Secular Religions & Ethics Education

1. Secular Religions & Ethics Education International [best] practices ACARA, 16 November, 2011 Cathy Byrne Macquarie University Centre for Research on Social Inclusion REENA – Religions & Ethics Network, Australia

2. Terms • Learning into: (RI, CRI and [misleading] SRE). Segregated, enfaithing, single religious tradition – theology.

3. Terms • Learning into: (RI, CRI and [misleading SRE]). Segregated, enfaithing, single religious tradition – theology. • Learning about: (RE, SOR, GRE, ERB) also ‘secular RE’ (Braten 2009), ‘integrative RE’ (Alberts 2007). Multi-tradition religions (includes secular beliefs) – education. • Learning from: Critical reflective analysis – ethics. SECULAR

4. Concerns in Australia • Emphasis on RI over RE • Senior SOR elective with limited lead in • Limited GRE in only some states, in years 3 and 4 • Issues with RI • segregation • accountability • equity • sustainability

5. International comparison K-10 1962 1972 1982 1992 2002 2012

6. International comparison K-10 SWEDEN 1962 1972 1982 1992 2002 2012 • since 1962 ! • no opt out • 1 of 8 subjects • global & local • major and minor religions & worldviews • values and citizenship • critical ethics

7. International comparison K-10 NORWAY 1962 1972 1982 1992 2002 2012 • 1997 • Humanist-Christian focus addressed • opt out removed 2006 • values & citizenship

8. International comparison K-10 ENGLAND & WALES 1962 1972 1982 1992 2002 2012 • 1988 • retains opt out • not combined with citizenship • local syllabus cooperation

9. International comparison K-10 GERMANY NETHERLANDS 1962 1972 1982 1992 2002 2012 • 1997 • both RI and RE • 2007 • cross-curricula Religious Instruction

10. International comparison K-10 CANADA • 2007 • mandatory public & private schools • no opt out confirmed 2011 1962 1972 1982 1992 2002 2012 USA • 2004 • positive results Religious Instruction

11. International comparison K-10 AUSTRALIA 1962 1972 1982 1992 2002 2012 • 1990 • limited GRE • focus on RI NO CHANGE Religious Instruction

12. Elements of Best Practice • Principles : CoE Exchange (2009); CoE policy recommendations (2008); Toledo (2007) • National Frameworks and syllabus documents • Texts and classroom resources and practice • Student critique of resources • Teacher training - SOR and Education, not Theology (initial and in-service)

13. Elements of Best Practice • Principles : CoE Exchange (2009); CoE policy recommendations (2008); Toledo (2007) • National Frameworks and syllabus documents • Texts and classroom resources and practice • Student critique of resources • Teacher training - SOR and Education, not Theology (initial and in-service) • Research and feedback - REDCO

14. REDCo Findings • Children with education about different views are more tolerant and more respectful • Children want peaceful coexistence based on: • knowledge about religions and worldviews • sharing common interests/actions • They support democratic principles and see the classroom as a potential ‘safe space’ (Jackson, 2011 – Dublin City University )

15. SUMMARY Secular Religions and Ethics - a legitimate secular education exercise - a growing trend - research shows positive outcomes - emerging best practices For the ‘Asia Century’...

16. SUMMARY Secular Religions and Ethics - a legitimate secular education exercise - a growing trend - research shows positive outcomes - emerging best practices For the ‘Asia Century’... Secular Religions and Ethics education. THANK YOU !