:
Write on the board: "Religion is..." ask students to write
their initial response: "complete the statement: 'Religion is...'"
(1 minute or so).
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Sharing: Ask
for several students to volunteer their "definition" of religion.
Write three or four responses on the board. (2 - 3 minutes)
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Distribute handout
listing numerous definitions of religion gleaned from various sources (some
are from well known scholars, others from students in past classes)
(teachers may compile their own lists or modify the list provided).
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Discuss
different ways of understanding religion: substantive (what religion is,
e.g. "belief in..."), functional (what religion does for us
in our lives) (often discussed in introductory texts). Also point out that
definitions of religion can be inclusive (broad) and exclusive (narrow),
sometimes too broad or too narrow. Point out some examples of substantive,
functional, broad, and narrow definitions on the handout. Can also refer to
the three major dimensions of religion: physical/active/social, intellectual
(beliefs), and emotional (feelings). (4 - 7 minutes)
Part II:
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Group work:
divide the class into four groups. Each group identifies a different kind of
definition: substantive, functional, broad/too broad, narrow/too narrow. The
students should discuss why they have identified the definitions as
they have. Each student in the group should be prepared to report findings
to the second group they will be in. (5 - 7 minutes)
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Regroup the
students so that each new
group has a representative from the original groups (this is best done
by counting off, all one's are in one group, all two's in another, all
three's in a third group).
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In the case of an
odd numbering, some groups may have more than one student from the
first grouping. Just make sure that in the second set of groups, each
group has at least one person from each of the first groups.
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Have students in
the second grouping go around and share the observations made in their first group. They
may discover that some groups have identified the same definition as a
different kind (a given definition can be both substantive and
functional, both broad and substantive). In some cases, differences in
interpretation can result in identifying the same definition as broad
and narrow (this would have to be discussed by the second group and
perhaps bring in some assistance from the teacher to sort out). (5 - 7
minutes)
Part III:
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Working
independently, have students review the list of definitions and
select one - three that they feel are the best (both substantive and
functional, neither too broad nor too narrow, including all three
dimensions of religion). (3 - 5 minutes)
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Pair &
share: have students in pairs or small groups share with each
other what they felt to be the best definitions. OR have
students volunteer to offer to the entire class what they felt was
best. (2 minutes)
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Closure:
review definitions initially given by students, as noted on the board.
Ask the class to identify these definitions with regard to
substantive, functional, broad, narrow focus. (2 - 3 minutes)
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Ask students to
review their own initial definition and consider how they might modify
it to be better (i.e., more inclusive of the considerations reviewed
in the activity). (They can do this at home and even be asked to
follow-up at the end of the course with a formal essay fleshing out
their understanding of the nature of religion, referring back to their
initial definition written in this class session.)
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Students might
also be invited to review the common terms used in many of these
definitions and use these terms to develop yet another definition that
incorporates what seems to be most often related to religion
("ultimate," "life," "search," etc...).
Additionally: A
similar process can be used to explore definitions or understandings of any specific
religion. At the beginning and/or end of a unit of study, students can be asked
to define a given religion based on what they
already know (or have learned) about the religion and share these with one
another or explore a list of such definitions gleaned from scholars and asked to
evaluate these definitions based on what they know/have learned. "What is..."
Judaism? Christianity? Islam? Hinduism? Buddhism? etc...
Alternative
possibilities: any abstract subject matter can be explored in this
way: "what is...," art? science? history? literature? culture? etc...
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