What have we learned?

2. What have we learned? • We have explored different types of community. Family – School – Local – Faith – Medical – Sports • We have identified common and particular characteristics of these communities. • We have explored the tension that can exist between the needs of the individual and the needs of the community. The word characteristic means a feature or quality that makes somebody or something recognisable.

3. Strengths of Community Weaknesses that lead to community breakdown We have explored the tension that can exist between the needs of the individual and the needs of the community. • Co-operation • Sharing • Good communication • Fulfilling roles • Help and support • Lack of co-operation • Not sharing • Poor communication • Failure to carry out roles • Failure to deal with tension between the members

5. What have we learned? • We can describe the role of communities in society. The communities to which we belong provide us with a service, i.e. they fulfil some of our needs. Communities enable us to grow and change and they work with us to help us achieve our goals in life. • We recognise the variety of roles within communities, including leadership roles.

6. Trócaire

7. The Carmelite Order of Sisters

8. Name of Community

9. We can retell stories about the founders/earliest followers of Christianity, Judaism, Islam, Hinduism and Buddhism.

12. What have we learned? • We recognise the importance of respecting our own beliefs and the beliefs and convictions of others. ‘Tolerance is respect, acceptance and appreciation of the rich diversity (differences) in our world. It is a way of thinking and acting that shows respect for those who are different from us.’ • We understand the implications of sectarianism, in Ireland and elsewhere. ‘Sectarianism is a prejudiced opinion based on religion, which can result in conflict and the exclusion of those of a different faith community. Sectarianism occurs when people reject others because they do not share the same religious beliefs as themselves.’ We looked at: The story of Gavin Brett Some of the conflict situations that exist Brett between faith communities around the world.

13. We have Explored the Ecumenical Movement. • At local level: Church Unity Week in our school • At national level: The Currach Community and the Glencree Community • At international level: The World Council of Churches We understand the meaning of inter-faith dialogue. • ‘Inter-faith dialogue is the term we use to describe different religions talking to one another. • Inter-faith (or inter-religious) dialogue is different from ecumenism because it refers to • dialogue between all of the world religions, not just the Christian churches.’

14. Our examples: • At local level: Inter-faith prayer services in our school or community • At national level: Inter-faith Prayer Service for World Peace, Dublin, October 2001 • At international level: Pope John Paul II’s World Day of Prayer for Peace, Assisi, 2002

16. What have we learned? We have identified and explored different styles of leadership in human communities and in religious/church communities. • Authoritarian leadership is often referred to as traditional leadership. An authoritarian leader does not allow anyone else to become involved in the decision-making process. An authoritarian leader always ‘leads’ and expects others to follow. • Enabling leadership is about motivating and helping the group to make their own decisions. • Consultative leadership is where the leader listens to everyone in the group and allows their suggestions to influence his/her final decision.