Peer-to-Peer Activity: Critical Thinking
Overview
This activity consists of an enlightening critical discussion on the relationship between the key elements of Commitment VI and their impact on the principle of non-discrimination.
Competencies
- Participants articulate their responsibility to defend and advocate for minority groups.
- Participants identify positive ways to counter discrimination and stay vigilant within their own sphere of influence.
Step-by-Step Instructions
Discussion Questions
Resources
Facilitator Tips
Faith Quotes
Step-by-Step Instructions
INTRODUCTION
- This is a critical discussion activity. Consider dividing a large group into smaller groups for this discussion activity.
- Give participants an opportunity to think critically by asking them to reflect on their own definition of “minorities.”
- Alternatively, ask participants to consider the statement from Pope Francis and the Grand Imam of Al-azhar. (See the Resources tab for link.):
The discriminatory use of the term minorities . . . engenders feelings of isolation and inferiority.
DISCUSSION
- Choose from the questions listed under the Discussion Questions tab to start discussion.
- Alternatively, formulate questions based on local context.
CONCLUSION
- Participants should record some of their thoughts in writing and determine ways that they can individually counter discrimination in their own sphere of influence. Participants may use Faith for Rights notebooks, if provided.
Discussion Questions
These questions may help guide participants’ discussion:
- Do you agree with the term “minorities”? Why or why not?
- Pope Francis and the Grand Imam of Al-Azhar issued a joint statement in which they both rejected “the discriminatory use of the term minorities which engenders feelings of isolation and inferiority.” Do you agree or disagree with this quote? Why or why not?
- Should the protection of “minorities” be replaced with the concept of equal and full citizenship rights? What would be the implications for non-citizens, such as refugees, asylum seekers, migrant workers, and stateless persons?
- Do you feel that using the term “minorities” obstructs the objective of inclusion?
- Do you think there is a better term than “minorities” to use? Why or why not?
- If all individuals and communities enjoy equal rights, does it matter what title we give them, “minorities” or otherwise?
- Would you add any additional elements to Commitment VI? What would you add and why?
Resources
Facilitator Tips
- The #Faith4Rights modules are flexible and require adaptation by the facilitators before their use. Case studies related to peer-to-peer exercises in the 18 modules need to be selected by the facilitators from within the environment where the learning takes place. The #Faith4Rights toolkit is a prototype methodology that requires contextualization, based on the text of the 18 commitments, context, and additional supporting documents.
- Not all issues raised need to be resolved. This would be an impossible and even a counterproductive target. The aim is rather to enhance critical thinking and communication skills, admitting that some questions could receive many answers, depending on numerous factors.
- Tensions may occur during discussions related to “faith” and “rights.” Most of these tensions are due to human interpretations. Learning sessions are spaces for constructive dialogue in a dynamic process where tensions can be reduced with the help of clear methodologies, including pre-emptive situation analysis and evidence of positive results in areas of intersectionality between faith and rights.
- When preparing the sessions, facilitators need to factor in the profile, age, and backgrounds of participants. Focused attention on the learning objectives can transform tensions into constructive exploration of new ideas.
- Meaningful engagement requires democratically pre-established rules. Facilitators should dedicate time with participants to elaborate these rules together at the outset and act all along the training as their custodians.
- The time frames suggested in this #Faith4Rights toolkit are merely indicative. Facilitators may adapt them freely to suit the needs of their group of participants. The key balance is between respecting the overall time frame while not cutting short a positive exchange momentum.
- To ensure optimal and sustainable benefit, facilitators may create a “training notebook” for participants during their peer-to-peer learning sessions. It would contain a compilation of templates to help participants keep track of what they have learned throughout the program and eventually use this notebook as their personalized follow-up tool.
- When technically feasible, facilitators are also advised to project the module under discussion on screen in order to alternate between discussions thereon and showing the audio-visual materials listed in each module or any other items selected by the facilitator.
Faith Quotes
- “Be a lamp, or a lifeboat, or a ladder. Help someone’s soul heal. Walk out of your house like a shepherd.” (Rumi)
- “Your true character is most accurately measured by how you treat those who can do ‘Nothing’ for you.” (Mother Theresa)