Why Education about Religions and Beliefs? European Policy Recommendations and Research Robert Jackson Warwick Religion

1. Why Education about Religions and Beliefs? European Policy Recommendations and Research Robert Jackson Warwick Religions and Education Research Unit European Wergeland Centre, Oslo Toward Mutual Ground: Religious Education, Education and Diversity Mater Dei Institute of Education, Dublin City University 21st October 2011

2. ‘Religious Education’ (RE) terminology Religious instruction/religious nurture/faith formation etc in a faith context/USA religious education Religious Education (England); Religion education (SA, USA); ERB - Education/teaching about religions and beliefs (UN Alliance of Civilisations; OSCE) Ethics and religious culture (Quebec); Religious and Moral Education (Scotland) ‘education about religious facts’ (France)

3. State-funded Faith-based Schooling Faith schools should be outward looking ‘to promote tolerance of differences leading to developing mutual respect and understanding...’ (Archbishop Tomasi, Apostolic Nuncio, Holy See Mission to the United Nations) Faith schools should be sensitive to minorities As at OSCE, ‘religious nurture’ and Education about religions and beliefs need to be in dialogue in the informal public sphere

4. Religion in the Public Sphere: Europe Habermas(2006): the informal public sphere - participation in the democratic process; rules of procedure would apply listening courteously to the explanations of religious people (and vice versa) seeking to understand through discussion/dialogue Habermas:Only politicians, working in state institutions –the political institutional sphere – must remain neutral in the context of competing world views

5. Arguments for RE/Education about religions in publicly funded inclusive schools ‘Intrinsic’ reasons A liberal education should cover all distinctive areas of human experience, ‘forms of knowledge’ (Hirst) or ‘realms of meaning’(Phenix) Instrumental reasons – some understanding of religion(s) needed for: knowledge and understanding of culture promoting social development / democratic citizenship increasing religious freedom and tolerance (human rights) promoting social or community cohesion Enhancing the personal development of students ‘learning from religion(s)’

6. European Institutions and the study of religions in schools – post 9/11 Council of Europe(47 states) Organisation for Security and Co-operation in Europe(OSCE/ODIHR)(56 states) European Union(27 states) European Commission Framework 6 REDCo Project United Nations: Alliance of Civilizations programme – ERB website and partners

7. Council of Europe Founded 1949 47 member states aims: To protect human rights, pluralist democracy and the rule of law To promote awareness and development of Europe’s cultural identity and diversity To seek solutions to social problems (eg discrimination against minorities, xenophobia, intolerance)

8. Policy and Practice: Council of Europe Intercultural Education and the Challenge of Religious Diversity and Dialogue 2002-2008(DG IV) Ministerial Policy Recommendation 2008; book in English & other languages 2007 Autobiography of Intercultural Encounters (interdisciplinary – religion, history, languages, psychology, citizenship, 2007 to present) White Paper on Intercultural Dialogue (2008) Council of Europe ‘Exchanges’ (2008/2009) European Wergeland Centre for Intercultural, Human Rights and Citizenship Education, including religion www.theewc (Oslo) (idea 2006 onwards; inauguration May 2009)

9. Council of Europe: Cultural argument for inclusion of study of religions Council of Europe reasoning relates new initiatives to its historical priorities and fundamental values All should agree that religions are at least part of human culture Religions could therefore be studied in all states as part of interculturaleducation Intercultural education seen as closely related toeducation for democratic citizenship

10. Council of Europe Intercultural Education & Religious Diversity and Dialogue 2002-2008 Book in English French and other languages 2007 Ministerial Policy Recommendation Dec 2008

11. Recommendation of the Committee of Ministers to Member States on the Dimension of Religions and Non-Religious Convictions within Intercultural Education Principles Objectives Attitudes Educational Preconditions Learning Methods Initial and In-service Teacher Training Research /Evaluation in Teacher Training

12. Objectives developing a tolerant attitude and respect for the right to hold a particular belief… nurturing a sensitivity to the diversity of religions and non-religious convictions… promoting communication & dialogue... providing opportunity to create spaces for dialogue; addressing sensitive or controversial issues developing skills of critical evaluation and reflection combating prejudice and stereotypes fostering an ability to analyse and interpret impartially

13. Educational Preconditions sensitivity to the equal dignity of every individual; the capacity to put oneself in the place of others in order to establish … mutual trust and understanding…; co-operative learning in which peoples of all traditions can be included and participate; provision of a safe learning space to encourage expression without fear of being judged or held to ridicule;

