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Tanenbaum SimClinic Webinar: Medical Education through Simulation

  Click to download event flyer

TANENBAUM SimClinic:
Medical Education through Simulation
Live Webinar: http://tinyurl.com/y9o2zxxb 
Tuesday, July 7th  12:00 – 1:00 pm ET

Maria McQuade, Health Care Senior Associate
Ira Bedzow, Bioethicist at New York Medical College

Please join Tanenbaum as we launch two new patient modules as a continuation of our SimClinic series. Bring your curriculum into the 21st century, with our newest online learning modules. These modules explore doctor-patient relationships and approaches when a patient’s religion or culture is impacting their decision-making. These modules are created to help medical students gain the necessary tools for navigating difficult conversations around religion and culture. In this session, we will be discussing simulation as a learning tool for students, particularly in this current environment, and would love your feedback on our newest patient scenarios.

All those who attend and complete the modules and user survey will be eligible to win one of ten $10 Amazon gift cards.

 


 

Leveraging Religious Diversity: Live Webinar Thursday, March 26th!

LEVERAGING RELIGIOUS DIVERSITY:
Lessons Learned from Workplace Chaplains
During COVID-19 Outbreak

LIVE WEBINAR: https://tinyurl.com/t239pn3
Thursday, March 26th | 12:00 – 1:00 pm ET

Mark Fowler, Deputy CEO, Tanenbaum
Karen Diefendorf, Director, Chaplain Services Tyson Foods

Join Tanenbaum Deputy CEO, Rev. Mark Fowler, as he interviews Karen Diefendorf, Director of Chaplain Services at Tyson Foods in a session in partnership with Diversity Best Practices. Karen will discuss the ways in which Tyson chaplains are supporting the company’s employees as the COVID-19 outbreak reshapes the workplace. This conversation will highlight the invaluable contributions of workplace chaplains during these trying times. Learn more about available resources and better practices for supporting your employees of all faiths and none!

Click here to download our PDF flyer

 

(Dis)Information Webinar Postponed

Friends 
 
Like you, we realize the gravity of COVID-19 and how rapidly things are changing.
We have therefore decided to postpone our webinar, The (Dis)Information Session: The Impact of Fake News on Religious Communities. We know that this is a very important conversation, but for the immediate future, all of us need to focus on physical distancing, socially connecting—and staying as healthy as possible.

We will be back in touch in the not-too-distant future with a new date, but for now, we hope that you and your loved ones are safe and well,

Joyce S. Dubensky
CEO, Tanenbaum

What are the Facts on Fake News?

As any dedicated news junkie knows, people are talking about fake news—and that includes what you think about people from different religions. But have you ever asked yourself…

  • Is “fake news” even real?
  • Or is it a falsity in itself?
  • If it’s real…is it influencing me and what I think?
  • Are my opinions really based in fact?

To answer these questions and more (with you!), we’re hosting The (Dis)Information Session: The Impact of Fake News on Religious Communities, a free live webinar conversation and interactive training, on March 19 from 5 – 7 pm EST.

It’s time to think critically but openly about the hard issues that confront us, our communities, and our world.

Join Us and RSVP for the (Dis)Information Session on March 19!

 

Extreme Prejudice: Live Webinar on Tuesday, April 19, 2016

april_webinar-ExtremePrejudice

Extreme Prejudice
Tuesday, April 19, 2016
04:30 PM Central Daylight Time
Duration: 1 Hour

Click here to Register to watch the recording!

Why teach about extremism? Not teaching about it can put students in danger. Lack of education about religious diversity has left students—particularly Muslim and Sikh students—vulnerable to bias and bullying by classmates and teachers who don’t understand the full context of religious extremism. This hostility can make it difficult for students to learn and even puts their physical safety in jeopardy. Expanding your students’ knowledge of world religions—and the diversity that exists within them—is critical to combating these dangerous stereotypes and fostering empathy in the school community.

Join us and our friends from the Tanenbaum Center for Interreligious Understanding for this one-hour webinar, and learn try-tomorrow strategies that can help you teach about extremism accurately and safely, such as discussing extremism across multiple religions, examining the economic and political contexts in which extremism arises, highlighting religious peacemakers and empowering your students to make their school more inclusive.

You’ll receive a certificate of completion once you finish this webinar!

If your students get along better, blame it on Rio!

