The teaching of virtues in comparative religious education: Theory and practice

A presentation of ethics in religious education may be approached through the study of "universal" virtues in the World Religions curriculum. In this thesis, the practice of teaching "universal virtues" within the ancillary curriculum of World Religions is studied. How is a virtue-based education conducted through a comparative method in the World Religions curriculum? This is the guiding question of this research. The comparative teaching format of the curriculum is based on the transverse learning of religious principles and ways of others, a learning outcome dependent on the teaching and practicing of universal virtues. The teaching of these common virtues through curricular activities supports the development of a set of common ethical principles for the students. The primary structural components of the curriculum in comparative religious education include the Beliefs and Doctrines, Ethical and Moral Principles/Truths, Ritual Practices and Historical Events categories associated to each religious tradition. Through examining the ethical components derived from the teaching of the World Religions curriculum, I hope to convey that the teaching of universal virtues is dependent on the practice of teachers emphasizing and meeting expectations of common virtues in the comparative religions curriculum. The thesis argument is: The priority of teaching universal virtues in the comparative religions curriculum is dependent on the practice of teachers to emphasize and transmit universal virtues, specifically respect, tolerance, empathy and benevolence to meet the ethical and learning expectations within the curriculum.