14. Council of Europe Exchange 2009 a) standard-setting framework and tools Most participants accepted Recommendation CM/Rec(2008)12 as the applicable standard-setting framework /guidelines Most participants considered that the tools produced by the Council of Europe in this field (Reference Book for Schools and its work on management of socio-cultural dialogue) provided a useful and productive working basis, complementing the Council of Europe's “White Paper on Intercultural Dialogue” (2008)

15. Council of Europe Exchange 2009 b) teaching about religion and beliefs and denominational teaching Participants agreed that teaching about religion and non-religious beliefs and denominational teaching pursued different aims, but were not incompatible While denominational teaching sought to develop religious faith, the main purpose of teaching about religion and non-religious beliefs was to foster mutual understanding and respect through better knowledge of the different religions and beliefs ‘Beyond the different aims, both kinds of teaching could help to form values and attitudes, particularly those needed to promote the fundamental values upheld by the Council of Europe’

16. Council of Europe and EWC continuation project 2011-13 + Specialist group from Italy, UK, Germany, Norway, Russian Federation, Switzerland, France chaired by former CoE Head of Education Aims to promote the implementation of the Recommendation in different ways/contexts accentuating chosen priorities for action and research Questionnaire and follow-up Possible conference Possible action research project To produce a “Road-map” with advice

17. Organisation for Security and Co-operation in Europe (OSCE/ODIHR)Toledo Guiding Principles, 2007 the largest regional security organization formed in 1970s security 3 dimensional: politico-military; human dimension; environmental and economic dimension publication of the TGPs acknowledged by consensus by the 56 Foreign Ministers of the OSCE Completed in 8 months Ireland Chairs OSCE in 2012

18. First Meeting: Toledo March 2007 Interdisciplinary and inclusive drafting group – international lawyers, academics, educators A standard-setting discussion document – not a syllabus or ‘blue print’ Drafting team happened to be from varied faith and non-faith backgrounds Drafting team selected because of particular expertise (eg law, religious studies, inter-religious dialogue, religious education, intercultural education, pedagogy)

19. Toledo Guiding Principles Toledo Guiding Principles on Teaching about Religions and Beliefs in Public Schools2007 ‘to contribute to an improved understanding of the world’s increasing religious diversity and the growing presence of religion in the public sphere’ ‘to assist OSCE participating States in promoting the study and knowledge about religions and beliefs in schools…as a tool to enhance religious freedom and increase tolerance’

20. OSCE/ODIHRToledo Guiding Principles, 2007 Human Rights argument for Teaching about Religions & Beliefs freedom of religion or belief predicates plurality; plurality requires tolerance of difference; tolerance of difference requires at least knowledge and understanding of the beliefs and values of others

21. The Toledo Guiding Principles: Contents The Human Rights Framework legal issues in relation to the state the rights of parents, children, teachers and minorities Preparing curricula: approaches and concepts Teacher education Conclusions and Recommendations

22. The Toledo Guiding Principles Respect the right to freedom of religion or belief Cover religions and beliefs Encourages inclusiveness curricula/materials selection of teachers in publicly funded schools and students in classrooms Affirms role of families and religious/belief organisations

23. Criticisms of the TGPs: Authority of Human Rights Cultural imperialism: rooted in a Western, liberal, secular, post European Enlightenment position Emphasis only on individual rights Main goal tolerance, not understanding religions Involves studying everything – superficial understanding

24. Criticisms of the TGPs: Authority of Human Rights RESPONSE Human rights codes should be open to critical scrutiny and discussion – a reference point Individual freedom combined with responsibility towards the community is a fundamental democratic principle (InterActionCouncil: Universal Declaration of Human Responsibilities, 1997) Despite HR emphasis on tolerance, the documents encourage understanding at depth Examples of religions within society can be studied according to context – principles/skills/competences, sensitivities

25. Research: EC Framework 6 REDCo Project 2006-9

26. REDCo Project: Religion, Education, Dialogue, Conflict Germany, Norway, the Netherlands England, France, Spain, Russia, Estonia Quantitative and qualitative school based studies of 14-16 year old pupils (and teachers) Partly seeking young people’s views on whether they want to study religions and how they want to do it

27. REDCo findings: views of 14-16s Strong student support for applying democratic principles in classrooms Students see the classroom as a potential ‘safe space’ for dialogue Students want peaceful coexistence based on: knowledge about each other’s religions and worldviews sharing common interests /doing things together Many students with a firm commitment not threatened by dialogue/learning abtothers Some minority religious students feel vulnerable

28. Synergy of policy and research CoE’s emphasis on dialogue has a synergy with REDCofindings REDCo findings show strong student support for democratic principles in school and classroom procedures Need for contextualisation in each country – working with colleagues Current project to take forward discussion of the Council of Europe Recommendation in member states

29. Thank you!