Dear Educators,
Now’s the time to capitalize on the approaching Summer Olympic Games in Rio De Janiero to promote respect for cultural and religious diversity in your learning environment. Join us for the launch of our free World Olympics webinar series on January 21st. For details, please see below or click here.
The first 100 registrants will receive a free printed copy of our World Olympics curriculum! One copy per institution. Click here to register today!
See you there!
World Olympics for All Webinar Flyer
World Olympics for All Webinar Flyer
World Olympics for All Webinar Flyer

Responding With Empathy and Respect to Belief Systems

Responding With Empathy and Respect to Belief Systems
By: Sara Wicht
Senior Manager for Teaching and Learning at Teaching Tolerance

Overview: Tanenbaum and Teaching Tolerance share tips for coaching students during class discussions on religious and nonreligious beliefs.

This year, Teaching Tolerance teamed up with the Tanenbaum Center for Interreligious Understanding to bring educators a webinar series called Religious Diversity in the Classroom.

The second webinar in the series, Fostering a Culture of Respect, offered ways for educators to help students feel safe, supported and respected when discussing religious and nonreligious belief systems. The webinar and after-session pack are available online if you have not had a chance to look at these resources yet.

Participants asked some great questions during and after Fostering a Culture of Respect, and we’d like to respond to a few we think are relevant to many educators. In this blog, we’ll address this question:
How can I coach students to respond to others with empathy and respect?

Hearing these prompts from you can help students engage more empathetically and respectfully during conversations about religious and nonreligious beliefs.

1. “Find out more.” Cultivate an inquisitive attitude in students by encouraging them to seek out information from a variety of voices within a given belief system. Ask students to formulate and pose open-ended questions. Here are some examples of questions that can guide research and in-class discussions:

  • What is the origin of the religious or nonreligious belief system?
  • In what parts of the world is the belief system practiced?
  • What are some texts that describe or include the belief system?
  • What are the foundations of the belief system?
  • How is the belief system perceived around the world?
  • Do you know anyone who practices this belief system? What do they say about what they believe?

2. “Be aware of the pitfalls of easy comparisons.” When dealing with academic content related to religion, students will encounter ideas about deities, time, the purpose of life, who we are as individuals and who we are as members of our communities, among others. These ideas may be hard to grasp or may feel foreign to students because they have developed out of many traditions, which are sometimes very different from students’ individual traditions.

Students may attempt to contextualize these new ideas by comparing them to concepts from their own traditions or cultural practices. Although this is a helpful practice in gaining a better understanding of ourselves through the exploration of the world around us, it is important they understand and discuss religious and nonreligious views without distorting or oversimplifying them. Comparisons not given thoughtful inquiry can lead to stereotypes and stereotyping. That means not making hasty comparisons between belief systems or using comparisons as the go-to way to discuss another belief system.

3. “Avoid generalized or simplified statements.” These types of statements imply easy answers such as “Islam is …” or “Hinduism means … ” or “Atheists think … ” Instead, when discussing religious and nonreligious beliefs with students, remind them that religions are internally diverse, dynamic and embedded in culture. Use sources that reflect and provide examples of these qualities.

Students can practice being more nuanced in their thinking by articulating the subtleties they see. For example, they might say, “This text presents Islam as …” or “The author here indicates that … ” Many religious traditions use storytelling to illustrate central concepts, such as parables in Christianity or Native American oral histories. These can also be great sources for literacy instruction on imagery, symbolism and allusion—and help students to point to nuances in meaning, interpretation and practice.

4. “See religious and nonreligious traditions as diverse and dynamic.” If students are critical of all or part of a particular belief system because it contradicts their values, ask them to find out more about how different adherents of that belief system criticize or propose changing the religion or practices in question. Emphasize, too, that religious and nonreligious belief systems are internally diverse. In Hinduism, for example, some have a personal god and others deny the presence of a deity. Find diverse voices from within the belief system being explored.

5. “Be honest about the limits of our understanding.” Acknowledge and help students to accept that there are limits to our understanding about belief systems. While we can learn a lot about them, we cannot completely understand the lived experiences of people or how their belief system influences their identity and daily lives. It’s also important not to turn individual students into spokespersons of particular religious or nonreligious beliefs.

Stay tuned for additional follow-up blogs that address participants’ questions. The next one will answer this question: How can I respectfully ask questions about identities different from my own?

Wicht is the senior manager for teaching and learning at Teaching Tolerance.