I have already stated the general purpose of this research study was to determine Haitian views on teaching RE in school for a culture of peace. The study aimed to contribute to the field of RE and peace education. The topic is the following: “An Explorative Study on Teaching Religious Education for a Culture of Peace in Haiti”. For phase one (the survey), secondary education and higher education (varsity) students were targeted as the potential population who can opine on the topic, due to their past experience with the Haitian educational system. For phase two (interviews), experts in RE including (not limited to) RE teachers, school directors, and religious leaders were selected to further analyze respondents’ views and suggest teaching methods. Since the proposed sampling technique (i.e., simple random sampling) did not go as planned, the background of the study population included Haitians who were actual and former students. The scope and the data collection method directly limited this research study. The character of research limitations is that they provide the drive for further investigation and studies to be carried out, thus, ensuring the continuous refining and expansion of knowledge. Some of the limitations of this research include the following:
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Firstly, the respondents did not completely or equally reflect the multi-religious nature of Haiti as half of the respondents were protestants. Haiti is largely Vodou with a large Roman Catholic population and a smaller Protestant population in a remarkable syncretic formation (Simpson, 1945). This one-sided domination of the research respondents by people of the same faith and, presumably, with a similar outlook on life, would, in no small measure, influence the outcome of the research.
Secondly, the respondents did not represent the age categories of the Haitian population enough as the majority fell into young adults (n=255). Although this did not affect the outcome of the study, however it prevented the study to provide comparative analysis on view points of different age categories.
Thirdly, the convenience sampling which involves sending emails (including Facebook messages) directly to respondents precluded the survey which would have produced a richer and more in-depth data and would have afforded my opinions of people more knowledgeable on the matter.
The method of data collection immediately disqualifies certain categories of people, particularly those without internet access. In addition, the limitation of respondents to secondary and varsity students, members of a sub-culture, markedly different from the general Haitian culture in certain aspects, has greatly impacted the diversity of responses.
16 1.7 RATIONALE AND SIGNIFICANCE
Rational to undertaking this study is reflected on the importance of RE in undermining religious discrimination in Haiti. Thereby teaching RE (as a tool to prevent and resolve conflict) would play a significant role in the emergence of a culture a peace among Haitians. This study is important since it is hope to contribute in raising students’ awareness about religion and providing them with an understanding of human diversity, the complexities of social and cultural systems of thought, and the human pursuit of meaning.
Throughout human history, religious issues have caused conflicts within nations (Huntington, 1996; Pew Conference Report, 2003); traditional or religious value primarily reflecting people attitude towards life and the world. People with different traditional or religious value need to be more equipped with adequate understanding as well as act responsibly towards those values in order to avoid less conflict and promote peace. Take for instance what just happened recently in France, the satirical magazine Charlie Hebdo in Paris was attack by some Islamic faithful. While publishing cartoons mocking the Prophet Mohamed in the western media views is constitute as free speech. On the other hand, many in the eastern media see the Muhammad cartoons published by Charlie Hebdo as provocative. “The attack on Charlie Hebdo is a reason to think seriously and take measures to prevent terrorism and radicalism in Kazakhstan,” wrote the Kazakhstan’s New Times outlet while trying to link the attack in Paris to the threat of blowback from Kazakh nationalists fighting in Syria and Iraq (Paraszczuk, 2015, para 37). This is the ultimate evidence that religious sensitivity (tolerance and understanding included) is not the concern of religious adept alone but a concern of all nation and social sectors. We could not neglect religion by no means since it can contribute greatly to both conflict and peace.
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Another example of the importance of this study is the conflict that exists between Haiti and Dominican Republic where the Dominican is using violence against the Haitian and the Haitian responds by hatred. Therefore, teaching RE for a culture peace is imperative to the nation and it should be taught in schools, especially learning about religion. Szego (2014) noted religion is imbedded in the study of history, sociology, art, geography politics and philosophy and advocated for the study of religion as it facilitates better communication of people from differing cultural backgrounds. The American Academy of Religion (AAR), the world’s largest association of scholars who research and teach topics related to religion, concerns about the widespread illiteracy about religion, the consequences that stem from it, it provides a religious studies approach to teaching about religion in public schools (2010). This religious studies perspective (or guidelines) is intended to introduce students to the vast array of faith-based expressions that exists within and between traditions with the aim of deepening understanding about religious diversity and the roles that religion plays in political, economic, and cultural life across time (AAR, 2010, p. 4).
I believe if Haitian students are well educated into inter-faith approach, this can overcome religious illiteracy thus religious attack would reduce. As Müller puts it, “Anyone who knows only one religion knows nothing about religion” (Chidester, 1994 p. 37). Being equipped with knowledge from different religious beliefs can enable the students to understand each other in school, in the society, and the world. Multi-faith and inter-faith education is also an important part of global citizenship. With that being said, RE should not be ignored since religion illuminates us on who we are, why we have certain way of living, and where we are from as well as where we are at now (e.g., past, present, even future more or less) (Hick, 1963; Hood et al., 2005)
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In the classroom, RE can provoke challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, other principal religions, other religious traditions and other world views that offer answers to questions such as these. It offers opportunities for personal reflection and spiritual development. It enhances pupils’ awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion on individuals, families, communities and cultures. RE encourages pupils to learn from different religions, beliefs, values and traditions while exploring their own beliefs and questions of meaning. It challenges pupils to reflect on, consider, analyze, interpret and evaluate issues of truth, belief, faith and ethics and to communicate their responses. RE encourages pupils to develop their sense of identity and belonging. It enables them to flourish individually within their communities and as citizens in a pluralistic society and global community. RE has an important role in preparing pupils for adult life, employment and lifelong learning. It enables pupils to develop respect for and sensitivity to others, in particular those whose faiths and beliefs are different from their own. It promotes discernment and enables pupils to combat prejudice. (Qualifications and Curriculum Authority, 2004).
Since education has both suffered from and contributed to violent conflict in Haiti, an incorporation of peace education into RE can be a tool to help students deal with conflict in nonviolent and creative ways; and promote tolerance and understanding to develop citizen who are in harmony with their environment. Overall, the benefit of teaching RE and by integrating it in the school curriculum learning can occur in a number of areas such as spiritual, moral, social and
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cultural development, key skills and thinking skills. Therefore, with Catholic and Protestant school that exit in Haiti a multi-faith RE syllabus is encouraged for the purpose of helping pupils to view the past present and future world events concomitant to religion. Another important aspect of teaching RE is that it can further pupils’ reading literacy (reading fluency and comprehension) which I believe can also promote the five strands of the language arts such as reading, writing, speaking, listening, and viewing (this topic is not intended to develop here). Thus, every pupil has the right to be taught on RE to encourage critical thinking skills and such subject cannot be neglected in the school curriculum because it covers the essence of human life.
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