How to use this Manual?
Who is susceptible to religious or ethnic radicalization? What is the average profile of people who are already radicalized: male; aged between 15 and 35; belonging to a particular religion; unemployed; uneducated; a person with criminal background; traumatized; from broken families? No. There is no profile of such a person. Everyone is susceptible to religious or ethnic radicalization and extremism.
Most of us may not take up violence to express our extreme positions. However, in our judgement, in our expressions, in our daily encounters, we might lack empathy to our neighbor, particularly those who are different from us: in race, religion, ethnicity, nationality, and whatever. This attitude could breed into violent extremism and radicalization!
The sole aim of this training manual is to help the participants reflect on certain dimensions – of knowledge and attitudes – that colour our social interactions that should bring out the best selves in terms of compassion.
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Expected Learning Outcomes
At the end of the training the participant should be able to:
- Recognise stereotypes and the role of narratives in everyday interaction;
- Acknowledge in-group/out-group dynamics in ethnic and religious interactions;
- Spell out the dynamics of religion and the role of spirituality in mitigating the institutional dimensions of religion;
- Appreciate the Golden Rule and its role in protecting the dignity of the human person;
- Demonstrate some skills in conflict resolution and in dealing with difference of opinions.
Training Methodology
The underpinning methodology of the training is drawn from Kolb’s experiential learning cycle (as illustrated in Figure below). Following this model, the sessions of this training will have four steps based on this theory of learning.
Step 1. Experience-Activity: Every session begins with an experience-activity. It simulates an experience for the participants closely related to the theme that is going to be discussed. It acts also as an ice-breaker: bringing the participants together and energizing them.
Step 2. Reflect: After the activity the facilitator invites the group to reflect on what has happened: “What did you see? What can we learn from this?” Connect their answer to the theme of discussion.
Step 3. Input: In attempting to summarise the answers of the participants, the facilitator now presents three to five points of importance on the theme of the session. The points need to be accessible and exemplified. Allow some clarifications, and possible contributions from the participants. It is important to be aware of the time. The participants should not be bored. All members of the group need to be focused; if there are signs of dissipation just mention the points with some articulation and move on to the next step.
Step 4: Action: Finally the facilitator clearly marking the transition, asks: “So what is the implication of this exercise for our life? How will these insights inform our daily life?” These questions could also be discussed among participants in small groups without moving about too much. Conclude the discussion highlighting three or four practical points. If possible ask individuals to write them down.
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