Skip Navigation

Get even more great free content!

This content contains copyrighted material that requires a free NewseumED account.

Registration is fast, easy, and comes with 100% free access to our vast collection of videos, artifacts, interactive content, and more.

Sign Up
?

NewseumED is provided as a free educational resource and contains copyrighted material. Registration is required for full access. Signing up is simple and free.

or log in to your account

With a free NewseumED account, you can:

  • Watch timely and informative videos
  • Access expertly crafted lesson plans
  • Download an array of classroom resources
  • and much more!
Duration
60 minutes
Topic(s)
  • Religious Literacy
Grade(s)
  • Educator

  • Identify problems with the term “world religions” and the idea of a “world religions paradigm.”
  • Reflect on approaches for addressing the ‘world religions paradigm” with students.

  • “In both historical and contemporary times, definitions of religion are often too narrow to cover all of those who, although not consciously belonging to any defined religious organization, are ‘religious’ in their daily lives.” (Yao, Xinzhong (2010). Chinese Religion: A Contextual Approach. London: A&C Black. p. 9.) Explore the interactive world map with this quote in mind. What other errors might stem from a framework of “world religions”?

  • How has this critique made you think differently about different categories of religion?
  • What are the challenges of trying to categorize and display religions in a form such as the map above?
  • How could you introduce or employ a critique of the world religions paradigm in your curriculum?

Explore More Lesson Plans

Quick View

Related EDClasses & Training

  • Religious Literacy for Students

    Students will be introduced to academically rigorous and constitutionally appropriate models for analyzing the role of religion in private and public life.

Keep in the loop.

Sign up for NewseumED updates and newsletter today.