In the school year 2018/2019, two meetings have been scheduled in order to introduce students and teachers to the SORAPS Project.
“Marco Foscarini” High School in Venice (Fondamenta Santa Caterina, Cannaregio 4942) hosts both the meetings open to all those who are willing to participate. The first meeting took place on 12 September and the second one will be implemented on 4 December.
The agenda remains unchanged for both the days in order to let those students and teachers who have an interest in it decide when participate.
The aim of these two sessions is not only to present the entire SORAPS Project and its first outcomes in order to involve other teachers both within and outside the School, but also to share the ideas, themes and arguments which lie at the heart of the project with those students who are not (yet) directly involved in it. It is also an occasion to raise interest in Multiplication Training Activities.
Massimo Raveri from Cà Foscari University and Vincenzo Pace from Padua University give their voices to the project, talking about how religions are a renewed presence in the current times, among new medias and violence.
10.00 Welcome speech (Massimo Zane, Dirigente Convitto Marco Foscarini)
10.10 Presentation of the SORAPS Project (Giovanni Lapis, Università “Cà Foscari” di Venezia; Elena Nonveiller, liceo “Marco Foscarini”)
10.30 Religions: a renewed presence in the global space? (Vincenzo Pace, “Padua University”)
11.50 Religions and culture among history and new media (Massimo Raveri, “Cà Foscari” University of Venice)
Banu Yurtseven, with her way of teaching and thinking, is to be taken as a good reference point.
Let’s keep our ears close to the ground for her story!
My name is Banu Yurtseven. I am an English teacher at Çamlıca Theological High School for Girls. I have been teaching English as a second language since 2001. I have worked in some of the EU projects as a local expert. I am interested in social science, too.
Çamlıca Theological High School for Girls is a religious school for secondary and high school students; in Turkey, religious schools have a vocational programme. The school also offers English preparation classes, which means that 9th grade students take 20 additional 1-hour lessons in English. The goal of our school is to make our students responsible for their learning and to motivate them to reflect on how they learn best, to make them look at their own language and culture from a universal point of view by expanding their vision and knowledge of the world, to develop their critical thinking and to enable them to see problems from various points of view.
In addition, they learn about their own religion from a wide range of perspectives.
As a teacher, I want my students’ voices to be heard and their thoughts to be listened to. Since teaching on its own is not enough, we have to nurture their emotions and motivate them to become equipped with the necessary skills required today. They should gain a positive overview of different people and cultures.
To work with girls is very advantageous as they are calm, easy going, hard-working, ambitious, gregarious and considerate. They are mostly able to remain neutral before forming their opinions. They are able to find creative, ingenious solutions to problems. They are good at developing projects and use their creativity to tackle problems.
Nevertheless, teaching in a Theological High School can present the occasional difficulty. Sometimes it is difficult to engage students with political or universal subjects, because of their cultural and religious bias and preconceptions. They need to develop trust in you and talk in a rather cautious manner, as they combine typically adolescent behaviours with conservative lives. Unfortunately, their parents do not let them talk a lot. They are especially very sensitive about Islamophobia and do not want to discuss it. As girls, they want to express themselves but they are confronted with obstacles and dilemmas. This is why at every opportunity I encourage them to voice their opinions, sometimes discuss newspaper columns at break times, ask their thoughts about daily news etc., in order to encourage them to talk so that they can develop more self-confidence. With the help of EU projects, I try to encourage them and teach them to excel at public speaking, project management and ICT skills. On the other hand, I try to engage them with different activities and platforms, in order to start conversations with other young people. The EU project platforms motivate them to have their voices heard, which also strengthens their confidence.
Our lessons include debates and MUN classes (Model of United Nations), which provides them with an opportunity and the confidence to express themselves, as well as hope to be able to become brave, self-confident mothers. In my opinion, young people should learn to express themselves at an early age, for them to be able to make use of those skills during the rest of their lives.
As educators we must support them in the process, teaching is only a small part of our job.
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As the SORAPS Project enters its implementation phase, the University of Salamanca (USAL) will set up a training course to be held in two sessions: the first one, from 9th to 13th April, 2018, and the second one from 17th to 21st December, 2018. Teachers participating to this course will be able to gain a full picture of the aims and objectives of the SORAPS project, while also learning how to properly make use of the Online Platform and the other tools made available by the project. In addition, teachers will be presented with the main topics related to the aim of the project, such as Human Rights, Religious freedom, stereotypes and intercultural dialogue, and will learn the proper teaching methodologies and techniques to introduce them in class. The sessions will cover a wide array of topics and will envision frontal theoretical lessons as well as practical ones, delivered by the project partner institutions. The contents presented during the course will be deepened during the Online Training, which will constitute the follow up of the face-to-face training.
At this link a provisional syllabus of the training course. Very soon the final agenda of the training course. Stay tuned!